The impact of multimedia cases on preservice teachers' learning about literacy teaching: A follow‐up study     

Beth Maloch  Charles Kinzer 《The Teacher Educator》2013,48(3):158-171

Abstract

Using surveys and interviews as a data set, this study explored the influence of multimedia cases in preservice literacy methods courses by following a set of preservice teachers into their first years of teaching. Analysis of the survey and interview data yielded three salient themes. First, respondents reported that their methods courses had positively influenced their teaching. Second, respondents reported several factors (e.g., active involvement during class time, the enthusiasm of the instructor) as influential in their recall of course content. Third, respondents reported that the use of the multimedia cases influenced their learning, both during their teacher education program and in their current teaching. This follow‐up study offers insight into the connections teachers make between their teacher education programs and their later teaching and serves as an impetus for future research into the potential benefits of using multimedia cases as a way to situate preservice teacher learning in real problems.  相似文献   

Curriculum strategy framework: investigating patterns in teachers’ use of a reform‐based elementary mathematics curriculum   总被引：1，自引：1，他引：0  

Miriam Gamoran Sherin  Corey Drake 《课程研究杂志》2013,45(4):467-500

The goal of this paper is to introduce the curriculum strategy framework as a way to characterize teachers’ interactions with curriculum materials. The framework focuses on three key interpretive activities: reading, evaluating, and adapting curriculum materials. Describing an individual teacher’s curriculum strategy involves identifying the manner in which a teacher engages with each of these activities before, during, and after instruction. This paper presents the results of a study in which the framework was used to identify patterns in the curriculum strategies of 10 elementary‐school teachers who were using a reform‐based mathematics curriculum for the first time. It concludes with directions for further research using the curriculum strategy framework, and implications of this work for curriculum designers.  相似文献   

A Viennese Appraises American Youth∗     

Marianne Beth 《Religious education (Chicago, Ill.)》2013,108(9):751-757

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Restoring order: Interpreting suicide through a Burkean lens     

Beth A. Messner  Jacquelyn J. Buckrop 《Communication quarterly》2013,61(1):1-18

This Burkean analysis of suicide notes argues that suicide is motivated by an innate human desire for “Order.” The notes analyzed in this study were composed by individuals who portrayed their lives as filled with much chaos and pain. In Burke's words, they viewed their lives as highly disordered. Their final communiques indicate that they saw suicide as a way to overcome the tremendous feelings of guilt and/or shame associated with that disorder. In a smaller number of cases, the deceased suggested that suicide allowed them to transcend their painful circumstances, thereby allowing them to avoid the assignment of guilt or shame. As the rhetoric of suicide notes reveals, suicide functions as an agency by which their authors believe a sense of “control” can be reestablished and, ultimately, “Order” restored to their worlds.  相似文献   

Equity and Advocacy Expectations of Culturally Diverse Families’ Participation in Special Education     

Maya Kalyanpur  Beth Harry  Tom Skrtic 《International Journal of Disability, Development & Education》2000,47(2):119-136

The authors contend that the equity and advocacy expectations imbedded in the legal mandate for parent participation in the special education decision-making process directly contradict the hierarchy of professional status and knowledge on which the positivist paradigm of professionalism is based, and are also in conflict with the values held by many families from culturally diverse backgrounds, contributing to low levels of participation and advocacy. They argue the need for professional education to incorporate opportunities for professionals to identify the cultural assumptions imbedded in the field of special education towards more balanced and effective collaboration.  相似文献   

A need within a need     

Michael Sutton  John Stone  Nati Gemechisa  Beth Young 《TechTrends》2003,47(4):39-41

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Mathematical education and Aboriginal children     

Beth Graham 《Educational Studies in Mathematics》1988,19(2):119-135

This paper is concerned with the issues surrounding the mathematical education of traditionally oriented Aboriginal children. A wide-ranging review of the relevant literature is presented and discussed with a view to developing more effective educational procedures. The discussion will be found to be relevant to other culture-conflict educational situations.  相似文献   

Northwestern University Library''s experience and decision.     

Beth Clausen 《Government Information Quarterly》2005,22(4):738-742

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Editor’s note     

Beth Luey 《Publishing Research Quarterly》1992,8(2):3-4

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Learning to Lead: Challenges and Resources for The New Public Library Director     

Josie Barnes Parker  Denice Adkins  Beth Brendler 《图书馆管理杂志》2017,57(4):444-460

Library directors are part of the infrastructure of information management, but how well do they manage their institutional knowledge for succession planning? Our study looked at strategies to ease managerial transitions between libraries, focusing on knowledge management, communities of practice, and mentorship. Our survey found that succession planning was dictated by local practice and size of library. The results of this paper inform knowledge of succession planning and reveal existing gaps between informal transfer of knowledge and structured knowledge management (KM), as well as librarians' resourcefulness. Library directors use KM strategies, mentoring, and involvement with communities of practice to foster innovation.  相似文献