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Teacher Development Partnership Research: A Focus on Methods and Issues
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| Pengarang | : | Ardra L. Cole, J. Gary Knowles |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 473-495 |
| Abstrak | : | Our purposes in writing this article are to reflect on our own research practice and to raise for discussion some of the issues associated with "alternative" approaches to studying teaching and teacher development. Situating our work within a personal and contextual research framework that is built on the foundations of a hermeneutic perspective, we briefly review the progress towards alternative approaches to research on teaching and teacher development, and then focus on the researcher-teacher relationship in discussing collaboration in partnership research. We use three organizing frameworks: (a) examples of our own research with teachers; (b) a matrix displaying the phases of research activities and the roles of researcher and teacher; and (c) a matrix displaying the phases and scope of the issues in teacher development partnership research that suggest a series of guiding questions that we think need to be asked at the outset and throughout any inquiry. |
The Micropolitics of Teacher Induction
| Pengarang | : | Paul G. Schempp, Andrew C. Sparkes, Thomas J. TemPlin |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 447-472 |
| Abstrak | : | This study investigated the political events characterizing the start of teaching career. An interpretative framework was used to access the perceptions and meanings teachers gave to experiences encountered in their first years on the job. Life history methodology permitted three teachers to tell their stories of professional induction. Data analysis revealed that the teachers` thoughts and actions were influenced and the school culture. Biography included experiences drawn upon by teachers in making their way in schools. Role demands pressed upon the teachers at two levels: classroom and institutional. Finally, the norms and expectations of school culture influenced the teachers` professional perspectives and standards of practice. Of particular interest to the researchers were the teachers` perceptions of the power relationships in schools and the strategies used for appropriating the power and status necessary to become accepted and functioning school teachers. |
Using Children`s Mathematical Knowledge in Instruction
| Pengarang | : | Elizabeth Fennema, Megan L. Franke, Thomas P. carpenter, Deborah A. Carey |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 555-583 |
| Abstrak | : | This article describes how knowledge of children`s thinking in mathematics, derived by using a cognitive science research paradigm, was used by a firstgrade teacher to make instructional decisions. Children in the classroom learned mathematics to a level that exceeds what is recommended by the NCTM Standards (NCTM, 1989). The study is situated in the Cognitively Guided Instruction (CGI) project chain of inquiry. We describe the teacher`s knowledge, beliefs, and method for using research-based knowledge of children`s thinking in addition and subtraction in her classroom. We describe her mathematics curriculum, the expectations she had of children, and the way her classroom was structured to enable her to continually assess children`s thinking and knowledge. The article includes statements of the teacher that indicate the importance of the research- based knowledge to her as she taught. The article ends with some speculation about how knowledge of children`s thinking can influence curriculum reform. |
An Information Processing Analysis of Learning Disabled Children`s Problem Solving
| Pengarang | : | Swanson, H. Lee |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 861-893 |
| Abstrak | : | This study determines whether learning disabled children`s mantal processing during problem solving is qualitatively different from average-and gifted-achieving peers, and whether these processing differences are attributable to metacognitive knowledge. To this end, problem solution, "think-aloud" protocols during problem solving, and metacognitive responses from a questionnaire were analyzed. Although learning disabled children were comparable to the other ability groups in problem solution, their metacognitive and "think-aloud" responses were distinct. Intercorrelational patterns between "think-aloud" problem-solution, and metacognition measures reflect low interdependence (weak correlations) for learning disabled children, moderate interdependence for average-achieving children, and high interdependence for gifted children. The results support the nation that learning disabled children`s problem-solving performance reflects a weak integration of metacognitive skills with on-line processing and problem solution. |
Contexts for the Use of Classroom Cases
| Pengarang | : | Dona M. Kagan |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 703-723 |
| Abstrak | : | One can use classroom cases in at least three different ways: as instructional materials; as raw data in research on teacher cognition; and a catalysts that can promote change, particularly among experienced teachers. Each of these uses is based on a different epistemological tradition. Case-based instruction is an old concept in teacher education, the first casebook having been published in 1927. Classroom cases continued to be used to educate teachers over the next 50 years: as critical incidents, protocols, and simulations. In contrast, the other two uses if classroom cases appear to be novel concepts in the field of teacher education, suggesting significant changes in the way we perceive classroom teaching and educational research. They appear to mark a growing acceptance of the "qualitative" in teaching and in research. I use this term as Eisner (1991) does, to incluse that which is naturalistic, interpretive, expressive, and attentive to the particular. |
From Role to Person: The Moral Layeredness of Classroom Teaching
| Pengarang | : | David T. Hansen |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 651-674 |
| Abstrak | : | In this article, I identify and analyze several layers of moral meaning embedded in classroom teaching. I work along two yardticks: from actions whose moral import is fairly obvious to those in which it is expressed subtly; and from moral features of the role of teacher to qualities of the individual performing that role. I make use of two senses of the term moral. One has its roots in the notion of mores, or customary ways of regarding roles and their occupants. A second has to do with personal character, disposition, and virtue. I base the inquiry on extensive classroom observation, focusing particularty on everyday practices associated with turn- taking. The article seeks to call attention to the multiple yet often subtle ways in which teachers can have a moral impact on their students. |
Ideological Divergences in a Teacher-Research Group
| Pengarang | : | Sandra R. Schecter, Shawn Parkhurst |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 771-798 |
| Abstrak | : | This article is about the role played by ideology in a teacher-research group. Treatments of teacher research remain mainly directed at clarifying the content, the status, and the boundaries of the research contrasts with "university research` with regard to these elements. We focus on the differing ideologies of research, teaching/learning, and writing held and developed by the members of a teacher-research group. The concept of ideology is used to emphasize that beliefs about society, politics, and cognition were intimately bound up in the teacher researchers` different perspectives. In analyzing the ideological positions that developed within the group, and the conflicts and interchanges among participants, we show that there exist important divisions within the teacher-research movement that are intellectually creative and socially important in their potential to generate needed discussin of assumptions underlying pedagogic practice. |
Predicting Learning From Student Experience of Teaching: A Theory of Student Knowledge Construction in Classrooms
| Pengarang | : | Graham Nuthall, Adrienne Alton-Lee |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 799-840 |
| Abstrak | : | This article describes the development of a model of student learning based on analyses of detailed continuous observations and recordings of the classroom experience of individual students in three separate studies of curriculum units in science and social studies in elementary and middle-school classes. The model describes student learning as the creation of specific knowledge constructs. It defines the number of instances and types of relevant experience required for construct generation and the time intervals within which the experiences must occur. Data analysis rules developed from this model were applied to the student experience data and predicted student learning of the individual outcome test items across the three studies involving different curriculum areas, with 80-58% success. Data from interviews and recordings of spontaneous student talk are used to identify the cognitive processing that leads to construct generation. |
Teachers in Conference: A Qualitative Study of Teacher-Supervisor Face-to-Face Interactions
| Pengarang | : | Duncan Waite |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 675-702 |
| Abstrak | : | Ethnographic methods and conversation analysis were used to examine five teacher-supervisor conferences and their contexts. Related to the literature of supervision, teacher socialization, and mentoring, this report details how three teacher conference roles-passive, collaborative, and adversarial--were constructed, face-to-face and moment-by-moment. Teachers` interactional resources are illuminated as supervisors` presumed hegemony is reconsidered. Implications derived from this study include those for: supervision, educational leadership, school reform, teacher recruitment and placement, beginning teacher development, and action research. |
The Multidimensional Structure of Academic Self-Concept: Invariance Over Gender and Age
| Pengarang | : | Herbert W. Marsh |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 841-860 |
| Abstrak | : | The present investigation supports the gender-invariant model of relations between math, verbal, academic, and general self-concept. No support was found for the gender-stereotypic model that posits that academic and general self-concepts are more highly related to math self-concept for boys and are more highly related to verbal self-concept for girls. Extending the confirmatory factor analysis (CFA) approach to factorial invariance, the structure of academic self-concept (factor loadings, factor correlations, and factor variances) was invariant across eight groups (2 gender X 4 adolescent ages; total N=4,000). This strong support for the factorial invariance of responses to the Self-Description Questionnaire II provides good support for the comparison of mean scores over gender and age. The methodological approach has important implications for the study of individual differences in the structure of educational measures. |