Lerngemeinschaften in der Lehrerfortbildung     

Prof. Dr. Cornelia Gräsel  Kathrin Fussangel  Prof. Dr. Ilka Parchmann 《Zeitschrift für Erziehungswissenschaft》2006,9(4):545-561

Zusammenfassung Unsere Interviewstudie vergleicht zwei Gruppen von Lehrkr?ften: (1) Lehrkr?fte, die seit mindestens zwei Jahren an einer schulübergreifenden „Lerngemeinschaft“ des Projektes „Chemie im Kontext“ teilgenommen haben. Lerngemeinschaften basieren auf den Annahmen der Theorien des situierten Lernens. Kennzeichnend für sie sind die langfristige Zusammenarbeit und der intensive Austausch von Lehrkr?ften in Bezug auf die Optimierung des eigenen Unterrichtshandelns. (2) Lehrkr?fte, die an einer Fortbildung zu „Chemie im Kontext“ teilgenommen haben, die eher traditionell gestaltet war und aus zwei Workshops bestand. Diese Gruppen wurden in Hinblick auf ihre Kooperationserfahrungen nach Rückkehr an ihre eigenen Schulen und hinsichtlich ihrer überzeugungen zur Kooperation miteinander verglichen. Die insgesamt 69 Leitfadeninterviews wurden mit Hilfe der Inhaltsanalyse (nach Mayring) ausgewertet. Diese Auswertung kommt zu folgenden Ergebnissen: Insgesamt sind die Lehrer/-innen der Lerngemeinschaftsgruppe in vielf?ltigere Kooperationsbeziehungen eingebunden. Ihre überzeugungen zur Kooperation sind differenzierter; sie sehen deutlich st?rker den Nutzen einer arbeitsteiligen Kooperation und ?u?ern deutlicher den Wunsch nach einer Intensivierung der fachlichen Zusammenarbeit an ihrer Schule. Diese Ergebnisse der Studie weisen darauf hin, dass das Anbieten einer gut funktionierenden schulübergreifenden Kooperationsstruktur positive Effekte auf die Intensivierung der fachlichen Zusammenarbeit an den Schulen haben kann.   相似文献   

Deductive reasoning,brain maturation,and science concept acquisition: Are they linked?     

Anton E. Lawson 《科学教学研究杂志》1993,30(9):1029-1051

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Attitude Stability and Change During Teacher Training     

Donald Hogben  Michael Lawson 《Asia-Pacific Journal of Teacher Education》1984,12(2):34-44

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Teachers’ agency,efficacy, engagement,and emotional resilience during policy innovation implementation     

Kristen Campbell Wilcox  Hal A. Lawson 《Journal of Educational Change》2018,19(2):181-204

This multiple case study investigated 143 teachers’ responses to focus group questions about their experiences with the simultaneous implementation of three disruptive innovations as part of the U.S. Race-to-the-Top (RTTT) agenda: the Common Core Learning Standards, data-driven instruction, and annual professional performance reviews. We asked: How do teachers describe their experiences implementing these three RTTT innovations? How do teachers describe supports for their adaptation to these innovations? And, for each of these questions, and since the study purposefully included schools with above-predicted student outcomes (i.e. odds-beaters) as well as a comparison set of typically performing schools, we inquired: In what ways do odds-beating school teachers’ experiences differ from their peers in typically performing schools? Guided by an emergent framework that emphasizes the relationships among teacher agency, engagement, efficacy, and emotional resilience and how these vary in different school contexts, findings suggest that district office innovation leadership and resource allocations, school leadership structures and strategies, and collaborative teams and communities of practice vary and relate to teachers’ experiences of innovation implementation. This study advances an empirically-grounded and theoretically rich framework for investigation of teachers’ performance adaptation during policy innovation implementation and suggests implications for future research, policy, and practice.  相似文献   

Recurring Manuscript Problems: Recommendations for Writing,Training, and Research     

William B. Kline  Cornelia A. Farrell 《Counselor Education & Supervision》2005,44(3):166-174

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Validation of a free response test of deep learning about the normal swallowing process     

Ingrid Scholten  John P. Keeves  Michael J. Lawson 《Higher Education》2002,44(2):233-255

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French and Feminine: Hegemonic Masculinity and the Emasculation of John Kerry in the 2004 Presidential Race     

Anna Cornelia Fahey 《Critical Studies in Media Communication》2013,30(2):132-150

French leaders met the September 2002 announcement of preemptive U.S. military action in Iraq with open disapproval. Thereafter, in the build-up to the “Iraq war,” as U.S. military strikes began in 2003 and continued in 2004, France became the target of nationalistic attacks in the United States. Building on this anti-French sentiment, George W. Bush's 2004 presidential campaign used narratives that cast Frenchness as feminine, assigning “Frenchness” to Democratic presidential candidate John Kerry—and thereby characterizing him as unfit for the White House. Specifically, political conservatives sought to strip Kerry of the masculine qualities perceived necessary to serve as president of the United States. Analysis of American political and media discourse from September 2002 to November 2004 shows that the 2004 presidential campaign came to be defined in substantial part by nationalistic and sexist political communications that capitalized upon and reinscribed patterns and norms of hegemonic masculinity while also feminizing and devaluing dissent in times of war.  相似文献   

Active citizenship in schools and the community     

Helen Lawson 《Curriculum Journal》2013,24(2):163-178

During the 1980s the government of the time mooted the need for active citizenship which was associated with education for citizenship. The re-emergence of citizenship education as an important part of the curriculum has meant that notions underpinning the idea, including the meaning of active citizenship, are once again under scrutiny.This article examines different understandings of citizenship and how they give rise to different beliefs about what the rights and responsibilities of the citizen should be. It then discusses the present government's understandings of active citizenship and their intention to create a socially inclusive society, shifting from a rights-based paradigm of citizenship to one based on mutual obligation. It concludes by examining how those intentions might translate into the school context, drawing from recent research in three secondary schools in the United Kingdom.  相似文献   

Stewarding the Discipline With Cross-Boundary Leadership     

Hal A. Lawson 《Quest (Human Kinetics)》2013,65(2):91-115

ABSTRACT

Proposals to prepare disciplinary stewards and optimize the conditions for collective stewardship can be framed in two ways. The dominant frame emphasizes disciplinary caretaking and lends comparatively less attention to reform and transformation. A second frame is grounded in the social ecology of particular disciplines, their fast-changing university homes, and society’s complex needs, problems, and opportunities, especially those that no longer fit inside the long-standing boundaries of particular disciplines and their specialties. Reformist and transformative stewardship in this second frame prioritizes the development of adaptive, connected disciplines characterized by new boundaries and bridging mechanisms for interdisciplinary research, teaching, and outreach/engagement. This frame also provides the opportunity to explore the difference between an academic discipline and a helping discipline. Questions remain about how leaders will persuade, support, and reward career-oriented, specialized faculty members to engage in all such acts of stewardship for Kinesiology alongside their customary concern for their respective sub-disciplines.  相似文献   

Here Today,Gone Tomorrow? A Framework for Analyzing the Development,lkansformation, and Disappearance of Helping Fields     

Hal A. Lawson 《Quest (Human Kinetics)》2013,65(2):225-237

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