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The 1997 South Carolina Geographic Alliance Summer Geography Institute: A study of geographic perceptions, teaching strategies, and teacher professional development.

机译：1997年南卡罗来纳州地理联盟夏季地理研究所：有关地理感知，教学策略和教师专业发展的研究。

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摘要

The South Carolina Geographic Alliance annually hosts a Summer Geography Institute. The Institute focuses on the professional development of teachers in the areas of geography content, geography teaching strategies, and presentation style. This study used a unique combination of qualitative and quantitative methodologies to ascertain the influence of the Institute on middle level teachers. It extended earlier research conducted by D. B. Cole and J. Ormrod (1994) and corroborated findings from similar studies of other Institutes.;Qualitatively, six of the 1997 Institute participants were studied for an entire year---before, during, and after the Institute---to determine how the Institute affected their geographic perceptions and teaching methods. Data were collected via classroom observations, in-depth interviews, and a review of lesson plans. Quantitatively, a survey was used to compare a group of middle level Institute graduates (n = 35) to a similar group of non-Institute teachers (n = 23). Specifically, the survey sought to determine if there was a significant difference (alpha = .05) between the two groups in the level of professional development as measured by their membership in professional organizations. A chi-square analysis of a contingency table was used to make the determination.;From the qualitative analysis, the study showed that the Institute helped middle level teachers develop a more comprehensive and integrative perception of geography---viewing it not as a collection of parts but as a dynamic discipline that is holistic in nature. It also showed that the Institute introduced teachers to a broad range of innovative teaching strategies appropriate for geography and led teachers to reflect on their practice. Evidence indicated, however, that changes in teaching practice, though evident, were not as dramatic or systemic as were the changes in geographic perception.;From the quantitative analysis, it was found that the difference in the two groups was significant. Teachers who had graduated from an Alliance Summer Geography Institute belonged to a greater number of professional organizations than did teachers who had not participated in a Summer Geography Institute.
机译：南卡罗来纳州地理联盟每年都会举办一个夏季地理研究所。该研究所侧重于地理内容，地理教学策略和演讲风格方面的教师专业发展。这项研究使用了定性和定量方法的独特组合，以确定研究所对中层教师的影响。它扩展了DB Cole和J.Ormrod（1994）进行的早期研究，并证实了其他研究所的类似研究结果。定性地，1997年研究所的六名参与者在整个研究之前，期间和之后进行了整整一年的研究。学院-确定学院如何影响其地理观念和教学方法。通过课堂观察，深度访谈和课程计划审查收集数据。定量地，使用一项调查来比较一组中等水平的研究所毕业生（n = 35）和一组类似的非研究所教师（n = 23）。具体而言，该调查试图确定两组之间在专业发展水平上是否存在显着差异（alpha = 0.05），这是通过他们在专业组织中的成员身份来衡量的。通过列联表的卡方分析来确定。从定性分析中，研究表明该研究所帮助中层教师发展了对地理的更全面和综合的感知-而不是将其视为一个集合部分，但作为一门动态的学科而本质上是整体的。这也表明，该研究所向教师介绍了各种适合地理的创新教学策略，并引导教师反思他们的实践。然而，有证据表明，教学实践的变化尽管很明显，却不如地理感知的变化那么剧烈或系统。定量分析发现，两组之间的差异是显着的。从联盟夏季地理学院毕业的教师比没有参加夏季地理学院的教师属于更多的专业组织。

著录项

  • 作者

    Teseniar, Mark Frederick.;

  • 作者单位

    University of South Carolina.;

  • 授予单位 University of South Carolina.;
  • 学科 Social sciences education.;Teacher education.
  • 学位 Ph.D.
  • 年度 1998
  • 页码 303 p.
  • 总页数 303
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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