Windows into teaching and learning: professional growth of classroom teachers in an online environment     

Teresa M. Petty  Tina L. Heafner  Abiola Farinde  Michelle Plaisance 《Technology, Pedagogy and Education》2013,22(3):375-388

The Windows into Teaching and Learning (WiTL) project was developed by researchers at one large urban institution in the southeast region of the United States as a way to facilitate online clinical experiences for content area methods students during summer coursework. Utilising both synchronous and asynchronous elements, WiTL addressed the issue of students gaining meaningful clinical experiences in coursework offered during the summer. Though the purpose of WiTL was initially for methods students to engage in observations of and conversations with practising classroom teachers, an unanticipated outcome occurred. In this paper, the authors describe the WiTL process and discuss the impact it had on the professional growth of the practising classroom teachers. The results indicate that WiTL encouraged teachers to utilise reflective practice in rethinking their pedagogy and used technology to facilitate professional learning community among classroom teachers.  相似文献   

Introduction to the Special Issue on the 2007 Research of the Council for the Study of Community Colleges     

Deborah L. Floyd  Laura Antczak  Tina Barreiro O'Daniels 《Community College Journal of Research & Practice》2013,37(4-6):263-265

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Introduction to the Special Issue on the 2008 Research of the Council for the Study of Community Colleges     

Deborah L. Floyd  Laura Antczak  Tina Barreiro O'Daniels 《Community College Journal of Research & Practice》2013,37(3-4):213-215

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Changes in primary boys' and girls' attitudes to school and science during a two-year science in-service programme     

Tina Jarvis  Anthony Pell 《Curriculum Journal》2013,24(1):43-69

A pupils' attitude test was developed to monitor change over the two years of a primary science in-service programme. It explores pupils' views about school in general so that changes in science attitudes can be contextualized within the whole school experience; feelings towards science experiments; and perceptions of real-world science. The test was piloted with schools outside the in-service programme. Approximately 2000 pupils were tested in January 1999, September 1999 or January 2000. A random sample of children were retested in June 1999 and compared with a ‘control’ school. All the children in the project were tested again in July 2000. The results indicate a generally positive attitude towards coming to school, with particular preferences for work with computers and working together. As the pupils get older, their enthusiasm for science falls as they find it less difficult or demanding. This relationship appears to be broken by teacher in-service to some extent. Girls in particular also showed a greater enthusiasm for independent investigative science after the programme.  相似文献   

Teacher Planning,Instruction and Refl ection: What We Know About Teacher Cognitive Processes     

Tina J. Hall  Mark A. Smith 《Quest (Human Kinetics)》2013,65(4):424-442

The process of teaching is complex and multidimensional. Teaching behaviors and actions are shaped by numerous cognitive decisions made by the teacher before, during, and after instruction. This article examines teacher cognition across the broad field of education and, more specifically, physical education in teacher planning, instruction, and reflection. To date, research has largely examined the areas of planning, instruction, and reflection separately and often in controlled settings. It is suggested that future researchers examining teachers. thoughts and actions employ methodologies, such as case study, that examine the three processes holistically and in the natural teaching environment, thereby linking actual behaviors with the cognitive processes that produced them.  相似文献   

The Contributors' Column     

Tina Rye Sloan 《The Educational forum》2013,77(3):242-243

This project investigated the effects of a standards-based mathematics methods course on the mathematics anxiety levels of preservice teachers. The qualitative portion of the study examined aspects of a math methods course that affected mathematics anxiety levels and the antecedents of mathematics anxiety. Findings revealed a significant difference (p.05) between pretest and posttest mathematics anxiety levels, indicating a decrease in mathematics anxiety from the onset of the mathematics methods course.  相似文献   

Twenty Years of Science Education in English Primary Schools     

Tina Jarvis 《Studies in Science Education》2013,49(1):157-161

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‘Look,think and act’: facilitating learning with people who have mental illness     

Tina Koch 《Educational Action Research》2013,21(3):393-412

This project responded to the concerns of experienced community health workers who worked with people who had mental illness and resided in Supported Residential Facilities (SRFs) in South Australia. They had identified that urinary and faecal incontinence was common for this group of people and yet it was an issue that had not previously been addressed. The aim of the research was to develop continence promotion strategies specifically for community dwelling people who have mental illness. The aim of this article is to articulate the authors' reflections of the way learning was facilitated by collaboratively researching with people who have debilitating and enduring mental illness. The authors facilitated 10 Participatory Action Research (PAR) group meetings with people with mental illness and who experienced incontinence during 2002. Using a collaborative research process, participants were facilitated to ‘look, think and act’. That was to look at possible reasons for incontinence, identify self–management strategies and to take action to achieve self-selected goals. In this way, participants sought practical strategies for lifestyle modification and awareness raising, with a strong chance of successful uptake.  相似文献   

Celebrating,interrogating and critiquing action research: theories and practices across continents,countries and contexts     

Tina Cook 《Educational Action Research》2013,21(5):661-665

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High-School Teachers’ Attempts to Promote Self-Regulated Learning: “I may learn from you, yet how do I do it?”     

Sam Miller  Tina Heafner  Dixie Massey 《The Urban Review》2009,41(2):121-140

This study examined how urban high-school students responded to increased academic expectations. The intervention included increased expectations for reading and writing, collaboration, and the completion of multi-day assignments. Twenty-four students (8 lower, 8 average, and 8 higher performers) from 4 classrooms were interviewed across a 9-week period to evaluate their reactions to the increased expectations. While students approached lessons with learning versus performance orientations, they were unsuccessful because they could not transfer classroom successes to their outside of school studying efforts. Their difficulties were related to a lack of strategies, a failure to manage distractions, or an inability to monitor studying behaviors. Discussion focuses on the difficulties among students based on performance levels and on the challenges of increasing academic expectations within a climate of high-stakes testing.  相似文献