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1.
This two‐year school‐wide initiative to improve teachers’ pedagogical skills in inquiry‐based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers’ practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers’ accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner‐centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry‐based strategies. Additionally, other factors affecting teachers’ understanding and use of inquiry‐based strategies were highlighted, such as self‐efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student‐centered and inquiry‐based. 相似文献
2.
Anne Gregory Joseph P. Allen Amori Y. Mikami Christopher A. Hafen Robert C. Pianta 《Psychology in the schools》2014,51(2):143-163
Student behavioral engagement is a key condition supporting academic achievement, yet student disengagement in middle and high schools is all too common. The current study used a randomized controlled design to test the efficacy of the My Teaching Partner‐Secondary program to increase behavioral engagement. The program offers teachers personalized coaching and systematic feedback on teachers’ interactions with students, based on systematic observation of videorecordings of teacher‐student interactions in the classroom. The study found that intervention teachers had significantly higher increases, albeit to a modest degree, in student behavioral engagement in their classrooms after 1 year of involvement with the program compared to the teachers in the control group (explaining 4% of variance). In exploratory analyses, two dimensions of teachers’ interactions with students—their focus on analysis and problem solving during instruction and their use of diverse instructional learning formats—acted as mediators of increased student engagement. The findings offer implications for new directions in teacher professional development and for understanding the classroom as a setting for adolescent development. 相似文献
3.
Existing research indicates inconsistent or at best weak predictive effects of teacher knowledge on student achievement. Data from Germany were used to examine the relation between teachers' content and pedagogical content knowledge, their perception, interpretation, and decision-making skills, the instructional quality implemented in class, and students' learning progression in mathematics. Rather than direct effects of teacher knowledge on students, we hypothesized an effect chain with multiple mediation processes while controlling for school type and student background. Multi-level modeling with 3496 students from 154 classrooms revealed a mediating role of teachers' skills and their instructional quality for the relation between teacher knowledge and students' learning progress. Effect sizes were medium to strong, and the model explained a large amount of variance. No direct effects of teachers’ knowledge on student progress were found. We discuss our findings with respect to the teacher-competence-as-a-continuum model and with respect to future research. 相似文献
4.
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
5.
John O’Rourke Stephen Houghton 《International Journal of Disability, Development & Education》2008,55(3):227-237
The Student Perceptions of Classroom Support Scale (SPCS), which measures the perceptions of students with mild disabilities of academic and social support mechanisms implemented in regular classrooms, was administered to 60 secondary school‐aged students. Data were obtained with reference to curricular, instructional, physical and peer support mechanisms. Item affectivity and multivariate analysis of variance revealed that significant differences were evident in student’s perceptions in regard to academic versus social support mechanisms. Support mechanisms rated highly by students in terms of positive academic and social outcomes often represented traditional teaching values. Conversely, support mechanisms such as one‐to‐one assistance from teacher assistants or volunteers were perceived as positive in terms of completing classroom activities, but of limited value in establishing friendships with peers. The SPCS not only provides researchers, clinicians and educators with a method of objectively evaluating students’ perceptions of support mechanisms, but also as a method of developing effective practical applications for students included in regular classrooms. 相似文献
6.
Helena P. Miranda Michael Russell 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):652-666
Analyses presented here are secondary data analyses of the Use, Support and Effect of Instructional Technology study aimed at identifying predictors of teacher‐directed student use of technology (TDS) in elementary classrooms. Using data from a convenience sample of 1040 teachers nested within 81 schools in 21 Massachusetts' school districts, researchers developed a teacher‐level structural equation modeling for TDS depicting relationships between and among factors associated with TDS. Researchers relied on diffusion and adoption theories as well as prior empirical evidence to specify the hypothetical model. Evidence presented here suggests that the strongest predictors of TDS are as follows: (1) teachers' experience with technology, (2) belief that technology is beneficial to meet instructional goals, (3) perceived importance of technology for teaching and that (4) experiencing obstacles with the integration of technology appears to be one deterrent to teachers using technology in the classroom. The most important finding reported here is that two of the most important factors in increasing TDS are teachers' beliefs about the benefits of technology and perceived importance of technology for teaching. 相似文献
7.
Stephen J. Hegedus John Tapper Sara Dalton 《Journal of Mathematics Teacher Education》2016,19(1):7-32
In this study, we examine the relationship between contextual variables related to teachers and student performance in Advanced Algebra classrooms in the USA. The data were gathered from a cluster-randomized study on the effects of SimCalc MathWorlds®, a curricular and technological intervention as a replacement for Algebra 2 curriculum, on student learning of Algebra 2 content. Conditional measures (teacher background characteristics) and instructional measures (self-reported instructional preferences, stances, and classroom practices) were subjected to a variety of empirical analyses to discern their relationship to student learning. Researchers examined both the overall effect of teacher contextual variables on student learning and the specific effect of SimCalc on both teacher instructional measures and student performance. There is evidence to support that teachers who use the SimCalc curriculum value classroom communication, deep understanding of math concepts, and support for both routine and non-routine problems. 相似文献
8.
Technology is changing the teaching and learning landscape. Teacher preparation programs must produce teachers who have new skills and strategies to leverage the benefits of laptop computers in their classrooms. This study used a phenomenological strategy to explain first-year college students' perceptions of the effects of a 1:1 laptop experience on their readiness for college and the uses of technology for instructional purposes by high school teachers. Participants in the study had experienced a 1:1 laptop initiative for two or more years while in high school. The study included interviews with 15 participants from two different countries and five different high schools. Recommendations from student voices in this study call for teacher preparedness beyond the levels of traditional teacher preparation curriculum. Teacher preparation programs and ongoing professional development need to embed curriculum with practical applications of technology integration for teachers so that they are truly classroom ready to leverage the computers that students come to class expecting to use. 相似文献
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10.
Juliet Baxter John Woodward Jill Voorhies Jennifer Wong 《Learning disabilities research & practice》2002,17(3):173-185
This article reports on the last of a series of iterative research studies involving students with learning disabilities in reform mathematics classrooms at the intermediate grade levels. This study reports the findings from a larger, year‐long case study that focused on ways to include students with learning disabilities and other students who are at risk for special education services in classwide discussions of problem solving. The data reported in this article detail the changes in teacher and student discourse over a nine‐week period in one classroom. Sources of data for this study included videotapes, audiotapes, and informal interviews with the teacher, a paraprofessional, and students. A quantitative analysis of the results indicates clear patterns of change in teacher and student discourse. Nonetheless, intentional efforts to include target students in the whole‐class discussions yielded instructional dilemmas that are underdescribed in the mathematics reform literature. Findings from this study have implications for special educators interested in mathematical problem solving, as well as math reformers who value the role of classroom discourse in daily instruction. 相似文献
11.
David Carter 《Teachers and Teaching》2013,19(5):481-497
This evaluation‐research feasibility study piloted the creation of a technology‐mediated managed learning environment (MLE) involving the implementation of one of a new generation of instructionally driven management information systems (IMISs). The system, and supporting information and communications technology (ICT) was employed to support collaborative approaches to practicum supervision in a ‘borderless’ manner. The generation and utilization of information by student teachers and their supervisors was monitored and evaluated in order to ascertain how teaching competence development and reflective practice could enhance professional decision‐making in information‐rich settings involving the use of IMIS technology. Patterns of communication across the triad of the university tutor‐supervisor, school‐based cooperating teacher and student teacher were investigated using a multi‐site case study involving two schools and one university. The efficacy of the instructional information management system in supporting evidence‐based practice by student teachers, and those who supervised them was also evaluated. 相似文献
12.
Anna T. Danielsson Maria Berge Malena Lidar 《Cultural Studies of Science Education》2018,13(1):163-184
The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher–student interactions. In our analysis we focus on how instances of teacher–student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13–14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom. 相似文献
13.
This paper describes the technical adequacy and potential uses of an observation system used to measure the quality of literacy instruction in kindergarten classrooms. The Classroom Observations of Student–Teacher Interactions (COSTI) documents the frequency of four student–teacher interactions during beginning reading instruction: explicit teacher demonstrations, student independent practice, student errors, and teacher corrective feedback. Data were collected during kindergarten reading instruction, and the analyses address reliability, stability of the coded teaching behaviors, and predictive validity. Results indicated that data could be collected reliably and that teachers’ provision of opportunities for independent student practice was stable across the school year. Student independent practice opportunities also predicted gains in several important reading outcomes. Implications are discussed, including potential uses of the instrument for providing teachers with feedback on their literacy instruction and for extending the knowledge base on effective literacy instructional practices. 相似文献
14.
This research examined preservice teachers’ knowledge of emotional and behavioural disorders (EBD) and their sense of efficacy. The participants included a convenience sample of 230 undergraduate general education and special education preservice teachers enrolled in teacher education classes. The age of the participants ranged from 19 to 51 with a mean age of 23.37 years (SD = 6.8 years). The Teacher Self Efficacy Scale (TSES) (long form) and Knowledge of Emotional and Behavioural Disorders questionnaire were administered. The participants had higher efficacy in instructional strategies, classroom management, and instructional abilities than in student engagement. There was no significant correlation between field experience, additional coursework, and familiarity with a child with EBD and the preservice teachers’ knowledge of EBD or self efficacy. This information is relevant to teacher programme coordinators indicating that further efforts should be made to increase preservice teachers’ knowledge of EBD, and to provide strategies for identifying and working with students with EBD in classrooms. 相似文献
15.
《Learning disabilities research & practice》2017,32(4):270-283
This study explored the extent to which kindergarten and first grade teachers provided individualized reading instruction to struggling readers during a unique one‐on‐one reading instruction task. Three outcomes of teachers’ instructional strategies were captured: code‐focused strategies, meaning‐focused strategies, and level of challenge. Child skills in decoding and vocabulary/oral language as well as teacher qualifications of education, experience, and knowledge of reading were examined in relation to the three instructional strategies. Multilevel analyses showed relationships between child skills and reading instructional strategies, with teachers generally using code‐focused and meaning‐focused strategies, as well as an appropriate level of challenge, with children who struggled less with early reading. Although teacher education was not associated with any of the reading instructional strategies, teacher experience and knowledge of reading was associated with meaning‐based instruction and the level of challenge provided to struggling readers. 相似文献
16.
Peter R. Albion 《Asia-Pacific Journal of Teacher Education》1996,24(1):63-73
It is argued that teacher readiness is crucial to the realisation of national goals for educational computer use and that the preparation of student teachers can make an important contribution. This study investigated student‐teachers’ dispositions towards computers and their use of computers in primary‐school classrooms during a final‐year practicum. The student teachers generally viewed computers positively but lacked confidence in their knowledge of computers. While they were nervous about using computers in classrooms, almost two‐thirds did use a computer at least once during a four‐week practicum and were more likely to do so if the supervising teacher modelled such use. The most frequently experienced problems in using computers were organisational. Based on the findings of this study it is suggested that preservice courses should focus on the pedagogical issues associated with computer use and they should provide students with opportunities to observe and practise classroom computing. 相似文献
17.
Michael J. Strambler Clark McKown 《Journal of educational and psychological consultation》2013,23(2):87-114
We present findings from a group-randomized teacher action research intervention to promote academic engagement and achievement among elementary school students. Eighteen teachers from 3 elementary schools were randomly assigned to 1 of 2 groups. Intervention teachers studied evidence-based instructional practices that cultivate academic engagement and conducted an action research project to implement selected practices in their classrooms. Control teachers participated in a self-study group and read about evidence-based practices to promote student engagement. Teachers in the action research group reported using more group-based instruction than self-study teachers. Students with initial low engagement and low reading grades demonstrated greater gains in these outcomes in action research classrooms than self-study classrooms. Implications for teacher development and the promotion of student academic outcomes are discussed. 相似文献
18.
Teachers' learning to facilitate high‐level student thinking: Impact of a video‐based professional development 
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下载免费PDF全文 Attaining the vision for science teaching and learning emphasized in the Framework for K‐12 Science Education and the next generation science standards (NGSS) will require major shifts in teaching practices in many science classrooms. As NGSS‐inspired cognitively demanding tasks begin to appear in more and more science classrooms, facilitating students' engagement in high‐level thinking as they work on these tasks will become an increasingly important instructional challenge to address. This study reports findings from a video‐based professional development effort (i.e., professional development [PD] that use video‐clips of instruction as the main artifact of practice to support teacher learning) to support teachers' learning to select cognitively demanding tasks and to support students' learning during the enactment of these tasks in ways that are aligned with the NGSS vision. Particularly, we focused on the NGSS's charge to get students to make sense of and deeply think about scientific ideas as students try to explain phenomena. Analyses of teachers' pre‐ and post‐PD instruction indicate that PD‐participants began to adopt instructional practices associated with facilitating these kinds of student thinking in their own classrooms. The study has implications for the design of video‐based professional development for science teachers who are learning to facilitate the NGSS vision in science classrooms. 相似文献
19.
Yin‐Kum Law 《Journal of Research in Reading》2011,34(4):402-425
Research indicates that cooperative learning with teacher‐guided instruction is more effective in helping young children to learn than cooperative learning with minimal guidance. In the present study, two different cooperative learning activities (jigsaw and drama) and a control condition (a traditional teacher‐led approach) were compared. The participants were 279 Grade 5 Hong Kong students located in nine classrooms. The two experimental conditions emphasised teachers' cognitive support in helping students to understand a text through both teacher‐led and student‐led activities. Post‐test data included a reading comprehension test and three questionnaires that investigated students' goal orientations, initial level of relative autonomy and perceptions of instructional practices. Findings indicate that students in the jigsaw group outperformed students in both the drama group and the control group in the reading comprehension test. The implications of conducting cooperative learning activities with well‐planned teacher guidance are discussed. 相似文献
20.
ABSTRACT The issues surrounding the diffusion of technology within our public schools are wide‐ranging and as diverse as the student populations which we seek to influence. Designing efficient and effective teacher training for classroom technology applications is, consequently, an important consideration for ‘school reformers.’ This paper addresses, in significant detail, the instructional design process which was utilized for the development and delivery of one successful teacher technology training effort for a medium‐sized school district. Special emphasis was placed on the results of extensive learner analyses throughout the design effort. 相似文献