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1.
Jennifer S. Beers 《Cultural Studies of Science Education》2009,4(2):443-447
This paper draws on my personal experiences with coteaching and my participation in the research described by Wassell and
LaVan (2009). It examines the role of coteaching in the development of structures that afforded opportunities for shared reflection and
shared responsibility between stakeholders in the classroom. It also describes how the schema and practices developed through
coteaching and cogenerative dialogue helped mediate the transition between my preservice and inservice teaching experiences.
相似文献
| Jennifer S. BeersEmail: |
2.
This paper responds to Wassell and LaVan’s paper on the transition from a preservice coteaching experience to independent
teaching as a beginning inservice teacher. Wassell and LaVan describe coteaching as an alternative to traditional teaching.
In our response, we argue that coteaching can also be applied alongside independent teaching in preservice courses, as opposed to an alternative to independent teaching, which has been shown to
alleviate some of the transition issues described by Wassell and LaVan. We then present a critical discussion of different
models and vocabularies of coteaching which apply in different sociocultural settings to expand the concept of coteaching.
We attempt to extend Wassell and LaVan’s use of Guba and Lincoln’s (Fourth generation evaluation, 1989) authenticity criteria
from the research methodology towards considering the criteria also as a framework for coteaching as practice for preservice
and cooperating teachers. Finally, we reflect on the role of critical ethnography in Wassell and LaVan’s study in terms of
the researchers’ intervention and whether improvements in the transition can be effectively introduced which do not require
such intervention. We conclude our discussion with some suggestions to take forward this important work.
相似文献
| Colette MurphyEmail: |
3.
Situating relational ontology and transformative activist stance within the ‘everyday’ practice of coteaching and cogenerative dialogue 总被引：1，自引：0，他引：1
This paper attempts to advance the thinking in Stetsenko’s paper by situating the concepts of relational ontology and transformative
activist stance in the context of coteaching and cogenerative dialogue. In so doing, we hope to make Stetsenko’s ideas more
operational in terms of access and application by researchers, teachers, policy makers and other stakeholders in education.
Stetsenko argues that moving from relational ontology to a transformative activist stance can be considered as moving from
participation to contribution. When this model was applied to coteaching and cogenerative dialogue, it was apparent that the
coteaching and cogenerative dialogue moved further, from contribution to shared contribution, adding even greater potential
for transformation. The paper also discusses the use of cultural historical activity theory in articulating the relationships,
dynamics and interpretations of coteaching and cogenerative dialogue in relation to the wider context of their application.
相似文献
| Colette MurphyEmail: |
4.
Jennifer Gallo-Fox 《Cultural Studies of Science Education》2009,4(2):449-460
Wassell and LaVan (this issue) make strong arguments about the value of coteaching as a model for learning to teach. This
response paper draws upon recent sociocultural conceptualizations of human nature and development as a process of contribution
and shared contribution to extend Wassell and LaVan’s findings about teacher learning and to further illuminate evidence of
the transformative potential of coteaching. It is argued that the beginning teachers in Wassell and LaVan’s study appropriated
the cultural practices, and ontological and epistemological stances of coteaching and used these perspectives and practices
to transform the cultures of their in-service classrooms as well as the roles and epistemic perspectives of their students.
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
| Jennifer Gallo-FoxEmail: |
Jennifer Gallo-Fox is a PhD candidate at the Department of Teacher Education, Special Education, and Curriculum and Instruction in the Lynch School of Education at Boston College. She is also an educational researcher in the Department of Chemistry and Biochemistry at the University of Delaware. Her research interests include: teacher education research and practice; teacher learning and development; teaching, policy, and teachers’ work; and research methodology. 相似文献
5.
Coteaching is an effective structure for the pre-service practicum as it immerses student teachers in the culture of the school
and helps them to learn by working closely at the elbows of their mentor teacher. The collaborative nature of the model fosters
beliefs and practices based on shared perspectives and coresponsibility for the quality of the learning environment. Cogenerative
dialogues with students insure the inclusion of their voice in the collaboration and foster increased emotional energy and
classroom solidarity. The work by Wassell and LaVan (2009) fills an important void in our research on coteaching as it seeks to understand which practices and beliefs survive the
transition to professional service. While both teachers included cogenerative dialogues in their interactions with students,
we suggest that the reflective practices of a single teacher are qualitatively different from reflections based on the dynamic
interactions of multiple adults’ coteaching together. We explore strategies that will help administrators and school staff
find the human and material resources needed to staff the multiple teacher classroom. Our comments on this paper are informed
by our experiences as the academic coordinator and mentor teacher of the learning community in which Jen and Ian completed
their pre service practicum and are meant help disseminate this model to as many educational environments as possible.
相似文献
| Cristobal CaramboEmail: |
6.
Middle grades science teachers need professional support in practice as they implement new inquiry-based science. Professional
development schools can provide this bottom-up support through connecting preservice and inservice teacher education programs
in classroom practice. In this study, coteaching arrangements with secondary science education majors provided additional
teachers in the classroom to support a materials-rich curriculum and the needed associated pedagogies. Science education majors
provided needed assistance in troubleshooting difficulties with the new curriculum. They also provided needed content knowledge
to support inquiry, along with creating moments and space for teachers to reflect on inquiry practice. Ongoing assistance
by preservice teachers allowed inservice teachers to progress from logistical concerns in implementing kit curriculum to concerns
regarding student learning and the supporting professional development.
相似文献
| Charles J. EickEmail: |
7.
The coteaching model for teacher preparation has emerged in recent years as an alternative to the traditional student teaching
or practicum experience. Several studies have investigated the process of coteaching and its impact on participants during
the actual experience; however, few depict participants’ experiences once they obtain positions and begin to teach independently.
This collective case study explored two urban high school teachers’ (Jen and Ian) practices during the induction period after
taking part in the coteaching model for student teaching. Using a sociocultural analytic framework, we found that the participants’
agency as beginning teachers was not constrained by their coteaching experiences. Rather, they were able to continue to draw
on some of the successful practices they had in coteaching, such as shared reflection, shared responsibility, cogenerative
dialogues, and building relationships with students. In addition to describing the coherence and contradictions between Ian’s
and Jen’s practices during coteaching and in their beginning years of inservice teaching, we also discuss the ways that they
became collaborators in our ethnographic research.
Beth Wassell is an assistant professor at Rowan University (Glassboro, NJ) in the Department of Teacher Education. She earned a bachelor’s degree in Spanish from Rowan University, a master’s degree in Spanish at the University of Central Florida and an Ed.D in Teaching, Learning and Curriculum at the University of Pennsylvania. Her current areas of interest include coteaching, beginning teacher learning in urban contexts and English Language Learners’ experiences in urban high schools. Sarah-Kate LaVan is assistant professor of science education at Temple University. 相似文献
| Beth WassellEmail: |
Beth Wassell is an assistant professor at Rowan University (Glassboro, NJ) in the Department of Teacher Education. She earned a bachelor’s degree in Spanish from Rowan University, a master’s degree in Spanish at the University of Central Florida and an Ed.D in Teaching, Learning and Curriculum at the University of Pennsylvania. Her current areas of interest include coteaching, beginning teacher learning in urban contexts and English Language Learners’ experiences in urban high schools. Sarah-Kate LaVan is assistant professor of science education at Temple University. 相似文献
8.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
| Catherine MilneEmail: |
9.
Campus-based urban legends have the potential to convey and construct student culture in higher education. Basic qualitative
and humanistic research methods were used to collect, analyze, and interpret legends related to the academic experience of
collegiate life.
相似文献
| Claire Howell MajorEmail: |
10.
Christopher Emdin 《Cultural Studies of Science Education》2009,4(1):239-254
In this article I explore research in urban science education inspired by the work of Kris Gutierrez in a paper based on her
2005 Scribner Award. It addresses key points in Gutierrez’s work by exploring theoretical frameworks for research and approaches
to teaching and research that expand the discourse on the agency of urban youth in corporate school settings. The work serves
as an overview of under-discussed approaches and theoretical frameworks to consider in teaching and conducting research with
marginalized urban youth in urban science classrooms.
相似文献
| Christopher EmdinEmail: Email: |
11.
Stephen M. Ritchie 《Cultural Studies of Science Education》2009,4(3):595-599
Research on teacher identities is both important and increasing. In this forum contribution I re-interpret assertions about
an African American science teacher’s identities in terms of Jonathon Turner’s (2002) constructs of role identity and sub-identity. I contest the notion of renegotiation of identities, suggesting that particular
role identities can be brought to the foreground and then backgrounded depending on the situation and the need to confirm
a sub-identity. Finally, I recommend the inclusion of teachers’ voices in identity research through greater use of co-authoring
roles for teachers.
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
| Stephen M. RitchieEmail: |
Stephen M. Ritchie is an associate professor of science education at Queensland University of Technology, Australia. He conducts research into engaging learners and transforming practices in school settings. 相似文献
12.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
13.
Sreyashi Jhumki Basu Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):387-392
In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not
go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality
to understand science learning.
相似文献
| Angela Calabrese BartonEmail: |
14.
Technology in Support of Collaborative Learning 总被引：1，自引：0，他引：1
This paper reviews the research conducted in the last 20 years on the application of technology in support of collaborative
learning in higher education. The review focuses primarily on studies that use Internet-based technologies and social interaction
analysis. The review provides six sets of observations/recommendations regarding methodology, empirical evidence, and research
gaps and issues that may help focus future research in this emerging field of study.
相似文献
| Paul RestaEmail: |
15.
This paper discusses variation in reasoning strategies among expert mathematicians, with a particular focus on the degree
to which they use examples to reason about general conjectures. We first discuss literature on the use of examples in understanding
and reasoning about abstract mathematics, relating this to a conceptualisation of syntactic and semantic reasoning strategies
relative to a representation system of proof. We then use this conceptualisation as a basis for contrasting the behaviour
of two successful mathematics research students whilst they evaluated and proved number theory conjectures. We observe that
the students exhibited strikingly different degrees of example use, and argue that previously observed individual differences
in reasoning strategies may exist at the expert level. We conclude by discussing implications for pedagogy and for future
research.
相似文献
| Matthew InglisEmail: |
16.
The major growth of doctoral education in recent decades has attracted attention from policy makers and researchers. In this
article we explore the growth of doctoral education in Australia, its impact on diversity in respect of the doctoral population,
shifts in disciplinary strengths, institutional concentration and award programs. We conclude that there has been both change
and continuity in the provision of doctoral education with extensive variation at the level of practice in what is a reasonably
stable system featuring continuing hierarchical institutional diversification. The limitations of available data and issues
for further research, policy and practice are discussed.
相似文献
| Peter MacauleyEmail: |
17.
A research framework for creative and imitative reasoning 总被引：1，自引：0，他引：1
Johan Lithner 《Educational Studies in Mathematics》2008,67(3):255-276
This conceptual research framework addresses the problem of rote learning by characterising key aspects of the dominating
imitative reasoning and the lack of creative mathematical reasoning found in empirical data. By relating reasoning to thinking
processes, student competencies, and the learning milieu it explains origins and consequences of different reasoning types.
相似文献
| Johan LithnerEmail: |
18.
Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences
constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods
ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate
the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged
through the analysis and argues for future inquiry.
相似文献
| Claire Howell MajorEmail: |
19.
Trena M. Paulus 《Instructional Science》2009,37(3):227-245
20.
Validating NSSE Against Student Outcomes: Are They Related? 总被引：3，自引：1，他引：3
While there exist many examples of institutional use of the results of the National Survey of Student Engagement (NSSE), there
is a relative paucity of research explicitly linking student outcomes to responses on the survey. A major Doctoral-Extensive
institution in the Southeast recently conducted a large-scale implementation of the National Survey of Student Engagement
(NSSE). We have linked multiple years of NSSE responses to several student outcomes: freshman retention, GPA, pursuit of graduate
education, and employment outcome upon commencement/degree conferral. Our research finds minimal explanatory power in the
NSSE benchmarks for these outcomes. A statistically derived model from the individual NSSE items shows greater promise, although
there are difficulties in replicating the model for previous student cohorts.
相似文献
| Jonathan GordonEmail: |