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Author: John Loren Lane
Publisher:
ISBN: 9781321743715
Category : Electronic dissertations
Languages : en
Pages : 345
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Book Description
Author: John Loren Lane
Publisher:
ISBN: 9781321743715
Category : Electronic dissertations
Languages : en
Pages : 345
Get Book Here
Book Description
Author: Nancy Ann Nikolay
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Research suggests that most reform efforts do not bring about the changes needed. Curriculum reform efforts are written at the state and national level by bureaucrats but carried out at the local level by teachers in the classroom. To improve reform efforts educational leaders and researchers must examine the place where curriculum implementation happens: the hearts and minds of teachers. This research represents a basic qualitative case study that examines how teachers make sense of a curriculum reform effort. The study is informed by sensemaking theory, frame analysis, and attribution theory. The study expands upon the multidimensional nature of sensemaking theory by examining how problem framing, sense of efficacy, and power influence understanding during a curriculum reform effort. This research builds upon extant literature and aims to provide instructional leaders with a deeper understanding of how political factors influence teachers' understanding during curriculum implementation. This case study examines how five elementary teachers and an instructional coach make sense of a literacy curriculum reform effort. Information was collected through interviews, observations, and artifacts and analyzed using a constant comparative method of data analysis. The results of this study support existing sensemaking theory: Meaning is constructed through interactions with others over time within a given context. This study builds upon the conceptual model of sensemaking by suggesting that how problems are framed, a teacher's sense of efficacy, and issues of power may influence the understanding teachers' build during a curriculum reform effort.
Author: Brad Olsen
Publisher: Routledge
ISBN: 131725077X
Category : Education
Languages : en
Pages : 198
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Book Description
"Cogent, interesting, and provocative."-from the foreword by Ann Lieberman Teaching What They Learn, Learning What They Live explores the multiple social, political, and epistemological domains that comprise learning-to-teach. Based on a study of eight beginning English teachers at four different university teacher preparation programs, this book examines the ways in which beginning teachers' personal dispositions and conceptions combines with their teacher preparation programs' professional knowledge and contexts to form their understandings of and approaches toward teaching. Brad Olsen recasts learning-to-teach as a continuous, situated identity process in which prior experiences produce deeply embedded ways of viewing the world that go on to organize current/future experience into meaning. Since experience shapes learning and everyone acquires different sets of experience, no individual teacher's knowledge is exactly like another's. Yet Olsen shows also that the process by which a teacher constructs professional knowledge is common: the what of teacher knowledge varies, but the how remains the same.
Author: Christy M. Moroye
Publisher: IAP
ISBN: 1641130334
Category : Education
Languages : en
Pages : 358
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Book Description
Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly field of teaching and curriculum. The field includes those working on the theory, design and evaluation of educational programs at large. At the university level, faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.
Author: Paniagua Alejandro
Publisher: OECD Publishing
ISBN: 9264085378
Category :
Languages : en
Pages : 210
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Book Description
Pedagogy is at the heart of teaching and learning. Preparing young people to become lifelong learners with a deep knowledge of subject matter and a broad set of social skills requires a better understanding of how pedagogy influences learning. Focusing on pedagogies shifts the perception of ...
Author: Michael Fullan
Publisher: Routledge
ISBN: 1136616098
Category : Education
Languages : en
Pages : 178
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Book Description
Knowledge of the processes of educational change is said to be the missing ingredient in attempts to bring about educational innovation and reform. Whether these efforts involve grass roots innovation or large-scale societal reform, failure to understand and act on existing knowledge of the change process has accounted for the widespread lack of success in making educational improvements. This volume analyzes what is known about successful or productive change processes, and identifies corresponding action strategies at the individual, school, local and state levels. Included in this book is a major treatment of the topic of the 'ethics of planned change', a neglected topic in recent literature, especially since strategies for intervening in the change process are receiving more attention. This book is intended to be used by teachers in training and in service, teacher trainers, educational researchers, education historians and administrators.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 812
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Book Description
Author: Gabrielle Matters
Publisher: Australian Council for Educational Research
ISBN: 9780864316929
Category : Curriculum planning
Languages : en
Pages : 60
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Book Description
Examines the issues raised by the ACER Research Conference 2005. Analyses conference papers, distils essence of conference 'conversations' and contextualises them in the light of Australian and international literature.
Author: Pamela Cantor
Publisher: Routledge
ISBN: 100039977X
Category : Education
Languages : en
Pages : 245
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Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author: Jeannie Oakes
Publisher: McGraw-Hill Humanities, Social Sciences & World Languages
ISBN:
Category : Education
Languages : en
Pages : 500
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Book Description
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