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Showing papers on "Curriculum published in 2001"


Journal ArticleDOI
TL;DR: In this paper, the authors propose a framework for thinking about a curriculum for teacher learning over time and consider the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways.
Abstract: This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?

2,070 citations


Journal ArticleDOI
TL;DR: The goal of assessment in medical education remains the development of reliable measurements of student performance which, as well as having predictive value for subsequent clinical competence, also have a formative, educational role.

901 citations


Book
01 May 2001
TL;DR: In this paper, a longitudinal study of participants' lives from their graduation to their early thirties is presented, where the authors follow these participants' journeys to an internally-authored sense of identity and how they make meaning of their lives.
Abstract: What impact does a college education have on students' careers and personal lives after they graduate? Do they consider themselves well prepared for the demands and ambiguities of contemporary society? What can we learn from their stories to improve the college learning experience? This groundbreaking book extends Marcia Baxter Magolda's renowned longitudinal study and follows her participants' lives from their graduation to their early thirties. We follow these students' journeys to an internally-authored sense of identity and how they make meaning of their lives. From this, the author proposes a new framework for higher education to better foster students' crucial journeys of transformation - through the shaping of curriculum and co-curriculum, advising, leadership opportunities, campus work settings, collaboration, diversity and community building.

747 citations


Journal Article
TL;DR: This article looks at a critically important aspect of how people teach and learn: the assessment of learning.
Abstract: So far in this series we have looked at how people teach and learn. We have discussed how we should go about planning a curriculum, and we have considered the methods that are available for us to use when we teach. In this article we look at a critically important aspect: the assessment of learning. Why is it so important?

701 citations


Book
01 Nov 2001
TL;DR: Cohen and Hill as mentioned in this paper show that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning, and that, for most teachers, the reform ended with consistency in state policy.
Abstract: Education reformers and policymakers argue that improved students' learning requires stronger academic standards, stiffer state tests, and accountability for students' scores. Yet these efforts seem not to be succeeding in many states. The authors of this important book argue that effective state reform depends on conditions which most reforms ignore: coherence in practice as well as policy and opportunities for professional learning. The book draws on a decade's detailed study of California's ambitious and controversial program to improve mathematics teaching and learning. Researchers David Cohen and Heather Hill report that state policy influenced teaching and learning when there was consistency among the tests and other policy instruments; when there was consistency among the curricula and other instruments of classroom practice; and when teachers had substantial opportunities to learn the practices proposed by the policy. These conditions were met for a minority of elementary school teachers in California. When the conditions were met for teachers, students had higher scores on state math tests. The book also shows that, for most teachers, the reform ended with consistency in state policy. They did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices which state policymakers proposed. In these cases, neither teachers nor their students benefited from the state reform. This book offers insights into the ways policy and practice can be linked in successful educational reform and shows why such linkage has been difficult to achieve. It offers useful advice for practitioners and policymakers seeking to improve education, and to analysts seeking to understand it.

619 citations


Book
01 Jun 2001
TL;DR: In this article, the authors present a study based on research of a wide variety of workplaces in different countries, analyzing workplace learning and providing strategies on how to implement a curriculum for the workplace.
Abstract: This book, based on research of a wide variety of workplaces in different countries, analyses workplace learning and provides strategies on how to implement a curriculum for the workplace. The author outlines the knowledge that individuals need and how best to acquire this knowledge in workplace settings and then discusses how to develop a workplace curriculum which can be implemented in organisations of different size. The book is divided into two parts. Part one aims to develop an understanding of workplaces as learning environments and comprises the following chapters: Working and learning; Expertise at work; Learning vocational expertise at work. Part two focuses on a workplace curriculum and the chapters are: A workplace curriculum model; Guided learning at work; Organising and managing workplace learning. A glossary is also provided.

598 citations


Journal ArticleDOI
TL;DR: In this paper, the authors argue that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry-based science, as well as, student learning.
Abstract: In this article we assert a potential research agenda for the teaching and learning of science as inquiry as part of the JRST series on reform in science education. Drawing on the theoretical frameworks of cognitive and sociocultural constructivism, cultural models of meaning, the dialogic function of language, and transformational models of teacher education, we propose that more research is needed in the areas of teachers' beliefs, knowledge, and practices of inquiry-based science, as well as, student learning. Because the efficacy of reform efforts rest largely with teachers, their voices need to be included in the design and implementation of inquiry-based curriculum. As we review the literature and pose future research questions, we propose that particular attention be paid to research on inquiry in diverse classrooms, and to modes of inquiry-based instruction that are designed by teachers. fl 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 631 - 645, 2001 Today's reform rhetoric has revived the concept of inquiry as representing the essence of science education. Reform documents such as the National Science Education Standards are promoting inquiry as the ''central strategy for teaching science.'' The editors of the Journal of Research in Science Teaching have encouraged dialogue on the efficacy of programs, such as inquiry-based science, that are being initiated or implemented in our schools. The editors state, ''this reform effort represents unfinished business for the science education community. Despite the seeming efficacy of the goals and claims that underlie current reform, there has been little formal, scholarly effort on the part of the science education community to ground the reform carefully in research.'' As part of a series of articles in JRST that explore the relationship between research and reform, this article discusses the need for research on the topic of inquiry. The purpose of this article is to propose a direction for future research on inquiry that places teacher knowledge, actions, and meanings for inquiry-based science at the center of the reform process. The proposal of a research agenda for inquiry approaches that are centered on teacher beliefs and knowledge may accelerate the production of a research literature that bridges the theory - practice gap in this important area. In this article, we present the position that additional

580 citations


ReportDOI
TL;DR: In this paper, the authors examined the effect of consumer education mandates on subsequent financial decision-making in high school students and found that they increased exposure to financial curricula and subsequent asset accumulation once exposed students reached adulthood.

535 citations


Journal Article

513 citations


Journal ArticleDOI
TL;DR: This paper looks at five focal terms in education – curriculum, environment, climate, quality and change – and the interrelationships and dynamics bemeen and among them and emphasizes the power and utility of the concept of climate as an operationalization or manifestation of the curriculum and the other three concepts.
Abstract: This paper looks at five focal terms in education - curriculum, environment, climate, quality and change - and the interrelationships and dynamics bemeen and among them. It emphasizes the power and utility of the concept of climate as an operationalization or manifetation of the curriculum and the other three concepts. Ideas pertaining w the theory of climate and its measurement can provide a greater understanding of the medical cumadurn. The environment is an impoltant detemzinant of behaviour. Environment is perceived by students and it is perceptions of environment that are related w behaviour. The environment, as perceived, may be designated as climate. It is argued that the climate is the soul and spirit of the medical school environment and curriculum. Students' experiences of the climate of their medical education environment are related w their achievements, sangaction and success. Measures of educational climate are reviewed and the possibilities of new climate measures for medical education are discussed. These should take account of current trends in medical education and curricula. Measures of the climate may subdivide it inw dzfferent components giving, for example, separate assessment of so-called Faculty Press, Student Press, Administration Press and Physical or Material Environmental Press. Climate measures can be used in different modes with the same stakeholders. For example, students may be asked to report, first, their perceptions of the actual environment they have experienced and, second, w report on their ideal or preferred environment. The same climate index can be used with different stakeholders giving, for example, staff and student comparisons. The climate is important for staff as well as for students. The organizational climate that teaching staff experience in the work environment that they inhabit is important for their well-being, and that of their students. The medical school is a learning organization evolving and changing in the illuminative evaluation it makes of its environment and its curriculum through the action research studies of its climate. Consderations of climate in the medical school along the lines of continuous quality improvement and innovation are likely to further the medical school as a learning organization with the attendant benefits. Unless medical schools become such learning organizations their quality of health and their longevity may be threatened.

502 citations


Book
01 Sep 2001
TL;DR: Changing dimensions of school literacies learning about language as a resource for literacy development descibing visual literacies distinguishing the literacies of school science and humanities exploring multimodal meaning-making in literature for children.
Abstract: Changing dimensions of school literacies learning about language as a resource for literacy development descibing visual literacies distinguishing the literacies of school science and humanities exploring multimodal meaning-making in literature for children developing multiliteracies in the early school years developing multiliteracies in content area teaching teaching multiliteracies in the English classrooom.

Journal ArticleDOI
TL;DR: In this paper, the authors illustrate how one well-developed, technically strong measurement system, curriculum-based measurement (CBM), can be used to establish academic growth standards for the first time.
Abstract: The purpose of this article is to illustrate how one well-developed, technically strong measurement system, curriculum-based measurement (CBM), can be used to establish academic growth standards fo

Journal ArticleDOI
TL;DR: The Multicultural Education Consensus Panel (MEPCP) as mentioned in this paper developed a set of design principles to help education policy makers and practitioners realize the elusive but essential goal of a democratic and pluralistic society.
Abstract: The authors offer these design principles in the hope that they will help education policy makers and practitioners realize the elusive but essential goal of a democratic and pluralistic society. WHAT DO WE know about education and diversity, and how do we know it? This two-part question guided the work of the Multicultural Education Consensus Panel, sponsored by the Center for Multicultural Education at the University of Washington and the Common Destiny Alliance at the University of Maryland. This article is the product of a four-year project during which the panel, with support from the Carnegie Corporation of New York, reviewed and synthesized the research related to diversity. The panel members are an interdisciplinary group consisting of two psychologists, a political scientist, a sociologist, and four specialists in multicultural education. The panel was modeled after the consensus panels that develop and write reports for the National Academy of Sciences. In such panels, an expert group studies research and practice and arrives at a conclusion about what is known about a particular problem and the most effective actions that can be taken to solve it. The findings of the Multicultural Education Consensus Panel, which we call essential principles in this article, describe ways in which education policy and practice related to diversity can be improved. These principles are derived from both research and practice. They are designed to help practitioners in all types of schools increase student academic achievement and improve intergroup skills. Another aim is to help schools successfully meet the challenges of and benefit from the diversity that characterizes the United States. Schools can make a significant difference in the lives of students, and they are a key to maintaining a free and democratic society. Democratic societies are fragile and are works in progress. Their existence depends on a thoughtful citizenry that believes in democratic ideals and is willing and able to participate in the civic life of the nation. We realize that the public schools are experiencing a great deal of criticism. However, we believe that they are essential to ensuring the survival of our democracy. We have organized the 12 essential principles into five categories: 1) teacher learning; 2) student learning; 3) intergroup relations; 4) school governance, organization, and equity; and 5) assessment. Although these categories overlap to some extent, we think readers will find this organization helpful. Teacher Learning Principle 1. Professional development programs should help teachers understand the complex characteristics of ethnic groups within U.S. society and the ways in which race, ethnicity, language, and social class interact to influence student behavior. Continuing education about diversity is especially important for teachers because of the increasing cultural and ethnic gap that exists between the nation's teachers and students. Effective professional development programs should help educators to 1) uncover and identify their personal attitudes toward racial, ethnic, language, and cultural groups; 2) acquire knowledge about the histories and cultures of the diverse racial, ethnic, cultural, and language groups within the nation and within their schools; 3) become acquainted with the diverse perspectives that exist within different ethnic and cultural communities; 4) understand the ways in which institutionalized knowledge within schools, universities, and the popular culture can perpetuate stereotypes about racial and ethnic groups; and 5) acquire the knowledge and skills needed to develop and implement an equity pedagogy, defined by James Banks as instruction that provides all students with an equal opportunity to attain academic and social success in school.1 Professional development programs should help teachers understand the complex characteristics of ethnic groups and how such variables as social class, religion, region, generation, extent of urbanization, and gender strongly influence ethnic and cultural behavior. …

Journal ArticleDOI
TL;DR: Faced with curricula which are becoming more centralized and less departmentally based, and with curriculas including both core and optional elements, the teacher may find that the curriculum map is the glue which holds the curriculum together.
Abstract: The curriculum is a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students' learning style, personal timetable and programme of work. Curriculum mapping can help both staff and students by displaying these key elements of the curriculum, and the relationships between them. Students can identify what, when, where and how they can learn. Staff can be clear about their role in the big picture. The scope and sequence of student learning is made explicit, links with assessment are clarified and curriculum planning becomes more effective and efficient. In this way the curriculum is more transparent to all the stakeholders including the teachers, the students, the curriculum developer, the manager, the public and the researcher. The windows through which the curriculum map can be explored may include: (1) the expected learning outcomes; (2) curriculum content or areas of expertise covered; (3) student assessment; (4) learning opportunities; (5) learning location; (6) learning resources; (7) timetable; (8) staff; (9) curriculum management; (10) students. Nine steps are described in the development of a curriculum map and practical suggestions are made as to how curriculum maps can be introduced in practice to the benefit of all concerned. The key to a really effective integrated curriculum is to get teachers to exchange information about what is being taught and to coordinate this so that it reflects the overall goals of the school. This can be achieved through curriculum mapping, which has become an essential tool for the implementation and development of a curriculum. Faced with curricula which are becoming more centralized and less departmentally based, and with curricula including both core and optional elements, the teacher may find that the curriculum map is the glue which holds the curriculum together.

Journal ArticleDOI
TL;DR: In this article, the authors analyse how students learn and develop through work experience and draw upon contemporary learning theory, recent developments in the adult education and curriculum theory in developing a critique of current thinking and explore how far this provides the basis for a new pedagogic model for supporting learning through work.
Abstract: How students learn and develop through work experience is here analysed. We draw upon contemporary learning theory, recent developments in the adult education and curriculum theory in developing a critique of current thinking and explore how far this provides the basis for a new pedagogic model for supporting learning through work experience. We discuss the concept of 'context' and the learning which occurs within and between the different contexts of education and work and argue that most models of work experience have either ignored the influence of context upon learning or have approached this issue mechanistically. New curriculum frameworks are needed to and to allow work in all of its forms to be used as a basis for the development of knowledge, skills and identity. We present a typology of work experience which identifies models of work experience, including a model which embodies the concept of 'connectivity'. We suggest that this may provide the basis for a productive and useful relationship between formal and informal learning.

Journal ArticleDOI
TL;DR: The Learning-for-Use model as discussed by the authors is a design framework for integrating content and process learning in the design of inquiry-based science learning activities, which can be used to support content-intensive, inquirybased learning activities.
Abstract: Meeting ambitious content and process (inquiry) standards is an important challenge for science education reform particularly because educators have traditionally seen content and process as competing priorities. However, integrating content and process together in the design of learning activities offers the opportunity to increase students' experience with authentic activities while also achieving deeper content understanding. In this article, I explore technology-supported inquiry learning as an opportunity for integrating content and process learning, using a design framework called the Learning-for-Use model. The Learning-for-Use model is a description of the learning process that can be used to support the design of content-intensive, inquiry-based science learning activities. As an example of a technology-supported inquiry unit designed with the Learning-for-Use model, I describe a curriculum called the Create-a-World Project, in which students engage in open-ended Earth science investigations using WorldWatcher, a geographic visualization and data analysis environment for learners. Drawing on the Learning-for-Use model and the example, I present general guidelines for the design of inquiry activities that support content learning, highlighting opportunities to take advantage of computing technologies. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 355–385, 2001

Journal Article
TL;DR: Fink and Resnick as mentioned in this paper discuss how the district develops and sustains a culture of learning among its principals while maintaining a strong sense of accountability for student achievement in Community School District 2 in New York City.
Abstract: Over an 11-year period, Community School District 2 in New York City amassed a strong record of successful school improvement in a diverse urban setting. In this article, Ms. Fink and Ms. Resnick discuss how the district develops and sustains a culture of learning among its principals while maintaining a strong sense of accountability for student achievement. THE IDEA that principals should serve as instructional leaders, not just as generic managers, is widely subscribed to among educators. In practice, though, few principals act as genuine instructional leaders. Their days are filled with the activities of management: scheduling, reporting, handling relations with parents and the community, and dealing with the multiple crises and special situations that are inevitable in schools. Most principals spend relatively little time in classrooms and even less time analyzing instruction with teachers. They may arrange time for teachers' meetings and professional development, but they rarely provide intellectual leadership for growth in teaching skill. This situation will not surprise anyone familiar with the structure of school districts or with the career opportunities available to educators who wish to expand their responsibilities beyond the classroom. School districts are typically bifurcated organizations. There is usually an administrative "line" organization that runs from the superintendent and deputies to principals (perhaps mediated by area or regional superintendents) and thence to teachers. Separate from this line, except that both report to the superintendent, there is usually a "school support" or a "curriculum and professional development" division of the organization. This is where those in charge of the district's programs of curriculum, assessment, and professional development reside. Also housed here are special programs of various kinds, ranging from government-supported and -mandated programs - such as Title I, bilingual education, and special education - to foundation- supported initiatives and community programs. In large districts, still another branch of the organization is often responsible for operations, including personnel, finance and budgeting, and legal and public information functions. Relations among the branches of the school district are often strained. Those in the administrative line are, in theory, accountable for student achievement, but various individuals in the school-support branch may, at least nominally, control curriculum and programming choices. And the operations branch is likely to place limits on hiring and spending. Movements toward site-based management have been designed to put more real control over these matters in the hands of school leaders. But the simultaneous growth of mandated parent and community participation in school governance and the pressure for teachers' professional autonomy are often perceived by principals as severely limiting the space within which their professional leadership can be exercised. The bifurcated (or trifurcated) structure of school districts has meant that educators seeking career opportunities beyond the classroom have to make choices. They can choose an administrative ("line") track or a curriculum/instruction/professional development ("school support") track, but they cannot choose both. Those who enter the administrative track, typically by becoming assistant principals in the first instance, grow more and more distant from issues of instruction and learning. At the same time, those in the school-support track are apt to become less familiar with the details and demands of day-to-day school practice. The people who choose the administrative track are de facto choosing to deemphasize teaching and learning in their careers. Training programs for principals reinforce this emphasis by focusing primary attention on a myriad of administrative competencies and devoting attention to questions of learning, curriculum, and professional development. …

Book
02 Apr 2001
TL;DR: Teaching and learning medicine: curriculum planning a curriculum Outcome-based education A core curriculum Electives, options and special study modules.
Abstract: Introduction Teaching and learning medicine Section 1 Curriculum Planning a curriculum Outcome-based education A core curriculum Electives, options and special study modules Section 2 Learning Situations Lectures Small group sessions Clinical skills centre Hospital wards Ambulatory care Primary care Distance learning Section 3 Educational Strategies Independent learning Problem-based learning Integrated learning Multi-professional education Section 4 Tools/Aids Instructional designs Study guides Computers Audio and video recordings Section 5 Curriculum themes Basic sciences Communication skills Ethics and attitudes Preparing for practice Informatics Evidence-based practice Section 6 Assessment Formative and summative assessment Choosing assessment instruments Objective testing Constructed response questions Tutor reports Portfolios, projects and dissertations Objective clinical examinations External examiners Section 7 Students and Staff Student selection Student support Study skills Staff development Academic standards - course monitoring and evaluation

Book
01 Jan 2001
TL;DR: The New Educational Orthodoxy as discussed by the authors is a new educational Orthodoxy that supports and sustains change in education, and it includes the Intellectual Work of Change, the Emotional Work, and the Curriculum Integration.
Abstract: Introduction: The New Educational Orthodoxy. THE SUBSTANCE OF CHANGE. Standards and Outcomes. Classroom Assessment. Curriculum Integration. THE PROCESS OF CHANGE. The Intellectual Work of Change. The Emotional Work of Change. Supporting and Sustaining Change. Conclusion: Learning to Change.

Journal ArticleDOI
TL;DR: This paper explored the discursive demands of project-based pedagogy for seventh-grade students from non-mainstream backgrounds as they enact established project curricula, and illustrated how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum.
Abstract: Recent curriculum design projects have attempted to engage students in authentic science learning experiences in which students engage in inquiry-based research projects about questions of interest to them. Such a pedagogical and curricular approach seems an ideal space in which to construct what Lee and Fradd referred to as instructional congruence. It is, however, also a space in which the everyday language and literacy practices of young people intersect with the learning of scientific and classroom practices, thus suggesting that project-based pedagogy has the potential for conflict or confusion. In this article, we explore the discursive demands of project-based pedagogy for seventh-grade students from non- mainstream backgrounds as they enact established project curricula. We document competing Discourses in one project-based classroom and illustrate how those Discourses conflict with one another through the various texts and forms of representation used in the classroom and curriculum. Possibilities are offered for reconstructing this classroom practice to build congruent third spaces in which the different Discourses and knowledges of the discipline, classroom, and students' lives are brought together to enhance science learning and scientific literacy. fl 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 469 - 498, 2001 Recent curriculum design projects have attempted to engage students in responsive or authentic science learning experiences in which students engage in inquiry-based research pro- jects about questions of interest to them (Goldman, 1997; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998; Merino & Hammond, 1998; Warren, Rosebery, & Conant, 1989). Typically, the features of what is often called project-based pedagogy include (a) questions that encompass worthwhile and meaningful content anchored in authentic or real-world problems; (b) inve- stigations and artifact creation that allow students to learn apply concepts, represent knowledge, and receive ongoing feedback; (c) collaboration among students, teachers, and others in the community; and (d) use of literacy and technological tools (Cognition and Technology Group, 1992; Krajcik et al., 1998; Mercado, 1993). Project-based pedagogy engages children in textual and experiential inquiry about authentic questions, and so can be considered discourse enabling. That is, project-based pedagogy affords

Journal ArticleDOI
TL;DR: This paper conducted a study to discover the meanings the teachers gave to their classroom work in terms of the particular relationships they identified between practice and principle, and revealed both individual and group diversity in the practices they adopted and in their underlying principles.
Abstract: From observed lessons and subsequent interviews and elicitation procedures, 18 experienced teachers of ESL to adults and children in an Australian context described their classroom practices and explained these in relation to the underlying language teaching principles that they saw as guiding their work. The purpose of the study was to discover the meanings the teachers gave to their classroom work in terms of the particular relationships they identified between practice and principle. Despite being undertaken within a particular teaching situation, the study revealed both individual and group diversity in the practices they adopted and in their underlying principles. In addition, a practice widely adopted across the group appeared to be based upon diverse principles, just as a single principle that was commonly shared among the teachers was associated by them with a wide range of practices. Closer examination of the whole group data, however, revealed a particular pattern in the links that the teachers made between principles and practices. The complex relationships uncovered in the study between thinking and action in the work of experienced language teachers have implications for curriculum innovation, teacher education, and for language classroom research.

01 Jan 2001
TL;DR: This work examines the relationship between content measurement categories for the TIMSS Framework, teachers, and TIMSS Test, and the structure of the Curriculum and Learning in the context of two-level mathematics education.
Abstract: List of Figures. List of Tables. Preface. Acknowledgments. The Authors. 1. How Does Curriculum Affect Learning? 2. A Model of Curriculum and Learning. 3. Measuring Curriculum and Achievement. 4. The Articulation of Curriculum. 5. Curriculum Variation. 6. The Structure of Curriculum. 7. A First Look at Achievement. 8. Learning and the Structure of Curriculum. 9. Curriculum and Learning Gains Across Countries. 10. Curriculum and Learning Within Countries. 11. Schools Matter. Appendix A: TIMSS Mathematics and Science Curriculum Frameworks. Appendix B: Relationship Between Content Measurement Categories for the TIMSS Framework, Teachers, and TIMSS Test. Appendix C: TIMSS Framework Codes and Number of Items for Each Mathematics and Science Test Subarea. Appendix D: Supplemental Material Related to the Two--Level Analysis of Mathematics Achievement: Chapter Ten. References. Index.

Book
29 Nov 2001
TL;DR: This chapter discusses Educating Deaf Students: An Introduction, the process of education Begins at Home, and teaching and Curriculum.
Abstract: PART I: EDUCATIONAL BASICS 1. Educating Deaf Students: An Introduction 2. Lessons from History 3. Characteristics of Deaf Learners 4. Education Begins at Home PART II: EDUCATIONAL PROCESSES AND PROGRAMS 5. Language Development and Deaf Children 6. Cognitive Development and Deaf Children 7. Educational Programs and Philosophies 8. Reading, Writing, and Literacy 9. Teaching and Curriculum PART III: CONCLUSION 10. Looking Ahead While Glancing Back Notes References Author Index Subject Index

Book ChapterDOI
01 Jan 2001
TL;DR: McDonald as mentioned in this paper described how one such perspective, APOS Theory, is being used in an organized way by members of RUMEC and others to conduct research and develop curriculum, and observed students' success in making or not making mental constructions proposed by the theory and using such observations to analyze data can organize our thinking about learning mathematical concepts, provide explanations of student difficulties and predict success or failure in understanding a mathematical concept.
Abstract: In this paper, we have mentioned six ways in which a theory can contribute to research and we suggest that this list can be used as criteria for evaluating a theory. We have described how one such perspective, APOS Theory, is being used in an organized way by members of RUMEC and others to conduct research and develop curriculum. We have shown how observing students’ success in making or not making mental constructions proposed by the theory and using such observations to analyze data can organize our thinking about learning mathematical concepts, provide explanations of student difficulties and predict success or failure in understanding a mathematical concept. There is a wide range of mathematical concepts to which APOS Theory can and has been applied and this theory is used as a language for communication of ideas about learning. We have also seen how the theory is grounded in data, and has been used as a vehicle for building a community of researchers. Yet its use is not restricted to members of that community. Finally, we point to an annotated bibliography (McDonald, 2000), which presents further details about this theory and its use in research in undergraduate mathematics education.

Journal ArticleDOI
TL;DR: The authors contend that North American medical education favors an explicit commitment to traditional values of doctoring—empathy, compassion, and altruism among them—and a tacit commitment to behaviors grounded in an ethic of detachment, self-interest, and objectivity.
Abstract: North American physicians emerge from their medical training with a wide array of professional beliefs and values. Many are thoughtful and introspective. Many are devoted to patients’ welfare. Some bring to their work a broad view of social responsibility. Nonetheless, the authors contend that North American medical education favors an explicit commitment to traditional values of doctoring—empathy, compassion, and altruism among them —and a tacit commitment to behaviors grounded in an ethic of detachment, self-interest, and objectivity. They further note that medical students and young physicians respond to this conflict in various ways. Some re-conceptualize themselves primarily as technicians and narrow their professional identities to an ethic of competence, thus adopting the tacit values and discarding the explicit professionalism. Others develop non-reflective professionalism, an implicit avowal that they best care for their patients by treating them as objects of technical services (medical care). Another group appears to be ‘‘immunized’’ against the tacit values, and thus they internalize and develop professional virtue. Certain personal characteristics of the student, such as gender, belief system, and non-medical commitments, probably play roles in ‘‘immunization,’’ as do medical school features such as family medicine, communication skills courses, medical ethics, humanities, and social issues in medicine. To be effective, though, these features must be prominent and tightly integrated into the medical school curriculum. The locus of change in the culture of medicine has now shifted to ambulatory settings and the marketplace. It remains to be seen whether this move will lessen the disjunction between the explicit curriculum and the manifestly contradictory values of detachment and entitlement, and the belief that the patient’s interest always coincides with the physician’s interest. Acad. Med. 2001;76:598‐605.

Book
30 Jun 2001
TL;DR: The Dilemma of Transparency: Language Visibility in the Multilingual Classroom and the Dilemmas as Curriculum and Research Agenda.
Abstract: Foreword D. Pimm. Acknowledgements. A Note on Terminology. 1. The Elusive Dynamics of Teaching Mathematics in Multilingual Classrooms. 2. Complexity and Diversity: The Language and Mathematics Education Terrain in South Africa. 3. Accessing Teachers' Tacit and Articulated Knowledge. 4. Dilemmas in Teaching: A Prelude and Frame. 5. Teachers Talking about Teaching: The Emergence of Dilemmas. 6. Language(s) as Resource and the Dilemma of Code-Switching. 7. Dilemmas of Mediation in a 8. The Dilemma of Transparency: Language Visibility in the Multilingual Classroom. 9. Central Dilemmas as Curriculum and Research Agenda. Endnotes. References. Subject Index. Index of Names. Appendices.

Journal ArticleDOI
TL;DR: This paper examined the learning style profile exhibited by students in a multicultural class of international business management, and how cultural conditioning is reflected in the learning styles preferences of home and international students using the Felder and Soloman's Index of Learning Styles.
Abstract: This article examines the learning style profile exhibited by students in a multicultural class of international business management, and how cultural conditioning is reflected in the learning style preferences of home and international students. Using the Felder and Soloman's Index of Learning Styles , this study finds that each learning style dimension measured by the instrument is amply represented and that the scores reported by international students on all but one learning style dimension show much wider measures of dispersion compared to those of home students suggesting that greater variations in learning preferences are likely to co-exist in culturally heterogeneous cohorts. Suggestions on how to move toward a multistyle teaching approach to business management education so as to enfranchise all students in the multicultural classroom are then put forward. Finally, a discussion of the implications of these findings with respect to the business management curriculum design is provided.

01 Jan 2001
TL;DR: In this paper, Lieberman and Miller enlist a stellar group of contributors to offer - once again - the best of what is known and practiced about professional development in schools, including Maxine Greene, Carl D. Glickman, Derrick P. Aldridge, Judith Warren Little, Marilyn Cochran-Smith, and Susan L. Lytle.
Abstract: In their newest volume, Lieberman and Miller enlist a stellar group of contributors to offer - once again - the best of what is known and practiced about professional development in schools. What is the purpose of staff development? What ends does it seek? To answer these often overlooked questions, the editors turn to the distinguished Maxine Greene, Carl D. Glickman, Derrick P. Aldridge, Judith Warren Little, Marilyn Cochran-Smith, and Susan L. Lytle. In opening chapters they remind us that it is essential to tie what we do in staff development to larger goals. Because what we do in staff development can best be understood in terms of Contexts, Strategies, and Structures, the remainder of the book features distinguished educators who write from their own unique experiential and theoretical stances. Jacqueline Ancess describes how teachers in New York City secondary schools increase their own learning while improving student outcomes * Milbrey W. McLaughlin and Joel Zarrow demonstrate how teachers learn to use data to improve their practice and meet educational standards * Lynne Miller presents a case study of a long-lived school-university partnership * Beverly Falk recounts stories of teachers working together to develop performance assessments, to understand their student's learning, to re-think their curriculum, and much more * Laura Stokes analyzes a school that successfully uses inquiry groups. There are further contributions (including some from novice teachers) by Anna Richert Ershler, Ann Lieberman, Diane Wood, Sarah Warshauer Freedman, and Joseph P. McDonald. These powerful exemplars from practice provide a much-needed overview of what matters and what really works in professional development today.

Journal ArticleDOI
TL;DR: The belief that the effectiveness of patient care will improve through collaboration and teamwork within and between health care teams is providing a focus internationally for ‘shared learning’ in health professional education.
Abstract: Objectives The belief that the effectiveness of patient care will improve through collaboration and teamwork within and between health care teams is providing a focus internationally for ‘shared learning’ in health professional education. While it may be hard to overcome structural and organizational obstacles to implementing interprofessional learning, negative student attitudes may be most difficult to change. This study has sought to quantify the attitudes of first-year medical, nursing and pharmacy students’ towards interprofessional learning, at course commencement. Design The Readiness for Interprofessional Learning Scale (RIPLS) (University of Liverpool, Department of Health Care Education), was administered to first-year medical, nursing and pharmacy students at the University of Auckland. Differences between the three groups were analysed. Setting The Faculty of Medical and Health Sciences, University of Auckland. Results The majority of students reported positive attitudes towards shared learning. The benefits of shared learning, including the acquisition of teamworking skills, were seen to be beneficial to patient care and likely to enhance professional working relationships. However professional groups differed: nursing and pharmacy students indicated more strongly that an outcome of learning together would be more effective teamworking. Medical students were the least sure of their professional role, and considered that they required the acquisition of more knowledge and skills than nursing or pharmacy students. Conclusion Developing effective teamworking skills is an appropriate focus for first-year health professional students. The timing of learning about the roles of different professionals is yet to be resolved.

Journal Article
TL;DR: The authors found that teachers are feeling enormous pressure these days to raise their students' scores on high-stakes tests, and as a consequence, some teachers are providing classroom instruction that incorporates, as practice activities, the actual items on the highstakes tests.
Abstract: American teachers are feeling enormous pressure these days to raise their students' scores on high-stakes tests. As a consequence, some teachers are providing classroom instruction that incorporates, as practice activities, the actual items on the high-stakes tests. Other teachers are giving practice exercises featuring "clone items"—items so similar to the test's actual items that it's tough to tell which is which. In either case, these teachers are teaching to the test.