139,247 research outputs found
Collaborative strategies in on line communities of in-service teachers
Pubblicazione elettronica reperibile in
http://sunsite.informatik.rwth-aachen.de/Publications/CEUR-WS/Vol-398/S6_GiannandreaEtAl.pd
The language teacherâs development
This paper provides a commentary on recent contributions
to the subject of teacher development and growth, focusing
particularly on our understanding of some of the processes
and tools that have been identified as instrumental
and supportive in teacher development. Implicit in the
notions of âreflective practiceâ, âexploratory teachingâ,
and âpractitioner inquiryâ is the view that teachers
develop by studying their own practice, collecting data
and using reflective processes as the basis for evaluation
and change. Such processes have a reflexive relationship
with the construction of teacher knowledge and beliefs.
Collaborative and co-operative processes can help sustain
individual reflection and development
From Kansas to Queensland: Global learning in preservice elementary teacher education
Communication of information between groups of humans has been extended through out history progressing from smoke signals, drum beats, message couriers, post, telegraph, telephone and now the ICT. The time between the utterance of a message and the reception of that message has progressively decreased. We are now able to communicate relatively cheaply, simultaneously sharing and responding to ideas and thoughts on a scale never previously possible. Although the technology exists to make possible easy access to people in all parts of the world, we still lack understandings of the aspirations and sensitivities of other cultures with whom we can communicate. This project supported pre-service elementary teachers in two countries â Australia and the United States â to engage in collaborative learning through Internet communications. The purpose of the project was to develop greater understanding of otherâs cultures, and practices in teaching elementary students. Students attending an Australian preservice primary science methods course were matched with a cohort of undergraduate preservice elementary student teachers from a university in the United States studying an integrated mathematics science methods course. Over a six-week period the students engaged in the computer-mediated communication and were encouraged to learn about mutual cultural practices and primary/elementary science education in both countries. The outcomes demonstrated that students involved in the project benefited from an array of different and enriching learning experiences. Students benefited through enhanced understanding of the teaching of science and an appreciation of the common problems confronting science education in both countries. However, there was little engagement in debate or discussion of individual differences and the cultural context of each otherâs country even when opportunities presented themselves. Nevertheless, the on-line tasks provided the pre-service teachers with the experience and confidence to engage their own students in similar global learning initiatives when they become teachers
Professional Learning Communities in the Expanded Learning Field
This white paper uses twelve evaluation reports of the Professional Learning Community (PLC) initiatives, as well as interviews with PLC participants and facilitators, to better understand how the PLC model is used in the Expanded Learning field, to demonstrate the benefits to participating staff and expanded learning programs, and to share best practices for youth-serving organizations interested in using PLCs
Achieving Results Through Community School Partnerships
Outlines the importance of and strategies for building and maintaining successful partnerships for community schools that integrate academics, youth development, family support, health and social services, and community development. Makes recommendations
Recommended from our members
Area 1: An Overview of Evidence for the National Approach to Professional Learning in Education
This report reviews published literature on the way that countries around the globe have organised and systematised professional learning for teachers in a time of curriculum change. It first reviews country specific literature and then presents evidence on the organisation of professional learning from more general literature, which is more concerned with improvements in practice. All literature used is either from peer-reviewed journals or from academic books. The literature was found by using scholarly search engines, searching under various terms indicating professional learning. In this way literature was uncovered that will be used to support or to question the approach that the Welsh Government takes towards professional learning in education
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Literature review: Analysis of current research, theory and practice in partnership working to identify constituent components of effective ITT partnerships
The application of combined momentum and blade element theory for aerodynamics performance analysis of rotating blades
In this thesis, a simulation package for the Six Degrees of Freedom
(6DOF
)
motion of an underwater vehicle is developed. Mathematical modeling of an
underwater vehicle is done and the parameters needed to write such a
simulation package are obtained from an existing underwater vehicle available in
the literature.
Basic equations of motion are developed to simulate the motion of the
underwater vehicle and the parameters needed for the hydrodynamic modeling of
the vehicle is obtained from the available literature.
6DOF simulation package prepared for the underwater vehicle was developed
using the MATLAB environment. S-function hierarchy is developed using
the same platform with C++ programming language. With the usage of Sfunctions
the problems related to the speed of the platform have been
eliminated. The use of S- function hierarchy brought out the opportunity of
running the simulation package on other independent platforms and get results
for the simulation.
Keywords: Underwater Vehicle Simulation, Virtual Reality Modeling
Language
(VRML
), MATLAB S-function, Simulink, C++, 6DOF
Climate change, collaboration and pre-service teachers' emergent professional identity
The study group included 74 graduate, pre-service science teachers who were following the Professional Graduate Diploma of Education Secondary (PGDES) in all science subjects, biology with science, chemistry with science and physics with science. The strong tradition of integrated science in Scotland is reflected (Inspectorate of Schools (Scotland) 1994) in the structure of PGDES programmes (The Scottish Office Education and Industry Department 1998). Scottish School science departments are organised in a variety of ways and a strong collaborative element is often present in providing a common programme of study in science during the early years of secondary schooling. Collaborative coursework on climate change was selected due to its contemporary interest; consultation on the detail of a 'Curriculum for Excellence' (The Curriculum Review Group 2004) and the absence of reported depth of experience in this content area in Scottish school science. Issues associated with climate change conform to all ten qualities of socio-scientific issues (Ratcliffe M. and Grace M. 2003. ) p. 2-3. The purpose was to simulate the collaborative working environment (Watters J.J. and Ginns I.S. 2000); to establish a 'community of practice' as suggested by the (Lave J. and Wenger E. 1991)model of situated learning; involved aspects of problem based learning (Savin-Baden M. and Howell C.M. 2004) as well as authentic assessment (Wiggins G.P. 1993); and to initiate the formation of identities as science teachers rather than 'subject specialists'. The task was based on a constructivist framework. We sought to explore aspects relating to attitudes and knowledge in the context of climate change, to collaboration and the use of ICT. Students were allocated to mixed subject groups and expected to produce reading materials for 12-14 year olds and an associated teachers' guide on a given aspect of climate change over a seven week period. The product and collaborative aspects of the task were assessed using a combination of tutor and peer assessment, including two group debriefing sessions. Students' knowledge and confidence about global warming and information relating to their experiences of collaboration were assessed using a simple pre- and post-task questionnaire developed for this task. We found that the students experienced a number of benefits and frustrations of group work task. Overall, they found the process beneficial and collectively produced a high quality resource which is available as a basis for their own teaching. The resource could be adapted for use by other teachers. The students have become more knowledgeable about aspects of climate change. They may also have considered the challenges in teaching complicated socio-scientific issues in relation to their own professional attitudes and values. A generally positive attitudinal movement took place during the period and some variation was observed between students from different subject areas
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