Trends in teachers' recommendations for changing elementary and junior-high school science programs

Since 1978 many studies have called for changes in the practices of science teaching. These changes in instruction will occur only when the teachers decide to change their practices. This study uses surveys to consider the question of what were the trends in the teachers' recommendations for changes in elementary and junior-high school science programs between the years of 1978 and 1982. Large samples of teachers in British Columbia, Canada, responded anonymously to questionnaires in these years: 3040 teachers in 1978 and 1631 in 1982, with return rates ranging from 77.5% to 85%. These teachers described themselves as shifting their classroom practices toward ones that emphasize passive learning and memorization. The British Columbia Science Assessments recommend more inservice programs to stop this trend. There were very few differences in the teachers' recommendations for changes in the schools. The elementary-school teachers had major changes in their rankings of only two activities: they increased their ranking of “activity-centered learning” and reduced their ranking of “outdoor education.”     

Preservice teachers' attitudes toward inclusion: Early childhood education and elementary education programs

Abstract

Teachers’ attitudes toward inclusion of children with disabilities play a central role in the successful inclusion of these children into general education classrooms. This study examined possible predictors of preservice teachers’ attitudes toward (1) persons with disabilities, and (2) inclusion of children with disabilities into general education classrooms. Participants were students majoring in early childhood education and elementary education. Preservice teachers’ attitudes toward persons with disabilities and inclusion were explained significantly by their personal relationships with persons who have disabilities and the number of courses related to special education/teaching strategies taken. However, preservice teachers’ experiences working with persons who have disabilities was not a significant predictor. Further, the relations between preservice teachers’ attitudes toward inclusion and personal experience variables were mediated by their attitudes toward persons with disabilities. This study provides evidence that more effective, practical experiences and course content related to children with disabilities, inclusion, and teaching strategies need to be provided in teacher education programs to support successful efforts with inclusion. This study also suggests that teacher education programs should strive to improve students’ attitudes toward inclusion, as well as toward persons with disabilities.     

发挥教师教育特色 探索实验教学改革

在传统的高等学校教育中,实验教学依附于理论教学,无法充分发挥其能动性作用。山东师范大学将鲜明的教师教育特色与实验教学结合起来,开展了2批实验教学改革立项,激发了教师从事实验教学的热情和积极性,不仅提高了实验教学教师的总体素质,而且提高了学生的实验动手能力、实践能力和创新能力。     

Regular class teachers' perceptions of transition programs for EMR students and their impact on the students

This study was designed to obtain the perceptions of regular class teachers who taught children who had been in EMR programs, but had been decertified (D) and returned to regular classes in response to court cases and recent legislation. A cohort of regular class (RC) students were selected for comparative purposes. It was found that D students were placed into low ability classes; yet, teachers perceived D subjects to be significantly lower than RC students in both academic achievement and social acceptance. Only a small proportion of teachers indicated that the enrollment of D students had much impact on the regular class instructional program. However, the teachers were rather critical of the services received under the auspices of a transitional program, indicating in large part that the services were either not apparent or ineffective.     

Special education supervisors' perceptions of secondary LD programs: a comparison with LD teachers' views

Perceptions of secondary LD program supervisors were identified and compared with views of secondary LD teachers regarding the presence of specific program features, field-related issues, and suggestions for program improvement. Responses indicated that the supervisors were more positive and, in many cases, held significantly different views than LD teachers.     

A comparison among three experimental education programs

The primary characteristics of the three programs are used to compare participants to each other and to a group of students in the regular curriculum: (1) development of logical thought, (2) broader educational development, and, (3) career development, as well as selected academic characteristics (grades academic aptitude). The programs and their evaluations are described. The outcomes claimed for each program occurred more frequently in that program than in the comparison groups. The absence of differences in grades, despite differences in academic ability and in extent of program involvement, is interpreted as further evidence of the insensitivity of grades. The question of generality of the results is explored briefly.     

The emerging of teachers' conceptions of new subjects inserted in mathematics programs: the case of informatics

The changes in mathematical curricula induced by the introduction of informatics in school represent the general framework of this research. In particular we focus on the teacher's role by analysing the different choices taken by mathematics teachers when faced with a curriculum reform induced by the introduction of informatics in secondary school courses (age 14–16). Our hypothesis is that these choices are the consequence of conceptions teachers have about informatics and its teaching in relation to the teaching of mathematics. Thus, through a case study research method, we focus on mathematics teachers' conceptions of informatics and its teaching. An attempt is made at outlining a typology of these conceptions, based on the different orientations identified.     

论教师专业化与教师教育转型

我国传统的教师教育体制存在封闭性与定向性、职前职后分离、教师培养与资格认证不分、施教者学历层次偏低等弊端.为促进教师专业化建设,我国的教师教育必须向非定向的开放式模式转变,向职前与职后教育一体化转变,向教师培养与资格认证分离转变,向高学历层次转变.     

A naturalistic investigation of experienced teachers' and student teachers' instructional practices

A naturalistic investigation was conducted to describe the relationships among participation structures, reading activities, student engagement, and subsequent student achievement in reading lessons taught by student teachers (STs) and experienced teachers (ETs). Data sources included classroom observations, interviews with the participants, student teachers' journals, and students' comprehension test results. The teachers in one ST/ET dyad had similar participation structures; however, their subsequent student engagement and student achievement were different. While the participation structures of the second dyad differed, student engagement and achievement were alike. A major factor in explaining the differences was each student teacher's conception of her professional role.     

Correspondence in cooperating teachers' and student teachers' interpretations of classroom events

Using the concept of well remembered events, we examined how members of 13 elementary school cooperating teacher/student teacher dyads interpreted the same teaching events. Members of a dyad remembered the same events and the same “visible” students but thought about them in qualitatively different ways. These differences are discussed in terms of expert-novice studies, a conception of teachers' knowledge as event-structured, and recent inquiry into personal narrative in teaching. Particular attention is given to the consequences of these differences for communication between cooperating teachers and student teachers and for understanding the process of learning to teach.     

Beginning teachers' experience of the workplace learning environment in alternative teacher certification programs: A mixed methods approach

Workplace learning in early entry (EE) teacher education programs has been proposed as an alternative to traditional programs and as bridging the theory-practice gap in teacher education. However, there is little empirical evidence for the underlying assumption that one can become a highly qualified teacher by merely being a teacher. This article discusses to what extent students of teaching in EE programs experience their work environment as a stimulating learning environment. The results of semi-structured interviews and an online survey suggest that schools tend to hinder rather than serve the purpose of workplace learning. Obstructions and supporting conditions are discussed.     

从科研训练和科研立项内容开发综合性实验教学项目

综合性实验项目的开发对于培养本科生实践能力和科研素质起着非常重要的作用,总结了除教师科研成果转化为实验项目之外,尝试从优秀本科生科研训练计划和科研立项计划入手,探索与实践将计划内容开发为综合实验教学项目,为促进"生物学综合实验"国家级精品课程的可持续发展和建设动态、开放的课程奠定了良好基础。     

Measuring teachers' and student teachers' perceptions of practice-based research in PDS and non-PDS settings

Professional Development Schools (PDS) have been established to realise supportive and stimulating environments for practice-based research activities for both teachers and student teachers. The questions investigated in this study concerned the perceptions of experienced teachers and student teachers with respect to different aspects of practice-based research in PDS and non-PDS settings and to what degree these perceptions differed. For this purpose, the Questionnaire on Teacher Research was developed. Respondents (N = 102) were asked for their perceptions of the research environment, their research motives, the research process and perceived (learning) outcomes. The questionnaire appeared to be a valid, reliable and sensitive instrument.     

实验显微外科技术培训课程的设计与体会

为适应现代医学外科学的发展,普及实验显微外科技术,推动区域协同发展,四川大学华西临床医学院临床技能实验教学中心针对区域内主治医师及以上级别的专科医生开展了实验显微外科技术培训。课程设计综合了学员层次、教学资源、时间、教学目的等因素,采用分层次、集中、短学制、结合临床的教学模式,取得了良好的培训效果。     

Assessing teachers' perceptions for school‐based aggression prevention programs: Applying a cognitive‐ecological framework

This article describes qualitative and quantitative assessment based on responses of 221 teachers from nine elementary schools in two districts (urban and suburban) to inform plans for reducing and preventing student aggression. Teachers' perceptions of students' aggressive behavior and beliefs were validated against students' self‐reports and archival disciplinary data. Using a brief survey, we found district‐ and grade‐level differences in teachers' perceptions of students' aggressive behavior and aggression supporting cognitions. Teacher reports on these two constructs each uniquely predicted teacher perceptions of the degree to which student aggression interferes with their jobs. Focus‐group interviews with teachers were used to elaborate on individual‐cognitive and ecological school factors related to student aggression, including procedures for handling aggression. The importance of teacher reports is highlighted, and implications for school program development are considered. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 331–344, 2006.     

The usefulness of teachers' characteristics in predicting teachers' ratings of racially and linguistically different students

The study was designed to determine whether professional experiential characteristics or stereotyped expectations best predict teachers' ratings of racially and linguistically different children. Sixty-eight white elementary school teachers rated 12 speakers who differed in race and dialect. Biographical information concerning teachers' training experience teaching black students was collected as were stereotyped expectancies. Results of maximum R² improvement techniques revealed that professional characteristics were unrelated to teachers' ratings, but that stereotyped attitudes predicted the teachers' performance. The results are discussed with reference to the implication for success of disadvantaged children in the educational system and for future in-depth research.     

Constructivism and teachers' professional development

The study aims to explore the implications of constructivist theory to the teacher's education and development. A post-graduate course for students of Education—“A Teacher Thinking” seminar, was constructed for this purpose. Its knowledge base was the participants' own practical knowledge which they were willing to share in the group. Its main strategy was the “Dialectical process of reflection in the group” which was used as a means of enhancing the participants to investigate their own practice and construct their own theories-of-teaching. Four examples from the seminar are elaborated in the paper. They serve as illustrations for the teachers' personal professional development.     

Developmental theory and teachers' practice

Central to this paper is the question: do teachers have to use developmental theory? The discussion is in three parts. In the first two parts, two reasons for a negative reply are examined. The first reason (practice precedes theory) is shown to have support in educational discussions but is rejected on three counts: the tacit basis of knowing, the theory-laden nature of observational judgments and the prevalence of developmental aims in education. A second reason (practice has a priority over theory) is also shown to have reasonable backing, since theorising is itself a practice. There are two counter-arguments. Firstly, it is an open question whether one practice can or must be used to improve another distinct practice. Secondly, the use of theory in reflection on practice is necessary for the proper characterisation of skilful practice. In the final Section, it is argued that the specific character of teachers' practice has yet to be explored systematically. Three different interpretations of the notion of development-taken from common sense, psychometric theory and develomental psychology-are shown to be present in recent educational discussions. Reflective practice is necessary for their elaboration and evaluation.     

Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices,beliefs, and experiences

Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examines the impact of three different induction programs on secondary science teachers. The teachers were matched by grade level among three groups; one group participated in a science‐focused support program, another participated in a general support program, and a third had no formal support. All teachers were monitored during the spring semester to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the secondary science teachers in the science‐focused support program implemented more student‐centered inquiry lessons, held beliefs aligned with student‐centered practices, and felt fewer constraints in their teaching than did the other two groups of teachers. This study reinforces the importance of induction programs for teachers, suggests there is a need for specialized support programs for beginning science teachers, and recommends that universities and school districts work together to develop such programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 77–97, 2003