Comprehensive Exam Study Guide
I) #1) Research: Qualitative v Quantitative
In realm of educational research, qual and quant both have their place and differ in several ways;
· Approach
o Qual: Inductive – generalizations from limited number of observations
o Quan: Deductive – developing predictions from limited observations
· Purpose
o Qual: developing an understanding – personal research
o Quan: theory/hypothesis testing, prediction, estab facts
· Research Focus
o Qual: Examines full context, interacts with participants, gets data face to face
o Quan: Isolates variables, large samples, anonymous, gets data from tests/formalities
· Research Plan
o Qual: Begins with idea that evolves as researcher learns more, proposal is tentative
o Quan: Developed before study is initiated, structured, formal proposal
· Data Analysis
o Qual: Interpretive, descriptive YOUR INTERPRETATION
o Quan: Statistical, factual
Why is Qualitative the best for education?
· We are constantly trying to figure out how to best teach our students through reflection and constantly changing the ways that we operate based on new information and changing settings
· We collaborate with our students to answer questions
· We understand the full context of our subjects (students), not just their test scores or attendance rates
· You are searching for an understanding of your classroom, or particular group of students, not trying to get a sweeping outcome for all classrooms everywhere; it is very individual to the researcher!
II) #1) Classroom Management Theory
Classroom Organization and Management Program (COMP)
Carolyn Evertson of Vanderbilt University’s Peabody College
To be a social and communicative setting via teacher organizational and management tech.
Seven Components;
· Organization of the classroom
o Clear line of vision to you, blackboard and overhead
§ Desks not too close together
§ “a few bare bulletin boards won’t bother anybody”, learning environment over pretty environment
o Alfie Kohn
§ Learner-Centered
· Desks set up to facilitate interaction, not in rows facing forward
· Walls covered with student work/collaboration, not bare, with commercial posters, of only the “best” work, ranking charts
· Teacher working with students as facilitator, not in front of class
· Planning and teaching rules and procedures
o Identify rules and procedures topics
o Involve students in the design of those rules and procedures
· Developing student accountability
o Communicating expectations and cause/effect
o Teacher/student relationship
o Rights and Responsibilities
· Maintaining good student behavior
o School wide conduct
o Appropriate positive, negative and corrective consequences; encouraging praise and intervention
o Key word appropriate! Using praise and reinforcement wisely keeping in mind intrinsic and extrinsic motivation in correlation with learning and interpersonal skills!
· Planning and organizing instruction
o Differentiated teaching strategies as a method of management
o Alfie Kohn: different activities taking place simultaneously
· Conducting instruction and maintaining momentum
o Focusing on strategies that work as management…trial/error, getting a feel for your classroom, using the best possible strategy for YOU. (Math in the morning, use large group discussion in the afternoon, minimize individual activities and replace with small group, etc.)
· Getting off to a good start
o “one chance to make a first impression”
o Introduce rules, reinforce understanding of them through activities to ensure management procedures are established
o Set tone of classroom; prepare students for what they are going to face, ESTABLISH EXPECTATIONS!
III) #3: Philosophy: Educational Philosophy: Constructivism
· Constructivism – views each learner as unique, complex and multidimensional. Uses the diversity among learners as an integral aspect of the learning process. Dewey, Vygotsky and Piaget.
o Role of the Teacher: teachers are facilitators that assist students in the learning process assisting students to help create their own understanding of the subject matter. Facilitators ask, and don’t tell. Facilitators set up guidelines and let students reach their own conclusion…goal of student is to become their own thinker! Create situations where students make the necessary mental constructions.
o Role of the student: the focus and leader of the classroom. Each student uses their previous knowledge, cultural backgrounds, and experiences to make sense of the content being taught. Placing new information on a pre-existing framework or scaffold of knowledge. Interacts with the environment, gaining understanding of features/characteristics. Agent in the learning process, not a power struggle with teacher.
o Classroom environment: SOCIAL! Interaction among others is how we develop the framework/scaffold in the first place. Working together to create a shared understanding, drawing upon the diverse variety of skills and experiences among learners.
§ Instruction must; be concerned with the experiences that make students want to learn (are they ready? SCAFFOLDING!), structured so students can grasp it, facilitate exploration and fill in gaps to further fill out their understanding of the world
o What would compromise the curriculum? Delivery.
§ Teacher intervention, lecture, regurgitation of information, memorizing etc.
IV) #4: Technology in the Classroom
Personal Philosophy of technology in the classroom
Ever growing dependence on tech in the real world, bring it to the classroom!
Make sure the technology aligns with what is to be taught, don’t let the mechanics get in the way of the content or what is to be learned!
Computers, smart boards, Elmo/doc cameras, PowerPoint, websites, video cameras, excel, internet…all have their place and are appropriate at pivotal points.
Powerpoint for lecture; helps visualize for students, audio, interactive!!!
Create websites – turns learner into teacher, interactive,
NOT JUST FOR STUDENTS, grade books, calendars, newsletters, and websites help keep parents, teachers and students on the same page and organized.
Games are objective centered, not content...if using tech as a tool, not a distraction, tech is a very crucial part of preparing students for what lies ahead!
Failure to Connect – Jane Healy
V) #4: Connecting Teaching and Learning
As John Cotton Dana put it, who dares to teach must never cease to learn. Teaching is synonymous with learning, and not just for the student. It is an ongoing process and cycle that keeps educators and students alike ever learning and ever growing. Teachers are lifelong learners.
Coursework – Philosophy in education
-theories (constructivist, behaviorist etc) to keep you learning how you learn
Research
-trends, issues within education – what is important? What matters? How to change
Action Research
-ULTIMATE – you are the learner! – what is happening? Why?
Policy/ Leadership
-what is the educational atmosphere and why? How do I change it? Why?
Personal exp – student teaching, subbing
The more you learn, the more information is considered when forming your big picture idea. When you teach you learn best, and since one is never done learning, one never ceases to teach.