The Experts below are selected from a list of 2736 Experts worldwide ranked by ideXlab platform
Herbert M Turner - One of the best experts on this subject based on the ideXlab platform.
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the effects of professional development on science teaching practices and Classroom Culture
Journal of Research in Science Teaching, 2000Co-Authors: Jonathan A Supovitz, Herbert M TurnerAbstract:The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on subject-matter knowledge, connected to specific standards for student performance, and embedded in a systemic context. Using data from a National Science Foundation Teacher Enhancement program called the Local Systemic Change initiative, this study employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. The findings indicate that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative Classroom Culture. At the individual level, teachers' content preparation also has a powerful influence on teaching practice and Classroom Culture. At the school level, school socioeconomic status was found to influence practice more substantially than either principal supportiveness or available resources.fl 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 963 - 980, 2000
Jonathan A Supovitz - One of the best experts on this subject based on the ideXlab platform.
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the effects of professional development on science teaching practices and Classroom Culture
Journal of Research in Science Teaching, 2000Co-Authors: Jonathan A Supovitz, Herbert M TurnerAbstract:The current science education reform movement emphasizes the importance of professional development as a means of improving student science achievement. Reformers have developed a vision for professional development based upon intensive and sustained training around concrete tasks that is focused on subject-matter knowledge, connected to specific standards for student performance, and embedded in a systemic context. Using data from a National Science Foundation Teacher Enhancement program called the Local Systemic Change initiative, this study employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. The findings indicate that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative Classroom Culture. At the individual level, teachers' content preparation also has a powerful influence on teaching practice and Classroom Culture. At the school level, school socioeconomic status was found to influence practice more substantially than either principal supportiveness or available resources.fl 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 963 - 980, 2000
Xudong Zhu - One of the best experts on this subject based on the ideXlab platform.
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Reviewing Classroom Culture: Perspectives from Chinese Scholars
Classroom Culture in China, 2019Co-Authors: Xudong ZhuAbstract:This chapter focuses on offering a review of Classroom Culture from the studies on the Chinese context. It mainly involves the definitions of class Culture, current Chinese studies on Classroom Culture, the construction of Classroom Culture, and development stage of Chinese Classroom Culture research. All these sections contribute to analyzing the review of Classroom Culture from the studies of the Chinese context.
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Classroom Culture and Chinese Traditional Culture: Concept and Practice
Classroom Culture in China, 2019Co-Authors: Xudong ZhuAbstract:This chapter involves examining the relationship between Classroom Culture and Chinese traditional Culture contextually. Introduction of Classroom Culture. The overview of campus Culture, research contents of campus Culture in China, review of Chinese studies on campus Culture in Chinese context, the relationship between class Culture and campus Culture, and case studies on the relationship between class Culture and campus Culture all concentrate on figuring how to examine the relations between Classroom Culture and Chinese traditional Culture, specifically.
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Analyzing “Collective Individualism Learning”: Implications and Values
Classroom Culture in China, 2019Co-Authors: Xudong ZhuAbstract:This chapter puts forward the urgency and the necessity of construction of Classroom Culture, Classroom Culture problems leading to education reform cannot succeed, by only transforming the Classroom Culture we can get rid of the plight of the education reform, Classroom Culture is the student studies the guaranteed rights Culture, Classroom Culture is the most basic condition of students to learn effectively carried out; Second from students’ physiological and physical development, cognitive and emotional development, moral and civic development, personality and sociality development, health and safety, the point of view of the needs of the development of art and aesthetic connotation of Classroom Culture building, and then discusses the promoting teachers’ professional consciousness change and the transformation of the students to learn the value of Classroom Culture, finally proposed based on school Culture, teachers’ self-knowledge, discipline, and study period, such as information technology Classroom Culture builds the path.
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Investigating “Collective Individualism Learning Model”: Ideas and Theories
Classroom Culture in China, 2019Co-Authors: Xudong ZhuAbstract:This chapter aims to examine the diverse and complex approach in which Classroom Culture contributes to the shaping of students’ learning cultural identity. Classroom Culture plays a fundamental role in constructing students’ learning competencies, perceptions, and behaviors.
Turid Skarre Aasebø - One of the best experts on this subject based on the ideXlab platform.
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Anti-schoolness in context: the tension between the youth project and the qualifications project
Social Psychology of Education, 2011Co-Authors: Turid Skarre AasebøAbstract:In this ethnographic study conducted in two Classrooms in Norway, grade nine (14-year-olds) in lower secondary school and the first year (16-year-olds) of upper secondary school, attention is drawn to how Classroom Culture is constituted through relationships between students. Through processes of power, dominance, hegemony and marginalisation, Classroom Culture forms the conditions for a learning environment, and has different opportunities, dilemmas and costs for the students. As Classroom Culture is negotiated in contextual and relational processes, Classroom Culture and ways of performing masculinities and femininities vary in the different Classrooms, even within the same school. This article explores two Classroom Cultures, a “rule-breaking” Classroom Culture and a Classroom Culture in which the fear of being labelled a “nerd” dominates, to show how boys and girls use different solutions to balance the development of their identity as youths (the youth project) and the acquisition of academic competence and skills (the qualifications project).
Sasha Barab - One of the best experts on this subject based on the ideXlab platform.
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Designed curriculum and local Culture: Acknowledging the primacy of Classroom Culture
Science Education, 2003Co-Authors: Kurt Squire, James G. Makinster, Michael Barnett, April Lynn Luehmann, Sasha BarabAbstract:One of the primary challenges facing designers today is how to design curric- ular innovations that are appealing and useful to teachers and at the same time bring about transformative practices. While we as a learning sciences community are relatively adept at facilitating innovative case examples, we need more empirical work that examines how curricular innovations become implemented across multiple Classrooms. In this paper we examine a series of four teachers implementing our technology-rich, project-based curricu- lum. We then analyze and discuss each of the four cases across two themes by (a) examining how the project-level question was contextualized to meet local needs and (b) examining the cultural context that surrounded the implementation of the curriculum. Our interpretations suggest that contextualizing the curriculum is ultimately a local phenomenon that arises as a result of a number of factors, including students' needs, students' goals, teachers' goals, local constraints, and teacher's pedagogical values. These cases illuminate the importance of school and Classroom Cultures in the learning process. Ultimately, curriculum design- ers need to acknowledge that their designs are not self-sufficient entities; instead, during implementation, they become assimilated as part of the cultural systems in which they are
