Kellah M. Edens

Promoting Communication, Inquiry, and Reflection in an Early Practicum Experience Via an On-line Discussion Group

Abstract The principle aim of constructivist teacher education programs is the development of reflective teachers who understand the complexities and implications of ongoing classroom decision-making. This goal frequently is not achieved, however, for the existing knowledge, beliefs, and preconceptions about teaching, learning, and schools negatively influence what and how aspiring teachers learn in their teacher preparation program. One of the ways this difficulty is addressed is by encouraging students to systematically observe learners and learning processes, to pose specific questions, and communicate reflections about these observations. Communication, inquiry, and reflection, processes which facilitate the social construction of meaning, enable students to develop the cognitive schema or a “contemporary psychological perspective” essential for understanding and interpreting schools and classroom life. Yet opportunities for students in large diverse settings to engage in constructive dialogue to socially construct meaning are quite limited. This article provides a description and overview of an on-line discussion group that strengthens communication, inquiry, and reflection among preservice students. Both promises and pitfalls are outlined.

Sustaining a Professional Development School Partnership: Hearing the Voices, Heeding the Voices.

Abstract Establishing and sustaining a collaborative partnership that supports educational renewal requires hard work, along with honest communication in which differences are confronted rather than avoided. This article describes a research effort of a Professional Development Partnership to open the channels of communication among its constituents. The Interview Design Process was used to obtain systematic data from a sample of participants from each of the 17 PDS sites (N = 75). Findings revealed a pattern of responses consistent with the literature on educational change and congruent with the PDS National Standards (Draft). Recommendations concerning the importance of not only hearing the voices, but also heeding the voices are suggested.

Developing a Discourse Community of Preservice Teachers in a Technology-Mediated Context

Abstract Through an asynchronous discussion group on the Internet, students were given opportunities to interact in a community of beginning preservice and inservice teachers. They questioned, argued, and negotiated issues generated from their experiences in an introductory educational psychology course and school‐based practicum. This paper reports findings from an investigation into the social dynamics of a technology‐mediated environment and the extent to which community‐building occurred. Using a discourse analysis approach, the data were analyzed to determine the extent to which a technology‐mediated discourse community reflects the five main features that characterize the ethos of classroom communities: respect among members with open exchange of ideas, individual responsibility with communal sharing, shifting roles among members, constructive discussion/making meaning, and a participation framework. Illustrations of each of these categories that demonstrate an overall sense of community among the participants are provided.

A Vygotskian Approach to Promote and Formatively Assess Academic Concept Learning.

Promoting students’ conceptual understanding and academic language development is a primary goal of instructors in all subject areas. These goals, however, are sometimes hindered by the way students’ learning is assessed. In many college-level courses, knowledge-level tests that assess concrete thinking associated with superficial approaches to teaching are frequently used. Rubrics used to grade short open-ended responses often have vague criteria subjectively applied to a rating scale. To address these issues, this paper uses a new lens, shaped from the ideas of Vygotsky, a cultural-historical theorist, for understanding the development of academic language use (in Vygotskian terms, thinking that demonstrates conceptual understanding) and its assessment. Vygotsky’s stages of concept learning are applied to form criteria on a short-answer response rubric. Examples of students’ academic language use according to developmental level are provided. Recommendations for the adaptation of this type of classroom assessment for use in other courses are made, along with suggestions for future research.

A Rasch Analysis of Factors Derived from the Charles F. Kettering Ltd. School Climate Profile

A psychometric investigation using a factor analytic approach and latent trait analysis was made on the Charles F. Kettering Ltd. (CFK) School Climate Profile, a popular measure in the organizational climate literature. The results of the study suggest major revisions for the instrument. The factor analytic and latent trait analyses demonstrate that the subscales group in a different manner than was proposed by the scales developers. The findings suggest that a school climate scale needs to separate affective-experiential features of the setting from the cognitive-managerial components. Furthermore, it may not be possible to develop a single scale appropriate for all members of a school setting.