The "exemplary teacher" paper--How it arose and how it changed its author's research program

  • Becker H
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Intoduction to paper: Between 1985 and 1989, the percentage of teachers requiring their students to use computers during class time doubled, from roughly 25{%} of all teachers to 50{%} of all teachers. This doubling occurred both among elementary school teachers and secondary teachers, although it continued to be the case that a much higher proportion of elementary teachers than secondary teachers had students use computers during class time (Becker, 1987, 1991). As the number of computer-using teachers rapidly increased, researchers began cautioning that (a) all efforts to use computers with students are not equally defensible, and (b) many years are required for teachers to become accomplished as computer-using instructors (Sheingold {&} Hadley, 1990). Although I regarded this new attention to differences among teachers as an advance over simple discussions of the "effects" of using computers (as if these effects were the same everywhere), I had two concerns about the conversation occurring among educational computerists at the time. This conversation was greatly influenced by the study of "accomplished teachers" conducted by Sheingold and Hadley (1990) at the Bank Street College of Education.

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  • Hj Becker

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