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Increasingly, instructional improvement efforts include teacher communities as part of their overall strategy, yet the relationship between teachers’ talk and professional learning remains underspecified. Using a discourse perspective on learning, this article compares opportunities to learn (OTLs) in the collaborative conversations of 3 mathematics teacher workgroups. We examined the differences in OTLs in 17 hr of videotaped meetings from 3 groups at different levels of instructional accomplishment in secondary mathematics. Using mixed methods, we uncovered differences in the groups’ interactions and found that OTLs were not equally distributed. Instead, teacher groups whose active participants demonstrated the greatest facility with ambitious instruction also had the richest conversational OTLs. We interpret this as an accumulated advantage developmental story: Because collaborative work in teaching involves problem posing and the articulation of practice, teachers’ conceptions get built into the framing and discussion of pedagogical problems. Accomplished teachers are thus positioned to learn more from talking with colleagues. This analysis contributes to understanding of how OTLs are constituted in teacher workgroups, with implications for making better use of teacher collaboration for professional learning. 相似文献
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Lisa M. PytlikZillig Christy A. Horn Roger Bruning Stephanie Bell Xiongyi Liu Kamau O. Siwatu Mary C. Bodvarsson Doyoung Kim Deborah Carlson 《Contemporary educational psychology》2011,36(4):302-312
Two frequently-used discussion protocols were investigated as part of a program to implement teaching cases in undergraduate educational psychology classes designed for preservice teachers. One protocol involved synchronous face-to-face (FTF) discussion of teaching cases, which occurred in class after students had individually completed written case analyses as homework outside of class. The other was asynchronous computer-mediated (CM) discussion taking place outside of class, simultaneous to students’ completion of their written case analyses. Six class offerings of an undergraduate child development course taught by two instructors (three classes by each instructor) were randomly assigned within instructor in a quasi-experimental design to one of the three discussion conditions: FTF, CM, or no discussion of the cases across the semester. Findings indicated that both CM and FTF discussion conditions were associated with positive outcomes relative to the control condition. Both CM and FTF discussion related to higher cognitive–affective engagement with the cases than the control condition; and the CM discussion condition was associated with higher cognitive–affective engagement than FTF discussion. In contrast, FTF discussion, but not CM discussion, was associated with higher-than-control-condition case analysis ability at the end of the semester. Potential explanations for these findings and directions for future research are discussed. 相似文献
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Joel Blanchard Samuel Blais Philippe Chetaille Michele Bisson François P. Counil Thelma H. Girard 《Journal of sports sciences》2019,37(11):1265-1269
The purpose of this study was to identify which averaging methods most accurately measures peak cardiorespiratory fitness (CRF) parameters [peak O2 uptake (VO2), peak O2pulse and peak respiratory exchange ratio (RER)] in a sample of healthy children and adolescents. In this cross-sectional multicenter study, we recruited 278 healthy children aged 12–17 years. We compared the mean peak value of three CRF parameters using the recommended averaging methods (30-second block average) with alternative averaging methods such as moving averages or shorter smoothing periods. We also assessed averaging methods for accuracy by individually reviewing breath-by-breath scatter plots. The 30-second block average method resulted in a lower mean peak VO2 and in an increased proportion of underestimated peak values. Using a 30-second moving average significantly increased mean peak values which increased accuracy. Similar results were found for peak RER and peak O2pulse. In conclusion, the currently recommended averaging method (30-second block average) increased the risk of misinterpretation of peak CRF values in children. Using a moving average approach decreased misinterpretation and increased accuracy. 相似文献
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Roger Bruning Kamau O. Siwatu Xiongyi Liu Lisa M. PytlikZillig Christy Horn Stephanie Sic Deborah Carlson 《Contemporary educational psychology》2008,33(2):299-326
Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases. 相似文献
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Joan Lieber Paula J. Beckman Marci J. Hanson Susan Janko Jules M. Marquart Eva Horn Samuel L. Odom 《Early education and development》1997,8(1):67-82
As inclusion of young children with disabilities into preschool programs has become more prevalent, there have been concomitant changes in the roles assumed by the professionals and paraprofessionals in these programs. In this paper we examine the ways in which inclusive models influence the roles assumed by the program staff and the factors that affect the ability of staff members to assume these roles. Data, which included interviews, participant observation and document analysis, were collected as part of a multi-site national study of inclusive education programs and practices. From these data, themes emerged regarding the changing roles and relationships of staff members in inclusive early childhood programs. These themes are discussed as both facilitators of and barriers to successful inclusive programs. 相似文献
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