美国教育研究协会教师与教学研究的百年脉络
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摘要
美国教育研究协会(AERA)过去百年的发展对美国乃至世界教育研究和实践都产生了深远的影响。教师与教学研究是当前国际教育研究中的核心议题。AERA过去百年的教师与教学研究可分为三大时期:"缺席"阶段、"生存"阶段和多样化发展阶段;这一历史脉络及各阶段的关键事件,凸显了研究、政策与实践三者之间的张力,也彰显了教师与教学研究的历史变迁和未来发展趋势。
In 2016,American Educational Research Association(AERA)celebrated its 100 years of service to advancing knowledge and scholarly inquiry related to education and promoting the use of research to improve education. This paper takes a historical perspective to the development of research on teachers and teaching within AERA. It describes the historical stages,key issues in the past century,and analyzes the relationship among research,policy and practice. Further,it discusses the trends on research on teachers and teaching in international contexts.
In 2016,American Educational Research Association(AERA)celebrated its 100 years of service to advancing knowledge and scholarly inquiry related to education and promoting the use of research to improve education. This paper takes a historical perspective to the development of research on teachers and teaching within AERA. It describes the historical stages,key issues in the past century,and analyzes the relationship among research,policy and practice. Further,it discusses the trends on research on teachers and teaching in international contexts.
引文
[1]Vanderstraeten R.,Vandermoere F.,Hermans M.. Scholarly communication in AERA journals,1931 to 2014[J]. Review of Research in Education,2016,40(1):38-61.
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[3][35][50]Cochran-Smith M.. The new teacher education:For better or for worse?[J]. Education-al Researcher,2005,34(7):3-17.
[4]Shepard L. A.. Testing and assessment for the good of education:Contributions of AERA presi-dents,1915-2015[J]. Educational Researcher,2016,45(2):112-121.
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[8]Gage N. L.(Ed.). Handbook of research on teaching[M]. Chicago:Rand McNally,1963:94.
[9]Travers R.. Second handbook of research on teaching[M]. Chicago:Rand McNally,1973:iv.
[10]LeCompte M. D.. Trends in research on teaching:An historical and critical overview[M]//SahaL. J.,Dworkin A. G.. International handbook of research on teachers and teaching. Singapore:Springer,2009:25-60.
[11]Lee C. D.. Examining conceptions of how people learn over the decades through AERA presiden-tial addresses:Diversity and equity as persistent conundrums[J]. Educational Researcher,2016,45(2):73-82.
[13]Murphy P. K.,Knight S. L.. Exploring a Century of Advancements in the Science of Learning[J]. Review of Research in Education,2016,40(1):402-456.
[14]GagnéR. M.. Domains of learning[J]. Interchange,1972,3(1):1-8.
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[17]Shulman L. S.. Those who understand:Knowledge growth in teaching[J]. Educational Research-er,1986,15(2):4-14.
[18]Berliner D. C.. In pursuit of the expert pedagogue[J]. Educational Researcher,1986,15(7):5-13.
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[20]Richardson,V.(Ed.). Handbook of Research on Teaching(4thed.)[M]. Washington,DC:Ameri-can Educational Research Association. 2001:ix.
[21]Putnam R. T.,Borko H.. What do new views of knowledge and thinking have to say about re-search on teacher learning?[J]. Educational Researcher,2000,29(1):4-15.
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[23]Gitomer D.,Bell C.(Eds.). Handbook of research on teaching(5th ed.)[M]. Washington,DC:AERA,2016:1-6.
[24]周文叶,崔允漷.何为教师之专业:教师专业标准比较的视角[J].全球教育展望,2012,(4):31-37.
[25]Garet M. S.,Porter A. C.,Desimone L.,et al.. What makes professional development effective?Results from a national sample of teachers[J]. American Educational Research Journal,2001,38(4):915-945.
[26]Desimone L. M.. Improving impact studies of teachers'professional development:Toward betterconceptualizations and measures[J]. Educational Researcher,2009,38(3):181-199.
[27]Hill H. C.,Beisiegel M.,Jacob R.. Professional development research:Consensus,crossroads,and challenges[J]. Educational Researcher,2013,42(9):476-487.
[28]Kennedy M. M.. How does professional development improve teaching?[J]. Review of Educa-tional Research,2016,86(4):945-980.
[29]Darling-Hammond L.,Wei R. C.,Andree A.,et al.. Professional learning in the learning profes-sion[M]. Washington,DC:National Staff Development Council,2009:19.
[30]Dall'Alba G.,Sandberg J.. Unveiling professional development:A critical review of stage models[J]. Review of Educational Research,2006,76(3):383-412.
[31]Borko H.. Professional development and teacher learning:Mapping the terrain[J]. EducationalResearcher,2004,33(8):3-15.
[32]Forzani F. M.. Understanding"core practices"and"practice-based"teacher education:Learn-ing from the past[J]. Journal of Teacher Education,2014,65(4):357-368.
[33]Bryk A. S.. 2014 AERA distinguished lecture:Accelerating how we learn to improve[J]. Educa-tional Researcher,2015,44(9):467-477.
[34]Darling-Hammond L.. Research on teaching and teacher education and its influences on policyand practice[J]. Educational Researcher,2016,45(2):83-91.
[36]McDonnell L. M.. Evolving research perspectives on education politics and policy[J]. Educa-tional Researcher,2016,45(2):142-148.
[37]Shavelson R. J.. Contributions of Educational Research to Policy and Practice:Constructing,Challenging,Changing Cognition[J]. Educational Researcher,1988,17(7):4-11.
[38][42]Oakes J.. Public Scholarship:Education Research for a Diverse Democracy[J]. Education-al Researcher,2018,47(2):91-104.
[40]Sykes G.,Wilson S.. Can policy(re)form instruction[M]//Gitomer D. H.,Bell C. A.. Handbookof research on teaching(5th ed.). Washington DC:Ameirican Education Research Association,2016:851-916.
[41]Cuban L.. Why so many structural changes in schools and so little reform in teaching practice?[J]. Journal of Educational Administration,2013,51(2):109-125.
[43]Opfer V. D.,Pedder D.. Conceptualizing teacher professional learning[J]. Review of education-al research,2011,81(3):376-407.
[44]陈向明.从教师“专业发展”到教师“专业学习”[J].教育发展研究,2013,(8):1-7.
[45]Day C.,Lee J.. New understandings of teacher's work[M]. Dordrecht:Springer,2011:1.
[46][48]Webster-Wright A.. Reframing professional development through understanding authenticprofessional learning[J]. Review of Educational Research,2009,79(2):702-739.
[47]Russ R. S.,Sherin B. L.,Sherin M. G.. What constitutes teacher learning[M]//Gitomer D. H.,Bell C. A.. Handbook of research on teaching(5th ed.). Washington DC:American Education ResearchAssociation,2016:391-438.
[49]Borko H.,Liston D.,Whitcomb J. A.. Genres of Empirical Research in Teacher Education[J].Journal of Teacher Education,2007,58(1):3-11.
[51]Zeichner K. M.,Cochran-Smith M.. Studying teacher education:The report of the AERA panelon research and teacher education[M]. Lawrence Erlbaum Associates,2005:759.
[52]柯政.教育科学知识的积累进步——兼谈美国教育实证研究战略[J].华东师范大学学报(教育科学版),2017,35(3):37-46.
(1)以Google学术引用作为参考标准,统计时间为2018年3月。
[2][16]Cochran-Smith M.. Teaching and teacher education:Absence and presence in AERA presi-dential addresses[J]. Educational Researcher,2016,45(2):92-99.
[3][35][50]Cochran-Smith M.. The new teacher education:For better or for worse?[J]. Education-al Researcher,2005,34(7):3-17.
[4]Shepard L. A.. Testing and assessment for the good of education:Contributions of AERA presi-dents,1915-2015[J]. Educational Researcher,2016,45(2):112-121.
[5][7]Lagemann E. C.. An elusive science:The troubling history of education research[M]. Univer-sity of Chicago Press,2000:xi,60.
[6][12]Cuban L.. Education researchers,AERA presidents,and reforming the practice of school-ing,1916-2016[J]. Educational Researcher,2016,45(2):134-141.
[8]Gage N. L.(Ed.). Handbook of research on teaching[M]. Chicago:Rand McNally,1963:94.
[9]Travers R.. Second handbook of research on teaching[M]. Chicago:Rand McNally,1973:iv.
[10]LeCompte M. D.. Trends in research on teaching:An historical and critical overview[M]//SahaL. J.,Dworkin A. G.. International handbook of research on teachers and teaching. Singapore:Springer,2009:25-60.
[11]Lee C. D.. Examining conceptions of how people learn over the decades through AERA presiden-tial addresses:Diversity and equity as persistent conundrums[J]. Educational Researcher,2016,45(2):73-82.
[13]Murphy P. K.,Knight S. L.. Exploring a Century of Advancements in the Science of Learning[J]. Review of Research in Education,2016,40(1):402-456.
[14]GagnéR. M.. Domains of learning[J]. Interchange,1972,3(1):1-8.
[15]Schneider B.. Conserving a legacy:Presidential leaders in education research[J]. EducationalResearcher,2016,45(2):173-179.
[17]Shulman L. S.. Those who understand:Knowledge growth in teaching[J]. Educational Research-er,1986,15(2):4-14.
[18]Berliner D. C.. In pursuit of the expert pedagogue[J]. Educational Researcher,1986,15(7):5-13.
[19]Wittrock,M. C.(Ed.). Handbook of Research on Teaching(3rd ed.)[M]. New York:Macmillan,1986:3.
[20]Richardson,V.(Ed.). Handbook of Research on Teaching(4thed.)[M]. Washington,DC:Ameri-can Educational Research Association. 2001:ix.
[21]Putnam R. T.,Borko H.. What do new views of knowledge and thinking have to say about re-search on teacher learning?[J]. Educational Researcher,2000,29(1):4-15.
[22][39]Darling-Hammond,L.. The right to learn and the advancement of teaching:Research,poli-cy,and practice for democratic education[J]. Educational Researcher,1996,25(6):5-17.
[23]Gitomer D.,Bell C.(Eds.). Handbook of research on teaching(5th ed.)[M]. Washington,DC:AERA,2016:1-6.
[24]周文叶,崔允漷.何为教师之专业:教师专业标准比较的视角[J].全球教育展望,2012,(4):31-37.
[25]Garet M. S.,Porter A. C.,Desimone L.,et al.. What makes professional development effective?Results from a national sample of teachers[J]. American Educational Research Journal,2001,38(4):915-945.
[26]Desimone L. M.. Improving impact studies of teachers'professional development:Toward betterconceptualizations and measures[J]. Educational Researcher,2009,38(3):181-199.
[27]Hill H. C.,Beisiegel M.,Jacob R.. Professional development research:Consensus,crossroads,and challenges[J]. Educational Researcher,2013,42(9):476-487.
[28]Kennedy M. M.. How does professional development improve teaching?[J]. Review of Educa-tional Research,2016,86(4):945-980.
[29]Darling-Hammond L.,Wei R. C.,Andree A.,et al.. Professional learning in the learning profes-sion[M]. Washington,DC:National Staff Development Council,2009:19.
[30]Dall'Alba G.,Sandberg J.. Unveiling professional development:A critical review of stage models[J]. Review of Educational Research,2006,76(3):383-412.
[31]Borko H.. Professional development and teacher learning:Mapping the terrain[J]. EducationalResearcher,2004,33(8):3-15.
[32]Forzani F. M.. Understanding"core practices"and"practice-based"teacher education:Learn-ing from the past[J]. Journal of Teacher Education,2014,65(4):357-368.
[33]Bryk A. S.. 2014 AERA distinguished lecture:Accelerating how we learn to improve[J]. Educa-tional Researcher,2015,44(9):467-477.
[34]Darling-Hammond L.. Research on teaching and teacher education and its influences on policyand practice[J]. Educational Researcher,2016,45(2):83-91.
[36]McDonnell L. M.. Evolving research perspectives on education politics and policy[J]. Educa-tional Researcher,2016,45(2):142-148.
[37]Shavelson R. J.. Contributions of Educational Research to Policy and Practice:Constructing,Challenging,Changing Cognition[J]. Educational Researcher,1988,17(7):4-11.
[38][42]Oakes J.. Public Scholarship:Education Research for a Diverse Democracy[J]. Education-al Researcher,2018,47(2):91-104.
[40]Sykes G.,Wilson S.. Can policy(re)form instruction[M]//Gitomer D. H.,Bell C. A.. Handbookof research on teaching(5th ed.). Washington DC:Ameirican Education Research Association,2016:851-916.
[41]Cuban L.. Why so many structural changes in schools and so little reform in teaching practice?[J]. Journal of Educational Administration,2013,51(2):109-125.
[43]Opfer V. D.,Pedder D.. Conceptualizing teacher professional learning[J]. Review of education-al research,2011,81(3):376-407.
[44]陈向明.从教师“专业发展”到教师“专业学习”[J].教育发展研究,2013,(8):1-7.
[45]Day C.,Lee J.. New understandings of teacher's work[M]. Dordrecht:Springer,2011:1.
[46][48]Webster-Wright A.. Reframing professional development through understanding authenticprofessional learning[J]. Review of Educational Research,2009,79(2):702-739.
[47]Russ R. S.,Sherin B. L.,Sherin M. G.. What constitutes teacher learning[M]//Gitomer D. H.,Bell C. A.. Handbook of research on teaching(5th ed.). Washington DC:American Education ResearchAssociation,2016:391-438.
[49]Borko H.,Liston D.,Whitcomb J. A.. Genres of Empirical Research in Teacher Education[J].Journal of Teacher Education,2007,58(1):3-11.
[51]Zeichner K. M.,Cochran-Smith M.. Studying teacher education:The report of the AERA panelon research and teacher education[M]. Lawrence Erlbaum Associates,2005:759.
[52]柯政.教育科学知识的积累进步——兼谈美国教育实证研究战略[J].华东师范大学学报(教育科学版),2017,35(3):37-46.
(1)以Google学术引用作为参考标准,统计时间为2018年3月。