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1.
While many studies have documented the importance of supportive student–teacher relationships, particularly during students’ formative education experiences, few studies have systematically examined teachers’ conceptions of their relationships. The purpose of this project was to examine elementary school teachers’ conceptions of closeness using a structured interview protocol. Participants included three Caucasian teachers from the United States. Specifically, as part of the protocol, teachers were asked to (1) rate their feelings of closeness for each of the students in their class, (2) describe each relationship, (3) identify patterns of interpersonal closeness and distance across their class, and (4) talk about their understanding of what it means to be close to students. Findings were organised into a grounded model of teacher closeness in which teachers described how their feelings of closeness to students were related to five different teacher's approach orientations. Teachers’ approach orientations may have important implications for the way in which children in the class are privileged or marginalised by their teacher relationship. 相似文献
2.
Eight teachers were interviewed concerning how students verify conjectures. The study is a sequel to a previous study, “How Students Verify Conjectures” [Bergqvist, T. (2000). How students verify conjectures. Research reports in Mathematics Education 3]. Teachers’ expectations of students’ reasoning and performance are examined, and also how they wish students would work. The results indicate that the teachers tend to underestimate the students’ reasoning levels and that they believe that only a small group of students in each class can use higher level reasoning in mathematics. 相似文献
3.
This study examines teachers’ perceptions of classroom motivation and achievement among students displaying culture-based classroom behaviors. Sixty-two elementary school teachers read scenarios of hypothetical students who behaviorally manifested themes purported to be consistent with a European/mainstream cultural ethos (competition, individualism) or Afrocultural ethos (communalism, verve). Teachers then rated students’ motivation and achievement as if they were in their classrooms. Motivation and achievement ratings were significantly higher for students displaying competitive and individualistic classroom behaviors than communal or vervistic behaviors. These findings suggest that the value teachers assign to academic success should not be understood in the absence of cultural considerations. 相似文献
4.
This study explores teachers’ observable value orientations in literature and history classrooms, wishing to investigate how teachers infuse their values into instructional settings through their conceptions of the taught subject, the process of making meaning, and their involvement in the process of value communication.Through consideration of observation, interview and additional data, the common features underlying teachers’ value orientations are identified. One may conclude that although participants avoid the clear involvement in value communication, they search for a balance in defending the humanistic tradition and enacting a more critical and multi-perspective development of students’ sense about values. The taught subject seems to affect the displayed value orientations. 相似文献
5.
This study concerns the relation between teachers’ beliefs towards teaching behaviour and their actual teaching behaviour in teacher portfolio assessment. We analysed the beliefs and behaviour of 18 teachers as described in their portfolios. In addition, each portfolio was independently assessed by two trained raters on eight content standards and the teachers’ classroom behaviour was assessed by their own students in a questionnaire (n=317). Linear multilevel analysis showed that part of the raters’ assessments of the teachers’ beliefs and their behaviour as described in their portfolios was significantly related to the students’ assessments of their teachers’ behaviour. Teachers with high raters’ assessments on the content standard about ‘choosing and arguing for teaching strategies that meet students’ knowledge, abilities and experience’ had significantly higher student assessments than teachers who were judged low on this standard. Implications of the results and suggestions for further research are discussed. 相似文献
6.
This study examined teachers’ reports of early teacher–child relationships by focusing on their assessments of the severity and the causes of children's social behaviors. Eighty-one kindergarten teachers filled out questionnaires about socially inhibited, hyperactive, and average children (n = 237) selected from their own classes. Multilevel analyses indicated that teachers reported less close and more dependent relationships for the inhibited and hyperactive versus the average children, and more conflictual relationships for the hyperactive versus the average children. These differences were largely mediated by teachers’ perceptions of children's personal behavior problems. In addition, we found that the teachers’ control attributions for children's social behaviors increased the link between children's perceived (personal and social) problems and relationship closeness. Results further support the idea that teachers’ relationship reports are personal, evaluative accounts rather than objective measures of teacher–child interactions. 相似文献
7.
The purpose of this article is to describe findings from a study of teachers’ social interaction during discussions about students’ thinking. The goal of the discussions was for the teachers to interpret their students’ thinking as revealed from work on non-routine, thought-revealing mathematical tasks, known as model-eliciting activities. The research reported in this article focuses on instances during the discussions when the teachers engaged in what the researcher termed ‘mini-inquiries’, occasions during which the teachers inquired into why their students thought about the associated model-eliciting activities as they did or when the teachers inquired into the underlying mathematical complexities associated with the model-eliciting activities. During these mini-inquiries, the teachers typically engaged in one of four types of interaction patterns that enabled them to meet some of the challenges of attending to students’ thinking that are described in United States reform documents. 相似文献
8.
The development of an ethic of care is seen as a central concern of teacher education, however little attention has been paid to the preconceived conceptions of caring held by preservice teachers. In this article we share the results of a recent study of a group of preservice elementary teachers in which we examined the understandings of the relationship of caring and teaching brought by these novices to their first field placement experiences. Rather than seeing our students’ partial and limited understandings as problematic, we argue that the student teachers’ preconceptions can be an ideal starting point for productive, educative dialogue about caring and elementary school teaching practice. 相似文献
9.
We studied the relations between English as a foreign language teachers’ grammar knowledge and their in-action mental models (MMs) of children's minds and learning. The grammar knowledge we examined was English wh-constructions. A total of 74 teachers completed an assessment task and were classified to have deep, intermediate or shallow knowledge. Ten teachers (five with deep and five with shallow level) were videotaped teaching wh-questions. The data were analysed qualitatively to determine the teachers’ MM, and then quantitatively to test similarities/differences in their MM's expression. The findings revealed an identical MM among all teachers that is expressed differently as a function of knowledge level. 相似文献
10.
US and China are reforming mathematics teaching by shifting from students’ attainment of facts and procedures toward development of competencies in reasoning, communication, connections, and problem solving, and application of these in real life contexts. Differences in students’ overall performance, curricula, and teachers’ knowledge and instruction between US and Eastern Asian countries are often used to support US reform with two obvious limitations. First, their performance has not been delineated into specific areas which raise questions about whether overall higher Asian mathematics performance over US is also evident in the specific US reform competencies. Second, Asians are often used as an indiscriminate group with inattention to different schooling and non-schooling factors between countries that might contribute differently to performances. This meta-analysis examines US and Chinese student mathematics performance studies and identifies the strengths and weaknesses in overall and specific competencies. It raises questions about theoretical assumptions, discusses limitations of research designs, and proposes research that may lead to a critical understanding of the quality of mathematics learning. 相似文献
11.
Sascha Schroeder Tobias RichterNele McElvany Axinja HachfeldJürgen Baumert Wolfgang SchnotzHolger Horz Mark Ullrich 《Learning and Instruction》2011,21(3):403-415
This study investigated the relations between teachers’ pedagogical beliefs and students’ self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers’ instructional behaviors and students’ engagement in learning from texts with instructional pictures were assessed by means of student ratings. Teachers’ beliefs about using texts with instructional pictures in their teaching were assessed by a self-report questionnaire. Results showed that the more teachers believed that students should be taught clear strategies on how to learn from texts with instructional pictures the more engagement was reported by their students. A multilevel mediation model showed that the association between teachers’ beliefs and students’ self-reported engagement was mediated by teachers’ perceived instructional behavior. 相似文献
12.
This article scrutinizes the solutions of real-world problems by pupils and the evaluations of these by their teachers in a semi-rural school in Zimbabwe. Generally, real-world problems are solved as if these are standard problems expecting a solution and a correct answer. In most cases, the solutions of the pupils are considered correct by the teachers thereby suggesting teachers’ unfamiliarity with the nature of these problems. There is not much variation in the solution approaches among pupils as well as between pupils and teachers. As assessment in many ways dictates teaching, it is suggested to incorporate continuous assessment into the system, which should include more open ended tasks from real-world contexts. This may encourage teachers to include the same in their day to day teaching. 相似文献
13.
Based on narrative-biographical work with teachers, the author argues that teachers’ emotions have to be understood in relation to the vulnerability that constitutes a structural condition of the teaching job. Closely linked to this condition is the central role played by teachers’ “self-understanding”—their dynamic sense of identity—in teachers’ actions and their dealing with, for example, the challenges posed by reform agendas. The (emotional) impact of those agendas is mediated by the professional context, that encompasses dimensions of time (age, generation, biography) and of space (the structural and cultural working conditions). Finally, it is argued that the professional and meaningful interactions of teachers with their professional context contains a fundamental political dimension. Emotions reflect the fact that deeply held beliefs on good education are part of teachers’ self-understanding. Reform agendas that impose different normative beliefs may not only trigger intense feelings, but also elicit micropolitical actions of resistance or proactive attempts to influence and change one's working conditions. 相似文献
14.
Carla J. Posnansky 《Contemporary educational psychology》1977,2(3):258-264
After studying lists of pseudowords and their definitions, high school students were instructed to read through pseudoword vocabulary tests before beginning them in order to note which of the studied items would, in fact, be tested. When compared to students not so instructed, these students' performances were significantly better. This simple finding was explained in terms of the selective search interpretation of memory enhancement found in a directed-forgetting paradigm. The results reported here provide an important potential explanation for the effectiveness of teachers' traditional advice to students regarding the importance of a preliminary reading of test questions. 相似文献
15.
Science education needs valid, authentic, and efficient assessments. Many typical science assessments primarily measure recall of isolated information. This paper reports on the validation of assessments that measure knowledge integration ability among middle school and high school students. The assessments were administered to 18,729 students in five states. Rasch analyses of the assessments demonstrated satisfactory item fit, item difficulty, test reliability, and person reliability. The study showed that, when appropriately designed, knowledge integration assessments can be balanced between validity and reliability, authenticity and generalizability, and instructional sensitivity and technical quality. Results also showed that, when paired with multiple‐choice items and scored with an effective scoring rubric, constructed‐response items can achieve high reliabilities. Analyses showed that English language learner status and computer use significantly impacted students' science knowledge integration abilities. Students who took the assessment online, which matched the format of content delivery, performed significantly better than students who took the paper‐and‐pencil version. Implications and future directions of research are noted, including refining curriculum materials to meet the needs of diverse students and expanding the range of topics measured by knowledge integration assessments. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 1079–1107, 2011 相似文献
16.
Philip M. Sadler Harold Coyle Nancy Cook Smith Jaimie Miller Joel Mintzes Kimberly Tanner John Murray 《CBE life sciences education》2013,12(3):553-575
We report on the development of an item test bank and associated instruments based on the National Research Council (NRC) K–8 life sciences content standards. Utilizing hundreds of studies in the science education research literature on student misconceptions, we constructed 476 unique multiple-choice items that measure the degree to which test takers hold either a misconception or an accepted scientific view. Tested nationally with 30,594 students, following their study of life science, and their 353 teachers, these items reveal a range of interesting results, particularly student difficulties in mastering the NRC standards. Teachers also answered test items and demonstrated a high level of subject matter knowledge reflecting the standards of the grade level at which they teach, but exhibiting few misconceptions of their own. In addition, teachers predicted the difficulty of each item for their students and which of the wrong answers would be the most popular. Teachers were found to generally overestimate their own students’ performance and to have a high level of awareness of the particular misconceptions that their students hold on the K–4 standards, but a low level of awareness of misconceptions related to the 5–8 standards. 相似文献
17.
The purpose of this case study was to investigate the values demonstrated by an elementary school teacher in her mathematics teaching and what values her students perceived. This research adopted the valuing theory (Raths, Harmin & Simon, 1987) and used classroom observations and interviews to document the teacher’s mathematics pedagogical values and a questionnaire, interviews, and instructional artifacts to document the students’ perceptions of these values. The results of this research identified two educational values and three mathematics pedagogical values that were influenced by the teacher’s personal beliefs about Buddhism, Confucianism, and curriculum. Her goals for education were to reinstate the students’ original enlightenment and the students’ respect for ethics and experts when dealing with people and life; and her values about mathematics learning were that it depends on individual efforts and personal understanding, her central purposes for teaching were to make students understand the mathematics content and to cultivate their problem-solving methods, and her purposes for evaluation were to understand students’ learning and to encourage students to correct their errors. The students’ awareness of these goals and values did not parallel the teacher’s personal priorities. The implications of teachers’ pedagogical values on teacher professional development and curriculum reform are discussed. 相似文献
18.
Tape recordings were made of six white and six black ninth-grade northern boys speaking identically worded answers to typical school questions. Black students were given significantly higher grades than white students by 56 white and 50 black southern teachers. Black teachers gave significantly higher grades than white teachers, but no significant interaction was found between students' and teachers' ethnic group. The study is a partial replication of a previous study in which it was found that black students were given significantly lower grades than white students by northern white teachers. 相似文献
19.
This study examines the implications of how teachers’ views of immigrant parents predict their ratings of first-grade students’ academic competence and behavioral problems. Teachers rated 191 first-grade immigrant students attending Islamic and public schools in the Northeast United States. The results showed that when teachers perceived parents as having discrepant value differences, they rated students more negatively both in terms of academic competence and behavioral problems, even after controlling for student gender and ethnicity, parental education and parental school involvement. Surprisingly, teachers in Islamic and public schools did not differ in their perceived value differences with parents. The type of school students attend, however, moderated the effects of teachers’ perceived value differences on their academic ratings, but not on their behavioral ratings. While both Islamic and public school teachers rated students’ academic competence equally high when they perceived little or no value differences with parents, public school teachers held lower academic expectations than Islamic school teachers with increased value differences. These findings suggest a mechanism by which children from immigrant families enter a path of diminished expectations, albeit through slightly different levels in Islamic and public school settings. 相似文献
20.
Arnaud Chevalier Steve Gibbons Andy Thorpe Martin Snell Sherria Hoskins 《Economics of Education Review》2009,28(6):716-727
Participation rates in higher education differ persistently between some groups in society. Using two British datasets we investigate whether this gap is rooted in students’ misperception of their own and other's ability, thereby increasing the expected costs to studying. Amongst high school pupils, we find that pupils with a more positive view of their academic abilities are more likely to expect to continue to higher education even after controlling for observable measures of ability and students’ characteristics. University students are also poor at estimating their own test performance and over-estimate their predicted test score. However, females, White and working class students have less inflated view of themselves. Self-perception has limited impact on the expected probability of success and expected returns amongst these university students. 相似文献