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1.
Abstract

This study was designed to investigate whether teachers who receive training and then implement more effective instructional practices change in terms of the reasons they offer for their effectiveness. Comparisons were made between 46 teachers who were trained in and implemented mastery learning techniques and 50 similar teachers who could not be included in the training. The results of a multivariate analysis of variance showed that the mastery learning teachers attached increased importance to teaching practices and behaviors in explaining their effectiveness after they had implemented these techniques. Furthermore, there was a significant reduction in the importance mastery learning teachers attached to personality factors. The implications of these findings for staff development are discussed.  相似文献   

2.
Effective literacy teaching behaviours   总被引：1，自引：0，他引：1  
There is much current interest in the identification of effective programmes for raising literacy standards. However, the effectiveness of such programmes might vary greatly according to implementation integrity and the preferred teaching styles or behaviours of teachers. This research explored whether highly effective teachers of literacy used teaching behaviours that were independent of any specific programme, whether these were consistent between teachers and different literacy teaching contexts, and whether teacher perceptions corresponded with observations of their behaviour. Five teachers were selected on the basis of high pupil literacy attainment and expert nomination, and observed during shared reading and general literacy teaching contexts. These highly effective literacy teachers tended to utilise similar teaching behaviours, but they did not utilise all behaviours thought to be associated with pupil achievement. Additionally, they utilised effective behaviours more in shared reading sessions than in general literacy sessions. Thus even these highly effective literacy teachers had room for improvement. To some extent the teachers were actually using more complex behaviours than they reported perceiving. They did not appear to perceive their behavioural variation between contexts, nor any under‐use of other effective teaching behaviours. The implications for professional practice, professional development and future research are explored.  相似文献   

3.
Background: In Bangladesh, a common science curriculum caters for all students at the junior secondary level. Since this curriculum is for all students, its aims are both to build a strong foundation in science while still providing students with the opportunities to use science in everyday life – an aim consistent with the notion of scientific literacy.

Purpose: This paper reports Bangladeshi science teachers’ perspectives and practices in regard to the promotion of scientific literacy.

Sample: Six science teachers representing a range of geographical locations, school types with different class sizes, lengths of teaching experience and educational qualifications.

Design and method: This study employed a case study approach. The six teachers and their associated science classes (including students) were considered as six cases. Data were gathered through observing the teachers’ science lessons, interviewing them twice – once before and once after the lesson observation, and interviewing their students in focus groups.

Results: This study reveals that participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives. In addition, their perspectives were often not seen to be realised in the classroom as for teachers the emphasis of learning science was more traditional in nature. Many of their teaching practices promoted a culture of academic science that resulted in students’ difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition.

Conclusions: The professional development practice for science teachers in Bangladesh with its emphasis on developing science content knowledge may limit the scope for promoting the concepts of scientific literacy. Opportunities for developing pedagogic knowledge is also limited and consequently impacts on teachers’ ability to develop the concepts of scientific literacy and learn how to teach for its promotion.  相似文献   

4.
Abstract

With more children spending the greater part of their waking hours in preschool settings today than they did years ago, teachers play an even more critical role in providing daily literacy experiences that many children of earlier generations received at home. The article focuses on the critical role that preschool teachers play in supporting children's early literacy development and presents an instructional framework to help guide early literacy teaching. The framework is based on Vygotsky's learning theory, which emphasizes the nature and importance of social interactions in instruction, particularly between adult and child. We present activity‐embedded assessments that preschool teachers can use to observe and document children's emerging literacy concepts and skills, and describe key teaching actions that scaffold learning of new concepts. In closing, we offer five principles to guide preschool teachers in planning and implementing appropriate activities to promote young children's literacy development. Sample documentation forms are included in the appendices.  相似文献   

5.
Abstract

This project was undertaken by researchers at three universities in England where there is a well established tradition of introducing student teachers to Information Technology. Questionnaires were administered at three key points in the course to a student group in each university, to establish how students' concepts of IT were developing and to identify key influences on their practice and their thinking. Selected students were interviewed towards the end of their teaching practice, as was the school mentor for each student wherever possible, and all staff in the student's host department were invited to complete a questionnaire. All tapes were transcribed. The study suggests that student teachers of English have a broader view of literacy than is currently predominant in schools and this view positively embraces the role of IT in literacy. Student teachers do not envisage the disappearance of books, instead they see a wider and more inclusive range of texts, including the electronic, as part of the normal focus of the English teacher. Practising teachers of English range from those with an essentially negative attitude to IT, to an increasing number who are themselves developing this broader view of literacy. Current pre-service provision appears to be succeeding in giving new English teachers a positive and committed attitude towards the use of IT in the current and future literacy curriculum.  相似文献   

6.
Abstract

The current study explored preservice and inservice teachers’ perspectives on data literacy for teaching. Semi-structured interviews were employed with 12 teacher candidates in elementary and special education. The findings revealed participants’ misconceptions regarding formative and summative data; their understanding of the value of formative data; perceptions of challenges related to data literacy for teaching including time, making sense of data, and reliability and validity; and candidates’ preferences for authentic data literacy instruction.  相似文献   

7.
ABSTRACT

This study aimed to investigate the characteristics of early literacy beliefs held by early childhood education and care (ECEC) teachers in Japan by developing a novel scale. We believed that overviewing ECEC teachers’ beliefs about early literacy from ecological perspectives would contribute to understanding the underlying factors influencing the quality of early literacy instruction and involvement in ECEC. To this end, 349 ECEC and 45 primary school teachers were asked to complete a two-part questionnaire dealing with (1) ECEC teachers’ literacy beliefs and (2) teachers’ general pedagogical beliefs. Exploratory factor analysis extracted three sub-categories of literacy belief – Direct instruction, Natural development, and Social interaction – and two sub-categories of general pedagogical belief – Adult-centred and Child-centred – and the relations between these sub-categories and background factors were then discussed. The results implied that considering the ecological perspectives of ECEC teachers affords a better understanding of effective practices to facilitate the early literacy experiences of young children in ECEC settings beyond differences in their educational tradition concerning early literacy. These perspectives include the influence of the educational tradition in each region, how ECEC teachers differ from primary school teachers, and the values shared by a particular ECEC facility.  相似文献   

8.
Abstract

Teachers require specialised assessment knowledge and skills in order to effectively assess student learning. These knowledge and skills develop over time through ongoing teacher learning and experiences. The first part of this paper presents a Summative Assessment Literacy Rubric (SALRubric) constructed to track the development of secondary science teachers’ summative assessment literacy. The analytic rubric consists of 10 dimensions spread across three categories drawn from the literature and context-specific empirical evidence: knowledge of assessment, understanding the context for assessment, and recognising the impact of assessment. The second part of this paper applies the SALRubric in a case study to explore the development of summative assessment literacy of New Zealand secondary science pre-service and novice teachers. An increasing sophistication in these teachers’ summative assessment literacy was evident over 20 months albeit in a nuanced manner for individual teachers. The rubric was a very useful tool for evaluating and documenting shifts in teachers’ summative assessment literacy over time. Implications of the use of SALRubric are discussed in terms of summative assessment literacy practice and development.  相似文献   

9.
There have been several investigations into the effective teaching of reading, but very few into the qualities of teachers who are effective practitioners in this area. In this article, the authors report some of the findings of a project commissioned by the Teacher Training Agency to investigate the characteristics of effective teachers of literacy. The effective teachers studied had a number of features in common, including a coherent set of beliefs about the importance of meaning in literacy teaching and an ability to help their pupils to make connections between language at the text, sentence and word levels.  相似文献   

10.
ABSTRACT

In 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   

11.
This paper reports the findings of a longitudinal study of the literacy teaching of two teachers who were involved in a large-scale government initiative to change the way literacy is taught. These two teachers were identified at the outset of the study as being very different in ways in which they thought about the teaching of reading and writing. The research follows these two teachers over 3 years by interview and observation. Although these teachers made substantial changes to the organisation and management of their literacy teaching, their pedagogical approach did not change. It is argued that although programmes and procedures may be mandated on a large scale, individual differences between teachers’ may make the implementation of any such programme more variable in its impact than policy makers would like to expect.  相似文献   

12.
ABSTRACT

This article summarises the linguistic base of initial reading and spelling in English for the benefit of teachers and others engaged in education who need explicit understanding of parts of the linguistic base in order to teach initial literacy accurately. The aspects covered are those most relevant to children entering formal schooling: spoken language as the foundation of literacy; phonetics and phonology; phoneme-grapheme and grapheme-phoneme correspondences; sequencing in phonics teaching; vocabulary, morphology and syntax; and the linguistic effects of reading to children. Several aspects are discussed from two angles, first describing the full system, then summarising where 5-year-olds have reached in their development towards it.  相似文献   

13.
Abstract

In the context of a national inquiry into the teaching of literacy in Australia, an investigation of beliefs about early reading and spelling instruction and knowledge of metalinguistics of primary pre‐service teachers in Western Australia was undertaken. We also sought to discover how confident this group felt about teaching reading and spelling and how their teacher training could better prepare them for these complex and challenging tasks. Results indicated that pre‐service teachers in this particular sample were strongly in favour of code‐based instruction and believed that it was important to know how to assess and teach phonological awareness and phonics. Despite these beliefs, it was found that knowledge of spoken and written language structure and linguistics terminology was not well developed and only 7 per cent of participants stated that they felt well prepared to teach reading and spelling. These findings highlight a disparity between what educators know and believe and what convergent research purports as effective early reading and spelling instruction.  相似文献   

14.
Abstract

How to prepare teachers to work with culturally and linguistically diverse students and families is an important aspect of teacher education as classrooms continue to diversify. Community-based approaches to teaching offer promising strategies for addressing this need. This article offers one example of an English as a Second Language literacy methods course that built preservice teachers’ understanding of and experiences with diverse language communities. Tara Yosso’s Community Cultural Wealth (CCW) framework provided a theoretical lens for the course and guided the preservice teachers’ teaching and reflections. The preservice teachers engaged in various activities that included literacy teaching, visiting places in their students’ communities, learning their students’ language, and creating narrative videos with the students and their families. The findings from this course show how the CCW framework can be a constructive method for identifying community assets when combined with a variety of activities for preservice teachers to engage with students and their families.  相似文献   

15.
The introduction of a national 'literacy hour' as part of the National Literacy Strategy (NLS) has been seen as a major reform to improve standards of literacy in primary schools in England. A major thrust of the reform has been the concept of 'interactive whole class teaching' which has come from the school improvement literature. However, critics argue that the concept of interactive whole class teaching is not well defined and that it mainly results in traditional whole class teaching. As a consequence of policy initiatives like the NLS, teachers are pressurised into using more directive forms of teaching with less emphasis on active learning. In order to investigate these arguments, the discourse styles of 10 teachers were intensively studied as they taught the literacy hour. The findings suggest that the endorsement of interactive whole class teaching appears to have had little effect in providing opportunities for pupils to question or explore ideas to help them regulate their own thinking. The implications of the findings for externally generated curriculum reforms like the NLS are considered together with the in-service needs of teachers who are charged with implementing such policy-led initiatives.  相似文献   

16.
ABSTRACT

Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers’ perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted.  相似文献   

17.
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18.
In this paper, we describe part of an Australian national research project that aimed to find out how well prepared beginning teachers are to teach literacy. A majority of beginning teachers participating in a series of national surveys and focus group meetings were confident about their personal literacy skills, their conceptual understandings of literacy, their understanding of curriculum documents and assessment strategies and their broad preparation to teach. Fewer beginning teachers were confident about their capacity to teach specific aspects of literacy such as viewing, spelling, grammar and phonics, or about their capacity to meet the challenges of student diversity. Senior staff working with beginning teachers were generally sceptical about the quality of teacher preparation for teaching literacy and were less confident than the beginning teachers about personal literacy skills. We discuss these findings in relation to the relative importance placed on particular substantive and structural issues by the study participants and in terms of previous findings.  相似文献   

19.
Learners with dyslexia are likely to be over-represented in adult literacy classes because of the convergence in perceptions, causes and understanding of literacy problems and dyslexia. Given the great amount of apprehension about practitioners’ and policy makers’ understanding of dyslexia itself, it is important to carry out an exploration of the perceptions of literacy teachers, who increasingly have responsibility for teaching learners with dyslexia. This study reports such an exploration. It employed a questionnaire survey and a focus group interview to collect data on the perceptions of literacy teachers on issues around the teaching of learners with dyslexia. The data collected were analysed using the conceptual analysis strand of concept analysis. It found that their perception of dyslexia and their approaches to teaching learners with dyslexia were informed by a dominant discourse which derives from a deficit model of dyslexia and which concurs with the metaphor of dyslexia and illiteracy as a form of disease. Furthermore, participants in this research revealed that they had limited confidence in the long-term value of the tuition they provide to their learners. The study concludes by highlighting that there is a need to explore alternatives in terms of perceptions and approaches if learners with dyslexia are to succeed in literacy classes.  相似文献   

20.
The teaching of reading is one of the consistent topics for discussion in eduvation. It exercises the minds of teachers, parents and politicians alike. This is especially so because levels of literacy are regarded as one of the most important indicators of educational well‐being and progress, such is its position of status in such international comparison tools as Pisa. This aricle explores some of the historical and contemporary dilemmas, highlighting the challenges that teachers face in defining effective reading programmes for students who are underachieving.  相似文献   

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