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1.
H. Richard Milner 《The Urban Review》2011,43(1):66-89
While it is well established that the ability of teachers to build cultural competence is a critical aspect of their work
especially in urban and highly diverse settings, the kinds of experiences that help them build cultural competence is less
clear. The author attempts to contribute to this void by showcasing a White, science teacher’s experiences in building cultural
competence in a highly diverse urban school. Culturally relevant pedagogy is used as an analytic tool to explain and uncover
the ways in which the teacher develops cultural knowledge to maximize student learning opportunities. The basic premise of
the article is that this White teacher was able to build cultural congruence with his highly diverse learners because he developed
cultural competence and concurrently deepened his knowledge and understanding of himself and his practices. Practicing teachers,
teacher educators, and researchers are provided a picture of how the teacher builds relationships with his students, how he
deepens his knowledge about how identity and race manifest in the urban context, and how he implements a communal and collective
approach to his work as he builds cultural knowledge and cultural competence about himself, his students, and his practices. 相似文献
2.
Mourat A. Tchoshanov 《Educational Studies in Mathematics》2011,76(2):141-164
The mixed method sequential nested study examines whether and how the cognitive type of teachers’ content knowledge is associated
with student achievement, and correlated with teaching practice. In the context of this study, the cognitive type refers to the kind of teacher content knowledge and thinking processes required to accomplish a task successfully, in terms
of knowledge of facts and procedures (Type 1), knowledge of concepts and connections (Type 2), and/or knowledge of models
and generalizations (Type 3). A sample of 102 middle school mathematics teachers (grades 6–8) was assigned to the study from
a number of school districts in an urban area in the Southwestern US. Teachers were tested using the Teacher Content Knowledge
Survey. Student level data of about 2,400 middle grades students’ standardized test passing rates including percentage of
students meeting the state standards by objectives were collected. The type of teachers’ content knowledge was assessed and
tested for association with student achievement on the state-mandated standardized test using multivariate methods including
tests for variance and independence. The nested research consisted of three phases. Substudy-1 focused on quantitative analysis
of the association between cognitive type of teacher content knowledge and student achievement. Substudy-2 aimed at the correlation
between cognitive type of teacher content knowledge and teaching practice. Finally, substudy-3 was a case study on examining
middle grades mathematics teachers’ knowledge and understanding of fraction division. 相似文献
3.
This study focused on the meaning of measurement to a group of 16 first grade students. A university professor and the teacher
of the students partnered together using qualitative analysis of field notes, student interviews, and student work samples
gathered from September through May of a school year. Findings indicate students’ knowledge of measurement including transitivity,
unit iteration, conservation of number and length, and social knowledge of measurement terms and tools increased over the
year. Researchers identified six themes of students’ measurement understanding including that children’s literature played
a motivating role in student-initiated measurement activities. Recommendations call for first grade measurement activities
focused on what it means to measure rather than on how to measure. Researchers caution that educators using mathematics curriculum
and assessment should not assume that primary grade students understand conservation and unit iteration. 相似文献
4.
This case study of a preservice secondary mathematics teacher focuses on the teacher’s beliefs about his role as mathematics
teacher. Data were collected over the final 5 months of the teacher’s university teacher education program through interviews,
written course assignments, and observations of student-teaching. Findings indicate that the preservice teacher valued classroom
roles in which students, rather than the teacher, explained traditional mathematics content. As his student-teaching internship
progressed, the teacher began to develop new roles and engaged students in additional mathematical processes. These results
emphasize the need for preservice teachers to recognize how teacher and student roles impact interrelationships between understanding
and mathematical activity, and illustrate the nature of teacher learning that can occur during an internship. 相似文献
5.
Current research indicates that students with enhanced knowledge networks are more effective in learning science content and
applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel
teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report
evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web
diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process
of implementation, including implications for teacher education. This is among the first reports that teachers can be provided
with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores
are among the lowest. 相似文献
6.
Urban Students’ Perceptions of Teachers: Views of Students in General, Special, and Honors Education
Students’ satisfaction with school experiences has been linked to their sense of belongingness, connection to school, and
achievement. Though the extant research addresses students’ perceptions of school climate and sense of belonging, there is
a paucity of research about students’ views of teacher–student interactions. Five hundred and seventy-seven students from
one ethnically and academically diverse urban high school were surveyed and interviewed about the nature of teacher talk with
students. Findings from this mixed-methods investigation indicate students from general, special, and honors programs experience
a wide range of interactions based on academic services received, gender, and ethnicity. More frequent perceived punitive
feedback was reported by all students in special education as well as males in general and honors education programs, while
Hispanic students indicated a greater frequency of perceived supportive feedback. Findings also reflect a wide range of attitudes
and feelings about teachers, the educational system, and learning. 相似文献
7.
8.
Despite costly global efforts to improve and reward teacher qualifications like education and experience, little international
evidence exists on the relationship between these attributes and student achievement. It is also unclear whether these attributes
are more important for disadvantaged children, or in lower-income countries. This article examines the relationships among
teacher characteristics (experience, education, readiness to teach, and gender), student background, and fourth grade students’
mathematics and science achievement across 25 diverse countries participating in the 2003 Trends in International Mathematics
and Science Study. The analysis revealed limited evidence that the teacher characteristics deemed important in teacher upgrading
and compensation are systematically related to student test scores, or that these characteristics are more important for lower-income
students. It also found no relationship between national income and the importance of these characteristics. These results
add to increasing evidence that efforts to improve teacher quality must look beyond simply increasing and rewarding measurable
teacher qualifications like education and experience. Further, those who design cross-national studies should consider developing
richer measures of teacher skill and knowledge. 相似文献
9.
Saouma B. BouJaoude Murad E. Jurdak 《International Journal of Science and Mathematics Education》2010,8(6):1019-1047
The purposes of this study were to understand the nature of discourse in terms of knowledge types and cognitive process, source
of utterances (student or teacher), and time use in microcomputer-based labs (MBL) and verification type labs (VTL) and to
gain an understanding of the role of MBL in promoting mathematization. The study was conducted in 2 grade 11 classes in which
students studied Hooke’s law and Newton’s second law of motion using MBL during 1 year while a different group of students
studied the same topics with the same physics teacher using a VTL approach. All sessions were videotaped, transcribed and
coded using a taxonomy developed by DeVito & Grotzer (2005). In addition, evidence to support each of the 5 steps of mathematization was sought from the actions of the teachers and
their discourse with the students. Results showed that conceptual knowledge type utterances were significantly more frequent
in MBL sessions, cognitive processes of remembering and understanding were significantly more frequent in the MBL sessions,
students spent most of their time analyzing the graphs in the MBL sessions, and MBL has a potential to promote mathematization
in favorable instructional environments in physics laboratory classes. 相似文献
10.
This study looks into the reading practice in a Grade 4 knowledge building community that involved 22 students and a veteran
teacher. The students investigated light over a three-month period supported by Knowledge Forum, a networked collaborative
knowledge-building environment. The classroom designs encouraged the students to take on high-level responsibility for advancing
the community’s knowledge, as represented in their online discourse in Knowledge Forum. The tracing of student conversations
in Knowledge Forum and content analysis of their portfolio notes demonstrate productive advancement of scientific understanding.
Qualitative analyses of classroom videos, online discourse, and the teacher’s reflection journal characterize student reading
practice along four themes: reading for the purpose of advancing community knowledge; as progressive problem solving; embedded
in sustained knowledge-building discourse; and as dialogues between local understanding and knowledge in the larger world.
These results contribute to elaborating the possibility and processes of integrating reading with creative knowledge work
in content areas. Classroom strategies are identified and discussed in relation to the role of collaborative online technologies. 相似文献
11.
Vicente Mellado María Luisa Bermejo Lorenzo J. Blanco Constantino Ruiz 《International Journal of Science and Mathematics Education》2008,6(1):37-62
We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions
of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when
teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom
observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his
constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of
external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that
knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative
ideas through debate, and not by means of teacher explanation. 相似文献
12.
This paper reports a 4-month study that investigated the effectiveness of curriculum materials incorporating the history of
science (HOS) on learning science, understanding the nature of science (NOS), and students’ interest in science. With regards
to these objectives, three different class contexts were developed with three main types of information in history of science.
In the first class context, the similarities between students’ alternative ideas and scientific concepts from the HOS were
considered in developing teaching materials. In the second class context, the teacher developed discussion sessions on the
ways scientists produce scientific knowledge. In the third class context, short stories about scientists’ personal lives were
used without connection to the concepts of science or NOS. Ninety-one eighth-grade students were randomly assigned to four
classes taught by the same science teacher. The concepts in the motion unit and in the force unit were taught. Three of the
four classrooms were taught using the contexts provided by the HOS while the fourth class was taught in the same way that
the teacher had used in previous years. The effects on student meaningful learning, perceptions of the NOS, and interest in
science were evaluated at the beginning, at the middle, and at the end of the study to compare differences between historical
class contexts and the Traditional Class. Results of analysis showed that the changes in meaningful learning scores for the
first class context were higher than other classes but the differences between classes were not significant. The HOS affected
student perceptions of the scientific methods and the role of inference in the process of science. Stories from scientists’
personal lives consistently stimulated student interest in science, while discussions of scientific methods without these
stories decreased student interest. The positive effects of stories relating scientist’ personal life on student interest
in science has major importance for the teaching of science. This research also helps to clarify different class contexts
which can be provided with different types and uses of historical information. 相似文献
13.
Huang-Yao Hong Fei-Ching Chen Ching Sing Chai Wen-Ching Chan 《Instructional Science》2011,39(4):467-482
This study investigated the effects of engaging students to collectively learn and work with knowledge in a computer-supported
collaborative learning environment called Knowledge Forum on their views about knowledge building theory and practice. Participants
were 24 teacher-education students who took a required course titled “Integrating Theory and Practice in Teaching.” Data mainly
came from (1) student discourse recorded in a Knowledge Forum database, (2) a survey that examined students’ views about knowledge
building, and (3) interviews with regard to students’ perceived barriers to implementing knowledge building theory in teaching.
Findings suggest that with sustained discourse to construct their collective understanding of the relationships between theory
and practice in teaching for a semester, the participants were able to attain more informed and practical views about knowledge
building theory. In addition, students’ perceived barriers to implementing knowledge building in teaching were identified
and strategies to help overcome these barriers discussed. 相似文献
14.
The Negotiated Project Approach: Project-Based Learning without Leaving the Standards Behind 总被引：1，自引：0，他引：1
Sascha Mitchell Teresa S. Foulger Keith Wetzel Chris Rathkey 《Early Childhood Education Journal》2009,36(4):339-346
The purpose this study was to explore how a veteran first-grade teacher collaboratively negotiated the implementation of a
project with her students while, at the same time, addressed grade-level standards. Researchers investigated the teacher’s
strategies for integrating the district’s standards into project topics, investigative activities, and final presentations.
They also examined the teacher’s strategies for promoting students’ participation in project planning and independent problem-solving.
Data sources included field notes, teacher interviews, videotaped observations, and transcribed teacher, and student interviews.
As an extension to teacher-directed approaches to implementing the project approach, the results of this study revealed a
collaborative approach to implementing projects that allowed the teacher and the students to work together for project planning
and learning. The teacher felt successful with meeting grade level learning needs, and the students were given the opportunity
to fuel their learning by expressing their natural interests and curiosities, and become problem solvers. 相似文献
15.
Deborah McCutchen Laura Green Robert D. Abbott Elizabeth A. Sanders 《Reading and writing》2009,22(4):401-423
We report the results of a study with 30 teachers designed to examine the effects of teacher knowledge on the achievement
of struggling readers. We worked with teachers of grades three, four, and five during a 10-day intervention focused on literacy
instruction and related linguistic knowledge, and we assessed their students’ learning across the year. Hierarchical models
of student outcomes indicated that lower-performing students in intervention classrooms showed significantly higher levels
of performance at year end on all literacy measures, compared with their peers in control classrooms (n = 140). In addition, teacher’s linguistic knowledge was related to improved student performance, regardless of condition.
Additional analyses including all students (n = 718) indicated that benefits for the lower performing students in intervention classrooms were shared by their classmates,
but to a more limited extent. 相似文献
16.
Sandy M. Spitzer Christine M. Phelps James E. R. Beyers Delayne Y. Johnson Elizabeth M. Sieminski 《Journal of Mathematics Teacher Education》2011,14(1):67-87
This study investigated the effects of a classroom intervention on prospective elementary teachers’ ability to evaluate evidence
of student achievement of mathematical learning goals. The intervention was informed by a framework for teacher education
which aims to provide prospective teachers (PTs) with the skills needed to systematically learn from their own teaching practice.
Prospective teachers (N = 160) participated in an intervention aimed at addressing their misconceptions about evidence of student learning. Results
revealed that after the intervention, PTs were less likely to consider teacher behaviors to be evidence of student learning
and more likely to discount student responses that were irrelevant to a specified learning goal. However, PTs were still likely
to take procedural fluency as evidence of conceptual understanding and may have become overly skeptical of student understanding.
Implications of the study suggest new ways of developing prospective teachers’ ability to systematically study and improve
their teaching. 相似文献
17.
This paper explores the nature and source of mathematics homework and teachers’ and students’ perspectives about the role
of mathematics homework. The subjects of the study are three grade 8 mathematics teachers and 115 of their students. Data
from field notes, teacher interviews and student questionnaire are analysed using qualitative methods. The findings show that
all 3 teachers gave their students homework for instructional purposes to engage them in consolidating what they were taught
in class as well as prepare them for upcoming tests and examinations. The homework only involved paper and pencil, was compulsory,
homogenous for the whole class and meant for individual work. The main source of homework assignments was the textbook that
the students used for the study of mathematics at school. ‘Practice makes perfect’ appeared to be the underlying belief of
all 3 teachers when rationalising why they gave their students homework. From the perspective of the teachers, the role of
homework was mainly to hone skills and comprehend concepts, extend their ‘seatwork into out of class time’ and cultivate a
sense of responsibility. From the perspectives of the students, homework served 6 functions, namely improving/enhancing understanding
of mathematics concepts, revising/practising the topic taught, improving problem-solving skills, preparing for test/examination,
assessing understanding/learning from mistakes and extending mathematical knowledge. 相似文献
18.
Ian Mitchell 《Research in Science Education》2010,40(2):171-186
This paper distils 24 years of classroom research into promoting quality learning in science classrooms to develop an overall
framework for better understanding and describing both the learning and the teaching approaches that stimulate and support
it. For me, quality learning is characterised by adjectives such as informed, purposeful, reflective, intellectually active,
metacognitive and independent. Central to quality learning is the role of talk, and central to promoting talk which promotes
quality learning are certain teacher behaviours. I first focus on the ways that teachers behave in the classroom in order
to promote, react to and use student talk. These behaviours are summed up in a list of twelve principles for quality teaching.
Each of these principles requires, as well as appropriate teacher behaviours, the use of effective teaching procedures. I
then focus on four kinds of student talk that exemplify informed, purposeful, reflective and intellectually active thinking.
These variously involve students’ existing ideas and explanations; increasing student ownership of practical activities; constructive
challenges to the teacher (or text’s) idea, and lateral, reflective ‘thinking’ questions. 相似文献
19.
Alberto J. Rodriguez 《Cultural Studies of Science Education》2010,5(4):923-940
This case study draws attention to Pedro’s story, a Grade 6 Latino teacher who, along with other grade 4–6 teachers, participated
in a three-year professional development research project. By using data analyzed from multiple ethnographic interviews with
teachers and students, and by drawing from the quantitative analyzes of concept map unit tests, we illustrate how Pedro’s
significant professional growth and his students’ learning were truncated by top-down school district policies. These policies
were implemented because of the punitive nature of the No Child Left Behind Act. Simply put, this case study exposes the impact
of opp(reg)ressive policies on learning, that is, policies simultaneously oppressive and regressive. The critical perspective of the project, and its
emphasis on assisting teachers to make their pedagogy and curriculum more culturally and socially relevant, was informed by
sociotransformative constructivism (sTc). This is a theoretical framework that affords equal importance to cross-cultural
education (learning about and acting on socially/culturally relevant issues) and social constructivism (learning to critically
produce and consume knowledge). We hope that this case study will provide additional insights into the slow progress we continue
to make in science teacher professional development and in closing the achievement gap. 相似文献
20.
Student diversity in classrooms is on the rise and with it, a need for teachers who recognize the needs of diverse student
populations. Teacher retention is a national crisis, with teachers of color at especially high risk for leaving the teaching
profession early. This case study describes a collaborative mentoring approach used by a primary grades Latina teacher and
two university professors. This approach focused on reflective discussion of classroom events and addressed the challenges
of teaching for understanding in an age of accountability and changing demographics. Findings indicate that the beginning
teacher’s enthusiasm combined with the expertise of teacher educators benefited the teacher, the students, other teachers
in the school, and the participating university professors. Implications of this case study point towards the need to mentor
diverse educators in the early years. 相似文献