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1.
Beliefs about learning and enacted instructional practices: An investigation in postsecondary chemistry education 
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下载免费PDF全文 Rebecca E. Gibbons Sachel M. Villafañe Marilyne Stains Kristen L. Murphy Jeffrey R. Raker 《科学教学研究杂志》2018,55(8):1111-1133
While research on and development of evidence‐based instructional practices (EBIPs) in STEM education has flourished, implementation of these practices classrooms has not been as prolific. Using the teacher‐centered systemic reform model as a framework, we explore the connection between chemistry instructors’ beliefs about teaching and learning and self‐efficacy beliefs, and their enacted classroom practices. Postsecondary chemistry faculty present a unique population for the study because of their role in teaching prerequisite courses, such as general and organic chemistry, which are key to many science major fields. A measure of teacher beliefs and self‐efficacy was administered to a national survey of postsecondary chemistry faculty members. Instructional practices used in a chemistry course were also collected via self‐report. While instructional practices were not directly observed, a cluster analysis of our data mirrors patterns of instructional practices found in observation‐based studies of chemistry faculty. Significant differences are found on teacher thinking and self‐efficacy measures based on enacted instructional practices. Results support the hypothesized connection between beliefs and instructional practice on a larger scale than in previous studies of this relationship, bolstering the evidence for the importance of this relationship over previously criticized results. These results present a call for reform efforts on fostering change from its core, that is, the beliefs of those who ultimately adopt EBIPs. Dissemination and design should incorporate training and materials that highlight the process by which faculty members interpret reformed practices within their belief system, and explore belief change in the complex context of education reform. 相似文献
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Evidence-based reforms that emphasize the identification and implementation of empirically validated practices are at the forefront of educational research, and recently, the Council for Exceptional Children (CEC; 2014) published a set of standards for establishing evidence-based practices in special education. Although 30 years of research supports the effectiveness of ClassWide Peer Tutoring (CWPT), an instructional strategy intended to increase engagement and improve academic outcomes for students with disabilities, a formal evidence-based review has not yet been conducted on the practice. The purpose of this study is to examine whether CWPT, as developed by the Juniper Gardens Children’s Project at the University of Kansas, can be considered an evidence-based practice for academic outcomes of students with high incidence disabilities using the CEC standards. Sixteen single-case design studies met inclusion criteria; no studies addressed all the required quality indicators. Although results of multiple studies show that CWPT had positive effects, the lack of methodologically sound studies supporting the practice means that CWPT is not considered an evidence-based practice according to the CEC (2014) standards. Implications for research and practice are discussed. 相似文献
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Within the special education community, research and policy focus on teachers implementing evidence-based instructional practices with fidelity. However, special education teachers may have to adapt evidence-based practices if the research supporting those practices has not yet included studies that represent populations in the classrooms (i.e., students with low-incidence disabilities). That is, there may be a tension for teachers between adopting evidence-based instruction and adapting lessons to meet the needs of students. This article describes one teacher's adaptations to an evidence-based practice in writing to meet the needs of her adolescent students who are deaf. Her experience models ways teachers can use professional wisdom to adapt evidence-based practices to meet the needs of students with disabilities. 相似文献
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This study examined how midterm student ratings feedback provided to teaching assistants via a theory-based ratings instrument, combined with consultation on instructional practices, would affect teaching practices, ratings of teaching effectiveness, and student learning and motivation. The student ratings instrument that was employed focused on a series of instructional activities derived from Gagné's theory of instruction and Reiser and Dick's instructional model. Thirty-seven teaching assistants in undergraduate computer science and chemistry courses were randomly assigned to either a feedback + consultation group or a no-feedback group. Results of this study indicated that the feedback and consultation process had a significant impact on instructional practices and ratings of teaching effectiveness. Student learning and student motivation were positively correlated with the frequency with which the various instructional activities examined in this study were utilized. Implications of these findings and suggestions for future research are discussed. 相似文献
5.
Yujeong Park Mary T. Brownell Elizabeth F. Bettini Amber E. Benedict 《Exceptionality》2019,27(1):1-17
The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed. 相似文献
6.
Current legislation requires educational practices be informed by science. The effort to establish educational practices supported by science has, to date, emphasized experiments with large numbers of participants who are randomly assigned to an intervention or control condition. A potential limitation of such an emphasis at the expense of other research methods is that evidence-based practices in education will derive only from science in the hypothetico-deductive tradition. Such a process omits practices originating from and tested through an inductive approach to understanding phenomena. Single-case experimental designs, developed by experimental and applied behavior analysts, offer an inductive process to identify and alter the lawful relations between the behavior of individual organisms and the environmental variables that are causally related to the occurrence or nonoccurrence of the behavior. Such designs have been essential in the development of effective instructional practices for students with disabilities and have much to offer the broader educational population as well. The purpose of the present paper is to provide an overview of single-case research methodology and the process by which this methodology can contribute to the identification of evidence-based instructional practices. 相似文献
7.
There have been many practical obstacles for teachers to implement evidence-based educational technology, especially in STEM classrooms. By implementing learning principles related to Cognitive Load Theory, we developed an innovative Technology-Assisted Guided Learning (TAGL) approach and its web-based instructional tool, combining expertise from educational research and best teaching practices to enhance guided student-centered learning in chemistry. A total of 185 community college students were randomly assigned to learn stoichiometry through either TAGL or one of two active control interventions, traditional direct instruction and Khan Academy, a widely used web learning platform. We found that the TAGL group significantly outperformed both active control groups immediately after instruction, and furthermore, despite the fact that all groups received additional instruction in stoichiometry, the beneficial effects of TAGL compared to the control groups were maintained a month later. Notably, TAGL was able to eliminate the achievement gap between students with low prior knowledge and students with high prior knowledge. Furthermore, prior-knowledge activation was found to be especially beneficial for students with low prior knowledge. Our work contributes to existing research in learning theories and provides new insight toward the development of more effective and adaptive instructional designs. By translating research into practice, this study demonstrates the great potential of using innovative computer-based technology to improve student learning for all. 相似文献
8.
Bryan G. Cook Lauren W. Collins Sara Cothren Cook Lysandra Cook 《Learning disabilities research & practice》2020,35(1):6-13
Evidence-based reviews are a type of systematic literature review used to identify evidence-based practices. When conducting an evidence-based review, researchers apply predetermined standards to identify evidence-based practices—practices that have been shown to reliably improve an outcome for a population of learners, according to evidence from a body of rigorous, experimental studies. In this article, we describe evidence-based reviews, provide an overview of one set of evidence standards used in special education, and describe important caveats and considerations related to evidence-based reviews. We conclude with two examples of evidence-based reviews in the field of learning disabilities. Our take-home message is that evidence-based reviews are a trustworthy approach for identifying generally effective instructional practices—but no practices, not even evidence-based practices, are effective for all learners. 相似文献
9.
Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific explanations during a middle school chemistry unit. Thirteen teachers enacted a project‐based chemistry unit, How can I make new stuff from old stuff?, with 1197 seventh grade students. We videotaped each teacher's enactment of the focal lesson on scientific explanation and then coded the videotape for four different instructional practices: modeling scientific explanation, making the rationale of scientific explanation explicit, defining scientific explanation, and connecting scientific explanation to everyday explanation. Our results suggest that when teachers introduce scientific explanation, they vary in the practices they engage in as well as the quality of their use of these practices. We also found that teachers' use of instructional practices can influence student learning of scientific explanation and that the effect of these instructional practices depends on the context in terms of what other instructional practices the teacher uses. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 53–78, 2008 相似文献
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The limited implementation of evidence-based classroom practices and ways to provide effective professional development to address this challenge remain enduring concerns in education. Despite these concerns, there exists a well-established research literature on evidence-based practices for effective classroom management and instructional practices. One identified area of need is research investigating the extent that different classroom practices are more or less important across school and grade levels. The current study examined results from 612 general education teachers across school levels (323 primary, 208 intermediate, 81 secondary) who completed an on-line self-assessment of their use of evidence-based classroom practices. Statistical analysis found significant differences in teachers’ self-reported use of several evidence-based classroom practices across school levels (primary, intermediate, secondary). Implications are presented for using teacher self-assessment to inform professional development in schools. 相似文献
12.
Yasemin Kırkgöz 《Asia-Pacific Journal of Teacher Education》2008,36(4):309-322
This paper describes how Turkish teachers of English in state primary education approach the implementation of a Communicative‐Oriented Curriculum innovation and factors that impact on teachers' classroom practices. Using multidimensional research procedures, including a questionnaire, observations and teacher interviews, a picture has been developed of teachers' instructional practices and factors influencing their classroom practices. The findings revealed a gap between curriculum objectives and teachers' implementation of the innovation. Factors that were identified as having a significant impact on teachers' classroom application of the communicative teaching include teachers' understanding of the curriculum innovation, their previous training, insufficient instructional support, limited instructional time, large class size and lack of resources. It is suggested that a greater level of support in the form of in‐service training and resource provision be given to teachers to ensure more effective implementation of the curriculum initiative. 相似文献
13.
Introduction to Special Issue: Null Effects and Publication Bias in Learning Disabilities Research 下载免费PDF全文
下载免费PDF全文 The importance of publishing studies with null findings to the scientific enterprise is garnering attention in social science at large and education in particular. In this article, we first define null findings and publication bias as they relate to group and single‐subject instructional intervention research. We then explore the prevalence of instructional intervention studies that report null findings in the learning disabilities literature. Overall, we found that few studies have been published in learning disability journals that reported all null results. However, a significant number of group studies reported mixed findings (i.e., at least one, but not all, outcome measures were not statistically significant). Next, we summarize the experimental studies that comprise this special issue on null findings. Last, we speculate regarding strategies that might be enacted to increase the publication of studies with null findings in the learning disabilities field. 相似文献
14.
The quality of handwriting curriculum and instructional practices in actual classrooms was investigated in an in-depth case
study of four inner city kindergarten classrooms using quantitative and qualitative methods. The handwriting proficiency of
students was also evaluated to assess the impact of the instructional practices observed. The findings suggest that even though
teachers employ a number of effective strategies, there is room for improvement in implementing effective, research-approved
handwriting instruction. In particular, daily, explicit instruction, writing for fluency, writing from memory, and use of
self-evaluation are areas that need improvement. Results indicate that the lack of emphasis on these practices impacted the
quality of teaching and learning of handwriting skills. Future research is needed on the impact of teacher training, use of
an assessment tool that objectively assesses students’ handwriting, use of reading and handwriting curriculum that complement
and reinforce one another, and the effectiveness of research-based strategies in practice. 相似文献
15.
With the use of surveys of instructional effectiveness that use Likert rating scales, bias is a potential threat to the validity
of interpretations. Simple summation of ratings or the use of larger samples are not methods for removing bias. In this study,
a new model for scaling ratings is examined. The method both identifies and corrects for bias. Working with a database of
student ratings of college instruction, the model was tested in terms of a variety of criteria. Results indicated that bias
was detected and that it was large enough to warrant our concern. The statistical corrections were significant both in terms
of order and magnitude of class means. Implications for future studies include the specification of more potential sources
of bias, the interaction of some of these factors, and the development of more systematic evidence supporting the need to
be attentive to bias. The many-faceted Rasch model used in this study needs more evaluation before we are convinced of its
utility to study and correct for bias, but preliminary evidence is encouraging. Recommendations were offered for a theoretical
rationale for studying bias in student ratings of instructional effectiveness and a program of research leading to the use
of this model for reporting results for use in improving instruction and for promotion, tenure, and merit decisions.
An earlier version of this paper was presented at the annual meeting of the American Educational Research Association, Atlanta
April 1993. 相似文献
16.
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
17.
Ben Hayes Andrew Heather Daniel Jones Christopher Clarke 《Educational Psychology in Practice》2018,34(2):166-174
Precision Teaching (PT) is an evidence-based intervention, which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading. This research, undertaken with 10 schools, explored whether a web-based PT programme would provide favourable implementation rates, and support the fidelity of the programme delivery. The study also measured the impact of the PT programme on word decoding and sight word reading using the Test of Word Reading Efficiency. Results suggest favourable implementation rates with 7 of the 10 schools implementing the programme. Full impact data for 34 children suggest that the programme has a positive impact on decoding (effect size 0.7) and sight word reading skills (effect size 0.6). A timed assessment provides evidence that fluency improved as well as accuracy. Gains were sustained at two-month follow-up. 相似文献
18.
Arthur L. Odom Elizabeth R. Stoddard Steven M. LaNasa 《International Journal of Science Education》2013,35(11):1329-1346
We report on the construction and application on an instrument entitled the “Science Achievement Influences Survey” to assess combined effects of student attitudes about science, peer interaction, and home support, and the frequency of student‐centred and teacher‐centred instructional practices on student achievement. Controlling for pre‐test content knowledge, results indicated that student‐centred teaching practices have a positive association with student achievement (p < .01; i.e., group experiments) and a negative association with teacher‐centred teaching practices (p < .01; i.e., copying notes). Additionally, student attitudes about science were positively associated with student‐centred teaching practices (p < .01) and negatively associated with teacher‐centred teaching practices (p < .01). Most significantly, this study documents the predicted gains in science achievement associated with frequency of specific instructional practices used by middle‐school science teachers. Especially noteworthy and significant is the finding that near‐daily implementation of group experiments and reduction of extensive note‐copying during class yield the greatest positive impact on student achievement. Outside of school, peer interaction and home support were not significantly associated (p > .05) with student achievement. The student sample included 611 middle‐school science students with a wide range of socioeconomic and cultural backgrounds. 相似文献
19.
Listening is a major challenge for many English as a foreign language (EFL)/English as a second language (ESL) learners. Many learners find it difficult to immediately process and segment an ongoing stream of sounds. Decoding training is one of interventions that have been used to assist EFL/ESL learners. This paper reviewed empirical studies of the effectiveness of decoding training in developing EFL/ESL learners' listening. We examined the following four major factors: (a) the types of instructional activities used; (b) the effects of decoding training on student listening outcomes; (c) the main instructional enablers of decoding training; and (d) the main instructional barriers to decoding training. The two activities most frequently used for decoding training were dictation and pronunciation instruction. A meta-analysis of 13 intervention studies showed an overall significant effect in favor of decoding training over non-decoding instruction for listening education (Hedges's g = 0.553, CI = 0.348–0.759, 95% confidence interval, p = 0.000), with no evidence of publication bias. Two theoretical frameworks, cognitive learning theory and the attention, relevance, confidence, and satisfaction model, were used to synthesize 33 studies to analyze the common elements that promote and hinder the development of learners' decoding skills. We proposed a set of design principles for decoding training that are expected to enhance the effectiveness and efficiency of decoding training in EFL/ESL listening education. 相似文献
20.
Many students now are receiving instruction in online environments created by universities, museums, corporations, and even students. What features of a given online course contribute to its effectiveness? This paper addresses that query by proposing and applying an analytic framework to five online introductory chemistry courses. Introductory chemistry was chosen because, as the central science, chemistry is a core component of scientific literacy as well as a long-established prerequisite for science, engineering, and medical fields. An online instructional delivery system has the potential to overcome the limitations of the traditionally large and passive lecture format characteristic of an introductory chemistry course by providing students with opportunities for active engagement and support in the learning process via self-pacing, dynamic expositions, interactive problem solving, and open ended or scaffolded explorations of new information. The proposed framework for addressing the effectiveness of online chemistry courses is informed by both cognitive and chemistry education research on examples, tasks, and explorations and includes a catalog of possible online resources. As a demonstration of the framework, an analysis was conducted on each course’s instruction in stoichiometry, a tool that is both challenging to students and fundamental to the solution-chemistry topics addressed during subsequent coursework. The application of this framework revealed characteristics of the courses that could affect their instructional effectiveness as well as students’ impressions of what it means to “do chemistry.” 相似文献