This article shares the process and outcomes from a three-day revision workshop designed and implemented in a diverse high school language arts classroom. The revision workshop included: direct instruction, self-reflection, and peer feedback to provide struggling writers with opportunities to take part in substantive revision. The authors examine…

A better understanding of the relationship between beginning teachers' beliefs and the pedagogies of teacher education (TE) programmes that support their learning across time can enhance TE programme effectiveness. This 6-year longitudinal study examined the development and change of beginning primary classroom teachers' (n = 6) beliefs about…

Recent research and reform documents in mathematics and science education have highlighted the importance of preservice teacher education that focuses on understanding students' reasoning and modifying instruction accordingly. Utilizing the constructs of core practices and the professional noticing as lenses with which to examine the…

Research has indicated that experts' subject matter knowledge structures (SMKSs) differ from those of novices in that they contain more cross-linking, interconnections, and overarching thematic elements, characteristics that are in accordance with those espoused in current reform documents. Unfortunately, teachers' SMKSs are not…

This paper presents an ecological perspective on the developing researcher competence of participants in the research education component of a professionally oriented master's course. There is a particular focus on the intentionality (as in "purpose") of the participants' research education activity. The data used to develop the…

Reflection plays a critical role in moving learning to the next level of inquiry. Stony Brook University has adopted an approach to using ePortfolios within the curriculum that emphasizes reflection. Stony Brook University successfully piloted ePortfolios in the Fall 2010 Semester and discovered their use facilitated the inquiry process for the…

A lesson plan is provided for a formative assessment probe entitled "Is It a Rock?" This probe is designed for teaching elementary school students about rocks through the use of a formative assessment classroom technique (FACT) known as the group Frayer Model. FACT activates students' thinking about a concept and can be used to…

At a time when the context of teaching in higher education is difficult for many number of factors such as: reduced funding, changing demographics of students and demands to teach in flexible times and spaces, there are also higher levels of quality control, transparency and accountability over teaching which are exerted by institutions. This…

Within the context of an undergraduate literacy methods course, preservice teachers received opportunities to read engaging and meaningful text that challenged their thinking (McVee, Baldassarre, & Bailey, 2004) and respond to specific prompts through an online dialogue discussion and written reflective summaries. This article describes the…

Professional development, which results in sustained transformative change, requires that teachers engage in critical reflection regarding teaching practices. In this study, a group of five bilingual and generalist early childhood teachers engaged in a journey in which they elected to try to reconstruct their beliefs and practices about teaching…

If one looks at the German educational debate on media, one can find a broad interest in film and its implicit formative ("bildenden") effects on its spectator. But despite this increased awareness of the importance of audiovisual media arrangements for individual formation ("Bildung"), almost all of the theoretical…

This case study conducted by a writing specialist and a theatre specialist examines the ways in which writing to learn and learning to write took form in a course in which the ultimate goal was a staged production for a live audience. Using naturalistic methodology that deployed both ethnographic and autoethnographic approaches to analyze the…

This paper reports research into developing digital storytelling (DST) to enhance reflection within a specific professional learning context--that of a programme of teacher education--while concomitantly producing a transferrable design framework for adaption into other, similar post-secondary educational contexts. There has been limited…

This qualitative study explores the introduction of postgraduate education students to reflective journaling as a tool for professional development. Students were purposefully selected to keep a weekly journal in which they reflected in and on the activities (methodologies, techniques, strategies) they engaged in while executing a workplace…

Teaching the Nature of Science (NOS) in elementary schools and in higher education institutions has become the focus of the science education research community because there is a need to redefine teaching methods and practices. Studies have shown that elementary teachers' views and attitudes towards teaching the NOS are not always compatible with…