My notebook by Sean Carroll

In 1975 Dan Lortie coined the term apprenticeship of observationto describe the phenomenon that the majority of educatorsteach very similarly to their own educators

seancarroll2437_ — 2023-11-09 02:32:36 UTC

-Sean Carroll

Beliefs about the role of education can filter down and impact educators' epistemological beliefs. These include “beliefs about the nature of knowledge and the processes of knowing” (Hofer & Pintrich, 1997, p. 117). They include beliefs about what criteria should be used to determine the validity and value of different types of knowledge

seancarroll2437_ — 2023-11-09 02:50:38 UTC

-Sean Carroll

At the most local level, educators hold beliefs about themselves—who they are in relation to curriculum, colleagues, and students; perceived strengths and weaknesses; values; self-efficacy; and matters about which they feel responsible.

seancarroll2437_ — 2023-11-09 02:51:25 UTC

-Sean Carroll

When educators expect students to perform (i.e., high or low), they behave in differential ways that bring about the expected performance.

seancarroll2437_ — 2023-11-09 02:52:00 UTC

-Sean Carroll

seancarroll2437_ — 2023-11-09 02:53:44 UTC

The effects of educators' expectations of students' performance given the performance of a high or low-achieving sibling in their class in a previous year. Underlying this study was the assumption that educators expect siblings to perform similarly, given their shared family context and/or genetic makeup. Using school records and controlling for the younger siblings' actual intelligence, older siblings were classified as either high or low performers, and younger siblings' performances were examined when they had the same or different teachers.

-Sean Carroll

seancarroll2437_ — 2023-11-09 02:54:32 UTC

Self-fulfilling prophecies, such as those about student ability, operate through two forms of messages educators

send to students: the explicit (i.e., what is consciously

said) and implicit (i.e., what is unconsciously said).

-Sean Carroll

seancarroll2437_ — 2023-11-09 02:55:20 UTC

Educators may hold beliefs that conflict with their

physical and social realities, but that, nonetheless, inform their practice.

2023-11-28 05:03:59 UTC

Fundamentally, educators' beliefs shape their professional practice. However the study of educators' beliefs has been tricky because of the multi-dimensionality of the beliefs and the traditional boundaries drawn...

-Alonso Garcia

2023-11-28 05:07:25 UTC

When identifying their epistemological orientation, educators must ask themselves: Is knowledge singular or multiple? Must all knowledge be consistent or is there room for contradiction? And, who can be the source of knowledge: the teacher, society as a collective, or some singular, external authority?

-Alonso Garcia

2023-11-28 05:10:52 UTC

Alternatively, educators who believe the self can be a valid source of knowing are likely to structure their classrooms in ways that emphasize students' contribution to the learning process.

-Alonso Garcia

2023-11-28 05:14:58 UTC

Global beliefs have local impact on educators' beliefs about the content they teach.

-Alonso Garcia

2023-11-28 06:11:31 UTC

At the most local level, educators hold beliefs about themselves-who they are in relation to curriculum, colleagues, and students; perceived strengths and weaknesses; values; self-efficacy; and matters about which they feel responsible.

-Alonso Garcia

2023-11-28 06:16:21 UTC

Even more local than beliefs about content are educators' beliefs about their students. These beliefs include what it means to be a student, how students should relate to educators, and the impact of student differences on classroom practice culture.

-Alonso Garcia

2023-11-28 06:19:44 UTC

Educators who fail to examine their own beliefs may breing about unanticipated consequences in the classroom.

-Alonso Garcia