Adapting the disciplinary commons model for high school teachers
improving recruitment, creating community
Briana B. Morrison, Lijun Ni, Mark Guzdial
Zu finden in: ICER 2012 (Seite 47 bis 54), 2012
The Disciplinary Commons (DC) is a model of teacher professional development that encourages members of the group to reflect upon their teaching practices, develop a community, and, more broadly, to become more scholarly about their teaching. The DC involves a series of monthly meetings where university faculty members examine their course in detail while producing a course portfolio. Evaluation of the early DC's suggests that they successfully created a sense of community and sharing among the participants. We have adapted the original model to a new audience, high school computing teachers. The adapted model maintains the key aspects of the original model while adding two new, important goals for this new audience: improving recruitment and creating community. The high school teacher audience particularly needed strategies for recruiting students and was in greater need of community. We present evaluation evidence suggesting that we achieved the design goals in a replicable model, including a substantial increase (over 300%) in recruiting students.
Dieses Konferenz-Paper erwähnt...
- Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, London, United Kingdom, November 9-11, 2015 (Judith Gal-Ezer, Sue Sentance, Jan Vahrenhold) (2015)
- Usability and Usage of Interactive Features in an Online Ebook for CS Teachers (Barbara Ericson, Steven Moore, Briana Morrison, Mark Guzdial) (2015)
Volltext dieses Dokuments
|Adapting the disciplinary commons model for high school teachers: Fulltext at the ACM Digital Library (: , 594 kByte; : 2019-08-28)|
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