Shifting pedagogy in an AP US government &amp; politics classroom: A DBIR exploration of teacher growth

Adams, Carol M.; Lo, Jane C.; Goodell, Alexandra; Nachtigal, Sara

doi:10.1016/j.tate.2017.01.011

Cited by 11 publications

(6 citation statements)

References 29 publications

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“…Design-based research (DBR), sometimes referred to as design-based experimentation, is a model that has been gaining increased attention among educational scholars (Anderson & Shattuck, 2012;Cobb, Confrey, diSessa, Lehrer, & Schauble, 2003;McKenney & Reeves, 2013; The Design-Based Research Collective [DBRC], 2003;Wang & Hannafin, 2005). Design-based implementation research (DBIR) is a recent development of inquiry-based design research that focuses particularly on implementation (Adams, Lo, Goodell, & Nachtigal, 2017;Leary et al, 2016;LeMahieu, Nordstrum, & Potvin, 2017;Penuel & Fishman, 2012;Penuel, Fishman, Haugan Cheng, & Sabelli, 2011). Both models are most commonly used for classroom research or research focused on teaching and learning (Anderson & Shattuck, 2012;LeMahieu et al, 2017).…”

Section: Effective Reform and Design-based Approachesmentioning

confidence: 99%

“…At the same time, the data show that the school teams are required to conduct their own research and learn how to make evidence-based decisions at the school project level. As result, the characteristic grounded in theory and real-world context is best exemplified in the data by the element designing and improving interventions based on research, theory, and practice and making evidence-based decisions, aligning with this feature found in design-based approaches (Adams et al, 2017;DBRC, 2003;Wang & Hannafin, 2005).…”

Section: Tamam As a Design-based Approachmentioning

confidence: 99%

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Rethinking Design-Based Approaches for School-Based Improvement: The Experience of the TAMAM Project

Akkary

DeKnight

2019

International Journal of Educational Reform

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The School Based Reform in Arab Countries (TAMAM) project aims to build leadership capacity for school-based reform. This paper asks: (a) To what extent can a design-based approach frame the design of school improvement projects such as TAMAM? (b) What characteristics of design-based approaches are most relevant to guide the design of school-based improvement projects? Results of the qualitative analysis demonstrate that a design-based approach can be used to describe TAMAM and highlight the most important elements. This study proposes that design-based approaches be used for designing and describing comparable school-based improvement initiatives, especially in contexts similar to the Arab region. Keywords design-based research, design-based implementation research, school improvement, Arab countries There is widespread evidence that educational systems in Arab countries need to be improved. The United Nations Development Program's (UNDP) (2002) Arab Human Development Report argues that quality of education in the Arab region has deteriorated, implying a decline in knowledge acquisition and analytic and creative skills. The World Bank (2007) and Hoel (2014) echo the conclusions of the UNDP report by suggesting

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Section: Effective Reform and Design-based Approachesmentioning

confidence: 99%

Section: Tamam As a Design-based Approachmentioning

confidence: 99%

Rethinking Design-Based Approaches for School-Based Improvement: The Experience of the TAMAM Project

Akkary

DeKnight

2019

International Journal of Educational Reform

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“…Professional learning of teachers is an activity that develops the skills, knowledge, individual skills and other characteristics as a teacher [8]. Professional learning of teachers carried out in accordance with the needs of teachers [9], gradually that from time to time [10], and held on an ongoing basis to build a professional culture with collaborative learning [11,12]. By learning in the community, teachers can share experiences and knowledge so as to improve the quality of learning [13].…”

Section: The Link Between Professional Learning and Professional Learmentioning

confidence: 99%

A professional learning community model: a case study of primary teachers community in west Bandung

Sari

Suryadi

Syaodih

2018

J. Phys.: Conf. Ser.

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Abstract. The purpose of this study is to provide an alternative model of professional learning community for primary school teachers in improving the knowledge and professional skills. This study is a qualitative research with case study method with data collection is an interview, observation and document and triangulation technique for validation data that focuses on thirteen people 5th grade elementary school teacher. The results showed that by joining a professional learning community, teachers can share both experience and knowledge to other colleagues so that they can be able to continue to improve and enhance the quality of their learning. This happens because of the reflection done together before, during and after the learning activities. It was also revealed that by learning in a professional learning community, teachers can learn in their own way, according to need, and can collaborate with their colleagues in improving the effectiveness of learning. Based on the implementation of professional learning community primary school teachers can be concluded that teachers can develop the curriculum, the students understand the development, overcome learning difficulties faced by students and can make learning design more effective and efficient.

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“…Instructional design can serve as an important channel for learning what supports teacher learning over time [10]. The following interview researchers and teachers in preparing the teaching materials.…”

Section: B Didactical Designmentioning

confidence: 99%

Didactical Design of Trapezoid Concept for Elementary School Students

Sari¹,

Suryadi²,

Syaodih³

2018

Proceedings of the First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Confere

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This study aims to formulate an alternative learning design related to trapezoid concept which is based on the existence of learning obstacle on the concept, such as the definition of the concept that is only procedural and monotonous learning approaches (didactical obstacle), generalization of the concept of trapezoid area (epistemological obstacles), and limitations of thinking (ontogeny obstacle). This research is a qualitative research which used the descriptive method of didactical design research. This research was conducted at SDN 3 Lembang, Lembang district, West Java region in the 5th grade. The data collection technique used was triangulation technique with research subjects that were (1) 6th-grade students for identification of early obstacle learning, and (2) 5th students for implementation of didactic design and identification for final obstacle learning. The results of this study indicate that there is still learning obstacle especially on epistemology. There are two types of learning obstacles, the first one is related to the context of information variation on the problem, the second type is related to problem-solving. Based on the implementation of didactical design and the description of obstacle learning, it can be concluded that this didactical design is one of the trapezoid learning concept design for elementary school students.

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Shifting pedagogy in an AP US government & politics classroom: A DBIR exploration of teacher growth

Cited by 11 publications

References 29 publications

Rethinking Design-Based Approaches for School-Based Improvement: The Experience of the TAMAM Project

Rethinking Design-Based Approaches for School-Based Improvement: The Experience of the TAMAM Project

A professional learning community model: a case study of primary teachers community in west Bandung

Didactical Design of Trapezoid Concept for Elementary School Students

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