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1.
Leslie W. Grant James H. Stronge Xianxuan Xu 《Educational Assessment, Evaluation and Accountability》2013,25(3):251-276
The purpose of this study was to develop a richer understanding of teacher effectiveness through cross-cultural analyses of the practices and beliefs of selected China and US teachers who have received national awards for their teaching. This study was based upon a phenomenological design that used semi-structured interviews, classroom observations, and artifacts for data generation/collection. Sixteen China teachers and 16 US teachers participated in this study. This study revealed similarities and differences between US teachers and China teachers in their patterns of instructional practices and professional thinking. The major similarities found between them were (a) using a variety of instructional activities which spanned across different cognitive levels, (b) being opportunistic planners to maximize meaningful student learning, (c) having high student engagement, (d) presenting effective classroom management skills, and (e) maintaining a learning environment that was conducive to optimal learning. Primary differences between US and China teachers’ classrooms included the types of instructional activities used and their beliefs and practices in the areas of (a) instructional planning, (b) differentiation, (c) assessment, (d) classroom management, (e) relationships with students and parents, and (f) professional development. 相似文献
2.
《Educational Assessment》2013,18(3):237-259
This article reports on the interrater reliability of language arts portfolio assessment in the primary grades of the Rochester, New York, school system. This assessment was based on a sample of approximately 400 primary-grade language arts portfolios that were rated by two raters: the student's classroom teacher and an external reviewer. Reliabilities for student portfolios ranged from .58 for Grade 1 reading portfolios to .79 for kindergarten reading portfolios. Many of the reading portfolios could not be rated by the external reviewer, revealing problems both with the portfolio policies of the district and with the classroom-level implementation. The findings showed that primary-grade classroom teachers can reliably rate their own students' work, but tensions exist if a single portfolio system is intended both to provide classroom teachers with information about their students and to supply accountability information to administrators. 相似文献
3.
《Educational Assessment》2013,18(4):265-296
We investigated the ways that portfolio evidence of students' competencies with writing processes was created and interpreted in 4 classrooms. Our study was conducted during preliminary classroom trials of California Learning Assessment System portfolios, when teachers and students were challenged with the new task of preparing portfolios that demonstrated students' competency with the "dimensions of learning." Drawing data from teacher and student interviews as well as portfolios, we considered three issues regarding the meaning of portfolio indicators of writing processes (a) Students' opportunities to learn to use a range of resources, processes, and standards in ways that enhance the effectiveness of their writing; (b) students' opportunities to produce "hard copy" evidence of their uses of processes; and (c) students' capacities to analyze their writing processes. Further research is needed to understand how participants in a large-scale portfolio assessment program develop shared understandings of the ways that evidence of writing processes is considered in the scoring and how the programmatic needs for comparability of evidence can be reconciled with the personal needs of young writers, whose uses of processes will vary with the purposes and contexts of their writing. 相似文献
4.
Kindergarten education is changing. Current reforms have increased accountability structures requiring teachers to integrate assessments throughout their instruction to support academic learning while retaining developmentally appropriate pedagogies such as play-based learning. Despite these reforms, comparatively little research has been conducted on teachers' assessment practices within play-based instructional contexts. The purpose of this study was to explore teachers' approaches to assessment in play-based kindergarten education and specifically to examine how assessment practices differed based on teachers' conceptions of the purpose of play in student learning. Data were obtained from 77 Ontario kindergarten teachers via (a) an electronic survey, (b) in-depth interviews, and (c) classroom observations. Overall, data from this study suggest a misalignment in teachers' perspectives of the purpose of play and what teachers assess during periods of play. 相似文献
5.
Jamie N. Mikeska Tamara Shattuck Steven Holtzman Daniel F. McCaffrey Nancy Duchesneau Yi Qi 《International Journal of Science Education》2013,35(18):2594-2623
ABSTRACTIn order to create conditions for students’ meaningful and rigorous intellectual engagement in science classrooms, it is critically important to help science teachers learn which strategies and approaches can be used best to develop students’ scientific literacy. Better understanding how science teachers’ instructional practices relate to student achievement can provide teachers with beneficial information about how to best engage their students in meaningful science learning. To address this need, this study examined the instructional practices that 99 secondary biology teachers used in their classrooms and employed regression to determine which instructional practices are predictive of students’ science achievement. Results revealed that the secondary science teachers who had well-managed classroom environments and who provided opportunities for their students to engage in student-directed investigation-related experiences were more likely to have increased student outcomes, as determined by teachers’ value-added measures. These findings suggest that attending to both generic and subject-specific aspects of science teachers’ instructional practice is important for understanding the underlying mechanisms that result in more effective science instruction in secondary classrooms. Implications about the use of these observational measures within teacher evaluation systems are discussed. 相似文献
6.
S. Richardson 《Assessing Writing》2000,7(2)
Portfolio advocates argue that teacher commentary becomes more meaningful for students with the use of portfolio assessment, particularly because the commentary is unaccompanied by a grade. However, my own study of portfolio classrooms suggests that students continue to regard teacher responses as directives that leave them few options in terms of revisions. My study involved six writing classrooms from the middle school to the university level and included classroom observations, interviews of students and teachers, and examination of student writing and teacher response. The students generally looked to their teachers to show them the “correct” way to write and resisted the notion of making independent judgments about their writing and the necessary revisions, primarily because they could not ignore the ultimate reality of the grade. Yet the teachers generally avoided being directive in their responses. In one instance, the teacher's best efforts to adopt a more open style of response backfired when a sensitive student read the commentary as demeaning. I argue, therefore, that even though portfolios represent a more enlightened approach to assessment, students have difficulty escaping their conditioned obeisance to teacher authority. While this finding should not be read as a condemnation of portfolio assessment, it does indicate that teachers need to be aware of how students read their responses. Otherwise, portfolios alone may not substantially alter the teacher–student dynamics. 相似文献
7.
Classroom management practices were studied in middle school classrooms with positive interpersonal classroom climates, high levels of student engagement, and high levels of autonomy support. Students' motivational responses to autonomy-supportive instructional interactions were explored to understand variability within classroom management practices identified and described in this study as providing autonomy support. Our findings suggest proactive classroom management is enacted through instructional interactions wherein teachers scaffold students' autonomous self-regulatory capacities that sustain student engagement in classroom activities by supporting students' strategy use, transferring responsibility to students, encouraging students' to structure physical and social contexts to support learning, and promoting prosocial behavior. 相似文献
8.
《The Journal of educational research》2012,105(5):276-286
Abstract Materials designed and used by secondary English teachers to assess student learning and instructional effectiveness were examined. Participants taught Grade 10 English at a midwest suburban high school and worked together to develop the materials used in their classrooms. Unit tests, semester examinations, and writing and speech assignments were analyzed to determine the proportion that involved open-ended written (or oral) responses versus multiple-choice items, the extent to which they incorporated direct as opposed to indirect means of assessment, and the cognitive levels involved. Materials also were examined to determine what conceptions or models of teaching and learning they reflected. The teachers used constructivist assessment methods sparingly, possibly because they perceived them as making it more difficult to maintain student attention, cooperation, and classroom control than with traditional approaches. 相似文献
9.
《Educational Assessment》2013,18(3):147-194
This article contains findings from a yearlong case study of a quasi-experiment of a language arts portfolio assessment system in a northern California middle school. Students in the alternative assessment classrooms were issued report card grades determined by an external examination committee made up of local English teachers who applied a locally developed rubric to student portfolios. In contrast. students in the customary assessment classrooms were issued report card grades determined by individual classroom teachers. Measures of reading achievement, writing achievement, and motivational goal orientation examined the effects of placement in 1 or the other assessment condition. A significant effect on reading achievement favored the alternative assessment students. No significant effect on writing achievement was found. Students in the alternative assessment classrooms registered significantly higher levels of learning-goal orientation than did students in the customary classrooms, but there were no differences on scales measuring advancement and approval-goal orientations. Qualitative data are presented that illuminate the quantitative findings. In this article, I discuss why the school chose not to adopt the portfolio assessment system schoolwide, despite substantial evidence that students learned more in the portfolio classrooms than other students learned in the nonportfolio classrooms. I conclude that portfolio assessment systems are unlikely to be used to their full potential, even if they are shown to be effective instructional tools, if adequate resources are not allocated for their implementation. 相似文献
10.
成长记录袋的创建与使用 总被引：9，自引：0，他引：9
赵德成 《天津师范大学学报(基础教育版)》2003,4(4):38-42
成长记录袋有意识地收集学生的作品或有关证据,以反映学生在某一领域的努力、进步与成就。任课教师创建和使用成长记录袋一般要经过明确目的和用途、对内容选择提供指导、明确学生角色、确定评分程序和标准、交流和使用等几个主要步骤。在当前的评价实践中,学校和教师还要注意谨慎选择成长记录袋的应用领域、将成长记录袋的应用与教学有机结合、给教师和学生足够的自主权并加强教师培训。 相似文献
11.
Stephen J. Hegedus John Tapper Sara Dalton 《Journal of Mathematics Teacher Education》2016,19(1):7-32
In this study, we examine the relationship between contextual variables related to teachers and student performance in Advanced Algebra classrooms in the USA. The data were gathered from a cluster-randomized study on the effects of SimCalc MathWorlds®, a curricular and technological intervention as a replacement for Algebra 2 curriculum, on student learning of Algebra 2 content. Conditional measures (teacher background characteristics) and instructional measures (self-reported instructional preferences, stances, and classroom practices) were subjected to a variety of empirical analyses to discern their relationship to student learning. Researchers examined both the overall effect of teacher contextual variables on student learning and the specific effect of SimCalc on both teacher instructional measures and student performance. There is evidence to support that teachers who use the SimCalc curriculum value classroom communication, deep understanding of math concepts, and support for both routine and non-routine problems. 相似文献
12.
Jo Towers 《Journal of Mathematics Teacher Education》2010,13(3):243-263
This article is based on one of the several case studies of recent graduates of a teacher education programme that is founded
upon inquiry-based, field-oriented and learner-focussed principles and practices and that is centrally concerned with shaping
teachers who can enact strong inquiry-based practices in Kindergarten to Grade 12 classrooms. The analysis draws on interviews
with one graduate, and on video data collected in his multi-aged Grade 1/2 classroom, to explore some of the ways in which
this new teacher enacted inquiry-based teaching approaches in his first year of teaching and to consider his capacity to communicate
his understanding of inquiry. This article presents implications for beginning teachers’ collaborative practices, for the
assessment of new teachers and for practices in preservice teacher education. 相似文献
13.
Among contemporary means of enhancing student learning, formative assessment is perhaps one of the most important and effective. While formative assessment ideas and practices have been shown to have a proven record enhancing student learning, these practices are slow to be fully integrated into teachers’ day-to-day classroom practices. This study describes a collaborative effort among university faculty and public school partners to train teachers in the skills and practices of formative assessment. Regarding teachers’ involvement in the formative assessment professional development, findings highlight that 1) teachers’ participation in the professional development efforts did strengthen their understanding of both general knowledge of formative assessment and the use of formative assessment practices, 2) teachers’ plans to use the strategies in the future were related to their understanding of these strategies, and 3) in-depth and comprehensive understanding of formative assessment practices were critical to concrete applications of such practices in their classrooms. With respect to the impact on student learning, an overall effect size of .41 was found for teachers who utilized a formative assessment strategy compared with district averages for similar learning objectives when the practices were not used. 相似文献
14.
Barbara L. Cambridge 《Innovative Higher Education》1996,20(4):287-297
Student learning is the strongest criterion for evaluating effective teaching. This article looks at three practices which partner students, teachers, and faculty peers in understanding the quality of teaching and learning through student course portfolios and teacher course portfolios, majors portfolios and teaching portfolios, and collaborative classroom assessment. Two outcomes of using a learning paradigm are building community and representing successes in higher education through documentation of effective teaching and learning.Barbara L. Cambridge, Professor of English and Associate Dean of the Faculties at Indiana University-Purdue University Indianapolis, serves on the IUPUI Program Review and Assessment Committee and recently chaired the Task Force on Accountability and Assessment for Indiana University's Strategic Directions Longrange Planning. She has made presentations and written on portfolio assessment, assessment and evaluation of faculty work, and issues in undergraduate education. Editor of theJournal of Teaching Writing, she is past President of the National Council of Writing Program Administrators. 相似文献
15.
Jingping Sun Robert Przybylski Bob J. Johnson 《Educational Assessment, Evaluation and Accountability》2016,28(1):5-33
Despite the increased worldwide acknowledgment of the importance of teachers’ use of formative and/or summative assessment data to improve teaching and learning, empirical research on its impacts on student learning is sparse. Even more so is the lack of studies on the best ways for school leaders to develop teachers’ capacity. Teachers generally have low efficacy in using student data to inform their day-to-day instructions. Teachers lack the basic skills to understand, interpret, and analyze data, develop instructional strategies based on data, and implement research-based instructional strategies in classrooms to address the weaknesses reflected from data analysis results. Any gap in this chain of instructional actions would lead to ineffective teaching and learning in classrooms. This study synthesizes research located from on-line databases on teachers’ data use conducted in the last 14 years and examines the nature, impacts, and shapers of teachers’ use of student formative and/or summative assessment data to improve teaching and learning. This review provides a much-needed guide to school leaders and policy makers in the USA, as well to other jurisdictions that want to make evidence-based decisions in the hopes of improving student learning and teachers’ capacity in data use. 相似文献
16.
Comfort M. Ateh 《Educational Assessment》2013,18(2):112-131
In evaluating teachers' instructional decisions during instruction, it is clear that the nature of their elicitation is crucial for student learning. When instructional decisions are informed by information about students' conceptual understanding, significant learning is possible. This article examined the elicitation practices of two high school science teachers who indicated that they made instructional decisions based on the elicited evidence of students' knowledge but whose elicitation practices were characteristic of low-level elicitation. The teachers focused on students' responses that used canonical terms and expressed acceptable knowledge. The teachers demonstrated low-level responsiveness because they did not have full access to students' knowledge. The elicited evidence of students' knowledge that was used in making instructional decisions was not representative of students' conceptual understanding. There was, thus, a mismatch between the teachers' perspectives about their formative assessment practice and what is considered effective formative assessment. 相似文献
17.
Natalie Pareja Roblin Jo Tondeur Joke Voogt Bram Bruggeman Griet Mathieu Johan van Braak 《Technology, Pedagogy and Education》2018,27(2):165-181
The unique characteristics of tablet PCs promise important benefits for education. Yet, little is known about the rationale underlying teachers’ decisions concerning their educational uses within the constraints of daily classroom practice. The current multiple case study investigated the practical considerations informing nine secondary school teachers’ decision-making processes regarding the use of tablet PCs. Stimulated recall interviews revealed 10 criteria underpinning teachers’ instructional decisions. Four criteria influenced the degree of congruence with teachers’ previous practices: familiarity, alignment with course content, opportunities to achieve (new) instructional goals efficiently, and compatibility with established pedagogical beliefs. Costs and benefits of tablet PCs were determined in terms of educational added value, lesson preparation requirements and potential disruptions to the learning environment. Finally, access to a solid technology infrastructure, supportive school policies and knowledge of how to effectively integrate tablet PCs with course content were identified as important pre-conditions for sustainable implementation. Overall, the results suggest that practical concerns constitute a critical element in teachers’ decision making, influencing not only teachers’ intention to adopt tablet PCs, but also the ways in which they use this technology to support instruction. 相似文献
18.
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
19.
Frank Wai-ming Tam 《Journal of Educational Change》2009,10(4):315-336
The present study hypothesizes that both organizational and classroom constraints mediate the chance of making instructional
changes sustainable. Behind this hypothesis is an assumption that when people faces impending changes, the level of anxiety
tends to increase and creates defenses which block the change. A survey of 1,876 teachers in 65 secondary schools in Hong
Kong is conducted and path analysis is employed to look at how constraints in the organization and in the classroom hamper
the sustainable implementation of new modes of pedagogy toward constructivism. Findings in the study suggest that both organizational
constraints and behavioral problems in the classroom reduce the sustainability of new modes of individual-focused and whole
class focused instructional practices, but learning problems in the classroom increase the sustainability of alternative modes
of individual-focused instructional practices. The author suggests that the sufficient conditions for sustainable instructional
changes within a school are an authentic professional learning community among the teachers, and whole school arrangements
to provide a peaceful learning environment in the classrooms and an individualized education program for students in need. 相似文献
20.
Melissa L. Shirley Karen E. Irving Vehbi A. Sanalan Stephen J. Pape Douglas T. Owens 《International Journal of Science and Mathematics Education》2011,9(2):459-481
Connected classroom technology (CCT) is a member of a broad class of interactive assessment devices that facilitate communication
between students and teachers and allow for the rapid aggregation and display of student learning data. Technology innovations
such as CCT have been demonstrated to positively impact student achievement when integrated into a variety of classroom contexts.
However, teachers are unlikely to implement a new instructional practice unless they perceive the practical value of the reform.
Practicality consists of three constructs: congruence with teacher’s values and practice; instrumentality—compatibility with the existing school structures; and cost/benefits—whether the reward is worth the effort. This study uses practicality as a framework for understanding CCT implementation in
secondary classrooms. The experiences of three science teachers in their first year implementing CCT are compared with matched-pair
mathematics teachers. Findings suggest that despite some differences in specific uses and purposes for CCT, the integration
of CCT into regular classroom practice is quite similar in mathematics and science classrooms. These findings highlight important
considerations for the implementation of educational technology. 相似文献