Education Commons^™

Science Teachers’ Beliefs: Perceptions Of Efficacy And The Nature Of Scientific Knowledge And Knowing, Jason A. Chen, David B. Morris, Nasser Mansour

Book Chapters

As we write this chapter, teachers across the United States are preparing for their first days of school. Besides the excitement associated with teaching students who are newly energized after a long summer break, science teachers also come into the school year with a host of beliefs that may well shape the ways in which they teach and may ultimately have some bearing on their students’ overall experiences with science. Although there are countless beliefs that teachers hold with regard to science, in this chapter we focus specifically on two beliefs that have received the most research attention—teachers’ self-efficacy, which …

Connecting Learning Across The Institution, Pamela L. Eddy

School of Education Books

Most research on learning tends to occur in silos based on stakeholder perspective. This volume seeks to break down these silos and draw together scholars who research learning from different perspectives to highlight commonalities in learning for students, faculty, and institutions. When we understand how learning is experienced across the institution, we can develop strategies that help support, enhance, and reinforce learning for all.

Exploring what it means to bridge learning across the institution, this volume provides a roadmap to improve learning for all. Both scholarly and practical, it advances the knowledge about the ways we investigate and study learning …

Faculty As Border Crossers: A Study Of Fulbright Faculty, Pamela L. Eddy

School of Education Book Chapters

As adult learners, faculty members approach new experiences based on events of the past, but this underlying framework of understanding is challenged when they work abroad for an extended period of time.

2014 Annual Report July 1, 2013 Through June 30, 2014, Virginia Institute Of Marine Science

VIMS Annual Reports

No abstract provided.

The Construct Is In The Eye Of The Beholder: School Districts’ Appropriations And Reconceptualizations Of Tpack, Judi Harris, Mark J. Hofer

Book Chapters

Despite debates about the specific parameters of its eight subcomponents, TPACK is generally understood within university-based teacher education communities as the knowledge needed to incorporate technologies—especially digital tools and resources—effectively in teaching and learning. How do professional development providers working within primary and secondary schools and districts conceptualize and operationalize TPACK? Our study of educational technology-related professional development in seven North American schools and districts in seven states/provinces found that educational leaders’ discussion and operationalization of the TPACK construct differs from that of university-based researchers in intriguing and important ways. In these organizations, TPACK was both appropriated to reconnect curriculum …