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1.
Teachers who draw upon specialized knowledge in their instructional practice can be drivers of positive student outcomes, especially for students classified as having special educational needs. Although there are generally agreed upon characteristics of high-quality instruction that can be measured with well-constructed instruments (e.g., Danielson, 2011), supporting the development of teachers with specialized credentials (e.g., special education teachers)—whose instructional practice is grounded in a qualitatively different professional expertise—necessitates measurement tools that reflect that unique practice. Given the field’s recent agreement that special educators should possess deep knowledge of 22 High-Leverage Practices, there is a need for well-constructed tests that can be interpreted to support teacher capacity building in this body of knowledge. This study describes the construction of the Teacher Knowledge of HLPs, an instrument that measures special educators’ knowledge of High-Leverage Practices, and initial validity evidence for instrument use. 相似文献
2.
This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall. 相似文献
3.
Data-driven decision making continues to be a growing educational reform initiative across the globe. The effective use of data requires that teachers develop the knowledge and skills to analyze and use data to improve instruction. The purpose of this article is to examine teachers’ capacity for and beliefs about data use. These issues are examined through a review of research in the past decade. We find that teachers’ beliefs about and capacity for data use are often not connected within the literature or in practice, but we argue they are the heart of the connection between data and instructional change. Teachers’ capacity to use data and their beliefs about data use are shaped within their professional communities, in training sessions, and in their interactions with coaches, consultants, and principals. However, efforts to develop teachers’ capacity for data use often fall short of their goals. Correspondingly, teachers have varied beliefs about data use, and some feel they lack the ability to use data to inform instruction. In order to be more successful, capacity building should directly address teachers’ beliefs, and data use must be decoupled from external accountability demands and involve a variety of information on student learning. 相似文献
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A quasi‐experimental, treatment‐control group investigation was designed to test the effects of a pre‐service training course for secondary education teachers. Previous findings from teacher effects research and cognitive strategy instruction were translated into two direct instructional models: a model of executive acting directed at well‐structured skills and a model of strategic acting directed at higher‐level thinking strategies. Pre‐ and post‐training comparison of classroom observations by trained observers revealed significantly more effective instruction by the student teachers after training. No treatment effect was found for pupil engagement rates. The ratings from the supervising teachers did not show significantly better use of the recommended instructional skills by the trained student teachers than by the untrained student teachers. 相似文献
6.
Maria Araceli Ruiz-Primo 《Studies in Educational Evaluation》2011,37(1):15-24
This paper focuses on an unceremonious type of formative assessment - informal formative assessment - in which much of what teachers and students do in the classroom can be described as potential assessments that can provide evidence about the students’ level of understanding. More specifically, the paper focuses on assessment conversations, or dialogic interactions or exchanges, which continuously happen in the classroom and that are at the center of informal formative assessment. It is argued that assessment conversations make students’ thinking explicit in an unobtrusive manner, and when students’ thinking is explicit, it can be examined, questioned, and shaped as an active object of constructive learning. The paper conceptualizes informal formative assessment at the center of effective instructional activities with the use of instructional dialogues as assessment conversations, a typical informal formative assessment practice. The paper then presents a discussion about the evidence on the effect of assessment conversations on student learning. 相似文献
7.
《Scientific Studies of Reading》2013,17(2):145-160
Grade 5 teachers, who were nominated by their supervisors as effective in educating their students to be readers and writers, responded to questionnaires about their practice. The teachers claimed commitments to (a) extensive reading at the heart of their reading instruction; (b) diverse instructional activities (e.g., whole-group instruction, small-group instruction, cooperative grouping, individual reading); (c) teaching of both word-level and higher order (e.g., comprehension, critical thinking) skills and processes; (d) development of student background knowledge; (e) student writing, including teaching of mechanics and higher order composition skills (e.g., planning, drafting, revising as a process); (f) extensive evaluation of literacy competencies using diverse assessments; (g) integration of literacy and content-area instruction; and (h) commitment to practices that promote student motivation for reading and writing. Excellent literacy instruction is a balanced articulation of many components, including whole language experiences and skills instruction. 相似文献
8.
Martin Vogt Juhler 《Research in Science Education》2018,48(3):515-532
Research finds that student teachers often fail to make observable instructional goals, without which a secure bridge between instruction and assessment is precluded. This is one reason that recent reports state that teacher education needs to become better at helping student teachers to develop their thinking about and skills in assessing pupils’ learning. Currently in Europe, the Lesson Study method and the Content Representation tool, which both have a specific focus on assessment, have started to address this problem. This article describes and discusses an intervention in which Lesson Study was used in combination with Content Representation in student teachers’ field practice. Empirical materials from one group of student teachers were analyzed to illustrate how the student teachers worked with assessment during the planning of a lesson, how they implemented it in a research lesson, and how they used the gathered observations to make claims about assessment aims. The findings suggest that the student teachers placed greater emphasis on assessment through the intervention. However, it is also found that more attention should have been dedicated to the planning phase and that the group did not manage to keep a research focus throughout the Lesson Study process. This suggests that it properly would be beneficial with several planning sessions prior to the research lesson, as well as having an expert teacher leading the Lesson Study. 相似文献
9.
Heather E. Quick Deborah J. Holtzman Kassandra R. Chaney 《Journal of Education for Students Placed at Risk》2013,18(1):45-71
As with many districtwide reform efforts, the San Diego reform sought to improve classroom instruction by focusing on building the capacity of teachers. This article examines practices of teacher professional development in the district and their impact on literacy instruction. Through examination of the literature on effective professional development, school staff's conceptions of what makes professional development effective, and detailed data on professional development experiences from 100 elementary teachers, we explore the extent to which characteristics of effective professional learning align with what is actually taking place in schools. We also examine relationships between professional development characteristics and teachers' use of instructional practices that have been shown to predict student growth in reading comprehension. We find that professional development characterized by an emphasis on content and curriculum and that incorporates coaching is related to a higher frequency of this type of instruction. 相似文献
10.
Jennifer York-Barr Gail Ghere Jennifer Sommerness 《Journal of Education for Students Placed at Risk》2013,18(3):301-335
Urban schools, noted for their diverse student populations and variety of instructional resources and personnel, often are challenged in providing a coherent and differentiated instructional program for the wide array of learners served. In this article, we describe coteaching instructional models to support ELL students in elementary general education classrooms. ELL and general education teachers collaborated in planning, teaching, and reflecting on their instruction. Despite an expedited timeline for implementation and decreased personnel resources in the 2nd year of the study, collaborative teaching relationships were productive and rewarding. Of greatest importance, ELL student achievement increased substantially. Implications for practice include building the knowledge that supports collaboration, strategically allocating instructional personnel, and providing ongoing opportunities for collaborative learning and development. 相似文献
11.
Coach learning to help teachers learn to enact conceptually rich,student-focused mathematics lessons
Stein Mary Kay Russell Jennifer Lin Bill Victoria Correnti Richard Speranzo Laurie 《Journal of Mathematics Teacher Education》2022,25(3):321-346
The past decade has witnessed a strong, standards-based call for improving what mathematics is taught and how it is taught. In the USA, districts have hired instructional coaches to help teachers shift their teaching from algorithm-based instruction to instruction that is more student-centered and conceptually focused. The purpose of this study was to contribute to the field’s understanding of (a) the specific coaching practices that help teachers enact more conceptual-based forms of instruction; and (b) how coaches learn to enact those practices. Using a design-based implementation research approach, we trained coaches using a particular model for one-on-one coaching (Content-Focused Coaching); the coaches then worked with teachers to plan lessons aligned with the coaching model. Data consisted of videotapes of pre-lesson conferences that were transcribed and coded according to the model. Analyses of 32 coaches’ practice over a 2-year period suggest that each of the three components of our coaching model (attention to student thinking, pedagogy, and mathematics) demonstrated statistically significant improvement over time. An illustrative analysis of five coaching sessions of one coach revealed a progression over five sessions from planning discussions that stayed at the level of general strategies to more specific conversations about teaching a particular task and then to deeper discussions that integrate attention to mathematical concepts, student thinking, and pedagogical moves. We view this delineation of coach learning as an important first step in laying the groundwork for the design of future coach training.
相似文献12.
Vicente Talanquer Debra Tomanek Ingrid Novodvorsky 《Journal of Science Teacher Education》2007,18(3):399-421
We explore the potential of dilemma analysis as an assessment tool to reveal student teachers’ thinking and concerns about
their practice. For this purpose we analyze the dilemma analyses completed by 22 student teachers enrolled in our science
teacher preparation program over a period of four semesters. Student teachers’ dilemmas fall into two main groups: dilemmas
about student performance and dilemmas associated with instructional decisions. These dilemmas reveal a variety of concerns
that student teachers have about their work. In particular, concerns about lack of student motivation and its consequences
on performance and instruction play a central role in student teachers’ thinking. The recognition of common patterns of thought
in our student teacher thinking has made us reflect on and re-evaluate important components of the curriculum in our science
teacher preparation program. 相似文献
13.
Formative assessment is considered to be a promising teaching practice for promoting teaching and learning processes. The implementation of teaching practices into instruction involves intervening with a learning environment that is characterised by certain features of instructional quality. Our study aims to contribute to the understanding of formative assessment by analysing the interplay between a formative assessment intervention and aspects of general instructional quality. In a quasi-experimental study design, 15 teachers participated in a control group (n = 361 students) and 20 teachers in the intervention classes (n = 498 students) implemented a curriculum-embedded formative assessment tool in their ninth-grade mathematics classes. No effects were found for the intervention on the assessed aspects of general instructional quality (process-oriented instruction, teacher–student relationship, effective use of instructional time). However, multilevel regression analyses revealed an interaction effect between the intervention and process-orientation and the effective use of instruction time. Our findings suggest that implementing formative assessment tools do not seem to suffice regarding changes in general instructional quality, but that an intervention with detailed material and guidelines can counterbalance effects of instructional quality, fostering students’ achievement in classes with lower degrees of process orientation and a less effective use of instructional time. 相似文献
14.
The purpose of this qualitative study was to examine how the organizational aspects of data use influence deficit thinking in schools. Participants included 52 educators (i.e., teachers, instructional facilitators, and leaders) from eight schools within seven Arkansas school districts. Data were collected using semi-structured interviews and focus groups. Analysis of data led to the identification of three themes: shifting the focus from instruction to accountability measures; viewing students as numbers, not people; and, creating an unsafe professional environment. These themes demonstrate how organizations framed data use and implemented specific data practices which prompted teachers to engage in deficit thinking. These themes contribute to our understanding of how deficit thinking is fueled by specific data practices established at the local level and can be used by school leaders to enact data practices which support the development of more equitable schools. 相似文献
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Jeffrey Choppin 《Journal of Mathematics Teacher Education》2011,14(5):331-353
This study focused on the use of curriculum materials for three teachers who had enacted instructional sequences from the
materials on multiple occasions. The study investigated how the teachers drew on the materials, what they understood about
the curriculum resources, and how they connected their use of the materials to their observations of student thinking. There
were similarities across the teachers, particularly with respect to their goals and how they read and followed recommendations
in the teacher resource materials. There were differences in how their task revisions were in response to what they observed
about student thinking. The teacher who most intensively observed student thinking made connections between her interpretations
of students’ strategies and her use of the curriculum resources, allowing her to design learned adaptations. Learned adaptations
required both an understanding of the design rationale and empirically developed knowledge of how that rationale played out
in practice. The empirically developed knowledge could not be totally anticipated by the designers, in part because it developed
within a particular context by a teacher with particular characteristics. The case of the teacher who developed learned adaptations
showed how these complementary forms of knowledge helped her to use the curriculum resources in ways that enhanced students’
opportunities for sense making. Furthermore, her adaptations were intended to facilitate success not only at the task level,
but also across instructional sequences as well. This study also shows how professional vision is not limited to informing
only in-the-moment instructional decisions, but also to the use of curriculum materials. 相似文献
17.
Katherine A. Curry Mwarumba Mwavita Alexandra Holter Ed Harris 《Educational Assessment, Evaluation and Accountability》2016,28(1):89-104
Current high-stakes accountability mandates emphasize data use for school improvement. However, teachers often lack training for effective data use, and data is often too far removed from students to actually influence instructional practice. This qualitative case study was designed to gain a better understanding of a district-wide, teacher-centered approach to data use. Findings suggest that when data is used to “inform” instruction rather than “evaluate” instruction, teachers begin to practice reflective teaching. A common language emerged across grade levels facilitating a collaborative approach to data use. Using the theoretical framework of Self-Determination Theory, we propose a data informed instructional theoretical model that stakeholders in K-12 education systems can use to enhance instruction and learning at the classroom level. This teacher-centered model is of particular importance as a framework to build collective capacity by meeting psychological needs of teachers of autonomy, competence, and relatedness. 相似文献
18.
Yu-Chu Yeh 《Instructional Science》2009,37(2):185-203
The Direct-instruction Model favors the use of teacher explanations and modeling combined with student practice and feedback to teach thinking skills.
Using this paradigm, this study incorporates e-learning during an 18-week experimental instruction period that includes 48
preservice teachers. The instructional design in this study emphasizes scaffolding, observational learning, mastery of critical-thinking
skills, guided practices, cooperative learning, providing feedback, self-reflection, online discussions, and active participation
in an online learning community. This study employs 2 critical-thinking tests, 2 inventories, and 1 open-ended reflection
questionnaire; and students’ scores on the pretest and posttest are compared via the Repeated Measure Analysis of Variance.
The primary findings are as follows: (a) all participants preferred the instructional design in this study; (b) the experimental
instruction effectively improved the preservice teachers’ critical-thinking ability as well as their professional knowledge
and personal teaching efficacy concerning critical-thinking instruction; (c) the mechanisms contributing to the effectiveness
of the experimental instruction mainly included discussing and sharing, observational learning, self-reflection, guided practice,
and the learning community. 相似文献
19.
Julia H. Kaufman John Engberg Laura S. Hamilton Kun Yuan Heather C. Hill 《Educational Assessment》2019,24(3):155-188
High-quality measures of instructional practice are essential for research and evaluation of innovative instructional policies and programs. However, existing measures have generally proven inadequate because of cost and validity issues. This paper addresses two potential drawbacks of survey self-report measures: variation in teachers’ interpretation of response scales and their interpretation of survey questions. To address these drawbacks, researchers tested out use of “anchoring vignettes“ in teacher surveys to capture information about teaching practice, and they gathered validity evidence in regard to their use as a tool for adjusting teachers’ survey self-reports about their instructional practices for research purposes, or potentially to inform professional development. Data from 65 teachers in grades 4-9 responding to our survey suggested that vignette adjustments were reliable and valid for some instructional practices more than others. For some instructional practices, researchers found significant and high correlations between teachers’ adjusted survey self-rating, through use of anchoring vignettes, and previous observation ratings of teachers’ instruction, including ratings from several widely-used observation rubrics. These results suggest that anchoring vignettes may provide an efficient, cost-effective method for gathering data on teachers’ instruction. 相似文献
20.
MS. Christine Chin DRS. Ngoh-Khang Goh Lian-Sai Chia Kam-Wah Lucille Lee DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50
The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information
to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science
curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service
primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting
their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes
part of the science curriculum, as teaching behaviour influences student learning outcomes.
Specializations: science eeducation
Specializations: educational measurement, research methodology. 相似文献