Nurturing moments of transformation in teachers – comparative perspectives on the challenges of professional development

This article discusses teachers' views of their own learning. Two groups of teachers attending graduate programmes in Seattle, Washington in the United States of America (USA) and Newcastle upon Tyne, United Kingdom (UK), participated in a project that encouraged them to discuss examples of effective professional development. The teachers from the UK were enrolled on a Masters degree course for staff working with pupils with autism. The teachers from the USA were enrolled on a Masters degree course specifically focused upon working with children who have moderate to severe difficulties. Both groups of teachers were working, at least for a portion of their timetables, with pupils who had low incidence disabilities. Phyllis Jones, of the University of South Florida, Elizabeth West, from the Department of Special Education at Boise State University, and Dana Stevens, who is working on her PhD in special education at the University of Washington, analysed the critical moments of professional development identified by the teachers in both contexts. Four themes emerged: seeing the relationship between theory and practice, the role of the professor or lecturer in mediating learning, learning from others and reflecting in action. In this article, the authors analyse the themes in relation to the subtle differences that occurred within, and across, the two contexts. This analysis will assist in the design of quality professional development opportunities that reflect teachers' voices. Teachers make meaning of their learning in highly personal ways and, although it is possible to nurture formalised learning opportunities, teacher educators need to be constantly aware of the contextual and personal meaning making that is at play.     

‘Trying,failing, succeeding,and trying again and again’: perspectives of teachers of pupils with severe profound multiple learning difficulties

This article explores the perspectives of seven teachers in England who teach pupils with severe profound and multiple learning difficulties about their learning to teach this group of students. Teachers’ views were captured through a combination of synchronous and asynchronous online communications. Four themes emerged from teachers’ perspectives about their own learning: learning through doing in the classroom, learning through self-inquiry and research, learning from and with others and more formal learning opportunities. A constructivist approach to teacher learning is affirmed as a helpful lens to further understand how teachers learn to teach pupils with complex learning profiles. The article supports teacher learning as a holistic process that takes place throughout teachers’ careers. It highlights the value teachers place on learning through doing in the classroom, learning through self-inquiry and research, learning from and with others, as well as formal learning.     

Foreign policies of U.S. higher education institutions: Accident or design?

Based on a content analysis of The Chronicle of Higher Education from 1984 to 1989, the authors find that current foreign policy decisions of higher education institutions are being made reactively within four policy arenas: research, students, investments, and academic programs. The authors conclude that a comprehensive foreign policy should be included in an institution's strategic planning process.He has served recently as Visiting Professor of Higher Education at the University of Georgia. Previously he was Director of the Fund for the Improvement of Postsecondary Education. Carolyn P. Griswold has a M.Ed. from Georgia State University and is a doctoral candidate in the Institute of Higher Education at the University of Georgia. Phyllis Wyatt-Woodruff is Director of Enrollment at Paine College and a doctoral candidate in the Institute of Higher Education at the University of Georgia. Patricia Gregg is on the staff of Clayton State College and is a doctoral candidate in the Institute of Higher Education at the University of Georgia.     

Mirror Worlds: Examining the Affordances of a Next Generation Immersive Learning Environment

As technologies continue to develop and evolve, it is imperative that instructional technologists, learning scientists, and educators involved with examining learning affordances of emerging technologies investigate the potential of innovative environments to promote and facilitate learning. This paper, as such, will describe a newly developed immersive, mixed-reality learning environment at Virginia Tech. The Mirror Worlds project, a cutting edge mixed-reality virtual world will be described in terms of the potential for this type of environment to engage participants in authentically situated social and embodied learning activities.     

Teachers' Perceptions of the Effectiveness of Transition Classes

Teachers' perceptions of the effectiveness of transition classes and the potential relationships between these perceptions and demographic variables were investigated. Seventy-eight first grade teachers from the six New England states completed questionnaires that asked them (a) to rate how children who have participated in transition classes compared in academic achievement, social- emotional development, and attitudes toward school with similar "unready" children who did not participate; (b) to indicate if they would recommend a transition program for their best friends' children; (c) to indicate how they would vote if asked whether their school should continue transition classes; and (d) to supply demographic information. The results clearly indicated that this sample of first grade teachers overwhelmingly supported transition classes and perceived them as beneficial despite the lack of empirical evidence to support these beliefs. No relationships between various background or demographic variables (e.g., certification, degree, membership in professional organizations) and perceptions of effectiveness were found, as evidenced by the support of all types of teachers for transition programs. The findings are attributed to a lack of communication between the primary school practitioners and the early childhood research community.     

Elementary student teachers' science content representations

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject‐specific considerations for teaching and learning. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 443–463, 2002     

A Case Study of the Use of Internet Photobook Technology to Enhance Early Childhood “Scientist” Identity

There are many influences on a child’s identity. Photobook technology purposefully prepared around science explorations presents a modern opportunity to repeatedly trigger memories that reinforce the “me, as scientist” viewpoint. Semi-structured interviews at 6 and 8 years of age were conducted with a child who was the subject of a photobook of everyday science activities to gain insights into his thinking about the nature of science and how he interprets his younger self participating. Interview data were recorded, transcribed and analyzed using dimensions from the previously established parameters for the nature of science. The child’s statements about his participation in the photos were matched to these dimensions to consider how he sees himself “doing science” through his early years. Preliminary findings suggest that the child recognizes elements of science and regards himself as an active participant. In both interviews, the child reinforces these views by the opportunity to revisit the experiences in the photobook. Affective components may motivate further science involvement as well: the child enjoyed the time and attention that the photos and discussion provided; the child took pride in being the subject of a book. This case study suggests that there is a fertile field of research to investigate how, for whom, and in what ways internet photobook technology may enhance a child’s developing identity as capable science explorer.     

Using Augmented Reality and Virtual Environments in Historic Places to Scaffold Historical Empathy

The authors explore how 3D visualizations of historical sites can be used as pedagogical tools to support historical empathy. They provide three visualizations created by a team at Virginia Tech as examples. They discuss virtual environments and how the digital restoration process is applied. They also define historical empathy, explain why it is important, and discuss how it is taught.