Developing a Professional Identity as an Elementary Teacher of Nature of Science: A self-study of becoming an elementary teacher     

Valarie L. Akerson  Khemmawadee Pongsanon  Ingrid S. Weiland  Vanashri Nargund-Joshi 《International Journal of Science Education》2013,35(12):2055-2082

This study explores the development of professional identity as a teacher of nature of science (NOS). Our research question was ‘How can a teacher develop a professional identity as an elementary teacher of NOS?' Through a researcher log, videotaped lessons, and collection of student work, we were able to track efforts in teaching NOS as part of regular classroom practice. A team of four researchers interpreted the data through the Beijaard et al. professional identity framework and found that it was not as simple and straightforward to teach NOS as we predicted. Development of professional identity as a teacher of NOS was influenced by contextual factors such as students, administration, and time, as well as personal struggles that were fraught with emotion. Development took place through an interpretation and reinterpretation of self through external factors and others' perceptions, as well as the influence of sub-identities.  相似文献   

What Preservice Teachers and Knowledgeable Others Professionally Notice During Lesson Study     

Julie Amador  Ingrid Weiland 《The Teacher Educator》2013,48(2):109-126

The purpose of this study was to understand what preservice teachers and knowledgeable others professionally notice as they engaged in repeated cycles of a modified version of lesson study, as a component of a field experience in a teacher education program. The study also centered on comparing the professional noticing practices of preservice teachers with other lesson study participants, including classroom teachers and university facilitators. Data analyzed included videos of weekly lesson study analysis meetings for seven weeks for each of four teams. Each team included six preservice teachers, a classroom teacher, and a university facilitator. Findings indicate that preservice teachers primarily noticed elements about the classroom environment and teacher pedagogy, but included instances of noticing centered on students' mathematical thinking. In contrast, classroom teachers and university facilitators, as knowledgeable others, typically noticed general events and were less focused on students' mathematical thinking. Analysis of noticing trends over the seven weeks indicated that noticing levels remained steady initially, dropped in the fourth and fifth week, and resumed original status in the final weeks. Results that the preservice teachers' noticing comments were at higher levels than the knowledgeable others are contrary to other research studies and indicate that incorporating lesson study with appropriate scaffolds into a field experience for preservice teachers may be a viable option for encouraging noticing of students' mathematical thinking.  相似文献   

Leadership decision making and the use of data     

Ingrid Guerra‐Lpez  Anne M. Blake 《Performance Improvement Quarterly》2011,24(2):89-104

Intelligence gathering, or data collection, is a preliminary and critical stage of decision making. Two key approaches to intelligence gathering are “discovery” and “idea imposition.” The discovery approach allows us to learn about possibilities by gathering intelligence in order to identify and weigh options. The idea imposition approach limits intelligence gathering and focuses resources on promoting a solution. The purpose of this study is to explore the intelligence‐gathering stage of organizational leaders during decision making from both of these perspectives and to begin to identify themes as they relate to the data considered, types of decisions and outcomes sought, and level of confidence in decision‐making success.  相似文献   

Stichwort: Mehrsprachigkeit     

Prof. Dr. Ingrid Gogolin 《Zeitschrift für Erziehungswissenschaft》2010,13(4):529-547

The article provides an introduction to the state of the art in research on migration induced multilingualism. At first, recent research on the dynamics of migration is taken up, showing that practices and types of migration have changed dramatically in the past two decades. These changes lead to linguistic textures in societies that go beyond all forms of complexity ever experienced before. The theoretical concept of super-diversity tries to capture the new types of complexity. It is presented in the first chapter of this article. Actual super-diversity in migration areas is confronted with traditional self-concepts of homogeneity and monolingualism as the regular case in societies, in chapter two. A historical analysis in chapter three illustrates the development of the linguistic self-image of classical, i.e. European nation states. This concept of linguistic normality—a monolingual habitus—sets the frame not only for actual language practice and language policies in many nation states world-wide, but has also influenced important parts of scientific research and discourse on multilingualism. Chapters four and five deal with the state of knowledge concerning language development in multilingual contexts, and present the controversy about bilingual education. In the final chapter, perspectives for future research on multilingualism and education are presented that take linguistic super-diversity into account.  相似文献   

Historical Aspects of School Apartheid     

Ingrid Babb 《Equity & Excellence in Education》2013,46(1-6):86-91

  相似文献   

4. Finkbeiner, Claudia; Schnaitmann, Gerhard W.: Lehren und Lernen im Kontext empirischer Forschung und Fachdidaktik     

Uwe Hericks  Ingrid Kunze 《Zeitschrift für Erziehungswissenschaft》2001,4(3):478-480

  相似文献   

Online health information search and evaluation: observations and semi-structured interviews with college students and maternal health experts     

Kim H  Park SY  Bozeman I 《Health information and libraries journal》2011,28(3):188-199

Background: While the Internet is a popular source of health information, health seekers’ inadequate skills to locate and discern quality information pose a potential threat to their healthcare decision‐making. Objectives: We aimed to examine health information search and appraisal behaviours among young, heavy users of the Internet. Methods: In study 1, we observed and interviewed 11 college students about their search strategies and evaluation of websites. In study 2, three health experts evaluated two websites selected as the best information sources in study 1. Results: Familiarity with health websites and confidence in search strategies were major factors affecting search and evaluation behaviours. Website quality was mostly judged by aesthetics and peripheral cues of source credibility and message credibility. In contrast to users’ favourable website evaluation, the experts judged the websites to be inappropriate and untrustworthy. Conclusion: Our results highlight a critical need to provide young health seekers with resources and training that are specifically geared toward health information search and appraisal. The role of health seekers’ knowledge and involvement with the health issue in search effort and success warrants future research.  相似文献   

Editorial     

Ingrid Gogolin  Christoph Wulf 《Zeitschrift für Erziehungswissenschaft》2007,10(1):5-6

Ohne Zusammenfassung

---

Editorial

  相似文献   

Editorial     

Ingrid Gogolin  Christoph Wulf 《Zeitschrift für Erziehungswissenschaft》2003,6(3):313-315

Ohne Zusammenfassung

---

Editorial

  相似文献   

Entry-Level Activities in System Consultation     

Ingrid Hylander 《Journal of educational and psychological consultation》2014,24(4):345-353

System-level consultation or organizational development in schools is an area in great need of theoretical models and definitions. The three articles in this special issue provide a unique learning opportunity not only for consultation across borders but also for consultation within the same nation. In my commentary, I limit my remarks to a few general principles about school-based system-level consultation with particular attention to entry processes to consultation. Specifically, I attempt to answer the following questions: (a) Are the principles guiding system-level consultation different from those guiding case consultation? (b) Are there specific principles that guide consultation when working in another country? and (c) Can what we see in these articles to a large extent be described as entry processes to system consultation?  相似文献