首页> 外文会议>Proceedings of the Ninth annual international conference on international computing education research >Adapting the Disciplinary Commons Model for High School Teachers: Improving Recruitment, Creating Community
【24h】

Adapting the Disciplinary Commons Model for High School Teachers: Improving Recruitment, Creating Community

机译:适应高中教师的学科共有模式:改善招聘,创建社区

获取原文
获取原文并翻译 | 示例

摘要

The Disciplinary Commons (DC) is a model of teacher professional development that encourages members of the group to reflect upon their teaching practices, develop a community, and, more broadly, to become more scholarly about their teaching. The DC involves a series of monthly meetings where university faculty members examine their course in detail while producing a course portfolio. Evaluation of the early DCs suggests that they successfully created a sense of community and sharing among the participants. We have adapted the original model to a new audience, high school computing teachers. The adapted model maintains the key aspects of the original model while adding two new, important goals for this new audience: improving recruitment and creating community. The high school teacher audience particularly needed strategies for recruiting students and was in greater need of community. We present evaluation evidence suggesting that we achieved the design goals in a replicable model, including a substantial increase (over 300%) in recruiting students.
机译:学科共同点(DC)是教师专业发展的典范,它鼓励小组成员反思他们的教学实践,发展社区,并在更广泛的程度上使他们的教学更具学术性。 DC每月举行一系列会议,大学教职工在制作课程档案的同时详细检查他们的课程。对早期区议会的评估表明,他们成功地建立了参与者之间的社区意识和共享感。我们已经将原始模型调整为适应新的受众群体,即高中计算机教师。改编后的模型保留了原始模型的关键方面,同时为新受众添加了两个新的重要目标:改善招聘和创建社区。高中老师的听众尤其需要招募学生的策略,并且更需要社区。我们提供的评估证据表明,我们在可复制的模型中实现了设计目标,其中包括招募学生的数量大幅增加(超过300%)。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱:kefu@zhangqiaokeyan.com

京公网安备:11010802029741号 ICP备案号:京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有
  • 客服微信

  • 服务号