Ashley Reuzenaar Professor Hickman English 111 05D 2 September 2015 Summary and Response Educational scholar Mike Rose authored I Just Wanna be Average excerpt from Lives on the Boundary, a semi biography of his high school experience in vocational education at Our Lady of Mercy. Our Lady of Mercy administers an assortment of tests for placement. The author’s assessment was switched with another student putting the author into vocational courses. Vocational courses
The two most important questions that all activity in the field of educational innovation must face are, ‘Why all this education? To what purpose?’ (Knight 1998, p.3, 4). Studying philosophical and sociological foundations of the educational approach is significant, as it allows educators to evaluate the purpose, goals and actual needs of education (Knight 1998, p.5). Asking those larger questions ultimately leads educators to recognize the underlying meaning of education, including the nature of reality, the meaning of knowledge, and its value system. This essay is focusing on Constructivist teaching, which has been one of the most influential views of learning during the last two decades of the 20th century (Applefield, Huber and Moallem 2000, p.2).
(Introspection, 2012) Inquiry oriented practice consists of formulating questions and finding reasonable and appropriate answers to those questions. (Inquiry Based Learning) Through action research, teachers perform inquires into their practice, dissect the results of these inquires, and work to create positive change in classrooms. (Crothers, 2008) When conducting action research, one must be aware that its design consists of planning, continuous and systematic procedures for reflection and a willingness to try alternate procedures and strategies to improve outcomes. (Schmuck, 1997) Action research is completed through a spiraling of cycles. (Schmuck, 1997) These cycles consists
Complex phenomena lie at the heart of reﬂective practice. This chapter presents a new framework to capture dimensions of reﬂective practice in which teachers can provide evidence to inform their own teaching. Reﬂective practice is deﬁned as: a disposition to enquiry incorporating the process through which … teachers structure or restructure actions, beliefs, knowledge and theories that inform teaching for the purpose of professional development. (Zwozdiak-Myers 2010: 83) REFLECTIVE PRACTICE FOR PROFESSIONAL DEVELOPMENT 27 Key attributes of extended professionals Reﬂective practice as a disposition to enquiry has, at its roots, the early work of Dewey (1933), particularly in relation to
In a similar line of study, Bolkan and Goodboy (2009) proposed to examine transformational leadership as it relates to college classrooms, outcomes of student learning, participation of students and instructor credibility from the student perceptions. Bolkan and Goodboy’s (2009) underlying principle of importance for this study was to look closely to the traditional learning outcomes instead of simply examining effectiveness, satisfaction, and extra effort, know as organizational outcomes. The outcomes Bolkan and Goodboy (2009) included in this study were student communication satisfaction, affective learning, and cognitive learning. Similarly, Ponder’s (2008) rationale of importance was to examine the effect of transformational leadership using the Multifactor Leadership Questionnaire (MLQ Form 5x-Short; Bass & Avolio, 2000). However, both authors, study outcomes of traditional learning for leadership studies (Bass and Avolio, 2000).
Qualitative and Quantitative Research The initial step of this research project is to locate three qualitative dissertations and three quantitative dissertations. The following is an analysis and summary of the contents and quality of each through the guide of a checklist for dissertations as provided in class. Corkill (1994) The first quantitative dissertation, which is by Corkill (1994), considered the instructional leadership behaviors in principals, which may contribute to academic achievement in elementary schools, as perceived by teachers and principals. Chapter 1 introduces instructional leadership as having the ability to change. The background of the problem is the ability of leadership to influence and understand teacher’s instructional concerns.
Running head: BEHAVIOURISM, COGNITIVISM & CONSTRUCTIVISM 1 The three major theories of learning: Behaviourism, Cognitivism and Constructivism. Running head: BEHAVIOURISM, COGNITIVISM & CONSTRUCTIVISM 2 Abstract Learning theories provide a conceptual framework for interpreting the examples of learning that are observed and they direct our attention to those variables that are crucial in finding solutions. These learning theories (Behaviourism, Cognitivism and Constructivism) provide structured foundations for planning and conducting instructional design activities and they have had significant influence on the thinking and approaches used by proponents in this field of study. The information presented provides the reader with a comparison as well as contrast of these three different viewpoints and illustrates how these differences might be translated into practical applications in an early childhood setting. Keywords: Schemata Tabula rasa Ever-changing Reinforcement Cultural Dynamic Running head: BEHAVIOURISM, COGNITIVISM & CONSTRUCTIVISM 3 The three major theories of learning: Behaviourism, Cognitivism & Constructivism Webster’s Dictionary defines learning as “the act of one that learns; knowledge of skill acquired by instruction or study; modification of a behavioural tendency by experience”.
Instructional Integration of Technology in the Classroom Jacob Conteh M.Ed. Program American Public University Spring, 2012 Instructional Integration of Technology in the Classroom The term “instructional integration of technology” has been defined in many different ways. According to Seels and Richey (1994), “Instructional Technology is the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning,” (p.94). Other definitions go further. For instance, according to the Rhode Island Department of Elementary and Secondary Education (1994), technology that is effectively and fully integrated into teaching and learning has to have an environment in which student use digital resources and tools to answer teacher’s questions, and use the same tools to answer other questions that they generate themselves.
EYFS 2008B EXPLAINS formative assessment as.. Assessment for learning it is ongoing and informs planning When incorporated into Early Years practice, the formative assessment process provides information needed to adjust teaching and learning whilst it is still happening. The process serves as practice for the children and a check for their understanding during the learning process. The formative assessment process acts as a guide for practitioners in making decisions about future teaching intentions. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning. Inc. planning cycle Formative assessment happens within my setting through????
Educators recognize that utilizing computer technology and its attached language learning programs can be convenient to create both independent and collaborative learning environments and provide students with language experiences as they move through the various stages of second language acquisition (Kung, 2002). The purpose of this article is to discuss the advantages and disadvantages of 1 DOCTORAL FORUM NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH