Kathy Carter
Biographic Data
| ID | 3828201 |
|---|---|
| NAME | Kathy Carter |
| GIVEN NAMES | Kathy |
| FAMILY NAME | Carter |
| SIGNATURE | CARTER K |
| AFFILIATIONS | University of Arizona |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 248 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 6 |
Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners
Correspondence in cooperating teachers' and student teachers' interpretations of classroom events
Teacher‐researcher relationships in the study of teaching and teacher education
Over the past several years there has been a virtual explosion over the types of questions that are being asked about teaching and teacher education and, consequently, in the ways in which answers to these questions are sought. This shift, in turn, has decisively changed roles and relationships among teachers and researchers in both the conduct of inquiry and the structures for linking research and practice. Indeed, in an increasing number of ins…
The Reviewer Responds
The Case Against Thinking Like a Teacher
The Place of Story in the Study of Teaching and Teacher Education
ith increasing frequency over the past several years we, as members of a community of investigator-practitioners, have been telling stories about teaching and teacher education rather than simply reporting correlation coefficients or generating lists of findings. This trend has been upsetting to some who mourn the loss of quantitative precision and, they would argue, scientific rigor. For many of us, however, these stories capture, more than scor…
Beginning Teachers' Knowledge of Classroom Events
Certaines recherches sur la formation des enseignants se sont tournees vers les connaissances des enseignants sur leur classe et les circonstances dans lesquelles ils les ont acquises. L'analyse des experiences de deux eleves-enseignants d'ecole elementaire montre leurs perceptions et interpretations des reactions d'une classe. Cet exercice est pour eux, une methode de formation a la profession d'enseignant
Meaning and metaphor: Case knowledge in teaching
haps most poignantly, they reveal the problem of communicating the rich store of knowledge held by experienced and expert teachers. In this article I describe a multi-year effort to capture teacher comprehension through (a) the construction of cases of teaching and (b) metaphorical language (i.e., teacher as docent, teacher as trailboss). Specifically, I report the results of a recent study that examines cooperating teachers' use of metaphor to c…
Comparing Theories from Textbooks and Practicing Teachers
The theories of student learning presented in four current educational psychology texts were com pared with those expressed by 38 cooperating teachers in discussions of teaching practice with pre service teachers. The theories in the texts differed from the teachers' theories in purpose, in language, and in major concepts. The texts focused on explication of the concepts in the formal theories of educational psychology; the teachers focused on ex…
Using cases to frame mentor-novice conversations about teaching
Expert-Novice Differences in Perceiving and Processing Visual Classroom Information
Findings from a study designed to examine differences in ex pert and novice teachers' information processing are pre sented. Specifically, results are described which suggest differ ences in the ways expert, novice, and "postulant" teachers perceive, understand, monitor, and process visual information in classrooms. Expert, novice, and postulant subjects were asked to view a series of slides taken in science and mathema tics classrooms and to dis…
Processing and using information about students: A study of expert, novice, and postulant teachers
Academic Tasks in Classrooms
In recent years there has been a growing interest in the study of classroom that is, regularized patterns for conducting work and processing information in classroom environments (see, for example, Bossert, 1978; Doyle, 1979b, 1981; Gump, 1969; Hammersley, 1974; Kounin and Gump, 1974; Mehan, 1979; Sinclair and Coulthard, 1975; Soar and Soar, 1979; Yinger, 1982). In this type of inquiry, attention is directed to questions of how events in classroo…
Do Teachers Understand Principles for Writing Tests
In this study the author identifies the need for teachers to develop more effec tive test-making skills. Many preservice and inservice teachers rely on a repertoire of limited and uninformed test construction skills when they create assessment items. Most problematic for teachers are items that test higher-order thinking skills, such as inference and prediction. Carter suggests a reexamina tion of preservice measurement courses and a more thoroug…
The Place of Story in the Study of Teaching and Teacher Education
ith increasing frequency over the past several years we, as members of a community of investigator-practitioners, have been telling stories about teaching and teacher education rather than simply reporting correlation coefficients or generating lists of findings. This trend has been upsetting to some who mourn the loss of quantitative precision and, they would argue, scientific rigor. For many of us, however, these stories capture, more than scor…
Academic Tasks in Classrooms
In recent years there has been a growing interest in the study of classroom that is, regularized patterns for conducting work and processing information in classroom environments (see, for example, Bossert, 1978; Doyle, 1979b, 1981; Gump, 1969; Hammersley, 1974; Kounin and Gump, 1974; Mehan, 1979; Sinclair and Coulthard, 1975; Soar and Soar, 1979; Yinger, 1982). In this type of inquiry, attention is directed to questions of how events in classroo…
Expert-Novice Differences in Perceiving and Processing Visual Classroom Information
Findings from a study designed to examine differences in ex pert and novice teachers' information processing are pre sented. Specifically, results are described which suggest differ ences in the ways expert, novice, and "postulant" teachers perceive, understand, monitor, and process visual information in classrooms. Expert, novice, and postulant subjects were asked to view a series of slides taken in science and mathema tics classrooms and to dis…
Processing and using information about students: A study of expert, novice, and postulant teachers
Using cases to frame mentor-novice conversations about teaching
Meaning and metaphor: Case knowledge in teaching
haps most poignantly, they reveal the problem of communicating the rich store of knowledge held by experienced and expert teachers. In this article I describe a multi-year effort to capture teacher comprehension through (a) the construction of cases of teaching and (b) metaphorical language (i.e., teacher as docent, teacher as trailboss). Specifically, I report the results of a recent study that examines cooperating teachers' use of metaphor to c…
Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners
Correspondence in cooperating teachers' and student teachers' interpretations of classroom events
Teacher‐researcher relationships in the study of teaching and teacher education
Over the past several years there has been a virtual explosion over the types of questions that are being asked about teaching and teacher education and, consequently, in the ways in which answers to these questions are sought. This shift, in turn, has decisively changed roles and relationships among teachers and researchers in both the conduct of inquiry and the structures for linking research and practice. Indeed, in an increasing number of ins…
Comparing Theories from Textbooks and Practicing Teachers
The theories of student learning presented in four current educational psychology texts were com pared with those expressed by 38 cooperating teachers in discussions of teaching practice with pre service teachers. The theories in the texts differed from the teachers' theories in purpose, in language, and in major concepts. The texts focused on explication of the concepts in the formal theories of educational psychology; the teachers focused on ex…
Do Teachers Understand Principles for Writing Tests
In this study the author identifies the need for teachers to develop more effec tive test-making skills. Many preservice and inservice teachers rely on a repertoire of limited and uninformed test construction skills when they create assessment items. Most problematic for teachers are items that test higher-order thinking skills, such as inference and prediction. Carter suggests a reexamina tion of preservice measurement courses and a more thoroug…
Academic Tasks in Classrooms
In recent years there has been a growing interest in the study of classroom that is, regularized patterns for conducting work and processing information in classroom environments (see, for example, Bossert, 1978; Doyle, 1979b, 1981; Gump, 1969; Hammersley, 1974; Kounin and Gump, 1974; Mehan, 1979; Sinclair and Coulthard, 1975; Soar and Soar, 1979; Yinger, 1982). In this type of inquiry, attention is directed to questions of how events in classroo…
Do Teachers Understand Principles for Writing Tests
In this study the author identifies the need for teachers to develop more effec tive test-making skills. Many preservice and inservice teachers rely on a repertoire of limited and uninformed test construction skills when they create assessment items. Most problematic for teachers are items that test higher-order thinking skills, such as inference and prediction. Carter suggests a reexamina tion of preservice measurement courses and a more thoroug…
Processing and using information about students: A study of expert, novice, and postulant teachers
Using cases to frame mentor-novice conversations about teaching
Expert-Novice Differences in Perceiving and Processing Visual Classroom Information
Findings from a study designed to examine differences in ex pert and novice teachers' information processing are pre sented. Specifically, results are described which suggest differ ences in the ways expert, novice, and "postulant" teachers perceive, understand, monitor, and process visual information in classrooms. Expert, novice, and postulant subjects were asked to view a series of slides taken in science and mathema tics classrooms and to dis…
Meaning and metaphor: Case knowledge in teaching
haps most poignantly, they reveal the problem of communicating the rich store of knowledge held by experienced and expert teachers. In this article I describe a multi-year effort to capture teacher comprehension through (a) the construction of cases of teaching and (b) metaphorical language (i.e., teacher as docent, teacher as trailboss). Specifically, I report the results of a recent study that examines cooperating teachers' use of metaphor to c…
Comparing Theories from Textbooks and Practicing Teachers
The theories of student learning presented in four current educational psychology texts were com pared with those expressed by 38 cooperating teachers in discussions of teaching practice with pre service teachers. The theories in the texts differed from the teachers' theories in purpose, in language, and in major concepts. The texts focused on explication of the concepts in the formal theories of educational psychology; the teachers focused on ex…
The Place of Story in the Study of Teaching and Teacher Education
ith increasing frequency over the past several years we, as members of a community of investigator-practitioners, have been telling stories about teaching and teacher education rather than simply reporting correlation coefficients or generating lists of findings. This trend has been upsetting to some who mourn the loss of quantitative precision and, they would argue, scientific rigor. For many of us, however, these stories capture, more than scor…
Beginning Teachers' Knowledge of Classroom Events
Certaines recherches sur la formation des enseignants se sont tournees vers les connaissances des enseignants sur leur classe et les circonstances dans lesquelles ils les ont acquises. L'analyse des experiences de deux eleves-enseignants d'ecole elementaire montre leurs perceptions et interpretations des reactions d'une classe. Cet exercice est pour eux, une methode de formation a la profession d'enseignant
The Reviewer Responds
The Case Against Thinking Like a Teacher
Teacher‐researcher relationships in the study of teaching and teacher education
Over the past several years there has been a virtual explosion over the types of questions that are being asked about teaching and teacher education and, consequently, in the ways in which answers to these questions are sought. This shift, in turn, has decisively changed roles and relationships among teachers and researchers in both the conduct of inquiry and the structures for linking research and practice. Indeed, in an increasing number of ins…
Correspondence in cooperating teachers' and student teachers' interpretations of classroom events
Teaching “in their best interest”: Preservice teachers' narratives regarding English Learners
Psychology (14 works) · Mathematics education (13 works) · Pedagogy (12 works) · Teacher Education and Leadership Studies (7 works) · Sociology (6 works) · Teacher education (6 works) · Computer Science (5 works) · Teaching method (5 works) · Social Psychology (4 works) · Education and Technology Integration (3 works)