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1.
Deborah J. Tippins Lorie Hammond Charles B. Hutchison 《Cultural Studies of Science Education》2006,1(4):681-692
International high school science teachers are crossing international and cultural borders to teach, raising important issues
in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers
encountered when they migrated to teach in the United States. These included differences in grade expectations for a given
quality of work, the weight given to final examinations, the assessment process, and cutoff scores for letter grades. To become
proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment philosophies
and practices in order to conform to the expectations of their new schools. This hybridization process ushered them into what
is proposed as the Pedagogical imaginary; a transitional space between the ``purity' of their native educational conventions and that of their American schools.
The implications of these findings are discussed in hopes of improving high school science teaching experiences for international
science teachers.
Deborah
J. Tippins is a Professor in the Department of Mathematics and Science Education at the University of Georgia. She served as a Fulbright
Scholar in the Philippines where she continues to explore notions of community-based science education. Her research interests
include culturally relevant pedagogy, case-based science teaching and learning and post-structuralist feminist pedagogy and
research. She is intensively involved in professional development of PreK-8 science teachers. In her spare time she likes
to play tennis, travel and take her dog for long walks.
Lorie Hammond is an Associate Professor in the Department of Teacher Education at California State University at Sacramento. Her work centers
on community-based multicultural science education. For the past 10 years she has been leading action research projects centered
in school-community gardens in diverse urban schools which serve as food security, oral history, science education, and service
learning sites involving children, parents, teachers, and pre-service teachers. Lorie just co-edited a book, Innovations in educational ethnography: Theory, methods and results (2006), with George Spindler, and is finishing a book on how teachers can teach and learn with immigrant communities. She
has recently been engaged in ethnographic and international research with immigrant women, developing relational and equalizing
models of teaching and learning in immigrant communities.
Charles B. Hutchison is an Assistant Professor at The University of North Carolina at Charlotte. He is the author of the book, Teaching in America: A cross-cultural guide for international teachers and their employers, and the upcoming book, Teaching diverse and urban learners: Research, best practices, and lesson planning. He is the recipient of Recognition and Key to the City of Boston, and has appeared on, or been featured by local and international
news media. He was recently invited to participate in the Oxford Round Table at Oxford University, England. He teaches and
provides professional development in science education, cross-cultural and urban education, and instructional strategies for
diverse learners. 相似文献
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Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching—working at the elbow of someone else—allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 941–964, 2001 相似文献
5.
Associate Professor Keith Skamp 《Research in Science Education》1997,27(4):515-539
It is problematic whether primary teachers benefit by completing a first degree especially when the teaching of specific subjects,
here science, is the focus of attention. This study reports the comparative results of interviewing thirteen Canadian and
ten Australian student teachers, both about to commence their Bachelor of Education. The Canadian students had completed an
initial degree while nine of the Australian students were school leavers. The interviews, which explored views about teaching
primary science, were analysed with this factor in mind. Student teacher perceptions reported include: how to recognise a
“good” primary science teacher; perceptions of self as a “good” primary science teacher; expectations of how the teacher education
program could assist their science teaching; and whether (for the Canadian students) the initial degree will help in becoming
a primary science teacher. Analysis of the interviews suggests possible influences a first degree (among other factors) may
have on perceptions related to primary science teaching and raises questions about what is the best general approach for preparing
primary teachers to teach science effectivly. 相似文献
6.
Using Scientists and Real-World Scenarios in Professional Development for Middle School Science Teachers 总被引：1，自引：0，他引：1
Middle school science teachers were involved in a problem-solving experience presented and guided by research scientists.
Data on the teachers’ perspectives about this professional development and any impact it may have had on their teaching practices
were collected through interviews, surveys, and classroom observations. The findings show that the professional development
experience was positive, although one concern expressed by teachers was their lack of understanding of the scientists’ vocabulary.
Using scientists and real-world scenarios was shown to be an effective strategy for encouraging middle school teachers to
teach science as a process and help them strengthen their science content understanding. 相似文献
7.
In 1983, the National Commission on Excellence in Education in the United States issued a report called A Nation at Risk: The Imperative for Educational Reform. This report and other policy initiatives such as the No Child Left Behind Legislation recommended that the individual states
institute assessments to hold schools accountable. This research explored the potential impact of impending standardised testing
on teaching science in elementary schools in one school district in Florida. We explored the teachers' concerns about the
upcoming high-stakes tests in science, possible impact on their curriculum and what changes, if any, will be made in the approach
to science teaching and learning in their classrooms. As the teachers look toward the implementation of high-stakes testing
in science, they have recognised the need to teach science. This recognition is not borne out of the importance of science
learning for elementary school children, but rather out of fear of failure and the effects of tangible rewards or punishments
that accompany high-stakes testing. In anticipation, the teachers are preparing to align their teaching to the science standards
while aggressively searching for test preparatory materials. Schools are also involved in professional development and structural
changes to facilitate teaching of science. 相似文献
8.
Ken Appleton 《Research in Science Education》1983,13(1):111-119
Conclusions Beginning student teachers have already acquired very definite views about teaching science before they begin their teacher
training course. These views are generally similar to the views espoused by science educators, but are contrary to the classroom
practices of many teachers. Their views seem to have origins in what the students perceive to have been meaningful and enjoyable
learning experiences for themselves in their own schooling; and to a lesser extent for children they have observed. Female
students who have studied more science at high school tend to favour the use of worksheets in experimental work. Several interesting
questions arise from these findings:
When these students begin to teach as qualified teachers, will they still espouse the same opinions? If so, does that mean
that there is a ‘new wave’ of teachers entering the service who are more committed to hands-on activity work than their older
colleagues?
If not, what aspects of the teacher training process have caused them to change their opinions?
Will these present students be using hands-on strategies themselves after they have been teaching for some time? That is,
do system and school constraints effectively prevent teachers from using such strategies?
Can secondary science teachers do more to influence positively their students' opinions about teaching science, such as engendering
more positive attitudes to science, incorporating more hands-on work, and relying less on printed worksheets in laboratory
work?
This exploratory work has highlighted the concern expressed by Morrissey (1981) in that there is a great need for long term
longitudinal studies of student teachers' attitudes to teaching science, with a particular focus on their teaching behaviours
after graduation. 相似文献
9.
James A. Shymansky Tzu-Ling Wang Leonard A. Annetta Larry D. Yore Susan A. Everett 《International Journal of Science and Mathematics Education》2012,10(1):1-19
This paper is a report of a study that examines the relationship between teacher participation in a multi-year, K–6 professional
development effort and the “high stakes” science test scores of different student groups in 33 rural mid-west school districts
in the USA. The professional development program involved 1,269 elementary school teachers and utilized regional summer workshops
and distance delivery technologies to help the teachers learn science concepts, inquiry teaching strategies, and how to adapt science inquiry lessons to teach and reinforce skills in the language arts. Regression analyses revealed a significant positive
relationship between the professional development hours experienced by teachers and student gains on high stakes test scores.
But the analyses also suggest that primary grade teachers need less professional development than upper grade teachers on
instructional strategies where the focus is on the integration of language arts and science inquiry. The implications for
funding and implementing professional development projects are discussed. 相似文献
10.
Marissa Rollnick 《Research in Science Education》2017,47(4):833-868
This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers’ studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings of lessons, journals and other classroom-based evidence shows how the extent and type of teachers’ content knowledge informed their choice of teaching approaches and how their learning of content took place alongside the development of teaching strategies. The development of content knowledge was combined with increased understanding of how to teach the topic in almost all cases. Evidence of development of teachers’ PCK was found in their increased ability to design teaching strategies, and their use of representations and suitable assessment tasks for their lessons. Some specific common teaching strategies were identified across the teachers. These strategies could add to the canon of teachers’ topic - specific professional knowledge for semiconductors. The study provides increased understanding of how teachers simultaneously master content and its teaching and how mediated self-reflection is a fruitful approach for assisting teachers to learn to teach a new topic. 相似文献
11.
This paper reports on a large scale study that investigated the quality of teaching and learning in science in Australian schools. Its purposes were first, to describe ideal practice in the teaching and learning of school science; second, to describe the nature of teaching and learning of science in Australian schools; and third, to make recommendations to move the actual closer to the ideal.Fundamental to the research was the belief that scientific literacy is a high priority for all citizens, helping them to be interested in, and understand the world around them, to be sceptical and questioning of claims made by others about scientific matters, to be able to identify questions, investigate and draw evidence-based conclusions, and to make informed decisions about the environment and their own health and well-being.Based on national and international reports and research literature, and substantial new data collected from teachers, students and other Australian stakeholders in science education, the ideal picture was described in nine themes relating to the curriculum, teaching and learning strategies, professionalism of teachers and their career path, resources and facilities, and the value of science and science education to the community. The actual picture was one of great variability, but overall, it was bleak. The actual curriculum implemented in most schools differs from the intended curriculum, which is focused on developing scientific literacy and helping students progress towards achieving the stated outcomes. Science in primary schools is generally student-centred and activity-based. When students move to high school, many experience disappointment, because the science they are taught is neither relevant nor engaging and does not connect with their interests and experiences. Disenchantment with science is reflected in the decline in science subjects taken by students in upper secondary school. Many science teachers feel undervalued, under-resourced and overloaded with non-teaching duties.The recommendations developed to improve the status and quality of science education were underlain by five fundamental premises: the purpose of science education is to develop scientific literacy, the focus for change is closing the gap between the actual and ideal, teachers are the key to change, change takes time and resources, and collaboration is essential for quality science education. Preliminary recommendations were prepared and scrutinised by members of a government-appointed Steering Committee for the project, critical friends, and teacher focus groups. Recommendations concerning awareness, teachers, resources, assessment, and national collaboration were developed incorporating feedback from the process described, each including a range of suggested actions for implementation that were feasible in the Australian context. If Commonwealth and State governments choose to act on these recommendations, the gap between the actual picture of science teaching and learning in Australia and the ideal will be significantly reduced. 相似文献
12.
Marco-Bujosa Lisa Levy Abigail Jurist McNeill Katherine 《Research in Science Education》2020,50(1):79-98
Teachers are central to providing high-quality science learning experiences called for in recent reform efforts, as their understanding of science impacts both what they teach and how they teach it. Yet, most elementary teachers do not enter the profession with a particular interest in science or expertise in science teaching. Research also indicates elementary schools present unique barriers that may inhibit science teaching. This case study utilizes the framework of identity to explore how one elementary classroom teacher’s understandings of herself as a science specialist were shaped by the bilingual elementary school context as she planned for and provided reform-based science instruction. Utilizing Gee’s (2000) sociocultural framework, identity was defined as consisting of four interrelated dimensions that served as analytic frames for examining how this teacher understood her new role through social positioning within her school. Findings describe the ways in which this teacher’s identity as a science teacher was influenced by the school context. The case study reveals two important implications for teacher identity. First, collaboration for science teaching is essential for elementary teachers to change their practice. It can be challenging for teachers to form an identity as a science teacher in isolation. In addition, elementary teachers new to science teaching negotiate their emerging science practice with their prior experiences and the school context. For example, in the context of a bilingual school, this teacher adapted the reform-based science curriculum to better meet the unique linguistic needs of her students.
相似文献13.
William R. Veal Zachary Jackson 《International Journal of Science and Mathematics Education》2006,4(2):195-213
The purpose of this paper is to describe how and why a primary science methods classroom was conceived, designed, and developed for preservice and inservice teachers. Just as science educators believe that students learn best by constructing their knowledge of the natural world with the aid of a teacher and colleagues, science educators also believe that preservice and inservice teachers should learn in a collaborative and constructivist environment. Multiple dimensions relating to the dynamic processes of learning to teach, a ‘technical factor’ related to the physical and resource constraints that exist within a school, and sociocultural theory were used for the theoretical framework. A survey was given to 97 students who took a course in the classroom, six instructors were given a questionnaire, and three of these instructors were interviewed. These data sources sought to determine the effect of design features on student learning and instructor teaching. The results of the evaluation suggest students who used the classroom found their learning positively affected by the room design and instructors who taught in the classroom benefited by being able to teach in an inquiry and constructivist manner. 相似文献
14.
Ron Blonder Rachel Mamlok-Naaman 《International Journal of Science and Mathematics Education》2016,14(3):345-372
This study focused on teachers’ transfer of a variety of teaching methods from a teaching module on nanotechnology, which is an example of a topic outside the science curriculum, to teaching topics that are part of the chemistry curriculum. Nanotechnology is outside the science curriculum, but it was used in this study as a means to carry out a change in the way chemistry teachers teach. The participants in the study included nine high school in-service chemistry teachers. Three research tools were used: (1) semistructured interviews that were conducted with the teachers, after they had finished teaching their nanotechnology module, and follow-up semistructured interviews that were conducted 2 years after the teachers had taught the nanotechnology module , and teachers’ assessment and evaluation of their own teaching method, determining how the nanotechnology modules influenced the students who learned according to this program. The data collection process continued for 5 years. Most of the teachers indicated that they continued teaching the nanotechnology module that they designed and all of them stated that they integrated the unique teaching methods into their teaching of chemistry. High efficacy beliefs were built based on the self-evaluation process that was part of the teachers’ professional development program. Teaching self-efficacy beliefs and organization efficacy beliefs was found to contribute to teachers’ sustainable changes. The findings in the current research are only limited to the topic of nanotechnology; however, we believe that similar results can be obtained for any modern scientific topic that is outside the high school science curriculum. We suggest that more research should be done to determine whether the same findings emerge by using the same approach but on another topic. 相似文献
15.
Kenneth Tobin 《Research in Science Education》2000,30(1):89-106
This autobiography examines research in which I was involved while learning to teach science in an inner city high school.
As an experienced science educator I had mainly experienced schools associated with students from the middle class. When I
came to a university in an inner city environment I had to learn first how to be streetwise in the city and then, when I began
to teach, I had to negotiate with students my right to teach them. Most students were very resistant to my efforts to teach
them science. The paper describes many of the difficulties I experienced as I endeavoured to teach science to students who
were ethnically, curriculum to the interests and extant knowledge of students is emphasised. Implications of my experiences
are described for three aspects of urban high schools: teaching science, identifying and enacting appropriae science curricula,
and educating prospective science teachers. 相似文献
16.
Karen Rattenborg Aimée Kleisner Walker Jan Miller-Heyl 《Early education and development》2019,30(3):315-336
Research Findings: This study examined correlates of parents’ reported school engagement in an ethnically diverse, rural sample (N = 346) of parents and teachers in kindergarten through Grade 2. Of particular interest were role expectations and family–school relationships in American Indian families, who historically have been marginalized by schools. In terms of role expectations, parents and teachers agreed that they should support each other’s roles, parents should have more responsibility than schools for teaching social skills, and families and schools should have shared responsibility for children’s academic success. Teachers had higher expectations than parents for parent engagement, which in turn was greater when parent–teacher communication was more frequent and the school climate was more welcoming. American Indian parents more strongly endorsed a separation of family and school roles and felt less welcomed at school; ethnicity moderated correlates of reported parent engagement. Practice or Policy: These findings have practical promise given that parent–teacher communication, school climate, and role expectations are more easily altered than are structural barriers that also may hinder parents’ involvement in supporting their children’s early education. 相似文献
17.
Amal Reda Malkawi Ebtesam Qassim Rababah 《International Journal of Science Education》2018,40(9):961-976
This study investigated the degree that Science and Engineering Practices (SEPs) criteria from the Next Generation Science Standards (NGSS) were included in self-reported teaching practices of twelfth-grade science teachers in Jordan. This study sampled (n?=?315) science teachers recruited from eight different public school directorates. The sample was surveyed using an instrument adapted from Kawasaki (2015). Results found that Jordanian science teachers incorporate (SEPs) in their classroom teaching at only a moderate level. SEPs applied most frequently included ‘using the diagram, table or graphic through instructions to clarify the subject of a new science,’ and to ‘discuss with the students how to interpret the quantitative data from the experiment or investigation’. The practice with the lowest frequency was ‘teach a lesson on interpreting statistics or quantitative data,’ which was moderately applied. No statistically significant differences at (α?=?0.05) were found among these Jordanian science teachers’ self-estimations of (SEP) application into their own teaching according to the study’s demographic variables (specialisation, educational qualification, teaching experience). However, a statistically significant difference at (α?=?0.05) was found among Jordanian high school science teachers’ practice means based on gender, with female teachers using SEPs at a higher rate than male teachers. 相似文献
18.
Chia-Ju Liu Brady Michael Jack Houn-Lin Chiu 《International Journal of Science and Mathematics Education》2008,6(1):19-35
This paper presents the results of a case study involving 282 Taiwanese elementary science teachers at the elementary level.
These teachers provided responses to the science efficacy instrument (STEBI-A) and also provided personal data regarding how
their years of general (YTE) and science (YTS) teaching experience may have influenced student achievement in science. Researchers
used two multivariate analysis of variance (MANOVA) to investigate the interaction and influence of YTE and YTS upon the personal
science teaching efficacy (PSTE) and science teaching outcome expectations (STOE) of these teachers. The results advocate
the position that the years of general teaching experience of elementary science teachers in Taiwan have a significantly greater
impact upon their personal science teaching efficacy and science teaching outcome expectations than years of teaching science.
This evidence calls into question whether Bandura and Tschannen-Moran’s view of teacher efficacy as both context and subject
matter specific at the elementary level can be applied to Taiwan elementary teachers who teach science. The results of this
study should benefit educators and policy-makers with respect to future elementary teacher education throughout Taiwan and
other developing nations.
An erratum to this article can be found at 相似文献
19.
Barbara Turnbull 《Teaching Education》2013,24(3):311-318
Findings from the current study show that new teacher expectations for involvement in school decision‐making are not being actualized. Based on feedback from elementary and secondary teachers (n=504) in 87 schools, the results show significant differences between actual and preferred levels of participation in 16 areas of school decision‐making. Although their motivation to participate is interpreted as a positive finding, the very high expectations for involvement suggest that new teachers are naive to the realities of school governance. These findings emphasize the need to better equip new teachers for the realities and the challenges of school governance. 相似文献
20.
在我国实行教育改革的背景之下,学校越来越注重课堂教学的有效性.而在中学阶段,初中物理课程是一门与学生日常生活联系十分紧密的实用性学科,对于学生的学习以及教学质量来说,有着重要的价值意义.初中物理教师应当不断更新自我的教学观念,营造轻松活跃的课堂教学氛围,并且利用先进化的教学方式进行授课.另外,教师还应该有效地结合实践活动,并利用信息化多媒体技术进行物理教学,如此一来,才能够有效的提升初中物理教学的整体有效性. 相似文献