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Wrinkles in Time and Place: Using Performance Assessments to Understand the Knowledge of History Teachers
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| Pengarang | : | Suzanne M. Wilson, Samuel S. Wineburg |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 729-769 |
| Abstrak | : | New forms of assessment are sweeping the country. This article reports findings from one of the first projects to develop and field-test performance-based assessments for teachers, Stanford University`s Teacher Assessments Project. The authors analyze the responses of two high school history teachers on three performance assessments of teaching: (a) Evaluation of Student Papers, in which teachers read and responded to a set of student essays; (b) Use of Documentary Materials, in which teachers planned a classroom activity using primary sources; and (c) Textbook Analysis, in which teachers evaluated a selection from a widely used U.S. history textbook. Differences emerged in the teachers` conceptions of their roles and responsibilities, their images of student ability and motivation, their views on student learning, and their subject matter and pedagogical content knowledge. The authors discuss what performance assessments can tell us about pedagogical knowledge and reasoning, and explore the implications of this work for policy and practice. |
Analyzing Personal Teaching Metaphors in Preservice Teacher Education as a Means for Encouraging Professional Development
| Pengarang | : | Robert V. Bullough, David K. Stokes |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 197-224 |
| Abstrak | : | Using data drawn from 22 students enrolled in a year-long teacher certification program, the authors explore the analysis of personal teaching metaphors as a means for facilitating the professional development of beginning teachers. Strengths and weaknesses of the approach are identified, and implications for the practice of teacher education discussed. |
Kincir Air Pusair
| Pengarang | : | Troy C. Messina |
| Nama Majalah/Jurnal | : | Kiprah : Hunian, infrastruktur, Kota dan Lingkungan |
| Volume / Edisi | : | IX (No. 32) |
| Halaman | : | 64-65 |
| Abstrak | : | Abstrak tidak tersedia. |
Making Meaning in Classrooms: An Investigation of Cognitive Processes in Aspiring Teachers, Experienced Teachers, and Their Peers
| Pengarang | : | Villis D. Copeland, Carrie Birmingham, Lisa DeMeulle, Marianne D'Emidio-Caston, Dottie Natal |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 166-196 |
| Abstrak | : | In an effort to describe the knowledge teachers use to understand and interpret teaching and learning in classrooms, 28 respondents representing four levels of teaching experience were shown a videorecorded vignette of classroom life and asked to explain their understanding of it. Application of qualitative analysis techniques to these descriptions suggested a main assertion that " As people gain education and experience in teaching, the uderstanding they express of classrooms they observe is characterized by an increase in quantity and complexity of linkages among ideas and by a shift in the focus of these linked ideas toward issues more central to classroom teaching, including content taught and learned, pedagogical processes used and experienced, and basic educational purposes. "Subassertions that support this general assertion are discussed in terms of their contribution to the literature on teacher knowledge and its development. |
Question Asking During Tutoring
| Pengarang | : | Arthur C. Graesser, Natalie K. Person |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 104-137 |
| Abstrak | : | Whereas it is well documented that student question asking is infrequent in classroom environments, there is little research on questioning processes during tutoring. The present study investigated the questions asked in tutoring sesions on research methods (college students) and algebra (7 th grades). Student questions were approximately 240 times as frequent in tutoring settings as classroom settings, whereas tutor questions were only slightly more frequent than teacher questions. Questions were classified by (a) degree of specification, (b) content, and (c) question-generation mechanism to analyze their quality. Student achievement was positively correlated with the quality of student questions after students had some experience with tutoring, but the frequency questions was not correlated with achievement. Students partially self-regulated their learning by identifying knowledge deficits and asking questions to repair them, but they need training to improve these skills. We identified some ways that tutors and teachers might improve their question-asking skills. |
Task Talk and Task Awareness Under Different Cooperative Learning Conditions
| Pengarang | : | Michael S. Meloth, Paul D. Deering |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 138-165 |
| Abstrak | : | This study examined the effects of two cooperative conditions on group discussions and metacognitive awareness. The reward condition used rewards to encourage group interdependence, whereas the strategic condition more directly emphasized the connection between strategy use and learning. Four 4th- and four 5th-grade classrooms participated. Cooperative discussions were observed over a 2-week period, and awareness was assessed through interviews that followed observations. The form of peer-group talk (e.g., frequency of explanations & questions) in both conditions remained relatively constant during the intervention. However, discussions in the strategic condition were more focused toward substantive task content. Talk from Week 1 to Week 2 was quite stable, although stability appears partially attributable to interaction patterns developed prior to the intervention. Finally, metacognitive awareness improved in both conditions, although between-condition differences favored the strategic condition. |
Teachers in Teacher Education: Clinical Faculty Roles and Relationships
| Pengarang | : | Catherine Cornbleth, Jeanne Ellsworth |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 49-70 |
| Abstrak | : | Among the proposed responses if not solutions to the variously identified problems of U.S. education and teacher education is the creation of clinical faculty positions in teacher-education programs. Clinical faculty are outstanding, experienced elementary and secondary school teachers who work with college and university teacher-education programs. In this article, we examine the roles and relationships of clinical faculty in university teacher-education programs to understand better (a) how clinical faculty might contribute to the improvement of teacher education, and (b) obstacles to clinical faculty becoming a regular part of teacher-education programs. We begin by surveying the current roles of clinical faculty and their relationships with other players in teacher-education programs. Then we sketch a brief history of clinical faculty to provide perspective on the present. We conclude by critically reexamining roles and relationships and by considering implications for teacher-education reform with emphasis on the obstacles to institutionalization of clinical faculty programs. |
Teaching Is Performance: Reconceptualizing a Problematic Metaphor
| Pengarang | : | Elyse Lamm Pineau |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 3-25 |
| Abstrak | : | Analogies between teaching and performance have recently emerged in educational literature, but with a reductive, actor-centered perspective that diminishes the complexity of both performative and instructional phenomena. This article reconceptualizes performance as a generative metaphor for educational research based on theoretical and methodological points of contact between instructional communication and performance studies. It asks which aspects of educational experience open themselves up to performance-centered research and explores issues around which new research agendas can be developed in both disciplines. |
The Nature of Student Interactions During Peer Tutoring With and Without Prior Training and Experience
| Pengarang | : | Lynn S. Fuchs, Douglas Fuchs, Johnell Bentz, Norris B. Phillips, Carol L. Hamlett |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 75-103 |
| Abstrak | : | This study examined the effects of previous training and experience in peer tutoring on the nature of student interactions. Sixteen classrooms were assigned randomly to two treatments: with and without previous training and experience in peer tutoring. Peer-tutoring teachers taught students a structured, interactional, explanatory verbal researsal routine that incorporated step-by-step feedback. Peer tutoring was implemented on a mathematics operations curriculum twice weekly for 10 serve, respectively, as the tutor and the tutee during peer-tutoring generalization sessions. Videotapes were analyzed at three levels: microlevel quantifications, global ratings, and transcripts of representative dyads. Across levels of analysis and across operations and applications context, experienced dyads provided explanations in a more interactional style that incorporated sounder instructional principles. As revealed in the transcripts, however, the nature of student explanations in both conditions was primarily algorithmic rather than conceptual. |
`` I Want to See Some Kind of Growth out of Them``: What the Service Ethic Means to Teacher-Education Students
| Pengarang | : | Robert C. Serow, DeborahJ. Eaker, Krista D. Forrest |
| Nama Majalah/Jurnal | : | American Educational Research Journal |
| Volume / Edisi | : | - |
| Halaman | : | 27-48 |
| Abstrak | : | The crisis in teacher recruitment has focused attention on the public service ethic of teacher-education students. After reviewing existing conceptions of teacher service, we report findings from a multimethod study of more than 400 candidates for secondary education certification. Survey results show service aims to be potent factors attracting traditional college-age students to teaching, though somewhat less evident among nontraditional students. Interview data suggest that subjects interpret the service ethic chiefly in terms of promoting pupils` academic and personal development-- a relatively new idea best understood in the context of proffessionalization campaigns in education and other human service fields. However, students` eagerness to assert teachers` responsibility was seldom accompanied by serious thought on measurement of teaching outcomes. One challenge will be to encourage students to participate in ongoing discussions of teacher accountability and assessment without dampening the service ideals that have initially drawn them to teaching. |