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You searched for subject:(Teacher Design Teams). Showing records 1 – 2 of 2 total matches.

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University of Minnesota

1. Ellingson, Charlene. Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

Background/Context: Science is in the midst of reform, shifting away from teaching science and mathematics in isolation from one another, toward a model that prioritizes integration of science, technology, engineering, and mathematics (STEM) learning environments. Since teachers are the most important factor in determining the success and sustainability of reform ideals (Luft & Hewson, 2014), understanding how to effectively support the professional learning of teachers to plan, teach and assess integrated STEM curriculum is essential to STEM reform. Purpose/Focus of Study: This dissertation presents a model for understanding how to support and facilitate collaborative teacher design teams engaged in STEM curriculum development. The study focuses on co-development, collaboration, and refinement of integrated STEM curriculum units, and the social construction of knowledge as the teacher design team examines student work and redesigns curriculum. The study is framed around the theoretical construct of the reciprocal relationship between teachers and curriculum  – how teachers’ design and use of curriculum is influenced by the curricular resource itself. At the same time, the materials “change, move, perturb, and inform” (Bruner, 1977, p. xv) to advance teachers’ knowledge through use. Underlying curriculum use, is a set of resource tools, some physical and others intellectual, that teachers bring to designing instruction that affects decisions about how to interact with curriculum: to use with relative fidelity (offload), to make changes that preserve the core ideas in the curriculum (adapt), or make significant changes that reflect the teacher’s knowledge and skills (improvise). Decisions to offload, adapt or improvise curriculum materials can be understood by close analysis of interactions between the resources that informed the decisions. Intervention: The analysis of teacher professional learning is typically approached by measuring outcomes such as teacher or student learning (Brown, 2002). However, pedagogical design capacity (PDC) suggests an alternative method for understanding teacher professional growth as a process. The method consists of (i) identifying aspects that characterize curricular resources (procedures, domain representation, physical object); (ii) identifying aspects that characterize teacher resources (subject matter knowledge, pedagogical content knowledge, teacher goals and beliefs); and (iii) investigating how the former and the latter interact to inform decisions to offload, adapt or improvise with curriculum materials. In addition, evaluation of professional learning is often approached with the focus on individual teachers. However, the teachers in this study worked in teacher design teams. Therefore, the collaborative approach necessitated a model that honored and supported the knowledge, goals and experiences of the group. To support collaborative work, and to examine the effects of collaborative redesign of the STEM curriculum, two protocol interventions were developed. These…

Subjects/Keywords: Design Capacity Enactment Framework; Pedagogical Design Capacity; Protocols; Science; Technology; Engineering and Mathematics (STEM); STEM Curriculum Development; Teacher Design Teams

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ellingson, C. (2018). Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/199085

Chicago Manual of Style (16th Edition):

Ellingson, Charlene. “Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity.” 2018. Doctoral Dissertation, University of Minnesota. Accessed November 14, 2019. http://hdl.handle.net/11299/199085.

MLA Handbook (7th Edition):

Ellingson, Charlene. “Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity.” 2018. Web. 14 Nov 2019.

Vancouver:

Ellingson C. Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Nov 14]. Available from: http://hdl.handle.net/11299/199085.

Council of Science Editors:

Ellingson C. Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/199085

2. Pratt, Allen. Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study.

Degree: 2014, Liberty University

The purpose of this qualitative case study was to understand the perspectives of secondary level teachers in East Tennessee who are involved in Professional Learning Community (PLC) teams regarding both the environment and sharing of best teaching practices. The study examined PLC teams to better understand how the team design, interaction, and the process of collaboration enabled teachers to coexist as adult learners. The basic research question lies in what are teacher perspectives of PLCs relating to the environment of the collective inquiry and the transfer of knowledge at the secondary school level. The study examined PLC teams to better understand how the team design, interaction, and the process of collaboration enabled teachers to coexist as adult learners. The study examined four PLC teams in a rural East Tennessee high school. The teachers were observed and interviewed in their PLC teams, which were classified as focus groups. The focus groups were given an online assessment to better understand their PLC environment at the school. The observations, interviews, and assessments were used to give detailed description of the case and evolved into themes highlighted from the participants. The final four themes evolved from detailed data collection and analysis into relationships, values and vision, collective learning, and structures. The study concluded with recommendations to help rural secondary schools navigate through the PLC implementation process.

Subjects/Keywords: Collaboration; Collective Learning; Educational Design; Rural; Rural Professional Learning Community Teams; Secondary Schools; Education; Educational Administration and Supervision; Educational Leadership; Educational Psychology; Secondary Education and Teaching; Teacher Education and Professional Development

…131 PLC Teams… …141 Non-Traditional PLC Teams… …143 Four Stages of Teams… …50 2.5 Allenman’s (2004) Four Stages of Teams… …95 4.4 Teacher TEAM evaluation process… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pratt, A. (2014). Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/892

Chicago Manual of Style (16th Edition):

Pratt, Allen. “Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study.” 2014. Doctoral Dissertation, Liberty University. Accessed November 14, 2019. http://digitalcommons.liberty.edu/doctoral/892.

MLA Handbook (7th Edition):

Pratt, Allen. “Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study.” 2014. Web. 14 Nov 2019.

Vancouver:

Pratt A. Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Nov 14]. Available from: http://digitalcommons.liberty.edu/doctoral/892.

Council of Science Editors:

Pratt A. Teacher Perspectives of Professional Learning Community Teams with Respect to Their Collective Inquiries: A Case Study. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/892

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