 |
 |
Temple University Center for Research
in Human Development and Education |
|
|
Preliminary Findings
In a pilot test of ReflectionConnection, six teachers
engaged in a dialogue with each other for approximately 1
month. The participants were from three inner-city schools
and one suburban school, all of which are members of the
Coalition for Essential Schools (CES). It is important to
note that the participants were not complete strangers to
the concepts of reflection and providing constructive
feedback to their peers. One major facet of CES is a focus
on reflective practice on teaching with one's peers, which
is referred to as "critical friends."
The
participants were provided with training in the use of the
tool and a review of reflective practice and effective
feedback. They were then given 1 month to engage in the
process at their own convenience. In considering the content
and quality of interaction among the group, all of the
participants indicated a positive experience overall.
A
significant sign of participation in itself was the quantity
of writing that occurred, which amounts to a combined total
of just under 15,000 words or an average of 2,500 words per
participant. This included each participant writing the
assignment background, initial reflections, feedback to
others' reflections, and a discussion board that contained
clarification and probing questions and their answers. It is
noteworthy to contrast face-to-face with online (or written)
communications. In
|
|
| |
a
quantitative study of asynchronous online courses, Althaus
(1997) reported that average responses in electronic
discussions contained more than 100 words, while in-class
responses averaged only about 12. It seems that the act of
reflection may lend itself better to online correspondence
as it involves a more thoughtful and deliberate approach.
Although there must be further analysis of the quality of
discussions, the sheer volume of written conversations alone
is indicative of the medium's potential for active
participation.
If staff
development is to achieve a sense of continuity and
sustainability, it is preferable to conduct professional
development in continuous short bursts of time rather than
long blocks common with workshops. In addition, since
participation is asynchronous, it is flexible enough for
each participant to decide when and where to use the tool.
There are
many reasons why the need for alternative approaches to
professional development is essential. In general, the
teachers' overall desire is to engage in more peer
interaction and have the opportunity to receive feedback on
their own practice. However, the bottom line is better
teaching and learning. In response to the question, "How
useful was your participation in improving your teaching,"
all of the participants answered either "useful" or "very
useful." If one were to put RC up against the criteria of
what good professional development should look like, it
would hold up well against scrutiny. However, it is MAR*TEC's
essential challenge through continued testing, research, and
development to demonstrate that the use of ReflectionConnection
ultimately leads to better teaching and learning.
If your
school, district, or organization is interested in using
ReflectionConnection within your professional
development pursuits, please contact Barry Mansfield at
barman@temple.edu
.
References
Althaus, S. (1997). Computer-mediated communication in
the university classroom: An experiment with on-line
discussion. Communication Education 46, 158-174.
Cohen, D., & Ball, D. (1999). Instruction, capacity, and
improvement (CPRE Research Report No. RR-043).
Philadelphia, PA: University of Pennsylvania.
Kennedy, M. (1998). The relevance of content in
in-service teacher education. Paper presented at the
American Educational Research Association annual meeting,
San Diego, CA.
Sandholtz, J. H. (1999). A comparison of direct and
indirect professional development activities. Paper
presented at the 1999 meeting of the American Educational
Research Association, Montreal, Canada.
Previous
Page
1 2
|
