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1.
Jinfa Cai Ning WangJohn C. Moyer Chuang WangBikai Nie 《International Journal of Educational Research》2011,50(2):117-136
In this article, we present the results from a longitudinal examination of the impact of a Standards-based or reform mathematics curriculum (called CMP) and traditional mathematics curricula (called non-CMP) on students’ learning of algebra using various outcome measures. Findings include the following: (1) students did not sacrifice basic mathematical skills if they are taught using a Standards-based or reform mathematics curriculum like CMP; (2) African American students experienced greater gain in symbol manipulation when they used a traditional curriculum; (3) the use of either the CMP or a non-CMP curriculum improved the mathematics achievement of all students, including students of color; (4) the use of CMP contributed to significantly higher problem-solving growth for all ethnic groups; and (5) a high level of conceptual emphasis in a classroom improved the students’ ability to represent problem situations. (However, the level of conceptual emphasis bears no relation to students’ problem solving or symbol manipulation skills.) 相似文献
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《The Journal of educational research》2012,105(4):224-233
Abstract A formative, internal evaluation was conducted on the Connected Mathematics Project (CMP), a middle school reform mathematics curriculum used in Lafayette Parish, Louisiana, by the author (lead teacher of said project). Approximately 3,500 students in this public school system were enrolled in this program, and the district school board planned to expand the program to include all 12 public middle schools. An analysis of the Iowa Test of Basic Skills and the Louisiana Education Assessment Program mathematics data indicate that the program is working: The CMP schools significantly outperformed the non-CMP schools on both standardized tests. Questionnaires distributed to the teachers and to a sample of the students indicated that both groups believe the program is helping students become better problem solvers. 相似文献
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《The Journal of educational research》2012,105(5):304-308
AbstractTo investigate the likelihood that explicit instruction in text summarization is being provided in classrooms, an "ideal lesson" method was used. Twelve experienced K-12 teachers were asked to devise summarization lessons appropriate to their learners and course content, to deliver the lessons, and to audiotape them. Lessons were transcribed, and instances of mentioning of summarization rules were coded. Only two teachers in the sample group discussed more than one of the five summarization rules assessed. The other teachers provided instruction that emphasized words and facts, despite their having been prompted to "assist students in improving text summaries." Staff development possibilities are discussed. 相似文献
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Over the past decade, curricular reform in mathematics education has emphasized the use of problem solving at all levels of instruction for all students, but adaptations for students with unique needs have not been specified. This study investigated the nature of problem solving in deaf education, focusing in particular on the use of story problems in the primary-level curriculum. Approximately 90% of the K-3 teachers from five schools for the deaf were asked with what frequency and in which communication mode they presented story problems to their students. Most teachers reported presenting story problems 1-3 times per week, and presentation method tended to reflect school communication philosophy. We found trends in story problem presentation in accordance with the mathematics grade level taught. We discuss implications for curricular reform and teacher education. 相似文献
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This paper compares lessons on linear equations from the same curriculum materials taught by two teachers of different levels of mathematical knowledge for teaching (MKT). The analysis indicates that the mathematical quality of instruction in these two classrooms appears to be a function of differences in MKT. Although the two teachers were teaching from the same curriculum materials, the teacher with higher MKT had more complete and concise ways to describe key concepts, had multiple ways to represent ideas about linear equations, could move nimbly among different mathematical expressions of linear relationships, and gave students a larger role in articulating the mathematical ideas of the lesson. However, curriculum materials seem to have moderated what would otherwise have been larger disparities in the quality of instruction between the two teachers. The lower-MKT teacher made minor mathematical errors, stayed on topic, and defined concepts in reasonably accurate ways when he followed the curriculum materials closely. 相似文献
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This mixed-methods case study examined the notebook entries of one class of 22 second graders as a way of examining how teacher identity shaped the way students experienced their science curriculum. These notebook entries were created during lessons with three different teachers over the course of one school year, using similar kit-based materials to teach science. The entries were coded for inquiry phase, percent missing or incomplete entries, and driving force (teacher-driven, student-driven, or balanced); chi-squared analyses revealed significant differences among the notebook entries created by the same students during lessons taught by each of the three teachers. Qualitative observations of each teachers' instruction around notebook use supported these quantitative differences, and suggested that the differences in curriculum as experienced by students could be attributed to differences in teacher identity, both who the teacher is and what they do in the classroom. These findings indicate that students' notebooks are useful tools for examining how teachers' identities might shape how elementary students experience science curriculum, and that they can be used to help structure more effective professional development plans for each teacher. 相似文献
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This study investigated the effect of a social and emotional learning skills curriculum, the You Can Do It! Early Childhood Education Program (YCDI), on the social-emotional development, well-being, and academic achievement of 99 preparatory and grade 1 students
attending a Catholic school in Melbourne, Australia. One preparatory and one grade 1 class were randomly chosen to receive
structured lessons in YCDI, delivered by their classroom teachers over a period of 10 weeks, while the remaining preparatory
and grade 1 class served as the control group. The lessons were designed to teach young children confidence, persistence,
organisation and emotional resilience. The educational program consisted of explicit, direct instruction lessons drawn from
the YCDI Early Childhood Curriculum taught three times a week, supported by a variety of additional social and emotional teaching
practices. The results indicated that YCDI had a statistically significant positive effect on levels of social-emotional competence
and well-being for the preparatory and grade 1 students, a reduction in problem behaviours (externalising, internalising,
and hyperactivity problems) for the grade 1 students, and an increase in reading achievement (decoding text) for the lower
achieving grade 1 students. These findings are discussed with regard to issues concerning the role of explicit instruction
in social and emotional learning for the early years. 相似文献
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A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and
evidence and the nature of science encountered by student teachers training to teach in the age range 11–16 in schools in
England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project design required
increasing levels of critique through cycles of teaching, evaluation and revision of lessons. Data were gathered from interviews
and students’ reports to assess the impact of the project on student teachers and to what extent any influences survived when
they gained their first teaching posts. A significant outcome was the perception of teaching shifting from the delivery of
standard lessons in prescribed ways to endeavours demanding creativity and decision-making. Although school-based factors
limited newly qualified teachers’ chances to use new lessons and approaches and therefore act as change-agents in schools,
the ability to critique curriculum materials and the recognition of the need to create space for professional dialogue were
durable gains. 相似文献
11.
This study used a within-subjects design to explore two instructional conditions for developing vocabulary in second-grade Spanish-speaking English learners (ELs)—extended instruction and embedded instruction implemented during shared interactive reading. Words assigned to the extended condition were directly taught using a multifaceted approach that included visuals, bilingual definitions, examples, spelling, and partner-talk about the words’ meaning. Words assigned to the embedded condition were taught solely through brief definitions to embedded text, writing activities, and songs. In the control condition students heard the target words read aloud during shared interactive reading but without definitions or direct instruction. The study also explored the interaction between instructional condition and word type. Four types of words—abstract cognates, abstract noncognates, concrete cognates, and concrete noncognates—were randomly assigned to each condition. Nine teachers in four schools and 187 second-grade ELs participated in this within-subjects intervention, which took place in transitional bilingual classrooms. Findings indicated that across all word types, both extended and embedded instruction were more effective than the control condition in helping ELs acquire vocabulary. Findings also indicated that extended instruction was more effective then embedded instruction for all word types except concrete cognates suggesting that these young Spanish-speaking ELs were advantaged by word knowledge in their home language. Finally, while embedded instruction was less effective than extended instruction, it was much more effective than a control condition. Embedded instruction takes significantly less preparation and instructional time than extended instruction, offering teachers a practical way to teach more vocabulary to ELs. 相似文献
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This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K‐3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the preschool and primary levels, and to track whether and how preservice teachers emphasized NOS. We used the Stages of Concern Questionnaire (SOCQ) pre‐ and postinternship to determine concerns about NOS instruction, and the Learning Context Questionnaire (LCQ) to determine intellectual levels. We found that neither concerns about teaching NOS nor intellectual level were related to whether and how the preservice teachers emphasized NOS; however, we found that all preservice early childhood teachers began their internships with NOS concern profiles of “worried.” Two preservice teachers' NOS concerns profiles changed as a result of their internships; one to “cooperator” and one to “cooperator/improver.” These two preservice teachers had cooperating teachers who were aware of NOS and implemented it in their own science instruction. The main factors that hindered or facilitated teaching NOS for these preservice teachers were the influence of the cooperating teacher and the use of the science curriculum. The preservice teacher with the cooperating teacher who understood and emphasized NOS herself and showed her how to modify the curriculum to include NOS, was able to explicitly teach NOS to her students. Those in classrooms whose cooperating teachers did not provide support for NOS instruction were unable to emphasize NOS. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:213–233, 2010 相似文献
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Alison Grindrod Andrea Klindworth Dr. Marjory-Dore Martin Russell Tytler 《Research in Science Education》1991,21(1):151-160
In 1990, a large proportion of third year primary trainee teachers at Victoria College had observed or taught very few or
no science lessons during the first two years of their course. The students felt that a lack of content knowledge, a crowded
school curriculum, and problems associated with managing resources and equipment, were the main factors contributing to the
low level of science being taught in schools. By the end of their third year significantly more students had taught science
than after the second year. There was also a change in approach to teaching science with more practical activities being included
than previously. The science method unit taught to the students in the third year of their course contributed to this increase.
The students considered the hands-on activities in class to have been the most effective aspect of the unit in their preparation
for the teaching of primary science.
Specializations: children's learning in science, primary teacher education.
Specializations: student understanding of biology, evaluation of formal and informal educational settings.
Specializations: gender, science and technology, environmental education.
Specializations: children's learning in science, language and science. 相似文献
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对1948年与改革开放后各高中英语课程文件的结构、课程目标、课程内容以及课程实施等方面进行对比得知,改革开放后课标结构更加完整、周密、系统,更加重视学生全面素养发展,课程内容更加综合化、目标化、语用化,课程实施的内涵更加丰富,评价被纳入英语课程,并逐步建立了一套完整体系,教师获得了更大的弹性空间;但前后两个时期的课程文件均为适应社会变革需要、汲取长期经验教训而颁行,均十分重视课程目标、课程内容和课程实施三方面的课程规划,均重视“双基”的锤炼。 相似文献
16.
Professional Conversations and Professional Growth 总被引：1，自引：0，他引：1
Murray S. Britt Kathryn C. Irwin Garth Ritchie 《Journal of Mathematics Teacher Education》2001,4(1):29-53
A professional development program for 18 teachers was conducted over a two-year period. The participating teachers taught
in intermediate schools (students aged 11–13) and secondary schools. The teachers worked collaboratively to improve their
mathematics teaching, with encouragement to reflect on their practice but with minimal instruction from the researchers. Results,
as defined by change in teaching practices, beliefs, and reflections, and student achievement, indicated that the collaborative
program was particularly useful for experienced secondary school teachers but less useful for intermediate school teachers.
We concluded that this type of professional development was most useful for teachers who had sufficient knowledge of mathematics;
these teachers were able to focus on pedagogy and to draw connections between aspects of the mathematics they taught, without
recourse to a specialist's advice.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
17.
S L Isaacson 《Journal of learning disabilities》1992,25(3):173-177
Englert and her colleagues have contributed much to our knowledge about effective writing instruction. They have demonstrated that interventions that make explicit the writing process and text structures are successful with students with learning disabilities as well as those without. Englert attributes this success to the holistic, social, and interactive nature of the instruction. However, one must keep in mind that CSIW was a package approach that included other validated instructional components. CSIW teachers presented conceptual models, used examples and nonexamples to illustrate text structure concepts, modeled thinking overtly while demonstrating the process, provided guided practice by prompting the process through dialogue and think-sheets, faded prompts as students took over more of the responsibility for the process, and taught for generalization by addressing more than one text structure and promoting student talk about the process. As Englert reported, most teachers seldom do these things, even when they claim to teach the writing process. Englert allows for the possibility that all students with learning disabilities may not be ready for cognitive strategy instruction as it is described in her article, and professionals must acknowledge that different techniques may be more effective for students of different ages and abilities. Swanson (1990) emphasized that there must be a match between strategy and learner characteristics and that strategies must be considered in relation to a student's knowledge and capacity. Strategic teaching requires that the teacher have a repertoire of approaches along a continuum that encompasses coaching students to use their own mental resources at one end and basic skill instruction at the other.(ABSTRACT TRUNCATED AT 250 WORDS) 相似文献
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Effective college teaching from the students' and faculty's view: Matched or mismatched priorities? 总被引：2，自引：1，他引：2
Kenneth A. Feldman 《Research in higher education》1988,28(4):291-329
Thirty-one studies were located in each of which students and faculty specified the instructional characteristics they considered particularly important to good teaching and effective instruction. Students and faculty were generally similar, though not identical, in their views, as indicated by an average correlation of +.71 between them in their valuation of various aspects of teaching. In those studies with relevant data, the differences that did exist between the two groups showed a pattern of students placing more importance than faculty on teachers being interesting, having good elocutionary skills, and being available and helpful. Students also emphasized the outcomes of instruction more than faculty did. Faculty placed more importance than did students on teachers being intellectually challenging, motivating students and setting high standards for them, and encouraging self-initiated learning. The results of the present analysis were compared with those of an earlier analysis of the importance of various specific aspects of instruction in terms of their correlations with students' overall evaluations of teachers in actual rating situations. 相似文献
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《Teaching and Teacher Education》2002,18(7):831-842
This study concerns the effects of teacher training in instructional behaviour based on new insights in the field of learning and instruction. In an experiment, eight teachers were trained to apply a cognitive apprenticeship model and five teachers were trained to apply a direct instruction model in reading comprehension lessons in primary schools. The teachers in both experimental conditions received teaching guides, which were an adaptation of the curriculum for reading comprehension that they already used. The control group of seven teachers used the same curriculum, but received neither teaching guides nor training. In both experimental conditions teachers successfully changed their behaviour, but they did not succeed in implementing all characteristics of the instructional model aimed at in their training. 相似文献
20.
Patricia A. Popp Leslie W. Grant James H. Stronge 《Journal of Education for Students Placed at Risk》2013,18(4):275-291
What distinguishes effective teachers of at-risk or highly mobile students was the essential question addressed in this study. We conducted a cross-case analysis of US national or state award-winning teachers who taught in schools with student populations characterized as highly mobile, homeless, and/or high poverty. Six teachers meeting the criteria were selected as participants. Frameworks of effective teaching characteristics were adapted from prior research and from a review of the literature to gather on-site classroom observational and interview data from participating teachers. The data were examined in light of extant research related to teaching at-risk or highly mobile students and yielded information regarding beliefs and practices. Teachers' interview responses focused on 2 main areas of teacher effectiveness: the importance of student–teacher relationships and instructional delivery. These teachers emphasized affective and academic needs in their planning, instruction, and assessment. They had high expectations of students and were committed to ensuring that students had what they needed to succeed. Teachers maintained high student engagement and used a variety of instructional activities and a wide range of cognitive levels in the questions asked during their instruction which was primarily teacher-directed. Additional research into effective teaching and working with at-risk or highly mobile students is recommended. 相似文献