자연주의적 탐구조사(Naturalistic Inquiry)

Basics of qualitative research: Grounded theory procedures and techniques

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Qualitative research for education: An introduction to theories and methods

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes—measured as the difference between treatment and control means, divided by the pooled standard deviation—was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K–12 students. In light of this small corpus, caution is required in generalizing to the K–12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education).

Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies

Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

As teacher educators, we have observed that knowledge alone does not lead to the kinds of thoughtful teaching we strive for. Puzzled by differences in the teaching practices of teacher candidates having similar professional knowledge, we explore what might account for these differences. We address what is necessary, beyond traditional forms of professional knowledge, to support the development of thoughtful teachers who are responsive to students and situations. We provide four perspectives, each drawn from areas in which we conduct our research, and suggest a need to move beyond knowledge in teacher education. Our aim is to explore questions about preparing thoughtful teachers and to challenge others to do the same. We postulate that self-knowledge and a sense of agency with the intent of purposefully negotiating personal and professional contexts may be as important, if not more important, than the more traditional conceptions of professional knowledge.

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Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others

Contents: K.K. Merseth, Foreword: A Rationale for Case-Based Pedagogy in Teacher Education. Preface. Part I:The Learning Fostered Through Case-Based Pedagogy. M.A. Lundeberg, Discovering Teaching and Learning Through Cases. M. Pressley, Commentary: The Case for More and Bigger Cases. H.L. Harrington, Case Analyses as a Performance of Thought. A.G. Rud, Jr., Commentary on "Case Analyses as a Performance of Thought." C.S. Barnett, P.A. Tyson, Case Methods and Teacher Change: Shifting Authority to Build Autonomy. N. Noddings, Commentary on "Case Methods and Teacher Change: Shifting Authority to Build Autonomy." E.B. Moje, J.T. Remillard, S. Southerland, S.E. Wade, Researching Case Pedagogies to Inform Our Teaching. K.M. Zeichner, Commentary on "Researching Case Pedagogies." Part II:Structuring the Learning Environment With Cases. B.B. Levin, The Role of the Facilitator in Case Discussions. R. Silverman, Commentary on "The Role of the Facilitator in Case Discussions." V. Richardson, R.S. Kile, Learning From Videocases. G.A. Griffin, Commentary on "Learning From Videocases." B.B. Levin, The Role of Discussion in Case Pedagogy: Who Learns What? and How? J.H. Shulman, Commentary on "The Role of Discussion in Case Pedagogy." Part III:Rethinking Cases. K. Carter, What Is a Case? What Is Not a Case? S. Gudmundsdottir, Commentary on "What Is a Case? What Is Not a Case?" S. Nieto, Culturally Relevant Teaching With Cases: A Personal Reflection and Implications for Pedagogy. S-Y. Zeon, Commentary on "Culturally Relevant Teaching With Cases: A Personal Reflection and Implications for Pedagogy." S. Florio-Ruane, Revisiting Fieldwork in Preservice Teachers' Learning: Creating Your Own Case Studies. H. Featherstone, Commentary on "Revisiting Fieldwork in Preservice Teachers' Learning: Creating Your Own Case Studies." Part IV:Future Directions. M.A. Lundeberg, B.B. Levin, H.L. Harrington, Reflections on Methodologies and Future Research.

Who learns what from cases and how? : the research base for teaching and learning with cases

Research on teachers’ (personal) theories and beliefs and their (practical) knowledge derived from experience, whether held implicitly or stated explicitly as their personal practical theories (PPTs), indicates that such beliefs can influence teachers’ classroom practices and, therefore, the opportunities that their students have for learning. This study uses a content analysis of 472 self-reported PPTs collected from 94 prospective teachers to develop a model of categories of beliefs, and describes the relationship between the content and sources of teacher candidates’ beliefs, expressed as PPTs. The purpose of this study is to help teacher educators better understand beliefs that teacher candidates bring to their teacher education program as we try to influence their knowledge and practices.

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Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs)

This study describes the perspectives of five pairs of preservice teachers and their experienced mentor teachers who engaged collaboratively in planning, implementing, and evaluating action research projects during a semester-long internship experience in their professional development school sites. The views of novice and experienced teachers about the costs and benefits of doing collaborative action research are presented, and the authors elaborate on the development of the mentor/mentee relationship between the preservice and experienced teacher pairs. The authors also offer guidelines for successfully engaging preservice and experienced teachers in collaborative action research.

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Barbara B. Levin

Papers

Beyond Knowledge: Exploring Why Some Teachers Are More Thoughtfully Adaptive Than Others

Who learns what from cases and how? : the research base for teaching and learning with cases

Investigating the Content and Sources of Teacher Candidates' Personal Practical Theories (PPTs)

The Effects Of Collaborative Action Research On Preservice And Experienced Teacher Partners In Professional Development Schools

Using the case method in teacher education: The role of discussion and experience in teachers' thinking about cases