Organizational Resources in the Service of School-Wide Ambitious Teaching Practice
Organizational Resources in the Service of School-Wide Ambitious Teaching Practice
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为全校雄心勃勃的教学实践服务的组织资源
DOI：
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发表时间：
2011
期刊：
影响因子：
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通讯作者：
F. Graziani
中科院分区：
文献类型：
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作者：
M. Lampert;Timothy A. Boerst;F. Graziani
背景/语境“目标教学”是一种旨在教会各类学生不仅要了解学术科目，而且要能够将其所知用于解决学术领域中的真实问题的教学。对个别教师的研究确定了这项工作的挑战。在学校一级经常提供资源，目的是使这种教学更加普遍。但正如Cohen，Raudenbusch，and Ball（2003）指出的那样，在改善教学方面，重要的不是为学校提供资源，而是让这些资源用于教学互动，教师和学生一起学习学术内容。目的/目标本案例研究的目的是了解如何在学校的共同使用资源的功能，使这些资源，使他们的方式进入教学流。1首先，使用共享的社会，智力和物质资源进行了调查，在一贯雄心勃勃的教学在不同的班级和教师在学校。使用社会实践理论的概念框架，我们然后研究了如何使用资源塑造教师的教学问题的共同解释和适当的解决方案的共同假设。研究设计基于广泛观察和访谈的定性案例研究。结论/建议作为一个领域，我们需要为雄心勃勃的教学提供图像和叙述，这种教学是以这样一种方式搭建起来的，即一个人可以仅仅是一个凡人，但能够满足其日常需求。在本文中，我们试图提供一个这样的图像。基于这个案例，我们可以提出几个强有力的假设：第一个假设是，当雄心勃勃的教学是集体进行的时候，当它得到共同材料的支持时，当它有一个有用的和经常使用的知识基础时，它更容易管理。雄心勃勃的教学是更可持续的，当多种资源协调一致，而不是安装一个在同一时间，并提供给个别从业者。我们试图说明一个组织在发展广泛的雄心勃勃的教学中可以发挥的强大作用。在这个形象中，该组织以这样一种方式支持雄心勃勃的教学，即大多数教师都可以看到，制定并定期阐明这种方法。
Background/Context “Ambitious teaching” is teaching that aims to teach all kinds of students to not only to know academic subjects, but also to be able to use what they know in working on authentic problems in academic domains. Studies of individual teachers have identified the challenges of this work. Resources are often provided at the school level with the purpose of making this kind of teaching more common. But as Cohen, Raudenbusch, and Ball (2003) point out, it is not making resources available to a school that matters in improving instruction, but getting those resources to be used in instructional interactions where teachers and students work together to get academic content learned. Purpose/Objective The purpose of this case study was to understand how the common use of resources across a school functions to enable those resources to make their way into the instructional stream.1 First, the use of shared social, intellectual, and material resources was investigated in consistently ambitious teaching across diverse classes and teachers in the school. Using a conceptual frame from social practice theory, we then examined how resources in use shaped teachers’ common interpretations of teaching problems and common assumptions about appropriate solutions. Research Design Qualitative case study based on extensive observation and interviews. Conclusions/Recommendations As a field, we need to provide images and narratives for ambitious teaching that is scaffolded in such a way that one can be a mere mortal and yet capably meet its routine demands. In this paper we have tried to provide one such image. We can offer several strong hypotheses based on this casework; the first is that ambitious teaching is more manageable when it is undertaken collectively, when it is supported by common materials, and when it has an intellectual underpinning that is useful and routinely used. Ambitious teaching is made more sustainable when a multiplicity of resources are drawn upon in concert, not installed one at a time and delivered to individual practitioners. We have tried to illustrate the strong role that an organization can play in the development of widespread ambitious teaching. In this image the organization supports ambitious teaching in such a way that most teachers can see, enact, and routinely articulate, this approach.