21. Teacher Education 1992 and 2012: Reflecting on 20 Years
Author:
Source: Journal of Education for Sustainable Development,2012,6(1):37-41
Abstract: Over the past 20 years education for sustainable development (ESD) has become part of the discourse in teacher education and the teaching community has a better grasp of ESD's action-oriented and participatory pedagogies. The International Network of Teacher Education Institutions (TEIs) associated with the UNESCO Chair on Reorienting Teacher Education to Address Sustainability at York University in Canada began meeting in 2000. It has expanded to more than 65 countries where teachers have woven sustainability into existing courses as well as created courses, certificate programs and graduate degrees in ESD. They have created professional development opportunities for colleagues as well as local, national and international networks to advance ESD. They have started academic journals. Education ministries can now write policy requiring ESD as part of initial teacher preparation because there is on-the-ground practice to support such policies as well as TEIs that can provide professional development.
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22. Explaining the Modality Effect in Multimedia Learning: Is It Due to a Lack of Temporal Contiguity with Written Text and Pictures?
Author: ; Scheiter, Katharina; ;
Source: Learning and Instruction,2012, 22(2):92-102
Abstract: The study examined whether the modality effect is caused by either high visuo-spatial load or a lack of temporal contiguity when processing written text and pictures. Students (N = 147) viewed pictures on the development of tornados, which were accompanied by either spoken or written explanations presented simultaneously with, before, or after the pictures. For verbal recall no modality effect was observed, whereas for transfer the influence of modality varied as a function of phonological working memory capacity. For pictorial recall the results showed a modality effect that was limited to simultaneous presentation, apparently in line with the temporal contiguity explanation. However, spoken simultaneous presentations were not superior to spoken sequential presentations, which contradicts the temporal contiguity explanation for the modality effect. Rather, it seems as if learners with simultaneous presentation of written text and picture concentrated more on the text and ignored the pictures, resulting in worse pictorial recall.
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23. Exploring the Role of Student Researchers in the Process of Curriculum Development
Author: ,
Source: ,2012, 23(2):189-205
Abstract: Contemporary interest in student voice has evolved to include participation of "students as researchers" in school affairs, which has been encouraged by political developments underpinning the rights of children. Although there has been little exploration of the role of student researchers in curriculum development, this paper provides a case study of their role in a Knowledge Transfer Partnership involving a secondary school in England working on developing enquiry-based learning. We use Basil Bernstein's concept of framing and Clarke and Hollingsworth's model of teacher professional learning to explore the dimensions of consequence when teachers start the process of pedagogic and curriculum innovation. There is considerable evidence of an impact on relationships between students and teachers and it is argued that this is an important lens through which to understand the role of student researchers.
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24. Towards Transformation of Knowledge and Subjectivity in Curriculum Inquiry: Insights from Chen Kuan-Hsing's "Asia as Method"
Author:
Source: ,2012, 42(1):153-178
Abstract: Chen's book, "Asia as Method" (Duke University Press, 2010), and his theorization on topics of de-imperialization, de-colonization, de-cold war, as well as on foregrounding epistemologies and frames of reference situated in the diverse contexts in Asia have contributed to empowering scholars and researchers situated not only in Taiwan, but also in many parts of the world. His critical cultural studies project in linking up scholars both inside and outside of Asia and in putting forward counter-discourses to the binary "the West and the rest" knowledge structures and knowledge production practices has important implications for critical curriculum and education work. My essay review will focus on the implications of his notion of "Asia as Method" and his "strategy of critical syncretism" in exploring and designing critical curriculum and education inquiry that seeks to transform deep-rooted colonial, imperialist, and cold war subjectivities. These subjectivities are part of the cultural and psychic aftermath of various imperialist, colonial, and cold war histories, the impact of which is still with us today.
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25. SEL as a Component of a Literature Class to Improve Relationships, Behavior, Motivation, and Content Knowledge
Author: Zipora Shechtman and Mary Abu Yaman
Source: American Educational Research Journal, 2012, 49 (3): 546-567
Abstract: The study assesses the effect of social and emotional learning (SEL) integrated in a literature class, named here “affective teaching,” as compared to conventional teaching. Dependent variables include relationships, behavior, motivation to learn, and content knowledge. Participants were 36 teacher trainees in one college in Israel and 1,137 fifth and sixth grade students from 36 classrooms in 12 schools. A hierarchical model of analyses (Mixed Models) was used to assess children’s gains in the two teaching conditions. Results indicated significantly more improvement on all measures for children in the affective teaching condition compared to control. Relationships and behavior were significantly associated with children’s gains in motivation and content knowledge. The discussion focuses on the importance of SEL for children’s development and the potential contribution of affective teaching as a modality of social and emotional learning
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26.Building Potemkin Schools: Science Curriculum Reform in a STEM School
Author:
Source: Journal of curriculum studies，2012,44(5):659-678
Abstract: "Potemkin schools" is used as the phrase to capture what a US science, technology, engineering, and mathematics (STEM) public speciality high school becomes as a result of its institutional branding. By way of an examination of the efforts of one teacher drawn into school branding through his "inquiry-based reform" of an Advanced Chemistry course, this paper illuminates the tensions between the rhetorical intentions to engage in curriculum innovation and the reality of constraints and conflicting goals. The teacher, unable to resolve the tensions, was pushed into formalizing and routinizing his ideas into a reform project without understanding what was behind the rhetoric of the school's self-image statements. The need to find and develop a "language" to talk and think about "inquiry-based" reform and its processes in meaningful terms and not in slogans is discussed. The irrationality and complexity of the reform which emerged from the findings contrast with the rationality of building Potemkin villages, hence illuminating the complexity in curriculum reform in STEM schools.
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27. An Analysis of Discourses of Writing and Writing Instruction in Curricula across Canada
Author: Peterson, Shelley Stagg
Source:
Curriculum inquiry，2012,42(2):260-284
Abstract: This article presents a deductive content analysis of the grade 6 specific and general objectives in the writing curricula across Canada's 10 provinces and two of its three territories. The analysis uses Ivanic's six discourses of writing and learning to write: skills discourse, creativity discourse, process discourse, genre discourse, social practices discourse, and sociopolitical discourse. Phrases within each of the curriculum objectives that had some relevance to writing were coded to determine the relative emphases of the discourses within each province's and territory's curriculum. The analysis showed that the process discourse predominates in all writing curricula. Elements of the skills, creativity and genre discourses are present with varying emphases across the provincial and territorial curricula. However, there is minimal to no evidence of the social practices and sociopolitical discourses. Implications for curriculum developers endeavouring to create more comprehensive writing curricula include taking up more socially and politically oriented approaches to the teaching of skills and genres, and to fostering creativity in students' writing, thus creating hybrid discourses that are based in a view of writing as a sociopolitical practice.
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Author: ;
Source: Curriculum inquiry，2012,42(3):414-441
Abstract: School-level strategy enabled by neoliberal choice policies can produce internal curricular markets whereby branded curricula such as the International Baccalaureate are offered alongside the local government curriculum in the same school. This project investigated how such curricular markets operating in Australian schools impacted on teachers' work. This article reports on teachers work in three case study schools that offered both the International Baccalaureate Diploma (IBD) program and the local senior schooling curriculum, then draws on an online survey of 225 teachers in 26 such schools across Australia. The analysis reveals the impact of curricular markets along two dimensions: the curriculum's internal design, and the relational aspects of how schools manage to deliver tandem offerings within institutional constraints. Teachers working in the IBD program were shown to relish its design, despite additional demands, while teachers working in just the local curriculum reported more relational issues. The article argues that these trends suggest that there are winners and losers emerging in the work conditions produced by curricular markets.
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Author: ; ; van de Schoot, Rens; ; Finsterwald, Monika;
Source: Learning and Instruction,2012, 22(1),27-36
Abstract: Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom instruction variables on concrete determinants for these LLL components. Participants in the present study were 2266 fifth, sixth and seventh graders from 125 classrooms. Multi-level analyses showed that perception of autonomy in the classroom is associated with pupils' motivational beliefs, and that perception that a classroom promotes self-determined performance and self-reflection of learning is a predictor of pupils' monitoring and assessment of learning. Additionally, the extent of perceived autonomy is an important factor in the reduction of gender differences in motivation. The results indicate the importance of providing pupils with appropriate learning contexts to better prepare them for successful LLL.
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30. Observer Ratings of Instructional Quality: Do They Fulfill What They Promise?
Author: Praetorius, Anna-Katharina; ;
Source: Learning and Instruction,2012, 22(6),387-400
Abstract: Despite considerable interest in the topic of instructional quality in research as well as practice, little is known about the quality of its assessment. Using generalizability analysis as well as content analysis, the present study investigates how reliably and validly instructional quality is measured by observer ratings. Twelve trained raters judged 57 videotaped lesson sequences with regard to aspects of domain-independent instructional quality. Additionally, 3 of these sequences were judged by 390 untrained raters (i.e., student teachers and teachers). Depending on scale level and dimension, 16-44% of the variance in ratings could be attributed to instructional quality, whereas rater bias accounted for 12-40% of the variance. Although the trained raters referred more often to aspects considered essential for instructional quality, this was not reflected in the reliability of their ratings. The results indicate that observer ratings should be treated in a more differentiated manner in the future.
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