Copyright (c) 2013 University of Connecticut All rights reserved. http://digitalcommons.uconn.edu/terc_docs Recent documents in TERC Documents en-us Tue, 16 Apr 2013 05:50:16 PDT 3600 http://digitalcommons.uconn.edu/terc_docs/7 http://digitalcommons.uconn.edu/terc_docs/7 Thu, 11 Apr 2013 08:39:10 PDT The overarching aim of our study was to develop a portrait of educator perceptions of the appraisal processes in London schools. We collected survey and interview data from educators in four disparate London schools. Data across schools represented a generally positive view of the appraisal processes, yet educators advocated for improvements, including more frequent classroom observations, immediate feedback, the establishment of an ongoing, reflective document and individualized targets for professional growth. The new SEED model of evaluation for teachers in Connecticut closely resembles the 2012 English teacher appraisal policies. We propose that the aforementioned improvements would also positively influence the effectiveness of the SEED procedures and may help prevent Connecticut teachers from experiencing many of the same frustrations as London teachers. If implemented strategically and with a focus on growth and development, the SEED model offers significant potential for the development of a strong and effective Connecticut teaching force.

]]> Jeri Chi et al. http://digitalcommons.uconn.edu/terc_docs/6 http://digitalcommons.uconn.edu/terc_docs/6 Thu, 12 Jun 2008 06:48:46 PDT The overall purpose of this study was to explore what British teachers consider to be the purposes of schooling and how their beliefs impacted their classroom practice. The principal aims of the British National Curriculum informed this study, thus we examined teacher perceptions of schooling along a continuum, from academic to personal/social education. Research methodology included the use of teacher surveys, semi-structured interviews, and classroom observations in four different London schools (two elementary, two secondary). Each London school was ethnically and linguistically diverse and primarily served an economically disadvantaged student population. Our research suggests that overall, an emphasis on standardized testing has led to the exclusion of personal/social education while teachers attempted to meet the academic demands of high stakes testing. Social/personal education was typically only addressed implicitly or in response to behavior management issues. Our implications highlight the severe consequences of such trends for both British and American schools.

]]> Jessica Gilleylen et al. http://digitalcommons.uconn.edu/terc_docs/5 http://digitalcommons.uconn.edu/terc_docs/5 Wed, 01 Mar 2006 11:13:29 PST Christian Faltis http://digitalcommons.uconn.edu/terc_docs/4 http://digitalcommons.uconn.edu/terc_docs/4 Wed, 01 Mar 2006 11:11:20 PST Maria Brisk http://digitalcommons.uconn.edu/terc_docs/3 http://digitalcommons.uconn.edu/terc_docs/3 Tue, 24 May 2005 07:57:09 PDT Mark Olson http://digitalcommons.uconn.edu/terc_docs/2 http://digitalcommons.uconn.edu/terc_docs/2 Mon, 16 May 2005 07:57:09 PDT The most common pattern of classroom discourse follows a three-part exchange of teacher initiation, student response, and teacher evaluation or follow-up (IRE/IRF) (Cazden, 2001). Although sometimes described as encouraging illusory understanding (Lemke, 1990), triadic exchanges can mediate meaning (Nassaji & Wells, 2000). This paper focuses on one case from a study of discursive practices of seven middle grades teachers identified for their expertise in mathematics instruction. The central result of the study was the development of a model to explain how teachers use discourse to mediate mathematical meaning in whole group instruction. Drawing on the model for analysis, thick descriptions of one teacher’s skillful orchestration of triadic exchanges that enhance student understanding of mathematics are presented.

]]> Mary Truxaw http://digitalcommons.uconn.edu/terc_docs/1 http://digitalcommons.uconn.edu/terc_docs/1 Mon, 09 May 2005 08:44:26 PDT This research compares the methodological tools employed in NOS research, with analysis of what the comparison implies about the structure of nature of science knowledge. Descriptions of practicing teachers’ nature of science conceptions were compared based on data collected from forced choice responses, responses to a qualitative survey, and course writing samples. Participants’ understandings were scored differently on the Views of Nature of Science Questionnaire (VNOS) than the forced-choice measure, Scientific Thinking and Internet Learning Technologies (STILT). In addition, analysis of the writing samples and observations combined with interviews portrayed more sophisticated, but more variable, understandings of the nature of science than was evidenced by either the survey or the forced-choice measure. The differences between data collection measures included the degree to which they drew upon context bound or context general reasoning, the degree to which they required students to move beyond the simple intelligibility of their responses and allowed students to explore the fruitfulness of the constructs, as well as the degree to which they revealed the interconnection of participants NOS conceptions. In light of the different portrayals of a participants NOS conceptions yielded by these different measures, we call for the use of crystallization as a methodological referent in research.

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