他们不能......他们不会......他们做到了:通过科罗拉多州的样本课程项目克服对教师的消极看法

IF 2.6 4区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Brian R. Sevier, Joanna Bruno, Karol Gates, Stephanie Hartman, Mary Ellen Pittman, Vince Puzick, Phyllis Reed, Beverly Reimer
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引用次数: 0

摘要

在这篇文章中,布赖恩-塞维尔(Brian R. Sevier)、乔安娜-布鲁诺(Joanna Bruno)、卡洛尔-盖茨(Karol Gates)、斯蒂芬妮-哈特曼(Stephanie Hartman)、玛丽-艾伦-皮特曼(Mary Ellen Pittman)、文斯-普齐克(Vince Puzick)、菲利斯-里德(Phyllis Reed)和贝弗利-雷默(Beverly Reimer)描述了他们在科罗拉多州教育部为学前教育-12 年级学术内容领域招募教育工作者并让他们参与编写免费开源课程样本的工作。科罗拉多州课程样本项目的故事揭示了这个团队是如何克服各种限制,将教师作为知识专业人员来看待的。它还揭示了那些淡化教师知识和协作重要性的观点的不稳定性。作者既强调了教师参与、创造和合作的可能性,也强调了对这些可能性的持续怀疑,他们主张为教师提供专业表达的机会,从而削弱对教师及其能力的狭隘看法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
They Can't … They Won't … They Did: Overcoming Reductive Perceptions of Teachers with Colorado's Sample Curriculum Project
In this essay Brian R. Sevier, Joanna Bruno, Karol Gates, Stephanie Hartman, Mary Ellen Pittman, Vince Puzick, Phyllis Reed, and Beverly Reimer describe their effort at the Colorado Department of Education to recruit and engage educators in authoring free and open-source curriculum samples for preK-12 academic content areas. The story of Colorado's Sample Curriculum Project illuminates how this team navigated constraints to foreground teachers as intellectual professionals who were ready and willing to use their knowledge and experience in deliberative and collaborative community. It also reveals the intransigency of perspectives that downplay the significance of teacher knowledge and collaboration. Highlighting both the possibilities that materialize when teachers engage, create, and collaborate and the persistent doubters of those possibilities, the authors argue for opportunities for professional expression that undermine reductive perspectives of teachers and their capabilities.
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来源期刊
Harvard Educational Review
Harvard Educational Review EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
20
期刊介绍: The Harvard Educational Review (HER) accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad.
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