Medi[t]ations: On the purposeful use of technology in higher education. The experience of the Columbia Center for New Media Teaching and Learning

Pinto, Liliana N Teachers College, Columbia University 2007 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study aims at understanding and discussing the institutional and pedagogical processes involved in the integration of technology in the educational programs of Columbia University during the last decade. Through a qualitative analysis of pedagogical and organizational practices, primary and secondary documents, and in-depth semi-structure interviews with actors involved in the introduction of new media in Columbia University, it develops a detailed historical-interpretative analysis of the creation and evolution of the Columbia Center for New Media Teaching and Learning, and organization focused on the purposeful use of new media in higher education pedagogy. We argue that practices concerning the use of technology in higher education pedagogy constitute mediational strategies that provide opportunities for articulating relationships and innovation across the University's teaching culture. However, these mediational strategies also involve a complex dialectical process of both articulation and dislocation of assumptions and pedagogical practices in order to open up a space for the new to emerge. The Columbia Center for New Media Teaching and Learning works in the intersection of technology and pedagogy at Columbia. In a very interesting way, it mediates this intersection by providing the academic community with mechanisms to understand, interact with, and transform the discourse and possibilities of new media in education. One of the most powerful of these mediational mechanisms is the one that provides faculty with the opportunity to become producers and researchers of educational technology projects, altering the dynamics of consumption and reproduction characteristic of a market-driven technological environment. The story of CCNMTL at Columbia University offers an interesting case of converging vision and historical opportunity shaping innovation in higher education. New media provides a transformed landscape of opportunities to generate an institutional project of change in educational practices. When brought together, pedagogical vision, new media, and institutional commitment provide a unique opportunity to build a space where innovation can be nurtured and sustained. Understanding the processes involved in these mediational strategies will shed light on the intersection of technology, pedagogy, and change in higher education.

Mentoring in music education: The collaborative relationship among the student teacher, cooperating teacher and college supervisor. A qualitative action research study

Liebhaber, Barbara Golden Columbia University Teachers College 2003 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The relationship among the cooperating teacher, student teacher, and college supervisor was the focus of this research. The term “mentor” is used in this study as a metaphor for the opportunity for each of the participants to teach something to one another as well as learn from one another. The purpose of the study was to examine the mentoring process as it took place in the collaborative relationship among the participants in the music student teaching setting. Two in-depth case studies were conducted for this study, using qualitative research techniques. As the college supervisor and researcher, I was able to connect this study directly to my position as a director of music education, therefore using this as an action research study. I primarily relied upon data collected through interviews, with journal entries, discussions during seminars and use of e mail as additional sources. From analysis of the data, both within each case and across cases, themes relevant to the development of the collaborative relationship and mentoring process emerged. It seemed that the situation in which the mentoring took place in each of the four relationships: student teacher/cooperating teacher, student teacher/college supervisor, cooperating teacher/college supervisor, student teacher/cooperating teacher/college supervisor, was shaped by the participants' perspectives of their roles in the process. When each of the participants believed that he/she had something to learn from the experience as well as offer the others, the collaborative experience seemed to become more evident than when one of the participants felt that he/she had nothing or little to learn from the other two. The themes revealed in the analysis led to several conclusions. The main conclusions were that the supervisor may choose to use, as primary criteria, placing student teachers with cooperating teachers who are eager to learn from the experience as well as guide the student teachers and that the supervisor has the ability to nurture both the collaborative process and mentoring relationship during the experience. Following a discussion of the conclusions are some implications for placement of student teachers and supervision, as well as recommendations and suggestions for further research.

The program in mathematics at National Taiwan Normal University: Origin and influences

Lin, Chia-ling Columbia University Teachers College 2001 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study examined the origin of the Mathematics Program at the National Taiwan Normal University (NTNU) and its influences on mathematics education in Taiwan. It traced the evolution of the Mathematics Program at NTNU from its establishment in 1946 to the present time. The study identified the internal and external influences and the major curricular trends that may have affected Taiwanese mathematics education. Five questions guided the research. First, what was the origin of the Mathematics Program at the National Taiwan Normal University? After Japanese colonization, the Republic of China government insisted on overhauling the educational institutions. Provincial Taiwan Normal College (later renamed National Taiwan Normal University) was established in 1946. Since mathematics has always been an important area of study, the Mathematics Program and the College were established concurrently. Second, what have been the major curricular trends in the Mathematics Program at National Taiwan Normal University? One of the first trends was the implementation of fundamental geometry courses. The next trend involved courses related to computing and technology. Meanwhile, the notion of a “mathematics education” field began to develop. The most recent trends focused on strengthening the field of mathematics education and integrating technology and media as components of teaching and learning mathematics. Third, what influence does the Mathematics Program at National Taiwan Normal University have on secondary school mathematics instruction? The mathematics content curriculum was to broaden the content knowledge of prospective teachers. The emphasis on mathematics education provided prospective teachers with knowledge of children's and secondary students' mathematical thinking. Fourth, how has the Ministry of Education in Taiwan, influenced by National Taiwan Normal University, affected secondary-school mathematics education? The NTNU mathematics faculty serving on research committees within the National Science Council of the Ministry of Education influenced the directions of the educational research throughout Taiwan. Fifth, what were the external influences that have affected the Mathematics Program at National Taiwan Normal University? Most NTNU alumni who studied mathematics in the United States returned to become NTNU faculty members. Nearly all of the Program's external influences have been from the United States.

The impact of a school-university partnership on teachers' professional development

Long, Lisa Lynette Columbia University Teachers College 1999 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

In order to meet the educational challenges of the 21st century, everyone who affects student learning must continually upgrade his or her skills. With this in mind, the underlying assumption of this study is that professional development is an essential component in the journey toward improving schools and student outcomes. The evolution of the Professional Development School (PDS) has been largely considered an answer to the call for pre-service and in-service teacher education reform. There is a tremendous need for teachers in PDSs to articulate their ideas and beliefs about teaching and learning. Their beliefs are a precursor to staff development that is useful, efficacious, continuous, and of high quality. This study focused on the professional development of teachers. It also provided testimony about the professional development habits of teachers working in PDS settings within the New York Public School System. Ultimately, this research hoped to provide information about the impact of the school-university partnership on teachers' practice. The methodology employed a case study approach, involving teachers in three Professional Development School Partnership (PDSP) sites, to explore the particular issues related to these teachers and their professional development. To address the research questions in this study, the researcher used qualitative methods of data collection and analysis. The data were collected in three ways: surveys, interviews, and observations. The findings reflected that the Partnership was thought to be philosophically sound; it helped to create better teachers; it provided opportunities for growth; it helped them to combine research and practice; and it provided interns who were energetic and intelligent. When asked about the weaknesses of the PDSP, teachers mentioned low, cliquish participation, lack of communication among the university-based and the school-based participants, low visibility in terms of accomplishments, and a weak commitment on the part of all involved stakeholders. In accordance with the literature, teachers reported using reflective practice, collaboration, pre-service teacher education, and action research for improving their practice.

Literacy instruction in teacher education: A comparison of teacher education in Australia, New Zealand and the United States of America

Hill, Holly Baker Columbia University Teachers College 2000 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

We know that teacher knowledge is one of the most powerful forces in student learning in the classroom today. To that end, this study examines pre-service teacher education in literacy instruction in three universities in Australia, New Zealand and the United States. The universities that participated in this study were University A located in the southern half of the United States, University B in Australia, and University C in New Zealand. This study used the method of explicit comparison to examine the United States system in light of the New Zealand and Australian systems to learn from their strengths and weaknesses. This study recorded and described each universities' decision making process regarding the content and focus of the required literacy courses in each elementary education program. It also documented and compared the number, delivery, content and focus of the required literacy courses in each program. And finally, the study examined the pre-service teachers' views and needs in regard to the universities' required literacy courses. The methods used in the study included a pre-service teacher survey, interviews with pre-service teachers, interviews with teacher educators, classroom observations and document analysis. The findings from this study show a striking difference between Universities' B (AU) and C (NZ) teacher educator team approach to literacy course content, focus and delivery to that of University A's (US) individual teacher educator driven course focus and content. The results indicated that University A (US) was inconsistent in the areas of course content, focus, structure, and delivery whereby Universities B (AU) and C (NZ) were consistent in all areas. The researcher also found a deficit in course content in the area of the structure of the English language at all three universities. From this study we can conclude that further research needs to be done in the area of literacy instruction for pre-service teachers. A longitudinal study that looks at the team approach to pre-service teacher literacy education would further the research undertaken in this study. We must continue research in this important area of pre-service teacher education so that we can insure quality teaching for every child.

Supervisors' roles and voices: An exploratory study of four university supervisors' work with preservice elementary school teachers

Davey, Linda DuBois Columbia University Teachers College 2001 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Within the usual field experience triad of student teacher, cooperating teacher, and university supervisor, it is the supervisory role that has received least attention. The university supervisor is infrequently central to studies, and in previous research, much remains unknown about who supervisors are, what they do, or what their influences may be on student teachers' learning. This gap is particularly salient given the fact that it is only the university supervisor who, research indicates, gives critical feedback to the student teacher. Additionally, differences in supervision as they address the ages of children taught is rarely differentiated in the literature. The purpose of this qualitative study was to explore the backgrounds, beliefs, practices, reflections, and recommendations of four university supervisors of preservice student teachers as they each worked with a student teacher in two different elementary grade placements to determine how these supervisors defined their roles and responsibilities, what their focus was in post-observation conferences, and in what ways, if any, their practices differed in grade placements below and above third grade. An interview and two post-observation conferences were videotaped, and each supervisor reflectively reviewed one of her conferences. “Style and approach” and “focus” of supervision were coded across the two post-observation conferences. From analysis of this and other data, several themes emerged. Supervisors tended to loosely follow the clinical supervision model in practice while espousing the collaborative approach. They focused most frequently on issues of student teacher reflection, lesson planning, and children's learning. They did not articulate how they differentiated supervisory practice along children's developmental levels, although they incorporated such awareness into practice. Recommendations for teacher education included further articulation of early childhood education within elementary education student teaching, opportunities for supervisors to observe other supervisors in practice, encouragement of cognitive dissonance during student teaching to enhance learning, extension of university mentoring into first-year teaching, and a new title for supervisors. Further recommendations noted the need for more research on supervision of preservice student teachers that includes perspectives and voices of supervisors, and research on the knowledge, practices, and dispositions that student teachers display outside the planned lesson format.

Teacher retention and attrition: A study of the impact of the Klingenstein Summer Institute (New York)

Fish, Theodore S Columbia University Teachers College 2005 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

For 21 years, the Klingenstein Center, at Teachers College Columbia University, has been running an Institute for some of the nation's most talented young independent school teachers. The purpose has been two-fold: to help them to deepen their commitment to K--12 teaching as a career and to improve their professional practice. Significant anecdotal evidence indicated that the Institute had been successful in meeting its goals; however, no formal assessment had been done. It was the purpose of this study to fill the gap. Graduates who attended the Institute in 1999, 2000, 2001 and 2003 were selected for the sample, and a diversity of data collections were used including surveys; archival analysis of evaluations completed on the last day of the Institute; and participant observation. The primary research question asked: What impact is the Summer Institute having upon graduates? Sub-questions queried about the impact upon their decision to stay in the profession; the impact upon their professional practice; and upon the factors that contributed to the impact. Although independent schools have historically been very different teaching environments than public schools, those changes have been diminishing in recent years. Consequently, there was reason to believe that the results of this study would be relevant to a wide range of audiences concerned with the issues facing young teachers, for the attrition of teachers---particularly the young and most talented---is consistently identified as a pressing concern in educational literature. Analysis revealed that over half of the teachers attending the Institute perceived themselves to be at-risk of leaving the profession; that among that group almost two thirds believed that attending impacted their decision to stay; and that the vast majority of both at-risk teachers and those who had already committed to teaching as a career changed critical elements of their professional practice, leading them to new ways of working in schools and conceiving of themselves as teachers. The study concludes by considering ways of applying elements of the Institute to other professional development forums.

Changing the culture of student teaching at a small, private college: Implementing a collaborative model

Gray, John Carl Columbia University Teachers College 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

The study examines efforts to design and implement a collaboration-based preservice clinical teacher preparation model at a small, private college. The study is descriptive, analytical, and reflective, employing principles of practitioner research. The primary focus of the study is a research and development project that was partially financed by the Fund for the Improvement of Postsecondary Education, U.S. Department of Education, entitled “A Collaborative Model for the Supervision of Student Teachers.&rdquo. The study examines the model and its context; examines the forces that shaped the model's design and influenced its evolution; describes participant perceptions, choices and consequences; and provides insights into the process of changing the culture, content, and structure of student teaching. The study traces four basic steps: (a) research related to collaboration and participant roles in preservice clinical teacher education; (b) model development; (c) implementation, including revisions and expansion; and (d) analysis, reflections and implications. The study could serve as a guide for school reform advocates and those involved in the clinical preparation of teachers who want to address issues of professional collegiality, participant ownership and empowerment, school-college governance and reciprocity, and shared decision-making. It could inform those who are looking for ways to develop models for the clinical preparation of teachers that reflect a vision of the teacher as a decision-maker, leader, advocate for professional improvement, and teacher educator. Several components are analyzed in terms of their influence on the development and maintenance of a sustainable, collaboration-based student teaching culture. These components include understanding and applying the power of reciprocity, providing for front-end participant empowerment, providing for structured uncertainties, avoiding the dangers of commitment, establishing an environment of equity and shared controls, establishing a common collaborative vocabulary, addressing participant preconceptions, and providing participants with basic decision making tools. The study also addresses the pivotal importance of the college-based student teaching supervisor in a collaborative student teaching culture. The study describes new roles and skills for the college-based supervisor, and explores how those roles impact the supervisor's school-based engagement time, insights into classroom and school environment, and interpersonal relationships with stakeholders and the overall school community.

SURVEY OF PIANO INSTRUCTORS: AWARENESS AND INTERVENTION OF PREDISPOSING FACTORS TO PIANO-RELATED INJURIES (TECHNIQUE, MUSIC TEACHERS)

ROGERS, SANDRA MARGARET COLUMBIA UNIVERSITY TEACHERS COLLEGE 1999 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Recent research has shown that pianists have a high incidence of playing related injuries. Although the medical and piano pedagogy literature describes predisposing factors of injuries, knowledge and recommendations from piano teachers regarding potential cause, prevention and treatment have not been formally researched. Using a survey and interviews, this study investigated piano instructors' awareness of predisposing factors to piano-related injuries and described what factors increase awareness, what teachers identify as the predisposing factors of injuries, what approaches they use to alleviate problems, and how to obtain more information on the subject. Of 1,000 mailed surveys, 211 were returned by independent, college/university, and community music school piano teachers. The results show relationships between awareness and familiarity and/or experience with piano-related injuries, educational background, professional activity, and experience with bodywork methods, such as Alexander Technique, Feldenkrais, and Yoga. The results show that 40% are highly aware of predisposing factors to piano-related injuries. Over 55% of the teachers and over two thirds of their students had experienced symptoms of an injury from practicing. Over half of the teachers interviewed had suffered an injury, and several retrained their technique. The predisposing factors teachers discussed in the interviews included tension, technique, posture, practice habits, stress, repertoire, genetic predisposition, memory, and computer use. To help prevent injuries, teachers recommended developing a coordinated technique and playing with proper posture and a natural hand position. Other suggestions included how to practice and choose repertoire. Taking breaks, stretching, engaging in physical exercise, maintaining good health, and pacing oneself when practicing and typing were also discussed. Teachers recommended a variety of treatments including rest, anti-inflammatory medications, heat, ice, and splints. The professionals to whom teachers have sent their students include physical therapists, hand specialists, doctors who treat sports injuries, and pianists who retrain injured musicians. Findings support previous research of N. Quarrier, H. Fry, A. Brandfonbrener, and Y. Hsu. Teachers became informed through conventions, workshops, lectures, books, journals, and body awareness training. Others suggested the Internet as a possible source of information. The study concludes with a guide to healthy practice.

Understanding teacher change: A study of professional development in technology integration

Mouza, Chrystalla Columbia University Teachers College 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study had three primary objectives. First, it analyzed the pedagogical activities of two professional development models designed by the Institute for Learning Technologies at Teachers College, Columbia University. Second, it investigated the impact of these activities on the knowledge, practices, and beliefs of participating teachers. School contextual factors such as administrative support, collaboration with colleagues, and availability of resources were also examined in order to identify their influence on teacher learning. Third, it provided recommendations for the design of effective professional development programs on the use of technology. A qualitative case study design was employed in order to understand changes in the knowledge, practices, and beliefs of teachers. The research sample included eight elementary teachers from an urban public school in New York City. Data collection consisted of repeated interviews with the teachers, classroom observations, observation of professional development activities, and document analysis over the course of one school year. Findings of the study indicated that all teachers became more competent in using productivity software and the Internet and acquired a better understanding of technology integration. Moreover, most teachers started using computers more frequently for both professional and instructional purposes and developed strategies that allowed them to manage classroom use of technology. Finally, most teachers modified their beliefs about the role of computers in education, the subject areas in which they can be used, and the advantages and disadvantages associated with their use in the classroom. Teacher change was partly enabled by the organizational structure of the school, which was conducive to learning. For teachers participating in this study, change was a learning process that unfolded over time. As teachers acquired new knowledge and skills, they started implementing technology-enhanced activities in their classrooms. Seeing the positive impact of these activities on the student learning outcome enabled teachers to reexamine and modify their beliefs about teaching with technology. Teachers who did not implement technology in their classrooms were unable to modify their beliefs. Therefore, this study concludes that changes in teacher practices precede changes in beliefs.