第三辑（下）

21. Children of Reform: The Impact of High-Stakes Education Reform on Preservice Teachers

Author(s): Christopher Pierce Brown

Source: Journal of Teacher Education , 2010 , 61(5)

Abstract: High-stakes standards-based accountability reforms are changing teacher education. A key set of participants in this process who have been affected by these reforms are the teacher candidates. Many were educated almost entirely in high-stakes education systems. Yet, little is known about how their experiences as students affect their conceptions of teaching and learning or how their teacher education programs alter these perceptions. This article presents findings from a case study that explored these critical issues. It reveals that these candidates entered their teacher education program with a complex understanding of the impact of these reforms on teaching and learning. These findings also illuminate how these prospective teachers’ coursework and field experiences affected their conceptions of these constructs. This article ends by offering suggestions to teacher educators on how to incorporate these candidates’ skills and knowledge into their programs so that they can assist their candidates in becoming effective teachers.

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22.Pre-service teachers’ perceptions of effective inquiry instruction: are effective instruction and effective inquiry instruction essentially the same?

Author(s): Mark W. Aulls and Ahmed Ibrahim

Source: Instrucational Science, 2011, Online First

Abstract: This multiple case study examined pre-service teachers perceptions of effective post-secondary instruction. Pre-service teachers were asked to write essays describing an effective teacher of their choice. Twenty-one essays were randomly selected. Data analysis involved open coding of each essay, content analysis of each essay using Anderson and Burns’ (Research in classrooms: The study of teachers, teaching, and instruction (1st ed.). Oxford, England; New York: Pergamon Press, 1989) empirically derived dimensions of instruction, and effect size analysis of student and teacher roles. Instructional components were identified that differentiate between effective inquiry instruction and effective instruction. Effective inquiry instruction was associated with more and different teacher and student roles, more activities as part of instruction, and more student small group discussion than was effective instruction.

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23.Learning to design collaboratively: Participation of student designers

in a Community of Innovation

Author(s): Richard E. West and Michael J. Hannafin

Source: Instructional Science, 2011, Online First

Abstract: Creativity researchers have drawn on cognitive principles to characterize individual innovation. However, few comprehensive frameworks have been developed to relate social innovation to social cognition research. This article introduces the Communities of Innovation (COI) framework and examines its applications in a culture designed to promote collaborative creativity. Findings included evidence for some aspects of the COI model (flow and hacker ethic, entrepreneurship, collaboration and mentoring, sense of community, and learning through design criticism), moderate support for others (dynamic expertise and idea prototyping), but no evidence for other components (developing adaptable knowledge and expertise, symmetrical expertise within the community, community reflection, shifting interpersonal roles, or benefiting from cultural/educational/skill/other diversity). The majority of the new ideas identified and shared by participants were developed through interaction with others. Implications for refinement of the COI framework and future research are discussed.

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24.Foregrounding Fieldwork in Leadership Preparation: The Transformative Capacity of Authentic Inquiry

Author(s): Lynne G. Perez, Cynthia L. Uline, Joseph F. Johnson Jr., Cheryl James-Ward,

Margaret R. Basom

Source: Educational Administration Quarterly, 2011 , 47 (1)

Abstract: This study follows leadership candidates through the first phase of a comprehensive effort to reform master’s-level principal preparation at a large, urban California university. The reforms placed an 18-month field experience at the center of candidates’ preparation. Researchers sought to capture the changes over time in candidates’ beliefs about school leadership, commitment to the work of school leadership, knowledge of leadership practices that support improved teaching and learning, and capacity to apply those practices. The results reveal marked changes in the majority of candidates’ understandings of school leadership. They came to see the work as complex, with all aspects interrelated. They developed deeper recognition of the leader’s role in fostering trust and relationships, encouraging collaboration, and building leadership capacity within schools. They conceptualized data as powerful evidence to stimulate urgency for change, and they articulated greater confidence as leaders and change agents. Finally, candidates demonstrated increased understanding of, and ability to enact, specific leadership practices aimed at improving learning results for students in their schools.

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25.Creating a Successful Professional Culture: Reorganizing to Rebuild a Challenging School

Author(s): Michael A. Owens

Source: Journal of Cases in Educational Leadership, 2010, 13(4)

Abstract: Teacher assignment policies vary among school districts. Frequently, districts handle basic employment requirements, and principals draw from prescreened teachers. However, schools occasionally may have to recruit many teachers at once when the district experiences a radical change. This case study involves a principal at an urban school in a district whose population is diminishing as students move to suburban, private, and charter schools. The district has reassigned the principal of a successful school to restaff an underperforming school. How should she proceed? The case explores issues that accompany selecting and developing staff to create a successful school culture in an uncertain setting.

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26.Inquiry-based learning and e-mentoring via videoconference: a study of mathematics and science learning of Canadian rural students

Author(s): Qing Li, Lynn Moorman and Patti Dyjur

Source: Educational Technology Research and Development , 2010, 58(6)

Abstract: This research seeks to (1) establish a feasible development and implementation model for an inquiry-based learning environment with e-mentoring using videoconference, and (2) apply the model to examine its impact on rural students’ learning. To achieve these goals, we developed a model of inquiry-based learning with e-mentoring (IBLE) based on CII’s inquiry model (Community Informatics Initiative 2009; http://inquiry.uiuc.edu/). We then tested the effectiveness of the IBLE model and reported our work in a rural context. Results showed that IBLE had enhanced students’ learning, most significantly on their affective development, including increased motivation, broadened understanding, and augmented career awareness. Implications for design and limitations of the study are also discussed.

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27.A meta-analysis of the relationship between student attitudes towards reading and achievement in reading

Author(s): Yaacov Petscher

Source: Journal of Research in Reading, 2010, 33(4)

 Abstract: A meta-analysis of the relationship between attitudes in reading and achievement in reading was conducted to provide a statistical summary to the observed variability in the magnitude of previously reported effect sizes. A total of 32 studies, with a total sample size of 224,615 were used, and included a total of 118 effect sizes. A multi-level approach was used in meta-analysis to determine if variance in the magnitude of effect sizes could be partitioned to study (level 1) and moderator (level 2) levels by using a mixed model approach. Results from the meta-analysis indicated that the mean strength of the relationship between reading attitudes and achievement is moderate (Zr=.32), while stronger for students in elementary school (Zr=.44) when compared with middle school students (Zr=.24). Findings related to selected moderator variables are discussed, with suggestions for future research.

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28.A Curriculum Innovation Framework for Science, Technology and Mathematics Education

Author(s): Russell Tytler, David Symington and Craig Smith

Source: Research in Science Education ,2011, 41(1)

Abstract: There is growing concern about falling levels of student engagement with school science, as evidenced by studies of student attitudes, and decreasing participation at the post compulsory level. One major response to this, the Australian School Innovation in Science, Technology and Mathematics (ASISTM) initiative, involves partnerships between schools and community and industry organisations in developing curriculum projects at the local level. This project fulfils many of the conditions advocated to engage students in learning in the sciences. ASISTM is underpinned by the notion of innovation. This paper describes the findings of case study research in which 16 ASISTM projects were selected as innovation exemplars. A definition of innovation and an innovation framework were developed, through which the case studies were analysed to make sense of the significance of the ideas and practices, participating actors, and outcomes of the projects. Through this analysis we argue that innovation is a powerful idea for framing curriculum development in the sciences at the local level that is generative for students and teachers, and that these ASISTM projects provide valuable models for engaging students, and for teacher professional learning.

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29.Representing and practising meaningful differences

 in a well-structured but complex art curriculum

Author(s): Leslie Cunliffe

Source: Journal of Curriculum Studies, 2010, 42(6)

Abstract: This paper conceptualizes the secondary art curriculum as a well-structured but complex knowledge-domain, with the aim of emphasizing meaningful differences in the way creative grammar operates in the following gatherings of art practices: Pre-historic and non-European cultures; Ancient and European cultures before c. 1800; Romantic and Modern culture from c.1800 to c.1950; and Late-and Post-modern culture from c.1950 onwards. The gatherings are further differentiated into pre-modern practices of Gemeinschaft (community) and modern forms of Gesellschaft (association). Practices of Gemeinschaft use the creative grammar of accretion and the grammar of omission to emphasize meaningful differences. The earlier phase of Gesellschaft inherits the grammar of accretion and omission from Gemeinschaft in the attempt to sustain the expression of meaningful differences. The late- and post-modern phase of Gesellschaft adopts a nihilistic creative grammar to level such differences. Approaches to teaching the grammar of each gathering of art, and the related practices, are explored in a well-structured way by students using 'know-how' and 'know-that' grammar. By conceptualizing and teaching an art curriculum in this way, students develop the insightful knowledge to understand how their life-world, as embedded in a technological understanding of being and its technological nihilism, compares with alternative understandings of being as articulated by different cultural grammars.

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30. COLLABORATIVE LEADERSHIP EFFECTS ON SCHOOL IMPROVEMENT

Author(s): Heck, Ronald H., Hallinger, Philip

Source: Elementary School Journal, 2010, 111(2)

Abstract: Researchers have persisted in framing leadership as the driver for change and performance improvement in schools despite convincing theoretical commentary that proposes leadership as a process of reciprocal interaction. Although conceptualizing leadership as a reciprocal process offers leverage for understanding leadership effects on learning, methodological constraints have limited empirical tests of this model. This report focuses on understanding the contribution that collaborative leadership and school capacity for improvement make to growth in student learning in elementary school mathematics. We compare unidirectional and reciprocal-effects models focusing on change in leadership and learning in 195 elementary schools over a 4-year period. The results support the efficacy of a reciprocal-effects model that conceptualizes leadership within a changing, mutually reinforcing system of organizational relationships.

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31. A MULTILEVEL EXPLORATORY STUDY OF THE RELATIONSHIP BETWEEN TEACHERS' PERCEPTIONS OF PRINCIPALS' INSTRUCTIONAL SUPPORT AND GROUP NORMS FOR INSTRUCTION IN ELEMENTARY SCHOOLS

Author(s): Goddard, Yvonne L., Neumerski, Christine M., Goddard, Roger D., Salloum, Serena J., Berebitsky, Daniel

Source: Elementary School Journal, 2010, 111(2)

Abstract: At a time when educators and policy makers are focused on improving outcomes for all children, we believe it is essential to understand better the ways in which principals may influence instructional norms in their schools. Our literature review led us to believe that a combination of leadership approaches is important for supporting teachers' use of differentiated instruction schoolwide to meet their students' diverse needs. Therefore, we examined whether principals' instructional support predicts differences among schools in group norms for the use of differentiated instruction. Data were drawn from a stratified random sample of a Midwestern state's noncharter public elementary schools. Hierarchical linear modeling results of surveys from 616 teachers in 77 schools revealed a positive and statistically significant relationship between these two constructs. In addition to presenting these findings, we discuss their importance and the need for further research in this area.