scholarly journals A fine romance? Developing a Transformational School-University Partnership

2021 ◽  
Vol 43 (1) ◽  
pp. 57-76
Author(s):  
Anitra Goriss-Hunter ◽  
Peter Sellings ◽  
Karen Lenk ◽  
Melinda Scash
Keyword(s):  
Secondary School ◽  
Community Of Practice ◽  
Qualitative Methodology ◽  
Learning Experiences ◽  
Authentic Learning ◽  
School Students ◽  
University Aspirations ◽  
University Partnership ◽  
Authentic Learning Experiences

This paper investigates the complexities involved in a school-university partnership between a secondary school, Highview College and Federation University, both located in Australia. The authors argue that Federation University and Highview College have worked together to develop a transformational partnership in a Community of Practice (CoP) that has benefits for both parties. The authors report the findings through the analogy of a relationship unfolding.Using a qualitative methodology, it was found that through the development of a transformational partnership, a number of benefits had eventuated. These benefits include authentic learning experiences and the raising of university aspirations for school students.

Using a Literacy-Based Classroom Partnership to Prepare Teacher Candidates for the edTPA

2018 ◽  
pp. 1419-1441
Author(s):  
Jana Lynn Hunzicker ◽  
Cecile M. Arquette ◽  
Peter Olson ◽  
Douglas Atkins
Keyword(s):  
Teacher Candidates ◽  
Professional Development School ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Student Learning Outcomes ◽  
Second Grade ◽  
Teacher Performance Assessment ◽  
And Performance ◽  
Opening And Closing ◽  
Authentic Learning Experiences

This chapter chronicles the progression of one university's efforts to create authentic learning experiences and performance-based assessments for teacher candidates through an established school-university partnership. The chapter focuses on one particular professional development school (PDS) initiative: an ongoing classroom partnership between Bradley University's ETE 313: Methods of Literacy I course and kindergarten through second grade classrooms at neighboring Whittier Primary School. Opening and closing with vignettes illustrating Bradley's ETE 313/Whittier classroom partnership, the chapter presents detailed descriptions of two different professors' efforts to provide authentic learning experiences and prepare teacher candidates for state licensure, including successful completion of the Education Teacher Performance Assessment (edTPA), over four years' time. The chapter concludes with a discussion of the evolving classroom partnership in terms of student learning outcomes, the need for ongoing curricular modifications, and strategies for sustaining classroom partnerships.

The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning

2015 ◽  
Vol 81 ◽  
pp. 49-58 ◽  
Author(s):  
Teemu Valtonen ◽  
Jari Kukkonen ◽  
Sini Kontkanen ◽  
Kari Sormunen ◽  
Patrick Dillon ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Authentic Learning Experiences ◽  
The Impact

scholarly journals GeoGebra como herramienta mediadora de un fenómeno físico

2020 ◽  
Vol 9 (1) ◽  
pp. 76-89
Author(s):  
Freddy Yesid Villamizar Araque
Keyword(s):  
Mathematical Modeling ◽  
Secondary School ◽  
Secondary School Students ◽  
Qualitative Methodology ◽  
Mechanical Energy ◽  
Free Fall ◽  
School Students ◽  
Mathematical Concepts ◽  
Instrumental Orchestration ◽  
Scenarios Simulation

RESUMENUna de las dificultades en la enseñanza de las ciencias está relacionada con la ausencia de prácticas de laboratorio, debido a esto, el presente artículo propone el uso de GeoGebra como un recurso mediador para la experimentación del fenómeno de caída libre y la modelización de la energía mecánica, generando una propuesta de laboratorio portable a través de la creación de un escenario virtual. La metodología aplicada de tipo cualitativo describe por medio de algunos puntos de la orquestación instrumental, cómo configurar y utilizar un escenario virtual para la experimentación simulada. Resultados sobre la orquestación instrumental del uso de GeoGebra, evidencian que éste software es una alternativa de laboratorio portable que brinda recursos para la simulación. Por otra parte, el uso de un escenario virtual con GeoGebra, permitió a un grupo de estudiantes de secundaria mediar procesos de modelización matemática de la energía mecánica de manera experimental, promoviendo la comprensión de conceptos físicos y matemáticos a través de los diversos registros de representación. Palabras claves: escenarios virtuales; simulación, modelización matemática. RESUMOUma das dificuldades no ensino das ciências está relacionada com a ausência de práticas laboratoriais, devido por um isto, o presente artigo propicia o uso da GeoGebra como um recurso de mediador para a experimentação do fenômeno da queda livre e a modelagem da energia mecânica, gerando uma proposta de laboratório portátil através a criação de um cenário virtual. A metodologia aplicada de tipo qualitativo descreve por meio da orquestração instrumental, como configurar e usar um cenário virtual para a experiência simulada. Resultados sobre a orquestração instrumental de uso da GeoGebra, evidência de que este software é uma alternativa de laboratório portátil que fornece recursos para simulação. Por outro lado, o uso de um cenário virtual com a GeoGebra, permitiu que um grupo de estudantes secundários mediará processos de modelagem matemática da energia mecânica de maneira experimental, promovendo a compreensão de conceitos físicos e matemáticos a partir de vários registros de representação.Palavras-chave: cenários virtuais; simulação, modelagem matemática. ABSTRACTOne of the difficulties in teaching Sciences is related to the absence of laboratory practices, due to this, this article proposes the use of GeoGebra as a mediating resource for the experimentation of the phenomenon of free fall and mechanics energy modeling, generating a portable laboratory proposal through the creation of a virtual scenario. The qualitative methodology applied describes through some points of instrumental orchestration, about how to configure and use a virtual scenario for simulated experimentation. Results on the instrumental orchestration of the use of GeoGebra show that this software is a portable laboratory alternative that provides resources for simulation. On the other hand, the use of a virtual scenario with GeoGebra, allowed a group of secondary school students to mediate processes of mathematical modeling of mechanical energy in an experimental way, promoting the understanding of physical and mathematical concepts through the various representation registers.Keywords: virtual scenarios; simulation, mathematical modeling

scholarly journals A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS

2019 ◽  
Vol 18 (3) ◽  
pp. 404-416 ◽  
Author(s):  
Lilia Ellany Mohtar ◽  
Lilia Halim ◽  
Norshariani Abd Rahman ◽  
Siti Mistima Maat ◽  
Zanaton H. Iksan ◽  
...  
Keyword(s):  
Environmental Factors ◽  
Secondary School ◽  
Self Efficacy ◽  
Secondary School Students ◽  
Life Sciences ◽  
Learning Experiences ◽  
Equation Modeling ◽  
Stem Careers ◽  
Physical Sciences ◽  
School Students

Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students’ interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students’ interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students’ self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers. Key words: environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, social cognitive career theory.

scholarly journals Service-learning in English as a Second Language Teacher Training Program: Exploring Pre- service Teachers’ Authentic Learning Experiences

2021 ◽  
Vol 12 (2) ◽  
pp. 377-398
Author(s):  
Fetylyana Nor Pazilah ◽  
Harwati Hashim ◽  
Melor Md Yunus
Keyword(s):  
Second Language ◽  
Teacher Training ◽  
Service Learning ◽  
Training Program ◽  
Training Programs ◽  
Learning Experiences ◽  
Authentic Learning ◽  
Teacher Training Program ◽  
Teacher Training Programs ◽  
Authentic Learning Experiences

As the world we live in has become more digitalized, challenges are occurring left and right, especially in the education field. In gaining quality teachers, there is a need to train future educators to have the ability to adapt to the ever-changing technology and global changes. However, pre-service teachers often seem unprepared and unable to adapt to changes. Hence, implementing service-learning in the teacher training program is vital as it provides the opportunity to engage and experience 21st-century real classroom lessons. Service-learning has also been proven to be an effective approach in training pre-service teachers. This paper aims to investigate the perceptions of pre-service teachers toward service-learning in terms of authentic learning experiences. It highlights how the implementation of service-learning approach in learning to teach writing in a second language context facilitates pre-service teachers in terms of authentic experience. A qualitative method was conducted to investigate the authentic learning experiences among 54 pre-service teachers in a public university in Malaysia. Data were collected through open-ended questions. Based on this study, the findings showed that the pre-service teachers could experience the real-life environment of teaching and learning and applying educational theories learned. They were also able to obtain hands-on experience in interacting with the students and marking their sample essays. It is hoped that future teachers and educational organizations can benefit from understanding the benefits of service-learning in teacher training programs. Future researchers could investigate the challenges of service-learning in teacher training programs.

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