Learning Objects

2007 ◽  
pp. 195-212
Author(s):  
Charlotte J. Boling
Keyword(s):  
Teacher Education ◽  
Faculty Member ◽  
Planning Process ◽  
Learning Objects ◽  
Instructional Tool ◽  
Education Faculty ◽  
Teacher Education Faculty

This chapter presents a case study of a teacher education faculty member as she researches learning objects and integrates the concepts into her curriculum. The case unfolds as the instructor begins to plan the curriculum for the upcoming semester. The planning process leads to questions where the instructor investigates: why learning objects should be used, how learning objects should be used, where learning objects can be found, how learning objects should be integrated, and how learning objects should be evaluated. The investigation concerning learning objects and the course continue simultaneously. Throughout this journey, the author provides examples from the course as she strives to: (1) create an awareness of learning objects among her students and (2) provide an experience where students are afforded opportunities to determine the value of using learning objects as an instructional tool.

Proceed with Caution: Interactive Rules and Teacher Work Sample Scoring Strategies, an Ethnomethodological Study

2010 ◽  
Vol 112 (3) ◽  
pp. 775-810
Author(s):  
Robert V. Bullough
Keyword(s):  
Teacher Education ◽  
Faculty Member ◽  
Cognitive Complexity ◽  
Teacher Educators ◽  
Clinical Teacher ◽  
Tenure Track ◽  
Education Faculty ◽  
Teacher Work ◽  
Work Samples ◽  
Teacher Education Faculty

Background Facing growing accountability pressures, Teacher Work Samples (TWSs) as a model of performance-based assessment is of growing significance in teacher education. Developed at Western Oregon University and widely adopted and adapted, proponents claim that the model is “real,” “natural,” “meaningful,” and “helpful” (G. R. Girod, 2002). Research Questions The study addresses three questions: (1) How do sample raters understand their responsibilities? (2) What are the underlying interactive rules and strategies used by raters to achieve their aims, and how are they employed? (3) What issues or concerns should teacher educators interested in using TWS methods address as they seek to demonstrate candidate quality and program value? Research Design Conversation analysis, ethnomethodology. Data Collection and Analysis Ten TWS scoring conversations conducted by four teams were recorded and analyzed to identify interactive rules and strategies. Scoring teams were composed of one tenure-track elementary teacher education faculty member and one clinical teacher education faculty member. Excerpts from a TWS case judged marginal are presented and analyzed. Findings From the case, a set of interactive rules (tenure-track faculty speak first; the efficiency and equivalence rules; and scorers are prepared) and strategies (splitting the difference; rubric simplification; previewing scores; and rubric stretching) are identified, and implications of their use are discussed for assessment validity, fairness, content quality and coverage, meaningfulness, and cognitive complexity (R. L. Linn, E. L. Baker, & S. B. Dunbar, 1991). Conclusions This study raises a number of concerns about the expectations for and use of Teacher Work Samples and cautions about their use for high-stakes assessment.

Interactive co-teaching strategies: developing effective partnerships

2018 ◽  
Vol 26 (3) ◽  
pp. 260-269
Author(s):  
Carolyn Casale ◽  
Stephanie Thomas
Keyword(s):  
High School ◽  
Teacher Education ◽  
Social Studies ◽  
High School Teachers ◽  
University Education ◽  
Education Faculty ◽  
School Teachers ◽  
Student Centered ◽  
Content Type ◽  
Teacher Education Faculty

Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching.

Sign in / Sign up

Export Citation Format

Share Document