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1.
The influence of video clubs on teachers’ thinking and practice 总被引:1,自引:0,他引:1
Elizabeth A. van Es Miriam Gamoran Sherin 《Journal of Mathematics Teacher Education》2010,13(2):155-176
This article examines a model of professional development called “video clubs” in which teachers watch and discuss excerpts
of videos from their classrooms. We investigate how participation in a video club influences teachers’ thinking and practice
by exploring three related contexts: (a) teachers’ comments during video-club meetings, (b) teachers’ self-reports of the
effects of the video club, and (c) teachers’ instruction across the year. Data analysis revealed changes in all three contexts.
In the video-club meetings, teachers paid increased attention to student mathematical thinking over the course of the year.
In interviews, teachers reported having learned about students’ mathematical thinking, about the importance of attending to
student ideas during instruction, and about their school’s mathematics curriculum. Finally, shifts were also uncovered in
the teachers’ instruction. By the end of the year, teachers increasingly made space for student thinking to emerge in the
classroom, probed students’ underlying understandings, and learned from their students while teaching. 相似文献
2.
Lora B. Bailey 《Early Childhood Education Journal》2010,38(2):123-132
This 3 year longitudinal study reports the feasibility of an Improving Teacher Quality: No Child Left Behind project for impacting teachers’ content and pedagogical knowledge in mathematics in nine Title I elementary schools in the
southeastern United States. Data were collected for 3 years to determine the impact of standards and research-based teacher
training on these aspects of teacher quality. Content knowledge for the scope of this research study refers to the knowledge
that teachers have about subject matter. Teacher quality is directly related to teachers’ “highly qualified” status, as defined
by the No Child Left Behind mandate. According to this mandate, every classroom should have a teacher qualified to teach in
his subject area and be able to “raise the percentage of students who are proficient in reading and math, and in narrowing
the test-score gap between advantaged and disadvantaged students.” Participants were six second grade and seven third grade
teachers of mathematics from nine schools within one failing school district. The implementation of standards-based methods
in the nine Title I Schools increased teacher quality in elementary school mathematics. In fact, qualitative and quantitative
data revealed significant gains in teachers’ mathematics content and pedagogical knowledge at both grade levels. 相似文献
3.
Mahmood Khalil Reuven Lazarowitz Rachel Hertz-Lazarowitz 《Journal of Science Education and Technology》2009,18(1):85-100
In this paper a conceptual model of instruction “the six mirrors of the classroom” used as a frame for teaching a learning
topic, the microorganisms are depicted. The paper consists of four sections: (a) the six mirrors of the classroom model (SMC);
(b) the SMC as implemented in the expository and cooperative modes of instruction in classrooms and results; (c) a “Journey
of Inquiry into the Wonderful World of Microorganisms” (JIWWM), developed according to the Science–Technology–Environment–Peace–Society
(STEPS) approach; and (d) teaching and learning the JIWWM, in ninth-grade classes, within the SMC model. The results show
that science topic can be taught in the frame of the mirrors of the classroom. When the instructional goals of the teachers
used the mirror “1, classroom organization” and mirror “6, pupils’ social behavior” and the third ring around the all six
mirrors cooperative skills were practiced, academic outcomes were achieved, and attitudes toward environmental preservation
and peace improved. The SMC model can serve as a valuable tool for teachers, since it can design their teaching and learning
settings in a more controlled environment, in terms of objectives, teachers’ and students’ social behaviors, and academic
outcomes. 相似文献
4.
Animation has great potential for improving the way people learn. A number of studies in different scientific disciplines
have shown that instruction involving computer animations can facilitate the understanding of processes at the molecular level.
However, using animation alone does not ensure learning. Students sometimes miss essential features when they watch only animations,
mainly due to the cognitive load involved. Moreover, students seem to attribute a great deal of authority to the computer
and may develop misconceptions by taking animations of abstract concepts too literally. In this study, we attempted to explore
teachers’ perceptions concerning the use of animations in the classroom while studying biotechnological methods, as well as
the teachers’ contribution to the enactment of animations in class. Thirty high-school biotechnology teachers participated
in a professional development workshop, aimed at investigating how teachers plan for and support learning with animation while
studying biotechnological methods in class. From that sample, two teachers agreed to participate in two case studies aimed
at characterizing teachers’ contribution to the enactment of animations in class while studying biotechnological methods.
Our findings reveal marked teacher contribution in the following three aspects: establishing the “hands-on” point of view,
helping students deal with the cognitive load that accompanies the use of animation, and implementing constructivist aspects
of knowledge construction while studying using animations. 相似文献
5.
Charles Haynes Ed.D. Pamela Hook Ph.D. Paul Macaruso Ph.D. Etsuko Muta M.Ed. Yoichi Hayashi M.A. Junko Kato M.D. Tokuko Sasaki M.Ed. 《Annals of dyslexia》2000,50(1):213-238
This study compared U.S. and Japanese grade school teachers’ perceptions of the strengths and weaknesses of children in their
classrooms identified as fitting commonly used criteria for a learning disability. U.S. teachers identified 4.0 percent of
their children as meeting the criteria and Japanese teachers identified 1.5 percent. The teachers then rated these children’s
abilities in the areas of listening, speaking, reading/writing, reasoning, mathematics, social, and study skills. Overall,
U.S. and Japanese teachers’ rating patterns were similar on 70 percent of the skills. In most areas where significant differences
were found—listening, speaking, reading/writing and study skills—U.S. teachers rated higher percentages of their children
as “weaker” than Japanese teachers. A noteworthy exception was the area of social skills where Japanese children received
higher percentages of “weak” ratings. U.S. and Japanese teachers also differed in their perceptions of causative factors leading
to their children’s learning difficulties. We discuss the findings in terms of U.S.-Japanese differences in writing systems
and cultural expectations. 相似文献
6.
Kristina Andersson 《Research in Science Education》2012,42(2):281-302
This study illuminates teachers’ conceptions of gender and science and possibilities to challenge these conceptions. Since
2005, a group of teachers (K-6) in Sweden have met approximately once a month in two-hour seminars to discuss and develop
their instruction in science and technology based on a gender perspective. The present data consist mainly of audio-recordings
of the teacher seminars and video-recordings of science activities with students. Analysis of the empirical data has been
carried out in several stages and was inspired by thematic analysis, the theoretical framework of which is based on Hirdman’s
and Beauvoir’s theories of gender. The results show that the teachers’ ideas about gender/equity and science exist on several
levels, within which various conceptions are represented. On the one hand, “reasoning around similarity”, where teachers consider
that both girls and boys should have the same prerequisites for working with science. In contrast, stereotypical conceptions
of girls and boys occur when the teachers evaluate their activities with students, and condescending attitudes toward girls
are also observed. The girls’ ways of working with science are not as highly valued as the boys’, and this outlook on children
can ultimately have consequences for girls’ attitudes towards the subject. When teachers are allowed to read their own statements
about the girls, they get “a glimpse of themselves”, and their condescending ideas about girls are made visible. In this way,
the teachers can begin their active work towards change, which may lead to new outlooks on and attitudes towards students. 相似文献
7.
8.
The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of
students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning
achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms.
In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive
strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement.
In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using
learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’
typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of
strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students
to engage with cognitive and metacognitive strategy instruction. 相似文献
9.
Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program 总被引:1,自引:0,他引:1
Hana Berger Bat-Sheva Eylon Esther Bagno 《Journal of Science Education and Technology》2008,17(4):399-409
The present study examined continuity of learning between face-to-face and online environments in a “blended” professional
development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online
exchanges between them through a website. The program focused on “knowledge integration” (KI) innovative activities in physics
classes using an “evidence-based” approach: The teachers implemented the activities, collected and analyzed data about their
practice and their students’ learning, and reflected on the evidence with their peers. Five reflective tools were used to
promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed.
Analysis of the online exchanges in relation to teachers’ face-to-face discourse revealed that the teachers discussed the
same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations),
and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in
the teachers’ learning. This study shows that appropriate use of an online environment in a blended program can lead to a
continuous course of learning and can transform a “9 once-a-month-meetings” workshop into a “9-month” workshop. 相似文献
10.
Chuan-bao Tan 《Frontiers of Education in China》2006,1(3):439-446
The transition from experience-based teachers to expertise-based ones has marked a significant phase in the history of human
education. The conceptive transition from the general “occupational ethics” of teachers to “professional ethics” is actually
an important aspect of the transition from experience-based to expertise-based teachers. The establishment of teachers’ professional
ethics bears the same historical inevitability as the movement of teachers’ professionalization. Complying with this trend,
we ought to promote the establishment of teachers’ professional ethics specifically in view of the improvement in their living
conditions and professional development.
__________
Translated from Educational Research, 2005 (1) 相似文献
11.
Sherry A. Southerland Scott Sowell Patrick Enderle 《Journal of Science Teacher Education》2011,22(5):437-457
This research explored science teachers’ pedagogical discontentment and described its role in teachers’ consideration of new
teaching practices. Pedagogical discontentment is an expression of the degree to which one is discontented because one’s teaching
practices do not achieve one’s teaching goals. Through a series of structured interviews conducted with 18 practicing science
teachers of various grade levels, content areas, routes of preparation, and amount of experience, areas of commonality in
the teachers’ pedagogical discontentment were identified. The common areas of pedagogical discontentment include the ability
to teach all students science, science content knowledge, balancing depth versus breath of instruction, implementing inquiry
instruction, and assessing science learning. We draw implications for using this construct to craft more effective professional
development. 相似文献
12.
Eric Toshalis 《The Urban Review》2012,44(1):1-35
How teachers “care” for students is a well-established line of inquiry in educational research, but the ways such “care” may
function as symbolic violence have received scant attention. In this ethnographic investigation of classroom disciplinary
interactions, the characteristics and functions of preservice teachers’ care discourses are examined. By translating deficit
discourses into expressions of praise for students’ nonacademic talents, the participants’ rhetoric of care effectively shifts
blame for failure from teacher to student. The preservice teachers’ expressions of care also function to veil the power being
produced in such rhetoric, to frame the teacher as victim when said care is rejected, and to reverse the carer/cared-for dynamic
when teachers’ attempts to inspire academic progress are unsuccessful. Implications for teacher education and teacher development
are provided as are suggestions for how to recognize and implement more authentic forms of care. 相似文献
13.
Guilaine Menotti Graciela Ricco 《European Journal of Psychology of Education - EJPE》2007,22(4):477-495
Wishing to explore the complexity of the conceptual, didactic and institutional aspects of learning a scientifically defined
object of knowledge, we chose to study the link between the personal relation to numeration developed by six-year-old pupils
in first grade (“cours préparatoire” the first level of primary school in France), and more particularly, the relationship
between the construction of pupils’ relation to the concept of “tens” and the didactic practice of their teachers during the
lessons.
Our study shows that both teachers establish “strong” didactic contracts, leaving it up to the pupils to develop on their
own the capacity of making mathematical decisions and destabilizing the procedure of counting one by one. There is a difference
between classes in the articulation of knowledge and know-how. In the ZEP class learning is centered on know-how; in the other
class knowledge and know-how are simply juxtaposed, their relationship is never made explicit. The result is that only 4 children
out of 42 (the two classes taken together) can work with both. All four belong to the categories of “good” or “very good”
students. 相似文献
14.
Andreas J. Stylianides Gabriel J. Stylianides 《Educational Studies in Mathematics》2009,72(2):237-253
In this article, we focus on a group of 39 prospective elementary (grades K-6) teachers who had rich experiences with proof,
and we examine their ability to construct proofs and evaluate their own constructions. We claim that the combined “construction–evaluation”
activity helps illuminate certain aspects of prospective teachers’ and presumably other individuals’ understanding of proof
that tend to defy scrutiny when individuals are asked to evaluate given arguments. For example, some prospective teachers
in our study provided empirical arguments to mathematical statements, while being aware that their constructions were invalid.
Thus, although these constructions considered alone could have been taken as evidence of an empirical conception of proof,
the additional consideration of prospective teachers’ evaluations of their own constructions overruled this interpretation
and suggested a good understanding of the distinction between proofs and empirical arguments. We offer a possible account
of our findings, and we discuss implications for research and instruction. 相似文献
15.
Dimitra Spiropoulou Triantafyllia Antonakaki Sophia Kontaxaki Sarantis Bouras 《Journal of Science Education and Technology》2007,16(5):443-450
This paper reports on research concerning Greek in-service Primary teachers’ perceptions about environmental issues and attitudes
towards Education for Sustainable Development. A questionnaire with multiple-choice and open-ended questions was used in order
to gain more comprehensive understanding of their thoughts. The analysis of data revealed that teachers hold misunderstandings
or misconceptions of the conceptual meaning of the terms “sustainability” and “renewable source of energy”. Furthermore, the
implementation rate of environmental programs in schools is relatively low considering teachers’ interest in the issues. This
is due to lack of familiarity with new methodological approaches which promote environmental matters. By taking into account
these research findings, possible implications arising from supporting teachers to implement environmental programs in schools
are discussed and suggestions for overcoming the outlined difficulties are made. 相似文献
16.
Determining the candidate teachers’ opinions regarding self-efficacy towards alternative assessment will be beneficial in
that this will improve their competencies while using these approaches in their applications within the classroom. In this
article, the development and validation of the “Self-efficacy towards Using Alternative Assessment Scale” (SUAAS) is introduced.
The SUUAS is a 26-item scale for assessing candidate teachers’ self-efficacy towards using alternative assessment. Data collected
from 424 candidate teachers provide evidence for the validity and reliability of the scale. The results provide evidence for
a valid and reliable self-efficacy scale with 3 factors, which are named as “Self-efficacy towards Using”, “Self-efficacy
towards Challenges” and “Self-efficacy towards Using Sources”. The Cronbach’s alpha value of the entire scale has been found
as 0.89, while those of the sub-factors are 0.88, 0.86 and 0.71, respectively. Followed by additional validation studies,
the SUAAS will serve as a valuable tool for both instructors and researchers in education to assess teachers’ and candidate
teachers’ beliefs related to their self-efficacy towards using alternative assessment approaches. 相似文献
17.
Laura J. Moin Kathleen Magiera Naomi Zigmond 《International Journal of Science and Mathematics Education》2009,7(4):677-697
In the US, there is a significant number of learning-disabled high school students included in regular science classrooms.
It has been argued that students with learning disabilities can succeed in science if they receive the kind of instruction
they need. To facilitate such instruction, the special education teacher is often incorporated into the class along with the
learning disabled students. We observed 53 high school science lessons from ten pairs of science and special-education teachers
who were responsible for delivering instruction to groups of students, some of whom were learning-disabled. We analyzed narrative
notes collected in these lessons reflecting the kinds of classroom activities, organization of work, and teachers’ roles.
In addition, we interviewed the teachers individually to gain a better understanding of these inclusive classes. The underlying
question of this research was whether inclusive classes with two teachers delivered the type of science education that is
better than solo-teaching in addressing the needs of learning-disabled students. Our evidence indicates that even with a special-education
teacher present in the class, learning-disabled students usually did not receive a science education that met their needs.
We elaborate on the reasons for this problem and make suggestions for improvement. 相似文献
18.
Lucie Deblois 《Educational Studies in Mathematics》2006,62(3):307-329
In this Article, we examine primary teachers’interpretation of their pupils’ productions in mathematics. We study the changes in teachers’ interpretation as they were taking place during discussions on pupils’ productions and the influence of the interpretation on the teachers’ choice of intervention in class. Six seminars, betwen one researcher and 21 teachers from the same school, revealed the elements that contributed to the interpretative process. These elements allowed to describe five “milieux” to which teachers are sensitive as they interpret pupils productions. The results bring a better understanding of the origins of teachers’ attribution of causes to pupils mistakes and of their preferred interventions with pupils who experience learning difficulties. The results suggest how changes in interpretation transform interventions and what conditions are necessary to initiate these changes. 相似文献
19.
Sevgi Aydin Nurdane Aydemir Yezdan Boz Ayla Cetin-Dindar Oktay Bektas 《Journal of Science Education and Technology》2009,18(6):518-534
The present study aimed to evaluate whether a chemistry laboratory course called “Laboratory Experiments in Science Education”
based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers’ conceptual understanding.
Data were collected from five pre-service chemistry teachers at a university in Ankara by means of a concept test and semi-structured
interviews. Results showed that pre-service teachers had some alternative conceptions about chemistry topics. Moreover, using
constructivist instruction accompanied with concept maps as an instructional tool was effective to promote conceptual understanding.
Participants thought that concept maps were useful especially in recognizing the relation between different chemistry concepts. 相似文献
20.
Measuring teachers’ content knowledge of language and reading 总被引:1,自引:0,他引:1
In the context of a longitudinal, four-year study of reading instruction in low-performing, high-poverty urban schools, we
surveyed teacher knowledge of reading-related concepts, and established a modest predictive relationship between teachers’
knowledge, classroom reading achievement levels, and teachers’ observed teaching competence. There were significant associations
among these variables at the third and fourth grade levels. To obtain this result, measures of teacher content knowledge in
language and reading were refined in a three-stage process. Our purpose was to explore the type and level of questions that
would begin to discriminate more capable from less capable teachers, and that would have a predictive relationship with student
reading achievement outcomes. After experimenting with measurement of K-2 teachers’ content knowledge (Form #1), we piloted
a Teacher Knowledge Survey with 41 second and third grade teachers in one study site (Form #2). We then refined and expanded
the Survey (Form #3) and administered it to 103 third and fourth grade teachers in both project sites. Teachers’ misconceptions
about sounds, words, sentences, and principles of instruction were pinpointed so that professional development could address
teachers’ needs for insight and information about language structure and student learning. 相似文献