1,720,963 research outputs found
Perceptions of undergraduate education students from within an elementary teacher education programme
No full textTeaching and Learning in an Integrated Curriculum Setting: A Case Study of Classroom Practices
No full textCurriculum integration, while a commonly used educational term, remains a challenging concept to define and examine both in research and in classroom practice. Numerous types and definitions of curriculum integration exist in educational research, while, in comparison, teachers tend to focus on curriculum integration simply as a mixing of subject areas. To better understand curriculum integration in practice, this thesis details a case study that examines both teacher and student perspectives regarding a grade nine integrated unit on energy. Set in a public secondary school in Ontario, Canada, I comprehensively describe and analyze teacher understandings of, and challenges with, the implementation of an integrated unit, while also examining student perspectives and academic learning. My participants consisted of two high school teachers, a geography teacher and a science teacher, and their twenty-three students. Using data gathered from interviews before, during, and after the implementation of a 16-lesson unit, as well as observations throughout, I completed a case description and thematic analysis. My results illustrate the importance of examining why teachers choose to implement an integrated unit and the planning and scheduling challenges that exist. In addition, while the students in this study were academically successful, clarification is needed regarding whether student success can be linked to the integration of these two subjects or the types of activities these two teachers utilized.Ph
Implementing a Democratic Pedagogy in the Classroom: Putting Dewey into Practice
Get PDFA vignette detailing a discussion amongst elementary school teachers brings the ambiguity and challenges of implementing a democratic pedagogy into focus. Using this as a springboard, democratic pedagogy is explored through Dewey’s three democratic dispositions: all human beings are morally equal, we are all capable of intelligent and well-informed opinions, and we can solve any problem if we work collaboratively. Taking these dispositions as the structural necessities for enacting a democratic pedagogy, this paper provides practical field examples of these three democratic dispositions as implemented by teachers
Teaching and Learning in an Integrated Curriculum Setting: A Case Study of Classroom Practices
Get PDFCurriculum integration, while a commonly used educational term, remains a challenging concept to define and examine both in research and in classroom practice. Numerous types and definitions of curriculum integration exist in educational research, while, in comparison, teachers tend to focus on curriculum integration simply as a mixing of subject areas. To better understand curriculum integration in practice, this thesis details a case study that examines both teacher and student perspectives regarding a grade nine integrated unit on energy. Set in a public secondary school in Ontario, Canada, I comprehensively describe and analyze teacher understandings of, and challenges with, the implementation of an integrated unit, while also examining student perspectives and academic learning. My participants consisted of two high school teachers, a geography teacher and a science teacher, and their twenty-three students. Using data gathered from interviews before, during, and after the implementation of a 16-lesson unit, as well as observations throughout, I completed a case description and thematic analysis. My results illustrate the importance of examining why teachers choose to implement an integrated unit and the planning and scheduling challenges that exist. In addition, while the students in this study were academically successful, clarification is needed regarding whether student success can be linked to the integration of these two subjects or the types of activities these two teachers utilized.Ph
Learning from Faculty Mentors Who Had to Mentor and Evaluate Teacher Candidates Completing a Remote Practicum in the Early Stages of the COVID-19 Pandemic in Canada
Get PDFIn the Spring of 2020, the COVID-19 global pandemic impacted all aspects of life throughout the world, including education. Teachers who had never taught online before, all of a sudden had one week to get ready to engage with their students in a virtual setting. On top of these changes, our small post-degree Canadian teacher education program had teacher candidates on practicum in K-12 schools. That meant our faculty mentors, responsible for recommending teacher candidates for certification, had to figure out how to mentor, support, and evaluate teacher candidates who were teaching remotely. This research aimed to address the following two questions: a) What were these faculty mentors’ experiences when having to move mentoring of teacher candidates on a remote practicum? and b) What recommendations do these faculty mentors have for teacher education programs trying to support faculty mentors having to mentor teacher candidates who are teaching remotely? Results illustrate challenges with workload, anxiety, screen time, teacher mentors limiting teacher candidate opportunities, and figuring out how to evaluate certification readiness
Using Multiple-Mini-Interviews for Admission into Teacher Education
Get PDFThis article reports on the validity of the Multiple-Mini-Interview (MMI) method as it was used by a post-degree teacher education program as part of their admissions process to select candidates for entry into the program. The MMI, primarily used for medical school admittance, involves several stations with different interviewers. Comparisons were made between the MMI, other intake variables, and outtake measures. Quantitative analyses also examined possible interviewer, station, gender, and heritage effects. Results support the claim that the MMI can be used to measure dispositions not measured by other intake variables; however, some concerns did emerge.
Keywords: multiple-mini-interview, teacher education, admission processes, higher educationCet article rend compte de la validité des « mini-entrevues multiples » (MEM), processus d’admission qu’un programme de formation à l’enseignement pour les post-diplômés a utilisé pour la sélection de candidats à l’entrée de leur programme. Ce processus, principalement utilisé pour l’admission aux écoles de médecine, implique plusieurs stations avec différents intervieweurs. Ici, des comparaisons sont faites entre les MEM, d’autres critères d’admission, ainsi que des mesures de sortie. Des analyses quantitatives ont également permis d’examiner les effets discriminatoires possibles provenant de l’intervieweur, de la station, du sexe et de l’origine. Les résultats soutiennent l’affirmation selon laquelle les MEM peuvent être utilisées pour mesurer certaines dispositions que d’autres styles de processus d’admission ne permettent pas ; cependant, certaines préoccupations émergent.
Mots-clés : mini-entrevues multiples, formation à l’enseignement, processus d’admission, études supérieure
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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