Search results for author:"Jan Eberhardt"
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Journal of the Learning Sciences Vol. 20, No. 3 (2011) pp. 342–394
Engaging teachers in discussing and analyzing problems of practice has great potential for teacher professional development, yet little is known about how to facilitate such discussion. This study examined the strategies that experienced...
Journal of Science Education and Technology Vol. 20, No. 5 (October 2011) pp. 468–481
Problem-Based Learning (PBL), an instructional approach originated in medical education, has gained increasing attention in K-12 science education because of its emphasis on self-directed learning and real-world problem-solving. Yet few studies have ...
Understanding affordances and challenges of three types of video for teacher professional development
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 2 (February 2011) pp. 454–462
Although researchers have reported positive effects on teacher learning from observing published video, teachers’ own video, and their colleagues’ video, very few professional development programs have integrated all three types of video to improve...
EdMedia: World Conference on Educational Media and Technology 2001 (2001) pp. 1590–1591
In the context of inhouse qualification different teaching methods are used at DaimlerChrysler AG. Apart from classical teaching methods, efforts towards a global online training system are currently in progress. In this paper the subsystems of...
Virtual Professional Learning Communities: Teachers' Perceptions of Virtual versus Face-to-Face Professional Development
Journal of Science Education and Technology Vol. 22, No. 3 (June 2013) pp. 267–277
Research suggests that professional development that engages teachers in instructional inquiry over an extended time through collaborative professional learning communities (PLCs) is effective in improving instruction and student achievement. Still, ...
Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers' Preparedness, Expectations and Their Fulfillment
Journal of Science Education and Technology Vol. 20, No. 4 (August 2011) pp. 422–434
Since "A Nation at Risk" was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum...