Collaborative Professional Development for Science Educators: Locating Reflection in Practice Through a Science Methods Course

Journal of Science Teacher Education -     

Influences on Developing Collaborative Learning Practices in Schools: Three Cases in Three Different Countries

This article explores influences on the development of collaborative learning practices in schools. Evidence from three cases in three countries is detailed and analyzed, using a theoretical framework concerned with school curricula: aims and intended learning outcomes; syllabus, learning and teaching methods; and assessment. In each of the three cases (England, Germany, and Lithuania), a review of national statutory requirements and nonstatutory guidelines is supported by evidence from teacher practice (in-depth case studies), which are then viewed through a comparative case-study method approach. The article highlights influences on practice, and draws conclusions about developing effective future policy and practices.     

REDUCING DISTANCE THROUGH DISTANCE LEARNING: THE COMMUNITY COLLEGE LEADERSHIP DOCTORAL PROGRAM AT COLORADO STATE UNIVERSITY

Creating a virtual community among learners in a course or program can increase student retention and satisfaction. Although community colleges are increasingly turning to on-line learning experiences for students, doctoral programs in community college leadership (CCL) can model the blending of different learning modalities. Using face-to-face experiences, two-way compressed video, on-line information posting, and synchronous and asynchronous on-line discussions, the CCL program at Colorado State University creates community among its doctoral students. A vignette is presented to illustrate the life of one of these doctoral distance students and to detail the uses of the various learning modalities. The article concludes with a discussion the three main types of support necessary for empowering students and keeping them connected in their community: multiple communities support, multiple meeting spaces support, and multiple systems support. The serendipitous result of this experience has been seeing doctoral students return to their respective community college campuses and use this blending of on-line modalities to serve their own students.