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1.
This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This
study is a qualitative research grounded in a social constructivist framework. The participants were three high school science
teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major
data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific
teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic
units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d)
individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and
(g) psychologically safe classroom environments. 相似文献
2.
The purpose of this American study was to examine student teachers’ ability to make instructional decisions as they engaged in teaching. We examined the narrative accounts provided by 150 student teachers within their teacher work samples (TWSs). Results indicated that most student teachers were able to implement some aspects of instructional decision making, such as noting a specific difficulty with student learning and making an on-the-spot adjustment in their instruction. However, other elements of instructional decision making were less likely to be implemented. For example, student teachers relied on a limited range of formative assessment strategies and instructional modifications, and very few provided a sound rationale for their choice of modification. These results suggest that novice teachers may benefit from more opportunities to reflect and critique upon authentic learning experiences as they complete their teacher preparation programs. Finally, the TWS appears to represent a viable method for examining the instructional decisions of student teachers. 相似文献
3.
We investigated how a fifth-grade literacy teacher with classroom assessment expertise integrated assessment into his teaching practice. We employed a qualitative case study methodology to examine and document the processes this teacher used to make instructional decisions informed by classroom assessment events. We identified a repertoire of assessment relevant management routines and interpretation strategies that supported his assessment practice and instructional decision-making. Findings can be used to inform policy and organize content for teacher education by identifying a repertoire of potential management routines and interpretation strategies for engaging in classroom assessment and documenting how to enact these practices. 相似文献
5.
This classroom observation study explored how science teachers (N = 22) teach for creativity in grades 5–10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher’s responses to students’ ideas, classroom activities to support creativity, and whole-lesson methods that foster creativity. An open-ended survey was also designed to explore participants’ justifications for their instructional decisions and practices. The findings indicate that the overall level of teaching for creativity was low and that participants’ performance was the highest for teacher’s responses to students’ ideas category and the lowest for classroom activities to support creativity category. We observed that a teacher-centered approach with instructional practices geared toward preparing students for examinations was dominant and that these science teachers were bound to the textbook, following cookbook-style activities. Participants believed that they did not have enough time to cover the content and teach for creativity and that they were not prepared to teach for creativity. Based on these findings, we recommend that programs be developed to prepare science teachers to teach for creativity. 相似文献
6.
This classroom observation study explored how science teachers ( N = 22) teach for creativity in grades 5–10 in Oman. We designed an observation form with 4 main categories that targeted the instructional practices related to teaching for creativity: questioning strategy, teacher’s responses to students’ ideas, classroom activities to support creativity, and whole-lesson methods that foster creativity. An open-ended survey was also designed to explore participants’ justifications for their instructional decisions and practices. The findings indicate that the overall level of teaching for creativity was low and that participants’ performance was the highest for teacher’s responses to students’ ideas category and the lowest for classroom activities to support creativity category. We observed that a teacher-centered approach with instructional practices geared toward preparing students for examinations was dominant and that these science teachers were bound to the textbook, following cookbook-style activities. Participants believed that they did not have enough time to cover the content and teach for creativity and that they were not prepared to teach for creativity. Based on these findings, we recommend that programs be developed to prepare science teachers to teach for creativity. 相似文献
7.
The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers’ decisions concerning their educational uses within the constraints of daily classroom practice. The current multiple case study investigated the practical considerations informing nine secondary school teachers’ decision-making processes regarding the use of tablet PCs. Stimulated recall interviews revealed 10 criteria underpinning teachers’ instructional decisions. Four criteria influenced the degree of congruence with teachers’ previous practices: familiarity, alignment with course content, opportunities to achieve (new) instructional goals efficiently, and compatibility with established pedagogical beliefs. Costs and benefits of tablet PCs were determined in terms of educational added value, lesson preparation requirements and potential disruptions to the learning environment. Finally, access to a solid technology infrastructure, supportive school policies and knowledge of how to effectively integrate tablet PCs with course content were identified as important pre-conditions for sustainable implementation. Overall, the results suggest that practical concerns constitute a critical element in teachers’ decision making, influencing not only teachers’ intention to adopt tablet PCs, but also the ways in which they use this technology to support instruction. 相似文献
8.
This paper explores new elementary teachers' instructional representations and how these are related to their science subject
matter knowledge. One pair of prospective elementary teachers studied here exhibited a well-integrated, principled, and scientifically
accurate understanding of the science they were teaching. The other pair exhibited less scientifically accurate and integrated
knowledge. The pair with stronger subject matter knowledge developed instructional representations that were more scientifically
and pedagogically appropriate. A perspective on one aspect of pedagogical content knowledge—knowledge of instructional representations—is
presented. Real-world applications are hypothesized to play a crucial mediating role for elementary teachers. The paper concludes
with a discussion of implications for elementary science teacher educators and researchers, including the importance of attending
to how prospective teachers apply science knowledge to real-world situations.
Parts of this work were presented at the 2000 AERA and NARST meetings. 相似文献
9.
This study investigated the extent to which teacher professional development led to changes in science instruction in K-2
classrooms in rural school districts. The research specifically examined changes in (a) teachers’ content knowledge in science;
(b) teachers’ self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional
strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science
instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and
classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching
science; they spent more instructional time on science and began using different instructional strategies. Key contextual
factors included curricular demands, resources, administrative support, and support from other teachers. 相似文献
10.
This collective case study reports on an investigation into the relationship between mathematics teachers’ beliefs and their
classroom practices, namely, how they organized their classroom activities, interacted with their students, and assessed their
students’ learning. Additionally, the study examined the pervasiveness of their beliefs in the face of efforts to incorporate
reform-oriented classroom materials and instructional strategies. The participants were five high school teachers of ninth-grade
algebra at different stages in their teaching career. The qualitative analysis of the data revealed that in general beliefs
were very influential on the teachers’ daily pedagogical decisions and that their beliefs about the nature of mathematics
served as a primary source of their beliefs about pedagogy and student learning. Findings from the analysis concur with previous
studies in this area that reveal a clear relationship between these constructs. In addition, the results provide useful insights
for the mathematics education community as it shows the diversity among the inservice teachers’ beliefs (presented as hypothesized
belief models), the role and influence of beliefs about the nature of mathematics on the belief structure and how the teachers
designed their instructional practices to reflect these beliefs. The article concludes with a discussion of implications of
teacher education. 相似文献
11.
通过访谈和课堂实录等手段,对大学英语教师所持有的教学信念及其在课堂中采用的教学方法进行了个案分析。研究发现,大学英语教师持有的教学信念与他们所采用的教学方法密切相关.且教师的教学信念是一个复杂而变化的体系,主要受教师本人的学习经历、教育教学经历以及学生行为等内部和外部因素的影响和制约。文章对于教师更新教学理念,改进教学方法,促进教师职业发展等具有指导意义。 相似文献
12.
This study chronicled the professional journeys of two beginning science teachers. The focus of the research effort documents
what brought them to science teaching and investigated their resulting career paths. Data artifacts for this instrumental
case study approach included: interviews, written survey responses, personal communications and member checks. All data was
transcribed and coded into emergent categories using a constant comparative analysis approach. The findings indicated that
their decisions to enter and leave teaching were a complex mélange of issues that included career disposition, notions of
isolation, overarching culture of the school, and future possibilities. However, most striking was their re-entry into teaching
on a temporary basis after considerable time away from the classroom, which suggests that teachers develop a sense of agency
regarding their career decisions. This may require researchers to reconsider how we view teacher decision-making within the
context of teacher attrition and mobility. Implications for science teacher education indicate that some teachers may enter
the profession considering teaching to be a transition into a different career path. Secondary science teachers may perceive
multiple career options (beyond the classroom) based on their preparation and teaching experience. Further implications and
possibilities for science teacher education are discussed. 相似文献
13.
The purpose of this study was to describe attitudes of first and second grade teachers in Benin, toward school science and
their instructional preferences (inquiry-based and traditional noninquiry-based instruction), and determine some factors that
could explain these attitudes and preferences. Three hundred ( N=300) preparatory classroom teachers (first and second grades) were randomly selected and surveyed regarding their attitudes
and preferences. Data was gathered via the Revised Science Attitude Scale, the Science Teachers' Ideological Preference Scale,
and open-ended questions. The results indicated that first and second grade teachers have a low regard for school science
and low level of orientation toward both inquiry-based and traditional instruction. This means that these teachers rejected
traditional approaches of science teaching but at the same time did not accept inquiry teaching as a legitimate alternative.
Participants' low level of orientation towards inquiry-based instruction could be explained by three dimensions of attitude;
handling (handling of science equipment), time (time required to prepare and teach science), and need (the basic needs students
have for science). However, time and handling significantly contributed to their orientation towards traditional noninquiry-based
instruction. Four categories from the open-ended responses – perceived instructional practices, student-centeredness of the
curriculum, lack of materials and supplies, and training – were used to understand and further explain participants' attitudes
and instructional preferences. 相似文献
14.
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching
science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in
elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science
to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place
in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes
mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should
be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported
that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as
a result of NCLB. Implications for elementary science education reform and policy are discussed. 相似文献
15.
We have designed a model for transformational science teaching focused on linking theory and practice through curriculum decision making that has been the framework for professional development sessions for middle-grade science teachers during the past 5 years. Interviews with teachers revealed that their experiences with curriculum development were of significant value in making decisions concerning the design of classroom environments. As teachers reflected on current research about teaching and learning, in collaboration with university scientists and science educators, they were informed by theoretical perspectives which held implications for their practice. Curriculum development became a vehicle for professional development and school reform; however, it was vital that the teachers were in clear communication with their administrators and communities concerning reform issues. Students and teachers from schools implementing the model and from control sites were interviewed to determine the model's influence on instructional practices and student attitude and achievement in science. The five-phase model for transformational science teaching is discussed here, accompanied by teacher comments about tensions experienced at each phase. This discussion is followed by an analysis of teacher and student interview data that reveals teachers' use of instructional strategies and students' attitudes toward science. Results and analysis of student performance on a mandated end-of-grade science test are also included. From this evidence, we recommend a new design for professional development opportunities for teachers that engages them in decision making as they reflect about the connections between theory and practice and the value of continually testing, revising, and reevaluating curriculum and instructional issues. J Res Sci Teach 34: 773–789, 1997. 相似文献
17.
The purpose of this study was to examine the extent to which a group of superior elementary and secondary school teachers
employed systematic instructional planning practices. The research method employed was a multicase design in which nine teachers
(five secondary and four elementary) from a single school district were studied. Qualitative data in the form of written surveys
and face-to-face interviews were collected and analyzed. Results revealed that most of the teachers' planning activities centered
around six types of decisions. When the teachers' planning activities were compared with a systematic approach to instructional
planning, the two approaches were found to be different in several important ways: the teachers did not place much emphasis
on specifying objectives, creating objectives-based tests, or making other instructional decisions in light of objectives.
Implications for teaching preservice teachers about systematic planning are discussed.
The authors would like to thank the nine teachers who participated in this study, and Julia O'Brien, who helped to conduct
it. 相似文献
18.
Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed. 相似文献
19.
In this paper, we report an analysis of metaphors used by three science teachers in their classroom discourse and consider
the implications of this research for the image of science that students are likely to construct. Teacher beliefs about the
nature of science are implicit and entrenched and may be contrary to both contemporary philosophies of science and constructivist
theory. We argue that the presence of metaphors such a teaching as a journey, knowledge as object and teacher as pathfinder in teachers' classroom discourse signify the implicit existence of a powerful objectivist epistemology that governs teachers'
pedagogies. If students are to construct contemporary views of the nature of science and if constuctivist pedagogy is to develop
in the science classroom then science teachers need to reflect on their use of these role-determining objectivist metaphors. 相似文献
20.
The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language??often written (as in science texts) or oral (as in the form of teacher and student talk)??is unavoidable in effective teaching and learning of science. Generally however, the role of (instructional) language in quality of learning of school science has remained out of focus in science education research. This has been in spite of findings in empirical research on difficulties science students encounter with words of the instructional language used in science. The findings have suggested that use of (instructional) language in science texts and classrooms can be a major influence on the level of students?? understandings and retention of science concepts. This article reports and discusses findings in an investigation of physics teachers?? approaches to use of and their beliefs about classroom instructional language. Direct classroom observations of, interviews with, as well as content analyses of the participant teachers?? verbatim classroom talk, were used as the methods of data collection. Evidence is presented of participant physics teachers?? lack of explicit awareness of the difficulty, nature, and functional value of different categories of words in the instructional language. In conclusion, the implications of this lack of explicit awareness on the general education (initial and in-service) of school physics teachers are considered. 相似文献
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