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Inside this section
Literature Review This preliminary literature review begins the exploration of the body of knowledge revolving around the use of various teaching models in the educational environment to engage learners and improve the acquisition of educational goals. The review is looking at the general nature of teaching practices, the integration of technology into the learning environment in conjunction with these teaching models, and the individual models that this group investigated – Inductive and Project-Based Learning. General Articles The Design of Learning Environments Bransford, John D; Brown, Ann L. Cocking; How People Learn: Brain, Mind, Experience, and School, Part III, Teachers and Teaching; The Design of Learning Environments, Web http://books.nap.edu/html/howpeople1/ch6.html, 10/29/2001, available This entire project researches the ways that people learn and effective methods of teaching mainly focused on the curricular areas of history, math, and science. In light of the new demands by society, this article explores the need for “Knowledge-centered environments (that) take seriously the need to help students become knowledgeable by learning in ways that lead to understanding and subsequent transfer.” The various chapters explore the need for well-trained teachers who have the “…knowledge of the kinds of teaching activities that will help students come to understand the discipline for themselves. In Chapter 9, Technology to Support Learning, the editors delve into the significance of technology in the classroom, reiterating that “…it (technology) has great potential to enhance student achievement and teacher learning, but only if it is used appropriately. The study emphasizes that:
Grossman, Pamela L.; Stodolsky, Susan S.; Changing Students, Changing Teaching, Teachers College Record, Volume 102, Number 1, February 2000, pp. 125-172 The main focus of this article is on research done at 13 public high schools and 3 private high schools whose cultural populations were changing from a predominately white, middle-class make up to a more culturally diversified group due to mandated desegregation. The immediate study was between eight teachers, with the main concern being an understanding of why individual teachers do or do not alter their instructional practice in response to a changing student population. Data was gathered through surveys given in each of three years and through individual interviews with subject teachers. In the course of this study, the success of students involved in a diverse curriculum opportunity was documented, with success being demonstrated in classes where a shift was occurring from a text-driven approach to a more thematically, “teach for understanding” approach to curriculum organization. The article discusses issues of not only the individual teacher’s willingness to learn and apply different teaching models, but also the importance of collegial support and interaction, departmental and administrative support for the acquisition of new learning practices, and the need for on-going staff development to assist teachers in incorporating new methods into their classroom practices. One extremely interesting observation in this article was that not only where the students less successful in the more presentation mode of instruction, but the teachers themselves became disillusioned with the educational process as illustrated by this observation of the researcher: Relying primarily on presentation as his mode of instruction, he felt less successful in exciting students about the great works of literature. At the time of the study, he was struggling with how to continue teaching.
Martin-Kniep, Giselle O.; Becoming a Better Teacher – Eight Innovations That Work, www.ascd.org/readingroom/books/martinkniep00book.html. Web 09/05/2001 Available This article focuses on the choices that must be made when being “bombarded by good ideas and bad ideas, and even many of the good ideas are poorly implemented.” The emphasis is on innovations that are worth implementing and the need for teachers to have access to professional development in order to “…learn about educational innovations and receive the tools to incorporate them into their teaching practices.” Calhoun, Emily F.; Joyce, Bruce R.: Creating Learning Experiences, www.ascd.org/readingroom/books/joyce96book.htm. 09/05/2001 Available In the Forward to this article reviewing Calhoun and Joyce’s book Creating Learning Experiences, , Robert Slavin states: The lecture recitation model is still with us, of course, and more than a few students still find school less than scintillating. Today, however, there is vastly more variety in teaching methods than 20 years ago. At least part of the credit for the increasing variety of instructional models that teachers use at all levels must go to Bruce Joyce and his colleagues. This article goes on to illustrate some of the learning experiences introduced by Calhoun and Joyce that determine whether “…content is conceptual or particular, process is constructive inquiry or passive reception, and the social climate is expansive or restrictive. Presenting ten scenarios of teaching and then comments about two of those scenarios, the article illustrates the effectiveness on the inquiry process in advanced the learning that will occur in students. This discussion illustrates the benefits to the teacher of acquiring both the effective repertoire of teaching models and a comfort level to ensure effective teaching with these models. It then goes on to briefly discuss the history of these new models, the concept of Information-processing models, and the basic purpose of each. It closes with a look at the synergy that is created when a learning community is built and the need to use the teaching repertoire wisely, with “A Firm Yet Delicate Hand.”
Ancess, Jacqueline; The Reciprocal Influence of Teacher Learning, Teaching Practice, School Restructuring, and Student Learning Outcomes; Teachers College Record Volume 102, Number 3, June 2000, pp.590-619 A study of the use of the inquiry process that “stimulated teacher learning; triggered changes in teaching practice, school organization, and student outcomes; expanded teacher learning; and extended improved outcomes to a wider population of students.” Cuban, Larry; How Schools Change Reforms: Redefining Reform Success and Failure; Teacher College Record Volume 90, Number 3, Spring 1998, pp.453-477 A look at the nature of reform, with an emphasis on the nature of the political reform versus the practitioner reform and how the teaching community can amend and adapt the policies set by those in the political arena to better mirror true achievement in the educational atmosphere. The article begins with a discussion of the different kinds of reform movements beginning with the Platoon School in the 1970’s. It then discuss the various political standards that have been introduced such as the effectiveness standard, the popularity standard, and the fidelity standard, which are often used by researchers and politicians to consider the success or failure of a program. The discussion continues with a look at the social issues that often prompted such reforms, which rely heavily on standardized test scores for information, to be mandated to the educational community. Professor Cuban then goes on to document how these political reforms become adapted by educators to become practitioner-derived standards; ability to adapt and longevity. The continuing struggle between political, practical, and also research based standards is outline, with the question being raised about what assessment is best used to judge student outcome. The article delves into the issue of the Effective School and what that means for the factions that promote the different methods of reform and assessment. Student Achievement through Staff Development by Joyce and Showers, Addison Wesley Pub. Co,; ISBN: 0801307821: 2nd. edition (February 1995) Change Forces by Michael Fullan, Routledge Falmer, ISBN: 1850008264: (May 1883) Action Research: A Guide for the Teacher Researcher by Geoffrey E. Mills. TaskStream is a leading innovator in the creation of proprietary
web-based educational tools for professional development, teacher mentoring, and
instructional design. The Disciplined Mind by Howard Gardner, Simon and Schuster, 1999 Computers in Education 00/01 Hirschbuhl and Bishop The Non-Designer's Web Book, Robin Williams and John Tollett
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