Teachers’ reflections of professional change during a literacy-reform initiative

Nielsen, Diane Corcoran; Barry, Arlene L.; Staab, Pam Trefz

doi:10.1016/j.tate.2007.01.015

Cited by 42 publications

(36 citation statements)

References 24 publications

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“…Professional development has an important role to play in driving school reform. In a literacy reform study involving 41 primary-grade teachers from five high-poverty schools in the USA it was concluded that professional development must be embedded within school contexts, have clear goals and outcomes, and must be readily available to the recipient population in an on-demand fashion (Nielsen, Barry & Staab, 2008).…”

Section: Evidence Of School Reformmentioning

confidence: 99%

Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial

Tymms

Merrell

Thurston

et al. 2011

School Effectiveness and School Improvement

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2011) 'Improving attainment across a whole district : school reform through peer tutoring in a randomized controlled trial.', School eectiveness and school improvement., 22 (3). pp. 265-289. Further information on publisher's website: This is an electronic version of an article published in Tymms, P. and Merrell, C. and Thurston, A. and Andor, J. and Topping, K. and Miller, D. (2011) 'Improving attainment across a whole district : school reform through peer tutoring in a randomized controlled trial.', School eectiveness and school improvement., 22 (3). pp. 265-289. School eectiveness and school improvement is available online at: http://www.tandfonline.com/openurl?genre=articleissn=0924-3453volume=22issue=3spage=265Additional information: Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Despite limitations the study demonstrates that it is possible to carry out a clustered RCT on a large scale working with districts and suggests that peer tutoring has promise when scaled up.

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Section: Evidence Of School Reformmentioning

confidence: 99%

Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial

Tymms

Merrell

Thurston

et al. 2011

School Effectiveness and School Improvement

View full text Add to dashboard Cite

show abstract

“…To do so and avoid a dormant teaching life, teachers need to make a change in their career and go through 'professionalism', and determine their own tasks in the classroom and the ways to develop, negotiate, use and control one's knowledge (Helsby & McCulloch, 1996). Drawing on Nielsen et al (2007), the influential factors contributing to the professional change come from two main sources either from 'within' such as a teacher's knowledge, belief, and self-efficiency, or from 'outside' the teacher such as the school, community, etc.…”

Section: Presumed Factors Affecting Teachers' Zpdmentioning

confidence: 99%

“…As Tschannen-Moran et al (1998) hold, the increased collaboration with either supportive colleagues or literacy coaches can support teachers when they seem to lose their self-confidence due to a lack of experience and self-efficacy. Nielsen et al (2007) suggest that one way to bring about professional growth is to attend the classes conducted by 'exemplary teachers' and 'coaches' and observe their teaching methods, strategies and techniques. The following comment written by one of the teacher learners in Nielsen et al's qualitative study illustrates the importance of instructional role models since they can provide opportunities for the novice teachers to study different instructional methods in multiple contexts:…”

Section: A Collaborative Peers and Mentors B Contextual Constraintsmentioning

confidence: 99%

“…(Bartlett, 1990) It is also recommended that the practicing teacher read other teachers' diaries and, then, compare his own teaching experiences and instructional models with those of other teachers (Nielsen et al, 2007) In sum, the real expert teacher is the one who reflects on his teaching. This idea echoes Berliner's stance towards the concept of expertise claiming that experience will only contribute to expertise if practitioners are capable of learning from it and to learn from experience requires that practitioners constantly reflect on their practices (Berliner, 1994).…”

mentioning

confidence: 99%

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Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development

Shabani¹,

Khatib²,

Ebadi³

2010

ELT

201

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The current paper examines the instructional implications of Vygotsky's (1978) seminal notion of Zone of Proximal Development, originally developed to account for the learning potential of children, and investigates ZPD applications to the concept of teacher professional development. Specific attempt has been made to see how a number of assets at the teacher's disposal namely diary writing, peer and mentor collaboration, action research, practicum and TESOL discourse can serve as scaffolders to affect the progression of ZPD in language teachers. The contributions of ZPD to the concepts of scaffolding and dynamic assessment (DA) are explored extensively and the controversial issues are addressed. There is a consensus that the notion of the zone of proximal development and socio-cultural theory of mind based on Vygotsky's ideas are at the heart of the notion of scaffolding .This study highlights the limitations of the metaphor of scaffolding in interpreting the zone of proximal development. The concept of ZPD, as seen through the approach of DA, offers an operational view of the learners' actual level of development and a measure of emerging and imminent development. Utilizing the concept of ZPD, DA unites traditional assessment, instruction, intervention, and remediation. Though the concept of ZPD provides an attractive metaphor for designing instruction and analyzing learning, it poses a real challenge when put into practice. The present research highlights a procedure to provide a more tangible account of ZPD, but research on this area is scanty and further explorations and investigations are needed to reflect the implications of ZPD in instructional context.

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“…Realising the role of qualified and attuned teacher educators as mediators, L2 teachers enhance and reinforce teaching theories, classroom practice, matter-of-fact experience, and self-efficacy through interaction with the mediators. According to Nielsen et al (2007), "attending the classes conducted by exemplary teachers and coaches and observe their teaching methods, strategies and techniques" causes to weigh up, amend, and develop teacher profession. This way of teacher learning makes language teachers cope with their theory-and-practice teaching problems.…”

Section: Journal Of Language Teaching and Research 137mentioning

confidence: 99%

Operationalising the Concept of Mediation in L2 Teacher Education

Azadi¹,

Biria²,

Nasri³

2018

JLTR

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Abstract-This study aims to operationlise the mediation concept on L2 teacher education. Sixty-two EFL teachers at Isfahan high schools were selected, a 30-item questionnaire was employed, and T-test and one-way ANOVA were used. The findings revealed mediation roles of the teacher educators were instructional while integrative and participative roles were not attended. Teacher educators presented knowledge, skills, and experiences in the forms of lectures and seminars with little attention to workshops and panel discussions. BA holders showed positive perception towards mediation role of teacher educators while MA holders did not. The least experienced L2 teachers indicated the most positive attitude towards the mediation role of the teacher educators while the most experienced L2 teachers showed the least positive attitude. The findings presented L2 teachers a deep insight of the mediation concept, teacher educators a better picture of possible flaws of their role, and policy makers to amend related drawbacks.

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Teachers’ reflections of professional change during a literacy-reform initiative

Cited by 42 publications

References 24 publications

Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial

Improving attainment across a whole district: school reform through peer tutoring in a randomized controlled trial

Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development

Operationalising the Concept of Mediation in L2 Teacher Education

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