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Full-Text Articles in Education
Reflective Practice Using Video-Recorded Classroom Observations, Angela Greer
Reflective Practice Using Video-Recorded Classroom Observations, Angela Greer
Doctor of Education Dissertations
This study was prompted by a desire to understand the relationship between reflective practice using classroom instructional video observations and teacher perception of effectiveness. This was a mixed methods study in which quantitative data were collected from a pre- and post-survey using a Likert scale and qualitative data from weekly pre- and post-reflection questions and a final reflection question. This study involved data collection from 19 volunteer teachers from a rural middle school serving students in Grades 6-8. Effective teachers are those who use self-reflection to deepen their understanding of how their instructional practices affect student learning, make improvements to …
Feed My Sheep: A Framework For Lay Educator Faith Formation In Catholic Schools, Ronald D. Fussell Ed.D.
Feed My Sheep: A Framework For Lay Educator Faith Formation In Catholic Schools, Ronald D. Fussell Ed.D.
Journal of Catholic Education
In this grounded theory study, qualitative data from 11 educators in six diocesan high schools in the New England region revealed an interrelated framework for lay educator faith formation. Dimensions of that framework include the educator’s relationship to the Church, interconnected processes of prayerful reflection and personal encounter, formative experiences with the lives of students, and formation in service as an outward expression of Catholic school identity. Participants also identified how occurrences of disruptive transitions and crises can unite and galvanize Catholic school communities in support of a common faith. By understanding how these dimensions relate to one another, Catholic …
Alexa?: Possibilities Of Voice Assistant Technology And Artificial Intelligence In The Classroom, Patrick D. Hales, Melissa Anderson, Tonya Christianson, Amber Gaspar, Billi Jo Meyer, Beth Nelson, Krista Shilvock, Mary Steinmetz, Makenzi Timmons, Michelle Vande Weerd
Alexa?: Possibilities Of Voice Assistant Technology And Artificial Intelligence In The Classroom, Patrick D. Hales, Melissa Anderson, Tonya Christianson, Amber Gaspar, Billi Jo Meyer, Beth Nelson, Krista Shilvock, Mary Steinmetz, Makenzi Timmons, Michelle Vande Weerd
Empowering Research for Educators
The following paper represents the combined effort of 10 educators exploring the experience and use of voice assistant technology in classrooms. This reflection and study of our classrooms looks to better understand both our use of technology and students’ use of technology in very specific ways. Is there a place for voice assistant technology in our classrooms? What benefits are there? What obstacles exist? We tell our stories and experiences here with the intent to provide context and continue the discussion among more of our colleagues.
La Investigación En Prácticas Pedagógicas: Hacia Una Conceptualización, Catalina Aponte Rivera, Carlos Andrés Jaramillo Romero, José Daniel Ortiz Quiroga
La Investigación En Prácticas Pedagógicas: Hacia Una Conceptualización, Catalina Aponte Rivera, Carlos Andrés Jaramillo Romero, José Daniel Ortiz Quiroga
Licenciatura en Español y Lenguas Extranjeras
El presente informe hace parte del proyecto investigativo titulado Formación Docente, Práctica Reflexiva y Escuela aprobado por la VRIT en 2018. Este es un trabajo de tipo cualitativo con enfoque descriptivo y documental, elaborado por los estudiantes del semillero IMAGO con el propósito de hacer una revisión bibliográfica de las investigaciones y aportes teóricos que se tiene en torno a la categoría de Práctica Pedagógica Reflexiva. El ejercicio se centró en la conceptualización de la categoría de práctica reflexiva tomando como punto de partida la revisión bibliográfica de alrededor de 30 fuentes publicadas entre los años 2000 y 2018 dentro …
Escuela, Formación Docente Y Práctica Reflexiva En Maestros De Ied Debora Arango Pérez E Ied Brazuelos, Katherine Escobar Garzón
Escuela, Formación Docente Y Práctica Reflexiva En Maestros De Ied Debora Arango Pérez E Ied Brazuelos, Katherine Escobar Garzón
Licenciatura en Español y Lenguas Extranjeras
El presente trabajo de investigación, indaga sobre las comprensiones que tienen los maestros de instituciones educativas distritales de Bogotá sobre práctica reflexiva, formación docente y escuela. El propósito de esta investigación por parte de los integrantes del semillero de investigación EVA, del grupo Educación y Sociedad consiste en rastrear y analizar la relación que los maestros tienen de escuela a partir de la percepción de su formación inicial y sus experiencias, la reflexión de las acciones y procesos que pueden surgir en la escuela. La investigación se realizó dentro del paradigma cualitativo, utilizando la fenomenología como método de estudio en …
Using The Principal Performance Improvement Tool, Australian Council For Educational Research (Acer)
Using The Principal Performance Improvement Tool, Australian Council For Educational Research (Acer)
School and system improvement
The Principal Performance Improvement Tool (PPIT) has been developed to assist school principals and others who aspire to this role to reflect on their current leadership practices. The tool is informed by international research into the kinds of leadership that result in improved teaching and learning. It also draws heavily on the lived experiences of practicing school principals. This booklet is a brief introduction to the PPIT.
Dialogic Interactions That Support Learning And Motivation: A Phenomenological Study Of High School Teachers’ Experiences During Reflective Dialogue, Sandra Metzger
CUP Ed.D. Dissertations
When teachers skillfully interact in reflective dialogue, they experience professional learning and motivation. However, teachers’ interactional skills are often not data-informed. The purpose of this hermeneutic phenomenological study is to provide descriptive data on (a) how high school teachers experience the dialogic interaction within reflective dialogue, (b) what evidence of learning is present in the interaction, and (c) how self-directed motivation is supported in the interaction. The conceptual framework for this study consists of learning theories from Dewey and Mezirow and the Self-Determination theory of motivation from Deci and Ryan. Three sessions were conducted with two teams of two teachers …
Teacher Leader And Teacher Leadership: A Call For Conceptual Clarity, Susan Lovett
Teacher Leader And Teacher Leadership: A Call For Conceptual Clarity, Susan Lovett
2009 - 2019 ACER Research Conferences
Education systems cannot afford to lose promising teachers who could be the school leaders of tomorrow. My work shows a need to promote leadership as learning for teachers and students rather than as management and administration, heavy workloads and disconnectedness from students and their learning. Conceptions of leadership that allow teachers to see professional learning as the reason for their work make a contribution to school leadership as a whole. Schools benefit from leaders at all levels no matter their distance to classrooms. School cultures can stimulate leadership practices when professional learning exchanges among teachers are reciprocated. Professional learning is …
Instructional Coaching And Reflective Practice, Jessica Marie Cabak
Instructional Coaching And Reflective Practice, Jessica Marie Cabak
All Electronic Theses and Dissertations
Instructional coaching as a mode of professional development has gained popularity among school districts for its job-embedded, ongoing nature (Knight, 2012). Absent from the field is an effective method of measuring the impact of coaching. In attempting to isolate a variable that is high leverage, the reflective practice of teachers was examined. The study used a teacher survey to collect data on various aspects of a coaching program and teacher reflectiveness. There was not enough evidence to confirm that reflective practice makes any difference in coaching participation, frequency, or the perceived value of coaching. It is worth noting that almost …
You Have To Find That Music That Both Parties Can Dance To: One School District's Experience With Collaborative Conferencing, Janel Marie Seeley
You Have To Find That Music That Both Parties Can Dance To: One School District's Experience With Collaborative Conferencing, Janel Marie Seeley
Doctoral Dissertations
In 2011, Tennessee passed the Professional Educators Collaborative Conferencing Act (PECCA), replacing the former mode of collective bargaining between professional educators and school board administrators with a process called collaborative conferencing (CC). The purpose of this study, the first research on the new process, was to investigate the experiences of participants who engaged in CC in one school district. The study also examined participants’ perceived relationship between training and its application to CC. The school district used the newly developed Interest-Based Collaborative Problem Solving and Reflective Practice (IBCPS/RP) model to guide its CC process. This approach is similar to interest …
The Leonard Bernstein Artful Learning Model: A Case Study Of An Elementary School, David S. Brothman
The Leonard Bernstein Artful Learning Model: A Case Study Of An Elementary School, David S. Brothman
Other Dissertations
Case study methodology was used to explore and better understand how the Leonard Bernstein Artful Learning comprehensive school reform model impacted a high performing suburban elementary school outside Chicago, Illinois. The school adopted the model not because it was doing poorly academically, but rather as a vehicle to institute a comprehensive arts-based curriculum school wide. Focusing primarily on teachers’ perceptions of how the model affected teaching and learning in their classroom, the study also uncovered how the school, families, the community, and district leadership responded to and supported Artful Learning over a five year period since its inception. The study …