Learning from our own lessons: pre-service teachers’ narratives of teaching as an experiment     

Megan H. Wickstrom  Stephanie Wilm  Emily Mills  Alexis Johnson  Nicole Leonard  Raegan Larberg 《Educational Action Research》2018,26(1):42-58

Pre-service teachers need to develop habits of mind that allow them to grow as new teachers. This article describes an elementary mathematics methods course in which teaching as an experiment was used a framework for pre-service teachers to participate in action research by developing learning goals, observing and analyzing student thinking, hypothesizing and enacting teaching strategies, and reflecting on the effectiveness of a lesson. Through analysis of reflections and lesson plans, the article explores three groups of pre-service teachers’ reflections on teaching as well as their confidence across the semester. By treating lessons as experiments, the pre-service teachers were able to develop appropriate teaching responses over time as well as gain confidence in their abilities.  相似文献   

Adapting the Brian Deer Classification System for Aanischaaukamikw Cree Cultural Institute     

Raegan Swanson 《Cataloging & classification quarterly》2015,53(5-6):568-579

This case study examines Aanischaaukamikw Cree Culture Institute, a Cree museum and resource center in the Oujé-Bougoumou, Quebec, and the institute's adaptation of the Brian Deer Classification System for use in their library. It gives an overview of the process of adapting Brian Deer for Quebec-focused classification in a small Aboriginal library, detailing the research, planning, testing, and implementation of the project. The value, merits, and disadvantages of adapting the Deer Classification System are addressed.  相似文献