A Study in Contrast: Sources of Pedagogical Content Knowledge for Secondary English

El artículo expone los resultados de una investigación sobre la influencia de un curso específico sobre una materia en el desarrollo del conocimiento didáctico del contenido en el área de inglés, a través de la comparación entre los estudios de casos de seis profesores de inglés principiantes, sólo tres de ellos se graduaron tras seguir programas de formación del profesorado. Describe las diferencias en el conocimiento de los profesores teniendo en cuenta los objetivos de la enseñanza del inglés en Secundaria, el conocimiento curricular y el conocimiento en cuanto a la comprensión de los alumnos. Se conceptualiza el conocimiento didáctico del contenido del área de inglés y se extraen implicaciones para la mejora de la formación del profesorado.Grossman investigated the influence of subject-specific course-work in the development of pedagogical content knowledge in English through contrasting case studies of six beginning English teachers, only three of whom graduated from teacher education. She describes the differences in the teacher’knowledge regarding the purposes for teaching secondary English, curricular knowledge, and knowledge of student understanding. The study poses a number of implications for policy, research, and practice regarding teacher education: developing body of research on the knowledge base of teaching, particularly to the conceptualization of pedagogical content knowledge; and rethinking the subject matter for a pedagogical perspective.Grupo de Investigación FORCE (Formación Centrada en la Escuela). Universidad de Granad

Un estudio comparado: Las fuentes del conocimiento didáctico el contenido en la enseñanza del inglés en secundaria

El artículo expone los resultados de una investigación sobre la influencia de un curso específico sobre una materia en el desarrollo del conocimiento didáctico del contenido en el área de inglés, a través de la comparación entre los estudios de casos de seis profesores de inglés principiantes, sólo tres de ellos se graduaron tras seguir programas de formación del profesorado. Describe las diferencias en el conocimiento de los profesores teniendo en cuenta los objetivos de la enseñanza del inglés en Secundaria, el conocimiento curricular y el conocimiento en cuanto a la comprensión de los alumnos. Se conceptualiza el conocimiento didáctico del contenido del área de inglés y se extraen implicaciones para la mejora de la formación del profesorado

Teachers of Substance: Subject Matter Knowledge for Teaching

In this paper they are put forward, in the first place, a overview of the reasons why, in the american context, teacher education must share the responsability for the transmission of subject matter knowledge to prospective teachers. They move to a discussion of the research that has been done in this area, getting into focus in your research program about “Growth of Knowledge in Teaching”. Finally, they explore four prominent dimensions of the knowledge for the teaching: subject matter knowledge, substantive knowledge, syntactic knowledge, and beliefs about subject matter

Curriculum Materials for Elementary Reading: Shackles and Scaffolds for Four Beginning Teachers

The purpose of this longitudinal study was to learn how beginning elementary teachers understood and used curriculum materials for teaching reading, and how, in turn, these materials shaped teachers\u27 instruction. We followed 4 teachers who worked in markedly different school situations and were provided a variety of curriculum materials, ranging from scripted reading programs to supplemental materials without teaching guides. Data were gathered through classroom observations, interviews, and curriculum artifacts over the teachers\u27 first 3 years on the job. Our analysis suggested that curriculum materials interacted with teachers\u27 knowledge of reading and reading instruction, and with the contexts in which they worked. As a result, curriculum materials both fostered and inhibited teachers\u27 on-the-job learning. We found that the 2 teachers with weak knowledge or more restrictive materials and environments learned the least and were least able to adapt instruction to meet the needs of their students. The 2 teachers with stronger knowledge, access to multiple materials, and support for decision making regarding materials and instructional strategies learned the most and were most able to adapt instruction. Furthermore, early experiences with specific curriculum materials had effects 2 years later on these teachers\u27 instructional practices. Implications for curriculum mandates, material selection, and professional development are discussed

Teacher Preparation and Student Achievement

There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This paper is one of the first to estimate the effects of features of teachers' preparation on teachers' value-added to student test score performance in math and English Language Arts. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their first year.

Profesores de Sustancia: El conocimiento de la materia para la enseñanza

En este trabajo se aducen, en primer lugar, un conjunto de razones por las que, en el contexto norteamericano, es relevante el conocimiento de la materia en la formación del profesorado. Después se hace una revisión crítica de la investigación que se ha hecho en este área, centrándose en su propio programa de investigación sobre “Desarrollo del conocimiento en una profesión”. Finalmente, se definen y exploran cuatro dimensiones sobresalientes del conocimiento de la materia para la enseñanza: conocimiento del contenido, conocimiento sustantivo, conocimiento sintáctico y creencias acerca de la materia

Teachers of Substance: Subject Matter Knowledge for Teaching

En este trabajo se aducen, en primer lugar, un conjunto de razones por las que, en el contexto norteamericano, es relevante el conocimiento de la materia en la formación del profesorado. Después se hace una revisión crítica de la investigación que se ha hecho en este área, centrándose en su propio programa de investigación sobre “Desarrollo del conocimiento en una profesión”. Finalmente, se definen y exploran cuatro dimensiones sobresalientes del conocimiento de la materia para la enseñanza: conocimiento del contenido, conocimiento sustantivo, conocimiento sintáctico y creencias acerca de la materia.In this paper they are put forward, in the first place, a overview of the reasons why, in the american context, teacher education must share the responsability for the transmission of subject matter knowledge to prospective teachers. They move to a discussion of the research that has been done in this area, getting into focus in your research program about “Growth of Knowledge in Teaching”. Finally, they explore four prominent dimensions of the knowledge for the teaching: subject matter knowledge, substantive knowledge, syntactic knowledge, and beliefs about subject matter.Grupo de Investigación FORCE (Formación Centrada en la Escuela). Universidad de Granad

Determinants of Interest Rates on Tax-Exempt Hospital Bonds

The aim of this paper is to examine the determinants of interests rates on tax-exempt hospital bonds. The results highlight the potential and actual roles of Federal and state policy in the determination of these rates. The shift to a Prospective Payment System under Medicare has subsidized the borrowing costs of some hospitals at the expense of others. The selection of underwriters by negotiation rather than by competitive bidding results in higher interest rates. It is cheaper for hospitals in states with relatively high income tax rates to issue debt. The Federal tax act of 1986 raised the cost of hospital debt by encouraging bond issues to contain call features. Are the interest rate effects associated with these policies desirable or undesirable? This question can not be answered in the absence of estimates of the optimal subsidy that an average hospital should receive via its participation in tax-exempt markets, how this subsidy should vary among hospitals with different characteristics, and how the welfare costs associated with this subsidy can be minimized. Our results do not contain these estimates but they underscore that the differentials at issue are substantial.

RNA-RNA Interactions Enable Specific Targeting of Noncoding RNAs to Nascent Pre-mRNAs and Chromatin Sites

Intermolecular RNA-RNA interactions are used by many noncoding RNAs (ncRNAs) to achieve their diverse functions. To identify these contacts, we developed a method based on RNA antisense purification to systematically map RNA-RNA interactions (RAP-RNA) and applied it to investigate two ncRNAs implicated in RNA processing: U1 small nuclear RNA, a component of the spliceosome, and Malat1, a large ncRNA that localizes to nuclear speckles. U1 and Malat1 interact with nascent transcripts through distinct targeting mechanisms. Using differential crosslinking, we confirmed that U1 directly hybridizes to 5′ splice sites and 5′ splice site motifs throughout introns and found that Malat1 interacts with pre-mRNAs indirectly through protein intermediates. Interactions with nascent pre-mRNAs cause U1 and Malat1 to localize proximally to chromatin at active genes, demonstrating that ncRNAs can use RNA-RNA interactions to target specific pre-mRNAs and genomic sites. RAP-RNA is sensitive to lower abundance RNAs as well, making it generally applicable for investigating ncRNAs