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1.
Students take summer and compressed courses for a variety of reasons and research indicates that learning outcomes in these courses are similar to those gained in traditional semester or quarter courses. This quantitative study was an attempt to clarify faculty perceptions about summer compressed courses. One hundred and fifty-one faculty members teaching at a large, multicampus institution completed a survey addressing teaching methodology, approaches to student assessment, and other pedagogical issues relating to such courses. It was determined that many faculty did make adjustments in teaching methods and approaches to student assessment. In addition, perceptions were different between experienced/tenured faculty and inexperienced/nontenured faculty.Mark Kretovics is an Assistant Professor of Higher Education Administration and Student Personnel at Kent State University. He received his Ph.D. from Colorado State University and his research interests include the assessment of student learning, business practices in higher education, distance education, and pedagogical issues in compressed courses. Mark had over 20 years of administrative experience within higher education before transitioning into his current faculty role. Alicia R. Crowe, Ph.D. is an Assistant Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her areas of interest and research include teacher education, social studies education, teacher learning, and technology integration. Eunsook Hyun, Ph.D. is Associate Professor in the Department of Teaching, Leadership, and Curriculum Studies at Kent State University. Her area of research interests include teacher education, critical pedagogy, curriculum theorizing, and higher education curriculum 相似文献
2.
Contemporary early childhood teacher education is situated in a knowledge and policy environment where on the one hand preservice educators have the opportunity to connect with unlimited knowledge sources and, on the other, are expected to conform to standardized outcomes. This situation is compounded by increasingly inequitable learning outcomes for children in many countries. In this paper, we argue that this context demands different ways of teaching and learning in early childhood teacher education and that in order to address increasing inequity, preservice educators must experience a transformative university curriculum. This paper uses the example of an arts topic, with a particular focus on music, to examine ways of positioning preservice educators that open up, rather than restrict opportunities to reconceptualize early childhood curriculum. The authors examine data from curriculum documents and student reflections in order to discuss the intended (planned), enacted (implemented) and experienced university curriculum. 相似文献
3.
《学校用计算机》2013,30(1-2):15-23
Abstract To better prepare pre-service candidates for teaching in the information age, the International Society for Technology in Education (ISTE) has defined National Educational Technology Standards (NETS) to guide technology integration into teacher education programs. Based on these standards, Brigham Young University (BYU) has implemented strategies for technology integration into their teacher education program by creating curriculum design teams composed of School of Education faculty, public school personnel, and instructional design and technology specialists. This paper describes basic principles that have led to the successful development of curriculum design teams for systemic reform in teacher education. 相似文献
4.
Diane M. Horm‐Wingerd Susan D. G. Warford Phyllis Carella Penhallow 《Journal of Early Childhood Teacher Education》2013,34(1):29-39
Abstract A team of early childhood teacher education faculty developed the 3‐D talent development model of teacher education, blending theory and research from many sources. These sources include research on talent development, nonuniversal development, and roles of teachers and their professional growth. The faculty integrated constructs from these sources into a program rooted in principles of social constructivism. Using the 3‐D model, the faculty team identified their task as taking students of teaching through the phases of discovery, discipline, and divergence. Assessments that we developed needed to correspond to this conceptual framework, moving us away from traditional types of student assessment. In this article we offer a synopsis of the talent development model; review five of the approaches to student assessment we use, including alternative assessment activities, “Employmee” feedback forms, electronic portfolios, state teacher evaluation frameworks, and action research projects; and articulate the linkages between our approach to assessment and the talent development model of teacher education. 相似文献
5.
Beatrice S. Fennimore 《Journal of Early Childhood Teacher Education》2013,34(2):172-174
Preparing students in the early childhood field to work with children both with and without disabilities and to collaborate with different professionals is an important endeavor for colleges and universities. The purpose of this paper is to articulate a unique model of program collaboration between early childhood special education and early childhood regular education that demonstrates a cohesive preservice teacher education program across two departments within one university. This unique 10-year history of interdisciplinary collaboration and team teaching provides insights into many of the benefits and challenges of this type of program. This paper presents an historical overview of the development of this collaborative program and describes the logistics of operating an interdisciplinary program at the administrative level. Information collected from faculty and students illustrates the benefits and challenges of team teaching. Finally, strategies for developing a successful program are discussed. 相似文献
6.
The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities
Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this
study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on
undergraduate student participation in research and creative activities. The results of the study indicated that faculty research
orientation and external funding were indeed positively related to student participation in research activities. However,
faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations
had different impacts on a range of research and creative activities by undergraduate students. The findings from this study
provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic
policies related to faculty and undergraduate education.
Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D.
in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement,
and higher education policy.
Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education.
She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research
activities and minority student issues.
Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education
from Ohio State University. Her research interests include the college student experience and its impact on student development
and learning. 相似文献
7.
Bob Hoffman 《Technology, Pedagogy and Education》2013,22(1-2):43-55
ABSTRACT Providing computers and in‐servicing staff is not enough to get teachers and students using technology for teaching and learning. Schools of teacher education can prepare teachers better by helping college and university education faculty model technology use throughout the teacher credentialing curriculum. Another approach is to help teachers construct a model for identifying and developing factors that will support their own technology initiatives. The literature on technology integration reveals eight success factors for schools attempting to help teachers adopt technology in their classrooms. This article examines those success factors and looks at strategies for implementing them. 相似文献
8.
Thomas A. Butler 《Peabody Journal of Education》2014,89(5):593-602
In an effort to increase student readiness for college and career, many States have adopted new academic standards encouraged by education reform advocates. These standards are commonly referred to as the Common Core Standards. Schools from States that have adopted the Common Core Standards have been compelled to significantly restructure their existing curriculum and adjust how they teach that curriculum. These requirements can be particularly onerous for rural schools. Neoliberalism is the underlying political philosophy undergirding these changes in the current school reform movement and is similar to the political philosophy that drove the changes in agricultural policies in the mid 20th century. Neoliberal political and economic philosophy as it correlates to education policy is buttressed by three values: (1) education fosters economic growth; (2) education policy modeled on efficiency and business practices; (3) high stakes testing to measure what a student has learned. These values have created an educational policy structure that attempts to quantify student learning, teacher effectiveness and school district value. By understanding the similarities between agricultural policies in the mid 20th century and current education policies, rural schools and communities will be able to change the narrative surrounding the education of their children. 相似文献
9.
The challenge of an interdisciplinary curriculum: a cultural analysis of a doctoral-degree program in neuroscience 总被引：1，自引：1，他引：0
Karri Holley 《Higher Education》2009,58(2):241-255
Drawing on data collected through 45 interviews with faculty, doctoral students, and administrators affiliated with an interdisciplinary
neuroscience program, I examine the structure of the interdisciplinary graduate curriculum. The data presented here highlight
the challenge of such programs. I review the purpose, organization, and content of the interdisciplinary curriculum, noting
those challenges that arise. Not only do such programs require collaboration among faculty who traditionally has been highly
invested in their individual discipline or department, but they also require an active, deliberate process to foster interdisciplinary
integration and student learning. 相似文献
10.
Most scientific endeavors require science process skills such as data interpretation, problem solving, experimental design, scientific writing, oral communication, collaborative work, and critical analysis of primary literature. These are the fundamental skills upon which the conceptual framework of scientific expertise is built. Unfortunately, most college science departments lack a formalized curriculum for teaching undergraduates science process skills. However, evidence strongly suggests that explicitly teaching undergraduates skills early in their education may enhance their understanding of science content. Our research reveals that faculty overwhelming support teaching undergraduates science process skills but typically do not spend enough time teaching skills due to the perceived need to cover content. To encourage faculty to address this issue, we provide our pedagogical philosophies, methods, and materials for teaching science process skills to freshman pursuing life science majors. We build upon previous work, showing student learning gains in both reading primary literature and scientific writing, and share student perspectives about a course where teaching the process of science, not content, was the focus. We recommend a wider implementation of courses that teach undergraduates science process skills early in their studies with the goals of improving student success and retention in the sciences and enhancing general science literacy. 相似文献
11.
科学教育是建设创新型国家以及呼应科教强国政策的根本,对于科技创新人才的培养至关重要。美国国家科学教学研究学会的年会代表了全球最高规格的科学教育研究盛典,基于NARST 2020年会报告题目和摘要,采用定性与定量相结合的文本分析法,依次进行了词频分析、主题建构和共现演化三个阶段的研究。研究发现:教师的教、学生的学、教师教育、课程评估、科学文化是本届科学教育年会五个研究领域,STEM是贯穿其中的核心议题。基于行为科学理论、活动理论和知识整合理论的管理学与教育学的跨学科研究框架和关键要素,可以把STEM研究划分为理论-实践、结构-功能,宏观-微观和心理-行动这八个维度构成的多元分析框架;无监督LDA主题模型的关系建模全面、清晰地确定了全球科学教育最新的六大研究主题的发展脉络与趋势;国际科学教育研究极为重视职前和职后教师教育,高质量的教师是科学教育改革的重要引擎和支撑,教师的教与学生的学是探究教学机制的关键。最后对西方思潮影响的中国科学教育改革提出了审思。 相似文献
12.
Dr Tim Hardy Ms Margaret Bearlin Dr Valda Kirkwood 《Research in Science Education》1990,20(1):142-151
The aim of the Primary and Early Childhood Science and Technology Education Project (PECSTEP) is to improve teaching and learning
in science and technology of by increasing the number of early childhood and primary teachers who are effective educators.
PECSTEP is based on an interactive model of teaching and systematically links work on gender with the learning and teaching
of science and technology. The project involves: a year-long inservice program which includes the development of a science
curriculum unit by teachers in their schools; linking of the preservice and inservice programs; and the development of support
networks for teachers. Each phase of PECSTEP has been researched by means of surveys, interviews and the use of diaries. Research
questions have focussed particularly on changes in: teachers’ and student teachers’ attitudes to teaching science and technology;
their perceptions of science and technology; their perceptions of their students’ responses and their understandings of how
gender relates to these areas.
Specializations: primary science curriculum, science teacher education, sociology of science, technology and education.
Specializations: gender and science/science teacher education, feminist theory, curriculum theory.
Specializations: Science education research, curriculum development. 相似文献
13.
Education for sustainable development in initial teacher training: issues for interdisciplinary collaboration 总被引：2，自引：2，他引：2
This article considers interdisciplinary approaches to education for sustainable development (ESD) in initial teacher training (ITT) partnerships in the light of recent national policy initiatives. In identifying challenges for interdisciplinary innovation, it brings to bear research evidence from three sources: questionnaires sent to ITT partnership schools; questionnaire surveys of geography and science graduate student teachers; and questionnaire surveys of their school mentors. Key findings are that: schools are not yet well developed as sites for student teacher learning in the domain; student teachers generally have greater understanding of sustainable development than their mentors; geography mentors perceive themselves to be better prepared for mentoring in this area than their science counterparts (who feel ill‐prepared); for both students and mentors, there are significant gaps in understanding of ESD compared with representations found in the literature. Some implications and possible ways forward for interdisciplinary ESD in teacher education partnerships are discussed. 相似文献
14.
Kenneth A. Dodge 《Peabody Journal of Education》2013,88(4):86-98
A partnership among researchers at the Council of Chief State School Officers and the Wisconsin Center for Education Research has recently produced an advanced, in-depth approach to collecting and reporting data on the enacted curriculum in K through 12 mathematics and science education (i.e., the subject content and instructional practices taught in classrooms). The surveys serve as a practical research tool for collecting consistent, reliable data on math and science instruction based on teacher reports. The data from the surveys can give states, districts, and schools an objective method of analyzing teaching practices and teachers' professional development in relation to content standards and system goals for improvement. This article describes results from initial studies using the Surveys of Enacted Curriculum and outlines how the survey data and reporting system provide powerful tools to assist educators and evaluators of education in the ongoing effort to improve student performance. 相似文献
15.
Janet Rose 《International Journal of Early Years Education》2012,20(1):43-58
Global concerns about what constitutes an appropriate curriculum and pedagogy for young children inevitably raises questions for teacher educators and the content of teacher education programmes. These concerns have been particularly visible in England following recent policy initiatives and the resultant ‘academic shovedown’ and ‘high stakes’ performativity culture in schools. Against this background, this article reports on a qualitative study of student teachers' experiences of their final teaching practice, identifying pressure from a range of sources to deliver a more formalised curriculum than they were prepared for in their university-based courses. Drawing on Bronfenbrenner among others, we consider the socio-political and -cultural sources of pressure linked through human agency, and the implications of these for teacher educators. The study argues that student teachers of young children may be faced with cognitive and emotional dissonance between the content of university-based training on the one hand, which promotes a developmentally appropriate, play-based approach in keeping with the Early Years Foundation Stage (the statutory curricular framework in England), and the reality of pedagogical practice in early years settings on the other. 相似文献
16.
校企合作进行实践教学已成为高职院校服装设计专业教学工作者的共识,但在实际操作层面,仍存在不少问题,理论课主导课程体系的现象尚未得到根本改观,以“教”为中心向以“学”为中心转变的步伐较为缓慢。南通职业大学尝试校企合作模式下的服装设计课程体系项目化改革,将服装结构设计、服装款式设计和服装成衣工艺三门原来独立开设的课程合并贯通起来,实施流程化、理实一体化教学,取得了良好的效果。 相似文献
17.
How can artist residencies for preservice teachers plant seeds for future classrooms? Teacher educators and a teaching artist describe a two-tiered residency in an early childhood and special education program that transformed preservice teachers' attitudes toward visual art and arts integration. Findings are based on teaching artist and instructor reflections as well as a qualitative analysis of student journal entries. Preservice teachers who had no prior art training and were resistant toward abstract painting began to enjoy it and appreciate the value of art for children's learning. They came to recognize visual art as a tool to support social development and children with special needs, understood the importance of process in children's art experiences, and considered ways to integrate art throughout the curriculum. We urge teacher educators and teaching artists to incorporate artist residencies into teacher education programs to prepare future teachers to integrate the arts into the classrooms of tomorrow. 相似文献
18.
19.
Debra Murphy 《The New Educator》2017,13(3):195-206
ABSTRACTHow can early childhood teacher educators at the community college level create opportunities for their students to explore and relate to the natural world? This article discusses three learning opportunities in an early childhood associate-degree program that foster connections between preservice and inservice early childhood teachers and nature education — the Goldsworthy project, a local habitat course, and an animal study project in a curriculum course. Each learning opportunity helped teachers develop effective teaching strategies for engaging children with nature education and also a personal and professional disposition toward valuing nature education as future teachers. 相似文献
20.
A qualitative study was undertaken of 25 teachers who have taken time away from schools or early childhood centres to work on short-term contracts in a university college of education preservice teacher education programme. The study considers their perceptions of the experience and how this might impact on the partnerships between colleges and schools or early childhood centres. Findings suggest that there are benefits and difficulties associated with short-term contracts. However, overall participants found that teaching in a preservice teacher education programme was a very valuable professional experience and that it enhanced their ability to support student teachers more effectively. 相似文献