Gunn, C., (1994) Development of gender roles: technology as an equity strategy. National education computing conference, 261-267.
Summary/Analysis
The article gives an overview of development of gender roles, particularly in classrooms that use technology. Three observation scenarios are described involving computer use in grades 2, 5, and 6 that might affect gender equity. The research also suggests strategies are discussed for encouraging more computer use by girls, role of the teacher, teaching computer technology, and selecting software for use in the classroom.
I really loved the ideas that the author presents in this article. I like the discussions about gender and how it varies in the use and perception of technological content. She offered great starting points to approaching technology in the classroom and creating better course content to reach an equitable point for both genders.
Resources/Quotes
Our society holds different expectations for girls and boys, these expectations, depending upon sex however, generate different patterns of behavior in children. (262)
Lack of effort is the usual criticism for boys; teachers will consistently tell boys that they are not trying hard enough. Teacher feedback to girls most often is positive, and seldom refers to effort. (262)
Educators need to be aware that there is a gender gap in the science, math, and technological areas. (265)
Videotaping actual classrooms so that teachers can see themselves in action can help develop their own strategies for fostering gender-equitable education. (265)
Wednesday, April 14, 2010
A Technology Gender Divide: Perceived Skill and Frustration Levels among Female Preservice Teachers
Bauer, J.F., (2000) A technology gender divide: perceived skill and frustration levels among female pre-service teachers. The University of Memphis, 1-17.
Summary/Analysis
This article examined female pre-service teachers perceptions of gender differences in the learning and use of computer technology. They compared themselves to males in regards to computer technology use, skill level, amount of self-esteem and frustration with technology. Also the teachers rated the effectiveness of their technology training within their teacher education program. The text contains relevant surveys and data that female teachers would be reluctant to embrace computer technology in the classroom and that teacher education programs do not do enough to encourage computer literacy among female students.
I really enjoyed reading this article and the substantiated facts that it contains. The data and surveys were relevant in building concrete evidence that the research suggests. I found this text to be thought provoking and engaging and it left me wanting to read more about the subject when I was done. Also the references were great and have lead me to other articles and books that discuss gender use and technology.
Resources/Quotes
A study of computer assisted instruction (CAI) at the first grade level concludes that just as gender socialization is related to gender differences in math, science, and reading achievement, quite possibly it is also related to gender differences in computer use. (2)
As our society becomes more technology-driven, the ultimate question may be whether gender inequities may lead to career economic ones as well. (2)
The findings suggest that lack of their own strong knowledge base of computer technology has led to the perception of men being stronger in this field, which in turn, could endanger a defeating, non-competitive, non-challenging stance toward the learning and use of computer technology. Further, an admission that they cannot solve problems as well as men could mean an unwillingness to expose themselves to technology difficulties in the first place. (7)
Of the pre-service teachers, 38% noted that they felt Teacher Education had not prepared them well enough to teach technology lessons in the classroom. (10)
Although it has certainly not sparked the controversy that the gender differences in math achievement scores did in the past, enough evidence has been generated to give cause for concern that women see themselves disadvantaged when learning computer technology. (11)
But for some reason there seems to be less of a concern with what to do with a computer once it becomes available on a desk. There a lot of computers in classes not being used today. The reason for this might be “gender divide”. (13)
Summary/Analysis
This article examined female pre-service teachers perceptions of gender differences in the learning and use of computer technology. They compared themselves to males in regards to computer technology use, skill level, amount of self-esteem and frustration with technology. Also the teachers rated the effectiveness of their technology training within their teacher education program. The text contains relevant surveys and data that female teachers would be reluctant to embrace computer technology in the classroom and that teacher education programs do not do enough to encourage computer literacy among female students.
I really enjoyed reading this article and the substantiated facts that it contains. The data and surveys were relevant in building concrete evidence that the research suggests. I found this text to be thought provoking and engaging and it left me wanting to read more about the subject when I was done. Also the references were great and have lead me to other articles and books that discuss gender use and technology.
Resources/Quotes
A study of computer assisted instruction (CAI) at the first grade level concludes that just as gender socialization is related to gender differences in math, science, and reading achievement, quite possibly it is also related to gender differences in computer use. (2)
As our society becomes more technology-driven, the ultimate question may be whether gender inequities may lead to career economic ones as well. (2)
The findings suggest that lack of their own strong knowledge base of computer technology has led to the perception of men being stronger in this field, which in turn, could endanger a defeating, non-competitive, non-challenging stance toward the learning and use of computer technology. Further, an admission that they cannot solve problems as well as men could mean an unwillingness to expose themselves to technology difficulties in the first place. (7)
Of the pre-service teachers, 38% noted that they felt Teacher Education had not prepared them well enough to teach technology lessons in the classroom. (10)
Although it has certainly not sparked the controversy that the gender differences in math achievement scores did in the past, enough evidence has been generated to give cause for concern that women see themselves disadvantaged when learning computer technology. (11)
But for some reason there seems to be less of a concern with what to do with a computer once it becomes available on a desk. There a lot of computers in classes not being used today. The reason for this might be “gender divide”. (13)
Gender and Technology: Designing for Diversity
Bennett, D., Brunner, C., Honey, M. (1999). Gender and technology: designing for diversity. Center for Children and Technology, 1-10.
Summary/Analysis
The article investigates issues of gender and diversity and how students engage in various technological environments. Also, it explores issues of how males and females approach technology and utilize it differently including subject matter, practical use, imagery, and themes. The article also suggests that educational systems need to find new ways to incorporate and link girls to professional careers involving technology and provide flexible environments for both sexes to learn and engage in.
The abstract summary of the article had some interesting ideas and concepts and that’s what attracted me to it. Yet when I actually read the text it did not support all of the issues the authors had intended. I also felt the research was biased and did not link any concrete data to their main concepts. The authors tend to skip around subjects and did not explain the relevant points they had. I would not suggest this article to be used for any concrete data.
Resources/Quotes
What we need to do to engage both boys and girls with technology that is neither over determined or exclusive is to think about designs that can incorporate multiple perspectives and varying themes. (3)
At the hear of this new methodology is a constructivist approach to understanding where diverse groups of learners are invited into flexible technological environments that do not restrict parameters for engagement to a predetermined set of metaphors, images, storylines, or pathways. (7)
Summary/Analysis
The article investigates issues of gender and diversity and how students engage in various technological environments. Also, it explores issues of how males and females approach technology and utilize it differently including subject matter, practical use, imagery, and themes. The article also suggests that educational systems need to find new ways to incorporate and link girls to professional careers involving technology and provide flexible environments for both sexes to learn and engage in.
The abstract summary of the article had some interesting ideas and concepts and that’s what attracted me to it. Yet when I actually read the text it did not support all of the issues the authors had intended. I also felt the research was biased and did not link any concrete data to their main concepts. The authors tend to skip around subjects and did not explain the relevant points they had. I would not suggest this article to be used for any concrete data.
Resources/Quotes
What we need to do to engage both boys and girls with technology that is neither over determined or exclusive is to think about designs that can incorporate multiple perspectives and varying themes. (3)
At the hear of this new methodology is a constructivist approach to understanding where diverse groups of learners are invited into flexible technological environments that do not restrict parameters for engagement to a predetermined set of metaphors, images, storylines, or pathways. (7)
Academic Success among Poor and Minority Students
Borman, G. & Rachuba L., (2001), “Academic Success Among Poor and Minority Students: An Analysis of Competing Models of School Effects”, John Hopkins University, Center for Research on the Education of Students Placed At Risk,
Summary: This research studies and focuses on the success of traditionally “at-risk minority students, but rather than focus on the causes of lack of achievement within schools, it focuses on the idea of “academic resiliency” that is, what factors do students come to school with, and are found in school that contribute to low socioeconomic and minority students academic success. This study compares resiliency among African-American, Hispanic and White students of similar demographic backgrounds. It also looks at four separate school structures; 1) the effective school model, 2) the peer-composition model, 3) the school resources model, and 4) the supportive school community model. Within each of these models, the researchers look for students who have achieved academic success and discuss what aspects are in place at the various schools to assist with a student’s success. They want to understand how schools can affect a student’s academic resiliency.
Data and sample methods were collected a variety of ways. Researchers collected data from 40,000 elementary school students in grades 1, 3 and 7. The gathered data from standardized test scores, questionnaires administered to students, parents, teachers, and school administrators. From this data, the final research groups consisted of 925 students from 146 schools over the four year period of the study. Many variables were considered in the research finding ranging from socioeconomic status, class size, and instructional resources to student disposition.
School variables focused on four characteristics generated from the questionnaires; learning time, minority student progress, clear school wide goals, and strong principal leadership. The more supportive a school’s environment, the stronger the student’s academic resiliency was. Safe school environment and positive student-teacher relationships were two most influential factors.
Findings were mixed. For African American students, effective schools and a student’s internal locus of control were important for school success. Regardless of race though, student engagement and active participation seem to contribute to academic success. School effectiveness and academic success came mostly from schools who seemed to protect students from adversity and those who have strong teacher student relationships.
This research article was very well written and the hypothesis, even though inconclusive in some areas, very well supported from a variety of research, data, questionnaires and other’s research. I found this useful to help support ideas for my own research in the area of student disposition and creating a safe environment.
Summary: This research studies and focuses on the success of traditionally “at-risk minority students, but rather than focus on the causes of lack of achievement within schools, it focuses on the idea of “academic resiliency” that is, what factors do students come to school with, and are found in school that contribute to low socioeconomic and minority students academic success. This study compares resiliency among African-American, Hispanic and White students of similar demographic backgrounds. It also looks at four separate school structures; 1) the effective school model, 2) the peer-composition model, 3) the school resources model, and 4) the supportive school community model. Within each of these models, the researchers look for students who have achieved academic success and discuss what aspects are in place at the various schools to assist with a student’s success. They want to understand how schools can affect a student’s academic resiliency.
Data and sample methods were collected a variety of ways. Researchers collected data from 40,000 elementary school students in grades 1, 3 and 7. The gathered data from standardized test scores, questionnaires administered to students, parents, teachers, and school administrators. From this data, the final research groups consisted of 925 students from 146 schools over the four year period of the study. Many variables were considered in the research finding ranging from socioeconomic status, class size, and instructional resources to student disposition.
School variables focused on four characteristics generated from the questionnaires; learning time, minority student progress, clear school wide goals, and strong principal leadership. The more supportive a school’s environment, the stronger the student’s academic resiliency was. Safe school environment and positive student-teacher relationships were two most influential factors.
Findings were mixed. For African American students, effective schools and a student’s internal locus of control were important for school success. Regardless of race though, student engagement and active participation seem to contribute to academic success. School effectiveness and academic success came mostly from schools who seemed to protect students from adversity and those who have strong teacher student relationships.
This research article was very well written and the hypothesis, even though inconclusive in some areas, very well supported from a variety of research, data, questionnaires and other’s research. I found this useful to help support ideas for my own research in the area of student disposition and creating a safe environment.
Tuesday, April 13, 2010
STUDENTS’ MOTIVATIONAL BELIEFS, SELF-REGULATION STRATEGIES AND MATHEMATICS ACHIEVEMENT
Mousoulides, N. and Philippou, G. (2005) STUDENTS’ MOTIVATIONAL BELIEFS, SELF-REGULATION STRATEGIES AND MATHEMATICS ACHIEVEMENT. Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, Vol. 3, pp. 321-328. Melbourne: PME.
This study examined the relationships between motivational beliefs, self regulation strategies use, and mathematics achievement in pre-service teachers. They developed a model showing connections and causal relationships among cognitive and affective factors, which was tested on the basis of self report data collected from the teachers using a modified version of MSLQ and a mathematics achievement test. They found from the data that self-efficacy is a strong predictor of mathematics achievement and self-regulation strategies use having a negative effect on achievement. The first finding of this study is of no surprise, students how have high self efficacy, believe they can “do it” are more likely to be better students overall. The secondary findings were surprising because it does not make sense that self regulation would have a negative effect on ones achievement. They conclude their findings stating that teachers need to create an “environments in which students can learn to regulate their learning process and design tasks that help students improve their planning, organizational and metacognitive abilities.” This seems contradicting as their findings showing a negative relationship to self regulation and achievement. Perhaps this is the recommendation because if students are better trained at the use of regulation strategies then their achievement would be positively effected.
Some Quotes:
Pintrich (1999) describes self-regulated learning as an active, constructive process whereby learners set goals for their learning plan actions and monitor, regulate and control their cognition, motivation and
behavior.
Pintrich and De Groot (1990) proposed that there exist three motivational components that may be
linked to the three corresponding dimensions of self-regulated learning, namely: (a) an expectancy component, which refers to students’ beliefs about their expected success in performing a task, (b) a value component, which concerns students’ appreciation of and beliefs about the importance of the task for them and (c) an affective component,comprised of students’ emotional reactions to the task
As reported by Pintrich (1999), mastery goal orientation was positively related to the use of cognitive
strategies as well as self-regulatory strategies. In addition, mastery goal orientation was positively related to actual performance in the class. On the contrary, extrinsic goal orientation was consistently found to be negatively related to self-regulated learning and performance.
A mastery goal orientation refers to a concern with learning and mastering the task using self-set standards and self-improvement. Extrinsic orientation refers to expected reward or avoiding punishment, as the main criterion for investing resources e.g., pleasing teachers or parents (Pintrich, 1999).
Resources
Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated
learning. International Journal of Educational Research, 31, 459-470.
Pintrich, P.R. & De Groot E. (1990). Motivational and self-regulated learning components of
classroom academic performance. Journal of Educational Psychology, 82(1), pp. 33-50.
This study examined the relationships between motivational beliefs, self regulation strategies use, and mathematics achievement in pre-service teachers. They developed a model showing connections and causal relationships among cognitive and affective factors, which was tested on the basis of self report data collected from the teachers using a modified version of MSLQ and a mathematics achievement test. They found from the data that self-efficacy is a strong predictor of mathematics achievement and self-regulation strategies use having a negative effect on achievement. The first finding of this study is of no surprise, students how have high self efficacy, believe they can “do it” are more likely to be better students overall. The secondary findings were surprising because it does not make sense that self regulation would have a negative effect on ones achievement. They conclude their findings stating that teachers need to create an “environments in which students can learn to regulate their learning process and design tasks that help students improve their planning, organizational and metacognitive abilities.” This seems contradicting as their findings showing a negative relationship to self regulation and achievement. Perhaps this is the recommendation because if students are better trained at the use of regulation strategies then their achievement would be positively effected.
Some Quotes:
Pintrich (1999) describes self-regulated learning as an active, constructive process whereby learners set goals for their learning plan actions and monitor, regulate and control their cognition, motivation and
behavior.
Pintrich and De Groot (1990) proposed that there exist three motivational components that may be
linked to the three corresponding dimensions of self-regulated learning, namely: (a) an expectancy component, which refers to students’ beliefs about their expected success in performing a task, (b) a value component, which concerns students’ appreciation of and beliefs about the importance of the task for them and (c) an affective component,comprised of students’ emotional reactions to the task
As reported by Pintrich (1999), mastery goal orientation was positively related to the use of cognitive
strategies as well as self-regulatory strategies. In addition, mastery goal orientation was positively related to actual performance in the class. On the contrary, extrinsic goal orientation was consistently found to be negatively related to self-regulated learning and performance.
A mastery goal orientation refers to a concern with learning and mastering the task using self-set standards and self-improvement. Extrinsic orientation refers to expected reward or avoiding punishment, as the main criterion for investing resources e.g., pleasing teachers or parents (Pintrich, 1999).
Resources
Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated
learning. International Journal of Educational Research, 31, 459-470.
Pintrich, P.R. & De Groot E. (1990). Motivational and self-regulated learning components of
classroom academic performance. Journal of Educational Psychology, 82(1), pp. 33-50.
The Role of Assessment in Differentiation
Moon, T. R. ( 2007), "The Role of Assessmnet in Differentiation, Theory Into Practice,Issue 44 Number 3, pages 226-233, Ohio State University, Ohio
Summary: The article discusses the various roles that assessment plays in the planning instruction, implementing curriculum and evaluation of assessment in a teacher's classroom. I reviews historical uses of assessments and discusses issues that will arise if assessments are misaligned with curriculum. It breaks down instruction into these three phases then answers these questions for each area: Why does it matter? What happens if its misaligned? and How does the teacher use the data? It concludes with the following statement," Assessment is vital to the success of diffferentiated classroom" (232)
The article reads as a very sure of itself argument for the need to assess in order to better design lessons to meet the needs of learners, but in the end is a repeat of the first 4-5 Chapters of any Tomlinson book. It is lacking in evidence specifically in regards to concrete formal student observations. the author supports he claims using citations from previous researchers, but again seems lacking in depth and quality. Her strongest argument is for the use of preassessments to better plan instruction to meet the needs of diverse learners, but stops there. At one point, the article seems like it is trying to make a case for scope and sequence driven instruction when it states that preassessmets, " should be aligned with specific objectives that may come from standards, curriculum guides, a scope and sequence, instructional goals, or a teacher's knowledge of a discipline."(228) The conclusion is vague and after reading Tomlinson's Integrating differentiated Instruction + Understanding by Design, I know their are stronger research resources available.
Summary: The article discusses the various roles that assessment plays in the planning instruction, implementing curriculum and evaluation of assessment in a teacher's classroom. I reviews historical uses of assessments and discusses issues that will arise if assessments are misaligned with curriculum. It breaks down instruction into these three phases then answers these questions for each area: Why does it matter? What happens if its misaligned? and How does the teacher use the data? It concludes with the following statement," Assessment is vital to the success of diffferentiated classroom" (232)
The article reads as a very sure of itself argument for the need to assess in order to better design lessons to meet the needs of learners, but in the end is a repeat of the first 4-5 Chapters of any Tomlinson book. It is lacking in evidence specifically in regards to concrete formal student observations. the author supports he claims using citations from previous researchers, but again seems lacking in depth and quality. Her strongest argument is for the use of preassessments to better plan instruction to meet the needs of diverse learners, but stops there. At one point, the article seems like it is trying to make a case for scope and sequence driven instruction when it states that preassessmets, " should be aligned with specific objectives that may come from standards, curriculum guides, a scope and sequence, instructional goals, or a teacher's knowledge of a discipline."(228) The conclusion is vague and after reading Tomlinson's Integrating differentiated Instruction + Understanding by Design, I know their are stronger research resources available.
Considering Evidence of Learning in Diverse Classrooms
Tomlinson, C. & McTighe, J. (2006), Chapter 5"Considering Evidence of Learning in Diverse Classrooms, Integrating Differentiated Instruction + Understanding by Design, ACSD, Virginia
Summary: This chapter continues the discussion of what is best for students specifically focusing on the issue of assessment. The chapter begins discussin the three principle of effective assessment. The first principle is "consider photo albums vs. snapshots. Tomlinson agrues that the best way to measure progress, skills, understanding and ability is over a period of time with a variety of resources from projects to portfolios, observations as well as student self-assessments.. She also argues that the way states and schools are measured is a "snapshot" of measurement which is ineffective because it only focuses on that moment and not the deepr level critical thinking.
The second principle is to match the measurement with the goal. She discusses 3 types of educational goals; declarative(wht students should know, procedural (what students can do)and dispositions(attitudes students should display. She states it is necessary to focus on all three types of knowledge in order to best understand how to best meet a students needs. It is also stated that in order for a student to truly display understanding, they must demonstrate the "Six Facets of Understanding"(62)
The Third principle is "Form Follows Function". She discusses that the assessments must be clear and purposeful in both its goal and for how the results will be used. In order to best serve the needs of diverse students, we should offer pre-assessments and open ended choices for toher assessments that students can use to demonstrate knowledge and understanding. A final aspect she discusses if the need for students to assess themselves, reflect and set future goals for themselves.
Tomlinson uses a variety of studies and research from well respected people in the educational world to support her ideas. Each propsed idea is strongly supported and allows one to link to other articles for specific research topic. This chapter is much better supported and connected me to possible articles to use to support my own research in the areas of student disposition and self-assessment and reflection.
Summary: This chapter continues the discussion of what is best for students specifically focusing on the issue of assessment. The chapter begins discussin the three principle of effective assessment. The first principle is "consider photo albums vs. snapshots. Tomlinson agrues that the best way to measure progress, skills, understanding and ability is over a period of time with a variety of resources from projects to portfolios, observations as well as student self-assessments.. She also argues that the way states and schools are measured is a "snapshot" of measurement which is ineffective because it only focuses on that moment and not the deepr level critical thinking.
The second principle is to match the measurement with the goal. She discusses 3 types of educational goals; declarative(wht students should know, procedural (what students can do)and dispositions(attitudes students should display. She states it is necessary to focus on all three types of knowledge in order to best understand how to best meet a students needs. It is also stated that in order for a student to truly display understanding, they must demonstrate the "Six Facets of Understanding"(62)
The Third principle is "Form Follows Function". She discusses that the assessments must be clear and purposeful in both its goal and for how the results will be used. In order to best serve the needs of diverse students, we should offer pre-assessments and open ended choices for toher assessments that students can use to demonstrate knowledge and understanding. A final aspect she discusses if the need for students to assess themselves, reflect and set future goals for themselves.
Tomlinson uses a variety of studies and research from well respected people in the educational world to support her ideas. Each propsed idea is strongly supported and allows one to link to other articles for specific research topic. This chapter is much better supported and connected me to possible articles to use to support my own research in the areas of student disposition and self-assessment and reflection.
What Really Matters In Teaching? (The Students)
Tomlinson, C & McTighe, J. (2006), Chapter 2 "What really Matters in Teaching?(The Students), Integrating Differentiated Instruction + Understanding by Design, ACSD, Virginia
Summary: This chapter focuses on 3 essential questions; how can students’ lives influence their classroom experiences? Why does it matter to teach responsively? And what are starting points for responsive teaching? Through the chapter, Tomlinson addresses the three key issues affecting student learning are their personal lives, their identity, and possible learning problems. The beginning of the chapter focuses on the importance of teachers to consider the diverse issues facing students when they come to school and the second half focuses on teachers being able to teach responsively. Being a “responsive teacher” she defines as some one who is “attune with their students learning needs and to the requirements and thoughtful and well-articulated curriculum.”(18) She presents ten ways teachers can become more attune to individual students learning needs that is the best way to differentiate rather than individualize.
This chapter being one of the introductory chapters in the book basically focuses in on doing just that, introducing the topic and leaving the reader with more questions to be followed up on in later chapters. She offers case study observations of students in order to emphasize her points. Even though the chapter is not heavily sited, it makes a compelling argument for responsive teaching as well as introducing some strategies teachers can use to incorporate into their classrooms in order to best differentiate to their diversity of students. Research sited is mainly her own and/or McTighe.
Summary: This chapter focuses on 3 essential questions; how can students’ lives influence their classroom experiences? Why does it matter to teach responsively? And what are starting points for responsive teaching? Through the chapter, Tomlinson addresses the three key issues affecting student learning are their personal lives, their identity, and possible learning problems. The beginning of the chapter focuses on the importance of teachers to consider the diverse issues facing students when they come to school and the second half focuses on teachers being able to teach responsively. Being a “responsive teacher” she defines as some one who is “attune with their students learning needs and to the requirements and thoughtful and well-articulated curriculum.”(18) She presents ten ways teachers can become more attune to individual students learning needs that is the best way to differentiate rather than individualize.
This chapter being one of the introductory chapters in the book basically focuses in on doing just that, introducing the topic and leaving the reader with more questions to be followed up on in later chapters. She offers case study observations of students in order to emphasize her points. Even though the chapter is not heavily sited, it makes a compelling argument for responsive teaching as well as introducing some strategies teachers can use to incorporate into their classrooms in order to best differentiate to their diversity of students. Research sited is mainly her own and/or McTighe.
Writing in the 21st Century. A Report from the National Council of Teachers of English.
Yancey, Kathleen Blake. (2009). Writing in the 21st Century. A Report from the National Council of Teachers of English. Urbana, IL. National Council of Teachers of English. Retrieved April 7, 2010, from http://www.ncte.org
Summary: Through a thoughtful look at writing throughout history and a glimpse at what might be, Yancey discusses the opportunities that we as teachers have at developing the art of writing for the future. She narrows the focus down to three challenges/opportunities: “developing new methods of composing, designing new curriculum supporting those models, and creating new pedagogies enacting that curriculum.”(8) She recognizes that students write now more as a means to “participate” via an “extracurricular social co-apprenticeship” using the web, chat rooms, social networking sites, etc… and are therefore coming to us with a greater knowledge of how to compose, organize, and write with an audience in mind. Her hope is that this energy for writing can be channeled for more serious types of writing.(6) As literacy teachers, we can include more writing for the public- the most important audience. We can recognize that students no longer work in isolation, when they can go online and help each other through difficult readings, publish their work to the outside world, receive feedback from the general public, and come out with stronger understandings than before. It is our task to also teach students to “sift thoughtfully through increasing amounts of information” on the internet, and to be able to “distinguish between rich resources and the online collection of surface facts, misinformation, and inexcusable lies that masquerade as the truth.” (8) Yancey is hoping that as teachers of English, we will go forth to “research and articulate new composition.” (1)
Evaluation/ Reflection: There is no doubt that writing is changing in front of our eyes. Students text faster than they talk, IM instead of call, and Facebook rather than email. (See, Facebook is now a noun and a verb!) Their writing is also more public than ever before. We do need to channel that energy to promote the art of writing, foster the love of written communication, and teach them to express themselves in an articulate way. I think that we have a great opportunity to capture their attention and create a generation of writers in a way that was never possible before. I was also struck by the notion that we, as literacy teachers, do have another very important task that I hadn’t really considered before; we have to teach students how to look and think critically at information they get from the web.
Text Sources:
Lenhart, Amanda, Susan Arafeh, Aaron Smith, And Alexandra MacGill. “Writing, Technology, and Teens.” Pew Internet and American Life Project Report. 28 Apr. 2008. 12 Jan. 2009, http://www.pewinternet.org/PPF/r/247/report_display.asp.
Summary: Through a thoughtful look at writing throughout history and a glimpse at what might be, Yancey discusses the opportunities that we as teachers have at developing the art of writing for the future. She narrows the focus down to three challenges/opportunities: “developing new methods of composing, designing new curriculum supporting those models, and creating new pedagogies enacting that curriculum.”(8) She recognizes that students write now more as a means to “participate” via an “extracurricular social co-apprenticeship” using the web, chat rooms, social networking sites, etc… and are therefore coming to us with a greater knowledge of how to compose, organize, and write with an audience in mind. Her hope is that this energy for writing can be channeled for more serious types of writing.(6) As literacy teachers, we can include more writing for the public- the most important audience. We can recognize that students no longer work in isolation, when they can go online and help each other through difficult readings, publish their work to the outside world, receive feedback from the general public, and come out with stronger understandings than before. It is our task to also teach students to “sift thoughtfully through increasing amounts of information” on the internet, and to be able to “distinguish between rich resources and the online collection of surface facts, misinformation, and inexcusable lies that masquerade as the truth.” (8) Yancey is hoping that as teachers of English, we will go forth to “research and articulate new composition.” (1)
Evaluation/ Reflection: There is no doubt that writing is changing in front of our eyes. Students text faster than they talk, IM instead of call, and Facebook rather than email. (See, Facebook is now a noun and a verb!) Their writing is also more public than ever before. We do need to channel that energy to promote the art of writing, foster the love of written communication, and teach them to express themselves in an articulate way. I think that we have a great opportunity to capture their attention and create a generation of writers in a way that was never possible before. I was also struck by the notion that we, as literacy teachers, do have another very important task that I hadn’t really considered before; we have to teach students how to look and think critically at information they get from the web.
Text Sources:
Lenhart, Amanda, Susan Arafeh, Aaron Smith, And Alexandra MacGill. “Writing, Technology, and Teens.” Pew Internet and American Life Project Report. 28 Apr. 2008. 12 Jan. 2009, http://www.pewinternet.org/PPF/r/247/report_display.asp.
http://www.p21.org
The Partnership for 21st Century Skills - Home. (n.d.). The Partnership for 21st Century Skills - Home. Retrieved April 13, 2010, from http://www.p21.org/
Summary: The Partnership for 21st Century Skills is a national organization created by the U.S. Department of Education alongside several high tech and educational companies and the NEA. They are working with states, districts, and schools to integrate critical thinking and problem solving, communication, collaboration, and creativity with current curriculum standards to prepare students to become globally competitive. This website provides tools and resources for anyone interested in 21st century skills.
Evaluation/ Reflection: This website is a great starting point when looking for ways to connect students to the skills they will need to be successful in a global economy. This partnership between education, community, and business seems to be the model for education reform throughout the U.S. Many states are using this program to redefine education in the 21st century.
Summary: The Partnership for 21st Century Skills is a national organization created by the U.S. Department of Education alongside several high tech and educational companies and the NEA. They are working with states, districts, and schools to integrate critical thinking and problem solving, communication, collaboration, and creativity with current curriculum standards to prepare students to become globally competitive. This website provides tools and resources for anyone interested in 21st century skills.
Evaluation/ Reflection: This website is a great starting point when looking for ways to connect students to the skills they will need to be successful in a global economy. This partnership between education, community, and business seems to be the model for education reform throughout the U.S. Many states are using this program to redefine education in the 21st century.
http://englishcompanion.ning.com
Burke, Jim. English Companion Ning - Where English teachers go to help each other. English Companion Ning - Where English teachers go to help each other. Retrieved April 13, 2010, from http://englishcompanion.ning.com
Summary: This award-winning, interactive website created by Jim Burke has over 15,000 members who log in to share lessons, ask questions, and discuss what is current in the world of teaching English. There are 156 groups ranging from “New Teachers,” to “AP Lit and Language,” “Teaching with Technology,” to “Teaching Shakespeare.” Each group has as many as 500 members, all ready and willing to share their expertise. There is a limitless number of resources already posted, and the options are endless as more teachers join and share on the site.
Evaluation/ Reflection: I have found so much great information on this website, and it is amazing to be connected to other language arts teachers from around the world. Teaching seems like such an isolated experience sometimes, and this website opens the possibilities for collaboration to a level I never imagined. The only downside, so far, is that I posted a request for ideas for articles or song lyrics to use in Socratic Seminar, and unfortunately, not one of the 15,000 members has replied as of yet.
Summary: This award-winning, interactive website created by Jim Burke has over 15,000 members who log in to share lessons, ask questions, and discuss what is current in the world of teaching English. There are 156 groups ranging from “New Teachers,” to “AP Lit and Language,” “Teaching with Technology,” to “Teaching Shakespeare.” Each group has as many as 500 members, all ready and willing to share their expertise. There is a limitless number of resources already posted, and the options are endless as more teachers join and share on the site.
Evaluation/ Reflection: I have found so much great information on this website, and it is amazing to be connected to other language arts teachers from around the world. Teaching seems like such an isolated experience sometimes, and this website opens the possibilities for collaboration to a level I never imagined. The only downside, so far, is that I posted a request for ideas for articles or song lyrics to use in Socratic Seminar, and unfortunately, not one of the 15,000 members has replied as of yet.
Monday, April 12, 2010
Self Regulation of Learning within Computer based Learning Environments: A Critical Analysis
Winters, F. Greene, J. Costich, C (2008) Self-Regulation of Learning within Computer-based Learning Environments: A Critical Analysis. Education Psychology Review, 20, 429-444
This article is an analysis of the current studies that have been done in regards to self regulation of learning (SRL) in a computer-based learning environment (CBLE). Through their search of hundreds of articles the authors pinpointed 33 articles that have foci that relate to the topics of both SRL and CBLE. The authors had three research questions that were seeking to address:
How do learner and task characteristics relate to students' SRL with CBLE?
Can various learning supports or conditions enhance the quality of students' SRL as they learn with CBLEs?
What conceptual, theoretical, and methodological issues exist in this burgeoning field of research?
The discussion of the studies were presented in an unbiased manner. Within each question they used the current work of others to determine what is working and what needed to be improved upon. In the final section that authors give their opinion as to further studies that need to be done to build off of the work that has been published.
This article is of great value to my study because it is a wealth of resources for me to further examine. In reading this article my ideas about the direction for my study have expanded and there are immediate resources that I can access to further my research. I feel that the comments in regards to the third research question can be an area that I focus on for my study. No use doing what has already been done.
Some quotes
“For instance,Winters and Azevedo found that high prior knowledge high school students working collaboratively with low prior-knowledge students did not make significant learning gains during the task, although the low prior-knowledge students did make significant gains from pretest to posttest. Low prior-knowledge students relied on their partners for cognitive and metacognitive support, and in response, the high prior-knowledge students spent time providing this support to their peers, at the possible detriment to their own learning. In another collaborative-learning study, investigated low-achieving high school students’ SRL as they worked in dyads. They found that while students did make statistically significant gains from pretest to posttest, the
gains were small. Analysis of student discourse revealed that students spent much of their time on a few low-level strategies, such as following procedural tasks and searching the environment, rather than planning, monitoring, or engaging in higher-level strategies.” (435)
“The results of these studies indicate that students adapted their SRL processes to web-based learning, and that learner and task characteristics influenced these processes. In particular, high-prior knowledge students tended to engage in greater instances
of planning and monitoring than low-prior knowledge students, who in turn tended to use more of just a few select strategies. Students who were more academically successful, or who showed higher learning gains during a task tended to use more active learning strategies as compared to students who did not demonstrate as much success learning. Students working collaboratively supported each other in a regulatory manner, but the success of the collaboration depended in part on the ability and prior knowledge levels of the collaborating students.” (435)
“The justification for this line of research has been to determine what supports can help students learn more effectively with CBLEs. As such, the studies employed specific supports, often tailored to a particular CBLE or task, with little similarity between them.
Dabbagh and Kitsantas asked students in an undergraduate distributed learning course to rate how well particular web-based pedagogical tools supported SRL processes that are contained in Zimmerman’s model of SRL. Consistent with previous research, the authors found that students thought content delivery and creation tools supported goal setting, help-seeking, self-evaluation, and task strategies; collaborative and communication tools supported goal-setting, time planning and management, and help-seeking; administrative tools supported self-monitoring, self-evaluation, time planning and management, and help-seeking; and assessment tools supported task strategies, self monitoring, and self-evaluation. However, no observational data were included to provide evidence for students’ actual use of these tools in relation to their SRL.” (436)
“The studies in this section demonstrated that while students may have viewed support tools as aiding their SRL, they did not always use tools and supports available to them. Students’ poor calibration between what they think they do and what they actually do when learning with a CBLE may provide one explanation for this contradiction.” (438)
References
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic.
Zimmerman, B. J. (2001). Theories of self-regulated learning and academic achievement: an overview and analysis. In B. J. Zimmerman, & D. E. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–37). Mahwah, NJ: Erlbaum.
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Hillsdale, NJ: Erlbaum.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic.
Self regulation, motivation, learning-preferences, and animations in a computer-based learning environment.
Davier M., Urhahne D., Prechtl H., Schenzer M., Prenzel M. Self-regulation, motivation, learning-preferences, and animations in a computer-based learning environment. Institute for Science Education (IPN) at the University of Kiel, Germany
This article is actually the introduction and understanding to a research study that has yet to be published. Despite the lack of closure in the article, the authors discussion of the topics in the title in regards to computer-based learning environments CBLE is insightful and as you can see full of quotes that I connected with for further study. Effective implementation of CBLE is still an area that requires an amount of study and these researchers are looking at how different forms of presentations of material affect motivation, based upon learning styles and the level of self regulation the learners dsiplay. The subject area used in the research is science based but I believe their finds will be useful in all areas of education taught within a CBLE.
Quotes:
In the near future, a significant portion of learning will take place supported by modern information technologies. Necessary basic knowledge is still lacking in many places for preparing schools using the computer as a teaching aid.
Modern multimedia learning tools offer learners a lot of opportunities. They encourage them to acquire knowledge in self-regulated, self-motivated ways, and according to their own visual or verbal learning preferences. Moreover, learning can be supported by the visualization of dynamic processes by means of animations. We have taken these four aspects, self-regulation, motivation, learning preferences, andanimations, into account to design an experimental study within a computer-based learning environment.
Theories of self-regulated learning consider cognitive as well as motivational aspects of learning processes. From a cognitive and metacognitive point of view learners control and actively influence their learning activities and their understanding. The motivational element, however, determines why and to what extent self-regulating options are taken. In other words, learners not only need to know which are the right steps to be successful in the learning process, it also requires motivation to be a successful learner.
In the area of science teaching, major emphasis is on cognitive processes like strategic and problem-solving skills and the question of motivation is often neglected. Nevertheless, it is important as well. If a large part of the efforts of science teachers is directed at a better understanding of science, then one could ask: ‘What is learners‘ motivation to build an understanding of scientific information?’
At this point in time, decisions on how to design a computer-based learning environment are still on a general level. Maybe one has to change the learning environment to allow more self-regulated learning or to make it more motivating. But how to deal with individual differences between learners? Are there ways to realize multimedia learning environments taking into account individual learning preferences?
The democratic classroom: Theory to inform practice
Pearl, A., & Knight, T. (1999). The Democratic classroom: theory to inform practice. New Jersey: Hampton Press.
Summary of Chapter 1:
Chapter one outlines the purpose and intent of this eleven-chapter book. The main purpose of chapter one is to summarize what our understandings of “democracy” are and provide a general theory of education that links the two. The authors first analyze our perceptions of democracy by summarizing the philosophies of Adam Smith, Marx, Dewey and other influential theorists. This discussion establishes background information for the rest of the book. The second chapter is titled: The Role of the Schools and the Importance of a General Theory of Education.
From the Text:
“An education that does not examine the range of plausible explanations for and solutions to important problems can only exacerbate those problems” (Pearl, 3).
“Theory in education must not only inform educational practice and policy, it must also be capable of specifying and defining educational goals” (Pearl, 14).
Other Sources:
Dewey, J. (1916). Democracy and education. New York: Macmillan.
The responsive classroom: A practical approach for bringing democratic ideals into the daily fabric of classroom life
Gimbert, B. (2002, September 1). The Responsive classroom: a practical approach for bringing democratic ideals into the daily fabric of classroom life. Retrieved from http://www.newhorizons.org/strategies/democratic/gimbert.htm
This article summarizes “The Responsive Classroom” approach to an elementary context. Dr. Belinda Gimbert advocates the learning principles of this model because it incorporates character building curriculum within the context of a democratic classroom. The strategies underlying the Responsive Classroom are: morning meeting, rules and logical consequences, guided discovery, academic choice, classroom organization and family communication. While the Responsive Classroom has some ideas that may fit a secondary context, many of the examples used have to do with taking turns, making room in the circle for everyone and sharing supplies and snacks. While many middle schoolers do need guidance with these concepts, this article is more beneficial for elementary school teachers.
“If children are to truly learn what it means to be active member sof a democratic society, then these principles must become part of the working fabric of everyday classroom life” (Gimbert).
“Students must feel respected and be able to respect others. They must feel valued as individuals but understand the importance of their contributions to the group” (Gimbert).
Empowering students through the use of the democratic classroom
McArdle, J., Numrich, A., Walsh, K. 2002. Empowering students through the use of the democratic classroom. Masters Thesis, Saint Xavier University.
“This goal is to help students become active, critical, and involved, and is based upon the assumption that students will achieve success if they take a greater responsibility for their own learning" (11).
Brunson, D.A. & Vogt, J.F. (1996). Empowering our students and ourselves: A liberal democratic approach to the communication classroom. Communication Education, v45 n1 p73-83 Jan 1996.
Sunday, April 11, 2010
The Public Expression of Citizen Teachers
Grumet, Madeleine R.“The Public Expression of Citizen Teachers.” Journal of Teacher Education. 61 (2) 66-76.
Grumet argues that if classrooms are supposed to be places where democracy is developed, teachers must have more access to and participation in the debates surrounding curriculum development and school reform. She suggests that teachers play a subordinated role, and have historically played this role. She concludes with a series of implications for nationwide reform, such as increased pay, differentiated staff, increased numbers of teachers in the classroom, and a redefinition of “good teaching.”
Reflection
This felt like an 11-page rant on the way one person wishes things were, and while based on a long personal history within education, the implications seem improbable at this time. Although it presents a pleasant look at the possible future of teacher education and school reform, it left me wondering, what do we do today? What is the next step? The author conducts no new research, but does present a strong synthesis of other academicians.
Quotations
“The work of teaching is so patterned. It is, as Merleau-Ponty says, ‘within a world already spoke and speaking that we think.’Although it is always tempting to delve into these persistent traditions, semiotics, and relationships, in this essay I will merely try to identity how teacher education participates in sustaining them and how, perhaps, we might, very deliberately, move beyond them.”
“…teaching was not merely a delivery system for already established knowledge, but a form of inquiry as well, and that to teach was to create and extend knowledge.”
“Democracy is at stake every time we decide who speaks and who is silent in a classroom or a meeting or what interpretations of a text makes sense to us.”
“Instead of focusing on the teacher, we need to shape a curriculum that addresses these communities of teachers.”
Grumet argues that if classrooms are supposed to be places where democracy is developed, teachers must have more access to and participation in the debates surrounding curriculum development and school reform. She suggests that teachers play a subordinated role, and have historically played this role. She concludes with a series of implications for nationwide reform, such as increased pay, differentiated staff, increased numbers of teachers in the classroom, and a redefinition of “good teaching.”
Reflection
This felt like an 11-page rant on the way one person wishes things were, and while based on a long personal history within education, the implications seem improbable at this time. Although it presents a pleasant look at the possible future of teacher education and school reform, it left me wondering, what do we do today? What is the next step? The author conducts no new research, but does present a strong synthesis of other academicians.
Quotations
“The work of teaching is so patterned. It is, as Merleau-Ponty says, ‘within a world already spoke and speaking that we think.’Although it is always tempting to delve into these persistent traditions, semiotics, and relationships, in this essay I will merely try to identity how teacher education participates in sustaining them and how, perhaps, we might, very deliberately, move beyond them.”
“…teaching was not merely a delivery system for already established knowledge, but a form of inquiry as well, and that to teach was to create and extend knowledge.”
“Democracy is at stake every time we decide who speaks and who is silent in a classroom or a meeting or what interpretations of a text makes sense to us.”
“Instead of focusing on the teacher, we need to shape a curriculum that addresses these communities of teachers.”
On the Threshold of a New Century: Trustworthiness, Integrity, and Self-Study in Teacher Education
Hamilton, Mary Lynn and Stefinee Pinnegar. “On the Threshold of a New Century: Trustworthiness, Integrity, and Self-Study in Teacher Education.” Journal of teacher Education. 51 (3) May/June 2000. 234-240.
The authors of this article suggest that there needs to be a shift in what is considered of central importance in teacher education. It mainly focuses its attention on what has been said and argued previously by other teacher educators, and presents no significant new research. First, it addresses the current knowledge bases for teacher education, which include having strong mentors, common vocabulary, collaborative communities and tech-based communities. Then it suggests that perhaps it would be more prudent to focus on the individual teachers – essentially, differentiating teacher education programs to the teachers themselves. The authors conclude that we must trust teachers and make self-study at the forefront of teacher education.
Reflection
The literature review seemed extensive for a six-page article, however, this article presented few new ideas. The arguments seemed ill-substantiated, and more ruminations on the possibility for new foci in teacher education. Without more research and data, the ideas feel empty.
However, I do find the parallels interesting between teacher education and student education. We are beginning to understand that “knowledge” cannot be at the center of our classroom, as knowledge is easily obtainable. Instead, we are attempting to create student-centered classrooms, and why should this be any different within classrooms full of teachers? Or during professional development? Is there any knowledge that is so sacred, or can we trust teachers to guide their own learning? And if we can trust teachers do this, how can we support one another?
Quotations
“As teacher educators engaged in the study of our practice, we would ‘walk our talk’ or demonstrate our integrity by bringing together our beliefs and actions. We would continually study our action, reflect on it, collect data that documents our students’ response to that practice, and create and recreate teacher education as a living education theory. We would expect from ourselves no less than we expect of future teachers.”
The authors of this article suggest that there needs to be a shift in what is considered of central importance in teacher education. It mainly focuses its attention on what has been said and argued previously by other teacher educators, and presents no significant new research. First, it addresses the current knowledge bases for teacher education, which include having strong mentors, common vocabulary, collaborative communities and tech-based communities. Then it suggests that perhaps it would be more prudent to focus on the individual teachers – essentially, differentiating teacher education programs to the teachers themselves. The authors conclude that we must trust teachers and make self-study at the forefront of teacher education.
Reflection
The literature review seemed extensive for a six-page article, however, this article presented few new ideas. The arguments seemed ill-substantiated, and more ruminations on the possibility for new foci in teacher education. Without more research and data, the ideas feel empty.
However, I do find the parallels interesting between teacher education and student education. We are beginning to understand that “knowledge” cannot be at the center of our classroom, as knowledge is easily obtainable. Instead, we are attempting to create student-centered classrooms, and why should this be any different within classrooms full of teachers? Or during professional development? Is there any knowledge that is so sacred, or can we trust teachers to guide their own learning? And if we can trust teachers do this, how can we support one another?
Quotations
“As teacher educators engaged in the study of our practice, we would ‘walk our talk’ or demonstrate our integrity by bringing together our beliefs and actions. We would continually study our action, reflect on it, collect data that documents our students’ response to that practice, and create and recreate teacher education as a living education theory. We would expect from ourselves no less than we expect of future teachers.”
From Teacher to Student: The value of teacher education for experienced teachers
Kunzman, Robert. “From Teacher to Student: The value of teacher education for experienced teachers.” Journal of Teacher Education, 54 (3), May/June 2003, 241-253.
The author examines teachers in STEP (Stanford Teacher Education Program) who had prior experience in the classroom, and observes that 5 themes emerge from the interviews: 1) a greater awareness of struggling students; 2) deeper understanding of curriculum development; 3) importance of collaboration amongst colleagues; 4) importance of feedback and more structured reflections; 5) broader pedagogical understanding to support more connections to issues outside of the classroom.
He concludes with support for training experiences that value classroom experiences, but also places those experience within a community that is intellectually stimulating, with opportunities for reflection, feedback and collaboration.
His methods for his study include 75-minute interviews of 27 STEP graduates from 1999-2000 with significant teaching experience prior to entering the program (1 academic semester, experiences ranged with average of over 2 years full-time). Interviews were conducted, fixed question and then variable, primary areas of inquiry involved teaching perspective prior to STEP, their year of STEP study, and first year back after STEP. Afterward, analysis involved the iterative process where comments were grouped or clustered into 34 categories, conceptual clustering and then open coding in order to generate a series of potential themes related to learning experiences that were considering significant to the teachers’ development as practitioners.
Reflection
The conclusions are well-situated within the context of the research findings. This article provides a clear window into the minds of ongoing teacher education. The author references the interviews often, using direct quotations. He comments solely on the themes that emerged, and this helps to guide the direction of how teacher education should improve. His final conclusion, that experience alone is not enough, is substantiated through the comments teachers made on the value of the program.
Quotations
“To say that one learns from experience—one of the most basic beliefs of teachers –does not mean that more experience by itself results in improved teaching… If this were the case, the teacher with the most years of teaching would inevitably be the best instructor.” (Alan Tom, 1999)
“A profession with so many layers deserves a comprehensive and thoughtfully structured program of preparation, one that recognizes the value of classroom experience but situates it in an intellectually rigorous context of reflection, feedback and collaboration."
The author examines teachers in STEP (Stanford Teacher Education Program) who had prior experience in the classroom, and observes that 5 themes emerge from the interviews: 1) a greater awareness of struggling students; 2) deeper understanding of curriculum development; 3) importance of collaboration amongst colleagues; 4) importance of feedback and more structured reflections; 5) broader pedagogical understanding to support more connections to issues outside of the classroom.
He concludes with support for training experiences that value classroom experiences, but also places those experience within a community that is intellectually stimulating, with opportunities for reflection, feedback and collaboration.
His methods for his study include 75-minute interviews of 27 STEP graduates from 1999-2000 with significant teaching experience prior to entering the program (1 academic semester, experiences ranged with average of over 2 years full-time). Interviews were conducted, fixed question and then variable, primary areas of inquiry involved teaching perspective prior to STEP, their year of STEP study, and first year back after STEP. Afterward, analysis involved the iterative process where comments were grouped or clustered into 34 categories, conceptual clustering and then open coding in order to generate a series of potential themes related to learning experiences that were considering significant to the teachers’ development as practitioners.
Reflection
The conclusions are well-situated within the context of the research findings. This article provides a clear window into the minds of ongoing teacher education. The author references the interviews often, using direct quotations. He comments solely on the themes that emerged, and this helps to guide the direction of how teacher education should improve. His final conclusion, that experience alone is not enough, is substantiated through the comments teachers made on the value of the program.
Quotations
“To say that one learns from experience—one of the most basic beliefs of teachers –does not mean that more experience by itself results in improved teaching… If this were the case, the teacher with the most years of teaching would inevitably be the best instructor.” (Alan Tom, 1999)
“A profession with so many layers deserves a comprehensive and thoughtfully structured program of preparation, one that recognizes the value of classroom experience but situates it in an intellectually rigorous context of reflection, feedback and collaboration."
Evaluation of the 2006-2007 Students' Creative Conflict Program
Yungbluth, S.C. (2008). Evaluation of the 2006-2007 Students’ Creative Response to Conflict Program. Retrieved from ERIC database. (ED505840).
Summary:
This article is an evaluation of the Student’s Creative Response to Conflict (SCRC) program. SCRC is based on the principles of conflict resolution education and social-emotional learning. There are five major themes to this program: affirmation, communication, bias awareness, creative conflict management, and cooperation.
Affirmation: To show appreciation and value the gifts, talents, and abilities of others. Increases caring and empathy. Helps students feel more comfortable expressing their feelings. Reduces blaming and name calling.
Communication: Encourages expression of feelings and empathy. Teaches to look for nonverbal cues that might signal a possible conflict. Develops the ability to listen patiently to others, recognize their feelings, and state problems in a clear and concise way that will promote cooperation. Summarizes and restates what others say and not altered by personal feelings. In a non-threatening way help students use a confident speaking voice and appropriate eye contact.
Bias Awareness: Understand the importance of the differences between people and see that we are interdependent. Recognizes the similarities in others. Having pride in their individuality while showing respect to other’s differences. Discourages put-downs.
Creative Conflict Management: Uses respectful communication and provides different ways to manage conflicts. Promotes a willingness to hear the other side of an issue and uses problem solving skills that shows concern of all involved parties. Separates people from problems. Teaches to become reflective and see if one’s own actions are positive or negative.
Cooperation: Develops a sense of “we-ness”. Praises others’ contributions. Teaches the awareness of the needs and feelings of others. Values sharing and helping others to work together to create a peaceful environment.
Using the five major themes of SCRC four important hypotheses were developed for this study. 1. Students who have experienced SCRC will view aggression as less appropriate than those who have not yet experienced SCRC. 2. Students who have experienced SCRC will exhibit more supportive behaviors than those who have not yet experienced SCRC. 3. Students who have experienced SCRC will be better able to handle strong emotions that could be destructive to relationships than those who have not yet experienced SCRC. 4. Students who have experienced SCRC will show less problem behaviors than those who have not yet experienced SCRC.
The Center for Peace Education (CPE) conducted the study. The CPE trainers used pre and post surveys to K-8 grade students from 10 different schools. They used the Normative Beliefs about Aggression scale (Huesman, Guerra, Miller, & Zelli, 1992, cited in Dahlberg, Toal, & Behrens, 1998) and the Modified Aggression Scale (Bosworth & Espelage, 1995, cited in Dahlberg et al., 1998). The findings stated that students’ attitudes generally decreased in the use of aggression but did not find any differences in the ways students deal with anger.
Analysis:
I found this to be an interesting article. The SCRC would be a great program to do more research in. This article did not explain the process of learning that the students had between the pre and post tests. I would like to see that information so I can find a way to possibly incorporate those lessons/ideas into my future research.
Quotes:
“Social Emotional Learning (SEL) competencies help students to recognize that others care for them and it helps them to see how these vital, supportive relationships can be nurtured by managing their emotions and communicating with others more effectively, particularly in conflict situations where strong emotions may surface and lead them to aggressive behaviors they may later regret.” (4)
“Students can feel safe expressing their ideas to promote interaction by opening the channels of communication.” (4)