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1.
This study examined elementary teachers’ instructional strategies for promoting scientific understanding and inquiry and supporting English language development with diverse student groups including English language learners. The study was part of a 5-year research and development project consisting of reform-based science curriculum units and teacher workshops aimed at providing effective science instruction to promote students’ science and literacy achievement in urban elementary schools. Data consisted of 213 post-observation interviews with third, fourth, and fifth grade teachers. The teachers reported using instructional strategies to promote scientific understanding, but generally did not employ more sophisticated inquiry-based strategies. They also reported using instructional strategies to support English language development. There were significant differences among grade levels and by years of teacher participation. 相似文献
2.
Katya A. Karathanos 《International Journal of Inclusive Education》2013,17(1):49-65
This study explored to what extent two groups of mainstream teachers in the Midwestern region of the USA with differing degrees of English language learner‐specific university preparation reportedly engaged in practices that incorporated the native languages of English language learner students in instruction. The study further examined specific strategies reported by mainstream teachers in promoting native language use in instruction as well as challenges identified in implementing this practice. The study used a mixed‐method design that included analyses of survey data from a quantitative study (n = 227) and qualitative analyses of teacher discourse from course documents and open‐ended survey questions. Findings indicated that while both groups of teachers reportedly engaged in practices that promoted native language use in instruction to some extent, teachers with at least three courses of English language learner‐specific university preparation appeared to engage in these practices to a much greater extent than those without such preparation. This paper explores the implications of results from this study for teacher education programmes in the USA with the responsibility of preparing teachers effectively to serve growing numbers of culturally and linguistically diverse student populations. 相似文献
3.
Scott M. Waring 《学校用计算机》2013,30(2):76-98
As it has been shown that teachers of social studies content are less likely than teachers of other content areas to utilize technology in their classroom, this study focuses on one instructional technology coordinators’ beliefs towards technology, instruction, and students and how these beliefs impacted how technology was utilized during a technology-enriched community history project with a group of fourth-grade students. It was determined that the instructional technology coordinators’ beliefs included the following: (a) technology should serve as a tool and should be seamlessly integrated into the curriculum; (b) the teacher should construct meaningful experiences that allow students to become engaged in the learning process; however, before guiding student discovery, the teacher needs to explicitly teach basic technological skills; (c) and all students are able to learn and are capable of engaging in independent problem solving and critical thinking at some level. Her beliefs manifested themselves daily, particularly in the way that she approached instruction and integrated technology seamlessly into the curriculum. Through this study, it was found that the technology coordinator's beliefs toward technology, instruction, and her students directly impacted how technology was used in her classroom. 相似文献
4.
Louisa Cook Moats 《Annals of dyslexia》1994,44(1):81-102
Reading research supports the necessity for directly teaching concepts about linguistic structure to beginning readers and
to students with reading and spelling difficulties. In this study, experienced teachers of reading, language arts, and special
education were tested to determine if they have the requisite awareness of language elements (e.g., phonemes, morphemes) and
of how these elements are represented in writing (e.g., knowledge of sound-symbol correspondences). The results were surprisingly
poor, indicating that even motivated and experienced teachers typically understand too little about spoken and written language
structure to be able to provide sufficient instruction in these areas. The utility of language structure knowledge for instructional
planning, for assessment of student progress, and for remediation of literacy problems is discussed.
The teachers participating in the study subsequently took a course focusing on phonemic awareness training, spoken-written
language relationships, and careful analysis of spelling and reading behavior in children. At the end of the course, the teachers
judged this information to be essential for teaching and advised that it become a prerequisite for certification. Recommendations
for requirements and content of teacher education programs are presented. 相似文献
5.
Karen D. K?nings Saskia Brand-Gruwel Jeroen J. G. van Merri?nboer 《Instructional Science》2011,39(5):737-762
Students’ perceptions of instruction are important because they direct the learning of students. The fact that teachers have
only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between
interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design
as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups
of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education
process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher–student disagreement showed
some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students.
Possible causes are discussed. Participatory design seems to have potential for improving education, but further research
is needed. 相似文献
6.
7.
Fuhui Tong Beverly J. Irby Rafael Lara-Alecio Cindy Guerrero Shifang Tang Kara L. Sutton-Jones 《Educational studies》2019,45(5):533-553
ABSTRACTResearch in the United States show that professional learning (PL) can improve classroom instruction. However, teachers, especially educators in the content areas, receive insufficient training specific to meeting the language and academic needs of English learners (ELs). The purpose of the current randomized controlled trial (RCT) study was to introduce a high-quality PL program for supporting middle school teachers in teaching science to ELs through classroom observations, so as to evaluate whether in-service science teachers’ instructional delivery can be shaped by intensive, structured, and ongoing PL. Results indicated that after receiving PL, treatment teachers allocated a significantly higher portion of their instructional time in teaching content language, developing students’ expressive language skills, small group and pair activities, implementing strategies evidenced to effective with ELs, and providing more opportunities for students to participate in hands-on activities that were content-related and grade-appropriate. Practical implications for PL were discussed for an international audience. 相似文献
8.
Active‐learning labs for two topics in high school biology were developed through the collaboration of high school teachers and university faculty and staff and were administered to 408 high school students in six classrooms. The content of instruction and testing was guided by State of Texas science objectives. Detailed teacher records describing daily classroom activities were used to operationalize two types of instruction: active learning, which used the labs; and traditional, which used the teaching resources ordinarily available to the teacher. Teacher records indicated that they used less independent work and fewer worksheets, and more collaborative and lab‐based activities, with active‐learning labs compared to traditional instruction. In‐class test data show that students gained significantly more content knowledge and knowledge of process skills using the labs compared to traditional instruction. Questionnaire data revealed that students perceived greater learning gains after completing the labs compared to covering the same content through traditional methods. An independent questionnaire administered to a larger sample of teachers who used the lab‐based curriculum indicated that they perceived changing their behaviors as intended by the student‐centered principles of the labs. The major implication of this study is that active‐learning–based laboratory units designed and developed collaboratively by high school teachers and university faculty, and then used by high school teachers in their classrooms, can lead to increased use of student‐centered instructional practices as well as enhanced content knowledge and process learning for students. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 960–979, 2007 相似文献
9.
《The Journal of educational research》2012,105(4):211-225
Abstract The amount and direction of school change in reading achievement on a statewide, high-stakes performance assessment were identified. School change in reading achievement with instructional practices reported by teachers in primary and intermediate grades in 33 schools was predicted. Meta-analyses of the effects of instructional practices in reading on achievement in 6 areas—including reading, writing, language use, mathematics, science, and social studies—were conducted. In Grade 5, achievement in reading, science, mathematics, and writing increased significantly. Practices of integrated instruction and use of abundant texts and resources were associated positively with change in achievement. Basal emphasis and comprehension instruction were associated negatively with achievement change. In Grade 3, few effects were observed. Findings are interpreted in light of existing models of integrated instruction and the roles of teacher knowledge in achievement and learning. 相似文献
10.
Hsu Ying-Shao Yen Miao-Hsuan Chang Wen-Hua Wang Chia-Yu Chen Sufen 《International Journal of Science and Mathematics Education》2014,12(1):1-23
In this study, we investigated the impact of teaming school-based instructional coaches with science or mathematics middle school teachers to build a community of practice around inquiry instruction. This professional development model began with a 2-week summer institute and continued with four follow-up sessions during the academic school year for the teacher and instructional coach participants. The teachers’ participation in this professional development program with (1) content instruction through inquiry lessons, (2) practice teaching to middle school students, and (3) coach-led reflection improved their understanding of inquiry-based practices and the quality of their classroom inquiry implementation. Professional development experiences that prepare teachers and coaches simultaneously in inquiry and content may help build a shared language for reform and accelerate inquiry instructional changes. 相似文献
11.
Michael E. Beeth 《科学教学研究杂志》1998,35(10):1091-1101
How one teacher in a fifth-grade classroom (student ages 10–11) facilitated learning as conceptual change is the subject of this research. The teacher presented her students with seven learning goals that she believed would allow students to engage in conceptual change learning. Student outcomes as a result of this teacher's instruction included significant changes in the ability of students to engage in conversations that are characterized as metaconceptual and metacognitive. These changes are attributed to instructional activities of the teacher that established her learning goals. Characteristics of the learning environment created by this teacher are presented and an analysis of the instructional activities she presented to students are used to answer the following question: How did the learning goals presented by this teacher support students as they engaged in learning as conceptual change? The implications of this study for teachers in different contexts are discussed. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1091–1101, 1998 相似文献
12.
Research Findings: This study examines whether specific teacher instructional practices in early education are associated with children's engagement in prosocial behavior. Teachers’ verbal encouragement of prosocial behavior and empathy, emotional warmth, positive behavior management, vocabulary instruction, and encouragement of expressive language were explored in relation to children's classroom prosocial behavior. We also examined whether increased prosociability was evident in the classrooms of teachers who both encouraged prosocial behavior and empathy and demonstrated emotional warmth. We observed 124 first-grade classrooms that included 2,098 children. Results indicated that teachers’ verbal encouragement of prosocial behavior and empathy was most strongly associated with classroom prosocial behavior. There was also a significant association between encouragement of expressive language and prosocial behavior. Emotional warmth, positive behavior management, vocabulary instruction, and the joint effect of teacher emotional warmth and encouragement of prosocial behavior and empathy was not associated with prosocial behavior. Practice or Policy: These findings suggest that teachers’ more deliberate encouragement of prosocial and empathic behavior and their creation of a positive, interactive social environment may support students’ prosocial behavior. The implications of these findings are particularly important for young children learning to engage with others. 相似文献
13.
Jennifer L. Maeng 《Research in Science Education》2017,47(5):1075-1099
This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively planned, flexible, engaging instructional activities in response to students’ learning needs better than the other study participants. Data for the present study included 3 h of semi-structured interview responses, 37.5 h of observations of science instruction, and other artifacts such as instructional materials. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach. Results indicated that technology played an integral role in Diane’s planning and implementation of differentiated science lessons. The technology-enhanced differentiated lessons employed by Diane typically attended to students’ different learning profiles or interest through modification of process or product. This study provides practical strategies for science teachers beginning to differentiate instruction, and recommendations for science teacher educators and school and district administrators. Future research should explore student outcomes, supports for effective formative assessment, and technology-enhanced readiness differentiation among secondary science teachers. 相似文献
14.
Ensuring teacher and speech and language pathology graduates are prepared to work collaboratively together to meet the diverse language literacy learning needs of children is an important goal. This study investigated the efficacy of a 3-h inter-professional education program focused on explicit instruction in the language skills that underpin early reading and spelling acquisition. The combined program incorporated student teachers and student speech and language pathologists (SLPs) working together on case-based instructional planning supplemented with structured opportunities for the groups to share their respective expertise in curriculum and linguistic knowledge. Student teachers (n = 18) and student SLPs (n = 27) were randomly assigned to this combined intervention or a comparison intervention that replaced the structured opportunities to share curriculum and linguistic knowledge with spending time together focused on non-language/literacy based activities. Before-and-after comparisons indicated that only the students in the combined condition increased their linguistic/curricular knowledge (p < 0.05). However, neither of the interventions improved students’ case-based instructional planning for children’s literacy learning over and above what they could achieve working individually. Implications for the pre-service preparation of teachers and SLPs are discussed. 相似文献
15.
Lawrence B. Flick 《科学教学研究杂志》1995,32(10):1065-1082
Theories of social cognition and verbal communication were used to analyze the science teaching of an experienced fourth-grade teacher. Her teaching skills in language arts and reading were assets in negotiating the rapid flow of relatively unstructured information typical of inquiry in elementary classrooms, to help students generate relevant information about hands-on experience. The teacher was a collaborator in this case study of her thinking and instructional planning, and her students' learning in a unit of instruction about space. Implications for elementary science instruction include recognizing the importance of embedded speech in conceptually broad discussions with students. Efforts to reform elementary science instruction should attend to these instructional skills more common to language arts instruction. 相似文献
16.
The special educator in the content area classroom often experiences an ill‐defined role, which can translate into marginalization within instructional settings. Indeed, most students with learning disabilities (LD) receive content area instruction from a general education teacher with the support of a special educator. However, the literacy demands of the respective content areas often present content specific challenges for students with language‐based disabilities and their teachers. To date, proposed content area literacy interventions have not addressed the specific language‐based needs of students with LD. In this article, we highlight the similarities among history, science, English language arts, and mathematics texts from a language perspective, and present strategies specifically targeting students’ background knowledge. We also provide recommendations to researchers and practitioners for improving content area learning. 相似文献
17.
Otaiba SA Connor CM Folsom JS Greulich L Meadows J Li Z 《The Elementary school journal》2011,111(4):535-560
The purpose of this cluster-randomized control field trial was to was to examine the extent to which kindergarten teachers could learn a promising instructional strategy, wherein kindergarten reading instruction was differentiated based upon students' ongoing assessments of language and literacy skills and documented child characteristic by instruction (CXI) interactions; and to test the efficacy of this differentiated reading instruction on the reading outcomes of students from culturally diverse backgrounds. The study involved 14 schools and included 23 treatment (n = 305 students) and 21 contrast teacher (n = 251 students). Teachers in the contrast condition received only a baseline professional development that included a researcher-delivered summer day-long workshop on individualized instruction. Data sources included parent surveys, individually administered child assessments of language, cognitive, and reading skills and videotapes of classroom instruction. Using Hierarchical Multivariate Linear Modeling (HMLM), we found students in treatment classrooms outperformed students in the contrast classrooms on a latent measure of reading skills, comprised of letter-word reading, decoding, alphabetic knowledge, and phonological awareness (ES = .52). Teachers in both conditions provided small group instruction, but teachers in the treatment condition provided significantly more individualized instruction. Our findings extend research on the efficacy of teachers using Individualized Student Instruction to individualize instruction based upon students' language and literacy skills in first through third grade. Findings are discussed regarding the value of professional development related to differentiating core reading instruction and the challenges of using Response to Intervention approaches to address students' needs in the areas of reading in general education contexts. 相似文献
18.
Marcie J. Bober Howard J. Sullivan Deborah L. Lowther Patrick Harrison 《Educational technology research and development : ETR & D》1998,46(3):81-97
This study investigated classroom practices of 38 teachers enrolled in university masters' degree programs in educational technology and in other areas of education. The classroom practices related to five key concepts associated with educational technology: (a) learner-centered instruction, (b) instructional design, (c) media and technology, (d) assessment, and (e) instructional alignment. Teachers rated their frequency of use of desirable practices in these five areas on a 30-item Likert type survey. In addition, one class of students per teacher rated its own teacher's frequency of use of the practices on 20 items parallel to items on the teacher survey. The mean overall rating across all teachers for the classroom practice items was very close to Often, or 4.0, on the 5-point scale. There were few reported differences between the teachers enrolled in educational technology programs and those enrolled in other education programs. Student ratings indicated less frequent teacher use of the desirable practices on 16 of the 20 common items, with significantly lower student ratings on 8 of these items. However, there was strong teacher-student agreement on several other comparisons.The study reported in this article was conducted as a doctoral dissertation at Arizona State University. 相似文献
19.
Diane D. Allen Jeanne B. Cobb Susan Danger 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):177-182
This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers. 相似文献
20.
The use of analogies in language teaching: Representing the content of teachers' practical knowledge 总被引：1，自引：0，他引：1
This study sought to determine how experienced language teachers use analogies to help students comprehend a text on the course of their regular teaching routines. It is assumed that analogies constitute one important component of the content of teachers' practical knowledge in the context of reading-comprehension instruction. The framework of the study drew from Shulman's notion of 'pedagogical content knowledge'; the perspective was the analogy-provider (e.g. teacher or textbook author). Eight lessons taught by eight different teachers were observed and analysed for the presence of analogies. The frequent use of analogies, continuously under discussion in the literature about science education, seems at least open to question. The research suggests that teacher education programmes for language teaching should include information about developing and evaluating instructional analogies. 相似文献