International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Theories & Approaches
Page 27/52
512 items
261
This article analyzes the cognitive reception of PISA in six European countries which were studied in the European collective research project KNOWandPOL (Knowledge and Policy in Education and Health Sectors). The author proposes a specific theoretical framework which largely draws on some concepts and theoretical tools from the sociology of translation and their adaptation in policy analysis.
Published: 2012
Updated: May. 29, 2013
262
The authors discuss the dynamic interaction between global policy and knowledge flows in Hungary and Romania. The authors paid special attention to the appropriation of post-bureaucratic regulation tools and the structural changes enhanced by the knowledge transmitted by the Programme for International Student Assessment (PISA) survey. The authors conclude that the international comparative framework of PISA offers an opportunity to elaborate a differentiated perspective on post-socialist education systems and governance strategies.
Published: 2012
Updated: May. 29, 2013
263
The author argues that apart from increased visibility, what the Programme for International Student Assessment (PISA) has brought to education systems in Europe is interdependence. This is because one of the effects of comparison is that it creates representations of educational realities. Furthermore, comparison takes those previously separate and disparate pieces and brings them together into a whole, into one single entity – in the case of PISA, the league table, the report, the speech and so on.
Published: 2012
Updated: May. 29, 2013
264
The authors explored prospective early childhood teachers' orientations to scientific knowledge and to research. In a latent profile analysis, two types of orientation profiles could be identified: (a) an orientation towards subjective theories, lay theories, and subjective experience, and (b) an orientation towards scientific theories and research results.
Published: 2012
Updated: May. 29, 2013
265
The authors analyze the development and role of the Programme for International Student Assessment (PISA) as a ‘cultural product’. They argue the development of PISA is part of a broader transformation of equilibria within the field of knowledge and that the incorporation of PISA at the level of education policy fields transforms their form and shape in two ways: reinforcing a heteronomous understanding of education and extending and dissolving the boundaries of education policy fields.
Published: 2012
Updated: May. 28, 2013
266
The authors explored how Inquiry Seminar did, and did not, align with program objectives. Inquiry Seminar was created by Lynch School of Education faculty at Boston College, and it requires teacher candidates (TCs) to complete a formal inquiry project. Conducted while student-teaching, the project requires candidates to research their teaching practice, identify areas of concern, and modify their teaching accordingly. The authors found that when Inquiry Seminar experiences complemented TCs’ field experience, program objectives were more often realized.
Published: 2012
Updated: Apr. 28, 2013
267
The author sheds light on how a practitioner-researcher engaged in narrative writing and how this helped in what is hereby termed a reflective odyssey. More specifically, the main focus here is how the very act of writing when keeping a personal journal can act as a catalyst for ongoing reflective thought.
Published: 2012
Updated: Apr. 28, 2013
268
The authors examined whether science teaching journals’ recommendations are anchored to high-quality evidence. The authors found that (a) most National Science Teacher Association journals’ science literacy recommendations have weak or no evidence base and (b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research.
Published: 2012
Updated: Apr. 23, 2013
269
This study compared the impact of effective teachers and less effective teachers on their students tests scores in reading and math. The authors used a two-phase study to shed light on the connection between teacher effects and teaching practices. The findings reveal that top-quartile teachers had fewer classroom disruptions, better classroom management skills, and better relationships with their students than did bottom-quartile teachers.
Published: 2011
Updated: Apr. 09, 2013
270
This article reports how the general pedagogical knowledge test was conceptualized in the context of Teacher Education and Development Study in Mathematics. The researchers from the United States, Germany, and Taiwan worked together and used representative samples of future middle school teachers in these countries from a survey which conducted on 2008. Findings revealed that U.S. future middle school teachers were significantly outperformed by future teachers in Germany and Taiwan. Furthermore, the data revealed that U.S. future middle school teachers had a relative strength in generating classroom strategies but a weakness in recalling knowledge and analyzing problems.
Published: 2011
Updated: Apr. 08, 2013