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1.
Jennifer L. Maeng 《Research in Science Education》2017,47(5):1075-1099
This qualitative investigation explored the beliefs and practices of one secondary science teacher, Diane, who differentiated instruction and studied how technology facilitated her differentiation. Diane was selected based on the results of a previous study, in which data indicated that Diane understood how to design and implement proactively planned, flexible, engaging instructional activities in response to students’ learning needs better than the other study participants. Data for the present study included 3 h of semi-structured interview responses, 37.5 h of observations of science instruction, and other artifacts such as instructional materials. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach. Results indicated that technology played an integral role in Diane’s planning and implementation of differentiated science lessons. The technology-enhanced differentiated lessons employed by Diane typically attended to students’ different learning profiles or interest through modification of process or product. This study provides practical strategies for science teachers beginning to differentiate instruction, and recommendations for science teacher educators and school and district administrators. Future research should explore student outcomes, supports for effective formative assessment, and technology-enhanced readiness differentiation among secondary science teachers. 相似文献
2.
Glen S. Aikenhead 《科学教学研究杂志》1984,21(2):167-186
This article explores the decisions that science teachers make when they plan for instruction. It is a case study analysis of five teachers in a high school and probes into the personal reasons, beliefs, and dilemmas underlying their decisions. These decisions, while serving many purposes, had a common structure which involved tradeoffs and compromises. The decision represented the end result of the conflict between a cluster of teacher intentions and a melange of ideas about student characteristics. Teachers appeared to make decisions within a framework that holistically integrated science content and practical classroom knowledge-a knowledge system that includes the basic beliefs of a teacher and the socialization of students. By understanding how and why teachers tend to make their decisions, one gains practical insights into the act of teaching science. These insights are of particular interest to science curriculum specialists who wish to understand how teachers use science curriculum materials for the purpose of socializing students. 相似文献
3.
Daner Sun Zu Hao Wang Wen Ting Xie Chirn Chye Boon 《International Journal of Science Education》2013,35(5):808-838
The last two decades have witnessed the gradual implementation of integrated science curriculum at the junior secondary level in China. However, in most provinces of China, the implementation is not as successful as expected. Challenges were reported, yet without fine-grained investigation, with respect to science teachers' instruction on integrated science. In this study, we aim to detect major problems by investigating the instruction of integrated science at the secondary level. Classroom observation focused on the teacher and student verbal behavior, teachers' competency of instructional organization, their presentation of instructional content, and the organization of learning activities. Findings revealed that students were provided with limited opportunities for participating and engaging in learning as science teachers were dominant in classroom talk. Teachers emphasized on the integration of knowledge within one subject (within-subject knowledge), but not the integration of knowledge between subjects (cross-subject knowledge), resulting in the unsuccessful instruction of the integrative content. What is more, teachers were inadequately competent in designing and delivering science, technology and society content, scientific inquiry and scientific experiments, which also affected the quality of instruction on integrated science. 相似文献
4.
This study examined the roles of school climate, teacher expectations, and instructional practices in one elementary school in South Carolina (USA) that produced effective achievement outcomes with poor and minority students. Survey data, teacher interviews, and classroom videotaping was used to identify school characteristics and instructional behaviors of six teachers nominated by colleagues as exemplary. The school was characterized by an emphasis on high student expectations, school staff cohesiveness, engaging instruction, high parent involvement, and multicultural instruction integrated with curriculum. The practices identified are consistent with literature on effective American schools; and the practices are key aspects of the sound instruction of poor and minority children. Teachers stated that teacher education programs did not prepare them to teach these students and that they had to learn this on the job. 相似文献
5.
This teacher development study closely examined a teacher's practice for the purpose of understanding how she selected and implemented instructional materials, and correspondingly how these processes changed as she developed her problem‐based practice throughout a school year. Data sources included over 20 hours of planning and analysis meetings with the teacher and 27 video‐taped lessons with discussions before and after each lesson. Through qualitative analysis we examined the data for: students' cognitive demand for curricular materials the teacher selected and implemented; teacher's beliefs and practices for students' engagement in mathematical thinking; and teacher's and students' communication about mathematics during instruction. We found that the teacher shifted her views and use of instructional materials as she changed her practice towards more problem‐based approaches. The teacher moved from closely following her traditional, district‐adopted textbook to selecting problem‐based tasks from outside resources to build a curriculum. Simultaneously, she changed her practice to focus more on students' engagement in mathematical thinking and their communication about mathematics as part of learning. During this shift in practice, the teacher began to reify instructional materials, viewing them as instruments of her practice to meet students' needs. The process of shifting her views was gradual over the school year and involved substantial analysis and reflection on practice from the teacher. Implications include that teachers and teacher educators may need to devote more attention and support for teachers to use instructional materials to support instruction, rather than materials to prescribe instruction. This use of instructional materials may be an important part of transforming practice overall. 相似文献
6.
Ksenia S. Zhbanova Audrey C. Rule Sarah E. Montgomery Lynn E. Nielsen 《Early Childhood Education Journal》2010,38(4):251-258
Early childhood curricula should be authentic and child-centered, however, many teachers still rely on direct instruction
lessons. To better define how an integrated curriculum meets the needs of students, this study examined teacher talk and actions
during instructional activities with first and second graders under two conditions: (1) subject-integrated social studies
lessons of an integrated curriculum unit (experimental condition); and (2) single subject-focused mathematics lessons of a
traditional separate subject curriculum (control condition). The mixed-methods study sought to define and compare characteristics
of both curriculum approaches. Fourteen hours of observations were collected in each setting. In the integrated curriculum
setting, the teacher was a facilitator of teamwork, offering choices, and giving praise; students made choices, decisions,
and worked collaboratively. In the traditional setting, the teacher delivered direct instruction and controlled behavior;
students followed directions, recalled knowledge, and worked individually. Less teacher energy was expended for behavior management
in the integrated curriculum setting, indicating intrinsic motivation of students. Implementation of integrated curricula
is recommended because of the student-centered focus that results in greater motivation, ownership, and teamwork, along with
deeper knowledge connections. Because many factors hinder implementation, teachers need support when first teaching with this
approach. 相似文献
7.
Teaching is a highly personal endeavor shaped by ‘funds of knowledge’ and beliefs about teaching, learning, and students. This case study examines how one Asian immigrant teacher’s personal expectations and beliefs influenced his expectations of students and the teaching and instructional strategies he employed. His expectations of students’ behavior and their failure to conform to his expectations influenced him to utilize more traditional, didactic instructional practices and responses to classroom management dilemmas. It is generally assumed that immigrant and minority students will benefit from exposure to teachers from similar backgrounds, and that ethnically diverse teachers can better prepare minority students for the multicultural workplace and global economy. This study focuses on the role a teacher’s background and experiences play in development of their beliefs about teaching and learning, their expectations of students, and the instructional decisions they make regarding teaching and learning. This study suggests that teachers draw on their personal histories and cultural understandings to create classroom practices which are molded by microcosms of personal ‘funds of knowledge’ and beliefs about teaching and learning. In contrast to conventional wisdom and unquestioned myths, this study emphasizes the importance of knowing that teachers’ cultural backgrounds do not necessarily qualify them to provide the most appropriate instructional environment for students from similar cultural backgrounds. This study suggests that all teachers need to learn to recognize and negotiate the unique social elements culturally diverse students bring to the classroom. 相似文献
8.
This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2‐year Master of Teaching program. A specific program goal was to prepare teachers to use technology to support reform‐based science instruction. To this end, the program integrated technology instruction across five courses and situated this instruction within the context of learning and teaching science. A variety of data sources were used to characterize the participants' intentions and instructional practices, including classroom observations, lesson plans, interviews, and written reflections. Data analysis followed a constant comparative process with the goal of describing if, how, and why the participants integrated technology into their instruction and the extent to which they applied, adapted, and innovated upon what they learned in the science teacher preparation program. Results indicate that all participants used technology throughout their student teaching for reform‐based science instruction. Additionally, they used digital images, videos, animations, and simulations to teach process skills, support inquiry instruction, and to enhance student engagement in ways that represented application, adaptation, and innovation upon what they learned in the science teaching methods program. Participants cited several features of the science teacher preparation program that helped them to effectively integrate technology into their instruction. These included participating in science lessons in which technology was modeled in the context of specific instructional approaches, collaborating with peers, and opportunities for feedback and reflection after teaching lessons. The findings of this study suggest that situated learning theory may provide an effective structure for preparing preservice teachers to integrate technology in ways that support reform‐based instruction. © 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:348–379, 2013 相似文献
9.
This study explored whether early childhood preservice teachers' concerns about teaching nature of science (NOS) and their intellectual levels influenced whether and how they taught NOS at the preschool and primary (K‐3) levels. We used videotaped classroom observations and lesson plans to determine the science instructional practices at the preschool and primary levels, and to track whether and how preservice teachers emphasized NOS. We used the Stages of Concern Questionnaire (SOCQ) pre‐ and postinternship to determine concerns about NOS instruction, and the Learning Context Questionnaire (LCQ) to determine intellectual levels. We found that neither concerns about teaching NOS nor intellectual level were related to whether and how the preservice teachers emphasized NOS; however, we found that all preservice early childhood teachers began their internships with NOS concern profiles of “worried.” Two preservice teachers' NOS concerns profiles changed as a result of their internships; one to “cooperator” and one to “cooperator/improver.” These two preservice teachers had cooperating teachers who were aware of NOS and implemented it in their own science instruction. The main factors that hindered or facilitated teaching NOS for these preservice teachers were the influence of the cooperating teacher and the use of the science curriculum. The preservice teacher with the cooperating teacher who understood and emphasized NOS herself and showed her how to modify the curriculum to include NOS, was able to explicitly teach NOS to her students. Those in classrooms whose cooperating teachers did not provide support for NOS instruction were unable to emphasize NOS. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:213–233, 2010 相似文献
10.
Teaching science as explanation is fundamental to reform efforts but is challenging for teachers—especially new elementary teachers, for whom the complexities of teaching are compounded by high demands and little classroom experience. Despite these challenges, few studies have characterized the knowledge, beliefs, and instructional practices that support or hinder teachers from engaging their students in building explanations. To address this gap, this study describes the understandings, purposes, goals, practices, and struggles of one third-year elementary teacher with regard to fostering students' explanation construction. Analyses showed that the teacher had multiple understandings of scientific explanations, believed that fostering students' explanations was important for both teachers and students, and enacted instructional practices that provided opportunities for students to develop explanations. However, she did not consistently take up explanation as a goal in her practice, in part because she did not see explanation construction as a strategy for facilitating the development of students' content knowledge or as an educational goal in its own right. These findings inform the field's understanding of teacher knowledge and practice with regard to one crucial scientific practice and have implications for research on teachers and inquiry-oriented science teaching, science teacher education, and curriculum materials development. 相似文献
11.
Katherine L. McNeill Diane Silva Pimentel Eric G. Strauss 《International Journal of Science Education》2013,35(15):2608-2644
Inquiry-based curricula are an essential tool for reforming science education yet the role of the teacher is often overlooked in terms of the impact of the curriculum on student achievement. Our research focuses on 22 teachers’ use of a year-long high school urban ecology curriculum and how teachers’ self-efficacy, instructional practices, curricular enactments and previous experience impacted student learning. Data sources included teacher belief surveys, teacher enactment surveys, a student multiple-choice assessment focused on defining and identifying science concepts and a student open-ended assessment focused on scientific inquiry. Results from the two hierarchical linear models indicate that there was significant variation between teachers in terms of student achievement. For the multiple-choice assessment, teachers who spent a larger percentage of time on group work and a smaller percentage of time lecturing had greater student learning. For the open-ended assessment, teachers who reported a higher frequency of students engaging in argument and sharing ideas had greater student learning while teachers who adapted the curriculum more had lower student learning. These results suggest the importance of supporting the active role of students in instruction, emphasising argumentation, and considering the types of adaptations teachers make to curriculum. 相似文献
12.
Nate McCaughtry 《Teachers and Teaching》2013,19(4):379-395
The purpose of this study was to examine how a teacher understood her students and then thought and made decisions about content, curriculum and pedagogy. Pedagogical content knowledge (PCK) and Deweyan philosophies of experience and education provided the theoretical frameworks. Data were collected through observations (N?=?38) and interviews (N?=?38) over four months and analysed using constant comparison. Findings indicated that this teacher possessed a broad repertoire of knowledge about students that she used to think and make decisions about content, curriculum and pedagogy. The connections between knowing students and thinking about teaching were more sophisticated and interconnected than is typically recognized or articulated in teacher knowledge literature. Three themes are used to explain how this teacher understood her students’ emotional and social lives in and out of her classroom, and ways it influenced her thinking and teaching. The discussion centers on the need for more comprehensive analyses of teachers’ pedagogical content knowledge. 相似文献
13.
Jo Tondeur Natalie Pareja Roblin Johan van Braak Petra Fisser Joke Voogt 《Educational studies》2013,39(2):239-243
The aim of this study was to explore the ways in which teacher education institutions (TEI) prepare pre-service teachers for integrating information and communication technology (ICT) in their classroom practise. Specifically, a multiple case study was conducted to examine the ways in which the development of technological pedagogical content knowledge (TPACK) was promoted in the existing curriculum of three TEI in Flanders. In the three cases, data were drawn from semi-structured interviews with the heads of the department and the ICT coordinators. Focus group discussions collected the perspectives of pre-service teachers and teacher educators. The results indicate that (1) the three institutions are moving from ICT as a ‘stand-alone’ course towards embedding ICT across the curriculum and (2) three approaches were adopted for developing pre-service teachers’ TPACK, each representing different ways of understanding the place of ICT in the curriculum. The discussion will focus on the challenges and opportunities inherent in understanding how to develop pre-service teachers’ TPACK in the curriculum of TEI. 相似文献
14.
This study examined the instructional focuses and practices of three Korean heritage language (HL) teachers in community-based HL schools related not only to their constructed identities as HL teachers, but also to their students. Constant-comparative analyses of interviews and classroom observations across the three teacher cases showed that each teacher’s identity as an HL teacher was shaped by her earlier immigration experiences and through her relationships within and across a particular historical and social context. Moreover, the three HL teachers’ identities informed how they identified the imagined communities in which their students would eventually participate. The teachers’ different identifications and visions became significant in shaping their instructional focuses and practices related to teaching language and culture in a manner that would enable their students to learn and, therefore, gain access to their communities. 相似文献
15.
《Teaching and Teacher Education》2005,21(4):403-414
“Sometimes the teacher will say, ‘Read to the bottom of the page,’ and I try but I fall behind. Then she asks questions and a whole bunch of kids can answer the questions but I can’t. I try to keep up with everything but it's really hard. Sarah; 6th grade social studies student”.This paper presents the results of a review of the research into content area teachers’ attitudes and beliefs about the teaching of reading within their subject area(s). As exemplified in the quote above, the ability to read and learn from text written to provide information can be difficult and frustrating for students who lack the skills. Content area teachers have been encouraged for decades to incorporate reading into their area of instruction, but have often chosen not to do this for a variety of reasons. In addition, teacher educators have attempted to work with content area teachers to help them consider how to incorporate reading instruction into their classroom.This paper takes a closer look at the reasons that motivate pre- and in-service content area teachers in grades 6–12 to either teach or not teach reading. It also examines the ways in which teacher educators have worked to help content area teachers learn how to teach reading and the degree to which these interventions have been successful. In doing so I argue that (a) our approaches to working with content area teachers on this topic have been limited and (b) simply creating positive attitudes towards teaching reading is not necessarily enough.This paper begins with a brief discussion of what it means to teach reading in the content areas. Next I present a general introduction to teacher beliefs and how they may influence the instructional decisions teachers make. Then I discuss the methodology for my review. This is followed by the results of my review with implications for how teacher educators might consider addressing this issue in the future. 相似文献
16.
A widespread instructional practice in the teaching of argumentative writing is the use of writing samples or models during instructional conversations about what counts as “good argumentative writing.” In this article, we focus on a set of lessons in a high school English language arts classroom in order to gain insight into how a teacher’s use of writing samples contributed not only to what counts as “good argumentative writing” in that classroom, but how her instructional conversations with a group of 11th grade students revealed a shift in her “argumentative epistemologies” for teaching literature-related argumentative writing. We examine simultaneously the impact of instructional conversations on the evolution of the socially constructed definitions of good argumentative writing and the teacher’s shifting argumentative epistemologies by tracing the teacher’s socially constructed definitions of good argumentative writing in the instructional conversations around argumentative writing samples as they evolve and change over time. The findings suggest that the interactional construction of “good argumentative writing” in instructional conversations was influenced by the broader instructional context (e.g., a testing regimen), by the teacher’s argumentative epistemologies for what counts as good writing, and by the conversational interaction of teachers and students in classroom lessons.
相似文献17.
Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers’ use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study. 相似文献
18.
Patricia E. Simmons Allen Emory Tim Carter Teresa Coker Brian Finnegan Denise Crockett Lon Richardson Robert Yager John Craven John Tillotson Herbert Brunkhorst Mark Twiest Kazi Hossain James Gallagher Don Duggan‐Haas Joyce Parker Fernando Cajas Qasim Alshannag Sheryl McGlamery Jerry Krockover Paul Adams Barbara Spector Tom LaPorta Bob James Kristin Rearden Kay Labuda 《科学教学研究杂志》1999,36(8):930-954
19.
This study explores teachers’ first enactments of a set of theory-based curriculum materials designed to support academic language instruction. Specifically, this multiple case study looks at how six middle school English teachers in three US schools adapted the materials; each case includes a pair of teachers, one novice and one more experienced. All schools were located in the same district where a school performance measurement system was being used to publicly rank schools’ academic performance and growth. Multiple measures were used to look for evidence of adaptations and why teachers made adaptations. We found that all teachers adapted the curriculum, most often in response to either perceived student needs or district reform pressures. In two cases, patterns of adaptation differed by teacher experience; experienced teachers appeared better able to adapt curriculum materials to meet instructional goals. This pattern did not hold up at the third school, where teachers faced greater reform pressures. Taken together, these findings suggest that researchers should pay more attention to the role of school and district policy on teachers’ enactments of theory-based reforms. We conclude with guidance to researchers, instructional leaders and others interested in the potential of theory-based curricula as a lever for improving classroom instruction. 相似文献
20.
Jaime L. Sabel Cory T. Forbes Leslie Flynn 《International Journal of Science Education》2016,38(7):1077-1099
Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students’ sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students’ ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers’ development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers’ life science content knowledge influences their evaluation of students’ ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students’ ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students’ ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development. 相似文献