Evidence of Science and Engineering Practices in Preservice Secondary Science Teachers’ Instructional Planning

There is a current national emphasis on science, technology, engineering, and mathematics (STEM). Additionally, many states are transitioning to the Next Generation Science Standards (NGSS), which encourage teachers to incorporate engineering in science classrooms as well as have their students learn science by doing science. Methods courses are also shifting to adequately prepare preservice science teachers in these areas. This study examines preservice science teachers’ pre- and post-ideal inquiry-based lesson plan scenarios before and after intervention in their Secondary Science Methods I and II courses. These preservice science teachers participated in a variety of opportunities to practice authentic science inquiry (ASI) pedagogical techniques as well as integrated STEM topics, with a particular emphasis on computer programming throughout their 80 h of Methods instruction. ASI is a type of inquiry where students learn science by conducting science research in a grade-appropriate manner. Thirty-eight preservice teachers’ scenarios were analyzed using a rubric from Spuck (2014) to determine the degree to which the ten components of ASI were included in scenarios pre- to post-instruction. Trends in ASI component inclusion are discussed. These findings indicate that preservice science teachers are proficient at writing inquiry-based lessons where they planned opportunities for their future students to collaborate, use scientific instrumentation, and collect and analyze data, but need additional support with developing student activities where students create testable questions, revise their question and methods, participate in peer review, and disseminate their results to their peers or the larger scientific community. Overall, the results suggest Methods instruction should reinforce preservice teachers’ focus on planning lessons which include opportunities for all ASI components. Interventions in the aforementioned areas of weak inclusion may be beneficial to preservice teachers.     

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers’ demonstrated role in the classroom, their demonstration of learning through discourse, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers’ display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados.     

Teachers’ Understanding of Interactive Approaches in Special Education

This paper considers the adoption of interactive approaches in the history of special education and addresses teachers’ use and conceptualisation of interactive approaches. Teachers in special schools and units in the United Kingdom were asked whether they used interactive approaches and, if so, what this meant in their context. Interactive approaches were reported to be used by two-thirds of the sample and what this meant to the 58 respondents, from different areas of special education, varied considerably. Their responses are compared with the central elements of interactive approaches in the literature. Areas of consensus are discussed and a relative lack of emphasis on process amongst the teachers is identified.     

Teachers’ Evaluation of Enterprise Education in the Secondary School

Abstract

This investigation was undertaken as part of research into ‘mini‐enterprise'activity in the secondary school. The research aimed to evaluate ‘mini‐enterprise’ as an approach to learning and to offer different examples in practice. Fundamental to this evaluation was an examination of the views and attitudes of teachers towards ‘mini‐enterprise’ work. This paper describes the survey undertaken to determine teachers’ attitudes towards certain key ‘enterprise’ issues and offers a summary of the research findings concluding in a discussion of the wider educational implications.     

Preservice Elementary Teachers’ Instructional Practices and the Teaching Science as Argument Framework

The research reported in this study examines the very first time the participants planned for and enacted science instruction within a “best-case scenario” teacher preparation program. Evidence from this study indicates that, within this context, preservice teachers are capable of implementing several of the discursive practices of science called for in standards documents including engaging students in science investigations and constructing evidence-based explanations. The participants designed experiences that allowed their students to interact with natural phenomena, gather evidence, and craft explanations of natural phenomenon. The study contends that the participants were able to achieve such successes due to their participation in a teacher education program and field placement, which were designed using a comprehensive, conceptual framework. Video of the participant’s teaching and annotated self-analysis videos served as the primary data for this study. Implications for future research and elementary science teacher education are discussed.     

Does Empathy Predict Instructional Assignment-Related Stress? A Study in Special and General Education Teachers

The role of empathy in the teaching profession has been vastly investigated in relation to its effect on students, but research on how teachers’ empathy affects their own well-being at work is limited. This study investigated empathy and instructional assignment-related stress factors of primary school teachers serving in general or special education; moreover, it investigated if empathy predicted instructional assignment-related stress. Data were collected from 190 primary school teachers using the Interpersonal Reactivity Index and the Inventory of Job-related Stress Factors. Teachers reported moderately high levels of perspective-taking and empathic concern and lower levels of fantasising and personal distress. Also, they reported moderate to low levels of stress regarding instructional assignment-related factors. General and special education teachers did not differ in their reported scores on empathy or stress-related factors. Finally, it was found that instructional assignment-related stress factors can be predicted by personal distress and fantasising; however, the core empathy skills (empathic concern and perspective taking) were not found to be strong predictors of the stress factors tested.     

Do Teachers’ Instructional Practices Moderate Equity in Mathematical and Scientific Literacy?: an Investigation of the PISA 2012 and 2015

Many efforts have been made to reach educational equity, especially to reduce mathematics and science achievement gaps by students’ socioeconomic status. Across countries, educators strive to reform traditional teacher-centered instructional approaches to more student-centered/inquiry-based instruction to improve equity in education. In this context, this study examines whether relationships between socioeconomic status and scientific or mathematical literacy are moderated by student-centered instruction. Ten countries covering a wide range of achievement levels as well as equity in education are selected for an international comparison. A linear regression analysis is applied to student achievement, equity, and frequency of student-centered instruction data from the PISA 2012 and PISA 2015. We find mixed results: As student-centered instruction is offered more frequently, the gap in mathematical and scientific literacy between low and high socioeconomic status is generally narrowed or maintained. In most countries, students’ mathematical and scientific literacy scores are expected to decrease across all socioeconomic status as student-centered instruction is given more frequently. The findings necessitate further scrutiny of how teachers implement student-centered instruction in various educational systems. This further research need to consider the complexity of implementation related to sociological and pedagogical aspects.     

An Investigation on Experienced Teachers’ Knowledge and Perceptions of Instructional Theories and Practices

Instructional practices in schools have been constantly changing over the years, and educators’ knowledge about these practices is an important factor that influences their effective use. This paper presents an examination of teachers’ knowledge and perception of 24 instructional practices commonly used in the field of education, especially in the field of technology-based teaching and learning. Data from 162 experienced teachers who had enrolled in teacher education courses in two universities were collected from 2005 to 2007. Consistent with the literature, findings suggest that teachers with higher degrees and more teaching experience are aware of and understand more about educational practices. A predictive model was developed from this study.     

Teachers’ Special Education Decisions Does Test Information Make a Difference?

ABSTRACT

Forty-five classroom teachers participated in a study designed to investigate the influence of a student’s individual psychological test performance (learning disabled [LD] vs. normal) and the achievement level of the child’s school (below average, average, above average) on their special education classification decisions. The achievement level of the school did not influence the teachers’ decisions to identify a child as handicapped. The student’s psychological test information did. For the LD case study, the teachers were more likely to have lower academic expectations and to diagnose the child as LD. In contrast to the findings of other studies, teachers were not likely to diagnose the normal case study child as handicapped. In short, these teachers did not ignore individual psychological information but rather utilized the information appropriately in their decision making.     

Burnout,Job Satisfaction and Instructional Assignment‐related Sources of Stress in Greek Special Education Teachers

In the literature concerning Greek special education teachers, there is little evidence regarding the perceived levels of burnout, job satisfaction, and job‐related stress factors. The present study focused on the above issues. A sample of 127 Greek special education teachers at the primary school level was tested with the Maslach Burnout Inventory, the Employee Satisfaction Inventory, and the Inventory of Job‐related Stress Factors (an instrument created for this study). Results indicated that Greek special education teachers reported average to low levels of burnout. They reported moderately high levels of satisfaction with their job, the principal, and the school organisation as a whole; they also reported average satisfaction with work conditions and low satisfaction with prospects of promotion and pay. Four factors were identified on the job‐related stress factors: teaching in a multi‐category classroom, programme organisation and implementation, assessment of students, and collaborations with other special education experts and parents. The special education teachers perceived none of these issues as particularly overwhelming. Moreover, few significant effects of age, gender, and family status were identified. The above results are consistent with other studies that have focused on Greek regular education teachers, which have indicated that, in general, this group do not experience high levels of occupational stress.     

Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms

Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers?? instructional moves to elicit and develop students?? ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The unit materials included features meant to support teachers in eliciting and working with students?? ideas and questions as a source for student-led investigations. We present three contrasting cases of teachers to highlight evidence that shows teachers?? differing strategies for eliciting students?? ideas and questions, and for developing their ideas, questions and questioning skills. Results from our cross case analysis provide insight into the ways in which teachers?? enactments enabled them to work with students?? ideas and questions to help advance learning. Consistent with other studies, we found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them. Findings suggest a need for more specified supports, such as specific discourse strategies, to help teachers attend to student thinking. We explore implications for curricular tools and discuss a need for more examples of effective discourse moves for use by teachers in orchestrating scientific discourse.     

Preservice Secondary Science Teachers’ Teaching and Reflections During a Teacher Education Program

The 39 preservice teachers (PSTs) who participated in this study were enrolled in a masters program for secondary science teacher certification. Initially they held broad ideas about teaching and learning gleaned from their own experiences. Guided by the program course work, some PSTs embraced the pedagogical approaches introduced in the program, applied them in their teaching, and reflected on the outcomes. Their reflections showed that they were focused on keeping all of their students interested in science and on student participation in the process of meaning-making. Some PSTs embraced the program goals but struggled to achieve them in teaching. Others focused on transmission of content and did not attempt to develop an environment of student agency. There were nine career-changer PSTs and most of them remained teacher-centered throughout the program. The implications of student- and teacher-centered approaches adopted by the PSTs and the rationales provided by them are discussed in the paper.     

Teachers’ Values and the Literacy Hour

The article reports on an enquiry into teachers’ values and beliefs about literacy. The teachers work in the schools of members participating in an action research project on improving literacy in the primary school. The enquiry was one of the first tasks the project undertook. Its purpose was to enable teachers to articulate their own values and to examine these alongside aspects of the proposed literacy hour within the context of the overall national literacy strategy. As schools implement the literacy hour, the project plans to examine critically the extent to which teachers’ own values and valued practices can operate alongside the requirements of the literacy hour. It will also critically examine those values themselves to see if they change in the light of the experience of the literacy hour. There are some marked differences between the teachers’ views and those embedded within the national literacy strategy. The article discusses some potential practical implications which may arise for teachers and children from these differences. Some commonality between the teachers’ views and the national literacy strategy are also highlighted. It is not the intention of the research project to shape a consensus on values. Rather, one of its purposes is to create a context in which teachers and teacher researchers can engage actively and critically in implementing the national strategy, rather than seeing themselves as passive agents. The debate within the project about values differences is intended to contribute to this purpose

     

Teachers’ Literal and Inferential Talk in Early Childhood and Special Education Classrooms

Research Findings: This study examined preschool teachers’ literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers’ LT and IT in these 2 classroom contexts and determine whether differences in LT and IT are predicted by classroom type, teachers’ educational background, or children’s average language skills. We examined the shared book reading activities of 52 teachers (26 ECE classrooms, 26 ECSE classrooms). Results revealed that ECSE teachers used significantly more LT and showed more variability in their LT and IT than ECE teachers. ECSE classroom type predicted teachers’ use of LT when we controlled for teacher education and children’s language skills, whereas teacher education predicted teachers’ use of IT when we controlled for classroom type and children’s language skills. Practice or Policy: These findings have implications for best practice guidelines and policies, particularly for ECSE environments.     

What Works to Improve Student Literacy Achievement? An Examination of Instructional Practices in a Balanced Literacy Approach

A core assumption of the San Diego City Schools (SDCS) reform effort was that improved instructional practices, aligned with a balanced literacy approach, would be effective in improving student outcomes. This article explores this hypothesis by presenting findings from an analysis of classroom instruction data collected in 101 classrooms in 9 high-poverty elementary schools. Data were collected using a literacy observation tool adapted from prior research. The study found a prevalent focus on reading comprehension instruction and on students' active engagement in making meaning from text. Teachers' use of higher-level questions and discussion about text were substantially higher than that found by a prior study using the same instrument in similar classrooms elsewhere. Hierarchical Linear Modeling analyses of instruction and student outcome data indicate that teacher practices related to the higher-level meaning of text, writing instruction, and strategies for accountable talk were associated with growth in students' reading comprehension.     

Teachers’ Concerns About Biotechnology Education

The impacts of biotechnology are found in nearly all sectors of society from health care and food products to environmental issues and energy sources. Despite the significance of biotechnology within the sciences, it has not become a prominent trend in science education. In this study, we seek to more fully identify biology teachers’ concerns about biotechnology instruction and their reported practices. Consistent with the Stages of Concern framework as modified by Hord et al., we investigated teachers’ awareness, informational, personal, management, consequences, collaboration, and refocusing concerns about biotechnology teaching by employing a qualitative design that allowed for the emergence of teachers’ ideas. Twenty high school life science teachers attending a biotechnology institute were interviewed using an interview protocol specifically designed to target various Stages of Concern. Although the Stages of Concern framework guided the development of interview questions in order to target a wide range of concerns, data analysis employed a grounded theory approach wherein patterns emerged from teachers’ own words and were constantly compared with each other to generate larger themes. Our results have potential to provide guidance for professional development providers and curriculum developers committed to supporting initial implementation of biotechnology education. Recommendations include supporting teacher development of biotechnology content knowledge; promoting strategies for obtaining, storing and managing biotechnology equipment and materials; providing opportunities for peer teaching as a means of building teacher confidence; and highlighting career opportunities in biotechnology and the intersections of biotechnology and everyday life.