Experiencia de un enseñante/investigador con evaluaciones basadas en el rendimiento como instrumentos de diagnóstico

Peers describe sus esfuerzos para diagnosticar las aptitudes para la lectoescritura de sus estudiantes de formación profesional, mediante el empleo de una evaluación más auténtica del rendimiento que integra lectura y escritura. Este diseño ofrece un modelo claro de la enseñanza y evaluación basada en capacidades ecológicamente pertinentes y un buen ejemplo de articulación de los objetivos que interesan al profesor y los que interesan al alumno.     

Authoritative schools: A test of a model to resolve the school effectiveness debate

School effectiveness research has fueled debate on the importance of a press for academic excellence versus communal values. Research on parenting styles offers a theoretical framework that may resolve the debate. We hypothesized that dimensions of parenting styles—demandingness (academic press) and responsiveness (communal values)—predict students’ mathematics achievement, engagement, and locus of control. HLM analyses of NELS: 88 data on 19,435 eighth-graders partially supported the hypothesis: Students’ perceptions of school responsiveness predicted their engagement and internal control. In addition, students in responsive schools had smaller differences in mathematics achievement and internal control attributable to SES, suggesting that responsive schools may increase equity. We offer suggestions for further investigation of the model in hope of resolving the debate.     

Crowdfunding in higher education: evidence from UK Universities

Higher Education - In contemporary higher education systems, funding is increasingly associated with performativity, assessment, and competition, and universities are seeking different forms of...     

Teacher Orchestration of Language and Gesture in Explaining Science Concepts in Images

Research in Science Education - Students’ difficulties interpreting diagrams remain a concern in science education. Research about improving diagram comprehension has included few studies of...     

Competing Agendas: Young Children's Museum Field Trips

Abstract Visitors to museum settings have agendas that encompass a wide variety of missions. Agendas are known to directly influence visitor behavior and learning. Numerous agendas are at play during a visit to a museum. We suggest that in a museum‐based learning experience, children's agendas are often overlooked, and are at times in competition with the accompanying adult's agendas. This paper describes and qualitatively analyzes three episodes of competing agendas that occurred on young children's field trips to museums in Brisbane, Australia. The aim is to elucidate the kinds of tensions over agendas that can arise in the experience of young museum‐goers. Additionally, we hope to alert museum practitioners to the importance of considering children's agendas, with the aim of improving their museum experience. Suggestions are also made for ways in which educators can address children's agendas during museum visits in order to maximize learning outcomes.     

Preparing the Next Generation of Science Teacher Educators: A Model for Developing PCK for Teaching Science Teachers

Science education doctoral programs often fail to address a critical piece—the explicit attention to the preparation of future science teacher educators. In this article, we argue that, in addition to developing skills and a knowledge base for research, doctoral students must be given the opportunity to observe, practice, and reflect on the pedagogical knowledge necessary to instruct science teachers. In particular, we contend that the construct of pedagogical content knowledge (PCK) can be adapted to the context of knowledge for teaching science teachers. We use the PCK construct to propose a model for the development of knowledge for teaching science teachers, grounded in our experiences as doctoral students and faculty mentors. We end by recommending a vision for doctoral preparation and a new standard to be included in the ASTE Professional Knowledge Standards for Science Teacher Educators.