ethanporcaro/eric-fulltext-meta huggingface dataset:
Collaboration and Teacher Development: Unpacking Resistance, Constructing Knowledge, and Navigating Identities
Author: Musanti, Sandra I.
Date: 2010-00-00
Type: Journal Articles
Subjects: Second Language Learning,Teacher Collaboration,College School Cooperation,Professional Development,English (Second Language),Federal Aid,Collegiality,Team Teaching,Longitudinal Studies,Inservice Teacher Education,Program Descriptions,Program Effectiveness,Experienced Teachers,Beginning Teachers,Teacher Attitudes,Teacher Role,Educational Environment,Teaching Methods,Resistance (Psychology),Bilingual Teachers,Peer Relationship

This article presents a study of the Collaboration Centers Project (CCP), which is a pseudonym for a three-year, federally-funded program that focused on helping in-service teachers better address the needs of English language learners (ELLs) in their classrooms. The CCP is important to study because of its clear intention to integrate real teachers--their understandings, voices, selves, and practices--into professional development by providing an experiential, collaborative and school-centered context for ongoing reflection on teachers' practice. It is important to understand the complexities of teacher development in the context of a project that sought to break with the short-term transmission model that Richardson (2003) described as the still dominant approach to in-service professional development. By investigating the ongoing collaboration created by the program, the authors seek to provide a multi-layered understanding of how collegial and collaborative professional development affects teachers and how teachers affect professional development. Therefore, their purpose is to add to the existing research that explains the complexity of teacher collaboration by uncovering the meaning of teacher resistance and by providing an in depth look into how a group of teachers co-constructed knowledge and negotiated their identities over time.
Sustaining Teachers' Growth and Renewal through Action Research, Induction Programs, and Collaboration
Author: Gilles, Carol
Date: 2010-00-00
Type: Journal Articles
Subjects: Action Research,Beginning Teacher Induction,Elementary School Teachers,College School Cooperation,Partnerships in Education,Mentors,Professional Development Schools,Inservice Teacher Education,Program Descriptions,Program Effectiveness,Experienced Teachers,Beginning Teachers,Professional Development

Action research, also called classroom or teacher research, has been defined as &quot;systematic, intentional inquiry by teachers&quot;. Action research encourages school personnel to systematically develop a question, gather data, and then analyze that data to improve their practice. Over the last 15 years, the complexities of using action research in schools have been well documented; however, few studies have explored the effects of prolonged action research engagement on schools. This investigation offers a unique lens with which to view action research. In an earlier study, teachers at Parkland Elementary School were interviewed to determine the impact of a school-university partnership on teachers and teaching at one school (Gilles &amp; Cramer, 2003). Action research emerged as one of the engines that drove renewal in this school. For the current inquiry, the data were further examined to unpack the complex interactions surrounding action research and to describe what factors led to the group's growth and longevity. Although many change initiatives are short lived, Parkland's action research group had existed for seven years at the time of the research. It was required for those involved in an induction program, the Teaching Fellows, and was voluntary to all other teachers.
Tools for the Study and Design of Collaborative Teacher Learning: The Affordances of Different Conceptions of Teacher Community and Activity Theory
Author: Levine, Thomas H.
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Teacher Educators,Educational Research,Research Methodology,Educational Theories,Communities of Practice,Collegiality,Inquiry,Preservice Teacher Education,Inservice Teacher Education,Teacher Education Curriculum,Professional Development,Constructivism (Learning),Learning Processes,Learning Strategies,Learning Theories,Educational Philosophy,Epistemology

Teacher educators need tools to help them think about teacher learning, to design activities and programs that foster it, and to assess the results of their work with preservice and in-service teachers. In this article, in order to improve the conceptual tools available for the design and study of teacher education, the author teases apart distinctions among several popular notions of teacher community, clarifying how each can make a distinct contribution to the research and practice of teacher development. The author also suggests how activity theory in general, and writing about third spaces in specific, might compliment the contributions and limitations of various notions of teacher community. (Contains 3 tables.)
Do Differing Types of Field Experiences Make a Difference in Teacher Candidates' Perceived Level of Competence?
Author: Caprano, Mary Margaret
Date: 2010-00-00
Type: Journal Articles
Subjects: Formative Evaluation,Field Experience Programs,Program Effectiveness,Competence,Comparative Analysis,Standards,Benchmarking,Self Evaluation (Individuals),Professional Development Schools,Knowledge Base for Teaching,Inquiry,Methods Courses,Teacher Surveys,Elementary Education,Preservice Teacher Education,Teacher Education Curriculum,Preservice Teachers,Teacher Attitudes,Self Efficacy

Little research has been conducted to directly compare the effectiveness of different models of field-based learning experiences and little has been reported on the use of the Interstate New Teacher Assessment and Support Consortium (INTASC) standards in establishing a formative assessment for teacher candidates (TCs). The current study used the INTASC standards as a benchmark, to measure TCs' self-perceptions of their preparation and competence to teach. This study examined the perceived level of competence of TCs completing three different field-based experiences within the same teacher preparation program at a research-intensive university. More specifically, this study attempted to answer the following questions: (1) Do different field-based experiences affect TCs' self perception of their professional competence as defined by selected INTASC standards? (2) Do TCs completing different field experiences rate themselves differently on knowledge, disposition, and performance as measured by latent variables? Findings, limitations and implications of this study are discussed. (Contains 1 table and 2 figures.)
Becoming Aware of the Challenges of Helping Students Learn: An Examination of the Nature of Learning during a Service-Learning Experience
Author: Lawrence, Molly N.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Preservice Teachers,Service Learning,Field Experience Programs,Learning Experience,Learning Processes,Middle Schools,Science Education,Focus Groups,Interviews,Teacher Education Curriculum,Program Descriptions,Program Effectiveness,Teacher Attitudes,Teaching Methods,Family School Relationship

The purpose of this manuscript is twofold: First, the authors explore the nature of the learning in which their students engaged during a service-learning experience in efforts to understand the meanings of teaching and learning they constructed, and how the context of this experience interacted with their candidates' previously constructed meanings of teaching and learning. Second, this manuscript is intended to provide a description of the service-learning field experience in which their candidates engaged so that others can consider ways to construct similar experiences for their own candidates in collaboration with schools and K-12 personnel. The authors believe the nature of a service-learning focus is a particularly empowering model for conceptualizing field experiences in teacher education and briefly define this term as well as their rationale for this argument. Thus, although their primary focus is the meaning making in which their candidates engaged, and the connection between the context of this experience and these deeper meanings of teaching and learning, the authors include relevant details of the service-learning experience throughout their work in an effort to continue pushing themselves and others to find ways to address the learning needs of preservice teachers while doing so in a way that align service-learning approaches.
Finding Meaning in PDS Stories
Author: Breault, Rick A.
Date: 2010-00-00
Type: Information Analyses
Subjects: Professional Development Schools,Research Methodology,Research Skills,Interpersonal Relationship,Educational Research,Discourse Analysis,Research Needs,Literature Reviews,Story Telling,Literary Genres,Literary Devices,Literary Styles,Discourse Modes

The Professional Development School (PDS) literature is filled with the stuff of good storytelling--archetypes of an ancient profession, struggles of marginalized individuals against powerful structures, personal triumphs, and devotion to a quest. However, much of the writing about PDS experiences that could be considered storytelling tends to simply recount events with some minimal emphasis on the feelings of participants, more informal language, and personal relationships. As a result, the reader is left with something that is not quite a meaningful story but not quite research either. The author has spent a considerable amount of his professional life working in and researching PDSs and the literature written about them. After working in several PDS settings, talking to dozens of colleagues from PDSs across the country, and reading hundreds of articles, papers, and books on the subject, the author is convinced where PDSs have not lived up to their promise or failed altogether the problem has been due less to insufficient resources than to dysfunctional relationships and a lack of understanding, recognition, and imagination. In the project described in this article, the author advocates for a genre of PDS literature that might better capture the human and relational dimensions of PDS work. While there is an immediate, literary, or aesthetic appeal to the idea, there are also practical, utilitarian purposes to be mined. First, it is not always easy to write the truth about a partnership. Second, this new genre could also sharpen the research skills and interactional insights of the researcher by demanding closer attention not only to what participants do but how they do it, how they respond to others, and the dynamics of internal politics. Finally, if the first two purposes are accomplished, the contribution of PDS writing in general might become more meaningful.
Human Responding on Random-Interval Schedules of Response-Cost Punishment: The Role of Reduced Reinforcement Density
Author: Pietras, Cynthia J.
Date: 2010-01-00
Type: Journal Articles
Subjects: Intervals,Behavior Modification,Punishment,Reinforcement,Adults,Contingency Management,Behavioral Science Research,Responses,Experimental Psychology

An experiment with adult humans investigated the effects of response-contingent money loss (response-cost punishment) on monetary-reinforced responding. A yoked-control procedure was used to separate the effects on responding of the response-cost contingency from the effects of reduced reinforcement density. Eight adults pressed buttons for money on a three-component multiple reinforcement schedule. During baseline, responding in all components produced money gains according to a random-interval 20-s schedule. During punishment conditions, responding during the punishment component conjointly produced money losses according to a random-interval schedule. The value of the response-cost schedule was manipulated across conditions to systematically evaluate the effects on responding of response-cost frequency. Participants were assigned to one of two yoked-control conditions. For participants in the Yoked Punishment group, during punishment conditions money losses were delivered in the yoked component response-independently at the same intervals that money losses were produced in the punishment component. For participants in the Yoked Reinforcement group, responding in the yoked component produced the same net earnings as produced in the punishment component. In 6 of 8 participants, contingent response cost selectively decreased response rates in the punishment component and the magnitude of the decrease was directly related to the punishment schedule value. Under punishment conditions, for participants in the Yoked Punishment group response rates in the yoked component also decreased, but the decrease was less than that observed in the punishment component, whereas for participants in the Yoked Reinforcement group response rates in the yoked component remained similar to rates in the no-punishment component. These results provide further evidence that contingent response cost functions similarly to noxious punishers in that it appears to suppress responding apart from its effects on reinforcement density. (Contains 7 figures and 3 tables.)
Risky Choice in Pigeons and Humans: A Cross-Species Comparison
Author: Lagorio, Carla H.
Date: 2010-01-00
Type: Journal Articles
Subjects: Reinforcement,Psychological Patterns,Animals,Behavioral Science Research,Food,Decision Making,Delay of Gratification,Responses

Pigeon and human subjects were given repeated choices between variable and adjusting delays to token reinforcement that titrated in relation to a subject's recent choice patterns. Indifference curves were generated under two different procedures: "immediate exchange," in which a token earned during each trial was exchanged immediately for access to the terminal reinforcer (food for pigeons, video clips for humans), and "delayed exchange," in which tokens accumulated and were exchanged after 11 trials. The former was designed as an analogue of procedures typically used with nonhuman subjects, the latter as an analogue to procedures typically used with human participants. Under both procedure types, different variable-delay schedules were manipulated systematically across conditions in ways that altered the reinforcer immediacy of the risky option. Under immediate-exchange conditions, both humans and pigeons consistently preferred the variable delay, and indifference points were generally ordered in relation to relative reinforcer immediacies. Such risk sensitivity was greatly reduced under delayed-exchange conditions. Choice and trial-initiation response latencies varied directly with indifference points, suggesting that local analyses may provide useful ancillary measures of reinforcer value. On the whole, the results indicate that modifying procedural features brings choices of pigeons and humans into better accord, and that human-nonhuman differences on risky choice procedures reported in the literature may be at least partly a product of procedural differences. (Contains 13 figures and 2 tables.)
Stimulus Effects on Local Preference: Stimulus-Response Contingencies, Stimulus-Food Pairing, and Stimulus-Food Correlation
Author: Davison, Michael
Date: 2010-01-00
Type: Journal Articles
Subjects: Stimuli,Auditory Perception,Animals,Responses,Contingency Management,Food,Visual Stimuli,Decision Making,Light,Color,Behavioral Science Research

Four pigeons were trained in a procedure in which concurrent-schedule food ratios changed unpredictably across seven unsignaled components after 10 food deliveries. Additional green-key stimulus presentations also occurred on the two alternatives, sometimes in the same ratio as the component food ratio, and sometimes in the inverse ratio. In eight experimental conditions, we varied the contingencies surrounding these additional stimuli: In two conditions, stimulus onset and offset were noncontingent; in another two, stimulus onset was noncontingent, and offset was response contingent. In four conditions, both stimulus onset and offset were contingent, and in two of these conditions the stimulus was simultaneously paired with food delivery. Sensitivity to component food ratios was significantly higher when stimulus onset was response contingent compared to when it was noncontingent. Choice changes following food delivery were similar in all eight conditions. Choice changes following stimuli were smaller than those following food, and directionally were completely determined by the food-ratio:stimulus-ratio correlation, not by the stimulus contingency nor by whether the stimulus was paired with food or not. These results support the idea that conditional reinforcers may best be viewed as signals for next-food location rather than as stimuli that have acquired hedonic value, at least when the signals are differential with respect to future conditions. (Contains 14 figures, 1 table, and 1 footnote.)
A Runs-Test Algorithm: Contingent Reinforcement and Response Run Structures
Author: Hachiga, Yosuke
Date: 2010-01-00
Type: Journal Articles
Subjects: Prompting,Reinforcement,Contingency Management,Responses,Animals,Visual Stimuli,Cues,Light,Scores,Food,Probability,Mathematics,Experimental Psychology,Behavioral Science Research

Four rats' choices between two levers were differentially reinforced using a runs-test algorithm. On each trial, a runs-test score was calculated based on the last 20 choices. In Experiment 1, the onset of stimulus lights cued when the runs score was smaller than criterion. Following cuing, the correct choice was occasionally reinforced with food, and the incorrect choice resulted in a blackout. Results indicated that this contingency reduced sequential dependencies among successive choice responses. With one exception, subjects' choice rule was well described as biased coin flipping. In Experiment 2, cuing was removed and the reinforcement criterion was changed to a percentile score based on the last 20 reinforced responses. The results replicated those of Experiment 1 in successfully eliminating first-order dependencies in all subjects. For 2 subjects, choice allocation was approximately consistent with nonbiased coin flipping. These results suggest that sequential dependencies may be a function of reinforcement contingency. (Contains 10 figures.)
A Paradigm for Operant Conditioning in Blow Flies ("Phormia Terrae Novae" Robineau-Desvoidy, 1830)
Author: Sokolowski, Michel B. C.
Date: 2010-01-00
Type: Journal Articles
Subjects: Operant Conditioning,Responses,Behavioral Science Research,Animals,Reinforcement,Contingency Management,Food

An operant conditioning situation for the blow fly ("Protophormia terrae novae") is described. Individual flies are trained to enter and reenter a hole as the operant response. Only a few sessions of contingent reinforcement are required to increase response rates. When the response is no longer followed by food, the rate of entering the hole decreases. Control procedures revealed that rate of responding is not a simple overall result of feeding or of aging. The flies entered into the hole only if the response was required to obtain the food. (Contains 7 figures.)
Delayed Reinforcement of Operant Behavior
Author: Lattal, Kennon A.
Date: 2010-01-00
Type: Journal Articles
Subjects: Reinforcement,Operant Conditioning,Delay of Gratification,Experimental Psychology,Behavior Modification,Responses,Time

The experimental analysis of delay of reinforcement is considered from the perspective of three questions that seem basic not only to understanding delay of reinforcement but also, by implication, the contributions of temporal relations between events to operant behavior. The first question is whether effects of the temporal relation between responses and reinforcers can be isolated from other features of the environment that often accompany delays, such as stimuli or changes in the temporal distribution or rate of reinforcement. The second question is that of the effects of delays on operant behavior. Beyond the common denominator of a temporal separation between reinforcers and the responses that produce them, delay of reinforcement procedures differ from one another along several dimensions, making delay effects circumstance dependent. The final question is one of interpreting delay of reinforcement effects. It centers on the role of the response-reinforcer temporal relation in the context of other, concurrently operating behavioral processes.
On the Roles of External Knowledge Representations in Assessment Design
Author: Mislevy, Robert J.
Date: 2010-01-00
Type: Journal Articles
Subjects: Student Evaluation,Educational Technology,Computer Networks,Knowledge Representation,Test Construction,Evaluation Methods,Computer Assisted Testing,Design,Problem Solving,Test Items

People use external knowledge representations (KRs) to identify, depict, transform, store, share, and archive information. Learning how to work with KRs is central to be-coming proficient in virtually every discipline. As such, KRs play central roles in curriculum, instruction, and assessment. We describe five key roles of KRs in assessment: (1) An assessment is itself an KR, which makes explicit the knowledge that is valued, ways it is used, and standards of good work; (2) The analysis of any domain in which learning is to be assessed must include the identification and analysis of the KRs in that domain; (3) Assessment tasks can be structured around the knowledge, relationships, and uses of domain KRs; (4) "Design KRs" can be created to organize knowledge about a domain in forms that support the design of assessment; and (5) KRs in the discipline of assessment design can guide and structure the domain analyses (re #2), task construction (re #3), and the creation and use of design KRs (re #4). The third and fourth roles are developed in greater detail, through an "evidence-centered" design perspective that reflects the fifth role. Recurring implications of technology that leverage the impact of KRs in assessment are highlighted, including task design supports and automated task construction and scoring. Ideas are illustrated with "generate examples" tasks and simulation tasks for computer network design and troubleshooting. (Contains 16 figures and 2 tables.)