Your search found 206818 results.

Descriptors:
Video Technology; Community Development; Team Teaching; Interdisciplinary Approach; Teamwork; Protocol Materials; Teacher Attitudes; Staff Meetings; Change Strategies; Educational Strategies; Educational Environment; Group Dynamics; Teacher Collaboration; Communities of Practice; Incidence; Educational Principles; Secondary School Teachers; Foreign Countries; Educational Practices

Abstract:
Purpose: The aim of this study is to explore whether and to what degree community development of teacher teams takes place and how community development comes about, that is, what community-building efforts teacher teams undertake. Design/methodology/approach: Using a multi method approach, quantitative and qualitative data were gathered from seven interdisciplinary teacher teams in a secondary school during one school year. Teachers' perceptions of community development were complemented with video-observations of team meetings by relative outsiders. Findings: Data showed that the teacher teams undertook a wide variety and amount of community-building efforts. However, community development of the teacher teams as perceived by the teachers was limited. Relative outsiders observed some community development. Practical implications: From the findings the authors conclude that school managers could play a more proactive role in supporting teacher teams' community-building efforts. Strategies embedding community-building into the culture and policy of the school, including diagnosing, custom-made support and making efforts explicit, could be effective. Originality/value: The current study takes a long-term approach, investigating the community development of teacher teams during the course of one school year. In addition, community development is measured using two perspectives, i.e. that of the community members and that of the relative outsider. (Contains 5 tables and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Case Studies; Models; Interdisciplinary Approach; Communities of Practice; Teacher Collaboration; Best Practices; Design; Intervention; Secondary Education; Secondary School Teachers; Teamwork

Abstract:
To deal with recent reforms and the accompanying complexity of work in secondary education, ongoing collaboration between teachers has become more important. A community is seen as a promising learning environment to support and embed collaboration into the culture of the school. However, community theory for the design of teacher communities seems underdeveloped. Therefore, this study aims to formulate a set of design principles to foster the development of teacher communities in secondary education. The set of design principles is based on a review of literature, as well as on a best-practice case. The case study was used to validate design principles from the literature in the target context. The resulting design principles were based on context-intervention-mechanism-outcome logic that takes into account the context-dependency of interventions as well as the mechanisms that help with understanding of how interventions produce certain outcomes. Implications for practice relate to ownership and co-design of the arrangement. The set of design principles provides a practical basis for teachers and administrators aiming to facilitate community building in their school. Future research is recommended on testing the effectiveness of the arrangement in the target context by means of a multiple case study. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Educational Strategies; Educational Opportunities; Interests; Teaching Methods; Professional Development; Teacher Attitudes; Teaching Experience; Team Teaching; Teamwork; Incidence; Teacher Collaboration; Online Surveys; Attitude Measures; Inservice Teacher Education; Preservice Teacher Education; Self Efficacy

Abstract:
Co-teaching is a widely implemented instructional strategy that poses unique challenges to teachers and may require targeted training. This study considers the role of pre-service and in-service professional development opportunities regarding co-teaching and teacher confidence, interests, and attitudes regarding co-teaching in a sample of general education and special education teachers. After controlling for key teacher demographics, professional development opportunities around co-teaching were positively associated with each teacher outcome. Teachers with more frequent in-service opportunities in co-teaching were more confident in their co-teaching practice and demonstrated higher levels of interest and more positive attitudes about co-teaching than did those teachers with less frequent in-service opportunities. Pre-service training on co-teaching was also positively associated with teacher confidence. (Contains 6 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Teacher Educators; Action Research; Participatory Research; Preservice Teachers; Secondary Education; Adolescents; Preservice Teacher Education; Teacher Attitudes; Theory Practice Relationship; Literacy; Development; Fused Curriculum; Course Content; Interdisciplinary Approach; Learning Activities; Reflective Teaching; Teacher Collaboration; Nonprint Media; Curriculum Development; Methods Courses; Perspective Taking

Abstract:
This article reports the outcomes of the first 3 years of an ongoing participatory action research (PAR) project that brought together literacy and content-area teacher educators. The purpose of our collaboration was two-fold: (a) to develop shared understandings or theories related to literacy and the place of literacy instruction in content-area classrooms, and (b) to make changes to our work with preservice teachers in order to prepare them to support adolescents' content learning and discipline-specific literacy development. The findings reveal that the collaborative activities allowed participants to embrace broad notions of "text" and "literacy" that are useful in making sense of disciplinary aims and pedagogy. Furthermore, as teacher educators came to shift their thinking about literacy and disciplinary learning and teaching, their work with preservice teachers changed. Implications for future collaborative activities to promote content-area literacy are discussed. (Contains 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Interdisciplinary Approach; Teacher Collaboration; College Faculty; Attitude Measures; Program Effectiveness; Peer Evaluation; Feedback (Response); Team Teaching; Partnerships in Education; Teacher Attitudes; Focus Groups; Surveys; Faculty Development; Educational Improvement; Faculty Workload; Self Esteem

Abstract:
This paper describes work over a three-year period to develop a peer partnership approach to professional development at a dual sector university. The aim of the program, arising initially in one school and then piloted in 5 schools, was to support staff in their teaching practice. Emphasis was on the development of a sustainable model of professional development that could accommodate staff at all levels of teaching experience, including permanent and sessional staff in Higher Education and TAFE. Based on evidence from a university-wide survey of staff attitudes and feedback from initial trials, a five-stage model of voluntary, cross-disciplinary partnerships was developed. Quantitative results suggest the program had impact on pedagogy and skill development as well as enhancing collegial relationships between staff within schools. Suggestions for the future development of such programs are offered. (Contains 2 figures and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (665K) |  More Info:
Help Find in a Library

Descriptors:
Case Studies; College Faculty; Teacher Collaboration; Interdisciplinary Approach; Global Approach; Feminism; Cultural Pluralism; Sex Fairness; Womens Studies; Courses; Core Curriculum; Curriculum Development; Team Teaching; College Instruction; Instructional Innovation; Small Colleges

Abstract:
The authors provide a case study of how a group of faculty members was able to initiate transformation in student learning and institutional structures at a small university in the Midwestern U.S. through the introduction of collaborative feminist organizing and pedagogy. It details faculty-led initiatives that set the stage for innovative teaching and learning, and it describes the authors' experience in the face of resistance when introducing a global women's human rights course into the university's new core curriculum. Because of its diverse, interdisciplinary and transnational content, this course challenged deeply ingrained disciplinary and pedagogical borders of both traditional area studies and the field of history. The authors argue that progress toward diverse curricula can be made when colleagues work collaboratively and apply innovative pedagogical models to the classroom. Although specific to one university, these challenges to and strategies for transformation have broader application to all faculty seeking to diversify curricula and institutions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Foreign Countries; Coaching (Performance); Peer Teaching; Teacher Collaboration; Communities of Practice; Teamwork; Professional Identity; Group Dynamics; Social Cognition; Team Teaching; Training Methods; Instructional Improvement

Abstract:
Recent research suggests that personal and institutional constraints often limit the degree to which professional development impacts teaching practice. Darling-Hammond suggests that one of those constraints is time in schools for collaborative planning. She cites high performing schools in Europe and Asia that have three to four times more collaborative planning time for teachers than schools in the United States, and she suggests that teachers need to discover ways to collaborate to solve problems and improve practice. One way to create the kinds of collaborative teaching communities that Darling-Hammond proposes is with peer coaching, and this article describes a group of teachers who found ways to work and learn together by adding collaborative peer coaching to their identities as teachers. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Teaching Methods; Curriculum Development; Ethnography; Foreign Countries; Educational Change; Expertise; Indigenous Knowledge; Teaching Skills; Knowledge Base for Teaching; Faculty Development; Teacher Collaboration; Educational Environment; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes

Abstract:
Curriculum reforms with a focus on helping students "learn to learn" are now an established global educational phenomenon. China has been implementing such curriculum reform and this poses challenges to teachers as they need to develop new pedagogical skills and knowledge to deal with new educational demands that arise. This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. It shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as "boundary brokers" are crucial in teacher learning. They also identify two modes of teacher learning activities: hierarchical, which relies on imported expert knowledge; and reciprocal, which depends on exploiting local knowledge. Striking a balance between these two approaches may be the way forward. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Curriculum Development; Elementary School Science; Music; Interdisciplinary Approach; Educational Change; Biological Sciences; Science Teachers; Music Teachers; Elementary School Curriculum; Instructional Innovation; Team Teaching; Teamwork; Unified Studies Curriculum; Elementary School Teachers; Teaching Methods; Educational Practices; Music Education; Change Strategies; Case Studies; Interviews; Observation; Performance Factors; Barriers

Abstract:
Policymakers and industry leaders are calling for a 21st century education that is more interdisciplinary in nature, including the ability to solve problems and think creatively. Traditional teaching practices that present subjects as separate and distinct disciplines do not encourage students to make connections between subjects in school and in the inherently interdisciplinary nature of their daily lives. It is important for educators to help students link multiple subjects with the world outside the classroom, encouraging reform that implements a multidisciplinary approach and real world applications. Efforts to include true interdisciplinary experiences in today's schools face many obstacles: teachers as subject specialists, class time schedules, traditional school structures limiting teacher time for curriculum development or collaboration, and lack of understanding of interdisciplinary learning. Rather than true interdisciplinary experiences, students usually participate instead in thematic or multidisciplinary approaches. This article describes a study that examined the experiences of a teacher team: two elementary school teachers, a music teacher and a science teacher, as they developed and implemented innovative, interdisciplinary curriculum based around BioMusic. This emerging field of research combines physical and biological sciences of sound and animal communication with concepts from the discipline of music. Through BioMusic, this project involved designing curricula to provide opportunities for elementary school students to gain a deeper understanding of their world, expanding beyond the traditional classroom presentation of music and the physical properties of sound. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Adventure Education; Phenomenology; Team Teaching; Teamwork; Teacher Collaboration; Interviews; Teacher Attitudes; Teaching Experience; Experiential Learning; Outdoor Leadership

Abstract:
Adventure education organizations use co-instruction as the dominant mode of staffing programs, largely for issues related to risk mitigation. Although the American adventure education field has paired co-instructors to run multiday wilderness courses as the default arrangement almost since its inception, theory, research, and subsequent training have focused predominantly on individual-leader paradigms. Research into the phenomenon of co-instruction, and the voices of co-instructors themselves, has been largely absent in the adventure education literature. This phenomenological study investigated the experience of co-instructors through in-depth qualitative interviews, which were transcribed and inductively analyzed for emergent themes. Co-instructing, at its essence, emerged as a negotiated relationship between co-instructors that shaped their professional, social, and personal success while in the field. In this study, the author elaborates the central themes of the "negotiated relationship" and discusses the meaning of co-instruction in peoples' lives. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website