Stephanie Chasteen wrote a blog post over at “The Active Class” that fits will with the theme of this blog. So I wanted to share it here. You (if any of you are still out there) will have noticed the lack of activity lately. Yet, this is a long-term project, it’s about quality not quantity :).
In her post, Stephanie outlines some research on using clickers in a classroom. Her post provides several links to additional research. I found this research interesting as it demonstrated that clickers did not cause an improvement in student achievement. Go read her post and the researchers’ attempts to explain this finding.
The human mind struggles to reframe existing systems. Breaking away from what has been to redesign something potentially better requires courage, vision, and initiative. This may be one of several obstacles to educational reform, but one school in Israel accepted the challenge with remarkable results. Read more…
A teacher’s beliefs about the nature of knowledge, her subject area, herself as a learner, and about how kids learn are among the many types of beliefs teachers possess about their vocation. Researchers have repeatedly found strong relationships between teachers’ educational beliefs and their actions including planning, instructional decisions, and classroom practices (see Pajares, 1992).
In her in-depth case study on the influence of a teacher’s stance of wonder, curiosity, and exploration on student engagement and learning, MacKenzie (2001) collaborated with a seventh-grade science teacher in a suburban middle school. The researcher spent many hours as a participant-observer in Ms. Moran’s classroom taking field notes, recording audio and video, examining Ms. Moran’s teaching materials, and conducting interviews. The data collected over the research period was analyzed by the researcher in collaboration with Ms. Moran. Read more…