Developing a Community of Practice

Stein, Fred; Rankin, Lynn

doi:10.1080/10598650.1998.11510377

Cited by 5 publications

(2 citation statements)

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“…In contrast to the lecture/lab structure of university science courses that teachers typically experience in their preparation programs, these PD opportunities engaged teachers in developing deeper conceptual understandings through more active, investigation-oriented science learning experiences (Bucyznski & Hansen, 2010; Capps et al, 2012; Hughes, Molyneaux, & Dixon, 2012; St. John, 2001; Stein & Rankin, 1998; University of California Office of the President, 2012; Windschitl, 2002). Based on findings from some of these studies, Wilson (2013) suggests that immersing teachers in science inquiry experiences that model effective teaching strategies to support student inquiry might be nominated as a core element of effective science PD.…”

Section: Theoretical Foundations Of the Two Pd Programsmentioning

confidence: 99%

Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science

Roth

Wilson

Taylor

et al. 2018

American Educational Research Journal

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This study tests the influence of a video-based, analysis-of-practice professional development (PD) program on upper-elementary teachers’ science content knowledge, pedagogical content knowledge, and teaching practice and on their students’ achievement. Using a cluster-randomized experimental design, the study compares the outcomes for teachers in an analysis-of-practice program with those of teachers in a content-deepening program. Mediational analyses explore the relationship between teacher outcomes and student learning. In comparison with the content-deepening PD program, the analysis-of-practice PD program significantly impacted teachers’ knowledge and practice. Mediation analyses revealed a strong relationship between teaching practice and student learning. The study advances the field beyond the currently accepted consensus model of effective PD toward an empirically tested model.

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Section: Theoretical Foundations Of the Two Pd Programsmentioning

confidence: 99%

Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science

Roth

Wilson

Taylor

et al. 2018

American Educational Research Journal

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“…Because of its many sections and the nature of its activities, COART has more difficulty embracing an amalgamated pedagogical approach. Instructors navigate between structured and less structured approaches (Stein and Rankin 1998), partly because many have had experience with social mobilisation and political consciousness. Thus, it is not uncommon that a course on recycling is taught as a course on ecological consciousness raising, or that a theatre course utilises Augusto Boal's pedagogy known as 'theatre of the oppressed' (Boal 2006).…”

Section: Constructing the Pillars: Sustainability In The Makingmentioning

confidence: 99%

Communities of Practice at the Cidade do Saber

Montero¹

2016

Anthropology in Action

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I explore the relationships among state, culture and politics in the context of the largest educational project of social inclusion, local participation and citizenship in the Municipality of Camaçari, state of Bahia, northeastern Brazil. The City of Knowledge (Instituto Raimundo Pinheiro – Cidade do Saber), or CDS, offers free access to education, cultural events, and sports and leisure activities to economically disadvantaged children and adults, based on the concept of ‘plural citizenship’, the understanding that wider access to education, culture and sports shortens social distances and generates sustainable human development. Concepts of social inclusion, local participation, critical thinking and constructions of citizenship are applied, tested and contradicted on the ground. Sustainability is experienced as sustainable human development; sustainable urbanism; environmental sustainability and challenges to the sustainability of CDS, a community of practice where stakeholders are potentially producing a new way to understand what it means to be a modern Brazilian citizen.

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