کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4941700 | 1436757 | 2017 | 14 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Shifting pedagogy in an AP US government & politics classroom: A DBIR exploration of teacher growth
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موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
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چکیده انگلیسی
This paper presents a longitudinal case study of a teacher, over four years, as he participated in a design-based implementation research (DBIR) project aimed at implementing a rigorous project-based learning (PBL) Advanced Placement U.S. Government and Politics (APGOV) course in an urban school district. Teacher interviews, professional development sessions, and classroom observations offer a window into how DBIR afforded the teacher unique opportunities to adapt and shift his pedagogical practices and beliefs around PBL in the classroom. Findings suggest the iterative nature of DBIR can serve as an important conduit to study what supports teacher learning over time.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Teaching and Teacher Education - Volume 64, May 2017, Pages 79-92
Journal: Teaching and Teacher Education - Volume 64, May 2017, Pages 79-92
نویسندگان
Carol M. Adams, Jane C. Lo, Alexandra Goodell, Sara Nachtigal,