|
Sign In to gain access to subscriptions and/or personal tools.
|
Journal of Teacher Education, Vol. 57, No. 5,
481-497 (2006)
DOI: 10.1177/0022487106293742
Exploring the Efficacy of the Cook School District Simulation
Mark Girod
Western Oregon University
Gerald Girod
Western Oregon University
Cook School District is a Web-based simulation designed to allow teacher candidates an opportunity to explore connections between their actions as teachers and the learning and engagement of simulated students. The simulation provides a setting in which to practice the processes inherent in teacher work sample methodology (TWSM). The outcomes of TWSM include analyzing the context in which teaching and learning will occur; identifying outcomes to be learned; designing and administering a pretest to evaluate prior knowledge; designing and delivering instruction, differentiating curriculum, instruction, and/or assessment as appropriate; and postassessing student learning to determine the "value added" or teacher effects on learning and engagement. Quasi-experimental research demonstrates the efficacy of the simulation to (a) improve scores on a real teacher work sample, (b) improve field-based lesson teaching performance, and (c) affect users’ perceptions of their skillfulness and valuing of concepts underlying teacher work sample methodology.
Key Words: simulation • teacher education • teacher work sample • teacher learning
References
- Allen, M. (2003). Eight questions on teacher preparation: What does the research say? Denver, CO: Education Commission of the States.
- Andersen, D. W., & Antes, J. M. (1971). Micro-teaching for preparing teachers of culturally diverse children. Elementary School Journal, 72, 142-149.
- Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42.
- Cochran-Smith, M. (2003). Taking stock in 2004: Teacher education in dangerous times. Journal of Teacher Education, 55, 3-7.
- Cochran-Smith, M. (2005a). No child left behind: 3 years and counting. Journal of Teacher Education, 56, 99-103.[CrossRef]
- Cochran-Smith, M. (Ed.). (2005b). The politics of teacher education [Special issue]. Journal of Teacher Education, 56(3).
- Cochran-Smith, M., & Fries, K. (2005). Researching teacher education in changing times: Politics and paradigms. In M. Cochran-Smith & K. Zeichner (Eds.), Report of the AERA panel on research and teacher education (pp. 69-109). Washington, DC: American Educational Research Association.
- Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making things visible. American Educator, 15(3), 6-11, 38-46.
- Elliott, E. (2004). Student learning in NCATE accreditation. Quality Teaching, 1(3), 4-5.
- Elmore, R. F. (2003). The challenge of accountability: A plea for strong practice. Educational Leadership, 61(3), 6-10.
- Gage, N. L. (1978). The scientific basis of the art of teaching. New York: Teachers College Press.
- Girod, G. (Ed.). (2001). Connecting teaching and learning. Washington, DC: American Association of Colleges for Teacher Education.
- Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 15-46). New York: Macmillan.
- Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
- McConney, A., & Ayres, R. (1998). Assessing student teachers’ assessments. Journal of Teacher Education, 49, 140-150.[CrossRef]
- Popham, W. J. (2005). All about accountability/instructional quality: Collecting credible evidence. Educational Leadership, 62(6), 80-81.
- Putnam, R. T., & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29, 4-15.
- Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 17, 13-20.
- Sanders, W., & Horn, S. (1998). Research findings from the Tennessee Value-Added Assessment System (TVAAS) database: Implications for educational evaluation and research. Journal of Personnel Evaluation in Education, 12, 247-256.
- Schalock, H. D., & Myton, D. (2002). Connecting teaching and learning: An introduction to teacher work sample methodology. In G. Girod (Ed.), Connecting teaching and learning: A handbook for teacher educators on teacher work sample methodology (pp. 5-31). Washington, DC: AACTE.
- Schalock, H. D., Schalock, M. D., & Myton, D. (1998). Effectiveness along with quality should be the focus. Phi Delta Kappan, 79, 468-470.
- Schalock, M. (1998). Accountability, student learning, and the preparation and licensure of teachers: Oregon’s teacher work sample methodology. Journal of Personnel Evaluation in Education, 12, 269-285.
- Wasley, P. A., & McDiarmid, W. G. (2003, July). Tying the assessment of new teachers to student learning and to teacher preparation. Unpublished paper prepared for the National Commission on Teaching and America’s Future meeting, Denver, CO.
- Wilson, S., Floden, R., & Ferrini-Mundy, J. (2001). Teacher preparation research: Current knowledge, gaps, and recommendations. Seattle: University of Washington Center for the Student of Teaching and Policy.
- Wright, S., Horn, S., & Sanders, W. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67.
 CiteULike  Connotea  Del.icio.us  Digg  Reddit  Technorati What's this?
|
