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31.
Instructional practices in secondary science: How teachers achieve local and standards-based success
Beth A. Covitt Elizabeth Xeng de los Santos Qinyun Lin Christie Morrison Thomas Charles W. Anderson 《科学教学研究杂志》2024,61(1):170-202
This article reports on analyses of the instructional practices of six middle- and high-school science teachers in the United States who participated in a research-practice partnership that aims to support reform science education goals at scale. All six teachers were well qualified, experienced, and locally successful—respected by students, parents, colleagues, and administrators—but they differed in their success in supporting students' three-dimensional learning. Our goal is to understand how the teachers' instructional practices contributed to their similarities in achieving local success and to differences in enabling students' learning, and to consider the implications of these findings for research-practice partnerships. Data sources included classroom videos supplemented by interviews with teachers and focus students and examples of student work. We also compared students' learning gains by teacher using pre–post assessments that elicited three-dimensional performances. Analyses of classroom videos showed how all six teachers achieved local success—they led effectively managed classrooms, covered the curriculum by teaching almost all unit activities, and assessed students' work in fair and efficient ways. There were important differences, however, in how teachers engaged students in science practices. Teachers in classrooms where students achieved lower learning gains followed a pattern of practice we describe as activity-based teaching, in which students completed investigations and hands-on activities with few opportunities for sensemaking discussions or three-dimensional science performances. Teachers whose students achieved higher learning gains combined the social stability characteristic of local classroom success with more demanding instructional practices associated with scientific sensemaking and cognitive apprenticeship. We conclude with a discussion of implications for research-practice partnerships, highlighting how partnerships need to support all teachers in achieving both local and standards-based success. 相似文献
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The increase in smartphone adoption has been no less than astounding. Unfortunately, the explosive growth has been accompanied by a rash of security problems. A contributing factor to the growing security problem is a lack of education, training, and awareness. In addition, “bring your own device” (BYOD) policies often leave security responsibilities to the competencies of device owners, which compromises security. Today’s students are tomorrow’s employees with responsibilities for protecting their work environment. They need to understand and practice a full-range of mobile security practices so that they can safely access the information assets of their organizations. If students are not engaging in such practices, educational institutions have a responsibility to ensure that students understand how to keep information assets secure. This paper investigates the smartphone security practices of undergraduate college students. Five hundred students in business classes at a regional public university were surveyed to determine their use of recommended smartphone security practices. The study found that many smartphone users did employ some security measures, but a high percentage of them were ignoring potential risks. This suggests a need for increased education, training, and awareness. 相似文献
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Carol McDonald Connor Beth M. Phillips Young–Suk Grace Kim Christopher J. Lonigan Michael P. Kaschak Elizabeth Crowe 《Scientific Studies of Reading》2018,22(6):462-484
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of 4 interventions that were designed to target components of language and metacognition that predict children’s reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and 4th-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from ?.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students’ reading comprehension. Moreover, there were Child Characteristic × Treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed. 相似文献
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This article summarizes the current knowledge of response‐to‐intervention (RTI) models in preschool settings, with an emphasis on evaluating the strengths and weaknesses of our current research base. Particular attention is given to the unique challenges of high‐risk preschool settings. Presently, sufficient empirical support exists to begin establishing tiered intervention systems and building teacher capacity. Lacking, however, are valid and reliable assessment tools and insufficiently trained personnel to support a data‐based decision‐model within high‐risk preschools. We conclude that organizational development should focus on building teacher capacity, establishing high‐quality classroom instruction, and planning for sustainable programs, with adoption of a full RTI service delivery model serving as a long‐range aspirational goal. © 2011 Wiley Periodicals, Inc. 相似文献
36.
Beth Dickson 《欧洲师范教育杂志》2011,34(3):259-276
In order to deliver life-long learning for teachers, practitioner-based enquiry learning is being promoted by teacher education institutions on the basis that this form of learning gives teachers the ability to understand factors affecting learning within their own classrooms by systematic investigations of issues and the construction of an evidence-base on which decisions which improve learning can be taken. In turn this enhances teacher professionalism. This article presents a study of how practitioner-based enquiry was embedded in an initial teacher education programme; the reasons for this; and the purposes of the strategy, which raised the one-year postgraduate qualification to masters-level. It looks at the reasons for the change; the nature of the change, which included educating teachers intending to teach in primary schools together with those intending to teach in secondary; the introduction of practitioner-based enquiry; some early student reaction; and the structural, cultural and learning issues which have emerged. 相似文献
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