Dennis W. Sunal

Teacher Candidates' Conceptualization of Guided Inquiry and Lesson Planning in Social Studies Following Web-Assisted Instruction

Abstract Web-assisted social studies instruction utilizing an online module over 4 weeks with weekly face-to-face discussion of each component was used with 245 elementary teacher candidates working in 35 cooperative groups to assist them in developing an understanding of guided inquiry in social studies as represented by the learning cycle model. Significant overall positive change was found on a two-tier test evaluating the depth of the candidates understanding of this model of inductive teaching, with mixed results on individual sections of the test. Significant positive change was also found on pre-post lesson plan ratings of the candidates ability to incorporate guided inquiry into their teaching plans.

Perceptions of Unequal Access to Primary and Secondary Education: Findings from Nigeria

Abstract: Nigerian parents and teachers were interviewed with the purpose of understanding how ordinary citizens view the unequal participation in education in Nigeria. Several areas of concern were identified in relation to participation in schooling such as its financial cost to families, the perceived limited value of education in adulthood, and the low quality of instruction. The interviewees acknowledged the continuing unequal participation of some groups and gave some reasons for their exclusion, though they did not seek to justify it. Specific policy suggestions are made for increasing participation in schooling by all children and for improving the quality of schooling.

Professional and Personal Effects of the American Fulbright Experience in Africa

The Fulbright Program, initiated in 1945, is one of the oldest U.S. overseas exchange programs. The overall goal of the program, since its inception, has been to increase mutual understanding among peoples through the living and working experiences of the scholars and students involved. In Africa the most important subsidiary goal is to strengthen African universities through provision of training and research opportunities for Africans and through the American Fulbright professors who work at those universities (Huff, 1986). Of all the components of the program, the American Fulbright Senior Scholar, the key element in the program, has been an unstudied aspect. A mystique has surrounded the scholars selected for the program. It has been assumed that with purposeful selection of scholars and careful matching of overseas sites, program goals will be accomplished abroad and in the United States and that the appropriate motivational elements are in place to accomplish and sustain the changes made. Occasionally, the consequences abroad have been documented and evaluated, but little is known of the professional and personal effects of the Fulbright experience on the returned American Fulbrighter. As an individual, the American Fulbrighter participates in an intensive experience, lengthy enough to produce potentially fundamental changes in the participant. Teaching and being involved in other academic duties overseas has generally been assumed to be a very positive experience. However, what evidence demonstrates the extent the goals of the program were accomplished with regard to the U.S. participant? What personal and professional changes resulted from this type of experience? What motivational indicators were related to the direction and amount of change found in Fulbrighters? The present study investigated these questions in relation to the American Fulbrighters experience in Africa over a fifteen-year period. The study documented professional and personal effects on

Teachers from Five Nations Share Perspectives on Culture and Citizenship

Abstract Online discussions enabled preK-12 teachers (n = 125) from five nations (Brazil, Colombia, Ecuador, Paraguay, and the United States) to share their perspectives of culture and citizenship and the intersections of those concepts. Discussion moved between elements of personal and others theory into effects of theory on practice. Teachers identified culture and citizenship as multilayered concepts evolving to meet issues present in the early 21st century. Social studies teaching practice was thought to be affected by individual definitions of these concepts and by definitions held by influential groups in society. Transformative teaching is needed to assist students in developing their identities as citizens in a world in which the concepts of culture and citizenship are shifting.

Nigerian Primary School Teachers' Perceptions of Schooling During the Second Decade of Universal Primary Education

In 1976 Nigeria committed itself to the provision of universal primary education (UPE) to its children. A basic, six-year level of education was seen as a means of creating unity between the many disparate groups making up Nigerias citizenry. It was also seen as a means of working towards the equalization of educational opportunities throughout the nation by providing a minimum level to which all children would be educated (Ozigi and Ocho 1981; Adesina 1982). The national commitment to UPE was endorsed by many, although not all, Nigerians (Casapo 1981, 1983). A large commitment of money and the endorsement of many Nigerians were not enough to prevent a multitude of problems as UPE was put in place. The program has been a success in that many millions of children have received a primary education. However, a low quality of education was noted as an accompaniment to quantity education (Bray 1981). A survey of inspectors responsible for primary schools completed a decade after the initiation of UPE suggested that conditions in primary education were continuing to be such that quality education was difficult to obtain (Sunal, Osa, Gaba and Saleemi 1989). While some data are available describing primary schooling under the UPE program, little data are available from the teachers involved in it. The experience of primary school teachers as they perceive and report it has not been documented.

Three Nigerian Primary School Teachers: Classroom Days

Abstract Three Nigerian primary school teachers were interviewed, then observed, all day, for 10 consecutive days of teaching. The purpose of this study was to use classroom observations and interview methodology to construct a snapshot of a few days in the life of three Nigerian primary school teachers. The snapshot outlined the primary school classroom experience and examined the teachers perceptions of teaching and learning by using three focus questions: “What is learning?,” “What is the teachers role in learning?,” and “What is the students role in learning?” Finally, the study considered classroom observations to determine the congruence between the teachers expressed perspectives and the observed teaching. The teachers varied widely in their views of learning and of student and teacher roles in learning. Instruction of two of the teachers was congruent with their personal view of learning, while the third showed congruence only when teaching one subject area. These teachers expressed concern over the lack of classroom materials and the impact of inflation on the students ability to attend school and on the teachers morale. Observational data indicated that the teachers planned an organized school day that addressed components of the required curriculum. Lecture-based teaching was evident in these classrooms, but there was divergence in the amount and type of other forms of instruction used, such as group work. The study suggests that diversity can be expected among classrooms and teachers in northern Nigeria, with no one model fitting all.

Who’s in control? Teachers from five countries share perspectives on power dynamics in the learning environment

This article explores perspectives and strands of thought among teachers from five countries about power dynamics in learning environments, perspectives on power of dominant cultures and impacts of power on concepts of citizenship and social justice. Discourses revealed teachers have some understanding of how power impacts teaching and learning, how language empowers/disempowers students and how teachers and students use their power. Teachers’ and students’ perceptions of power in the learning environment likely shape educational experiences for all stakeholders. Effective empowerment, particularly of students, requires recognition of these and other factors.

Helping Students Reconstruct Conceptions of Thermodynamics: Energy and Heat

Thermodynamics, specifically energy and heat, is a major concept in the foundations of physics and physical science. To determine a strategy to teach thermodynamics meaningfully, the authors conducted classroom action research using interviews to determine secondary physics students current conceptions of thermodynamics. On the basis of the findings, the authors developed and implemented a science unit to facilitate students reconstructions of their ideas toward more scientifically appropriate concepts. The lessons, using a learning cycle strategy, and results of the pre- and post-interviews are presented.

Helping young children appreciate beauty in natural areas

Natures creations are eternal, and vulnerable. Mountains disintegrate, eroded by the elements of wind, cold, rain, and heat. At the same time, land masses are built up by other processes involving the folding and faulting of earth materials. Vegetation and animal life persist while constantly being modified by peoples technological advances. Some of these occurrences are examples of nature itself engaging in various cycles of growth and life, decay and death. While technology is coupled with natures own forces, its resulting effects on the design and balance in nature can be unpredictable and harmful to human well-being.

Team Teaching in an Online Environment: Effects on Instructors and Students

Wendy Perry Ruchti [!niversit) of Idaho As demand for online progratns and courses increase, institutions.of higher education are faced with the chaLLenge o_fdelivering sufficient numbers o,f high quality online courses to meet the demand. Tean1-teaching is one avenue to address harriers and assist faculty in retooling to deliver online courses. 1earn teaching can take several forms but always includes sharing responsibility <~f planning and providing instruction and feedback for the sarne students by two or more teachers. Jhis study included participants enrolled in a graduate online earth science for in-service rniddle school teachers at three major research universities located in the Northwest, Midvvest, and Southeast United States. Students were divided into cross-university, cooperative groups with colleagues across the country. There vvere 32 teachers enrolled in the course. Each university was responsible for the facilitation of one o.f the four 1najor topics covered in the course. Results indicate, that the use o,f teatnteaching provided novice instructors professional developntent in effective use of the rnediurn and reduced the vvorkLoad of an onLine learning environn1ent. Colleges and universities across the nation now o,ffer online courses and degree progran1s via the Internet (Thorrnann, 1999). It is estimated that over 61nilfion adults vvi!L enroll in an online course in the 2002-03 academic year (Hons, 2002). As dernandfor these progrants and courses increase institutions of higher education are faced with the challenge of delivering sufficient numbers of high quality online courses to nieet the demand. Often, a lag in student enrollment in online sections ofa course results as institutions enter the online rnarket. At the same time, ja.culty ntenibers have to retool their skills to niaster onLine course environH rnents and teaching online. The cornplexity of the learning process (Schon, 1983; Whitaker, 1993), tirne intensive nature r~f online courses ( Kroder, Suess, & Sachs, 1998; Mende, 1998; Tetter, 1997), and the need for extensive scaffolding (Loucks-Horsley, 1998) can he harriers }Or professional development. Tearn-teaching is one avenue to address these barriers and assist faculty in retooling to deliver online courses. Tearn teaching can take several forms but always includes sharing responsibility of planning and providing instruction and jeedbackfor the same students by two or more teachers. A review of current research from classroorn teaching, since online research is very sparse on team-teaching, can provide an entpirical frarnework to vie¥v a grounded theoryjor best practice.