The Relationship of Teachers' Instructional Decisions and Beliefs about Alternate Assessments to Student Achievement

In the decade since alternate assessments based on alternate achievement standards (AA-AAS) were first required, special education teachers have had to develop content knowledge and pedagogical skills to teach academics to students with significant cognitive disabilities. The purpose of this study is to examine the impact that teachers' instructional decisions and beliefs about AA-AAS have on the academic achievement of students with significant cognitive disabilities. A survey of nearly 400 teachers across three states provided evidence of teachers' beliefs, as well as their instructional planning processes for students. Students' learning characteristics were also identified. Survey responses were analyzed in conjunction with students' 2010–2011 scores on their statewide AA-AAS. The results indicated that students with presymbolic communication systems had a lower likelihood of achieving proficiency in English language arts/reading and math than students with abstract symbolic communication. Students with concrete symbolic communication systems had lesser odds of proficiency in ELA/reading but not in math. Teachers who agreed that AA-AAS had an impact on instruction tended to have students with higher achievement proficiency. However, more negative views of the validity of AA-AAS scores were associated with greater odds of proficiency.     

英语师范生教学技能多元化培养模式

熟练掌握一定的教学技能是师范生应努力具备的业务素养。对于目前英语教学技能培养模式针对性不强而且训练形式单一的现状,本研究试图提出更为合理的培养模式,以适合社会发展的需求。本文将英语教学技能分为:分析学生认知特点、进行策略引导技能;选择教材、课前教学设计的技能;课堂教学技能;课后批判性反思、教学研究技能四大类,并通过英语的工具性和人文性等特点,对英语教学技能的特点进行分析,提出了有针对性的、多元化的英语师范生教学技能培养模式,该模式以理论学习和教学技能实践为主线、多元化的活动为特色,在考虑时间空间等客观因素的基础上,加强技能培养的广度、密度和深度,为英语师范生将来的就业打下了坚实的教学基础。     

Comparing primary student teachers’ attitudes,subject knowledge and pedagogical content knowledge needs in a physics activity

This research explores and compares primary student teachers’ attitudes, subject knowledge and pedagogical content knowledge (PCK) in physics in two institutions in England and Finland, using a practical physics activity and questionnaire. Teaching of physics activities was rated unpopular both in Finland and England, although English students were more confident, but no more knowledgeable nor more secure in their PCK. We argue that confidence needs to be developed alongside knowledge. Teacher education programmes in physics should particularly concentrate on helping student teachers to teach difficult concepts in a meaningful and accessible way, developing positive attitudes alongside understanding and pedagogical skills.     

Exploring primary school teachers’ technological pedagogical content knowledge (TPACK) in online collaborative discourse: An epistemic network analysis

The contextual influences on technological pedagogical content knowledge (TPACK) enactment and the method of TPACK assessment remain to be important research topics. Discourse data of 81 teachers in an online professional learning community were collected and analyzed based on the framework of TPACK. Frequency distribution and time series characteristics of teachers’ knowledge domains were analyzed. In addition, epistemic network analysis was used to compare the epistemic network characteristics of teachers in the higher-score and the lower-score groups, different age groups, and post and reply groups. Results showed that teachers’ knowledge domains enacted in the context of online discourse were mainly pedagogical content knowledge and general pedagogical knowledge. The teachers in the higher-score group had a rich, organized and flexible knowledge structure of TPACK. Younger teachers had more connections between pedagogical knowledge and pedagogical content knowledge, while senior teachers had more connections between technological knowledge and pedagogical knowledge. The teachers in the reply group had more connections among the different categories of knowledge as compared to the post group. Finally, implications, limitations and future research were discussed.     

Novice mathematics teachers create themselves

This study presents a qualitative research based on three narratives written by novice mathematics teachers. We examine their unique professional world during their first year of work. The methodology of narrative framework, on which this article is based, helps to gain better understanding of the need for novice mathematics teachers to have pedagogical knowledge. Findings reveal three themes of pedagogical knowledge: the attitude of novice teachers toward students with difficulties in mathematics; parents’ expectations of and involvement with novice mathematics teachers; teacher–student relations. The implications of the findings show that novice mathematics teachers are required to have not only content knowledge of mathematics but also, and above all, pedagogical knowledge. The implications of this study enable reassessment of emphases required in training mathematics teachers, as well as the assistance and support they need, especially as they launch their careers.     

Measuring practical knowledge among prospective and current teachers of deaf and hard of hearing students

Research on teaching and teacher research has a long history. However, in the field of the education of deaf and hard of hearing students, this research is limited. The study addresses one particular area of research on teaching and teacher research: practical knowledge of teachers of deaf and hard of hearing students. Practical knowledge is defined as how educators think about their classroom practice. By means of a survey designed and tested by the researcher, four hierarchical groups (beginning education students, graduating education students, novice teachers, and experienced teachers) in the education of deaf and hard of hearing students were surveyed on their practical knowledge. Practical knowledge codified as images, rules of practice, and practical principles. Results were measured to demonstrate for categories and characteristics of practical knowledge storage among prospective and current teachers of deaf and hard of hearing students. The instrument was designed as an assessment tool to measure aspects of this knowledge, apply it to levels of pedagogical expertise, and expand research in this area.     

Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities

This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities.     

英语词汇广度、深度知识与综合能力关系研究

对广东某高职院校81名非英语专业高职学生的英语词汇广度、深度知识和各项语言技能调研发现,被试之间的词汇知识水平和语言各项技能均存在着相当大的差距,二语习得连续系统的词汇知识越高,被试在各种语言技能的表现就越好,词汇深度知识对不同水平学生的预测力和影响模式各不相同,词汇深度知识比词汇广度对高分组和中间组的英语综合能力的影响程度更大,而阅读变量对低分组的语言水平预测力最大。     

大学生外语学习策略使用情况的研究

外语学习策略是学习者为了使语言学习更加有效而有意识地采取的特定行为。大学生英语学习策略的使用情况及其特点是文章关注的焦点。研究结果显示,相当数量的学生对外语学习策略的使用仍处于较低的水平,而英语学习策略的使用对英语成绩有显著影响。在外语教学中,教师应不断挖掘对自己学生有用的语言学习策略,培养学生的独立学习能力。     

Primary Student Teachers' Ideas about Teaching a Physics Topic

This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils' thinking and process skills needed in a physics topic. Therefore they will have problems constructing learning environments that encourage pupils to take active control of their learning. In order to develop effective pedagogical content knowledge it is of the utmost importance that the science educators responsible for physics courses pay special attention to the promotion of favourable attitudes towards the teaching of physics topics. This can be done by focusing on how to teach some basic familiar topics. Quality, not quantity, is important in focusing on both subject knowledge and pedagogical content knowledge. The construction of pedagogical content knowledge is a complex interrelationship of attitudes, subject, and pedagogical knowledge. All three of them need to be developed to enable students to confidently and effectively teach young children.     

Exploring relationships among TPACK constructs and ICT achievement among trainee teachers

Teaching in the classroom today can no longer sustain the interest of students and be effective if the process involves traditional approach - teachers as sole provider of content information. In recent years technology has played a significant role in transforming education to more progressive and interactive activities. However the use of technology itself does not produce positive results in quality of learning and students’ achievement. Teachers must be competent in subject knowledge, pedagogical skills and technological know-how. The Technological Pedagogical Content Knowledge or TPACK as a conceptual framework can guide teachers to understand the complex relations between the six components of the model. There has been numerous studies on TPACK in international contexts beyond cultural and language boundaries. This paper examined recent studies on TPACK in various countries and reports findings from a study conducted with student teachers in the UAE.     

Managing the Change From On-Site to Online: Transforming ESL courses for teachers

In Canada, all regular K-12 teachers face the challenge of teaching both native and non-native English speaking students. Consequently, working with students who use English as a second language (ESL) has become everybody's business, irrespective of whether they are teaching language or mathematics, at elementary or secondary levels. As a result, it is essential for in-service teachers to gain knowledge and develop skills in working with ESL students. Teaching English as a second language (TESL) courses have been delivered traditionally at the Faculty of Education at Queen's University through on-site training and with opportunities for working with ESL students. These courses, however, are now delivered online to teachers in different locations across the province and even in other parts of the world. This paper addresses the challenges of converting the on-site courses to an online format.     

探究大学英语的知情交融教学模式

大学英语教学应该关注学生的情绪、情感因素,以心理学理论和教育学理论为基础,通过对大学英语的知情交融教学模式的研究,探讨了教学三要素:教材、教师、学生之间的关系,把认知和情绪有机地统一起来,实现认知与情绪的有机交融、相互促进,达到应有的教学效果。     

Understanding legitimate teacher authority in a cross-cultural teaching context: pre-service Chinese language teachers undertaking teaching practicum in international schools in Hong Kong

Legitimate teacher authority is fundamental to effective teaching, but is often a thorny issue that teachers need to grapple with when teaching in cross-cultural teaching contexts. By interviewing 18 pre-service Chinese language teachers on their understanding of legitimate teacher authority throughout teaching practicum at international schools in Hong Kong, this study revealed that the teachers changed their perception about the essentiality and the nature of the pedagogical and interpersonal components of legitimate teacher authority. They developed a more nuanced and balanced understanding about legitimate teacher authority over time. However, their abilities in reaching the balance were constrained by their cultural knowledge and skills in achieving positive interpersonal dynamics when implementing student-centred pedagogies.     

Jordanian Preservice Primary Teachers' Perceptions of Mentoring in Science Teaching

Quality mentoring is fundamental to preservice teacher education because of its potential to help student and novice teachers develop the academic and pedagogical knowledge and skills germane to successful induction into the profession. This study focused on Jordanian preservice primary teachers' perceptions of their mentoring experiences as these pertain to science teaching. The Mentoring for Effective Primary Science Teaching instrument was administered to 147 senior preservice primary teachers in a university in Jordan. The results indicated that the greater majority of participants did not experience effective mentoring toward creating a supportive and reflexive environment that would bolster their confidence in teaching science; further their understanding of primary science curriculum, and associated aims and school policies; help with developing their pedagogical knowledge; and/or furnish them with specific and targeted feedback and guidance to help improve their science teaching. Substantially more participants indicated that their mentors modeled what they perceived to be effective science teaching. The study argues for the need for science-specific mentoring for preservice primary teachers, and suggests a possible pathway for achieving such a model starting with those in-service primary teachers—much like those identified by participants in the present study—who are already effective in their science teaching.     

Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students

Teaching systematic phonics effectively to beginning readers requires specialized knowledge and training which many primary grade teachers lack. The current study examined effects of a year-long mentoring program to improve teachers’ knowledge and effectiveness in teaching phonics and the extent that it improved students’ achievement in reading and spelling. Teachers in urban, lower SES schools completed a 45 h course followed by 90 h of in-school training. Mentors (N = 29) worked with kindergarten, 1st, 2nd, and 3rd grade teachers (N = 69) twice a week for 30 weeks during the year. Each visit included a 45 min prep period plus 45 min of modeling and feedback in the classroom. Mentors taught teachers how to provide systematic phonics instruction to their students (N = 1,336). Monthly ratings by mentors revealed that teachers improved their phonics teaching skills with many reaching the highest ratings by May. Teachers who were non-native speakers of English took a bit longer to learn the English sound system for letters, mainly because they lacked sufficient knowledge of English sounds and had to learn them. Given the increasing diversity of the teacher work force, future research is needed to study this difficulty, its solution, and impact on students. Teachers’ agreement with principles of phonics instruction remained strong or increased from fall to spring. Students’ reading and spelling skills showed large gains during the year and far exceeded effect sizes from comparable data sources. Students met grade-level expectations at the end of kindergarten and first grade but fell short in second and third grades. General education students outperformed bilingual/ELL and special needs students although all subgroups made large gains. Findings reveal the effectiveness of an intensive mentoring model of professional development applied to a subject that is difficult to teach and to a student population known for lower reading achievement. Findings point to the need for better pre-service teacher preparation coupled with appropriate curricula and PD from districts in order to improve students’ reading achievement.     

Pedagogical practices: examining preservice teachers’ perceptions of their abilities

Teachers routinely make decisions regarding the best pedagogical methods for altering students’ understandings about academic content. Such practices are at the root of teaching as persuasion, and have been shown to be related to academic achievement. Yet very little research has investigated the extent to which individuals learning to be teachers (i.e., preservice teachers) feel they are capable of performing the practices underlying teaching as persuasion. As such, the purpose of this study was to examine the extent to which preservice teachers see themselves as capable of performing persuasive pedagogical practices compared to more general teaching practices as operationalized on well-researched measures of teacher efficacy. Results indicated that undergraduates enrolled in preservice teacher education courses perceived themselves as less capable of performing persuasive pedagogical practices than more generally accepted practices. In addition, preservice teachers perceived they were more capable of altering students’ knowledge about content than at modifying their beliefs about content. Implications for research and practice are forwarded.     

Using information and communication technologies to engage students in the later years of schooling in learning content and literacy: Case studies of three teachers

Literacy for a 21st century context is far more complex than reading and writing print. As society and information and communication technology (ICT) has changed, so what counts as literacy and how a person is deemed to be literate has changed. Students from low socio-economic backgrounds in the later years of schooling require access to multiple literacies mediated through ICT and to teachers who are willing to provide opportunities for them to be taught explicitly. ICT can promote the learning of the content as well as learning the literacies associated with specific subject areas. This paper will focus on how three teachers in the later years of schooling (years 9–12) used technology to enhance learning and engagement of students in learning the literacies associated with their subject. They challenged the hegemony of print literacy by providing opportunities to develop students understanding, critique and creation of multimodal texts, but also supported students in achieving more effective print literacy. These teachers provided appropriate teaching for students from low socio-economic backgrounds, engaging them in thinking, feeling and acting at high levels while simultaneously providing positive messages about their knowledge, ability, control, place and voice. Their pedagogical approach supported the development of cultural and social capital that will enhance their students’ life options.     

Information Communication Technology (ICT) integration in a science education unit for preservice science teachers; students' perceptions of their ICT skills, knowledge and pedagogy

There is an expectation that new science teachers will be able to effectively use a range of information communication technology (ICT) related resources inthe science classroom in order to enhance student learning. All school systems in Australia are in the process of providing teachers with ICT professional development and infrastructure. This paper outlines a range of initiatives designed to integrate ICT in a compulsory science education unit for students enrolled in a Graduate Diploma in Secondary Education. An action research model based on constructivist principles was used to evaluate the effectiveness of modelling, open-ended co-operative group activities and authentic assessment in enabling students to enhance their ICT skills, knowledge and pedagogical content knowledge in a science education context. Multiple sources of data were generated including a pre and post unit questionnaire that was analysed using Rasch modelling. The questionnaire determined students' perceptions of their preparedness to teach using ICT. The findings of this research suggest that some skills warranted greater attention in the unit, but students' pedagogical knowledge and knowledge and critique of ICT resources were enhanced over the duration of the unit.