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Author: Randall Thomas Hart
Publisher:
ISBN:
Category :
Languages : en
Pages : 52
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Book Description
The purpose of this case study is to examine, in rich detail, the implementation of the Kyberpass project at two of three high schools in a large secondary school district in southern California during its first year and a half of operation The project, a crossdisciplinary professional development program, began its implementation in the Spring of 2008. Because this investigator was a Kyberpass participant in one of the two sites, this investigation may be considered a type of self-study that encompasses not only my professional growth, but also the impact of the project on the interdisciplinary teams at my site and one other site similar to mine in student demographics and household income levels. This study looks at the similarities and differences between the two school sites from the point of few of the teacher teams: how they understood the Kyberpass program, and how they implemented it in their school sites, The overarching goals of this NSF-sponsored program is to increase the use of information technology and Cyber-infrastructure in secondary classrooms, to help students better understand the relevance of current science, and to develop strong relationships with the professional scientific community. The professional development model grouped participants into interdisciplinary teams consisting of a self-selected group of teaching professionals at each of the three self-selected school sites. The use of qualitative methods in this study enables participants and administrators to reflect on what worked, why it worked, and what should be taken into consideration before a replication of a similar project is undertaken. The outcomes of this study shed light on the challenges of interdisciplinary teaching and learning at the high school level, and reasons why project-based approaches to instruction are so infrequent at the high-school level .The results of the study were compared with the conceptual change model suggested by the Rand Change Agent Study of 1974-78. It was concluded that the various failures in the implementation of the Kyberpass program at the two high-schools studied were due in large measure not only to a lack of readiness on the part of the district to mobilize during the initiation phase of the innovation, but also to the "opportunistic" motivations that lend themselves to cosmetic outcomes rather than authentic change. These included the school district's "top down model" to involve participants, a lack of investment from school-site administrators and key district administrators. Failure of the leadership at both the university and school district to meet participant expectations which led to the program being dissolved at one school site after the first year and a half of operation, and a major adaptation at the second school site. Participants agreed that the institutionalization and/or the adoption of project seemed unlikely as all stakeholders were not included in the initial planning and acceptance of the project.
Author: Randall Thomas Hart
Publisher:
ISBN:
Category :
Languages : en
Pages : 52
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Book Description
The purpose of this case study is to examine, in rich detail, the implementation of the Kyberpass project at two of three high schools in a large secondary school district in southern California during its first year and a half of operation The project, a crossdisciplinary professional development program, began its implementation in the Spring of 2008. Because this investigator was a Kyberpass participant in one of the two sites, this investigation may be considered a type of self-study that encompasses not only my professional growth, but also the impact of the project on the interdisciplinary teams at my site and one other site similar to mine in student demographics and household income levels. This study looks at the similarities and differences between the two school sites from the point of few of the teacher teams: how they understood the Kyberpass program, and how they implemented it in their school sites, The overarching goals of this NSF-sponsored program is to increase the use of information technology and Cyber-infrastructure in secondary classrooms, to help students better understand the relevance of current science, and to develop strong relationships with the professional scientific community. The professional development model grouped participants into interdisciplinary teams consisting of a self-selected group of teaching professionals at each of the three self-selected school sites. The use of qualitative methods in this study enables participants and administrators to reflect on what worked, why it worked, and what should be taken into consideration before a replication of a similar project is undertaken. The outcomes of this study shed light on the challenges of interdisciplinary teaching and learning at the high school level, and reasons why project-based approaches to instruction are so infrequent at the high-school level .The results of the study were compared with the conceptual change model suggested by the Rand Change Agent Study of 1974-78. It was concluded that the various failures in the implementation of the Kyberpass program at the two high-schools studied were due in large measure not only to a lack of readiness on the part of the district to mobilize during the initiation phase of the innovation, but also to the "opportunistic" motivations that lend themselves to cosmetic outcomes rather than authentic change. These included the school district's "top down model" to involve participants, a lack of investment from school-site administrators and key district administrators. Failure of the leadership at both the university and school district to meet participant expectations which led to the program being dissolved at one school site after the first year and a half of operation, and a major adaptation at the second school site. Participants agreed that the institutionalization and/or the adoption of project seemed unlikely as all stakeholders were not included in the initial planning and acceptance of the project.
Author: Mary Kooy
Publisher: Routledge
ISBN: 1136651357
Category : Education
Languages : en
Pages : 295
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Book Description
In the continuing global call for educational reforms and change, the contributors in this edited collection address the critical issue of teacher learning from diverse national contexts and perspectives. They define "teacher learning that matters" as it shapes and directs pedagogical practices with the goal of improving student learning. This book weaves together major studies, research findings and theoretical orientations to represent a globalized network of inquiries into the what, how and why of teacher learning that shapes teacher skill and knowledge. Teacher learning matters on an international scale because teachers are the portals through which any initiative for change and reform is realized. Recognizing that a highly skilled teaching force is instrumental to improving student achievement adds import to generating interactive dialogue on teacher learning around the globe.
Author: Reneta D. Lansiquot
Publisher: Springer Nature
ISBN: 3030563022
Category : Education
Languages : en
Pages : 170
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Book Description
This book explores the community of practice at New York City College of Technology engaged in interdisciplinary team teaching. Professors report on their high-impact practices when they combine the assets of different disciplines. Chapters feature examples of the innovative curriculum resulting from a true interdisciplinary system, including place-based learning. The book also discusses questions of validity and measuring the influence of high-impact practice within interdisciplinary co-teaching.
Author: Glynnis J. Childress
Publisher:
ISBN:
Category : High school teachers
Languages : en
Pages :
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Book Description
Interdisciplinary teaming has been a hallmark of the middle school philosophy for over 30 years and consists of a multitude of benefits for teachers, ranging from job satisfaction to communal support. Yet, interestingly, there is little research on the benefits of interdisciplinary teaming at the high school level, even with an increased focus on teacher collaboration and Professional Learning Communities (PLCs). Thus, the purpose of this practitioner action research study was to examine the reported professional learning of ninth-grade teachers participating in an interdisciplinary team. The interdisciplinary team consisted of seven secondary level English, science, math, and social studies teachers, including me. During this two-year study (2017–2019), the interdisciplinary team functioned as a PLC and met twice a month: once for the required PLC time and a second time in a voluntary format. Two research questions guided my study: How do we create space for an interdisciplinary team at the high school level? What types of teacher learning and student support may result from creating space for high school teachers to work in an interdisciplinary team setting? Throughout my two findings chapters, I utilized the “Grammar of Schooling” by Tyack and Tobin (1994) as a conceptual framework and Social Learning Theory by Brown and Adler (2008) as a theoretical framework. Both of these frameworks provided useful lenses in understanding the archaic structures of schooling and the organic and innovative collaborative practices of people working in groups. Initially, I found it difficult to replicate a traditional interdisciplinary team model. But despite the institutional barriers, the interdisciplinary team collectively learned from one another, contributed to conversations, offered suggestions and resources, and, most importantly, advocated for ninth-grade students.
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: Duncan Alexander Anderson
Publisher:
ISBN:
Category : Interdisciplinary approach in education
Languages : en
Pages : 240
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Book Description
Author: Grant P. Wiggins
Publisher: ASCD
ISBN: 1416600353
Category : Education
Languages : en
Pages : 383
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Book Description
What is understanding and how does it differ from knowledge? How can we determine the big ideas worth understanding? Why is understanding an important teaching goal, and how do we know when students have attained it? How can we create a rigorous and engaging curriculum that focuses on understanding and leads to improved student performance in today's high-stakes, standards-based environment? Authors Grant Wiggins and Jay McTighe answer these and many other questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998, the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum, assessment, and instruction. With an improved UbD Template at its core, the book explains the rationale of backward design and explores in greater depth the meaning of such key ideas as essential questions and transfer tasks. Readers will learn why the familiar coverage- and activity-based approaches to curriculum design fall short, and how a focus on the six facets of understanding can enrich student learning. With an expanded array of practical strategies, tools, and examples from all subject areas, the book demonstrates how the research-based principles of Understanding by Design apply to district frameworks as well as to individual units of curriculum. Combining provocative ideas, thoughtful analysis, and tested approaches, this new edition of Understanding by Design offers teacher-designers a clear path to the creation of curriculum that ensures better learning and a more stimulating experience for students and teachers alike.
Author: Melinda L. Fattig
Publisher: John Wiley & Sons
ISBN: 0787987441
Category : Education
Languages : en
Pages : 167
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Book Description
Co-Teaching in the Differentiated Classroom is a practical hands-on guide that explains how to implement co-teaching programs in mixed-ability classrooms. Based on the authors' award-winning model, this important guide shows how special education teachers can pair with general education teachers to improve classroom functioning while promoting high achievement for all students. The book provides tested frameworks and tools for teacher collaboration on lesson planning, student grouping, assessment, and discipline. It also offers guidance on managing overcrowded classrooms and on designing and implementing differentiated lessons and assignments, and includes advice for administrators.
Author: Paul Spies
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 60
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Book Description
Guidelines for creating interdisciplinary teaching teams in the high schools.
Author: Cynthia A. Lassonde
Publisher: John Wiley & Sons
ISBN: 0470553979
Category : Education
Languages : en
Pages : 208
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Book Description
Teacher Collaboration for Professional Learning contains the essential information, tools, and examples teachers and school leaders need to create, manage, and sustain successful collaborative groups. Designed to be a hands-on resource, this practical guide shows you how to: Advocate for collaborative teacher learning Develop and sustain collaborative research groups Organize and conduct productive research projects Address issues of ethics, leadership, and group dynamics Evaluate and sustain collaborative learning activities Based on data from a major survey, Teacher Collaboration for Professional Learning features extensive case examples from model research communities collaborating within schools, across districts, in partnership with universities, and as online networks. The book also offers a wealth of reproducible templates as well as reflection questions and exercises?invaluable tools for organizing study groups.
