Pamela L Grossman
Datos Biográficos
| ID | 2064776 |
|---|---|
| NOMBRE | Pamela L Grossman |
| NOMBRES | Pamela L |
| APELLIDO | Grossman |
| FIRMA | GROSSMAN P L |
| AFILIACIONES | Stanford University |
| VERIFICADO | No |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 184 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1988 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2009 |
| ÍNDICE H | 6 |
Teacher Preparation and Student Achievement
There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, whereas others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This article is one of the first to estimate the effects of features of teachers’ preparation o…
Ways of Thinking, Ways of Teaching . George Hillocks, Jr
Appropriating Tools for Teaching English
In this article, we propose that activity theory provides a useful framework for studying teachers' professional development. Activity theory emphasizes the importance of settings in learning to teach, focusing on the social and cultural factors that mediate development in particular contexts. We outline the central tenets of activity theory, illustrating key concepts with examples from a longitudinal study of beginning teachers. We conclude by e…
Who Will Teach the Children? Progress and Resistance in Teacher Education . Harriet Tyson
Content as Context
In this article we argue that understanding subject-matter differences among high school teachers is crucial for the analysis and reform of secondary schools. An emerging line of research suggests that high school teachers belong to distinctive subject subcultures; these subcultures are characterized by differing beliefs, norms, and practices. We report findings from surveys and interviews with high school teachers that illustrate salient aspects…
The Impact of Subject Matter on Curricular Activity
This article tests a framework connecting features of subject matter with curricular activities among high school teachers of five academic subjects. Using survey responses, it compares the conceptions of subject matter (defined, static, sequential) and curricular activities (coordination, coverage, consensus on content, standardization, course rotation, etc.) of English, social studies, science, math, and foreign language teachers from 16 high s…
Teachers' Special Knowledge
Overcoming the apprenticeship of observation in teacher education coursework
A Study in Contrast
Grossman investigated the influence of subject-specific course- work in the development of pedagogical content knowledge in English through contrasting case studies of six beginning English teachers, only three of whom graduated from teacher education. She describes the differences in the teachers' knowl edge regarding the purposes for teaching secondary English, curricular knowledge, and knowledge of student understand ing
Unacknowledged knowledge growth
Content as Context
In this article we argue that understanding subject-matter differences among high school teachers is crucial for the analysis and reform of secondary schools. An emerging line of research suggests that high school teachers belong to distinctive subject subcultures; these subcultures are characterized by differing beliefs, norms, and practices. We report findings from surveys and interviews with high school teachers that illustrate salient aspects…
Appropriating Tools for Teaching English
In this article, we propose that activity theory provides a useful framework for studying teachers' professional development. Activity theory emphasizes the importance of settings in learning to teach, focusing on the social and cultural factors that mediate development in particular contexts. We outline the central tenets of activity theory, illustrating key concepts with examples from a longitudinal study of beginning teachers. We conclude by e…
Overcoming the apprenticeship of observation in teacher education coursework
The Impact of Subject Matter on Curricular Activity
This article tests a framework connecting features of subject matter with curricular activities among high school teachers of five academic subjects. Using survey responses, it compares the conceptions of subject matter (defined, static, sequential) and curricular activities (coordination, coverage, consensus on content, standardization, course rotation, etc.) of English, social studies, science, math, and foreign language teachers from 16 high s…
Unacknowledged knowledge growth
A Study in Contrast
Grossman investigated the influence of subject-specific course- work in the development of pedagogical content knowledge in English through contrasting case studies of six beginning English teachers, only three of whom graduated from teacher education. She describes the differences in the teachers' knowl edge regarding the purposes for teaching secondary English, curricular knowledge, and knowledge of student understand ing
Unacknowledged knowledge growth
A Study in Contrast
Grossman investigated the influence of subject-specific course- work in the development of pedagogical content knowledge in English through contrasting case studies of six beginning English teachers, only three of whom graduated from teacher education. She describes the differences in the teachers' knowl edge regarding the purposes for teaching secondary English, curricular knowledge, and knowledge of student understand ing
Overcoming the apprenticeship of observation in teacher education coursework
Teachers' Special Knowledge
Who Will Teach the Children? Progress and Resistance in Teacher Education . Harriet Tyson
Content as Context
In this article we argue that understanding subject-matter differences among high school teachers is crucial for the analysis and reform of secondary schools. An emerging line of research suggests that high school teachers belong to distinctive subject subcultures; these subcultures are characterized by differing beliefs, norms, and practices. We report findings from surveys and interviews with high school teachers that illustrate salient aspects…
The Impact of Subject Matter on Curricular Activity
This article tests a framework connecting features of subject matter with curricular activities among high school teachers of five academic subjects. Using survey responses, it compares the conceptions of subject matter (defined, static, sequential) and curricular activities (coordination, coverage, consensus on content, standardization, course rotation, etc.) of English, social studies, science, math, and foreign language teachers from 16 high s…
Appropriating Tools for Teaching English
In this article, we propose that activity theory provides a useful framework for studying teachers' professional development. Activity theory emphasizes the importance of settings in learning to teach, focusing on the social and cultural factors that mediate development in particular contexts. We outline the central tenets of activity theory, illustrating key concepts with examples from a longitudinal study of beginning teachers. We conclude by e…
Ways of Thinking, Ways of Teaching . George Hillocks, Jr
Teacher Preparation and Student Achievement
There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, whereas others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This article is one of the first to estimate the effects of features of teachers’ preparation o…
Mathematics education (9 obras) · Psychology (9 obras) · Pedagogy (8 obras) · Computer Science (7 obras) · Sociology (6 obras) · Teacher Education and Leadership Studies (6 obras) · Educator Training and Historical Pedagogy (4 obras) · Library science (4 obras) · Teacher education (4 obras) · Curriculum (3 obras)