Questioning Our Questions: Assessing Question Asking Practices to Evaluate a yPAR Program

The purpose of this research was to examine question asking practices in a youth participatory action research (yPAR) after school program housed at an elementary school. The research question was: In which ways did the adult question asking practices in a yPAR setting challenge and/or reproduce conventional models of power in educational settings? We aligned Fink’s taxonomy (Creating significant learning experiences: an integrated approach to designing college courses. Jossey-Bass, San Francisco, 2003) to Freire’s (The pedagogy of the oppressed. Continuum, New York, 1970/2000) banking concept and problem-posing educational models. All adult questions were categorized from twelve randomly selected yPAR sessions over 2 years. The program served 4th and 5th grade students. Of the 500+ questions adults asked, 17 % were foundational (aligned with Freire’s banking concept). All other questions were aligned with Freire’s problem-posing model. Specifically, 34 % were application, 3 % were integration, 15 % were caring, 11 % were human dimension, and 8 % were learning how to learn questions. By studying question asking patterns and practices, we gained a better understanding of how students and adults navigated this particular after school space, which, at its core, sought to disrupt conventional notions of power and status.     

Shifting to a Student-Centered Science Classroom: An Exploration of Teacher and Student Changes in Perceptions and Practices

In this case study, an exemplary seventh grade science teacher’s beliefs, planning decisions, implementation, and student reactions to her student-centered methods were examined over a 4-week unit on genetics. This situation was unique because the teacher was new to the profession and her students had no prior experience with student-centered methods. The teacher designed a learning environment where students were expected to take responsibility for research, but initially students felt unsure about the tasks they were assigned and sought out more structure. As the teacher began to scaffold the material, a balance was achieved that resulted in student engagement during the unit. Findings from the case study can provide teacher educators with factors promoting skillful implementation of student-centered classrooms.     

大学英语教师如何组织学生进行课堂提问

课堂提问是大学英语教学的一项重要手段。在实施新型教学模式和贯彻《大学英语课程教学要求》过程中进行课堂提问是非常必要的。课堂提问方式有多种,不同的提问方式可以达到不同的效果,教师应根据情况采用适当的提问方式,力求收到最佳的教学效果,并且做好提问的前后工作,围绕着课堂提问发挥作用。     

Democratic Practices in a Constructivist Science Classroom

The constructivist learning approach is suggested as a means for facilitating students’ learning of science and increasing their participation in this learning. Several studies have shown the contribution of this approach to the different aspects of students’ learning of science, though little research has examined the contribution of this approach to the democratic environment of the science classroom. The present study attempted to do so. 34 grade 5 science students studied the energy unit of the science book using the V-shape strategy, and 38 grade 5 science students studied the same unit without using the strategy. The research results show that students who used the V-shape strategy had significantly higher scores in democratic practices than students who did not use the strategy. Moreover, the democratic practices in the science classroom were not influenced significantly by the independent variables (science ability, general ability, and preferred subject). The results of the current study also show that, in the experimental group, only the correlation between involvement and freedom was significant, while in the control group, all of the correlations among involvement, freedom, and equality were significant.     

Comparison of Preschoolers' Narratives,the Classroom Book Environment,and Teacher Attitudes Toward Literacy Practices in Korea and the United States

This study investigated Korean and U.S. preschoolers’ personal and fictional narratives, their classroom book environments, and their teachers’ attitudes about reading aloud. The participants were 70 Korean and American 3- and 4-year-olds enrolled in 2 university lab preschools and their 4 teachers. The structures and content of the preschoolers’ personal and fictional narratives were analyzed. The teachers’ attitudes and practices about their language and literacy curriculum, including books provided in the classroom and selected for reading aloud, were examined for associations with preschoolers’ narrative productions. Research Findings: The content of preschoolers’ personal narratives and the structural levels of their fictional narratives differed between the 2 Korean and 2 U.S. classrooms. The classroom book environments in the Korean and U.S. classrooms also differed, with more fictional books displayed in the 2 U.S. classrooms than in the 2 Korean classrooms. The 2 Korean and 2 U.S. preschool teachers also held different attitudes about the use of fiction and nonfiction for read-aloud story sessions, and U.S. teachers allocated more time in their school day for reading aloud than did Korean teachers. Practice or Policy: U.S. preschoolers may profit from a greater balance between fiction and nonfiction books in the classroom. Korean children might benefit from more exposure to fiction and fantasy along with more practice in creating fictional narratives.     

Practices and Innovations in Australian Science Teacher Education Programs

This paper reports part of a larger study which was designed to investigate current practices in initial teacher education programs in Australia. The main data collection was by telephone interviews, which were carried out with science education specialists and program coordinators at all institutions which offer primary teacher education or secondary science teacher education. The interviews focused on practices in relation to program structures, science content studies, science methods studies and links to science-related school projects or to science business/industry. A large number of innovative practices were described. In addition, several case studies were carried out, which focused on particular innovations. The study identified several aspects of science teacher education which were of concern.     

Science Teacher Attitudes Toward Inquiry-Based Teaching and Learning

The purpose of this study was to determine teachers’ attitudes, values, and beliefs about inquiry. The participants of this study were 275 middle grade and secondary science teachers from four districts in North Carolina. Issues such as class size, accountability, curricular demands, and administrative support are perceived as constraints, impeding the use of inquiry. These are the issues that must be effectively dealt with in the professional education and professional development of all science teachers.     

英语阅读教学中的提问艺术

提问是英语阅读教学中最主要的师生交流丰段,也是最具影响力的教学艺术之一。设计合理的问题能把学生带入一个奇妙的问题世界,促进学生积极思考、主动寻求解决问题的途径和答案,从而培养学生分析问题、解决问题的能力,提高阅读教学效果。     

The Science Teacher Identity and the Use of Technology in the Classroom

Journal of Science Education and Technology - This study delves deeply into the conceptualization of science teacher identity in secondary schools, as this identity is considered a key variable in...     

课堂教学中提问的设计与思考——以“物理化学”课程为例

课堂提问是＂物理化学＂课堂教学的重要环节之一,结合教学过程,笔者对课堂提问进行了思考与尝试,分别从6个层面深入分析、探讨如何进行课堂提问的设计,启发学生的思维,从而充分调动学生学习本课程的积极性。     

Classroom Assessment Practices,Teacher Judgments,and Student Achievement in Mathematics: Evidence from the ECLS

In this study we use data from the Early Childhood Longitudinal Survey third- and fifth-grade samples to investigate teacher judgments of student achievement, the extent to which they offer a similar picture of student mathematics achievement compared to standardized test scores, and whether classroom assessment practices moderate the relationship between the two measures. Results indicate that teacher ratings correlate strongly with standardized test scores; however, this relationship varies considerably across teachers, and this variation is associated with certain classroom assessment practices. Furthermore, the evidence suggests that teachers evaluate student performance not in absolute terms but relative to other students in the school and that they may adjust their grading for some students, perhaps with basis on perceived differences in need and/or ability.     

Effects of Inquiry-Based Teacher Practices on Science Excellence and Equity

Abstract

Within science education reforms, a pedagogical shift from a teacher-centered, textbook-based instructional paradigm to a student-centered, inquiry-based model is called for. Despite strong theoretical grounding, there is limited empirical evidence that these reforms will achieve national goals of academic excellence and equity. The author used hierarchical linear models to estimate the extent to which 5 inquiry-based teacher practices promote achievement of all students (excellence) and reduce gaps in achievement among students with different demographic profiles (equity). Findings suggest that teacher practices that improve overall academic excellence simultaneously are as likely to contribute to greater inequities among more and less advantaged students as they are to close persistent achievement gaps.     

A Theory of Questions and Question Asking

This article focuses on knowledge goals, that is, the goals of a reasoner to acquire or reorganize knowledge. Knowledge goals, often expressed as questions, arise when the reasoner's model of the domain is inadequate in some reasoning situation. This leads the reasoner to focus on the knowledge it needs, to formulate questions to acquire this knowledge, and to learn by pursuing its questions. I develop a theory of questions and of question asking, motivated both by cognitive and computational considerations, and I discuss the theory in the context of the task of story understanding. I present a computer model of an active reader that learns about novel domains by reading newspaper stories.     

Young Children's Perspectives on Learning and Teacher Practices in Different Classroom Contexts: Implications for Motivation

Primary studentsa' perceptions of teacher practices and learning were investigated in two different classroom contexts: learner-centered (LC) and non-learner-centered (NLC). Sixty-six children in kindergarten, first, and second grades evaluated and explained teacher practices, reported self-perceptions, and expressed views on good teachers and learning in school. Results indicate that primary students value similar characteristics in teachers regardless of differences in classroom contexts or grade levels. In general, students reported that good teachers are caring, helpful (responsive), and stimulating. Furthermore, results showed that young children's interest in schoolwork and learning was lower in NLC classrooms than in LC classrooms, particularly for students who perceived their teachers as not being supportive and stimulating. Children's views of how learning occurs tended to be consistent with the practices in their classrooms (i.e. self-directed and process-oriented versus teacher-directed and basic skills-oriented). However, children who held contemporary views of learning that were inconsistent with practices in their NLC classrooms showed signs of becoming alienated from school. These results are interpreted in terms of self-determination theory, learner-centered psychological principles, and developmentally-appropriate practice. The importance of considering young children's perspectives for continuing motivation to learn is highlighted.     

Perception of Teacher,Home Support and Achievement in Attitudes towards Science

This study investigated the relationships of attitudes towards science with perception of the science teacher, home support and science achievement among a sample of Secondary Two (8th Grade) students. Using the full LISREL model, it was found that the perception of the science teacher was the most significant factor in the development of positive attitudes towards science. Achievement in science was also a significant factor for both girls and boys. Home support was, however, a significant factor for girls but not for boys.     

The Relationship Between Teacher Beliefs and Practices, and Head Start Classroom Quality

Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices.     

The Relationship Between Teacher Beliefs and Practices,and Head Start Classroom Quality

Within early childhood research considerable emphasis has been placed on examining teachers' beliefs about developmentally appropriate practices in the classroom. The purpose of this study was to describe Head Start teacher beliefs and self-reported practices as they relate to classroom quality and examine the potential differences in the beliefs of those teaching in high, average, and low quality classrooms. Scores on two subscales, appropriate and inappropriate, for both self-reported beliefs and practices were used as the dependent variables. Analysis of variance was used to examine differences between the self-reported beliefs and practices of teachers in classrooms of differing quality. The results for both the appropriate beliefs and appropriate activities subscales were statistically nonsignificant. However, the results for the two inappropriate subscales were statistically significant. These results would seem to indicate that teachers in the low quality group tended to respond more favorably to statements about inappropriate beliefs and practices than did those teachers in either the high or average quality classrooms. These findings provide important information about offering professional development opportunities for Head Start teachers that focus on providing theoretical perspectives on children's development and instructional practices aimed at changing beliefs about teaching practices.     

教师的课堂提问意识

爱因斯坦说:“提出一个问题往往比解决问题更重要”,可见课堂提问的重要性。要提高课堂提问的效果,除弄清提问的内在意图,研究提问的目的,使每一次提问都有意义外,提问者发问时还应有以下几方面意识。 1 针对性意识 结合教学内容针对教学重点、难点精心设计几个关键性问题,有助于学生理解知识。如摩擦力教学时,可设计如下几个关键性问题: ①如何判断物体间的摩擦力是静摩擦力还是动摩擦力?     

低效性课堂提问透视

本文从课堂提问的数量、质量、形式、内容、对象以及回答正确率等几方面透视课堂提问的有效性.