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1.
Abstract

The problem involved in this study was to ascertain whether student teachers receiving supervisory feedback with the aid of video and/or audio tape replay demonstrate a greater change in their classroom verbal interactive behavior than student teachers who receive supervisory feedback with no video or audio feedback. Evidence indicates that those receiving video feedback utilize less “direct teaching influence” and more “indirect teaching influence” as categorized by Flanders’ Verbal Interaction Analysis System, Within the audio group, the magnitude of change in the student teachers’ instructional behavior was not statistically significant. The magnitude of the directional change was greater for those students receiving video or audio recorded feedback than the magnitude of change in the control group.  相似文献   

2.
Abstract

The United States and its public schools are becoming increasingly diverse, yet teachers, prospective teachers, and teacher educators remain predominantly European American. This situation raises a number of questions for teacher educators and teacher education students committed to multicultural education. One challenge to avoid when discussing issues of diversity within largely monocultural learning environments is the unintentional construction of the “Other.” This article describes the painful experiences and interactive reflections of a student of color and a White teacher educator when the student became the “Other” in a preservice teacher education course. The student, her peers, and the instructor describe how the unfortunate incident was turned into a teachable moment and a transformative learning experience that gave deeper, personal meaning to the theories they discussed in the course.  相似文献   

3.
Abstract

If teacher behaviors and learning conditions have an influence on student achievement, it seems likely that student behavior must mediate this relationship. An instrument designed to assess the physical and mental behaviors and activities of students during group instruction is described. The instrument was employed in a study of five tenth grade mathematics classrooms. The findings indicated that scores from die “Activities Checklist” correlate highly with more general measures of student participation obtained from direct observation and from the stimulated recall procedure. The student behavior measures were shown to be highly predictive of achievement, adding support to the notion that student behavior during instruction is strongly linked to student learning. Both aptitude and affective characteristics were found to be somewhat predictive of the various student participation measures. In contrast to the more general measures, the “Activities Checklist” readily allows for qualitative distinctions among various kinds of student participation.  相似文献   

4.
This paper discussed a study of the differences in student learning achievement and retention in a college-level statistics course taught in a variety of teaching/learning environments. Statistical test results revealed that students experiencing a CAI environment performed no differently on achievement or retention tests than students experiencing a traditional lecture/discussion environment. However, students experiencing an “enriched” CAI environment (CAI plus planned teacher/student contacts) performed significantly better on achievement tests than students experiencing any of several other environments, including: lecture/discussion, lecture/discussion supplemented with planned teacher/student contacts, PI texts, PI texts supplemented with planned teacher/student contacts, and CAI.  相似文献   

5.
《师资教育杂志》2012,38(1):59-78
Abstract

The paper examines concerns about the teaching profession as expressed by students in their teacher education program. Differences are analyzed between the concerns of entry‐level (second‐year) students and students in their student teaching (fifth) year. Items students chose as interview questions to ask a practicing teacher were used as measures of concerns. Using content analysis techniques, categories of concerns were developed. Findings indicate that entry‐level students were primarily concerned with their career choice and with the impact of the profession on their own lives. Fifth‐year students were more interested in technical classroom skills and in the impact they would have on their future students. Implications of these findings for teacher education programs are discussed.  相似文献   

6.

This article addresses the question of what is entailed in enhancing teacher quality and student achievement through university-school partnership. It compares two different secondary schools working in partnership with Clark University in Worcester, Massachusetts. University Park Campus School (UPCS) is a small, neighborhood-based school that spans grades 7–12 and serves 215 students. South High School is a large comprehensive high school, with grades 9–12, and 1500 students. UPCS has attained an exceptional level of effectiveness, as reflected in student achievement; all students have passed the statewide test on their first try, with most scoring in the top two performance categories (“proficient” and “advanced”), and qualified for postsecondary education. In contrast, South High, committed to a major restructuring initiative, marks improvement more slowly and incrementally. While scale looms large as a factor in explaining the effectiveness of each school (an instrumental factor), the story of the differences between the two schools is more complex. The comparison focuses on the most salient dimensions in an effort to understand critical cultural dimensions of effectiveness.  相似文献   

7.
The study compared selected teacher beliefs and verbal behaviors among secondary science and mathematics teachers. Teacher beliefs included teacher responsibility for student success and failure. These beliefs were measured by the Responsibility for Student Achievement (RSA) Questionnaire which has the locus of control construct as a theoretical basis. Teacher verbal behavior included (1) indirect and (2) direct behaviors and (3) praise and (4) criticism. These behaviors were measured with the Reciprocal Category System (RCS) which is consistent with the methodology of interaction analysis. Comparisons were made on the basis of the following teacher classifications: (1) science/mathematics, (2) junior high/senior high, and (3) teachers of advanced classes/basic classes. Teacher beliefs were not significantly different except for the advanced/basic comparisons. These comparisons produced significant differences in both teacher beliefs and behaviors. Teachers of basic students assumed more responsibility for student success, less responsibility for failure, and were more direct in verbal behavior. In gender comparisons, female teachers were significantly higher in incidences of indirect behavior and combined indirect-direct behavior. These findings suggest that further study of “self-fulfilling prophecy” in terms of these variables may be fruitful. Also, verbal behavior may sometimes be inadequately represented by the common practice of using ratios.  相似文献   

8.
Abstract

The purpose of this research was to examine the beliefs, attitudes, and knowledge of early childhood teacher candidates within the state of Texas about the inclusion of students with disabilities in the general education classroom. The “Inventory of Opinions About Persons with Disabilities” (IOPD) was utilized to collect self‐report data from preservice educators in their last semester of practical experience (i.e., student teaching or final intern semester) in 10 Texas universities. The return rate of the inventories was 70.85%, with data from 172 useable inventories reported in this study.

The research questions indicated early childhood teacher candidates held positive self‐perceptions (mean = 2.0388) about their beliefs, attitudes, and knowledge related to inclusion and students with disabilities. However, the participants reported less positive attitudes about training (mean = .09884).  相似文献   

9.
ABSTRACT

In the learning environment, teacher–student interaction plays a major role in influencing the cognitive and affective development of students. Teacher–student interaction is also an important parameter of educational quality. Teachers’ and students’ preferences of teacher interpersonal behavior are linked to their individual characteristics and styles. The author examined students’ and teachers’ thinking styles and their preferences for teacher–student interpersonal behaviors. A total of 325 students and 146 teachers from 2 secondary schools were involved in this study. The results show that there were divergences between students’ and teachers’ thinking styles and their preferences of teacher interpersonal behavior. Convergences between students and teachers were also found, as both had preferences for cooperative teacher interpersonal behavior.  相似文献   

10.
Abstract

In this article I described the means of identifying teaching behaviors that have cognitive and affective learning effects on students who are taking a course in mathematics. This study was conducted on 50 mathematics teachers who were teaching in the eighth grade. I obtained the data on teaching behaviors through direct systematic observation. Multiple regression was used as the method of analysis. For the cognitive domain, the results showed that effective teaching behaviors are: (a) high-level questions put to a large group of students; (b) probing, followed by a correct student response; (c) teacher waiting after asking a question; (d) successful redirecting; and (e) all forms of positive acknowledgement. Effective teaching behaviors in the affective domain are: (a) all forms of teacher lecture/explanations; (b) probing, followed by correct student response; and (c) all forms of positive acknowledgement. More teaching behaviors have a positive effect on mathematical knowledge than have a positive effect on students’ attitude toward mathematics.  相似文献   

11.
Regional campus college students participated in traditionally or nontraditionally taught sections of undergraduate introductory educational psychology. The nontraditional sections were student centered, involving personal goal setting and monitoring conferences, and informal group discussion tests. The traditional sections were teacher centered, involving a lecture format, formal tests and assignments, and comparative grades. An event sampling behavioral assessment procedure was used to record student and teacher behaviors according to the following verbal interaction response categories: positive, negative, questions, answers, presents, solicits, shares, generates, impedes. The course sections were analyzed and found to be comparable with regard to teachers' positive responses and information presented, as well as content acquisition and final grades. However, students in the nontraditional course section asked significantly more questions, shared more information, and generated more ideas than students in the more traditional teacher-centered course. Replication analyses supported the initial findings regarding learning and attitudinal differences favoring student centered course sections over teacher centered sections.  相似文献   

12.
Abstract

This qualitative study focuses on how early career charter school teachers (n?=?20) in schools utilizing a “no excuses” discipline approach describe their interactions with students. Using positioning theory as an analytic tool, we explore how teachers engage the language of no excuses discipline and associated behaviors to position their students as passive beings unaware of “what is best for them” and potential deviants needing oversight. In this way, relationships were largely described as focused on control and compliance. The findings raise questions about how no excuses systems shape teachers’ understandings of care for their students as well as how teacher-student relationships develop.  相似文献   

13.
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14.
Abstract

Although the significance of student-teacher perception of student role in elementary school classroom verbal interaction has been shown, a void has tended to exist in such research at the secondary level. Therefore, using the Flanders Interaction Analysis system to quantify and record classroom verbal interaction and the Feshbach Situation test to sample student-teacher perception of student role, an investigation was conducted in 11th and 12th grade classrooms. An analysis of variance revealed significant differences in the mean number of indirect student-teacher verbalizations preceding and following the talk of selected role groups. Differences were also found among the eight role groups in the mean number of student responses to student-teacher questions and in the mean number of episodes of talk initiated by the variously perceived role groups.  相似文献   

15.
Results of a study to determine the extent to which teacher education students perceive their student peers to engage in various forms of academic misconduct are reported. A thirty-seven-item instrument was used to collect data from ninety-seven teacher education students at a southern comprehensive university. Items addressed the frequency of various cheating behaviors, the perceived maturity level of the persons most likely to cheat, and the degree to which respondents felt cheaters “neutralized” their cheating behaviors. Although cheating was not perceived as a major problem among teacher education students, a definite relationship between perceived neutralization and academic misconduct was noted.  相似文献   

16.

Should a computer science student be able to write a simple interrupt‐answering routine? Can we have students write simple interrupt‐answering routines? What programming assignment can be given to help students understand how “system service calls” work (i.e., how do we get from nonprivilege mode to privilege mode)? Our machines with vendor‐supplied operating systems limit our assignments in some areas. Hence, we must use a “virtual machine.” Virtual machines can be produced using simulators and can be used to reinforce basic concepts by giving programming assignments on them.  相似文献   

17.
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18.
Although the concept of “rural” is difficult to define, rural science education provides the possibility for learning centered upon a strong connection to the local community. Rural American adolescents tend to be more religious than their urban counterparts and less accepting of evolution than their non-rural peers. Because the status and perception of evolutionary theory may be very different within the students’ lifeworlds and the subcultures of the science classroom and science itself, a cultural border crossing metaphor can be applied to evolution teaching and learning. This study examines how a teacher may serve as a cultural border crossing tour guide for students at a rural high school as they explore the concept of biological evolution in their high school biology class. Data collection entailed two formal teacher interviews, field note observations of two biology class periods each day for 16 days during the Evolution unit, individual interviews with 14 students, student evolution acceptance surveys, student evolution content tests, and classroom artifacts. The major findings center upon three themes regarding how this teacher and these students had largely positive evolution learning experiences even as some students continued to reject evolution. First, the teacher strategically positioned himself in two ways: using his unique “local” trusted position in the community and school and taking a position in which he did not personally represent science by instead consistently teaching evolution “according to scientists.” Second, his instruction honored local “rural” funds of knowledge with respect to local knowledge of nature and by treating students’ religious knowledge as a form of local expertise about one set of answers to questions also addressed by evolution. Third, the teacher served as a border crossing “tour guide” by helping students identify how the culture of science and the culture of their lifeworlds may differ with respect to evolutionary theory. Students negotiated the cultural borders for learning evolution in several ways, and different types of border crossings are described. The students respected the teacher’s apparent neutrality, sensitivity toward multiple positions, explicit attention to religion/evolution, and transparency of purposes for teaching evolution. These findings add to the current literature on rural science education by highlighting local funds of knowledge for evolution learning and how rural teachers may help students navigate seemingly hazardous scientific topics. The study’s findings also add to the current evolution education literature by examining how students’ religious perspectives may be respected as a form of expertise about questions of origins by allowing students to examine similarities and differences between scientific and religious approaches to questions of biological origins and change.  相似文献   

19.
ABSTRACT

Two related but distinct questions are often asked by educators as they try to make their schools more effective. These are: “Which of the many activities that we do have greater benefits for students?” and, “How can we make our schools better than they are now?” The first question focuses specifically on the impact of schools on student outcomes and the characteristics of effective schools, whereas the second addresses the implementation of change and school improvement. This article addresses the research related to these two questions and describes the application of this research in a large school district in Ontario, Canada.  相似文献   

20.
Classroom-based experiences, alternatively known as practica, are an integral component of undergraduate teacher preparation programs, which provide students essential opportunities to apply knowledge in practice. Though much is known about student teaching, much less is known about students’ earlier classroom-based experiences. This qualitative study explores how early childhood care and education students describe their early classroom-based experience. Thirty-four students enrolled in a teacher preparation program participated in interviews, submitted journals, and responded to survey questions about their early classroom-based experience. Results are presented in terms of how students talk about their experiences—belonging or not belonging in the classroom—and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and “the children.” These themes are discussed in terms of students’ experiences in the classroom and implications for undergraduate teacher preparation in early childhood education.  相似文献   

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