A Course for Prospective Teachers Involving Portfolio Development through Cross Grades Interaction in a CSCL Environment
01 Sep 2004-Educational technology research (Japan Society for Educational Technology)-Vol. 27, Iss: 1, pp 39-50
About: This article is published in Educational technology research.The article was published on 2004-09-01 and is currently open access. It has received None citations till now. The article focuses on the topics: Portfolio.
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01 Jan 2005
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.
Abstract: Lee S. Shulman builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection. "This emphasis is justified" he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past". To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? And What are the implications for teaching policy and educational reform? The answers -informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners- go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars,
13,211 citations
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes,...
Abstract: Lee S. Shulman builds his foundation for teaching reform on an idea of teaching that emphasizes comprehension and reasoning, transformation and reflection. "This emphasis is justified," he writes, ...
12,926 citations
TL;DR: The lion's share of my current research program is devoted to the study of learning in the blooming, buzzing confusion of inner-city classrooms, and central to the enterprise is that the classroom must function smoothly as a learning environment before the authors can study anything other than the myriad possible ways that things can go wrong.
Abstract: (1992) Design Experiments: Theoretical and Methodological Challenges in Creating Complex Interventions in Classroom Settings Journal of the Learning Sciences: Vol 2, No 2, pp 141-178
3,738 citations
TL;DR: In this article, a conceptual framework is proposed to enable researchers to describe the conditions of portfolio use, which will enable a greater understanding of the ways in which teaching portfolios impact teacher development and the quality of teacher assessments under different conditions of use.
413 citations
TL;DR: The authors examined the use of portfolios in reflective teacher education programs and found that the portfolio process prompted reflective thinking in many, but not all, students, and suggested that focusing on students' initial understanding of the process and its purpose encouraged student ownership and individual expression.
320 citations