Special Online Issue
 |
Edited by Diane McGrath |
formerly Journal of Research on Computing in
Education
Volume 28 Number 5 Summer 1996
Teaching Teleapprenticeships: An Innovative Model for Technology
Integration
in Teacher Education, References CliftMiyake
Catherine O. Thurston,
Evangeline
D. Secaras, and James A.
Levin
University of Illinois, Urbana-Champaign
Publications
Rene Clift
Author(s): Wiggins, Robert A.; Clift, Renee T.
Title: Oppositional Pairs: Unresolved Conflicts in Student Teaching.
Journal: Action in Teacher Education; v17 n1 p9 19 Spr 1995
Year: 1995
Abstract:
This study analyzed two student teachers whose contradictory beliefs
about teaching
went unrecognized and unresolved and subsequently affected their
professional
growth. The study used interviews, observations, and student teacher
journals
to examine the nature of learning experiences. Results suggest
implications for
program administrators, supervisors, cooperating teachers, and student
teachers.
(SM)
Document Number: EJ507552
Author(s): Clift, Renee; And Others
Title: Developing the Potential for Collaborative School
Leadership.
Journal: American Educational Research Journal; v29 n4 p877 908 Win
1992
Year: 1992
Abstract:
Role relationships among teachers, administrators, and university
educators
from five schools and one university in a three-year collaborative
project were
studied. A general progression from initial ambiguity regarding role
definitions
for all participants to a tentative consensus on the value of the
importance
of teacher leadership is noted. (SLD)
Document Number: EJ460524
Author(s): Clift, Renee T., Ed.; Evertson, Carolyn M., Ed.
Title: Focal Points: Qualitative Inquiries into Teaching and
Teacher Education.
Teacher Education Monograph No. 12.
Year: 1992
Abstract:
The focus of this monograph is on the distinctions between questions
addressed
in research on teaching and issues of concern in teacher education and
on the
interplay of curricular, contextual, and pedagogical issues in both
public schools
and university settings. The publication is organized into seven
chapters: (1)
"Action Research and the Work of Teachers" (Susan E. Noffke); (2)
"Developing
Reflective Practice in Initial Teacher Education Courses: The Place of
Reading
and Writing" (Peter Lucas and Jean Rudduck); (3) "Personal
Perspectives and
Learning To Teach Writing" (Mary Louise Gomez and Trish L. Stoddard);
(4) "Mathematics
in Elementary School Tasks" (Ralph T. Putnam); (5) "Learning in
Classroom Settings:
Making or Breaking a Culture" (Elaine C. Collins and Judith L. Green);
(6) "Teacher
Culture from the Inside: A Case Study of Change from the Perspective
of Active
Participant Observer" (Joyce Henstrand-May); and (7) "Moving Pictures,
Multiple
Frames" (Renee T. Clift and Carolyn M. Evertson). (References are
appended to
chapters.) (LL)
Document Number: ED350304
Author(s): Clift, Renee T.
Title: Teacher Education and Teaching Empowerment for Whom? When?
Journal: Teacher Educator; v27 n1 p14 23 Sum 1991
Year: 1991
Abstract:
Teacher empowerment should begin by preparing teachers to make wise
decisions
about educational experiences and control decisions about educational
quality.
If teacher educators feel their efforts are shaped by elements beyond
their
control in situations prizing faculty governance and autonomy, a
compliance-oriented
socialization process begins and is amplified in school. (SM)
Document Number: EJ438522
Author(s): Clift, Renee; And Others
Title: Restructuring Teacher Education through Collaborative Action
Research.
Journal: Journal of Teacher Education; v41 n2 p52 62 Mar Apr 1990
Year: 1990
Abstract:
This article describes a collaborative action research project between
University
of Houston education faculty and the staff of five elementary schools.
The project
investigated the status of learning cultures for teachers and
administrators
in their schools. Implications for initial and continuing preparation
of teachers
and principals are drawn. (IAH)
Document Number: EJ409636
Author(s): Clift, Renee T.; And Others
Title: School Context Dimensions That Affect Staff Development.
Journal: Journal of Staff Development; v11 n1 p34 8 Win 1990
Year: 1990
Abstract:
Discusses staff development, examining data from a project involving
the University
of Houston and seven schools. Teacher interviews revealed five
dimensions of
school context affecting opportunities for their professional
development (interpersonal,
structural, individual, leadership, and synergistic). (SM)
Document Number: EJ417490
Author(s): Clift, Renee T.; And Others
Title: Exploring Teachers' Knowledge of Strategic Study Activity.
Journal: Journal of Experimental Education; v58 n4 p253 63 Sum 1990
Year: 1990
Abstract:
Thirty-seven elementary and secondary school teachers were surveyed
about their
knowledge of task-specific study strategies, and 10 were interviewed
to validate
and extend the survey data. Teachers seldom reported providing
students with
metacognitive components of strategy instruction. Implications for
teacher instruction
in study strategies are discussed. (SLD)
Document Number: EJ414340
Author(s): Clift, Renee T.; And Others
Title: Dogs, Ponies, and the Improvement of Teaching: English
Teachers' Perceptions
of the Texas Teacher Appraisal System.
Year: 1989
Abstract:
This paper explores the impact of the Texas Teacher Appraisal System
(TTAS)
through an analysis of interviews with 24 high school English
teachers. The
first part of the paper discusses the development of the TTAS and the
second
section describes the study. The teachers were asked if and how the
TTAS had
affected their teaching performance, what were positive and negative
aspects
of the system, how they would change the present system, and what
would constitute
an ideal system. Responses revealed that: (1) all but one of the
subjects indicated
that the TTAS had affected their teaching performance during
evaluation; (2)
more than a third of the subjects indicated that the TTAS had caused
them to
reflect on their teaching; (3) the most frequently mentioned negative
aspect
of the TTAS was that teaching performance could be staged or rehearsed
for evaluators,
also that too much depends on the relationship between the teacher and
the evaluator;
(4) the subjects indicated that evaluation should not be tied to
monetary gain,
observations should be unannounced, and evaluation should be based on
more than
classroom observation; and (5) a majority of the teachers believed the
purpose
of an ideal evaluation system should be individual growth or
professional development.
To correct what teachers perceive to be problems with the TTAS would
require
a shift from a summative to a formative evaluation emphasis. (JD)
Document Number: ED312221
Author(s): Clift, Rene T.; Say, Michael
Title: Teacher Education: Collaboration or Conflict?
Journal: Journal of Teacher Education; v39 n3 p2 7 May Jun 1988
Year: 1988
Abstract:
After reviewing five existing collaborative models for preservice and
continuing
teacher education, this article proposes a reciprocal model for
collaboration
that will be mutually beneficial to institutions and individuals
involved in
teaching and teacher education. (IAH)
Document Number: EJ384736
Author(s): Clift, Renee T.
Title: English Teacher or English Major: Epistemological
Differences in the
Teaching of English.
Journal: English Education; v19 n4 p229 36 Dec 1987
Year: 1987
Abstract:
Discusses a study of six senior English majors at the University of
Houston,
three of whom intended to be teachers and three who did not. Concludes
that
English teachers' prior experience as students has a crucial impact on
the way
they view teaching. (JC)
Document Number: EJ364670
Author(s): Clift, Renee Tipton; Warner, Allen R.
Title: University Contributions to the Education of Teachers.
Journal: Journal of Teacher Education; v37 n2 p32 6 Mar Apr 1986
Year: 1986
Abstract:
The authors assert that universities make four unique contributions to
the education
of teachers by providing (1) reflection on educational issues; (2)
multiple
perspectives; (3) intellectual diversity; and (4) research. These
contributions
are discussed. (MT)
Document Number: EJ333732
Author(s): Clift, Renee T.; Waxman, Hersholt C.
Title: Some Neglected Elements of Effective Schools Research: A
Review of
Literature.
Journal: Journal of Classroom Interaction; v20 n2 p2 11 Sum 1985
Year: 1985
Abstract:
This annotated list of references represents current knowledge in five
areas
related to effective schools and classrooms. These areas are (1) the
process
of education change; (2) school and classroom culture; (3) student
cognition;
(4) student affect; and (5) school improvement and staff development.
Also included
are references to middle school effectiveness and methodological
issues. (Author/MT)
Document Number: EJ330692
Author(s): Clift, Renee
Title: High School Students' Responses to Dramatic Enactment.
Journal: Journal of Classroom Interaction; v21 n1 p38 44 Win 1985
Year: 1985
Abstract:
Students in four secondary school classes were taught two lesson
topics, the
first by dramatic reenactment, the second by lecture/seatwork. Concept
acquisition,
retention, and students' attitudes toward the instruction form were
measured.
Results are discussed. (Author/MT)
Document Number: EJ330703
Author(s): Joyce, Bruce; Clift, Renee
Title: The Phoenix Agenda: Essential Reform in Teacher Education.
Journal: Educational Researcher; v13 n4 p5 18 Apr 1984
Year: 1984
Abstract:
Reviews some current criticisms of teacher education and the nature of
recent
reform proposals. Presents a series of propositions dealing with (1)
potential
reform of teacher education's substance and process and (2) governance
of certification,
accreditation, and the link between research community and teacher
education
process. (CMG)
Document Number: EJ298996
Author(s): Clift, Renee T.; Wilson, Suzanne
Title: Training Preservice Teachers to Use Dramatic Activities with
Secondary
School Students.
Year: 1984
Abstract:
A case study design that included classroom observation, repeated
self-assessments,
and formal interviews was used in a training workshop for 11
preservice teachers.
The intent was to train them to use dramatic activities with secondary
school
students in their own classrooms. The training incorporated elements
of theory,
demonstration, peer teaching, feedback, classroom implementation,
coaching,
and social-emotional support. Four sections that were separated by
classroom
implementation tasks comprised the training workshops. The sections
consisted
of (1) warm up exercises in which the trainees accustomed their
students to
using dramatic activities; (2) simulation of course concepts or
process; (3)
role playing, which emphasized the human elements within the
curriculum; and
(4) a final training assignment, which assessed the trainees'
abilities to transfer
the workshop contents to their own instruction. Evaluation of training
included
trainee self-evaluation and observer evaluations. All trainees
completed the
training; nine considered themselves to be competent at using dramatic
activities
in their own classrooms. (HOD)
Document Number: ED258168
Author(s): Clift, Renee T.
Title: High School Students' Responses to Dramatic Enactment.
Year: 1984
Abstract:
A study compared the effects of dramatic enactment as a class activity
with
more traditional teaching methods on students' acquisition and
retention of
the concepts taught in the lesson. Subjects were 102 secondary school
students
from various content classes, randomly assigned to a half-class. Each
half-class
was taught two lesson topics, half via dramatic enactment on the first
topic
and half via lecture/seatwork. The instruction was reversed for the
second lesson.
Lesson concept acquisition and retention were measured, in addition to
students'
attitudes toward the instructional form. Two students from each half
class were
interviewed about their participation, thoughts, and emotions during
instruction
with regard to participation and off-task behavior. As predicted, the
results
indicated that students' concept acquisition and retention were
equivalent during
both forms of instruction, but that they favored dramatic enactment as
an instructional
form. The descriptive data regarding students' cognitive and affective
processes
indicated that while students were equally attentive during both forms
of instruction,
dramatic enactment illicited more expressions of interest or
excitement during
instruction and fewer expressions of fear. (HTH)
Document Number: ED257070
Author(s): Joyce, Bruce R.; Clift, Renee Tipton
Title: Teacher Education and the Social Context of the Workplace.
Journal: Childhood Education; v61 n2 p115 9, 122 8 Nov Dec 1984
Year: 1984
Abstract:
Analyzes problems of horizontal and vertical transfer of training
skills to
the school setting in terms of teachers' lifelong learning in the
profession.
Research findings support the necessity of reforming most teacher
training programs
to encourage learning the theoretical underpinnings of the profession
and to
provide a social context for solving practical problems. (CB)
Document Number: EJ312545
Moshe Cohen
Author(s): Cohen, Moshe; Riel, Margaret
Title: The Effect of Distant Audiences on Students' Writing.
Journal: American Educational Research Journal; v26 n2 p143 59 Sum
1989
Year: 1989
Abstract:
Writing quality of 2 seventh grade classes in Jerusalem of 22 students
each was
compared in 2 audience conditions: (1) to the teacher for grades, and
(2) to a
distant peer audience to share ideas. Papers written to communicate with
peers
were rated more highly than those written for grades. (SLD)
Document Number: EJ409696
Author(s): Cohen, Moshe; Riel, Margaret
Title: Computer Networks: Creating Real Audiences for Students'
Writing.
Report No. 15.
Year: 1986
Abstract:
A study examined the effect of a computer network which was designed
to create
a functional learning environment to engage students in writing as a
communicative
act with a real audience. Subjects, 44 seventh-grade Israeli students,
wrote
an essay as part of their regular midterm examination and, a week
later, wrote
another essay for their peers, intended for transmission through an
international
newswire service to a network of computers located in Virginia.
Students wrote
their essays in Hebrew without the use of computers. The essays for
the network
were then translated into Spanish or English for the computer-linked
audience.
Results indicated that student essays written for a real audience
(their peers)
were better organized and dealt with the content in a more informative
and elaborate
fashion than did the essays written for the exam. (Two tables of data
are included;
57 references are attached.) (RS)
Document Number: ED347524
Author(s): Cohen, Moshe; Miyake, Naomi
Title: A Worldwide Intercultural Network: Exploring Electronic
Messaging
for Instruction.
Journal: Instructional Science; v15 n3 p257 73 1986
Year: 1986
Abstract:
Discusses the Intercultural Learning Network, an international
computer network
designed to enable students from different cultures to work with one
another.
Questions addressed include whether it is technically possible,
economically
feasible, and useful for instructional purposes; what organizational
structures
are required; and whether it can support multiple languages and
cultures. (MBR)
Document Number: EJ347601
Author(s): Cohen, Moshe; And Others
Title: Exemplary Educational Computer Use: Coping with Rapid
Changes in Technology.
Interactive Technology Laboratory Report #12.
Year: 1986
Abstract:
Over the past decade educational researchers and curriculum evaluators
have
dealt with the deviation between a specified educational program and
its actual
implementation. These differences have been referred to as a critical
problem
in both the achievement and the evaluation of a program's goals. The
research
reported here has explored the grassroots implementation of
computer-use in
classrooms as an alternative approach to program implementation. An
ethnographic
study of six exemplary elementary classrooms in the San Diego County
(California)
area found that successful implementation of computers was the result
of the
combined efforts of an enthusiastic teacher, who became the "computer
expert,"
and a supportive principal, who in most cases did not know about
computers but
recognized their potential. These implementation efforts resulted in
applications
that were different from conventional uses, and were evaluated against
heterogeneous
criteria of success. Diversity in the implementation of computers in
education
was found to be a useful mechanism for coping with the rapid rate of
change
in computer technology. The grassroots introduction of computers
required extensive
efforts on the part of the teachers involved and resulted in the
recognition
of their academic effort by colleagues. If the implementation of
computers had
followed the traditional top-down hierarchical approach, it could not
have kept
abreast of rapid technological changes and might have become overly
constrained
in its application. (23 references) (Author/GL)
Document Number: ED311875
Author(s): Cohen, Moshe; Miyake, Naomi
Title: A Worldwide Intercultural Network: Exploring Electronic
Messaging
for Instruction. Interactive Technology Laboratory Report #8.
Year: 1985
Abstract:
A worldwide international computer network, called the Intercultural
Learning
Network, has been developed to provide students from different
cultures with
opportunities to work cooperatively. Prototype activities have been
developed
and tested which facilitate and contextualize interactions among
secondary and
college students. Joint projects in language, science, and social
studies are
carried out using an overnight electronic network to coordinate
parallel surveys
and to exchange findings of joint research. Five important questions
are addressed
in this research: (1) Is the Intercultural Learning Network
technically feasible?
(2) Is it economically feasible? (3) Is it useful for instructional
purposes?
(4) What organizational structures are required? and (5) Can the
system support
multiple languages and cultures? Findings indicate that because of
continuing
technological advances, cross cultural activities have become
economically and
technically feasible. The level of technical expertise needed is
reasonably
accessible to any motivated teacher. The continuing costs involved are
small
enough to be covered as incidental expenses by many school budgets.
The educational
potential of the activities is promising. Some prototype activities
have been
developed to facilitate the initial interactions across cultures.
Joint participation
in such activities is a good way to encourage multilingualism and
awareness
of other cultures. Further research is being conducted to evaluate the
long
term effects of international networking on students' attitudes,
knowledge,
and cultural awareness. (12 references) (Author/GL)
Document Number: ED311872
Author(s): Cohen, Moshe; And Others
Title: The World as Functional Learning Environment: An
Intercultural Learning
Network. Interactive Technology Laboratory Report #7.
Year: 1985
Abstract:
Electronic networks provide new opportunities to create functional
learning
environments which allow students in many different locations to carry
out joint
educational activities. A set of participant observation studies was
conducted
in the context of a cross-cultural, cross-language network called the
Intercultural
Learning Network in order to evaluate the potential of this
interactive medium
for instruction. This network was established in the spring of 1984
with a series
of pilot projects conducted between San Diego (California), Tijuana
(Mexico),
and Juneau (Alaska). Goals of the network are to: (1) facilitate
interaction
across cultural boundaries in joint problem solving in real and
simulated instructional
domains; (2) provide a motivating context for the development of
literacy skills
in local and foreign languages; (3) educate students about cultural
diversity,
ethnocentrism, and cultural relativism; and (4) promote the
exploration of and
exposure to local and foreign culture, norms of behavior, tradition,
and values.
Since 1984, the network has expanded to more sites around the world
and into
a broader range of activities, including joint social science studies,
functional
language learning activities, and distributed problem solving
projects. Initial
findings indicate that the Intercultural Learning Network is meeting
its goals.
(39 references) (Author/GL)
Document Number: ED311871
Author(s): Cohen, Moshe; And Others
Title: Exemplary Classroom Computer Use. A Time for Tools.
Interactive Technology
Laboratory Report #1.
Year: 1983
Abstract:
The Policy Board of the Teacher Education and Computer Center (TEC
Center) for
San Diego/Imperial Counties of California requested researchers at the
University
of California, San Diego (UCSD), to produce a background paper on the
effective
local classroom uses of microcomputers. Exemplary site studies of two
elementary,
two junior high, and two high schools in San Diego County were
conducted to
examine several examples of innovative computer use and gain an
understanding
of future possibilities. One elementary school and two middle schools
stressed
programming as the central feature in the computer curriculum. The
other elementary
school and two high schools introduced students to a range of special
purpose
tools such as word processing, database management,
telecommunications, and
graphics, with programming playing a secondary role. Almost no drill
and practice
was observed at any of the sites. This result contrasts with reports
of national
and local surveys which reported drill and practice as the most
frequent use
followed by programming, and tool use being almost non-existent. The
policy
implications of this research are that the TEC Center should shift its
emphasis
from programming to software tool use, and should play a role in: (1)
evaluating
and distributing software tools; (2) coordinating an effort to open
exemplary
computer classrooms to visitors; (3) establishing telecommunications
links between
schools, curriculum developers, and institutions of higher education;
and (4)
supporting in-service training for teachers and administrators. Four
appendixes
include a summary of each exemplary computer-use site and three papers
written
by UCSD researchers which bear on this project. (27 references) (GL)
Document Number: ED311868
Author(s): Levin, James; And Others
Title: Teaching Teleapprenticeships: A New Organizational Framework for
Improving
Teacher Education Using Electronic Networks.
Journal: Machine Mediated Learning; v4 n2 3 p149 61 1994
Year: 1994
Abstract:
Describes a project at the University of Illinois, Urbana-Champaign that
explored
several models of teleapprenticeships to provide teacher education
students with
collaborative, constructivist learning models through the use of
electronic networks,
and to integrate instructional computer experiences within the teacher
education
process. (five references) (LRW)
Document Number: EJ495113
Author(s): Jones, Craig; Levin, James
Title: Primary/Elementary Teachers' Attitudes toward Science in Four
Areas Related
to Gender Differences in Students' Science Performance.
Journal: Journal of Elementary Science Education; v6 n1 p46 66 Win
1994
Year: 1994
Abstract:
Compares data on preservice and inservice primary/elementary teachers'
attitudes
toward science and science instruction. In addition, the attitudes of
males
and females were compared. (PR)
Document Number: EJ484186
Author(s): Jacobson, Michael J.; Levin, James A.
Title: A Rule-Based and Hypertextual Electronic Mail System for
Electronic Learning
Environments: Applying the Distributed Network Learning Framework.
Year: 1992
Abstract:
This paper discusses issues related to the design of software tools
that support
learners in their participation in network-based learning activities.
To guide
the development and use of a new class of educationally-oriented
network tools,
this paper proposes a cognitively-based, distributed network learning
framework
(DNLF). This framework has three main aspects: (1) network mediators
and the
flow of information and knowledge; (2) networks and cognitive theories
of learning;
and (3) the human-network interface. As an example of an application
of the
DNLF, an ongoing research and development project is described that
involves
an electronic mail program called The Message Assistant is described.
The Message
Assistant is designed to promote higher order learning goals as a part
of instructional
activities conducted over distributed educational networks. In
addition to the
standard electronic mail features such as creating, sending,
receiving, and
reading messages, this program includes a user-defined incremental
expert system
and hypertextual linking functions to assist network users in their
evaluation,
organization, and distribution of network information and knowledge.
Research
using the DNLF can provide insights into important aspects of
electronic educational
networks and help guide the design of tools to better support learning
in these
rapidly evolving network environments. Six figures illustrate The
Message Assistant
screen displays. (Contains 14 references.) (Author/ALF)
Document Number: ED349961
Author(s): Knorr, Thomas, Sr.; Levin, James
Title: A User-Friendly Forecast.
Journal: Science Teacher; v57 n3 p58 9 Mar 1990
Year: 1990
Abstract:
The use of the Accu-Weather database system in a junior high school
classroom
is described. Costs, equipment, and information received are
discussed. Two
software packages designed for use with meteorological data and
Accu-Weather
are highlighted. Availability information and a description of the
services
provided are included. (CW)
Document Number: EJ409403
Author(s): Riel, Margaret M.; Levin, James A.
Title: Building Electronic Communities: Success and Failure in
Computer Networking.
Journal: Instructional Science; v19 n2 p145 69 1990
Year: 1990
Abstract:
Discussion of the use of computer networks to create electronic
communities
highlights a research strategy that compared educational activities
conducted
across electronic networks to examine features of successful and
unsuccessful
electronic communities. Networks described include university
researchers' networks;
teacher networks; student networks; and international networking. (24
references)
(LRW)
Document Number: EJ416974
Author(s): Levin, James; And Others
Title: The Teacher Education Curriculum: A Computer-Assisted Process
for Informed
Decision-Making.
Year: 1989
Abstract:
This report describes a computer assisted process that resulted in the
development
of a comprehensive database of actual courses taken by undergraduates
in teacher
preparation programs for use in decision making about possible
curriculum redesign
for teacher education majors. The creation of the database required
four stages:
(1) selecting majors from the College of Education and other academic
areas
corresponding to one of the College of Education majors for analysis
and comparison;
(2) defining majors and dividing them into subject categories; (3)
classifying
majors in terms of subject category courses, courses taken but not
categorized,
and required courses not taken; and (4) describing majors in terms of
individual
student credit information. While the primary focus of the present
study was
to compare the actual consumed curriculum of teacher education with
their counterparts
in other colleges, the database created from the study could be useful
to a
variety of audiences depending on the issues or questions to be
addressed. Sample
data are presented in four tables and three figures. (DB)
Document Number: ED327161
Author(s): Waugh, Michael L.; Levin, James A.
Title: TeleScience Activities: Educational Uses of Electronic
Networks.
Journal: Journal of Computers in Mathematics and Science Teaching; v8
n2 p29
33 Win 1988 89
Year: 1989
Abstract:
Described are successful science activities which have been conducted
on an
international telecommunications network which links schools in the
United States,
Mexico, Japan, and Israel. Examined are several activities currently
being developed.
Reports an innovative way to involve a wide range of students in the
scientific
process. (MVL)
Document Number: EJ389618
Author(s): Levin, James A.; And Others
Title: Education on the Electronic Frontier: Teleapprentices in
Globally Distributed
Educational Contexts.
Journal: Contemporary Educational Psychology; v12 n3 p254 60 Jul 1987
Year: 1987
Abstract:
The Inter-cultural Network is an electronic communication network
connecting
faculty and upper elementary through graduate students in the U.S.,
Mexico,
Japan, and Israel. The students address the problem of water shortage,
while
learning science concepts and transferring learning. A new form of
instruction,
teleapprenticeships, is suggested. (GDC)
Document Number: EJ361912
Author(s): Levin, James A.; And Others
Title: Education on the Electronic Frontier: Teleapprentices in
Globally Distributed
Educational Contexts. Interactive Technology Laboratory Report #14.
Journal: Contemporary Educational Psychology; v12 p254 60 1987
Year: 1987
Abstract:
The instructional media created by microcomputers interconnected by
modems to
form long-distance networks present some powerful new opportunities
for education.
While other uses of computers in education have been built on
conventional instructional
models of classroom interaction, instructional electronic networks
facilitate
a wider use of apprenticeship education, in which students learn
skills and
acquire knowledge in contexts similar to those in which they will be
used. To
investigate these possibilities, an instructional electronic network
(the Intercultural
Learning Network) interconnecting students and teachers in the United
States,
Mexico, Japan, and Israel has been developed. For one project
conducted in this
network, students tackled a problem in their own community, the
problem of the
shortage of water. By addressing a problem shared across the different
locations,
students learned to transfer solutions used elsewhere to their own
problems.
They also acquired science concepts in an instructional setting that
provided
dynamic support for the acquisition of problem solving skills. This
study raises
a challenge to education: that the dominant form of instruction could
become
"teleapprenticeships." In this form of instruction, students would
participate
in globally distributed electronic problem solving networks, jointly
tackling
problems with other students, with teachers, and with adults outside
the school.
(9 references) (Author/GL)
Document Number: ED311876
Author(s): Levin, James A.; And Others
Title: Reflexibility in Problem Solving: The Social Context of
Expertise. Report
No. 13.
Year: 1986
Abstract:
A series of studies conducted to identify the factors that block and
unblock
problem solving is described. Through the construction of an isomorph
of the
classic "water jar" problems developed by A. S. Luchins (1942) as a
dynamic
graphic micro-world, several factors involved in producing blocked
states were
identified. Subjects included 10 individuals and 10 pairs of subjects.
By comparing
the behavior of individuals tackling the "missionaries and cannibals"
problem
to that of pairs of subjects solving this problem, a study identified
means
by which problem solvers operating in a social context are able to
overcome
blocks that discourage individuals. These studies point to the
importance of
"reflection" (evaluation of problem-solving results) for flexible
problem solving.
This research suggests that teaching students to analyze what they
have done
will help them develop flexibility in using a new approach when
blocked. The
results may also account for the difficulty in showing learning in
"discovery
learning" uses of computers, such as the use of LOGO, since such uses
often
do not encourage students to reflect on the outcome of their problem
solving.
(TJH)
Document Number: ED310147
Author(s): Levin, James; And Others
Title: A Strategy for Classroom Resolution of Chronic Discipline
Problems.
Journal: NASSP Bulletin; v69 n479 p11 8 Mar 1985
Year: 1985
Abstract:
Students who chronically misbehave may respond to the field-tested
anecdotal
record technique. The teacher keeps a daily record of the student's
positive
and negative behaviors and the teacher's responses, and shares
progress with
the student daily. (PGD)
Document Number: EJ315237
Author(s): Riel, Margaret M.; Levin, James A.
Title: Learning with Interactive Media: Dynamic Support for Students
and Teachers.
Interactive Technology Laboratory Report #4.
Year: 1985
Abstract:
The controversy over appropriate educational uses of computers is
framed along
a continuum based on the amount of support provided to the user.
Software programs
in which the user's role is to respond in a pre-determined structure
(program
controlled software) anchors one end of the continuum, while software
which
empowers the user to create new ways to use the computer (user control
software)
anchors the other end. Both positions in the controversy are too
static. An
alternative position is proposed: a process of educational software
use in which
the amount of assistance provided by the computer is systematically
decreased
as novices gain expertise. This principle, termed "dynamic support,"
applies
to students learning to write and to teachers learning to incorporate
computers
into their classrooms. (21 references) (Author/GL)
Document Number: ED311870
Author(s): Levin, James A.
Title: Computers as Media for Communication: Learning and Development
in a Whole
Earth Context.
Year: 1985
Abstract:
Educationally successful electronic network activities involving
microcomputers
and long-distance networks include a student newswire, joint social
science
projects, and joint science projects. A newswire activity, such as
"The Computer
Chronicles," can provide a wide range of audiences for writing, a
functional
environment for reading, and a context for evaluating the writing of
oneself
and others. Joint social science projects carried out by middle and
high school
students and teachers at sites in California, Israel, Japan, Alaska,
and Mexico
have involved students in comparing educational systems across sites,
analyzing
the news coverage of the "same" event at the different sites, and
surveying
popular music at the different locations. Joint science projects
currently are
being organized in which students collect data on some shared problem,
jointly
analyze the data, and report findings. Not only is this a "functional
learning
environment" for science instruction, but it also may be a powerful
way to teach
problem solving. In the longer run, these kinds of joint activities
can become
a central part of the educational experience. The dynamic support
provided by
computers and computer networks may make it economically feasible to
include
an "apprenticeship" model for learning as a central part of our
educational
system. (RH)
Document Number: ED262898
Author(s): Levin, James; And Others
Title: Critical Experiences in Student Teaching: Effects on Career
Choice and
Implications for Program Modification.
Year: 1985
Abstract:
Student teachers from Pennsylvania State University described
experiences which
supported or reduced their motivation to pursue teaching as a career.
Data were
collected from students who had successfully completed an 11 week
full-time
student teaching experience. The sample included 77 elementary, 92
secondary,
and 28 special education student teachers. Most student teachers
provided multiple
comments regarding positive and negative experiences, resulting in 956
examples.
Of these, there were 557 positive responses and 399 negative comments.
Most
positive responses came in the category of "individual interaction
between teachers
and student teachers," followed, in descending order, by "student
feedback to
teacher," "pedagogy," "achievement," and "teacher interaction with
students."
Categories with the most negative responses were "student behavior,"
"behavior
management," "professional behaviors/attitudes outside the classroom,"
and "parents/community
expectations/attitudes." Tables display percentages and ranks of
positive and
negative responses, and samples of comments in each of the categories
are included.
(CB)
Document Number: ED261021
Author(s): Levin, James; And Others
Title: Teachers' Perceptions of School Discipline: Their Impact on
Staff Development
Delivery.
Year: 1984
Abstract:
A questionnaire on attitudes toward discipline problems and classroom
management
strategies was submitted to 71 secondary school teachers. Thirty-eight
of the
respondents taught in a large inner-city junior high school composed
of equal
percentages of White, Black, and Hispanic students. The remaining 33
respondents
taught in a small, suburban school in an affluent district with a
predominantly
white student population. The first section of the questionnaire dealt
with
classroom management techniques, characteristics of students viewed as
discipline
problems, and corrective measures employed in the schools. The second
section
asked for rank ordering in importance of the major causes of
discipline problems,
the most frequently occurring problems, and ways to improve
discipline. Results
showed that a majority of the teachers agreed with over half of the
statements
presented in the first section, and that they were in solid agreement
that discipline
problems were greater in the inner-city school. When teachers ranked
in order
of importance the major causes of discipline problems, problem
frequency, and
ways to improve discipline, few rankings were found statistically
different.
Analysis of responses indicated that teachers recognize the need for
competence
in classroom management, feel a need for administrative support in
handling
problems, and are receptive to more training in classroom management.
Several
suggested guidelines for inservice planning are discussed. (JD)
Document Number: ED246034
Author(s): Levin, James; Klindienst, David
Title: Differences in Attitudes between Academic Continuing and
Academic Terminal
Secondary Science Students.
Year: 1983
Abstract:
This study compared attitudinal data on students who had dropped
college preparatory
science (academic terminal) in high school (N=55) with those who
continued to
enroll (academic continuing) in college preparatory science courses
(N=108).
Eight attitudes that have been hypothesized to be related to learning
cognitive
performance and enrollment in science were assessed. These were:
science usefulness;
confidence in learning science; science as a male domain; effectance
motivation
in science; success in science; teacher support; parental support; and
peer
support. The relationships between these attitudes (dependent
variables) and
sex (male, female), three grade levels (tenth, eleventh, twelfth), and
science
program (academic terminal, academic continuing) were examined. Among
the results
reported were those indicating that: (1) although there were no
widespread differences
in attitudes between males and females, females anticipated more
positive consequences
as a result of successful achievement in science; (2) academic
continuing students
saw more usefulness in the study of science, had more confidence in
studying
science, and liked science more; (3) perceived peer support toward the
study
of science was low regardless of the grade. The overwhelming
significant differences
favoring academic continuing students, regardless of sex, indicate the
importance
of attitudes in possibly reducing the attrition rate in science.
(Author/JN)
Document Number: ED244837
Author(s): Levin, James; Jones, Craig
Title: Elementary Teachers' Attitudes Toward Science in Four Areas
Related to
Gender Differences in Students' Science Performance.
Year: 1983
Abstract:
The objective of this study was to compare data on preservice and
inservice
elementary teachers' attitudes toward science and science instruction.
Four
attitudes were assessed: (1) science as a male domain; (2) science
usefulness;
(3) confidence in teaching; and (4) effectance motivation (liking of
science).
These measures were selected since they have been shown to be related
to sex
differences with respect to science/mathematics enrollment and
achievement.
Attitude measures were administered to preservice teachers (N=48)
during their
senior year in college and to inservice teachers (N=77) in a southern
Pennsylvania
school district. Independent variables included levels of professional
status
(preservice/inservice), grade levels (preschool/2nd, 3rd/4th, 5th/6th,
no preference),
levels of instructional importance of science (high/low), sex
(male/female),
and levels of science courses taken in college (none, 1/2, 3 or more).
Data
were analyzed using multivariate analysis of variance, Duncan's
multiple comparison
test, and Tukey's HSD multiple comparison test. Significant
differences were
found for the main effects of professional status, science
instructional ranking,
and sex; and also for the interaction effects of professional status x
college
science, science ranking x sex, and science ranking x college science.
Tables,
references, implications, and recommendations for further research are
included.
(Author/JN)
Document Number: ED229230
Author(s): Levin, James A.; Boruta, Marcia J.
Title: Writing with Computers in Classrooms: "You Get Exactly the
Right Amount
of Space!"
Journal: Theory into Practice; v22 n4 p291 5 Fall 1983
Year: 1983
Abstract:
Microcomputers are useful for writing in classrooms, especially if
they are
integrated into the classroom context through writing activities
appropriate
to this medium. Elementary school students' uses of microcomputers to:
(1) create
a newspaper; (2) send electronic messages; and (3) write reports or
letters
using interactive text programs are described. (JMK)
Document Number: EJ296060
Author(s): Levin, James A.
Title: Computers in Non-School Settings: Implications for Education.
Year: 1981
Abstract:
Computers in non-school settings, educational computer games, and
education
without schools are the primary topics covered in this three-section
paper.
The first section describes the use of personal computers in two
different,
non-school environments: the home and computer clubs. A "diary study"
by Yaakov
Kareev is summarized, in which the interactions of two young boys with
a home
computer were observed over a 7-month period. The second study
discussed investigated
how computers could be used for learning through the establishment of
two clubs
for 10-year olds. The second major section describes different kinds
of learning
activities that could be easily implemented on present-day
microcomputers. Incorporating
ideas from existing games, adventures, and simulations, the specific
games and
activities that are suggested include simulated worlds, educational
adventure
games, geographical and chemical adventures, adventures in programming
land,
an evolution mystery, and multi-function computer activities. The
final section
discusses implications of the introduction of personal computer
technology for
education and examines the trend toward a decentralization of
education and
a possible shift from formal institutions such as schools to home and
peer play
situations. (LMM)
Document Number: ED243409
Author(s): Levin, James A.
Title: Estimation Techniques for Arithmetic: Everyday Math and
Mathematics Instruction.
Journal: Educational Studies in Mathematics; v12 n4 p421 34 Nov 1981
Year: 1981
Abstract:
A range of estimation techniques are described, and a series of mental
computation
procedures based on concepts of measurement and real numbers are
presented in
detail. (MP)
Document Number: EJ254347
Author(s): Levin, James A.; Archbold, Armar A.
Title: Working Papers in Dialogue Modeling, Volume 1.
Year: 1977
Abstract:
The five technical working papers that comprise the two volumes of
this document
are related to the problem of creating a valid process model of human
communication
in dialogue. In Volume 1 both papers consider reference as a
phenomenon in text.
The first surveys reference identification and resolution methods in
various
existing natural language processors. The second paper explores the
broader
problem of reference, focusing on text reference and propositional
reference.
It develops problems and proposals for defining these categories of
reference
phenomena, and for detecting their presence. (Author/WBC)
Document Number: ED136780
Author(s): Levin, James A.; Moore, James A.
Title: Dialogue Games: Meta-Communication Structures for Natural
Language Interaction.
Year: 1977
Abstract:
Studies of natural dialogue indicate that people interact according to
established
patterns which are organized around the participants' goals. These
patterns
have been represented by a set of knowledge structures called
"Dialogue-games"
which are founded on conventional knowledge about communication and
its uses
to achieve goals. The "Parameters" of a Dialogue-game represent
elements that
vary across instances of a particular pattern, and the
"Specifications" of these
parameters represent the conditions which must be present for a
particular Dialogue-game
to be employed successfully. The "Components" are the expected
sequence of intermediate
states that occur during an instance of a particular conventional
pattern. Representations
of several Dialogue-games are presented, and a process model is
discussed. (Author/WBC)
Document Number: ED136778
Naomi Miyake
Author(s): Hatano, Giyoo; Miyake, Naomi
Title: What Does a Cultural Approach Offer to Research on
Learning?
Journal: Learning and Instruction; v1 n3 p273 81 1991
Year: 1991
Abstract:
The articles of this issue argue that taking culture into
consideration in research
on learning can enhance understanding of a variety of phenomena
related to learning.
Discussion reinforces this position and further considers learning
processes
that are or are not determined by culture. (SLD)
Document Number: EJ438637
Author(s): Cohen, Moshe; Miyake, Naomi
Title: A Worldwide Intercultural Network: Exploring Electronic
Messaging
for Instruction.
Journal: Instructional Science; v15 n3 p257 73 1986
Year: 1986
Abstract:
Discusses the Intercultural Learning Network, an international
computer network
designed to enable students from different cultures to work with one
another.
Questions addressed include whether it is technically possible,
economically
feasible, and useful for instructional purposes; what organizational
structures
are required; and whether it can support multiple languages and
cultures. (MBR)
Document Number: EJ347601
Author(s): Cohen, Moshe; Miyake, Naomi
Title: A Worldwide Intercultural Network: Exploring Electronic
Messaging for
Instruction. Interactive Technology Laboratory Report #8.
Year: 1985
Abstract:
A worldwide international computer network, called the Intercultural
Learning
Network, has been developed to provide students from different cultures
with opportunities
to work cooperatively. Prototype activities have been developed and
tested which
facilitate and contextualize interactions among secondary and college
students.
Joint projects in language, science, and social studies are carried out
using
an overnight electronic network to coordinate parallel surveys and to
exchange
findings of joint research. Five important questions are addressed in
this research:
(1) Is the Intercultural Learning Network technically feasible? (2) Is
it economically
feasible? (3) Is it useful for instructional purposes? (4) What
organizational
structures are required? and (5) Can the system support multiple
languages and
cultures? Findings indicate that because of continuing technological
advances,
cross cultural activities have become economically and technically
feasible. The
level of technical expertise needed is reasonably accessible to any
motivated
teacher. The continuing costs involved are small enough to be covered as
incidental
expenses by many school budgets. The educational potential of the
activities is
promising. Some prototype activities have been developed to facilitate
the initial
interactions across cultures. Joint participation in such activities is
a good
way to encourage multilingualism and awareness of other cultures.
Further research
is being conducted to evaluate the long term effects of international
networking
on students' attitudes, knowledge, and cultural awareness. (12
references) (Author/GL)
Document Number: ED311872
Author(s): Miyake, Naomi
Title: Constructive Interaction.
Year: 1982
Abstract:
To identify conditions that make a conversational interaction
constructive--in
the sense that the participants can find the way toward the success of
what they
wanted to accomplish--two situations were examined. In one, a
professional researcher
explained her data to a statistician. In the other, three groups of two
people
cooperated with each other to figure out how a sewing machine made its
stitches.
The goal for the statistics problem was to identify conditions for
schema changes.
It was observed that the two participants had different "starting"
schemata, a
situation that helped them to come to a constructive conclusion.
Starting positions
and end results were individualistic; the value of interaction came from
the different
understanding of the current topic that the participants applied to the
interaction.
A framework called a "function-mechanism hierarchy" was developed to
capture a
course of understanding in the sewing machine interactions. According to
this
framework, understanding proceeded from global, functional understanding
to local,
mechanistic understanding by descending "levels." The subjects'
conceptual point-of-view
was related to this course of understanding. Point of view shifted more
when the
subjects felt they were not understanding, and this shift appeared to
help them
descend the levels. People corrected more errors when the errors
reflected the
current level of understanding; errors were not corrected when they
belonged to
already known levels. For both statistics and sewing machine
interactions, the
issue of "focus" was identified to be important in understanding. When a
schema
needed to be changed, it seemed necessary to have a global understanding
of the
old schema as well as attention to the place where the change was to
take place.
(HOD)
Document Number: ED224054
Author(s): Miyake, Naomi; Norman, Donald A.
Title: To Ask a Question, One Must Know Enough to Know What Is Not
Known.
Journal: Journal of Verbal Learning and Verbal Behavior; v18 n3 p357
64 Jun
1979
Year: 1979
Abstract:
The notion that a prerequisite for asking questions about new topic
matter is
some appropriate level of knowledge was tested. Learners with two levels
of background
knowledge using learning material with two levels of difficulty were
studied.
(SW)
Document Number: EJ206564
Copyright © 1996, ISTE (International Society for Technology
in Education).
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