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This study explored the relationship between school achievement levels and teachers’ expectations, locus of control and efficacy
in four elementary schools in Delta, Mississippi in keeping with the self-fulfilling prophecy theory. Data from surveys of
102 teachers, five focus groups, observations, and secondary information on teachers’ grading pattern were used. Analyses
using t-tests and multiple linear regressions revealed that teachers in high achieving schools tended to exhibit an internal locus
of control and base their expectancies on students’ abilities rather than personal characteristics. School achievement level
was found to be the only significant predictor indicating that high achieving schools had a culture of higher expectations
that affected teachers’ perceptions, motivations, and grading pattern. These findings are substantiated by qualitative assessments. 相似文献
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This article focuses on exploring comprehensive school teachers’ professional agency in the context of the most recent school
reforms in Finland (i.e., developing undivided basic education). In this article, the emphasis is on analyzing the premises
on which teachers view themselves and their work in terms of developing their own school, catalyzed by the national school
reform. Teachers’ perceptions and the relation between their perceptions of the development work and their educational backgrounds
were empirically examined by means of essays entitled “Remembering the Future.” Results suggested that both teachers’ perceptions
of undivided basic education and their perceptions of themselves in the development process varied considerably. Further investigation
showed that teachers’ perceptions of the reform and of themselves within the reforms were interrelated. More specifically,
perceiving oneself as an active subject in the development work seemed to promote a holistic and functional perception of
the object of the development. On the basis of the results, it seems that as highly educated professionals, teachers were
very capable of identifying and analyzing what should be changed in schools and/or the school districts. However, a challenge
for the teachers’ active professional agency in educational reforms seems to be the lack of shared and informed assumptions
of how change can be brought about. 相似文献
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Lora B. Bailey 《Early Childhood Education Journal》2010,38(2):123-132
This 3 year longitudinal study reports the feasibility of an Improving Teacher Quality: No Child Left Behind project for impacting teachers’ content and pedagogical knowledge in mathematics in nine Title I elementary schools in the
southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based teacher
training on these aspects of teacher quality. Content knowledge for the scope of this research study refers to the knowledge
that teachers have about subject matter. Teacher quality is directly related to teachers’ “highly qualified” status, as defined
by the No Child Left Behind mandate. According to this mandate, every classroom should have a teacher qualified to teach in
his subject area and be able to “raise the percentage of students who are proficient in reading and math, and in narrowing
the test-score gap between advantaged and disadvantaged students.” Participants were six second grade and seven third grade
teachers of mathematics from nine schools within one failing school district. The implementation of standards-based methods
in the nine Title I Schools increased teacher quality in elementary school mathematics. In fact, qualitative and quantitative
data revealed significant gains in teachers’ mathematics content and pedagogical knowledge at both grade levels. 相似文献
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Aviva Klieger Yehuda Ben-Hur Nurit Bar-Yossef 《Journal of Science Education and Technology》2010,19(2):187-198
The study examines the professional development of junior-high-school teachers participating in the Israeli “Katom” (Computer
for Every Class, Student and Teacher) Program, begun in 2004. A three-circle support and training model was developed for
teachers’ professional development. The first circle applies to all teachers in the program; the second, to all teachers at
individual schools; the third to teachers of specific disciplines. The study reveals and describes the attitudes of science
teachers to the integration of laptop computers and to the accompanying professional development model. Semi-structured interviews
were conducted with eight science teachers from the four schools participating in the program. The interviews were analyzed
according to the internal relational framework taken from the information that arose from the interviews. Two factors influenced
science teachers’ professional development: (1) Introduction of laptops to the teachers and students. (2) The support and
training system. Interview analysis shows that the disciplinary training is most relevant to teachers and they are very interested
in belonging to the professional science teachers’ community. They also prefer face-to-face meetings in their school. Among
the difficulties they noted were the new learning environment, including control of student computers, computer integration
in laboratory work and technical problems. Laptop computers contributed significantly to teachers’ professional and personal
development and to a shift from teacher-centered to student-centered teaching. One-to-One laptops also changed the schools’
digital culture. The findings are important for designing concepts and models for professional development when introducing
technological innovation into the educational system. 相似文献
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Andrea R. Milner Toni A. Sondergeld Abdulkadir Demir Carla C. Johnson Charlene M. Czerniak 《Journal of Science Teacher Education》2012,23(2):111-132
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching
science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in
elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science
to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place
in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes
mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should
be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported
that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as
a result of NCLB. Implications for elementary science education reform and policy are discussed. 相似文献
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Erdo?an Tezci 《Educational technology research and development : ETR & D》2011,59(3):429-443
The current study aimed at identifying Turkish primary school teachers’ perceptions of school culture regarding ICT integration
in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The
participants were 1540 primary school teachers. The findings revealed that the teachers’ perceptions regarding school culture
in both motivational and technical aspects were not positive. Gender, ownership of a personal computer, Internet access, professional
experience, and weekly computer use seemed to play an important role in the perceived school culture regarding ICT integration
in education. 相似文献
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Limin Chen Wim Van Dooren Qi Chen Lieven Verschaffel 《International Journal of Science and Mathematics Education》2011,9(4):919-948
In the present study, which is a part of a research project about realistic word problem solving and problem posing in Chinese
elementary schools, a problem solving and a problem posing test were administered to 128 pre-service and in-service elementary
school teachers from Tianjin City in China, wherein the teachers were asked to solve 3 contextually challenging division-with-remainder
(DWR) word problems and pose word problems according to 3 symbolic expressions. Afterwards, they were also given 2 questionnaires
wherein they had to evaluate 3 different pupil reactions to, respectively, 1 problem solving item and 1 problem posing item
about DWR. First, our results revealed that teachers behaved quite ‘realistically’ not only when solving and posing DWR problems
themselves but also when evaluating elementary school pupils’ DWR problem solving and problem posing performance. Second,
we found a correspondence between teachers’ own performance on the tests and their evaluations of pupils’ reactions. Third,
the present study provides some further insight into the role of one of the instructional factors that is generally considered
responsible for the strong and worldwide tendency among elementary school children to neglect real-world knowledge and realistic
considerations in their endeavours to solve and pose mathematical word problems, namely the teachers’ conceptions and beliefs
about this topic. 相似文献
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In this study, students’ perceptions of the classroom learning environment in Arab elementary schools were investigated. The
sample included 261 students from Grades 5 and 6. The questionnaire was developed at an Arab college of teacher education
by 16 fourth-year student teachers who were completing their studies toward a BEd degree. Articles on classroom learning environment
were distributed to the students, who then wrote items to assess learning environment. The items were evaluated for content
validity in relation to the Arab school culture, language, teachers’ teaching, students’ learning styles, teacher–student
relations, order and organisation, discipline and behaviours. The Classroom Learning Environment of Elementary Students (CLEES)
questionnaire consists of 32 items in four scales: Teacher’s Image, Group Work, Students’ Participation, and Order and Organisation.
The CLEES was used in a pilot study in two Grade 5 and 6 classes in order to validate it. The student teachers administered
the questionnaire to students in elementary schools. Data were analysed using SPSS (e.g. factor analysis and one-way ANOVA)
to validate the CLEES. No significant differences were found between boys and girls in classroom learning environment. However,
significant differences in CLEES perceptions were found between students from different grades (Grade 5 vs. Grade 6), age
groups and schools. The results are explained in the discussion section in relation to the characteristics of their schools. 相似文献
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Teachers’ perceptions of school climate in 59 elementary schools were assessed using a modified version of the School-Level Environment Questionnaire (SLEQ). Using structural equation modelling, a statistically significant, positive relationship was found between school mean teachers’ perceptions of school climate and school mean student achievement. A second model showed that school and community context variables mediated that relationship. In schools in high socioeconomic status (SES) communities, the influence of school climate on student achievement was stronger than it was for schools in lower SES communities. Recommendations for further examination of the relationships are also made. 相似文献
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Hsin-Kai Wu Ying-Shao Hsu Fu-Kwun Hwang 《International Journal of Science and Mathematics Education》2008,6(1):63-85
Researchers in educational technology have searched for factors to explain teachers’ acceptance and resistance to using technology
for instruction. Among the many identified factors, however, organizational and school factors have not yet been explored
and discussed. This study investigates the effects of school size on science and mathematics teachers’ adoption of technology
in classrooms. Using national survey data collected from 940 science and mathematics teachers at junior high schools in Taiwan,
we employed factor analyses, log-linear analyses, and three-way ANOVA techniques to examine interactions among school factors
and teacher factors. Results obtained from the log-linear analyses suggested that both the interactions of school region with
school size and school size with technology users were needed to explain teachers’ use of educational technology in classrooms.
It appears that teachers at small schools were more likely to use technology for instructional purposes. Additionally, results
of the study revealed that teachers at small schools tended to have positive attitudes toward technology use and that among
users of educational technology in southern Taiwan, teachers at small schools designed and used significantly more instructional
activities with technology. This study suggests that small schools provide a better environment for science and mathematics
teachers to implement educational technology in instruction. 相似文献
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Nesrin Cengiz Kate Kline Theresa J. Grant 《Journal of Mathematics Teacher Education》2011,14(5):355-374
Studies show that extending students’ mathematical thinking during whole-group discussions is a challenging undertaking. To
better understand what extending student thinking looks like and how teachers’ mathematical knowledge for teaching (MKT) supports
teachers in their efforts to extend student thinking, the teaching of six experienced elementary school teachers was explored.
During group discussions, all six teachers created opportunities for extending student thinking about important mathematical
ideas and solution methods. Findings on the nature of these episodes include identification of individual instructional actions
and the ways in which teachers’ MKT was connected to these actions. 相似文献
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Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers
need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers’
Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into their pedagogical practice.
Furthermore, contemporary educational researchers have highlighted the significance of teachers’ self-efficacy, conceptualized
as the teachers’ perceptions of their own competence at teaching, and related to instructional strategies as well as teaching
effectiveness. The major purpose of this study was to investigate teachers’ perceived self-efficacy in terms of their TPCK-W.
This study aimed to develop a new questionnaire, namely the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey
to explore teachers’ self-efficacy in terms of their TPCK-W, and additionally to assess their attitudes toward Web-based instruction.
The participants in this study were 558 teachers from elementary school to high school level in Taiwan. Both exploratory and
confirmatory factor analyses indicated that the TPCK-W survey developed in this study has satisfactory validity and reliability
characteristics. The results indicate a lack of general knowledge about Web-related pedagogy amongst the teachers surveyed.
The correlations between teachers’ self-efficacy in terms of their TPCK-W, their attitudes regarding Web-based instruction,
and their background variables were also examined. Correlations were found between self-efficacy and positive attitudes to
web-based instruction. Older and more experienced teachers were found to have lower levels of self-efficacy with respect to
TPCK-W, though teachers with more experience of using the web (including for instruction) had higher levels of self-efficacy
with respect to TPCK-W. 相似文献
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In this paper we report on teachers’ and students’ participation in authentic science research in out of school time science
clubs at elementary schools. In the program four to five teachers worked alongside practicing scientists as part of their
research groups. Each teacher facilitated a club with 10–15 students who, by extension, were members of the scientists’ research
groups. Over the 3 years of the project nearly 30 teachers and over 500 children participated in the clubs. In this paper
we present a case study of teachers and children who worked with an analytic chemist at a major university whose field of
research is environmental arsenic. We illustrate how the professor mentored the teachers and how they in turn mentored the
children. We show how the elementary school teachers who had very little formal science education gained the expertise needed
to mentor the children. We found that in less than one academic year the teachers were able to gain the knowledge and skills
to facilitate the children’s legitimate participation in authentic scientific research; and that the children gained the methodological
and intellectual proficiency needed to contribute useful data and findings to the scientist’s research program. 相似文献
18.
All changes of the character of education and improvement of its quality depend, in our view, particularly on the teacher.
To be able to do their work efficiently, teachers have to be equipped with professional skills and dispositions, with “teachers’
competence”. For their professional growth, we consider indispensable competence in reflection, which is aimed at the teacher’s
activities with regard to aspects of pedagogy and/or subject-didactics. From the point of view of the goals and content of
their teaching and the methods of work (and their realisation), the development of teachers’ conscious self-reflection on
their own teaching and systematic pursuance of joint reflection with other teachers and/or researchers can promote the teacher’s
professional growth. In this paper, we show how a selected group of elementary school teachers reflected on their competence
in the course of preparing, carrying out and analysing several instruction experiments. The paper is based on samples of teachers’
reflections and their gradual development from mere simple conversations based on intuitive perceptions, through searching
for effective teaching approaches, to the deep assessment of mathematics teaching from the point of view of topics and their
didactic elaboration and to suggestions for the teachers’ own experiments.
May the teacher know what he teaches.
May the teacher know how to teach.
May the teacher be sincerely interested in teaching.
Comenius 相似文献
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Felicia M. Moore 《Research in Science Education》2008,38(5):589-610
Using multiple theoretical frameworks, reflective writings and interviews, this study explores preservice elementary teachers’
emerging identities as science teachers and how this identity is connected to notions of critical agency and a stance toward
social justice. The study addresses two central questions pertaining to preservice teachers’ conceptions as “agents of change”
and how their perceptions as change agents frame their science teacher identities and understanding of teaching science in
urban elementary classrooms. Their identity in the moment as elementary preservice teachers—not yet teachers—influences how
they view themselves as teachers and how much agency or power they feel they have as agents of change in science classrooms.
Findings suggest that science teacher education must play a more immediate, fundamental and emancipatory role in preparing
preservice teachers in developing science teacher identities and a stance toward social justice. 相似文献
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Debra Panizzon John Pegg 《International Journal of Science and Mathematics Education》2008,6(2):417-436
Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students
‘know’ and ‘can do’ in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary
science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and
its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive
structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development
sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted
with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major
components of teacher practice impacted by the study. The core component was questioning while the six contributing components
were teachers’ pedagogical practices, attention to cognition, teaching strategies, assessment linked to pedagogy, classroom
advantages for students, and classroom advantages for teachers. These findings represent a major shift in teachers’ perceptions
of assessment from a focus on the accumulation of students’ marks to one of diagnosis as a means of directing teaching to
enhance students’ scientific and mathematical understandings. 相似文献