Browsing by Subject "teacher practice"
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Item Arts for Academic Achievement: Arts Integration - A Vehicle for Changing Teacher Practice(Center for Applied Research and Educational Improvement, 2001-04) Werner, Linnette; Freeman, CarolArts integration, a teaching approach that uses concepts integral to both arts and non-arts areas, is increasingly being used to reach disenfranchised learners while at the same time replenishing teachers and changing teacher practice. The purpose of this paper is to present evidence of teacher practice change from research on a large urban school district’s arts integration initiative by addressing the question, “What effect has arts integration had on teacher practice?”Item Arts for Academic Achievement: Images of Arts Infusion in Elementary Classrooms(Center for Applied Research and Educational Improvement, 2003-02) Wahlstrom, KylaThis paper presents the findings from a longitudinal research study of the experiences and conditions in which community-based artists have been blended into everyday, on-going instruction in six Minneapolis elementary schools. Along with an earlier paper, “Arts Integration—A Vehicle for Changing Teacher Practice,” this paper substantiates and deepens what was first described by teacher participants in group interviews. The methodology for this current study utilized extensive classroom observation conducted over time. The six schools studied were part of a larger district-wide arts integration initiative, where a total of 43 schools were involved in the Annenberg Arts for Academic Achievement Project. Within each of the six selected schools presented in this paper are individual and teams of classroom teachers who have worked with the same artist over the course of one to three years. The classroom teachers and teaching artists were observed on twenty-two different occasions by observer-researchers from CAREI over the course of a year.Item Neuroscience Concepts Changed Teachers’ Views of Pedagogy and Students(Frontiers Journals, 2021-08-11) Chang, Zhengsi; Schwartz, Mark S; Hinseley, Vicki; Dubinsky, Janet MAdvances in neuroscience reveal how individual brains change as learning occurs. Translating this neuroscience into practice has largely been unidirectional, from researchers to teachers. However, how teachers view and incorporate neuroscience ideas in their classroom practices remains relatively unexplored. Previously fourteen non-science teachers participated in a 3-week three credit graduate course focusing on foundational ideas in neuroscience. The current work was undertaken to gain insight into if and how individual teachers choose to later apply the proposed set of educational neuroscience concepts (ENCs) in their classrooms. This qualitative follow up study examined commonalities in how teachers of diverse ages and subjects utilized their new neuroscience understandings. To this end, a year after the course, all participants assessed their perceived usefulness of the ENCs in a survey. Six of those teachers permitted classroom observations and participated in interviews that focused on how the ENCs may have influenced their lesson planning and teaching. The survey revealed that irrespective of subject areas or grade levels taught, teachers found the ENCs useful as organizing principles for their pedagogy now and in the future. Overall teachers estimated that the ENCs’ influence on lesson design had increased from 51% prior to the course to an estimated 90% for future lessons. A cross-case analysis of classroom observations and interviews revealed how teachers used ENCs to inform their pedagogical decisions, organize actions in their classroom, influence their understanding of students, and respond to individual contexts. Teachers recognized the importance of student agency for engaging them in the learning process. The ENCs also offered teachers explanations that affirmed known practices or helped justify exploring untried techniques. The foundational neuroscience concepts offered a small group of teachers a lens to reconsider, re-envision and re-design their lessons. Some teachers applied these ideas more broadly or frequently than others. This case study provided insights into how teachers can directly apply neuroscience knowledge to their practice and views of students.