NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1073835
Record Type: Journal
Publication Date: 2008
Pages: 17
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1499-6677
Science and Math Teachers as Instructional Designers: Linking ID to the Ethic of Caring
Rose, Ellen; Tingley, Kate
Canadian Journal of Learning and Technology, v34 n1 Win 2008
In this exploratory inquiry into the nature of the relationship between systematic instructional design models and teachers' planning practices and needs, the researchers conducted open-­ended interviews with six teachers of science and math in order to discover how they conceptualized and practiced instructional design. The most important finding to emerge from this research was that, from the teachers' perspective, caring must be a central component of any instructional design activity. Regardless of gender and grades taught, the teachers indicated that they need to be able to make instructional decisions based upon their caring relationships with individual learners.
Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada