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Several studies have documented prospective teachers’ (PSTs) difficulties in offering instructional explanations. However,
less is known about PSTs’ learning to provide explanations. To address this gap, we trace changes in the explanations offered
by a purposeful sample of PSTs before and after a mathematics content/methods course sequence. Consistent with prior research,
our study reveals the limitations in PSTs’ explanations at their entrance to the course sequence. It also documents PSTs’
progress in providing explanations, thus providing existence proof that this practice is learnable. Using evidence from multiple
sources, we also propose a component entailed in this learning—learning how to unpack one’s thinking through the use of representations
as explanatory tools—and four factors associated with it, including PSTs’ subject-matter knowledge, active and deliberate
reflection on practice, productive images for engaging in this work, and productive dispositions about engaging in this practice.
We discuss the implications of our findings for teacher education and offer directions for future research. 相似文献
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Erin E. Turner Corey Drake Amy Roth McDuffie Julia Aguirre Tonya Gau Bartell Mary Q. Foote 《Journal of Mathematics Teacher Education》2012,15(1):67-82
Research repeatedly documents that teachers are underprepared to teach mathematics effectively in diverse classrooms. A critical
aspect of learning to be an effective mathematics teacher for diverse learners is developing knowledge, dispositions, and
practices that support building on children’s mathematical thinking, as well as their cultural, linguistic, and community-based
knowledge. This article presents a conjectured learning trajectory for prospective teachers’ (PSTs’) development related to
integrating children’s multiple mathematical knowledge bases (i.e., the understandings and experiences that have the potential to shape and support children’s mathematics learning—including
children’s mathematical thinking, and children’s cultural, home, and community-based knowledge), in mathematics instruction.
Data were collected from 200 PSTs enrolled in mathematics methods courses at six United States universities. Data sources
included beginning and end-of-semester surveys, interviews, and PSTs’ written work. Our conjectured learning trajectory can
serve as a tool for mathematics teacher educators and researchers as they focus on PSTs’ development of equitable mathematics
instruction. 相似文献
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We investigated relationships among elementary teachers’ reading-related content knowledge (knowledge of literature and phonology),
their philosophical orientation toward reading instruction, their classroom practice, and their students’ learning. Correlations
showed little relationship between instructional philosophy and content knowledge, and little relationship between instructional
philosophy and classroom practice. However, relationships emerged between content knowledge and instruction, and between kindergarten
teachers’ phonological knowledge and their students’ reading achievement. We recommend that the recent focus on teacher’s
disciplinary knowledge be broadened to include teachers of beginning reading and that teachers be afforded opportunities to
develop the necessary knowledge base to teach reading effectively. 相似文献
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Eva Thanheiser 《Educational Studies in Mathematics》2010,75(3):241-251
This study was designed to investigate preservice elementary school teachers’ (PSTs’) responses to written standard place-value-operation
tasks (addition and subtraction). Previous research established that PSTs can often perform but not explain algorithms and
provided a four-category framework for PSTs’ conceptions, two correct and two incorrect. Previous findings are replicated
for PSTs toward the end of their college careers, and two conceptions are further analyzed to yield three categories of incorrect
views of regrouped digits: (a) consistently as 1 value (all as 1 or all as 10), (b) consistently within but not across contexts
(i.e., all as 10 in addition but all as 1 in subtraction), and (c) inconsistently (depending on the task). 相似文献
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Patricia F. Vadasy Elizabeth A. Sanders Julia A. Peyton Joseph R. Jenkins 《Learning disabilities research & practice》2002,17(4):227-241
In this article we report data from a longitudinal study of one–to–one tutoring for students at risk for reading disabilities. Participants were at–risk students who received phonics–based tutoring in first grade, students who were tutored in comprehension skills in second grade, and students tutored in both grades 1 and 2. At second–grade posttest, there were significant differences in word identification and word attack between students who were tutored in first grade only compared to students who were also tutored in second grade, favoring students who were tutored in first grade only. Overall, there were no advantages to a second year of tutoring. For students tutored in second grade only, there were no differences at second–grade posttest compared to controls. Schools may have selected students who did not respond to first–grade tutoring for continued tutoring in second grade. Findings are discussed in light of decisions schools make when using tutors to supplement reading instruction for students with reading difficulties. 相似文献
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《Australian Journal of Learning Difficulties》2013,18(2):69-98
AbstractThis review examined studies that had addressed opinions of pre-service teachers (PSTs) concerning their preparedness for teaching early reading skills to all students, the extent of their content knowledge, and their attitudes towards code-based and/or meaning-based approaches to early reading. From the limited amount of research available, it would appear that although most PSTs were confident in their ability to teach early reading skills, they had reservations regarding their ability to teach children who struggle to learn to read. In addition, even though the majority of primary and early childhood PSTs favoured a code-based approach to teaching early reading, many lack both the necessary knowledge, and the confidence, to implement such an approach. A more comprehensive investigation across teacher training institutions is needed to confirm these findings. 相似文献
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The goal of this experimental intervention study was to determine if evidence-based instructional strategies for general vocabulary
words are effective with middle school English learner (EL) students and academic vocabulary words. Participants showed significantly
more growth in their knowledge of academic vocabulary during the treatment condition than during the control condition. A
secondary goal of this study was to examine the predictive utility of students’ English language proficiency, and students’
general vocabulary knowledge in English was a positive predictor for their academic vocabulary growth during the intervention.
However, participants’ growth during the control period had the greatest predictive utility for their growth during the intervention.
Furthermore, this relationship was negative, suggesting that the intervention had the greatest benefits for students who made
the least progress in English vocabulary in the absence of the intervention. Implications for instruction, policy, and future
research are presented. 相似文献
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Teachers’ acquisition of knowledge about English word structure 总被引:1,自引:0,他引:1
Previous research suggests that teachers’ knowledge about English word structure (e.g., the phonological structure of words
and common orthographic patterns in English) may be limited, although this knowledge is important for effective teaching of
word decoding. This study examined teacher education students’ knowledge about word structure, and improvements in their knowledge
as a result of instruction, using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type,
and classification of real words as phonetically regular or irregular. Participants came from a special education certification
program and included both preservice and inservice teachers. Results indicated that prior preparation to teach reading influenced
participants’ initial performance on two of the three word-structure tasks (all but graphophonemic segmentation); however,
prior experience in teaching reading did not influence word-structure knowledge. A subset of participants who received specific
instruction about word structure improved their knowledge relative to a comparison group of teacher education students who
did not receive word-structure instruction. Prior preparation did not influence participants’ responsiveness to instruction.
Conclusions support the viewpoint that teacher education must include information about English word structure for educators
who will teach reading and suggest that sufficiently intensive instruction may be important in developing word-structure knowledge. 相似文献
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It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in
higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation
skills to self-regulate their learning adequately. This study explores the potential of reciprocal peer tutoring to promote
both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a
naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method
pretest–posttest design was used combining a self-report questionnaire, assessing students’ metacognitive knowledge and their
perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students’ actual use of metacognitive
strategies. Results indicate no significant pretest to posttest differences in students’ metacognitive knowledge, nor in their
perception of metacognitive skill use. In contrast, significant changes are observed in students’ actual metacognitive regulation.
At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially
during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound
and higher-quality strategy use at posttest. 相似文献
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Explicitly informing students about learning goals has been argued to foster intentional learning. This study tested three
theoretical hypotheses regarding the facilitating effects of learning goals by investigating 72 students’ actual reading behaviour
and cognitive processes (i.e., the use of learning goals). Participants studied a text presented on 15 separate computer screens
with/without learning goals. In line with the three hypotheses, the analyses focused on three aspects: students’ interpretations
of the learning goals, information selection processes and monitoring behaviour. Results indicated variability among students
in their perceptions of the learning goals in terms of goal consistency and specificity. Students in the learning goal condition
recorded more goal-relevant information in their notes. However, only few students deliberately used learning goals to monitor
their goal-directed activities while studying the text. Analysis of students’ reading behaviour and cognitive processes suggests
that the absence of significant performance differences between the conditions can be explained by referring to students’
actual use of learning goals. 相似文献
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Charalambos Y. Charalambous Areti Panaoura George Philippou 《Educational Studies in Mathematics》2009,71(2):161-180
Scholars and teacher educators alike agree that teachers’ beliefs and attitudes toward mathematics are key informants of teachers’
instructional approaches. Therefore, it has become clear that, in addition to enriching preservice teachers’ (PSTs) knowledge,
teacher education programs should also create opportunities for prospective teachers to develop productive beliefs and attitudes
toward teaching and learning mathematics. This study explored the effectiveness of a mathematics preparatory program based
on the history of mathematics that aimed at enhancing PSTs’ epistemological and efficacy beliefs and their attitudes toward
mathematics. Using data from a questionnaire administered four times, the study traced the development of 94 PSTs’ beliefs
and attitudes over a period of 2 years. The analysis of these data showed changes in certain dimensions of the PSTs’ beliefs
and attitudes; however, other dimensions were found to change in the opposite direction to that expected. Differences were
also found in the development of the PSTs’ beliefs and attitudes according to their mathematical background. The data yielded
from semi-structured follow-up interviews conducted with a convenience sample of PSTs largely corroborated the quantitative
data and helped explain some of these changes. We discuss the effectiveness of the program considered herein and draw implications
for the design of teacher education programs grounded in the history of mathematics.
相似文献
Charalambos Y. CharalambousEmail: |
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Recent studies of elementary teachers’ knowledge about reading have been built on the premise that teachers need thorough
knowledge about language and reading processes, but these studies have provided only limited evidence that teachers’ performance
on tests of such knowledge contributes to their students’ reading achievement. The present study was designed to examine the
contribution of first- through third-grade teachers’ knowledge about early reading to their students’ improvement on tests
of word analysis and reading comprehension, controlling for socio-demographic characteristics of students, their prior reading
achievement, and teachers’ educational attainment, professional experiences, and socio-demographic characteristics. Preliminary
analyses indicated that the test of teachers’ knowledge had adequate psychometric characteristics. However, performance on
this measure of teachers’ knowledge did not significantly explain students’ improvement on the two reading subtests. The complexity
of the factors that influence teachers’ knowledge acquisition and the context in which the study was carried out offer possible
explanations for these results. In addition, teachers’ content knowledge about reading might not be closely associated with
the practices they use in reading instruction, and therefore might not be significantly related to their students’ improvement
in reading over a year.
相似文献
Joanne F. CarlisleEmail: |
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General dissatisfaction with commercial norm-referenced tests and global ability measures and the need for more specific achievement measures due to changes in special education have led to an increased interest in the curriculum-based assessment of reading. We argue that a curriculum-based assessment (CBA) of reading provides relevant information for instructional interventions only if the content of the curriculum and instruction are grounded in the cognitive skills underlying the domain of reading. If CBA is based on valid cognitive constructs, it may assist greatly in the identification of younger readers at risk for reading problems, older students with reading problems, and provide the most sensitive measure of continuous progress. We discuss the implications of our review for the training of school psychologists and for consultation. © 1998 John Wiley & Sons, Inc. 相似文献
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Students’ preparedness for higher education is seen as one of the main factors affecting first-year attrition or study success.
In this paper we report on a cross-national study in which students’ preparedness for university was measured before students commenced their study at a university in New Zealand or in the Netherlands. This cross-national project provided
a unique opportunity to compare students’ perceptions of readiness for university where students are prepared for higher education
in quite different secondary school systems. Departing from a transition framework, and comparing the results in both countries
using logistic regression techniques to investigate which aspects of readiness could predict perceived preparedness, we discovered
similarities in as well as differences between students’ perceived readiness for university study. It could be argued that
differences are caused by the different educational systems at secondary level. However, overall we can conclude that, in
spite of differences between the educational systems in the two countries, many differences were not remarkable or very significant.
This has clear implications for how we view the relative importance of secondary school preparation and tertiary induction.
We can expect greater benefit from implementing first-year pedagogical practices in universities that would assist students
to develop their academic skills, than from demanding that high schools prepare students better. 相似文献
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We investigate students’ negative perceptions about an online peer assessment system for undergraduate writing across the
disciplines. Specifically, we consider the nature of students’ resistance to peer assessment; what factors influence that
resistance; and how students’ perceptions impact their revision work. We do this work by first examining findings from an
end-of-course survey administered to 250 students in ten courses across six universities using an online peer assessment system
called SWoRD for their writing assignments. Those findings indicate that students have the most positive perceptions of SWoRD
in those courses where an instructor graded their work in addition to peers (as opposed to peer-only grading). We then move
to an in-depth examination of perceptions and revision work among 84 students using SWoRD and no instructor grading for assessment
of writing in one university class. Findings from that study indicate that students sometimes regard peer assessment as unfair
and often believe that peers are unqualified to review and assess students’ work. Furthermore, students’ perceptions about
the fairness of peer assessment drop significantly following students’ experience in doing peer assessment. Students’ fairness
perceptions—and drops in those perceptions—are most significantly associated with their perceptions about the extent to which
peers’ feedback is useful and positive. However, students’ perceptions appear to be unrelated to the extent of their revision
work. This research fills a considerable gap in the literature regarding the origin of students’ negative perceptions about
peer assessment, as well as how perceptions influence performance. 相似文献
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This study investigated the effect of metaconceptual teaching interventions on students’ understanding of force and motion
concepts. A multimethod research design including quasi-experimental design and case study designs was employed to compare
the effect of the metaconceptual activities and traditional instruction and investigate students’ reactions to metaconceptual
teaching interventions. The participants (45 high school students in the USA) were enrolled in one of the two physics classes
instructed by the same science teacher. In the experimental group, students’ engagement in metaconceptual knowledge and processes
was facilitated through various instructional activities, including poster drawing, journal writing, group debate, concept
mapping, and class and group discussions. These activities were intended to facilitate students’ engagement in (a) becoming
aware of their existing and past conceptions, associated beliefs, everyday experiences, and contextual differences, (b) monitoring
their understanding of the new conception, the changes in ideas, and the consistency between existing and new conceptions,
and (c) evaluating the relative ability of competing conceptions to explain a physical phenomenon. In the comparison group,
the same content knowledge was explained by the teacher along with the use of laboratory experiments, demonstrations, and
quantitative problem solving. Students’ reactions to the designed instructional activities indicated that metaconceptual teaching
interventions were successful in facilitating students’ engagement in several types of metaconceptual functioning. The results
showed that students in the experimental group had significantly better conceptual understanding than their counterparts in
the comparison group and this positive impact remained after a period of 9 weeks. 相似文献
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Ron J. C. M. Salden Vincent Aleven Rolf Schwonke Alexander Renkl 《Instructional Science》2010,38(3):289-307
Prior research has shown that tutored problem solving with intelligent software tutors is an effective instructional method,
and that worked examples are an effective complement to this kind of tutored problem solving. The work on the expertise reversal
effect suggests that it is desirable to tailor the fading of worked examples to individual students’ growing expertise levels.
One lab and one classroom experiment were conducted to investigate whether adaptively fading worked examples in a tutored
problem-solving environment can lead to higher learning gains. Both studies compared a standard Cognitive Tutor with two example-enhanced
versions, in which the fading of worked examples occurred either in a fixed manner or in a manner adaptive to individual students’
understanding of the examples. Both experiments provide evidence of improved learning results from adaptive fading over fixed
fading over problem solving. We discuss how to further optimize the fading procedure matching each individual student’s changing
knowledge level. 相似文献
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Teachers’ personal self-efficacy about their ability to motivate students and encourage learning has been shown to affect
the classroom they create and student achievement. Therefore, research has been conducted on ways to increase teacher efficacy
for in-service and pre-service teachers. One area of research that has been explored is the impact of field experiences on
pre-service teachers. This review explores the research on field experiences and tutoring as well as the role these different
experiences may play in pre-service teacher efficacy and knowledge of teaching reading. Overall, researchers have found that
field experiences have varying effects on efficacy; however, researchers have found that tutoring field experiences in particular
have been found to have a positive impact on pre-service teachers’ abilities to teach a particular content (e.g., reading)
to the individual student and to put theory into practice. On the whole, this literature review suggests that we currently
lack research exploring the possible benefits of simultaneously impacting efficacy and reading knowledge in pre-service teachers
through tutoring. 相似文献