249 Articles
Medium 9781475846980

Comparing the Effectiveness of Student Performance in Face-to-Face and Online Modes of Learning

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Comparing the Effectiveness of Student Performance in Face-to-Face and Online Modes of Learning

Anjeela Jokhan

Ravneel Rajneel Chand

Salsabil Nusair

ABSTRACT: Many educational institutions offer a number of different delivery modes of learning in order to meet the educational needs of students from different walks of life. The purpose of this research was to compare the effectiveness of online and face-to-face delivery modes for an introductory information system course (IS121) delivered by the School of Computing, Information and Mathematical Sciences at the University of the South Pacific (USP). The research compares and analyses the learning activities of the course in both modes, taught by the same coordinator in the same semester to first-year students. This research showed that there was a significant difference (p < 0.05) in the performance of students between the face-to-face and online delivery modes. The findings from the current study also revealed that face-to-face mode students had a greater level of understanding when answering questions in relation to Bloom’s taxonomy (Higher-Order Thinking Skills).

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Medium 9781475846980

Reflective Practice in Professional Learning Communities: A Study of Mandarin Pre-service Teachers

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Reflective Practice in Professional Learning Communities

A Study of Mandarin Pre-service Teachers

Ping Liu

Abstract: This study examines the professional development of pre-service teachers in a Mandarin credential program. The focus of discussion is on their reflective practice in professional learning communities. The primary data were collected when the participants took a bilingual methodology course to learn, teach, and reflect on their experiences. Multiple sources of data were collected in a dynamic context to answer the research questions. Results suggest that the participants transitioned into the credential program in many different aspects, from identity, teacher attitude, addressing students’ needs to lesson planning/teaching, classroom management, and professional collaboration. Through reflective practice, the participants learned to make decisions in an instructional context and were active in exploring effective ways to improve learning and teaching independently and in collaboration with others. Educational implications are discussed on how to better support Mandarin teacher candidates in a credential program.

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Medium 9781475846973

Democratic Accountability in Teacher Education: Now More Than Ever

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Democratic Accountability in Teacher Education

Now More Than Ever

Marilyn Cochran-Smith

Molly Cummings Carney

Elizabeth Stringer Keefe

Stephani Burton

Wen-Chia Chang

M. Beatriz Fernández

Andrew F. Miller

Juan Gabriel Sánchez

Megina Baker

ABSTRACT: During the two decades from 1998 to 2017, “holding teacher education accountable” emerged as the major approach to reforming teacher education in the United States (Cochran-Smith et al., 2016; Lewis & Young, 2013; Taubman, 2009). The logic was that greater accountability would boost teacher education quality, which would boost teacher quality (defined primarily in terms of students’ achievement), which would in turn ensure individual prosperity as well as the long-term economic health of the nation (Cochran-Smith et al., 2017). The key accountability assumption here is that enhanced teacher education quality depends on systematic and vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. Across teacher education and other public domains, the rise in accountability regimes reflected the broad shift to a global and competitive knowledge society shaped by principles and policies derived from neoliberal economics and from the business world (Ambrosio, 2013; Furlong, Cochran-Smith & Brennan, 2009; O’Neill, 2002; Taubman, 2009).

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Turkish Secondary School Teachers’ Conceptions of Teaching and Assessment

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Turkish Secondary School Teachers’ Conceptions of Teaching and Assessment

Sevda Yerdelen-Damar

ABSTRACT: This study aimed to investigate Turkish secondary school teachers’ beliefs about teaching and the purposes of assessment, and the interrelations among their beliefs. The teachers’ conceptions were compared in terms of their gender, years of experience, and academic areas. The participants of the study consisted of 768 (311 Female, 457 Male) secondary school teachers from various academic disciplines in Turkey. The results of the study revealed that the participants endorsed a constructivist view of teaching more than a traditional view of teaching. They supported improvement and student accountability more than school accountability and irrelevant conceptions. The multivariate analysis of the teachers’ conceptions indicated that there were significant differences across academic disciplines and nonsignificant differences between male and female teachers. The teachers adopting constructivist conceptions tended to believe assessment was for improving students’ learning and accountability. The results of the study also supported the cultural dependency of teachers’ beliefs.

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Notions of Discretionary Power: Images Over Time

Jenlink, Patrick M. Rowman & Littlefield Publishers ePub

Notions of Discretionary Power

Images Over Time

Ulla Karin Nordänger

Per Lindqvist

ABSTRACT: This chapter describes statements made by a cohort of Swedish teacher students regarding their expectations on the job, from graduation in 1993 up to 2013, when 60 percent still remain active as teachers. The statements are related to analyses of the relation between teachers’ perception of their own discretionary power and the change in governance during the same time period. In the results an image of a substantially decreased level of discretion emerges, but at the same time, the results indicate that this image needs to be nuanced. After twenty years of work, a third of the still active teachers’ expressions point toward a new space of discretion, in line with the new governance, possibly leading to the development of an alternate professional identity.

In the new year of 1993, eighty-seven compulsory school teachers for earlier years, graduated from one of Sweden’s minor universities. Shortly before graduation, they were asked what expectations they had on their future job and if there were specific things they feared having trouble with, as teachers. The majority of these aspiring teachers had very high expectations. The work they saw ahead was characterized by discretion, variation, and development. One of them, whom we can call Ingrid, writes:

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