Using literature cases to examine diversity issues with preservice teachers

Laframboise, Kathryn L.; Griffith, Priscilla L.

doi:10.1016/s0742-051x(96)00034-0

Cited by 25 publications

(12 citation statements)

References 7 publications

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“…Laframboise and Griffith (1997) stated that literature cases written in narrative form can engage the emotions of the reader and provide rich descriptions of characters' backgrounds, personalities, and problems which provide additional support for teacher candidates who lack the "experiential bases for understanding complex school-based contexts and problems" (p. 371). As seen from Lydia's responses, Christine's case did heighten emotions.…”

Section: Discussionmentioning

confidence: 99%

“Yeah, but I still don't want to deal with it”. Changes in a Teacher Candidate's Conceptions of Inclusion

Boling

2007

Teaching Education

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This study documents one teacher candidate's conceptions about the inclusion of children with special needs in the general education classroom and how these conceptions changed over time.The study illustrates which experiences contributed to an individual's evolving understandings and changing attitudes towards inclusion. Throughout a 15-week literacy methods course, the researcher collected data in the form of observations, interviews, course reflections, and other written assignments. Using grounded theory and constant comparative methods for analyzing data, the researcher discovered how a teacher candidate struggled to understand the purposes and goals of inclusion and was resistant to the idea of teaching students with disabilities. Class readings and course discussions appeared to heighten feelings of frustration and concern; however, making connections between course activities and actual classroom teaching practices and reconsidering the role of the teacher in inclusive classrooms assisted the teacher candidate in forming a commitment to teaching students with disabilities. Findings raise questions and offer possibilities for how to prepare teacher candidates for inclusive classrooms.

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Section: Discussionmentioning

confidence: 99%

“Yeah, but I still don't want to deal with it”. Changes in a Teacher Candidate's Conceptions of Inclusion

Boling

2007

Teaching Education

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“…One promising technique consists of using classroom exemplars during instruction: Classroom scenarios where expert teachers demonstrate how to apply the learned concepts into the teaching practice (Laframboise & Griffith, 1997). The goal of this research was to empirically test the hypothesis that adding metacognitive prompts to animated classroom exemplars would positively affect students' perceptions about learning, motivation to learn, and ability to apply the learned principles to new classroom scenarios.…”

Section: Introductionmentioning

confidence: 99%

Learning from animated classroom exemplars: the case for guiding student teachers' observations with metacognitive prompts

Moreno

2009

Educational Research and Evaluation

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Student teachers learned about teaching principles with the help of an instructional program that included classroom animation exemplars, where expert teachers demonstrate how to apply teaching principles to a classroom scenario. Some students learned by solely observing the classroom animations, whereas others were presented with the expert's metacognitive prompts during their observations, either with or without the presence of the expert on the computer screen. Metacognitive prompts consisted of activating the teaching principles learned and focusing students' attention on relevant classroom information. Student teachers who were not provided with metacognitive prompts took longer time to study the instructional materials, produced lower scores in a transfer test, and showed lower motivation to learn than their counterparts. Consistent with past research on animated pedagogical agents, the expert teacher's presence on the computer screen did not affect learning. The findings support the need to use metacognitive prompts to help novice students effectively learn from virtual classroom scenarios.

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“…One promising technique is that of using classroom exemplars during instruction: the presentation of a classroom scenario that illustrates how to apply the learned concepts into the teaching practice (Laframboise & Griffith, 1997). The goal of this research was to empirically test the effectiveness of classroom exemplars by examining whether their presentation in video, animation, or text format would affect students' perceptions about learning and motivation and their ability to apply the learned principles to new classroom situations.…”

Section: Introductionmentioning

confidence: 99%

Do classroom exemplars promote the application of principles in teacher education? A comparison of videos, animations, and narratives

Moreno

Ortegano-Layne

2007

Education Tech Research Dev

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Students learned about teaching principles with a multimedia program that either did not include a classroom exemplar illustrating how to apply the learned principles to the teaching practice (control group) or included a classroom exemplar in video, animation, or text format. Across two experiments, video and animation groups reported more favorable attitudes towards learning and were better able to apply the learned principles than the control group. Text and control groups did not differ in their learning or attitudes towards learning, suggesting that format is an important factor in determining the effectiveness of classroom exemplars as pedagogical tools for teacher education. Results encourage the use of visual classroom exemplars to promote the application of theory into practice.

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Using literature cases to examine diversity issues with preservice teachers

Cited by 25 publications

References 7 publications

“Yeah, but I still don't want to deal with it”. Changes in a Teacher Candidate's Conceptions of Inclusion

“Yeah, but I still don't want to deal with it”. Changes in a Teacher Candidate's Conceptions of Inclusion

Learning from animated classroom exemplars: the case for guiding student teachers' observations with metacognitive prompts

Do classroom exemplars promote the application of principles in teacher education? A comparison of videos, animations, and narratives

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