Toward Expert Thinking: How curriculum case writing prompts the development of theory-based professional knowledge in student teachers

The present paper explores what, and how, student teachers may learn about theory and practice from writing cases, and examines some pedagogical features that may contribute to these results. Drawing on data collected from our course "Principles of Learning for Teaching", including student cases from outline to final drafts and students' course reflections, we found that students' successive case drafts demonstrated a development from naïve generalizations to sophisticated, theory-based explanations of the issues at play in their cases. In particular, we suggest that students' cases demonstrated some of the moves that Berliner (1986, 1991) identified as characteristic of more "expert" thinking about teaching. We propose that reading theory in context with writing cases, that sharing cases with peer readers, that specific, theoretically grounded, and concrete feedback from instructors, and that providing multiple opportunities for revision may have been most useful in helping student teachers learn to think like a teacher.     

Personal inquiry learning trajectories in geography: technological support across contexts

Student engagement in the design and implementation of inquiries is an effective way for them to learn about the inquiry process and the domain being studied. However, inquiry learning in geography can be challenging for teachers and students due to the complexity of scientific inquiry and the diversity of pupils' and teachers' knowledge and abilities. To address this, the Personal Inquiry project has designed a tool kit that includes nQuire, a Web-based tool to support students through the inquiry process. Here, we identify when, across five lessons comprising an inquiry into microclimates, nQuire was used by a teacher and a case study group of her 12 to 13-year-old students, and the ways in which they adopted nQuire as a tool to facilitate the creation of a coherent and cumulative inquiry learning experience over time. We found that students' use of nQuire supported them in capturing and representing their evolving understanding of inquiry, in defining and supporting their progression through the process of inquiry and in resourcing their cognitive engagement in data interpretation and representation. nQuire supported the students in accumulating and integrating new understandings across contexts and over time. In this way, nQuire successfully resourced and supported the students' learning journeys or trajectories. We conclude that nQuire can be an effective tool for supporting teachers' and students' understanding of the nature of inquiry and how to design and implement inquiries of their own.     

Developing participation opportunities for young people with disabilities? Policy enactment and social inclusion in Australian junior sport

Abstract

Interventions aimed at increasing the participation of young people with disabilities in recreational sport have had mixed success. The authors draw on in-depth interviews with representatives from State Sporting Associations, local government officers and volunteers within community sports clubs in Victoria, Australia, to examine why some sports clubs are unable or unwilling to translate policy ambitions into practice. The findings indicate how by framing disability provision as ‘too difficult’, ‘not core business’ and antithetical to competitive success, community sports clubs are able to resist policy ambitions to modify existing structures and develop more inclusive practice. Greater priority needs to be given to transformational inclusion objectives and challenging ableism if clubs are to structurally progress the development of participation opportunities for young people with disabilities.     

Student success pocket-graphic: a mountain of data transformed

Abstract

How does a small community college library, without marketing experience or budget, advocate for its value to a campus community and its administrators? We did so by creating an engaging, bright, and easy-to-read “pocket-graphic.” In this column, we reflect on the process of shaping a multi-use product out of a mountain of data. Through research in design practices, field observations of popular information tools, and an uncomfortable step into braggadocio, we learned to articulate the successes of our library. Our “pocket-graphic” told our story, yes – but it also provoked surprise, questions (“you really have all that?”) and delight in the lesser known successes (“you really DO all that!”). In the process, we connected our students more deeply to helpful services and resources, faculty to supportive instruction, and positively changed the tone of conversation with all our stakeholders. By turning data points into selling points, we found insights and a focus that moved our own development forward, helping ourselves to define improved priorities for advancing our critical role in student success.     

Surviving Being Dark: A Pedagogy of the Sacred for Survival in a Divided Society

Abstract

Historically, Blacks have out of necessity prioritized survival in educating their younger generations for existence in the racially hostile and divided context of the U.S. This education and religious education has occurred formally and informally in homes, schools, community organizations, and in congregations. This paper examines three aspects of survival: survival and emancipatory education, survival and justice, and survival with emerging Black generations. Three examples will be offered that highlight each aspect of survival. The examples will demonstrate how education generally and religious education in particular have undergirded pedagogies of the sacred for the survival of Black life.