Professional Development for Teaching Artists: A Sampling

Teaching Artists report their findings about TA professional development across the country in theater and through museums.     

Professional Development for Teaching Artists: A Sampling

Professional development of Teaching Artists-an overview and multi-arts program training ideas kick off a series of articles.     

Professional Development for Teaching Artists: A Sampling

Teaching Artists report their fndings about TA professional development in dance, writing and music.     

A Professional Development School's Evolution Potential: Teachers' Initial Perceptions of Their Teaching and Learning Community

The major aim of this research was to investigate the environment of a secondary school as it began to become a professional development school. Using the theoretical dynamic of technical cultures, open systems theory, and organisational learning as background, the use of quantitative and qualitative data describes the practical dynamic of a learning environment at the initial stage of becoming a professional development school. This article uncovers instructors' perceptions of teaching and learning in a secondary context, offers a framework to investigate the school's teaching and learning environment, and suggests ways to use such investigation to understand the evolution potential of learning communities. . . . Tensions among educational purposes are revealed as we attempt to reach practical accommodations. It is helpful to see these difficulties clearly. We need, however, to build on these insights, pushing beyond merely saying that our work is hard. We need to investigate particular promising approaches and to pursue analyses that show why things are hard, in the hopes of gradual, but significant, improvement. (Floden, 1997, p. 283) This revised version was published online in July 2006 with corrections to the Cover Date.     

提升教师领导能力:幼儿园教师专业发展的新思维

教师领导是近年来学校领导研究与教师教育研究的热点问题之一.在早期教育领域实施教师领导有助于提高早期教育的专业地位、促进教师专业发展,最终促进儿童的发展.正确认识教师领导、提高教师领导的能力、创设合作团队、与家长合作并建立良好的公众关系是落实教师领导的有效策略.     

非正式学习与教师专业发展

非正式学习是教师专业发展的重要途径。为了促进教师进行非正式学习应当采用以下策略：创设教师进行非正式学习的氛围、搭建促进非正式学习的基础设施、帮助教师提高学习能力和整合非正式学习与正式学习。     

An Observational and Planning Tool for Professional Development in Science Education

Since there is an increasing recognition to address the need to move practicing teachers to a higher standard of practice, mentoring or coaching has been receiving increasing attention. A variety of tools has been developed to make these relationships more effective. Work within a recent mentor project indicated current tools were not detailed enough for mentors to provide effective feedback to mentees. This paper presents a more detailed tool and describes categories of pedagogical practices related to an extended inquiry-cycle model. During the course of the project, mentors and mentees also used this tool for adapting existing curriculum to a more standards-based mode of instruction, thus having it function as a planning tool.

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Improving Professional Development of Chemistry Teachers through Optimization of Classroom Teaching Quality

本文从教学设计、上好公开课、观摩评课等三个方面,探究了化学教师专业发展的规律,提出课堂教学是促进化学教师成长的必经路径,对年轻教师的快速健康成长有一定的指导意义。     

数学竞赛促进教与学

中央民族大学理科学生通过参加北京市大学生非数学专业数学竞赛,培养了学习兴趣,促进了高等数学课程的教学,提高了数学素质。近几年参赛学生不仅多人获奖,还有不少学生被推荐免试攻读研究生或考取研究生。     

提高案例教学学术水平和专业水平的着力点

案例教学是当前全国党校(行政学院)系统教学改革的重要内容之一。广大教师努力提高案例教学学术水平和专业水平,是开展好案例教学培训的中心环节。为此,就要坚持习近平新时代中国特色社会主义思想指导,着力把握案例教学目的和意义,选好生动案例,讲好中国特色社会主义制度优越性和治理效能;同时,建构案例分析的学术框架,并着力于坚持正确的中国史观,择优汲取国际案例教学方法与理论,探讨建立中国特色的案例教学。     

校本教研促进教师专业发展的策略研究

在新课程背景下,以校为本的理念被引入学校发展中,教师自身的专业发展得到了重视,教师可以通过自我反思、同伴互助和专业引领的策略来进行校本教研,并以此来促进自身的专业发展和学校的发展.     

Evaluating the Usability of a Professional Modeling Tool Repurposed for Middle School Learning

This paper reports the results of a three-stage usability test of a modeling tool designed to support learners’ deep understanding of the impacts of climate change on ecosystems. The design process involved repurposing an existing modeling technology used by professional scientists into a learning tool specifically designed for middle school students. To evaluate usability, we analyzed students’ task performance and task completion time as they worked on an activity with the repurposed modeling technology. In stage 1, we conducted remote testing of an early modeling prototype with urban middle school students (n = 84). In stages 2 and 3, we used screencasting software to record students’ mouse and keyboard movements during collaborative think-alouds (n = 22) and conducted a qualitative analysis of their peer discussions. Taken together, the study findings revealed two kinds of usability issues that interfered with students’ productive use of the tool: issues related to the use of data and information, and issues related to the use of the modeling technology. The study findings resulted in design improvements that led to stronger usability outcomes and higher task performance among students. In this paper, we describe our methods for usability testing, our research findings, and our design solutions for supporting students’ use of the modeling technology and use of data. The paper concludes with implications for the design and study of modeling technologies for science learning.     

Principled Teaching for Deep Progress: Improving Mathematical Learning Beyond Methods and Materials

This paper contributes to knowledge about principled action which makes a difference to learners attainment. We report on the Improving Attainment in Mathematics Project,¹ a project focusing on low-attaining secondary students. The purpose of the project was to introduce innovations in practice through action research with 10 teachers over 2 years, and evaluate the effect on students learning using national test scores, teachers reports, non-routine tasks and other performance indicators. However, this is not a study which shows how certain methods lead to better results. While it was found that learning improved, the methods and strategies the teachers used were not always generalisable across the project, indeed some were contradictory. Continued searching led to the identification of common underlying principles of teaching which different teachers manifested in different ways. Overt methods were less important than the collection of beliefs and commitments which underpinned teachers choices. There was, however, a convergence of practice around a focus on long-term development, the process of becoming a learner of mathematics, rather than short-term gains. In addition, we had to deal with some of the realities of authentic collaborative research with practitioners.     

Distance Learning as a Tool for Poverty Reduction and Economic Development: A Focus on China and Mexico

This paper uses case studies to focus on distance learning in developing countries as an enabler for economic development and poverty reduction. To provide perspective, we first review the history of telecottages, local technology-equipped facilities to foster community-based learning, which have evolved into “telecenters” or “Community Learning Centers” (CLCs). Second, we describe extensive site visits to CLCs in impoverished portions of China and Mexico, the centers operated by premier universities in each respective country. These CLCs constitute the core of new emerging systems of distance education, and their newness poses challenges and opportunities, which are discussed. Finally, we offer 12 points to develop further the concept and reality of distance learning in support of economic development.     

自我导向性学习与教师专业发展

教师专业发展具有个体性、主动性、内在性等特征,而自我导向性学习则能很好地适应教师专业发展的这些特点。文章在介绍自我导向性学习的含义与特点的基础上,对自我导向性学习与教师专业发展的关系以及如何促进教师的自我导向性学习进行了阐述。