Basics of qualitative research: Grounded theory procedures and techniques

New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

How people learn: Brain, mind, experience, and school.

Many teaching practices implicitly assume that conceptual knowledge can be abstracted from the situations in which it is learned and used. This article argues that this assumption inevitably limits the effectiveness of such practices. Drawing on recent research into cognition as it is manifest in everyday activity, the authors argue that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. They discuss how this view of knowledge affects our understanding of learning, and they note that conventional schooling too often ignores the influence of school culture on what is learned in school. As an alternative to conventional practices, they propose cognitive apprenticeship (Collins, Brown, & Newman, in press), which honors the situated nature of knowledge. They examine two examples of mathematics instruction that exhibit certain key features of this approach to teaching.

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Situated Cognition and the Culture of Learning

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

/pdf/technological-pedagogical-content-knowledge-a-framework-for-4g4dquqx44.pdf

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Perhaps our most important quality as humans is our capability to self-regulate. It has provided us with an adaptive edge that enabled our ancestors to survive and even flourish when changing conditions led other species to extinction. Our regulatory skill and lack thereof is the source of our perception of personal agency that lies at the core of our sense of self. Understanding how this capability develops, its various subcomponents, and its functions has been a major thrust of social cognitive theory and research. Of equal importance is the explanation for common dysfunctions in self-regulatory functioning, such as biased self-monitoring, self-blaming judgments, and defensive self-reactions. This chapter will define self-regulation, and will discuss the structure of self-regulatory systems, social and physical environmental context influences on self-regulation, dysfunctions in self-regulation, and self-regulatory development. (http://books.google.fr/books?id=u9e1RWMbtjEC&lpg=PP1&hl=fr&pg=PA13#v=onepage&q&f=false)

Attaining self-regulation: A social cognitive perspective.

The acquisition and refinement of cognitive strategies are described as a collaborative effort between teachers and students that is facilitated by scaffolded instruction. Although dialogue does not currently have a preeminent role in our classrooms, it can promote the kinds of opportunities necessary for the teacher to provide scaffolded instruction. To support and illustrate this point, a program of research investigating the use of dialogue to teach comprehension strategies is reviewed with particular attention to its extension to first-grade students at risk for academic difficulty. Transcripts from this research are presented to capture the quality of dialogue that fosters scaffolded instruction.

The Role of Dialogue in Providing Scaffolded Instruction

Reciprocal teaching of comprehension-monitoring activities

AUTHOR Brown, Ann L.; Palincsar, Annemarie Sullivan TITLE Inducing Strategic Learning from Texts by Means of Informed, Self-Control Training. Technical Report No. 262. INSTITUTION Bolt, Beranek and Newman, Inc., Cambridge, Mass.; Illinois Univ., Urbana. Center for the Study of Reading. SPONS AGENCY National Inst. of Child Health and Human Development (NIH), Bethesda, Md.; National Inst. of Education (ED), Washington, DC. PUB DATE Sep 82 CONTRACT 400-76-0116 GRANT HD-05951; HD-06864 NOTE 49p.

Inducing strategic learning from texts by means of informed, self-control training

/pdf/inducing-strategic-learning-from-texts-by-means-of-informed-k52dbh9r2p.pdf

Inducing Strategic Learning from Texts by Means of Informed, Self-Control Training. Technical Report No. 262.

Student 5: My question is, what does the aquanaut need when he goes under water? A watch. Flippers. A belt. Those are all good answers. Nice job! I have a question too. Why does the aqua naut wear a belt? What is so special about it? It's a heavy belt and keeps him from floating up to the top again. Good for you. For my summary now: This paragraph was about what aquanauts need to take when they go under the water. And also about why they need those things. Student 3: I think we need to clarify gear. Student 6: That's the special things they need. Teacher: Another word for gear in this story might be equip ment, the equipment that makes it easier for the aquanauts to do their job. Student 1: I don't think I have a pre diction to make. Teacher: Well, in the story they tell us that there are "many strange and wonderful creatures" that the aqua nauts see as they do their work. My prediction is that they'll describe some of these creatures. What are some of the strange crea tures you already know about that live in the ocean? Student 6: Octopuses. Student 3: Whales? Student 5: Sharks!

Interactive Teaching to Promote Independent Learning from Text.

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Annemarie Sullivan Palincsar

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