共查询到20条相似文献，搜索用时 31 毫秒
1.
Steve Drew Liam Phelan Katherine Lindsay Angela Carbone Bella Ross Kayleen Wood 《Assessment & Evaluation in Higher Education》2017,42(6):914-929
Peer observation of teaching can provide valuable insights into effective educational practices. By adopting a developmental focus, peer observation can also provide insights into how practices might be enhanced and, importantly, how enhancements in practices might be aligned to teachers’ development goals. However, a review of peer observation of teaching undertaken at Australian universities demonstrates that observation instruments and protocols typically do not explicitly afford alignment of peers’ observations with teachers’ developmental goals. Analysis of observers’ uses of popular peer observation instruments through the deployment of the Peer Assisted Teaching Scheme through multiple institutions across Australia has informed the development and trial of a novel observation instrument and protocol design that is aligned with observer use characteristics, and provides a focus on development goals. This study will be of interest to teachers and academic developers researching and implementing goal-oriented curricular and pedagogical development through peer observation. 相似文献
2.
David Blazar David Braslow Charalambos Y. Charalambous Heather C. Hill 《Educational Assessment》2017,22(2):71-94
New systems that seek to evaluate teachers with regard to their classroom quality often rely on observation instruments that capture general instructional pedagogies. However, decades of research suggest that content-specific dimensions of instruction also are important to differentiate teachers and improve student outcomes. We explore the degree of overlap between a general and a content-specific instrument when capturing upper elementary teachers’ mathematics instruction. To do so, we conducted exploratory and confirmatory factor analyses on data from more than 2,000 videotaped lessons scored using both the Classroom Assessment Scoring System, a general instrument, and the Mathematical Quality of Instruction, a content-specific instrument. Findings indicate that there is some overlap between instruments but that preferred factor structures include both general and content-specific practices. 相似文献
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This study explores the structure of French teachers’ educational beliefs. First, instruments to measure these beliefs are adapted and developed. Data is collected through focus group discussions and an online survey (n = 302). Factor analyses reveal a three-factor structure to measure teachers’ general beliefs about teaching and learning: ‘beliefs about student regulation of learning processes and knowledge construction’, ‘beliefs about teacher regulation of learning processes’, and ‘beliefs about knowledge reproduction’. Furthermore, a two-factor structure to measure teachers’ subject-specific beliefs about French language teaching is found: ‘traditional beliefs about French language teaching’ and ‘constructivist beliefs about French language teaching’. Second, this study explores the relationships between and within teachers’ general beliefs about teaching and learning and their subject-specific beliefs about French language teaching. Results show two distinct and independent belief structures: a traditional and a constructivist belief structure. Via cluster analyses, two clusters of teachers are found whose beliefs are consistent with these belief structures. 相似文献
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This article reports the development and application of two instruments for assessing science teachers’ pedagogical knowledge in the context of teaching higher‐order thinking: a Likert‐type research instrument, and an instrument that analyzes classroom observations. The rationale for developing these instruments and their main categories is described. One hundred and fifty Israeli science teachers replied to the Likert‐type questionnaire. Results show that biology teachers gained a significantly higher score than either physics or chemistry teachers, that junior high school teachers scored significantly higher than high school teachers, and that a significant negative correlation was found between final scores and teaching experience. Participants in the classroom observation study were 14 teachers who attended a one‐year professional development course for teaching higher‐order thinking. The instrument was sensitive in detecting progress in teachers’ pedagogical knowledge in several categories, such as: Frequency of tasks that required higher‐order thinking; The variety of thinking strategies that teachers addressed during their lessons; Engagement of students in metacognitive thinking; and Using the “language of thinking” in class. The implications of the findings for research and practice are described. 相似文献
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Ahmad Qablan 《Teacher Development》2016,20(1):76-91
The purpose of this study was to determine if science teachers showed a change in their ability to design and implement science lessons that integrate twenty-first century science practices as a result of their participation in a subject-specific professional development program. A qualitative design utilizing inductive analysis was used to investigate teachers’ ability to design inquiry-oriented lessons and implement them in the classroom. Eight science teachers participated in the study. Findings showed that teachers have benefited from their participation in the program and were able to plan and implement their inquiry-oriented lesson plans and implement them in the classroom. The analysis also showed that teachers were not able to demonstrate their ability in two dimensions of inquiry (asking scientifically oriented questions and designing and carrying out investigations). Finally, several suggestions were presented to modify the program’s training materials to focus more on these two dimensions of inquiry. 相似文献
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This research aims to understand the key competencies and characteristics for innovative teaching as perceived by Chinese secondary teachers. A mixed-methods research was used to investigate secondary teachers’ views. First, a qualitative study was conducted with interviews of teachers to understand the perceived key competencies and characteristics for innovative teaching among Chinese secondary teachers. Seventeen characteristics were identified underlying four key competencies that were perceived critical for innovative teaching. Secondly, an instrument was developed in order to validate the identified key competencies and characteristics and to measure teachers’ perceived importance of the key competencies and characteristics for innovative teaching. A total of 325 secondary teachers participated in the survey. The results show that the four-factor model of key competencies for innovative teaching was validated and the importance level of the perceived characteristics was also identified. This research has theoretical and practical significance with regard to the development of competence-based teacher education programs. 相似文献
7.
Dealing with ethnic and linguistic diversity is one of the major challenges in today’s education. Therefore, the formulation of competencies for teachers and teacher training should take into account the specific requirements of teaching in multicultural schools. In 2002, a series of small‐scale studies were conducted to identify and formulate teachers’ communicative competencies in multicultural classes through a mixture of instruments and data sources. The studies aimed at providing recommendations for improving these competencies through teacher education and professional development. This study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools by discussing research evidence from a series of case studies from primary and secondary education. These case studies explored teachers’ knowledge, beliefs and behaviours in creating healthy teacher–student relationships as well as making lesson content accessible for all students, including students with limited language skills. The findings show how small‐scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings. Based on our findings, we argue that by conducting multiple investigations in different settings, using a variety of instruments and by interpreting this data from different communicative domains, a valid, reliable and complete picture of teachers’ scientific competencies can be obtained. 相似文献
8.
Panayota Mantzicopoulos Brian F. French Helen Patrick 《Early education and development》2018,29(6):893-908
Research Findings: We evaluated the score stability of the Mathematical Quality of Instruction (MQI), an observational measure of mathematics instruction. Three raters each scored, independently, 100 video-recorded lessons taught by 20 kindergarten teachers in the spring. Using generalizability theory analyses, we decomposed the MQI’s score stability into potential sources of variation (teachers, lessons, raters, and their interactions). The 13-item (3-domain) Ambitious Mathematics Instruction scale and the Whole Lesson scale each explained about one third of the variance attributed to differences in the main construct of interest (teachers’ instructional strategies). The MQI’s Errors and Imprecision scale was not relevant at the kindergarten level; there were virtually no errors and/or ambiguities observed across the 100 mathematics lessons. In a series of decision studies, we examined improvements in reliability with combinations of up to 6 raters and 8 lessons. Only the Richness of Mathematics domain scores and the Whole Lesson scores achieved acceptable reliabilities. Practice or Policy: The findings have important implications for the use of observation measures to document teachers’ mathematics practices in the early years of school. 相似文献
9.
Tim Huijgen Carla van Boxtel Wim van de Grift Paul Holthuis 《European Journal of Psychology of Education - EJPE》2014,29(4):653-672
Historical reasoning competencies play an important role in history education. However, valid and reliable large-scale measurement instruments to assess these competencies are scarce. This study considers two instruments for measuring students’ ability to perform historical perspective taking (HPT) as a historical reasoning competency. The instruments have been tested for validity and reliability among 1,270 Dutch upper elementary and secondary school students, ranging in age from 10 to 17 years. One instrument offers effective validity and reliability and can map HPT performance among a large and heterogeneous student population. The results show that even upper elementary school students are capable of performing HPT. However, as students age, their ability to perform HPT increases. Differences regarding the ability to perform HPT were also found between educational levels. Pre-university students performed HPT more successfully compared to students at lower educational levels. The results of this study can be used to gain insight into the construct of HPT and into how historical reasoning competencies such as HPT can be measured. Furthermore, the results provide insight into how differences between students, such as age and educational levels, influence the performance of HPT. 相似文献
10.
This study empirically examines impacts of subject-specific competencies and reading habits on university graduates’ income in Japan. Business and economics graduates during 1996 and 2016 at a research university in Tokyo were surveyed. Path analyses of 677 valid responses from graduates employed in the private sector indicated positive impacts of subject-specific competencies and reading habits on income after graduation, as they are recognized as important to respondents’ careers. Thus, when reading habits and subject-specific competencies were relevant to the respondents’ careers, they indirectly, positively influenced income. No gender differences were noted in business; sufficient observations were not obtained for economics. 相似文献
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学科教育技术课程是培养教师实施信息技术与学科教学深度融合能力的重要载体.为了探讨如何建设深入学科的教育技术课程,采用内容分析和深度访谈等方法研究了英属哥伦比亚大学的一门在线教育硕士项目课程--"运用技术教数学与科学".研究发现:该课程以TPACK理论和有意使用技术的教学思维框架为指导,其课程特色是以融合为导向,以问题为纽带,以探究为核心,以作品为中心,以协作为形式.这充分体现了整合性STEM教育的5个关键特征:STEM多学科融合,基于问题的学习,基于探究的学习,基于设计的学习,基于协作的学习.研究启示:(1)以学科教育技术为依托培养教师的信息化教学能力;(2)以学科交叉融合为导向培养教师的跨学科教学能力;(3)以信息技术支持的跨学科教育为切入点培养社会需要的创新型人才. 相似文献
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Jigna Nawani Lena Kotzebue Julia Rixius Michael Graml Birgit J. Neuhaus 《International Journal of Science and Mathematics Education》2018,16(8):1431-1451
This study investigated the effects of teachers’ use of focus questions on students’ knowledge structures and classroom teaching-learning process by re-analyzing selected data from a quasi-experimental pre-post video study (Wadouh, 2007). Focus questions are content-related anchoring questions highlighting the key content taught in individual lessons (Forbes & Davis, 2010). In Wadouh’ study, students answered a knowledge test before and after the lesson on “blood and the circulatory system” and one lesson per teacher was videotaped to investigate teaching practices in grade 9 biology classrooms. Students also completed a post-unit concept mapping exercise and a motivation-interest questionnaire. In this study, 30 lesson videos selected from 47 were re-analyzed for teachers’ use of focus questions—no focus questions, non-specific or simple focus questions, and specific and challenging focus questions. Individual students’ scores in the concept mapping exercise were aggregated as students’ topic-related knowledge structure. Multilevel analyses revealed a significant positive effect of teachers’ use of specific and challenging focus questions on students’ topic-related knowledge structure. Furthermore, a comparative case analysis of the classroom teaching-learning process was conducted in four lessons where teachers used specific and challenging focus questions in two of the lessons and non-specific or simple focus questions in the other two lessons. The findings indicate that specific and challenging focus questions anchored lessons on students’ co-construction of scientific explanations by activating their pre-instructional ideas, whereas non-specific or simple focus questions anchored lessons on their accumulation of canonical scientific knowledge. This study’s limitations and implications for teacher education reform are discussed. 相似文献
13.
Edy H. M. Shahali Lilia Halim David F. Treagust Mihye Won A. L. Chandrasegaran 《Research in Science Education》2017,47(2):257-281
This study investigated the understanding of science process skills (SPS) of 329 science teachers from 52 primary schools selected by random sampling. The understanding of SPS was measured in terms of conceptual and operational aspects of SPS using an instrument called the Science Process Skills Questionnaire (SPSQ) with a Cronbach’s alpha reliability of 0.88. The findings showed that the teachers’ conceptual understanding of SPS was much weaker than their practical application of SPS. The teachers’ understanding of SPS differed by their teaching qualifications but not so much by their teaching experience. Emphasis needs to be given to both conceptual and operational understanding of SPS during pre-service and in-service teacher education to enable science teachers to use the skills and implement inquiry-based lessons in schools. 相似文献
14.
Dr. Ulrike Hartmann Prof. Dr. Michael Sauer Prof. Dr. Marcus Hasselhorn 《Zeitschrift für Erziehungswissenschaft》2009,12(2):321-342
This study addresses a competency of students’ historical thinking related to taking perspectives. We start by discussing socio-cognitive theories from psychology as well as approaches from history education that focus on this competency. We also present empirical findings concerning relationships between achievement, self-concept and interest in the subject of history and connect these findings with the competency to take historical perspectives. Our research questions target this relationship between indicators of achievement and motivation in the subject of history, the competency of historical perspective taking and students’ socio-cognitive ability to adopt social perspectives in their everyday lives. These questions are investigated using a cross-sectional design with 375 grammar school students in grades 7 and 10. Results indicate that in grade 7 the competency to take historical perspectives relates to students’ ability to coordinate social perspectives in their everyday lives. For 10th graders, however, the adoption of historical perspectives is closely related to subject-specific variables such as interest for history, self-concept, history grade and achievement in a test of historical knowledge. In the last section of this paper, we discuss challenges that arise when students’ competencies in a subject like history are assessed within the context of standard-based testing. Specifically, we raise the issues of reliability, validity, the context-specificity of measurements, the kinds of response formats used and the formulation of progression models of historical thinking. 相似文献
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Kathleen P. Allen Jennifer A. Livingston Amanda B. Nickerson 《American journal of sexuality education》2020,15(2):218-245
AbstractThis study explored teachers’ reactions to implementing a Pre-K-Grade 5 school-based child sexual abuse prevention education program. Fifty-seven classroom teachers and two school counselors attended one of nine focus groups conducted after the implementation of the Committee for Children’s Second Step Child Protection Unit. Teachers discussed their feelings about teaching the unit before and after implementation, their students’ reactions to the lessons, and parental feedback. Initially, teachers were anxious and apprehensive about teaching the six-lesson curriculum but found the experience to be positive and rewarding. Students engaged enthusiastically with the lessons, and parental pushback was minimal. Challenges and recommendations for implementing teacher-led personal safety education are discussed. 相似文献
17.
Meng Deng Sisi Wang Wenjun Guan Yan Wang 《International Journal of Inclusive Education》2017,21(4):416-427
The aim of this study was to develop and validate an instrument of inclusive teachers’ competencies for teaching students with special educational needs in China. Data were obtained from a preliminary and large-scale investigation in Beijing. The primary analyses included exploratory factor analysis and confirmatory factor analysis. The findings indicated that Chinese inclusive teachers’ competency is underpinned by four factors: teaching and instruction; communication and cooperation; attitudes and beliefs; and reflection and development. The four-factor model was obtained with satisfactory reliability and validity. The validated questionnaire generated a theoretical understanding of inclusive education teachers’ competency in China. In addition, the findings of the study provided knowledge that will allow for the development of professional standards and teacher education programmes for inclusive education. 相似文献
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This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics instructional technology course for one semester. Strategies applied in designing the course were: aligning theory and practice, collaborative design, learning technology by design, modelling how to use technology and scaffolding authentic technology experiences. The pre-service teachers’ technology integration competencies were assessed through analysis of lesson plans and lesson observations, their self-reported technological pedagogical content knowledge and attitudes towards technology. Findings show that pre-service teachers’ technology integration competencies improved after participation in the course. All strategies were considered important, but in particular, scaffolding authentic technology experiences including feedback from teaching try-outs made significant contributions to the pre-service teachers’ developed technology integration competencies. The study provides guidelines that can serve as a benchmark for implementing strategies in the design of a subject-specific teacher education programme in preparing pre-service teachers to integrate technology in teaching. 相似文献
20.
Verónica López Javier Torres-Vallejos Paula Ascorra Boris Villalobos-Parada Marian Bilbao René Valdés 《Learning Environments Research》2018,21(3):407-422
Students’ perceptions of their classroom climate have been found to relate significantly to students’ learning outcomes. The purpose of the present study was to construct an instrument for assessing elementary-school students’ perceptions of classroom climate, based on a previous instrument that was being used in Chile by a public national school mental health program as a tool for aiding teachers in improving classroom management, but which showed poor psychometric properties. We used a six-staged mixed-methods approach to construct relevant items and dimensions based on this measure and by adapting previously-existing scales. Item development included participatory construction of items involving program officials, focus groups with students, and a pilot study. The final version was administered to a sample of 6813 elementary-school students. Results showed adequate reliability and construct validity, convergent validity with school climate, and divergent validity with peer victimisation. When consequential validity was explored through semi-structured interviews with program officials and school administrators, we found that the instrument was being used as a tool for helping teachers to improve their school climate and management skills. We discuss the importance of constructing instruments using a mixed-methods approach. 相似文献