The Experts below are selected from a list of 141969 Experts worldwide ranked by ideXlab platform
Jian Wang - One of the best experts on this subject based on the ideXlab platform.
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Understanding Teacher Education Reform
Journal of Teacher Education, 2010Co-Authors: Jian Wang, Sandra J. Odell, Cari L. Klecka, Elizabeth Spalding, Emily LinAbstract:Teacher Education Reform in the United States (US) is a crucial part of a broader Educational Reform intended to improve teaching practice and, thus, student performance (Darling-Hammond, 2005). Teacher Education Reform has become an international trend (Bates, 2008; Garm & Karlsen, 2004), which in spite of the different national contexts and traditions, shares a set of similar expectations, foci, and even policy interventions (Loomis, Rodriguez, & Tillman, 2008). Underlying these Reforms are the assumptions that the quality of teaching is the most important, if not the only, factor that contributes to changes in student learning, which is shaped by factors such as teacher salaries, working conditions, and public support for public schools (Education Policy White Paper Project, 2009). Teacher Education is a major factor in improving teaching quality (Delandshere & Petrosky, 2004). Central to the quality of teaching are teachers' deep understanding of what they need to teach and the pedagogical practices that can be used to represent such understanding to students (D. L. Ball, 2000). These have become important foci for Reform in teacher Education programs in many countries. Policy initiatives to Reform teacher Education have been very similarly framed, inasmuch as governments have played important roles in establishing standards for what teachers need to know and do in their classrooms and in developing relevant assessments to regulate what students have learned and done (Tatto, 2006). However, when these surface-level similarities are analyzed more deeply, one uncovers competing forces with different expectations, foci, and approaches to teacher Education Reform (Cochran-Smith, 2001). Each of these approaches reflects different ideologies and appeals to different political interests, but none receives substantial empirical support (Apple, 2001; Cochran-Smith & Fries, 2001; Zeichner & Ndimande, 2008). Add to this that the contexts and cultural traditions of teaching and teacher Education provide little opportunity for important teacher Education Reform initiatives and ideas to be realized (Feiman-Nemser & Floden, 1986; Little, 1990a, 1990b). Consequently, only an insightful and comprehensive understanding of these competing expectations, foci, and approaches to teacher Education Reform will have utility in informing future policy making and program development. The research community in teaching and teacher Education must accept its notable and irreplaceable role in helping to develop such an understanding through an empirical base focused on the processes and outcomes of Reform. In this issue of the Journal of Teacher Education (JTE), eight articles address Reform and its complexities in the area of teacher Education. In this editorial, we first highlight important arguments and findings that emerge from each article. Next, we challenge some of the authors' ideas with support from existing literature and suggest what further conceptual and empirical work is needed to understand dynamic and complex teacher Education Reform and its contexts. Reform With Competing Expectations for Learning Outcomes and Teaching Underlying various teacher Education Reforms are two related and seemingly irrefutable assumptions (Delandshere & Petrosky, 2004). First, the quality of teaching is the most important factor that influences student learning. Second, teacher Education plays an important role in shaping quality teaching. However, these assumptions sometimes become conceptually ambiguous when used to guide the development of teacher Education Reform policy and programs. Theoretically speaking, student learning and quality teaching can be defined differently, depending on how one views society and Education. Varying definitions imply a range of foci for teacher Education Reform. Following are three popular conceptions of student learning and teaching quality, as well as their respective foci for teacher Education Reform, which have made their way into various teacher Education Reform documents. …
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video technology as a support for teacher Education Reform
The Journal of Technology and Teacher Education, 2003Co-Authors: Jian Wang, Kendall HartleyAbstract:This review explores the relationship between video-technology and teacher Education Reform. Important changes in teacher Education are reviewed and the ways in which video-technology can provide support for these changes are identified. Next, the specific application of video-technology in supporting preservice teachers to transform their beliefs, acquire pedagogical content knowledge, and develop pedagogical understanding of learners is discussed. The review suggests that video technology has the potential to expose preservice teachers to rich and diverse teaching situations and create flexible ways of representing and connecting information on teaching for the purposes of teacher Education. However, its effectiveness is more often assumed than carefully documented. This can be explained by the conceptual ambiguity of what counts as the effects of video-technology on teacher learning as well as the methodological complexity of measuring these effects. ********** Over the past decade, changing preservice teachers' ideas about teaching, developing their pedagogical content knowledge, and nurturing their pedagogical understanding about diverse learners have become an important emphases for many teacher Education programs. New approaches such as individual and collaborative reflection, case studies, and guided apprenticeships in the field, have been widely used to support these changes in teacher Education. However, teacher educators often face two challenges as they are using these new approaches to help their preservice teachers learn to teach. One, how do you create a meaningful and comprehensive context for preservice teachers' individual, collaborative, and multi-level examinations about the issues, events, and situations? And two, how do you help them deal with the problems of isolation in their fieldwork and inconsistent expectations from the existing context of teaching and their programs? Video-technologies, including traditional media such as television and videocassette recorders, and more recent developments--digital video, video-conferencing, and multimedia applications (instructional CD-ROMs and the Internet)--are seen as important tools for teacher educators to deal with these challenges. In particular, video technologies are expected to provide more flexible ways of representing various teaching situations, allow easy access to a variety of data related to a particular event or issue, and connect preservice teachers to different instructional contexts. However, in spite of these expectations, the relationship between video-technology and teacher Education Reform is not clearly conceptualized and the effects of using video-technologies in supporting the changes in teacher Education are not carefully identified. Drawing on a review of the relevant literature in the fields of teacher learning and Educational technology, this article strives to explore these issues. To conduct this review, the ERIC database was searched for journal articles or research reports since 1990 using the keywords, "Teacher Education and Video" and "Teacher Learning and Video." The relevant articles referenced in the studies retrieved from this initial search were also used. In addition, articles, book chapters, and conference presentations from personal collections were included. These sources lead to 90 position papers, program evaluations, and research studies from which, those publications unrelated to or without substantial data analysis of video-technology applications in the context of teacher Education Reform were eliminated. Twenty studies emerged from this process that were categorized and reviewed in this article (Table 1). The article begins with a description of the conceptualization of the relationship between teacher Education Reform and video technology. TEACHER Education CHANGES AND VIDEO TECHNOLOGY Teaching Reform and Teacher Education Teaching in the United States has been surprisingly consistent as shown in historical reviews (Cuban, 1993) and contemporary observations (Good-lad, 1983). …
Emily Lin - One of the best experts on this subject based on the ideXlab platform.
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Understanding Teacher Education Reform
Journal of Teacher Education, 2010Co-Authors: Jian Wang, Sandra J. Odell, Cari L. Klecka, Elizabeth Spalding, Emily LinAbstract:Teacher Education Reform in the United States (US) is a crucial part of a broader Educational Reform intended to improve teaching practice and, thus, student performance (Darling-Hammond, 2005). Teacher Education Reform has become an international trend (Bates, 2008; Garm & Karlsen, 2004), which in spite of the different national contexts and traditions, shares a set of similar expectations, foci, and even policy interventions (Loomis, Rodriguez, & Tillman, 2008). Underlying these Reforms are the assumptions that the quality of teaching is the most important, if not the only, factor that contributes to changes in student learning, which is shaped by factors such as teacher salaries, working conditions, and public support for public schools (Education Policy White Paper Project, 2009). Teacher Education is a major factor in improving teaching quality (Delandshere & Petrosky, 2004). Central to the quality of teaching are teachers' deep understanding of what they need to teach and the pedagogical practices that can be used to represent such understanding to students (D. L. Ball, 2000). These have become important foci for Reform in teacher Education programs in many countries. Policy initiatives to Reform teacher Education have been very similarly framed, inasmuch as governments have played important roles in establishing standards for what teachers need to know and do in their classrooms and in developing relevant assessments to regulate what students have learned and done (Tatto, 2006). However, when these surface-level similarities are analyzed more deeply, one uncovers competing forces with different expectations, foci, and approaches to teacher Education Reform (Cochran-Smith, 2001). Each of these approaches reflects different ideologies and appeals to different political interests, but none receives substantial empirical support (Apple, 2001; Cochran-Smith & Fries, 2001; Zeichner & Ndimande, 2008). Add to this that the contexts and cultural traditions of teaching and teacher Education provide little opportunity for important teacher Education Reform initiatives and ideas to be realized (Feiman-Nemser & Floden, 1986; Little, 1990a, 1990b). Consequently, only an insightful and comprehensive understanding of these competing expectations, foci, and approaches to teacher Education Reform will have utility in informing future policy making and program development. The research community in teaching and teacher Education must accept its notable and irreplaceable role in helping to develop such an understanding through an empirical base focused on the processes and outcomes of Reform. In this issue of the Journal of Teacher Education (JTE), eight articles address Reform and its complexities in the area of teacher Education. In this editorial, we first highlight important arguments and findings that emerge from each article. Next, we challenge some of the authors' ideas with support from existing literature and suggest what further conceptual and empirical work is needed to understand dynamic and complex teacher Education Reform and its contexts. Reform With Competing Expectations for Learning Outcomes and Teaching Underlying various teacher Education Reforms are two related and seemingly irrefutable assumptions (Delandshere & Petrosky, 2004). First, the quality of teaching is the most important factor that influences student learning. Second, teacher Education plays an important role in shaping quality teaching. However, these assumptions sometimes become conceptually ambiguous when used to guide the development of teacher Education Reform policy and programs. Theoretically speaking, student learning and quality teaching can be defined differently, depending on how one views society and Education. Varying definitions imply a range of foci for teacher Education Reform. Following are three popular conceptions of student learning and teaching quality, as well as their respective foci for teacher Education Reform, which have made their way into various teacher Education Reform documents. …
Phyllis Katz - One of the best experts on this subject based on the ideXlab platform.
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An informal elementary science Education program’s response to the National Science Education Reform Movement
Journal of Elementary Science Education, 1999Co-Authors: Phyllis Katz, J. Randy McginnisAbstract:This report presents the experience of an informal elementary science Education program, Hands on Science Outreach (HOSO), that is striving to maintain its identity as an informal program within the context of the National Science Education Reform Movement. We provide an overview of informal elementary science Education programs in the United States including a definition and a historical summary. We then depiet how HOSO has reacted to the National Science Education Reform Movement by establishing links between its programmatic and science content and the National Science Education Standards . We end by presenting three insights constructed as a result of HOSO’s efforts to maintain its informal elementary science Education identity during a time of national discussion on who constitutes membership in the science Education community.
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an informal elementary science Education program s response to the national science Education Reform movement
Journal of Elementary Science Education, 1999Co-Authors: Phyllis Katz, Randy J McginnisAbstract:This report presents the experience of an informal elementary science Education program, Hands on Science Outreach (HOSO), that is striving to maintain its identity as an informal program within the context of the National Science Education Reform Movement. We provide an overview of informal elementary science Education programs in the United States including a definition and a historical summary. We then depiet how HOSO has reacted to the National Science Education Reform Movement by establishing links between its programmatic and science content and theNational Science Education Standards. We end by presenting three insights constructed as a result of HOSO’s efforts to maintain its informal elementary science Education identity during a time of national discussion on who constitutes membership in the science Education community.
J. Randy Mcginnis - One of the best experts on this subject based on the ideXlab platform.
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An informal elementary science Education program’s response to the National Science Education Reform Movement
Journal of Elementary Science Education, 1999Co-Authors: Phyllis Katz, J. Randy McginnisAbstract:This report presents the experience of an informal elementary science Education program, Hands on Science Outreach (HOSO), that is striving to maintain its identity as an informal program within the context of the National Science Education Reform Movement. We provide an overview of informal elementary science Education programs in the United States including a definition and a historical summary. We then depiet how HOSO has reacted to the National Science Education Reform Movement by establishing links between its programmatic and science content and the National Science Education Standards . We end by presenting three insights constructed as a result of HOSO’s efforts to maintain its informal elementary science Education identity during a time of national discussion on who constitutes membership in the science Education community.
Randy J Mcginnis - One of the best experts on this subject based on the ideXlab platform.
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an informal elementary science Education program s response to the national science Education Reform movement
Journal of Elementary Science Education, 1999Co-Authors: Phyllis Katz, Randy J McginnisAbstract:This report presents the experience of an informal elementary science Education program, Hands on Science Outreach (HOSO), that is striving to maintain its identity as an informal program within the context of the National Science Education Reform Movement. We provide an overview of informal elementary science Education programs in the United States including a definition and a historical summary. We then depiet how HOSO has reacted to the National Science Education Reform Movement by establishing links between its programmatic and science content and theNational Science Education Standards. We end by presenting three insights constructed as a result of HOSO’s efforts to maintain its informal elementary science Education identity during a time of national discussion on who constitutes membership in the science Education community.
