Investigating the Potential of Guided Practice With an Enactment Tool for Supporting Adaptive Performance

Recently, attention has focused on identifying core instructional practices that could leverage novice teachers’ development of professional knowledge and skill. To help novices learn to implement these practices, there is also increasing interest in developing enactment tools that could translate abstract conceptual tasks into more concrete steps. Less attention, however, has been paid to understanding how novices might learn to use these tools adaptively in the context of practice. We address this issue by integrating a set of theoretical considerations that together serve as a model for investigating how novices could learn within a community of practice to use a specified elicitation sequence adaptively, guided by more experienced members in that community. In our results, we provide thematic categories for the problems that arose as novices used the sequence of questions and demonstrate how these problems afforded the teacher educator opportunities to connect novices’ work to a set of professional commitments that could guide their adaptive practice. In particular, we highlight how these opportunities arose in the midst of modifying the question sequence and investigating the consequences of its enactment. Although our analysis focuses on a particular question sequence, we see our results as relevant to the development of other forms of enactment tools for use in adaptive practice across a range of professional domains.     

Cognitive processes underlying WISC-R performance of gifted and learning disabled navajos

The purpose of this study was to provide an empirical basis for the interpretation of the WISC-R performance of Navajo children according to the Luria-Das Model of Simultaneous and Successive cognitive processes. Two groups of Native American Navajo subjects, 45 learning disabled and 41 gifted, were given the WISC-R. The scores on those subtests expected to involve Successive and Simultaneous processes were factor analyzed for each group and two factors were extracted. The factors, essentially similar for both samples, were interpreted to reflect the Successive and the Simultaneous modes of processing information as suggested by the Luria-Das Model. The gifted and learning disabled children had disparate loadings for some of the subtests, suggesting that the two groups may be using distinct modes of coding information.     

Use of problem-based learning in the teaching and learning of horticultural production

Purpose: Problem-based learning (PBL), a relatively novel teaching and learning process in horticulture, was investigated. Proper application of PBL can potentially create a learning context that enhances student learning. Design/Methodology/Approach: Students worked on two complex ill-structured problems: (1) to produce fresh baby greens for a 4-week catering event and (2) to produce seedlings for a grower. Data collected were analyzed by the concurrent method and presented as case studies. Findings: Students developed positive attitudes through active engagement. Their presentations and reports demonstrated leadership roles, critical thinking and conflict management. Practical professional, social and affective skills were developed through production of 5?kg baby greens, and 2500 vegetable seedlings. Successes and limitations were identified. Theoretical Implication: The quality of the PBL problem is critical for the stimulation and elaboration of prior knowledge, development of epistemic curiosity and the relevant semantic framework. These are motivators that inspire effective learning. Practical Implication: Cognitive and emotional intelligence skills are realized by trusting the PBL process, identifying enhancers and inhibitors. Enhancement of creativity, social and employability skills manifest through challenges that help to develop for the ‘whole’. Originality/Value: In the horticulture industry, stakeholders interact with each other and the agro-ecological system. Consequently, competencies in production and emotional intelligence are invaluable.     

Teaching practices and strategies to involve inner-city parents at home and in the school

Few studies have observed what teachers actually do in the classroom to encourage parental involvement in their children’s education. Over the school year, the various teaching practices and strategies of two teachers in an inner-city elementary school that has had public recognition in its efforts to involve parents were gathered through interviews and observations. The five main teaching practices and strategies to engage parents are practicing parent outreach, establishing relationships with the parents, creating a positive classroom climate, teaching to involve parents, and making the community-school connection. This study offers insights into teachers’ classroom practices that are connected to various specific strategies to involve parents.