CiteULike: Group: Lehrerinnen- und Lehrerweiterbildung - library [146 articles]

Between idealism and pragmatism: a case study of student teachers' pedagogical development

Asher Shkedi — 2008-06-24T13:38:16-00:00

Teaching and Teacher Education, Vol. 20, No. 7. (October 2004), pp. 693-711.

This study examines the pedagogical-professional development of student teachers in a teacher-training program, and focuses particularly on a description and analysis of the practicum in the first and second years of a 4-year training program. In the first year, the student teachers taught six seminars of 3 days each to seventh grade classes and in the second year, the student teachers taught the same curriculum content in a formal class setting. This study focuses mainly on the modification of student teachers' beliefs over the 2 years of their training. Examination of the professional development of student teachers demonstrates a clear shift in their pedagogical beliefs from an idealistic mode of viewing the teaching experience in the first year, to a pragmatic one in the second year. Contrary to the view that sees primary idealism as an immature, undeveloped position, we contend that idealism and a sense of mission are desired qualities and the shift from "idealism" to "pragmatism" indicates a regression and not progression.

Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning

Gregory Palardy — 2008-06-13T07:41:43-00:00

EDUCATIONAL EVALUATION AND POLICY ANALYSIS, Vol. 30, No. 2. (1 June 2008), pp. 111-140.

This study uses Early Childhood Longitudinal Study data to investigate the importance of three general aspects of teacher effects--teacher background qualifications, attitudes, and instructional practices--to reading and math achievement gains in first grade. The results indicate that compared with instructional practices, background qualifications have less robust associations with achievement gains. These findings suggest that the No Child Left Behind Act's "highly qualified teacher" provision, which screens teachers on the basis of their background qualifications, is insufficient for ensuring that classrooms are led by teachers who are effective in raising student achievement. To meet that objective, educational policy needs to be directed toward improving aspects of teaching, such as instructional practices and teacher attitudes. 10.3102/0162373708317680

Veränderte Kindheit: Konsequenzen für die Lehrerbildung

Andreas Hartinger — 2008-06-05T09:49:16-00:00

(2008)

Die in diesem Band zusammengestellten Artikel geben aus unterschiedlichen Perspektiven Antworten auf die Frage, wie die universitäre Lehrerbildung so gestaltet werden kann, dass der Aspekt der „Kindheit heute“ angemessen berücksichtigt wird – auch unter dem Blickwinkel der von Fölling-Albers immer wieder betonten Diversifikation der Kindheitsmuster und den auch dadurch erforderlichen individualisierenden Unterrichtsformen. Berücksichtigt wird auch, dass die heutigen Studierenden einer Generation entstammen, die bereits selbst als „veränderte Kindheit“ thematisiert wurde. Die Beiträge basieren auf Vorträgen, die im Rahmen einer Fachtagung zu „Lehrerbildung unter den Anforderungen einer veränderten Kindheit“ in Regensburg gehalten wurden – eine Tagung, die anlässlich des 60. Geburtstages von Prof. Dr. Maria Fölling-Albers stattfand.

Bildungsstandards als Steuerungsinstrumente der Bildungsplanung: Eine empirische Studie zur Realschule in Baden-Württemberg

Albrecht Wacker — 2008-06-05T09:44:49-00:00

Making the Case for Differentiated Teacher Effectiveness: An Overview of Research in Four Key Areas

Daniel Muijs — 2008-06-05T09:31:11-00:00

School Effectiveness and School Improvement, Vol. 16, No. 1. (2005), pp. 51-70.

Research into teacher effectiveness has traditionally attempted to uncover generic characteristics of effective teachers. However, recently the realisation that teacher effectiveness may be differentiated across different domains has gained recognition. In this article, we propose that researchers and policy-makers develop more differentiated models of teacher effectiveness. An overview of research is given that looks at whether there is evidence for differentiated effectiveness in four areas: different subject and curriculum areas, pupil background and ability, pupils' personal characteristics, and different teacher roles.

Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners

Helen Timperley — 2008-06-05T09:15:10-00:00

REVIEW OF RESEARCH IN EDUCATION, Vol. 32, No. 1. (1 February 2008), pp. 328-369.

10.3102/0091732X07308968

How Large Are Teacher Effects?

Barbara Nye — 2008-06-05T09:12:42-00:00

EDUCATIONAL EVALUATION AND POLICY ANALYSIS, Vol. 26, No. 3. (1 January 2004), pp. 237-257.

It is widely accepted that teachers differ in their effectiveness, yet the empirical evidence regarding teacher effectiveness is weak. The existing evidence is mainly drawn from econometric studies that use covariates to attempt to control for selection effects that might bias results. We use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement. Teacher effects are estimated as between-teacher (but within-school) variance components of achievement status and residualized achievement gains. Our estimates of teacher effects on achievement gains are similar in magnitude to those of previous econometric studies, but we find larger effects on mathematics achievement than on reading achievement. The estimated relation of teacher experience with student achievement gains is substantial, but is statistically significant only for 2nd-grade reading and 3rd-grade mathematics achievement. We also find much larger teacher effect variance in low socioeconomic status (SES) schools than in high SES schools. 10.3102/01623737026003237

Agency and conformity in school-based teacher training

Jon Roberts — 2008-06-05T07:56:02-00:00

Teaching and Teacher Education, Vol. In Press, Corrected Proof

Concern has been expressed that the current climate in schools militates against trainee teachers' self-directed development. This article explores the issue of trainees' capacity for self-direction through the analysis of interviews with 32 trainees, investigating their perceived proactive social strategies. Three proactive strategies were identified: [`]tactical compliance', personalising advice, and seeking out opportunities to exercise control. It is argued that these strategies are indicative of trainees' drive to establish a personal teaching identity through self-directed development and the creation of individual development agendas. The article concludes by emphasising the importance of the development of proactive social skills in beginning teachers.

Teachers developing practice: Reflection as key activity

May Postholm — 2008-06-05T07:54:10-00:00

Teaching and Teacher Education, Vol. In Press, Corrected Proof

The article is based on a research and development project conducted in a Norwegian lower secondary school. The purpose of the text is to show how a project involving a researcher and a teacher team encourages the teachers to reflect on teaching processes, and, furthermore, to show what the form and content of such reflection processes could be. Theories on reflection are presented as the framework in which illustrations from practice are analysed. Findings from the project show that when teachers question their own practice, they can transcend their teaching, meaning they can think of and see new things. In connecting theory and practice, the article concludes that teachers are shown in this way how to reflect before action, reflecting on prior experiences by using theory, and how they can reflect in action and on action, connecting theoretical concepts to their teaching practice. In this way theories can serve as a tool in reflection processes.

Pre-service teachers' use of the objective knowledge framework for reflection during practicum

Stephanie Chitpin — 2008-06-05T07:50:04-00:00

Teaching and Teacher Education, Vol. In Press, Corrected Proof

This empirical study, conducted in a Canadian university, argues that the objective knowledge growth framework (OKGF), a self-directed reflective approach, can contribute to the professional development of pre-service teachers in dealing with the complexities of teaching. The paper seeks to answer the following research question: How do pre-service teachers use the OKGF as a self-directed professional development tool to solve teaching practice issues that arise during their practicum? It offers a critical analysis of 24 pre-service teachers' use of the OKGF, as well as the trends in their application and interpretation of the OKGF in solving issues of teaching practice during practicum.

Tracing the Evolution of Pedagogical Content Knowledge as the Development of Interanimated Discourses

Jennifer Seymour — 2008-06-04T08:51:37-00:00

Journal of the Learning Sciences, Vol. 15, No. 4. (2006), pp. 549-582.

For this article, the development of 1 teacher's pedagogical content knowledge (Shulman, 1986) was tracked longitudinally across 2 years as she taught a new instructional unit in middle school mathematics. Growth in pedagogical content knowledge is characterized as the interanimation of 2 Discourses (Gee, 1999). One Discourse refers to characteristic ways that students talk and act about the mathematics of the unit; and the other Discourse, to characteristic ways that the teacher talks and acts as she guides the development of students' mathematical thinking. At the inception of the unit, the variety of small d discourses students and teacher generated were only loosely coupled. Initially, the teacher responded to variations in student talk and activity by employing general revoicing heuristics, such as repeating what a student had said so that others could hear or by asking a question to elicit further elaboration of a particular student's pattern of thought. As the teacher attempted to orchestrate classroom conversations oriented toward developing mathematical understanding, these general heuristics often failed to transform student thinking in ways that she considered mathematically productive. As a consequence, she generated new conversational gambits that were more often tuned to particular elements of students' mathematical talk and activity. Some of these forms of talk created more fruitful classroom discourse about mathematics, which the teacher increasingly recognized as signals of particular ways of thinking about the mathematics (of slope). The teacher was not content with mere recognition. She elaborated and continued to innovate. Conjectures about the growth of pedagogical content knowledge were tested in video-stimulated structured interviews with the teacher and by modeling the syntax of teacher support of student thinkingpredicting specific patterns of couplings between student and teacher Discourses. This article concludes with a discussion of the implications of this view for the ontogenesis of adaptive expertise.

Transfer Strand: Alternative Perspectives on the Transfer of Learning: History, Issues, and Challenges for Future Research

Joanne Lobato — 2008-04-21T20:04:08-00:00

Journal of the Learning Sciences, Vol. 15, No. 4. (2006), pp. 431-449.

Neue Studien zur Bildungstheorie und Didaktik: Zeitgemäße Allgemeinbildung und kritisch-konstruktive Didaktik

Wolfgang Klafki — 2008-06-02T13:16:38-00:00

An Invitation To Support Diverse Students Through Teacher Education

Christine Sleeter — 2008-06-02T08:38:00-00:00

Journal of Teacher Education, Vol. 59, No. 3. (1 June 2008), pp. 212-219.

This article invites candidates for president to strengthen teaching and teacher education for diverse students. The article first describes two remarkable teachers in California to illustrate what strong teaching of diverse students looks like. It then discusses what the diverse students of this nation need of teachers, including teachers with high expectations for student learning regardless of students' current performance, teachers who can engage students academically by building on what they know and what interests them, teachers who can relate to their families and communities and read students in culturally accurate ways, and teachers who can envision diverse students as constructive participants in a multicultural democracy. The article concludes by outlining three ways in which the president can support excellent teaching by recognizing the value of teacher professional development and by strengthening funding for teacher education in various areas. 10.1177/0022487108317019

Letter to the President

David Berliner — 2008-06-02T08:33:28-00:00

Journal of Teacher Education, Vol. 59, No. 3. (1 June 2008), pp. 252-256.

Six suggestions for improving education in the country are offered. The case is made first that unless children's health care is improved, educational achievement among the poor will not improve. The second point is that poverty limits school achievement as well. Without work on these two issues, neither the nation nor the nation's schools will be in better places at the end of the next president's term in office. The third and fourth suggestions for improvement are inside the school factors that the president can influence. It is argued that higher-quality teachers are required than the nation now has and that school accountability systems now in use undermine the professionalism of the teaching force. The fifth and sixth suggestions are about how to improve the funding of educational research, suggestions easily implemented by the next president. 10.1177/0022487108317788

Welcome to the Profession, Madame President

Lee Shulman — 2008-05-09T15:36:24-00:00

Journal of Teacher Education, Vol. 59, No. 3. (1 June 2008), pp. 257-261.

This letter to the future president of the United States urges her to conduct herself as president as if she were a role model of an educated person and the nation's principal teacher. This obligation entails the need always to be clear about the reasons why her decisions are taken, the evidence or values that support those decisions, the alternatives considered and rejected, and the kinds of sources on which her deliberations rest. She is urged to be explicit about the role of religion and other sources of values in her life and yet to lean over backward to render decisions that violate those values when she feels it is best for the nation. In general, she should address the nation as a teacher should, with respect for their intelligence; with a concern for understanding both what and why; and as a model of honesty, integrity, and openness. 10.1177/0022487108317022

Letter to the Next President

Andrew Rotherham — 2008-06-02T08:31:47-00:00

Journal of Teacher Education, Vol. 59, No. 3. (1 June 2008), pp. 242-251.

This article takes the form of a letter to the 44th president of the United States, urging the president to pursue an aggressive agenda to improve teacher quality. The authors assert that because teacher quality is the single most important factor shown to impact student outcomes, the next administration must dedicate resources to human capital reform and entrepreneurial efforts to better recruit, train, and support teachers. The recommendation includes five areas where the federal government can leverage its power to encourage innovations that bolster teacher effectiveness and improve outcomes for all students. These include (a) filling the teacher pipeline with better qualified teacher candidates, (b) creating more and better pathways to the teaching profession, (c) improving the supply of and demand for better induction and professional development, (d) developing data systems to measure teacher effectiveness by student outcomes, and (e) promoting and funding research and development in the field of teacher quality. 10.1177/0022487108317021

Where there is smoke, there is (the potential for) fire: soft indicators of research and policy impact

John Gardner — 2008-06-02T08:23:55-00:00

Cambridge Journal of Education, Vol. 38, No. 1. (2008), pp. 89-104.

There is a growing literature examining the impact of research on informing policy, and of research and policy on practice. Research and policy do not have the same types of impact on practice but can be evaluated using similar approaches. Sometimes the literature provides a platform for methodological debate but mostly it is concerned with how research can link to improvements in the process and outcomes of education, how it can promote innovative policies and practice, and how it may be successfully disseminated. Whether research-informed or research-based, policy and its implementation is often assessed on such hard indicators of impact as changes in the number of students gaining five or more A to C grades in national examinations or a percentage fall in the number of exclusions in inner city schools. Such measures are necessarily crude, with large samples smoothing out errors and disguising instances of significant success or failure. Even when measurable in such a fashion, however, the impact of any educational change or intervention may require a period of years to become observable. This paper considers circumstances in which short-term change may be implausible or difficult to observe. It explores how impact is currently theorized and researched and promotes the concept of soft indicators of impact in circumstances in which the pursuit of conventional quantitative and qualitative evidence is rendered impractical within a reasonable cost and timeframe. Such indicators are characterized by their avowedly subjective, anecdotal and impressionistic provenance and have particular importance in the context of complex community education issues where the assessment of any impact often faces considerable problems of access. These indicators include the testimonies of those on whom the research intervention or policy focuses (for example, students, adult learners), the formative effects that are often reported (for example, by head teachers, community leaders) and media coverage. The collation and convergence of a wide variety of soft indicators (<i>Where there is smoke</i> ) is argued to offer a credible means of identifying subtle processes that are often neglected as evidence of potential and actual impact (<i> there is fire</i>).

Professionalität im Lehrerberuf

Heinz-Elmar Tenorth — 2008-05-30T11:57:16-00:00

Zeitschrift für Erziehungswissenschaft, Vol. 9, No. 4. (23 December 2006), pp. 580-597.

Zusammenfassung Seit eine (meist soziologische) Theorie der Professionen existiert, ist die Frage der Anerkennung der Pdagogen, zumal der Lehrer, als Profession strittig. Meist werden sie als Defizitgruppe codiert: als „semi-professionals“, behaftet mit einem „notorischen“ oder „strukturellen“ „Professionalisierungsdefizit“, allenfalls „Beruf“, kaum „Profession“, in der Arbeit an „strukturellen Defiziten“ ohne eindeutige „Technologie“, ein „unmglicher Beruf“. Die These ist: Solche Codierungen sind weitgehend unbrauchbar, sie verweisen auf die mangelnde Sensibilitt der Professionstheorie fr das pdagogische Feld, sie ignorieren die Leistungen der Pdagogik und das Potential ihrer Technologie. Deshalb: Auch Professionstheorie muss „pdagogisch“ sein, das Gelingen ihrer Praxis nicht als Trivialitt abwerten, sondern als Leistung erklren, die Voraussetzungen fr die Praxis des Berufs benennen und die Chancen der Steigerung der Qualitt pdagogischer Arbeit aufzeigen.

Burkhardt Thiele: Die Bildungspolitik der Europäischen Gemeinschaft

Helma Lutz — 2008-05-30T11:54:38-00:00

Zeitschrift für Erziehungswissenschaft, Vol. 7, No. 1. (19 March 2004), pp. 150-150.

In-service Teacher Education in Europe: conditions and themes for development in the 21st century

Christopher Day — 2008-05-29T07:30:48-00:00

Journal of In-Service Education, Vol. 23, No. 1. (1997), pp. 39-54.

This article highlights four themes which focus upon the roles of higher education in the development of transitional research into the continuing professional development of teachers. The first theme examines the contexts and conditions for teacher development over a career span. The second theme looks at what research tells us about the variables which affect professional learning and development, and the limitations of current approaches. Theme three is critical of rational research planning models which result in ineffective dissemination and utilisation. It suggests that more attention needs to be paid by researchers to issues of ownership, participation and equity. Theme four proposes that researchers need to revisit their own purposes, roles, responsibilities and accountabilities in order to move closer to those communities whose needs they seek to serve. Finally, the article suggests sustained flexibility as a means of establishing and building more effective networks for learning and development

Turning the corner: towards a model of sustainable collaborative partnerships in Masters-level postgraduate professional development in England

Julia Ibbotson — 2008-05-29T07:18:12-00:00

Journal of In-Service Education, Vol. 34, No. 2. (2008), pp. 165-179.

This paper outlines the approach of one higher education institution in England to the research dialogue involved in designing an M.A. Education programme that focuses on partnership collaborations in postgraduate professional development with school-based staff groups as a catalyst to sustainable school improvement. The paper draws on the model of communities of practice as a tool to support its argument. It identifies target areas to address: the identification, recognition and accommodation of individual school staff needs; constraints and tensions of participation; the benefits of workplace-based postgraduate professional development tailored to continuing professional development needs; and the value-added benefits of the programme over non-accredited in-service training. It also recognises the continuing dialogue needed to address emerging and changing needs and to assess the impact of the programme over a period of time.

Improving Teachers' Assessment Practices Through Professional Development: The Case of National Board Certification

Mistilina Sato — 2008-05-28T16:37:43-00:00

Am Educ Res J (23 May 2008), 0002831208316955.

This study examines how mathematics and science teachers' classroom assessment practices were affected by the National Board Certification process. Using a 3-year, longitudinal, comparison group design, evidence of changes in teachers' classroom practice were measured on six dimensions of formative assessment. The National Board candidates began the study with lower mean scores than the comparison group on all six assessment dimensions; had higher mean scores on all dimensions by the second year, with statistically significant gains on four of the dimensions; and continued to demonstrate substantially higher scores in the third year. Pronounced changes were in the variety of assessments used and the way assessment information was used to support student learning. National Board candidates attributed changes in practice to the National Board standards and assessment tasks. Comparison group teachers who showed noticeable changes in practice described professional development experiences similar to those supported by the National Board Certification process. 10.3102/0002831208316955

Pädagogische Qualitätsentwicklung

Guy Kempfert — 2008-05-24T18:05:52-00:00

(14 February 2002)

Economic Cycles or International Reform Models? Explaining Transformations of the Educational Policy-making Discourse in Sweden, 19302000

Florian Waldow — 2008-05-22T11:43:01-00:00

Scandinavian Journal of Educational Research, Vol. 52, No. 3. (2008), pp. 243-258.

The relationship between education and the economy is a basic component of the educational policy-making discourse. This article analyses the changes that occurred in the construction of this relationship in Sweden from 19302000. Based on a large sample of government committee reports, the paper investigates two explanatory hypotheses for the changes in the construction of the relationship between education and the economy: (1) the influence of structural cycles of economic development (as proposed by economic historian Lennart Schön) and (2) the influence of the international educational reform discourse as produced by organisations such as the Organisation for Economic Co-operation and Development (OECD). It is shown that economic cycles may have a certain influence in the beginning of the period studied, although later the empirical results do not fit the hypothesis derived from the cycle model. At the same time, there is a surprisingly strong degree of isomorphism between the Swedish and the international discourse throughout the entire period, although most actors do not realise this, or at least do not make it explicit.

Informal Learning: Rediscovering the Natural Pathways That Inspire Innovation and Performance (Essential Knowledge Resource)

Jay Cross — 2007-11-01T10:02:14-00:00

(10 November 2006)

Most learning on the job is informal. This book offers advice on how to support, nurture, and leverage informal learning and helps trainers to go beyond their typical classes and programs in order to widen and deepen heir reach. The author reminds us that we live in a new, radically different, constantly changing, and often distracting workplace. He guides us through the plethora of digital learning tools that workers are now accessing through their computers, PDAs, and cell phones.

Das Berliner Evaluationsinstrument für selbsteingeschätzte studentische Kompetenzen (BEvaKomp)

Edith Braun — 2008-05-17T17:19:45-00:00

(12 December 2007)

Das BEvaKomp ist das erste kompetenz- und ergebnisorientierte Evaluationsinstrument für Lehrveranstaltungen, das den Anforderungen des Bologna-Prozesses sowie testtheoretischen Ansprüchen entspricht. Ein Trend in Bildungsforschung und -politik ist eine stärkere Orientierung an den Ergebnissen der Lehre. Entsprechend steht in Zukunft vermehrt die erreichte Förderung von bestimmten Kompetenzen im Mittelpunkt. Laut einer Analyse vorliegender Lehrveranstaltungs-Evaluationsinstrumente wurden bislang nur unwesentlich Ergebnisdaten erhoben. Das BEvaKomp erfasst gezielt den subjektiven Kompetenzerwerb von Studierenden in einer Lehrveranstaltung und vermag so den Erfolg universitärer Ausbildung gemäß den Anforderungen der Hochschulreform nachzuweisen. Hierfür wurde"Handlungskompetenz"theoretisch definiert und der Nachweis guter Testgütekriterien empirisch erbracht.

School performance feedback systems in the USA and in The Netherlands: a comparison

Kim Schildkamp — 2008-05-22T10:22:16-00:00

Educational Research and Evaluation, Vol. 14, No. 3. (2008), pp. 255-282.

Schools around the world are using instruments for performance feedback, but there is no scientific evidence that they have positive effects on education. This paper compares a School Performance Feedback System (SPFS) used in the USA as an accountability instrument to an SPFS used in The Netherlands. The study employs a unique database: one in which 2 separate countries with 2 distinct performance systems are compared using the same instruments. The use and effects of both SPFSs are compared to acquire more knowledge about the utilization and effects of SPFSs in an international context. Also, the variables which influence SPFSs are presented and then utilized to predict the use of the 2 SPFSs in their 2 separate contexts.

Research and evidence-informed practice: focusing on practice and practitioners

Philippa Cordingley — 2008-05-15T07:49:17-00:00

Cambridge Journal of Education, Vol. 38, No. 1. (2008), pp. 37-52.

This article explores issues raised in knowledge transformation processes through three separate, but related lenses. It starts with a discussion of the relationship between knowledge transformation and research outputs. In so doing, it encompasses both direct research outputs, that is research reports and papers in journals, and indirect outputs, such as practitioner research summaries and web and paper based resources specifically designed to engage teachers with research. The paper then moves on to explore the implications of transforming research knowledge in relation to the environment in which such knowledge is to be used. In particular, the paper focuses on the learning processes involved in the progression from reading research texts to putting them to work in classrooms. It also considers the contribution that evidence about Continuing Professional Development (CPD) can make to our understanding of the process of transforming knowledge into practice. Finally, the paper concludes with a case study of the specialist skills involved in brokering and mediating this process. The article proposes that the transformation of knowledge from research into classroom practice involves a mix of complex processes, some of which need specialist mediation and dedicated resource. It proposes, too, that reflecting on knowledge transformation as CPD and learning helps to elucidate some of the steps on the way.

Going round in circles: temporal discontinuity as a gross impediment to effective innovation in education and training

Tim Oates — 2008-05-15T07:47:16-00:00

Cambridge Journal of Education, Vol. 38, No. 1. (2008), pp. 105-120.

The analysis presented in this paper offers different examples of how timing issues have adversely affected a series of innovations in education and training. The term temporal discontinuity is used since the problems cannot simply be characterised as undue rushing or impatience on the part of policy makers. Whilst over-hasty scheduling of innovation and a general shortage of time plays a part in the problems on which the paper focuses, it is suggested that the sequencing of design, piloting, evaluation and implementation can break down, falling out of adequate synchronisation. This is more complex than simple shortage of time; remedying this requires more than just an (often-called-for) slower pace in evaluating and implementing innovations. The paper uses three carefully-selected case studies from the English education system to illustrate significant variants of temporal discontinuity: the history of the Assessment of Performance Unit; the implementation of system-level reforms in academic and vocational qualifications for 18 year olds in 2000; and the history of General National Vocational Qualifications. The paper suggests that genuine reform and innovation are seriously impeded by problems resulting from temporal discontinuity. It also suggests that the problems are in part rooted in the timing of political cycles, and calls for a radical examination of the management of large-scale innovation in education and training.

The many forms of research-informed practice: a framework for mapping diversity

Sandra Nutley — 2008-05-15T07:38:53-00:00

Cambridge Journal of Education, Vol. 38, No. 1. (2008), pp. 53-71.

Much of the discussion of research-informed practice in education has centred on two perspectives: the rationallinear and interactive perspectives on research use. This paper examines two initiatives aimed at delivering research-informed practice in schools that appear to represent these two perspectives, Peer-Assisted Learning Strategies and the School-Based Research Consortia Initiative. This examination reveals that both initiatives contain rationallinear and interactive elements. It also highlights other features of the initiatives not captured by the rationallinear and interactive perspectives. The paper argues that in order to capture the cross-cutting and multifaceted nature of initiatives on the ground, it is helpful to overlay the rationallinear and interactive perspectives with three models of research use developed in social care field: the research-based practitioner model, the embedded research model and the organisational excellence model. The resulting matrix provides a framework for considering whether, when and how these different approaches to increasing research use might be combined.

Lehrer- und Lehrerinnenausbildung: selbstständige, kooperative und softwareunterstützte lernprozesse und überfachliche Kompetenzen

Marlise Küng — 2007-07-08T09:15:20-00:00

Wie lernen Lehrer ihren Beruf? Empirische Befunde und praktische Vorschläge.

Ulrich Herrmann — 2007-08-08T11:39:41-00:00

(01 August 2002)

Bildungsforschung und Bildungsreform

Jörg Schlömerkemper — 2007-09-05T15:26:04-00:00

Innovatioin in der Lehrerbildung: Zur aktuellen Auseinandersetzung und Reformen zur Lehrerbildung auf dem Symposium der Sektion Schulpädagogik

Fritz Kolbe — 2007-09-22T06:46:41-00:00

(2007), pp. 301-312.

Die kompetente Lehrperson als Mulitplikator von Innovation

Hans Gruber — 2007-09-22T06:51:31-00:00

(2007), pp. 263-275.

Kompetenzfördernd unterrichten: 22 Schritte von der Theorie zur Praxis

Rainer Lersch — 2007-09-19T14:06:46-00:00

Pädagogik, Vol. 12 (2007)

Die Einführung von Bildungsstandards bedeutet nicht nur einen grundlegenden Wandel in der Steuerung des Bildungssystems, sondern ist zugleich von erheblicher Bedeutung für die alltägliche Unterrichtsarbeit. Denn die in den Standards beschrie-benen Erwartungen an die Ergebnisse schulischen Lernens werden in Form von Kompetenzen formuliert, die die Schüler im Laufe ihres Bildungsgangs erwerben sol-len ? ein Sachverhalt, mit dem sich die Didaktik als Theorie des Unterrichts bislang nur unzureichend und vor allem nicht systematisch befasst hat. Im folgenden Text wird in 22 Schritten von der begrifflichen Grundlegung über die didaktische Systematisierung bis hin zu den praktischen Konsequenzen für professi-onelles Lehrerhandeln die didaktische Basis für einen Unterricht entwickelt, der sich am Kompetenzerwerb der Schüler orientiert.

Wozu führt Modularisierung?: Überlegungen zu einigen Konsequenzen für die Praxis der akademischen Lehre

Ewald Terhart — 2007-09-22T06:54:07-00:00

(2007), pp. 23-37.

Selbstlernarchitekturen und Lehrerbildung: Zur inneren Modernisierung von Lehrerbildung

Hermann Forneck — 2007-12-03T20:06:44-00:00

Forschung zur Lehrerbildung. Kompetenzentwicklung und Programmevaluation

2008-01-10T08:57:38-00:00

Bologna verändert die Lehrerbildung. Auswirkungen der Hochschulreform

2008-04-20T07:11:10-00:00

(2008)

Im Rahmen des Bologna-Prozesses wird auch die Lehrerbildung an gestufte Studiengänge angepasst. Dieser Band beschreibt, wie dies an den Universitäten Hamburg, München (TU), Braunschweig und Mannheim geschieht und welche Erfahrungen mit dieser Umstellung gemacht wurden. Generell betrachtet verdeutlichen alle Beispiele, dass die Integration von Schulpraxisstudien ohne Qualitätsverlust möglich ist. Dies zeigen insbesondere die zahlreichen Evaluationen, von denen in diesem Band berichtet wird. Darunter befinden sich auch zwei Längsschnittuntersuchungen, die die Veränderungen von Berufseinstellungen bzw. Kompetenzen (Sozial-, Methoden und Personale Kompetenzen) in den ersten Studiensemestern untersuchen. Angesichts der Relevanz einer empirisch gestützten Eignungsberatung für Lehramtsstudierende, auf die in letzter Zeit verstärkt durch verschiedene Autoren hingewiesen wurde, regt dieser Band auch eine Diskussion über Eignungskriterien und Beratungsmöglichkeiten für das Berufsziel der Lehrerin oder des Lehrers an.

What educational reform means: lessons from teachers, research and policy working together for student success

Airini — 2007-08-25T23:42:25-00:00

Educational Research for Policy and Practice, Vol. 6, No. 1. (April 2007), pp. 31-54.

Born not made: the nativist myth and teachers' thinking

Catherine Scott — 2008-05-13T11:34:20-00:00

Teacher Development, Vol. 12, No. 2. (2008), pp. 115-124.

In this article the authors explore the possible origins of nativist myths about teaching expertise in the cultural and organisational context of teaching. They propose that the cultural preference for explanations for human behaviour that are based on personal dispositions conceived of as entities, combined with the opaque nature of teaching expertise, predispose teachers to the belief that ability as a teacher is inborn. They explore the consequences of this belief for professional development, especially development that involves the acceptance of expertise that arises outside the teaching profession. They contrast this with the consequences of a model in which professional expertise is understood as a fluid and unstable process.

Teacher Learning: the Key to Educational Reform

Ann Lieberman — 2008-04-25T07:00:09-00:00

Journal of Teacher Education, Vol. 59, No. 3. (1 June 2008), pp. 226-234.

This letter to the next president of the United States recommends the transformation of teacher in-service learning as a powerful means of education reform. Too often, professional development is perceived by teachers as being idiosyncratic and irrelevant. The authors recommend a reconceptualization of professional learning for practicing teachers, in which educators are involved in learning communities, these communities evolve over time, and they revolve around norms of openness, scholarly rigor, and collaborative construction of professional knowledge. The authors describe three such environments of professional learning--the National Writing Project, the Carnegie Academy for the Scholarship of Teaching and Learning, and the Quest Project for Signature Pedagogies in Teacher Education--and recommend that the incoming chief executive should capitalize on the strengths of such programs and extend them to many more teachers nationwide. 10.1177/0022487108317020

Outcome-Based Education: Critical Issues and Answers.

William Spady — 2008-04-23T13:14:13-00:00

(0 1994)

Outcome-based education (OBE) means clearly focusing and organizing everything in an educational system around what is essential for all students to be able to do successfully at the end of their learning experiences. This book examines the issues critical to understanding and implementing OBE. Chapter 1 addresses a range of issues related to the meaning of the term "outcome-based education." It defines key terms and concepts and describes the foundations of genuine outcome-based models. The second chapter links current interest in OBE to global socioeconomic changes. Chapter 3 examines some important issues surrounding the meaning of outcomes and how they are derived. Four major trends are identified in the fourth chapter--classroom reform, program alignment, external accountability, and system transformation. Chapter 5 shows how the effects of OBE on students and schools depends on which implementation approach is used. Common misconceptions about OBE are clarified in the sixth chapter. The final chapter discusses future directions of OBE, in particular, how to sustain it over time. OBE appears to have a viable future if democratic processes and strong professional norms prevail in society and education, respectively. Twenty-five figures and a glossary are included. (LMI)

Outcome based education

Bal Luitel — 2008-04-23T08:30:34-00:00

(2002)

Total Leaders: Applying the Best Future-Focused Change Strategies to Education.

Charles Schwahn — 2008-04-23T08:01:45-00:00

(0 1998)

This book focuses on education management and the change strategies needed to guide education in the upcoming years. It is intended for those who are responsible for selecting, supervising, developing, or evaluating people in leadership positions or who want to analyze their leadership performance and plan for further professional growth. The text analyzes the purposes, patterns, performance roles, and change strategies that constitute total leadership, and it prompts leaders to work in a simple leadership model that will strengthen leadership insights, performance, and effectiveness. It examines future trends and the importance of adapting to these changes: the essence of "total" leaders, the authentic leadership domain where total leaders define purpose, the visionary leadership domain where total leaders frame vision, the cultural leadership domain where total leaders develop ownership, the quality leadership domain where total leaders build capacity, the service leadership domain where total leaders ensure support, and how to apply total leadership to the schools. (Contains approximately 102 references.) (RJM)

Beyond Counterfeit Reforms: Forging an Authentic Future for All Learners. A Scarecrow Education Book.

William Spady — 2008-04-23T07:58:18-00:00

(0 2001)

Current educational reforms can be described as top-down, heavy-handed, and test driven. But they are not based on research about how children learn best or how they become enthusiastic, competent, and independent thinkers for life. Such accepted practices as grading, grouping by age, and teaching to pass standardized tests are completely at odds with current research. Creativity in all areas of life and competence beyond the verbal and quantitative skills need to be emphasized. A student can be considered an achiever in school and then, after graduating, be underemployed in the fast-changing high-tech world of the global economy. Custody is certainly not achievement (average daily attendance). Neither are compliance, competition, or knowing content. Competence is about applying knowledge in meaningful ways. The practical and applied are as important as what is called academic. In the first five chapters, the entire paradigm of school is examined in light of current research. The flaws in the standards-based reform movement or any other reform that does not transform the entire nature of education are made clear. The last five chapters present five steps for strategic design of the Total Learning Community, which emphasizes human potential, human learning, the domains of living, future conditions, and life performance. (Contains 45 References.) (RKJ)

Using the SAQA Critical Outcomes to Empower Learners and Transform Education

William Spady — 2008-04-23T07:55:09-00:00

Perspectives in Education, Vol. 22, No. 2. (0 June 2004), pp. 165-178.

Using his thirty years of international experience with future-focused Outcomes-Based Education designs and models as a foundation, Dr. Spady describes a five-step process for translating the familiar twelve SAQA "Critical Outcomes" into a compelling life-performance framework of "exit outcomes" that directly empowers learners and genuinely transforms education in ways not envisioned in today's curriculum reforms. Working from four fundamental agreements about the nature of "outcomes of significance" developed in 1998 with Prof. Roy Killen of Australia, Spady meticulously takes readers through five transformational steps in reframing and strengthening the power and potential of the SAQA Outcomes: (1) Interpreting the essence and intention of each original outcome; (2) Categorising each original outcome statement;(3) Creating an OBE curriculum design matrix that highlights five implied life role performance outcomes: Life Managers, Community Stewards, Active Citizens, Education/Career Producers, and Opportunity Creators; (4) Translating the Critical Outcome essences into role performer language; and (5) Operationalising the new role performance SAQA Outcomes framework, with learners living and learning: (a.) CONSCIOUSLY as Prudent, Organised LIFE MANAGERS, guided by an ethos of Reflection and Improvement (b.) COMPASSIONATELY as Conscientious, Global STEWARDS, guided by an ethos of Caring and Commitment (c.) COLLABORATIVELY as Active, Collaborative CITIZENS, guided by an ethos of Honesty and Reliability (d.) COMPETENTLY as Skilled, Productive CONTRIBUTORS, guided by an ethos of Diligence and Quality (e.) CREATIVELY as Resourceful, Entrepreneurial OPPORTUNITY CREATORS, guided by an ethos of Initiative and Innovation.

Where are we at? An empirical study of levels and methods of evaluating continuing professional development

Daniel Muijs — 2008-04-09T15:17:13-00:00

British Educational Research Journal, Vol. 34, No. 2. (2008), pp. 195-211.

Continuing professional development (CPD) is increasingly becoming recognised as important for all professionals in order to maintain and develop their competence. Many professions, especially in the health field, require evidence of CPD in order for professionals to be granted continuing registration as practitioners. Given its accreditation as well as developmental uses, it is important that CPD is evaluated. The present study examines the usefulness of a hierarchical model for the evaluation of CPD for teachers. The data were derived from a sample of 223 CPD coordinators and 416 teachers from a randomly selected sample of 1000 schools in England. Questionnaire data were analysed using Rasch modelling. The results suggest a reasonable fit with the model, with participant satisfaction being the most commonly evaluated outcome while participants' use of new skills and student outcomes were the least likely to be evaluated, together with value for money according to teachers only. The implications for teachers' CPD are discussed.