COACHING MIDDLE-LEVEL TEACHERS TO THINK ALOUD IMPROVES COMPREHENSION INSTRUCTION AND STUDENT READING ACHIEVEMENT     

Douglas Fisher  Nancy Frey  Diane Lapp 《The Teacher Educator》2013,48(3):231-243

In an effort to improve student achievement, a group of middle-school teachers at an underperforming school developed a schoolwide literacy plan. As part of the plan, they agreed to model their thinking while reading aloud. Eight teachers were selected for coaching related to think alouds in which they exposed students to comprehension strategies that they used while reading. The achievement of their students was compared with the achievement of students whose teachers participated in the ongoing professional development but who were not coached. Results indicate that the coached teachers changed their instructional practices and that student achievement improved as a result.  相似文献   

Valid inferences of teachers’ judgements of pupils’ reading literacy: does formal teacher competence matter?     

Stefan Johansson  Rolf Strietholt  Monica Rosén  Eva Myrberg 《School Effectiveness & School Improvement》2013,24(3):394-407

The primary aim of this study was to investigate whether and, if so, how formal teacher competence relates to the relationship between pupil reading achievement and teachers judgements’ of pupils’ reading achievement. The data come from the Swedish participation in the Progress in International Reading Literacy Study (PIRLS) 2001 in Grade 3. Information was obtained from pupils (N = 5271) and teachers (N = 351). Analyses were conducted using multilevel structural equation modeling (SEM) with random slopes. Teacher competence was operationalized using multiple observed indicators and defined as a latent variable. A higher correspondence between teacher judgements and pupil reading achievement for teachers with higher competence was found. The results highlight the importance of teacher competence in assessment practice.  相似文献   

The golden age of BTEC: the business education curriculum in 1980s further education     

Roy Fisher 《Curriculum Journal》2013,24(2):253-277

This article provides an account of ‘three generations’ of the Business Education Council (BEC)/Business and Technician (later Technology) Education Council (BTEC) curriculum as implemented in further education colleges between 1979 and 1992. There is discussion of aspects of the underlying philosophy of BEC/BTEC, the structure and content of the programmes, skills, assessment, work experience, learning strategies, and aspects of monitoring and quality control. It is argued that BEC/BTEC, through a form of vocational progressivism, successfully transformed pedagogic practices in FE during the 1980s. The advent of the National Council for Vocational Qualifications, however, and the subsequent introduction of General Advanced Vocational Qualifications in 1993 effectively marked the end of the ‘BEC/BTEC’ era and the establishment of a more directly instrumentalist approach to vocational education.  相似文献   

Conceptions of assessment: trainee teachers' practice and values     

Mark Winterbottom  Sue Brindley  Keith S. Taber  Linda G. Fisher  John Finney  Fran Riga 《Curriculum Journal》2013,24(3):193-213

This study examines the values and practice in relation to assessment of a sample of 220 trainee teachers studying for a Postgraduate Certificate in Education, an initial teacher training and education (ITET) course, at the University of Cambridge, UK. The survey instrument was drawn from James and Pedder (2006 James, M. and Pedder, D. 2006. Beyond method: Assessment and learning practices and values. The Curriculum Journal, 17(2): 109–138. [Taylor & Francis Online] , [Google Scholar]), and was composed of questionnaire items that sought to elicit how trainees valued different classroom assessment practices, and the extent to which their own teaching complied with such values. The study draws additionally on the findings of James and Pedder (2006 James, M. and Pedder, D. 2006. Beyond method: Assessment and learning practices and values. The Curriculum Journal, 17(2): 109–138. [Taylor & Francis Online] , [Google Scholar]) to compare and contrast results with those for qualified teachers. Item and factor analyses revealed three dimensions that underpin trainees' classroom practice and values (promoting learning autonomy, performance orientation, making learning explicit). Values-practice gaps were greatest on promoting learning autonomy and performance orientation. Trainees valued practices associated with the former more than they implemented them in their teaching, while they implemented practices associated with the latter more than predicted by their values. Values-practice gaps suggested that trainees were constrained from implementing their values to a greater extent than qualified teachers, particularly with respect to these two factors.  相似文献   

Are Comprehensive Aims Being Realized?     

Louis Cohen  Derek Fisher 《课程研究杂志》2013,45(2):166-175

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Formal Teacher Competence and its Effect on Pupil Reading Achievement     

Stefan Johansson  Eva Myrberg  Monica Rosén 《Scandinavian Journal of Educational Research》2013,57(5):564-582

The main aim of this study was to investigate the impact of formal teacher competence on pupils' reading achievement. The data comes from the Swedish participation in PIRLS 2001 in grade 3. Information was obtained from pupils (n = 5271) and teachers (n = 351). The analyses were conducted using 2-level structural equation modeling. Teacher competence was operationalized with multiple observed indicators and defined as a latent variable. Two measures of achievement were used: PIRLS 2001 reading test results and teacher judgement of pupil performance in the Swedish language. The results reveal that teacher competence was positively and similarly related to both achievement measures. No selection effects in terms of pupil socioeconomic status were found. The current study provides evidence for a strong impact of teacher competence on pupil reading achievement.  相似文献   

Changes in the Multi‐Level Effects of Socio‐Economic Status on Reading Achievement in Sweden in 1991 and 2001     

Kajsa Yang Hansen  Monica Rosén  Jan‐Eric Gustafsson 《Scandinavian Journal of Educational Research》2013,57(2):197-211

This study examines the changes in educational inequality at the school‐ and individual‐levels in 1991 and 2001. Comparisons are made between the IEA Reading Literacy Study 1991 and the so called 10‐Year Trend Study in PIRLS 2001. The between‐school differences in reading achievement variance and the size of the relationship between SES and reading achievement at school‐level are the two main focuses. Applying a two‐level structural equation modeling technique, it was found that the between‐school differences in reading achievement were greater in RLS 2001 than in RLS 1991, and the school SES effect has been strengthened over time. These changes indicate that educational inequality in Sweden has increased over time. Some possible explanations to these changes are discussed with reference to school reforms and demographic changes.  相似文献   

Book Notes     

Galen M. Fisher∗ 《Religious education (Chicago, Ill.)》2013,108(3):186-188

Education is seen from an historical interpretation, is related to religion, and is often split between a rigid classical view and a dynamic pragmatic view. Religion and education are mutually interdependent  相似文献   

Religious and Moral Education in Japan     

Galen M. Fisher M. A. 《Religious education (Chicago, Ill.)》2013,108(4):143-148

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A Review of “Children,Citizenship, and Environment: Nurturing a Democratic Imagination in a Changing World”     

Scott R. Fisher 《The Journal of environmental education》2013,44(4):258-260

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