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1.
Leslie Upson Bradbury Thomas R. Koballa Jr. 《Journal of Science Teacher Education》2007,18(6):817-840
Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn
about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers
to their protégés. Findings indicate that mentors gave more advice related to general pedagogical knowledge than science-specific
pedagogical content knowledge. Specifically, there was little to no advice related to the topics of inquiry, the nature of
science, or the development of scientific literacy. Implications call for an increase in communication between university
teacher education programs and school-based mentors, the development of benchmarks to help guide mentor–protégé interactions,
and the importance of a multiyear induction process. 相似文献
2.
Andrew McConney Mary Oliver Renato Schibeci 《International Journal of Science Education》2013,35(14):2017-2035
Previous research has shown that indigenous students in Australia do not enjoy equal educational outcomes with other Australians. This secondary analysis of PISA 2006 confirmed that this continues to be the case in science literacy for secondary students. However, the analysis also revealed that indigenous Australian students held interest in science equal to that of their non‐indigenous peers, and that observed variations in science literacy performance were most strongly explained by variations in reading literacy. These findings hold important implications for teachers, teacher educators, policy‐makers, and researchers. Firstly, acknowledging and publicly valuing indigenous Australian science knowledge through rethinking school science curriculum seems an important approach to engaging indigenous students and improving their literacy in science. Secondly, appropriate professional learning for practising teachers and the incorporation of indigenous knowing in science methods training in teacher preparation seems warranted. Additionally, we offer a number of questions for further reflection and research that would benefit our understanding of ways forward in closing the science literacy gap for indigenous students. Whilst this research remains firmly situated within the Australian educational context, we at the same time believe that the findings and implications offered here hold value for science education practitioners and researchers in other countries with similar populations striving to achieve science literacy for all. 相似文献
3.
Jason Margolis 《Teaching Education》2013,24(4):293-310
This article explores the social and professional dynamics “when teachers face teachers” seeking to impact colleagues’ instructional practices to improve student learning. Specifically, it examines a group of 40 teachers leading staff development sessions at their schools in an effort to bring more literacy strategies into the pedagogies of disciplinary teachers. Drawing from the research on distributed leadership and teacher leadership, the study looks at how three factors impact teacher leaders: (1) the actions of the principal; (2) relationships among teachers; and (3) teachers’ own beliefs about leadership. Using primarily qualitative methods, supplemented by pre‐and‐post quantitative survey data, the study found: strong administrative and collegial support for teacher leadership, the use of savvy and emotionally attuned leadership techniques by teachers, and overall impactful sessions. However, not all school environments were conducive to teacher leadership. The article concludes with suggestions for better utilizing teacher leaders for the local enhancement of education reforms. 相似文献
4.
This article details the transition of second career teachers to the workplace called ‘school’. Post‐baccalaureate students at a mid‐size comprehensive state university completed surveys pre‐ and post‐student teaching. Participants responded to the personal and professional challenges in changing careers. Issues faced by the non‐traditional students emerged. An increasing number of adults are changing careers and entering teacher certification programs. The study was conducted to discover the special challenges graduate teacher certification students encountered when leaving a career field and becoming novice teachers. Forty graduate students in the study completed an extensive certification program of courses related to the art and science of teaching. Open‐ended surveys were used for the students to reflect on personal and professional expectations prior to and following the student teaching semester. Teacher educators who address the needs of second career teachers, such as increasing field experiences, providing classroom management and time management strategies, may lead second career teachers to use the unique competencies they bring to the teaching–learning setting. 相似文献
5.
This study investigated the relationship between family factors and students’ scientific literacy performance in Hong Kong,
which has excelled in science performance in previous international studies. Data were obtained from the 2006 Programme for
International Student Assessment. Multilevel analysis was used to examine the relationship between parental involvement and
investment and students’ scientific literacy performance. It was found that students’ scientific literacy performance, which
was measured by their science achievement and self-efficacy towards science, were significantly associated with certain types
of parental investment and involvement even after controlling background factors of both students and schools. Parental investment
in cultural resources and parental involvement in terms of organising science learning enrichment activities at an early age
were found to be significantly associated with students’ scientific literacy performance. Activities that could be provided
at an early age (e.g. watching TV programmes about science, reading books on scientific discovery, watching, reading or listening
to science fictions) were found to be highly effective activities for promoting children’s science achievement and self-efficacy. 相似文献
6.
Kelly Chandler-Olcott Sharon Dotger Heather Waymouth Michael Crosby Molly Lahr Kathleen Hinchman 《The New Educator》2018,14(3):192-211
This article reports on a multiyear formative experiment of a summer enrichment program that served as literacy enrichment for middle-school students, a field experience for preservice teacher candidates, and a professional development and leadership opportunity for practicing teachers. The analysis focuses on how the design team conceptualized, implemented, and researched inquiry-based, literacy-infused curriculum within the program, which was embedded in a broader university–school partnership. Findings report curriculum-related decisions and adjustments made over two iterations of the program before detailing the data-driven adjustments planned for the program’s third iteration in 2017. Findings reveal that literacy supports were richer when the curriculum with which preservice teacher candidates worked was explicit about the content they must address and well sequenced. Such explicitness left more bandwidth for candidates to focus on literacy and reduced the chances it would get lost in candidates’ other concerns. Implications are discussed for others designing clinical experiences intended to interrupt the status quo in both literacy teacher education and K–12 schooling, with the goal of promoting more equitable outcomes for all. 相似文献
7.
When students collaboratively design and build artifacts that require relevant understanding and application of science, many aspects of scientific literacy are developed. Design-based inquiry (DBI) is one such pedagogy that can serve these desired goals of science education well. Focusing on a Projectile Science curriculum previously found to be implemented with satisfactory fidelity, we investigate the many hidden challenges when using DBI with Grade 8 students from one school in Singapore. A case study method was used to analyze video recordings of DBI lessons conducted over 10 weeks, project presentations, and interviews to ascertain the opportunities for developing scientific literacy among participants. One critical factor that hindered learning was task selection by teachers, which emphasized generic scientific process skills over more important cognitive and epistemic learning goals. Teachers and students were also jointly engaged in forms of inquiry that underscored artifact completion over deeper conceptual and epistemic understanding of science. Our research surfaced two other confounding factors that undermined the curriculum; unanticipated teacher effects and the underestimation of the complexity of DBI and of inquiry science in general. Thus, even though motivated or experienced teachers can implement an inquiry science curriculum with good fidelity and enjoy school-wide support, these by themselves will not guarantee deep learning of scientific literacy in DBI. Recommendations are made for navigating the hands- and minds-on aspects of learning science that is an asset as well as inherent danger during DBI teaching. 相似文献
8.
Mara Zapata 《Cultural Studies of Science Education》2013,8(4):777-801
This qualitative, sociocultural study examines how teacher preparation programs may have deliberate impact on science reform by unearthing the complex layers of diversity inherent in the contextual reality of education. This study was conducted in one of the largest school districts in the Southeastern United States, serving a predominately Hispanic population comprising 65 % of its student body, followed by African Americans at 24 %. The representative subjects utilized for this study were elementary education undergraduate students and later a percentage of the same subjects, as practicing teachers in the field. All subjects were exposed to inquiry based methodology in science teaching as part of their undergraduate studies with emphasis on the learning cycle, facilitation of student voice and exposure to the nature of science. The goal of science education was emphasized to students as purposeful in promoting scientific literacy. This study is framed by sociocultural theory grounded in a social constructivist paradigm with the understanding that science learning takes place within social and collaborative processes leading to internalization and greater sense of self-efficacy. The study examines the perception of education students’ beliefs about scientists as well as reflections on their own learning of science as elementary students themselves. As present practicing teachers, perspectives from their position in the field were obtained via interviews. Interviews served to elicit reflections on present practice as related to previous perceptions, in order to analyze whether these were pervasive in framing practice as well as self-perceptions related to science. A lack of change of these perceptions may underscore the importance of an emphasis on issues of gender, culture and social factors within teacher preparation, specific to science teaching and learning. Cognizance of such factors are believed to support internalization and hence greater understanding of the complexities framing science teaching and learning, leading to an actual paradigm shift in our elementary science classrooms. 相似文献
9.
10.
This three-year study focuses on 42 pre-service teachers’ perspectives on integrating literacy into their content area teaching. Pre-service teachers described time as an influential factor shaping their teaching practices, and, we found, that perceptions of time influenced pre-service teachers’ reported ability and willingness to plan for and enact the implementation of literacy strategies as part of content area lessons. While we noted a number of factors related to time, we were particularly drawn to three time-related factors that signified for pre-service teacher participants’ active roles and agency in how they were enacted in the classroom. Identifying temporal concerns about curriculum, learner response to literacy practices, and use of classroom time to scaffold learning allowed us to specify aspects of participants’ pedagogical content knowledge (PCK) development as well as facets of limited PCK growth. Using time as a theoretical lens to view pre-service teachers’ accounts of literacy practices, we suggest, provides insights into their PCK, specifically indicators of stasis and growth, and understanding about pre-service teacher resistance or acceptance to the infusion of literacy into content area teaching. 相似文献
11.
《Critical Studies in Education》2013,54(3):353-368
Research into literacy and school subject performance focuses overwhelmingly on identifying and addressing risk factors associated with underachievement. Strenuous efforts are devoted to diagnosing the causes of literacy failure that are patterned by ethnicity, social class, and gender. This study explores the possibility that equal, or even greater insights, may be achieved by investigating instances of successful school literacy practices. The purpose is to develop contextualized theories to explain the phenomena of success in children from working-class families to identify social and pedagogical factors associated with success. Six case studies of successful students in English, general science, physics, catering, mathematics, and economics are presented. Each case is composed of a triad including the student, teacher, and parent. Data includes interviews with all triad members, classroom observations, and student journals. This paper reports the findings of the present study and comments on how they compare with those international studies of scholastic success in contexts of school and home factors. 相似文献
12.
This study examined the effects of individual student factors and classroom factors on elementary science achievement within and across five countries. The student‐level factors included gender, self‐confidence in science and home resources. The classroom‐level factors included teacher characteristics, instructional variables and classroom composition. Results for the USA and four other countries, Singapore, Japan, Australia and Scotland, were reported. Multilevel effects were examined through Hierarchical Linear Modelling, using the Trends in International Mathematics and Science Study 2003 fourth grade dataset. Overall, the results showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student level, higher levels of home resources and self‐confidence and at the classroom level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the USA and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the USA and Australia. Recommendations for practice and policy were discussed. 相似文献
13.
Media literacy is an essential skill for living in the twenty-first century. School-based instruction is a critical part of media literacy education (MLE), while research on teachers’ concerns and integration of MLE is not sufficient. The objective of this study is to investigate teachers’ stages of concern (SoC), perceived need, school context, and teacher practices of the integration of MLE in primary schools. For this purpose, a survey was setup and 392 primary school teachers participated in this study. The results show that teachers’ concerns of integration of MLE were generally oriented at the level of self-concerns. In the meanwhile, the integration of MLE was significantly related to teachers’ concerns and perceived need for MLE. Based on the results of regression analysis, teachers’ integration of MLE was significantly influenced by their SoC for MLE, school professional development support, and leadership support. 相似文献
14.
《Teaching and Teacher Education》2006,22(8):961-972
Teacher leadership is increasingly being seen as a key vehicle for school improvement and renewal. However, research on this phenomenon is limited, especially outside of the US.This article presents findings from an empirical study of teacher leadership in the UK, aimed at exploring both the ways in which teacher leadership can influence school and teacher development, and what in-school factors can help or hinder the development of teacher leadership in schools. The study was undertaken using a qualitative case study approach, purposively selected as being sites where teacher leadership was operational.Data indicated that teacher leadership was characterised by a variety of formal and informal groupings, often facilitated by involvement in external programmes. Teacher leadership was seen to empower teachers, and contributed to school improvement through this empowerment and the spreading of good practice and initiatives generated by teachers.A range of conditions needed to be in place in schools for teacher leadership to be successful, including a culture of trust and support, structures that supported teacher leadership but were clear and transparent, strong leadership, with the head usually being the originator of teacher leadership, and engagement in innovative forms of professional development. 相似文献
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16.
The Targeted Reading Intervention: Face‐to‐Face vs. Webcam Literacy Coaching of Classroom Teachers 
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下载免费PDF全文 L. Vernon‐Feagans M. Bratsch‐Hines C. Varghese A. Bean A. Hedrick 《Learning disabilities research & practice》2015,30(3):135-147
The targeted reading intervention (TRI) is a professional development program for rural kindergarten and first grade classroom teachers to help them provide effective reading strategies with struggling readers. In two randomized controlled trials, the TRI was delivered two ways: (1) literacy coaches provided support for classroom teachers through face‐to‐face classroom meetings or (2) coaches provided support to classroom teachers through live webcam technology. The purpose this study was to examine how face‐to‐face versus webcam coaching was related to teacher and struggling reader outcomes. Regression results suggested greater benefits with webcam literacy coaching for teacher fidelity and efficacy. Both struggling reader groups made equivalent gains across literacy measures, although there were greater gains on one child literacy measure in the webcam group. 相似文献
17.
Using a multilevel multiset time-series model, the present study aimed to examine whether changes in teacher perceived principal leadership practices were associated with the change in school academic performance. Teacher perceived principal leadership practices tapped into various aspects of school process and principal leadership. School academic performance was measured as a school’s average in reading and mathematics at a certain grade level (Grades 5–8) in a certain calendar year (2013–2017). Change in teachers’ perceptions regarding principals’ efforts to improve parent involvement was identified as the single most important teacher perceived principal leadership practice for growth in both school reading and school mathematics performance across grade levels (moderate effect size of .481 in reading and small effect size of .254 in mathematics). Implications were discussed, including the hypothesis of “growth” factors in principal leadership practice. 相似文献
18.
This study examines how various teacher characteristics and contextual factors are related to early primary teachers’ beliefs about mathematical teaching and learning and teachers’ attitudes toward their own learning of mathematics. A total of 396 early primary teachers across Nebraska participated in the study. Teacher characteristics and contextual factors were grouped into four sets: teacher professional background, teacher mathematical knowledge for teaching, teaching contexts, and students’ experiences. Multiple regression analyses were conducted with each set of predictors separately, as well as with all four sets together. The results showed significant relationships between teachers’ mathematical knowledge for teaching and teacher-centered beliefs, motivation in learning mathematics, and anxiety toward learning mathematics. Teacher certification level, the number of college math courses taken, and perceived support from colleagues and administrators were also related to some aspects of teachers’ mathematical beliefs and attitudes. The findings suggest the potential role of teachers’ mathematical knowledge for teaching in improving teachers’ mathematical beliefs and attitudes. 相似文献
19.
Patricia S. Moyer-Packenham Johnna J. Bolyard Anastasia Kitsantas Hana Oh 《Peabody Journal of Education》2013,88(4):562-591
The purpose of this study was to examine the types of instruments being used to document mathematics and science teacher quality characteristics in 48 nationally funded mathematics and science education awards. Each of the 48 projects operationalized teacher quality and determined how to assess it. The main research questions examined the instruments awardees used to gather data on mathematics and science teacher quality, and the main characteristics of teachers examined by awardees. Results showed that awardees most frequently used surveys or questionnaires to assess characteristics of mathematics and science teacher quality. The most common teacher characteristics examined by awardees' included teacher behaviors, practices, and beliefs, followed by the assessment of subject and pedagogical knowledge, and the documentation of mathematics and science teachers' certification. A few new instruments were under development and in use to assess characteristics of teacher quality. Detailed information on the development and psychometric properties of the instruments used for these examinations was not available from the reports. Because awardees were at different stages in their funded activities and data collection efforts were ongoing at the time of this analysis, this study offers a preliminary and formative review of the use of assessments to document mathematics and science teacher quality characteristics among these awards. 相似文献
20.
Thirty-five elementary teachers participated in a yearlong professional development (PD) program that was designed to foster a culture of on-going teacher learning to promote the co-development of science and language literacy for English language learners (ELL). An explanatory design methodology was used to determine the degree to which science and language literacy co-developed. The research question guiding this study was: In what ways did the yearlong PD science program support teachers at 10 elementary schools to become more knowledgeable about fostering science literacy and its role in co-developing language literacy (e.g. reading, writing, listening, and speaking) for ELL? The measurable and significant gains on the quantitative mandated state science and reading tests and the analysis of qualitative teaching episodes led to the conclusion that demonstrated the synergy between science learning and language learning – as one increased, so did the other. 相似文献