Jeffrey S. Nugent

TL;DR: This article found that despite collaborative efforts, teachers maintain their entry level fundamental beliefs about the nature of scientific content knowledge, teach- ing, and assessment practices, and that major contextual barriers to change are identified and support should be provided to help teachers interpret and rethink their practice in venues beyond institutes.

TL;DR: This paper found that preservice teachers tend to overgeneralize the analogies inserted by curriculum materials, map irrelevant features of analogies into collaborative problem solving, and generate personal analogies, which counter scientific concept development.

TL;DR: In this paper, the authors describe the initial year of an FLC established in a large urban research university with a focus on integrating digital technology and instruction, including the effectiveness of the FLC in reshaping the nature of members' engagement in the academy, the challenges and opportunities of creating an FCL, and the power of FLCs to enhance the way faculty learn about technology.

TL;DR: Personal learning networks as mentioned in this paper are based on the premise that learning occurs through interaction with multiple people and in multiple contexts through virtual communities, where membership in each Web-based community is initiated by the individual learner, who interacts through a variety of communication technologies and digital media.