345,129 research outputs found

    Evolution of a Teacher

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    Teacher training processes and teachers' competence : A sociological study in the primary school

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    The paper describes part of a study whose aim was to investigate the relation between modalities of teacher training and modalities of pedagogic practice implemented in the science classroom. The study is focused on primary school context and analyses the evolution of teachers performance in terms of their acquisition of recognition and realisation rules, i.e. coding orientation, to specific scientific learning contexts. Theoretically, the study is based on Bernstein’s theory of pedagogic discourse (1999, 2000)which provided the concepts to characterise the modalities of teacher training and of classroom pedagogic practices and to analyse teachers’ evolution in terms of recognition and realisation rules. The sample was made up of four teachers and their four socially heterogeneous school classes. An action-research methodology was followed.The results suggest that the teacher training implemented was favourable to the teachers’ professional development and their competence to lead all children to a high level of scientific development. The efficiency of the training process has to be mostly attributed to the strong classification of the researcher-teachers relation and to the strong framing of evaluation criteria, selection and sequence, together with weak framing of hierarchical rules and pacing.Fundação Calouste Gulbenkian, Instituto de Inovação Educacional e Fundação para a Ciência e Tecnologia (FCT)

    Students’ Evolving Meaning About Tangent Line with the Mediation of a Dynamic Geometry Environment and an Instructional Example Space

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    In this paper I report a lengthy episode from a teaching experiment in which fifteen Year 12 Greek students negotiated their definitions of tangent line to a function graph. The experiment was designed for the purpose of introducing students to the notion of derivative and to the general case of tangent to a function graph. Its design was based on previous research results on students’ perspectives on tangency, especially in their transition from Geometry to Analysis. In this experiment an instructional example space of functions was used in an electronic environment utilising Dynamic Geometry software with Function Grapher tools. Following the Vygotskian approach according to which students’ knowledge develops in specific social and cultural contexts, students’ construction of the meaning of tangent line was observed in the classroom throughout the experiment. The analysis of the classroom data collected during the experiment focused on the evolution of students’ personal meanings about tangent line of function graph in relation to: the electronic environment; the pre-prepared as well as spontaneous examples; students’ engagement in classroom discussion; and, the role of researcher as a teacher. The analysis indicated that the evolution of students’ meanings towards a more sophisticated understanding of tangency was not linear. Also it was interrelated with the evolution of the meaning they had about the inscriptions in the electronic environment; the instructional example space; the classroom discussion; and, the role of the teacher

    PAIR Final Comprehensive Report Part 2: Impact of PAIR on Student Academic Performance

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    This report is the second part of a three-part comprehensive report filed by both Dr. Burnaford and Dr. Scripp, as Co-Principal Investigators of the PAIR project.The first report, written by Dr. Gail Burnaford [2010], focused primarily on three years of collecting evidence of progress meeting PAIR teacher professional development goals, the evolution of teacher professional development outcomes in comparison with control group teachers, and speculation on theg eneral impact of high quality PAIRteacher practices on student learning.The second and third parts of this report, written by Dr. Lawrence Scripp and his research team from the Center for Music-in-Education and CAPE (2011-2012], focus on the impact of PAIR on student learning. This second report (2011) reports primarily on differences among control-treatment statistical comparisons of PAIR student academic test outcomes. The following third report (2012) features an extensive review of qualitative and quantitative aspects all PAIR student arts integration outcome data. In addition, it provides a comprehensive analysis of the possible statistical links between seven teacher professional development factors and four student learning outcomes.In this paper reports on a research project in arts integration education, conducted in the Chicago Public Schools in partnership with Chicago Arts Partnerships in Education (CAPE), a research-based organization focused on optimizing the impact of artists and arts learning in schools for the benefit of whole-school improvement in arts learning, teacher professional development, and school culture

    A ‘quiet revolution’? The impact of Training Schools on initial teacher training partnerships

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    This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established practice are considered together with their implications for the dominant mode of partnership led by higher education institutions (HEIs). The capacity of Training Schools to achieve their own policy objectives is examined, especially their efficacy as a strategy for managing innovation and the dissemination of innovation. The paper ends by focusing on a particular Training School project which has adopted an unusual approach to its work and enquires whether this alternative approach could offer a more profitable way forward. During the course of the paper, five different models of partnership are considered: collaborative, complementary, HEI-led, school-led and partnership within a partnership

    A ‘quiet revolution’? The impact of Training Schools on initial teacher training partnerships

    Get PDF
    This paper discusses the impact on initial teacher training of a new policy initiative in England: the introduction of Training Schools. First, the Training School project is set in context by exploring the evolution of a partnership approach to initial teacher training in England. Ways in which Training Schools represent a break with established practice are considered together with their implications for the dominant mode of partnership led by higher education institutions (HEIs). The capacity of Training Schools to achieve their own policy objectives is examined, especially their efficacy as a strategy for managing innovation and the dissemination of innovation. The paper ends by focusing on a particular Training School project which has adopted an unusual approach to its work and enquires whether this alternative approach could offer a more profitable way forward. During the course of the paper, five different models of partnership are considered: collaborative, complementary, HEI-led, school-led and partnership within a partnership

    The Evolution of a Humanistic Teacher

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    This paper traces my growth in becoming a humanistic teacher. It is essentially an introspective study high­ lighting the teaching and learning experiences I have had over the last few years and how those experiences have affected my current teaching. This paper is divided into six chapters: an Introduction, My Teaching History, The Evolution Intensifies, My Teaching Intensifies, a Conclusion, and lastly, an Addendum

    The Variables Related to Public Acceptance of Evolution in the United States

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    Background: The current study explores variables related to public acceptance of evolution in the United States by state. Data on acceptance of evolution, religiosity, science, technology, engineering, and mathematics (STEM) degree attainment, educational attainment, high school dropout rate, average teacher salary, and gross domestic product (GDP) per capita were analyzed for the 50 states. Methods: Employing secondary data analysis, bivariate correlations were used to investigate the relationship between US acceptance of evolution and each variable. Results: As predicted, there was a strong negative correlation between acceptance of evolution and religiosity and a strong positive relationship between acceptance and science degrees awarded, bachelor degree attainment, advanced degree attainment, average teacher salary, and GDP per capita. Conclusion: Several implications for evolution education and acceptance are discussed
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