Unpacking Pedagogical Content Knowledge: Conceptualizing and Measuring Teachers' Topic-Specific Knowledge of Students

2008 ◽  
Vol 39 (4) ◽  
pp. 372-400
Author(s):  
Heather C. Hill ◽  
Deborah Loewenberg Ball ◽  
Steven G. Schilling

There is widespread agreement that effective teachers have unique knowledge of students' mathematical ideas and thinking. However, few scholars have focused on conceptualizing this domain, and even fewer have focused on measuring this knowledge. In this article, we describe an effort to conceptualize and develop measures of teachers' combined knowledge of content and students by writing, piloting, and analyzing results from multiple-choice items. Our results suggest partial success in measuring this domain among practicing teachers but also identify key areas around which the field must achieve conceptual and empirical clarity. Although this is ongoing work, we believe that the lessons learned from our efforts shed light on teachers' knowledge in this domain and can inform future attempts to develop measures.

Author(s):  
Forrest Shull ◽  
Raimund Feldmann ◽  
Michelle Shaw ◽  
Michelle Lambert

For capturing and transferring knowledge between different projects and organizations, the concept of a Best Practice is commonly used. A similar but more general concept for knowledge capturing is often referred to as a Lesson Learned. Both best practices and lessons learned are frequently organized in the form of knowledge collections. Such collections exist in many forms and flavours: From simple notes on a white board, to paper file collections on a shelf, to electronic versions filed in a common folder or shared drive, to systematically archived and standardized versions in experience and databases, or even specific knowledge management systems. In the past few decades, many organizations have invested much time and effort in such specific knowledge collections (e.g., databases, experience repositories) for best practices and/ or lessons learned. The driving force behind all these activities is to disseminate knowledge about proven solutions to their workforce. Ultimately, the goal is to avoid mistakes and improve the overall workflow and processes to possibly save money and gain a competitive advantage.


Author(s):  
Cecília Vieira Guerra ◽  
Maria José Loureiro ◽  
Susana Senos

This chapter presents testimonials of 12 national experts in the field of educational technology concerning the main didactic, technological, and social challenges they faced throughout the “emergency remote teaching” that occurred during the COVID-19 pandemic confinement. All experts are professors in Portuguese universities or polytechnic institutions, and they are acquainted with the “distance education” modality. An online questionnaire was applied to these 12 professors in order to collect their opinions about the main challenges during this period. Based on a content analysis technique, the results revealed several technological (e.g., unpredictability of internet connections), didactic (e.g., the teachers' lack of technological pedagogical content knowledge), and social challenges (e.g., the lack of proper physical spaces at home). Based on the lessons learned from this worldwide pandemic emergency, and critically reflecting about it, recommendations are suggested for future action to “distance education” in higher education.


2017 ◽  
Vol 38 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Fernando G. Alberti ◽  
Mario A. Varon Garrido

Purpose This paper aims to discuss hybrid organizations whose business models blur the boundary between for-profit and nonprofit worlds. With the aim of understanding how hybrid organizations have developed commercially viable business models to create positive social and environmental change, the authors contend that hybrids are altering long-held business norms and conceptions of the role of the corporation in society. Building on an analysis of the most updated literature on hybrid organizations and with the use of case study approach, the purpose of this paper is to derive managerial lessons that traditional businesses may apply to innovate their business models. Design/methodology/approach This paper has a practical focus to help organizations to develop successful business strategies and design innovative business models. It applies emerging thinking on hybrid business models to provide new insights and ideas on the use of business models as tools for innovating and delivering value. To comply with this, first, the authors discuss the distinctive characteristics of hybrids and the hybrid business model through a concise but comprehensive review of all the literature on hybrid organization, which is still very recent. Second, we relied on a short case study that introduces information technology and digital innovation as the premises of the emergence of a new hybrid business model that adds additional elements to traditional business managers on how to learn from hybrid organizations’ avenues to innovate their business models. Findings In this paper, the authors aimed to shed light on the management of any organization or initiative that aims to embrace multiple and competing yet potentially synergistic goals, as is increasingly the case in modern corporations. Spotting hidden complementarities of antagonistic assets can be arduous, time-consuming, costly and risky, but businesses driven by innovation may want to keep a close eye on the expanding hybrid sector as a source of future entrepreneurial opportunities. To this regard, hybrid social ventures have the potential to shed light on ways to innovate traditional business models. The essence of studying hybrids is that firms may learn how to innovate their business models in ways that go beyond current conceptualizations, making their mission profitable, rather than making profit their only mission! The research design (literature analysis and case study) allowed the authors to disentangle different innovative business models that hybrids suggest highlight strengths and weaknesses of such business models, understand strategies and capabilities associated with hybrids and transpose all these lessons learned to traditional business managers who constantly struggle for innovation. Research limitations/implications The main implication is that hybrid organizations may serve as incubators for new practices that can gain scale and impact by infusion into existing corporations. The authors can assist to a process of “hybridization” of incumbent firms, pushing the boundaries of corporate sustainability efforts toward strategies in which profit and social purpose share more equal footing. Practical implications Firms interested in benefiting from antagonistic assets that can have a dramatic impact on their business model innovation may want to consider some lessons: firms can attempt to build antagonistic assets into their mission, asking themselves what activities they can undertake with the potential to create (or erode) social, environmental and economic value and how these activities might be mediated by the context/environment in which they operate; they can partner with hybrids to benefit from them and absorb competencies from them, so to increase their likelihood to generate value-creating activities and to impact on wider range of stakeholders, including funders, partners, beneficiaries and communities; they can mimic hybrids on how to innovate their business model through the use of the “deliberate resource misfit” dynamic capability, mitigating negative impacts and trade-offs and maximizing positive value spillovers, both for the firms themselves and for the community. Social implications Sharing know-how with hybrids opens up to ways to innovate business models, and hybrids are much more open to sharing lessons and encouraging others to copy their approaches in a genuine open innovation approach. Originality/value The main lesson businesses can take away from studying hybrids is that antagonistic assets – and not only profitable complementary ones, as the resource-based view would suggest – do not have to be a burden on profits. Hybrids ground their strategy first and foremost on their beneficiaries, thus dealing with a bundle of antagonistic assets. The primary objective of hybrids is thus to find imaginative ways of generating profits from their given resources rather than acquiring the resources that generate the highest profit. Profit is the ultimate goal of traditional businesses’ mission, but by making profit their only mission, firms risk missing out on the hidden opportunities latent in antagonistic assets. Learning from hybrids about how to align profits and societal impact may be a driver of long-term competitive advantage.


Author(s):  
Graham Hassall

The origins of the Commonwealth Local Government Forum’s Pacific Project date to a 1997 roundtable in Papua New Guinea. Substantial activity, however, commenced more recently in 2005 with the launch of a 5-year project to enhance the quality of local government in the small states of the Pacific Islands. The project was well-conceived and managed to establish strong ‘buy-in’ by major stakeholders and partners. A mid-term review was undertaken in 2008 and was generally positive. The project is now in the final stages of implementation of what it hoped will be only its first phase. In 2009-2010 its central task is to ensure that the ‘key results’ envisaged at the outset are achieved: donors are looking for evidence of real impact in participating countries; project administrators are refining management practices on the basis of the mid-term review (as well as the regular feedback they receive from participating countries); participating countries are being asked to realistically plan, and to better integrate project activities into their ongoing work-plans as evidence of both genuine development outcomes and future sustainability of lessons learned.


Author(s):  
Lynn Bell ◽  
Nicole Juersivich ◽  
Thomas C. Hammond ◽  
Randy L. Bell

Effective teachers across K-12 content areas often use visual representations to promote conceptual understanding, but these static representations remain insufficient for conveying adequate information to novice learners about motion and dynamic processes. The advent of dynamic representations has created new possibilities for more fully supporting visualization. This chapter discusses the findings from a broad range of studies over the past decade examining the use of dynamic representations in the classroom, focusing especially on the content areas of science, mathematics, and social studies, with the purpose of facilitating the development of teacher technological pedagogical content knowledge. The chapter describes the research regarding the affordances for learning with dynamic representations, as well as the constraints—characteristics of both the technology and learners that can become barriers to learning—followed by a summary of literature-based recommendations for effective teaching with dynamic representations and implications for teaching and teacher education across subject areas.


Author(s):  
Christine Anne Royce

Current pre-service teachers are considered digital natives in that they have grown up with the use of technology. However, these future teachers often need explicit and modeled experiences to become a digital educator as they will be the future teachers in what has become an increasingly technological world that utilizes digital tools and applications. This chapter delves into the literature related to blended learning and preparing these preservice teachers to utilize technological pedagogical content knowledge (TPACK) within a blended learning environment (BLE). Through immersion in a middle school science methods course that utilized a BLE, preservice teachers were provided with relative experiences for their future teaching career. Lessons learned and reflections from the preservice teachers provide foundational information for future planning.


2019 ◽  
Vol 8 (2) ◽  
pp. 84 ◽  
Author(s):  
Florence Jacquinod ◽  
Julia Bonaccorsi

Risk management seeks more and more the mobilization of all citizens, including elected representatives and inhabitants. Three-dimensional (3D) geovisualizations have been used between 2009 and 2017 in order to associate citizens to flood mitigation policies along the river Rhône. We focused our studies on the effects 3D geovisualizations can have on the communication and understanding of information and their ability to foster exchanges between heterogeneous actors as well as participation of the grand public to planning processes. Facing both discrepancies in scientific studies of the uses of 3D geovisualizations and a lack of validated theoretical elements, we resorted to an exploratory method based on grounded theory and ethnographic observation in order to produce empirical knowledge on the uses of 3D geovisualizations in collective settings, including heterogeneous actors (risk managers, elected representatives, citizens). Observation showed that 3D geovisualizations can be useful for the dissemination of information about flood risk. Many observed effects were not anticipated during the production of 3D geovisualizations. Qualitative analysis of empirical data through actor–network theory and from a communication studies perspective shed light on some factors influencing the roles of 3D geovisualizations and help put into perspective existing and sometimes contradictory scientific works on 3D geovisualizations’ uses.


2015 ◽  
Vol 2015 ◽  
pp. 1-23 ◽  
Author(s):  
Marie Evens ◽  
Jan Elen ◽  
Fien Depaepe

Pedagogical content knowledge (PCK) is generally accepted as positively impacting teaching quality and student learning. Therefore, research on PCK development in (prospective) teachers is highly relevant. Based on a search in three databases (ERIC, PsycInfo, and Web of Science), a systematic review is conducted on intervention studies aiming at PCK development. The research questions are threefold: (1) How are the studies designed? (2) How are the interventions designed? and (3) What elements of interventions contribute to PCK development? The results show that most intervention studies are conducted in math and science education and use a qualitative methodology. Reflection, PCK courses, contact with other teachers, and experiences in educational practice are typically part of effective interventions. The review enables the identification of clear guidelines that may strengthen future research on stimulating PCK.


2018 ◽  
Vol 11 (5) ◽  
pp. 126
Author(s):  
Bridget M Horel ◽  
Kevin McKague

There is widespread agreement that innovative funding solutions are necessary to address capital requirements of social enterprises, social purpose businesses and not-for-profits in the social economy. The community contribution company (C3) is a legal organizational form for social enterprise, introduced in British Columbia, Canada, in 2013. In creating this legal form, the British Columbia government intended to provide social entrepreneurs with a recognized legal structure designed, in part, to assist social enterprises in gaining access to investment capital. Drawing on interviews from 14 of the 35 registered C3s and a review of filing data, this study provides information to help understand what attracted organizational founders to the C3 model, what challenges are experienced by C3s engaging with investors and financial institutions, and what opportunities there are for improvement to the C3 legal form. This study found that reasons outside a motivation to access investment capital are key driving factors for incorporating as a C3; there is currently a low level of engagement from impact investors; financial incentives may have a role in increasing investment in C3s; and there is an expressed need and opportunity to enhance education about the model to further support C3s. While the consensus from interview respondents was that benefits of incorporating as a C3 outweighed disadvantages, we found that the model has not helped organizations attract social finance and investment. As this model is in relatively early stages of implementation, the lessons learned in this study can inform investors, social finance intermediaries, entrepreneurs, and policy makers.


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