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Author: Kathleen Snyder Publisher: ISBN: Category : Languages : en Pages : 138
Book Description
Coaching is a powerful tool for improving special education teachers' use of evidence-based practices. Recent technological advances have great potential to influence the manner in which coaching is implemented. Virtual coaching is an innovative cycle of coaching that utilizes video-conferencing and bug-in-ear technology in internet-mediated environments to support teachers in their classrooms and with immediate feedback about their instructional practices. This type of coaching differs from traditional coaching practice, which typically relies on an observation and post-observation conference model of interaction between coaches and teachers. In the last decade, studies have investigated the potential of virtual coaching with bug-in-ear technology to impact specific teaching practices, with positive results. Little is known, however, about the nature of coaching and feedback in this virtual medium when the interactions between coaches and teachers are not predetermined or prescribed. Further, the studies investigating feedback via virtual bug-in-ear technology have not examined that practice in a larger cycle of coaching that includes post-lesson reflection. This study uses critical incident analysis to investigate the nature of interactions between teachers and coaches in a virtual context of coaching, which includes real-time responses to classroom events and instructional decision-making and collaborative reflection sessions. In addition, this study seeks to identify additional critical events that occur during the coaching sessions that may not be identified as critical incidents by the coaches or teachers. Data sources for this study include video of classroom coaching sessions, audio of collaborative reflections between teachers and coaches, written artifacts (i.e., emails, written reflections), and semi-structured interviews with participants. Analysis of the data revealed that the incidents identified during coaching sessions differed somewhat from those identified during collaborative reflection sessions. Coaching incidents involved instructional supports, communication, and praise. Incidents in collaborative reflections included instructional supports, communication, literacy, instructional content, and classroom logistics. Differences also existed in the manner in which different coach and teacher dyads addressed classroom incidents. These differences included identification during coaching sessions versus collaborative reflection and the depth of guidance provided to teachers about how to alter their instruction to address the critical incidents. Certain categories of critical incidents better suited to discussion in reflection sessions due to the depth of discussion needed to address any related instructional changes (e.g., technology). Other events could have been addressed during immediate feedback, but were either overlooked completely or addressed reflectively when an immediate impact on the classroom was no longer a possibility. The analysis indicated that both the immediate feedback through virtual bug-in-ear technology and the collaborative reflection after the lesson had an important role in the coaching process. Other important factors included the coaches' experience and expertise related to the classroom setting and needs and the coaches' comfort with and willingness to use the virtual bug-in-ear technology during coaching sessions.
Author: Kathleen Snyder Publisher: ISBN: Category : Languages : en Pages : 138
Book Description
Coaching is a powerful tool for improving special education teachers' use of evidence-based practices. Recent technological advances have great potential to influence the manner in which coaching is implemented. Virtual coaching is an innovative cycle of coaching that utilizes video-conferencing and bug-in-ear technology in internet-mediated environments to support teachers in their classrooms and with immediate feedback about their instructional practices. This type of coaching differs from traditional coaching practice, which typically relies on an observation and post-observation conference model of interaction between coaches and teachers. In the last decade, studies have investigated the potential of virtual coaching with bug-in-ear technology to impact specific teaching practices, with positive results. Little is known, however, about the nature of coaching and feedback in this virtual medium when the interactions between coaches and teachers are not predetermined or prescribed. Further, the studies investigating feedback via virtual bug-in-ear technology have not examined that practice in a larger cycle of coaching that includes post-lesson reflection. This study uses critical incident analysis to investigate the nature of interactions between teachers and coaches in a virtual context of coaching, which includes real-time responses to classroom events and instructional decision-making and collaborative reflection sessions. In addition, this study seeks to identify additional critical events that occur during the coaching sessions that may not be identified as critical incidents by the coaches or teachers. Data sources for this study include video of classroom coaching sessions, audio of collaborative reflections between teachers and coaches, written artifacts (i.e., emails, written reflections), and semi-structured interviews with participants. Analysis of the data revealed that the incidents identified during coaching sessions differed somewhat from those identified during collaborative reflection sessions. Coaching incidents involved instructional supports, communication, and praise. Incidents in collaborative reflections included instructional supports, communication, literacy, instructional content, and classroom logistics. Differences also existed in the manner in which different coach and teacher dyads addressed classroom incidents. These differences included identification during coaching sessions versus collaborative reflection and the depth of guidance provided to teachers about how to alter their instruction to address the critical incidents. Certain categories of critical incidents better suited to discussion in reflection sessions due to the depth of discussion needed to address any related instructional changes (e.g., technology). Other events could have been addressed during immediate feedback, but were either overlooked completely or addressed reflectively when an immediate impact on the classroom was no longer a possibility. The analysis indicated that both the immediate feedback through virtual bug-in-ear technology and the collaborative reflection after the lesson had an important role in the coaching process. Other important factors included the coaches' experience and expertise related to the classroom setting and needs and the coaches' comfort with and willingness to use the virtual bug-in-ear technology during coaching sessions.
Author: Amanda M. Gilbert Publisher: ISBN: Category : Science Languages : en Pages : 140
Book Description
This study investigated the nature of instructional coaching interactions in three formats: online synchronous, online asynchronous, and face-to-face. Knight's (2007) Seven Partnership Principles of Instructional Coaching were used as a framework to analyze and compare the coaching interactions between coach and teacher to determine whether online coaching may be a viable option to provide support for the teachers unprepared to teach the new science standards. Some previous research has suggested that online communication can result in deeper personal interactions (Walther, 1996), while other studies suggest that interactions are the more natural and easier in formats that are more similar to face-to-face interactions (Kock, 2005). The findings of this study support the media naturalness theory (Kock, 2005) and suggest that collaboration may be especially difficult in asynchronous online communication. Although differences were noted in the actual interactions, teacher perception remained fairly consistently positive across the three formats. Research beyond this exploratory study is needed to make findings generalizable.
Author: Pamela Cantor Publisher: Routledge ISBN: 100039977X Category : Education Languages : en Pages : 245
Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author: Stephen D. Brookfield Publisher: John Wiley & Sons ISBN: 1119049709 Category : Education Languages : en Pages : 311
Book Description
A practical guide to the essential practice that builds better teachers. Becoming a Critically Reflective Teacher is the landmark guide to critical reflection, providing expert insight and practical tools to facilitate a journey of constructive self-critique. Stephen Brookfield shows how you can uncover and assess your assumptions about practice by viewing them through the lens of your students' eyes, your colleagues' perceptions, relevant theory and research, and your own personal experience. Practicing critical reflection will help you… Align your teaching with desired student outcomes See your practice from new perspectives Engage learners via multiple teaching formats Understand and manage classroom power dynamics Model critical thinking for your students Manage the complex rhythms of diverse classrooms This fully revised second edition features a wealth of new material, including new chapters on critical reflection in the context of social media, teaching race and racism, leadership in a critically reflective key, and team teaching as critical reflection. In addition, all chapters have been thoroughly updated and expanded to align with today's classrooms, whether online or face-to-face, in large lecture formats or small groups. In his own personal voice Stephen Brookfield draws from over 45 years of experience to illustrate the clear benefits of critical reflection. Assumptions guide practice and only when we base our actions on accurate assumptions will we achieve the results we want. Educators with the courage to challenge their own assumptions in an effort to improve learning are the invaluable role models our students need. Becoming a Critically Reflective Teacher provides the foundational information and practical tools that help teachers reach their true potential.
Author: David Tripp Publisher: Routledge ISBN: 1136623868 Category : Education Languages : en Pages : 193
Book Description
In this re-released classic edition of Critical Incidents in Teaching in print since 1993 and which includes a new introduction from the author - David Tripp shows how teachers can draw on their own classroom experience to develop it.
Author: Sharan B. Merriam Publisher: John Wiley & Sons ISBN: 1119490510 Category : Education Languages : en Pages : 592
Book Description
The new edition of the authoritative book in the field of adult education — fully revised to reflect the latest research and practice implications. For nearly three decades, Learning in Adulthood has been the definitive guide in the field of adult education. Now in its fourth edition, this comprehensive volume is fully revised to reflect the latest developments in theory, research, and practice. The authors integrate foundational research and current knowledge to present fresh, original perspectives on teaching and learning in adulthood. Written by internationally-recognized experts, this market-leading guide draws from work in sociology, philosophy, critical social theory, psychology, and education to provide an inclusive overview of adult learning. Designed primarily for educators of adults, this book is accessible for readers new to adult education, yet suitably rigorous for those more familiar with the subject. Content is organized into four practical parts, covering topics such as the social context of adult learning, self-directed and transformational learning, postmodern and feminist perspectives, cognitive development in adulthood, and more. Offering the most comprehensive single-volume treatment of adult learning available, this landmark text: Offers a wide-ranging perspective on adult learning Synthesizes the latest thinking and work in the field Includes coverage of the sociocultural perspectives of adult learning Explores the broader social implications of adult education Learning in Adulthood: A Comprehensive Guide, 4th Edition is an indispensable resource for educators and administrators involved in teaching adults, as well as faculty and students in graduate programs in adult education.
Author: Susan A. Ambrose Publisher: John Wiley & Sons ISBN: 0470617608 Category : Education Languages : en Pages : 336
Book Description
Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning
Author: Sandra L. Christenson Publisher: Springer Science & Business Media ISBN: 1461420172 Category : Psychology Languages : en Pages : 839
Book Description
For more than two decades, the concept of student engagement has grown from simple attention in class to a construct comprised of cognitive, emotional, and behavioral components that embody and further develop motivation for learning. Similarly, the goals of student engagement have evolved from dropout prevention to improved outcomes for lifelong learning. This robust expansion has led to numerous lines of research across disciplines and are brought together clearly and comprehensively in the Handbook of Research on Student Engagement. The Handbook guides readers through the field’s rich history, sorts out its component constructs, and identifies knowledge gaps to be filled by future research. Grounding data in real-world learning situations, contributors analyze indicators and facilitators of student engagement, link engagement to motivation, and gauge the impact of family, peers, and teachers on engagement in elementary and secondary grades. Findings on the effectiveness of classroom interventions are discussed in detail. And because assessing engagement is still a relatively new endeavor, chapters on measurement methods and issues round out this important resource. Topical areas addressed in the Handbook include: Engagement across developmental stages. Self-efficacy in the engaged learner. Parental and social influences on engagement and achievement motivation. The engaging nature of teaching for competency development. The relationship between engagement and high-risk behavior in adolescents. Comparing methods for measuring student engagement. An essential guide to the expanding knowledge base, the Handbook of Research on Student Engagement serves as a valuable resource for researchers, scientist-practitioners, and graduate students in such varied fields as clinical child and school psychology, educational psychology, public health, teaching and teacher education, social work, and educational policy.
Author: West-E Exam Secrets Test Prep Publisher: Secrets (Mometrix) ISBN: 9781610730587 Category : Study Aids Languages : en Pages : 0
Book Description
***Includes Practice Test Questions*** WEST-E Special Education (070) Secrets helps you ace the Washington Educator Skills Tests-Endorsements, without weeks and months of endless studying. Our comprehensive WEST-E Special Education (070) Secrets study guide is written by our exam experts, who painstakingly researched every topic and concept that you need to know to ace your test. Our original research reveals specific weaknesses that you can exploit to increase your exam score more than you've ever imagined. WEST-E Special Education (070) Secrets includes: The 5 Secret Keys to WEST-E Success: Time is Your Greatest Enemy, Guessing is Not Guesswork, Practice Smarter, Not Harder, Prepare, Don't Procrastinate, Test Yourself; A comprehensive General Strategy review including: Make Predictions, Answer the Question, Benchmark, Valid Information, Avoid Fact Traps, Milk the Question, The Trap of Familiarity, Eliminate Answers, Tough Questions, Brainstorm, Read Carefully, Face Value, Prefixes, Hedge Phrases, Switchback Words, New Information, Time Management, Contextual Clues, Don't Panic, Pace Yourself, Answer Selection, Check Your Work, Beware of Directly Quoted Answers, Slang, Extreme Statements, Answer Choice Families; Along with a complete, in-depth study guide for your specific WEST-E exam, and much more...
Author: Kathleen Snyder
Author: Kathleen Snyder
Author: Amanda M. Gilbert
Author: Faye Ong
Author: Pamela Cantor
Author: Stephen D. Brookfield
Author: David Tripp
Author: Sharan B. Merriam
Author: Susan A. Ambrose
Author: Sandra L. Christenson
Author: West-E Exam Secrets Test Prep