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The current reform movement in science education promotes standards‐based teaching, including the use of inquiry, problem solving, and open‐ended questioning, to improve student achievement. This study examines the influence of standards‐based teaching practices on the achievement of urban, African‐American, middle school science students. Science classes of teachers who had participated in the professional development (n = 8) of Ohio's statewide systemic initiative (SSI) were matched with classes of teachers (n = 10) who had not participated. Data were gathered using group‐administered questionnaires and achievement tests that were specifically designed for Ohio's SSI. Analyses indicate that teachers who frequently used standards‐based teaching practices positively influenced urban, African‐American students' science achievement and attitudes, especially for boys. Additionally, teachers' involvement in the SSI's professional development was positively related to the reported use of standards‐based teaching practices in the classroom. The findings support the efficacy of high‐quality professional development to change teaching practices and to enhance student learning. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 1019–1041, 2000 相似文献
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Sandra M. Linder Beth Powers-Costello Dolores A. Stegelin 《Early Childhood Education Journal》2011,39(1):29-37
Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical
concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical
skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate
mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired
by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through
primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in
contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences
including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work
in early childhood teacher education at their respective universities. 相似文献
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Preschool teachers and classroom aides: Same context,similar perceptions of children's behaviors? 
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下载免费PDF全文 This study explored the correspondence and differences between school staff perceptions of preschool children's social skills and behavior problems. One hundred preschoolers were assessed by 14 pairs of teachers and classroom aides with the Preschool and Kindergarten Behavior Scales – 2nd Edition (PKBS‐2 Portuguese version). Indexes of agreement and disagreement were calculated. Risk levels and item analyses of PKBS‐2 scores according to both informants' ratings were compared. A higher level of agreement was obtained for social skills scores than for behavior problems (mean correlation of .62). No statistically significant differences between informants were obtained for the risk levels, and item analyses revealed a similar pattern of behaviors that were most and least rated by both informants. Results indicate that the classroom aides' perspective on preschool assessment represents a reliable input, which justifies that they network with teachers in addressing preschoolers' social‐emotional and behavioral challenges. 相似文献
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This study was conducted in a Reggio inspired child care classroom of 4-year olds where the fundamental principles of Reggio
Emilia preschools are interpreted for a Canadian context. Qualitative case study methodology was employed to investigate how
social interaction plays a role in young children’s learning processes. Drawing on social constructivist views of children’s
learning and socialization, children’s discussions and interactions within a preschool learning group were examined. Examination
of children’s discourse is valuable not only for understanding individual and group learning experiences but also for illuminating
children’s agency and their active roles in their own learning. The study focused on the in-depth study of six children’s
activities during a ‘Shades of Pink’ project. As the project, ‘Shades of Pink’ unfolded, the children faced cognitive conflict while they were talking about the details of Monet’s painting, but worked
toward building common understandings. In this study, children are considered to be meaning makers and active participants
in their own learning processes. In addition, the relationships between children became a context in which the co-construction
of theories, interpretations and various understandings of reality took place. Small group work became a basis for creating
unity, a space in which thoughts took shape as well as a way to compare interpretations; with the result that new thoughts
and meanings were produced. 相似文献
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The focus of this study was to investigate the manner and the degree to which science teachers consider the nature of the subject matter in their decision making addressing the planning and the delivery of instructional tasks. An assumption of the study is that considerations for the nature of the subject matter should be a factor in a teacher's decision making about what to teach and how to teach. Relevant research literature reviewed includes (1) human decision making and the development of cognitive models of reality, (2) modern philosophies of science, and (3) philosophy of science and science education. Methods of data collection and of data analysis followed Spradley's Developmental Research Sequence guidelines for conducting ethnographic research. Validity of research findings was established from the triangulation of observations, interviews, and documents and surveys. The goal of the research was the development of grounded hypotheses about science TEACHERS' pedagogical decision making. Based on the results of this study it is hypothesized that science TEACHERS' decision-making models of reality for the selection, implementation, and development of instructional tasks are dominated by considerations for (a) student development, (b) curriculum guide objectives, and (c) pressures of accountability. Little, if any, consideration is given to the nature of the subject matter by the science teachers in decision making. Implications exist for the disenfranchisement of teachers from the task of making decisions concerning what to teach. 相似文献
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The purpose of this study was to investigate the beliefs of six experienced high school science teachers about (1) what is successful science learning; (2) what are the purposes of laboratory in science teaching; and (3) how inquiry is implemented in the classroom. An interpretive multiple case study with an ethnographic orientation was used. The teachers' beliefs about successful science learning were substantively linked to their beliefs about laboratory and inquiry implementation. For example, two teachers who believed that successful science learning was deep conceptual understanding, used verification labs primarily to illustrate these concepts and used inquiry as a type of isolated problem‐solving experience. Another teacher who believed that successful science learning was enculturation into scientific practices used inquiry‐based labs extensively to teach the practices of science. Tension in competing beliefs sets and implications for reform are discussed. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 936‐960, 2004. 相似文献
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This article describes the application of technology in Reggio Emilia inspired early childhood and teacher education programs at the University of Michigan-Dearborn. We have found that technology used in a Reggio inspired program can be a valuable tool for the representation and organization of ideas, collaboration among a specific learning community, visualization and reflection on thinking, and communication of learning to the broader community. Our experiences and reflections suggest that the integration of technology in a Reggio inspired curriculum supports knowledge construction of both children and student teachers. 相似文献
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Marcela Batistič Zorec 《欧洲教育》2013,45(2):154-168
This article presents part of the research performed in a project from 2008 to 2013, regarding the introduction of the Reggio Emilia approach to Slovene preschool educators. The study’s aim was to recognize the possible influence of the training—from 2009 to 2011—in this project on educators’ viewpoints and the promotion of children’s participation in practice. We believe that a potential reform of the Slovene national curriculum should establish the participation of children as one of its key principles. It seems that the two-year intensive training of educators, followed by projects in preschool practice, has been a successful step in this direction. 相似文献
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Suzy Edwards Corresponding author 《Early Years: An International Journal of Research and Development》2005,25(1):67-80
The early childhood curriculum is informed by a complicated array of developmental and learning theories. In recent times these theories have been most readily articulated in approaches to curriculum planning emerging from the Developmentally Appropriate Practice (DAP) guidelines and the project work in Reggio Emilia. Drawing on a common theoretical heritage, each of these approaches places a certain emphasis on ideas emerging from cognitive constructivism and developmental theory. This paper explores the nature of these theoretical informants as they are played out in both DAP and Reggio Emilia. Findings from a study aimed at examining educators' conceptions of cognitive constructivism and developmental theory as utilised by DAP are reported, with the responses by four educators regarding these understandings in relation to their developing awareness of the Reggio Emilia approach detailed. The paper identifies differences in orientation between the educators' conceptions of developmental theory and constructivism relative to DAP and Reggio, and indicates the potential value further research in this area holds for examining how common theoretical informants can be played out to different effect across early childhood curricula. 相似文献
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In this article, we examine the oral and written discourse processes in a high school physics class and how these discourse processes are related to sociocultural practices in scientific communities. Our theoretical framework is based on sociological and anthropological studies of scientific communities and ethnographies of classroom life. We review the use of discourse analysis as a methodological orientation in science education and provide a logic‐of‐inquiry framing how we used discourse analysis in our ethnographic research. Our ethnographic analysis showed that, through students' participation in creating scientific papers on the physics of sound, their appropriation of scientific discourse was related to the framing activities of the teachers and the social practices established over time in the classroom. Our textual analysis of the student papers focused on how they used evidence to make claims. We explore the lessons learned from participating in the classroom of these students. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 883–915, 1999 相似文献
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Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by prominent policy documents. Specifically, we examined the opportunities present in Montessori classrooms for students to develop an interest in the natural world, generate explanations in science, and communicate about science. Using ethnographic research methods in four Montessori classrooms at the primary and elementary levels, this research captured a range of scientific learning opportunities. The study found that the Montessori learning environment provided opportunities for students to develop enduring interests in scientific topics and communicate about science in various ways. The data also indicated that explanation was largely teacher-driven in the Montessori classroom culture. This study offers lessons for both conventional and Montessori classrooms and suggests further research that bridges educational contexts. 相似文献
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本文以2006～2010年全国教育科学规划＂十一五＂课题、上海市教育科学研究项目、浦东新区区级课题中有关学前教育的课题为研究对象,分析了过去五年中学前教育研究者对相关问题的研究情况,涉及到社会领域、健康领域、科学领域、语言领域、艺术领域、教师发展、教育发展等七大领域研究的总体情况、侧重点、特点以及研究热点,以此研究视角,管窥了学前教育研究的基本概貌：学前教育相关问题研究得到高度重视,各选题领域研究不平衡,各选题领域研究侧重点有所不同,儿童道德与科学探究研究比较欠缺。 相似文献
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Arleen Theresa Dodd-Nufrio 《Early Childhood Education Journal》2011,39(4):235-237
During the past century Loris Malaguzzi (1920–1994), a principal figure in the establishment and creation of the preschools
of Reggio Emilia, Italy, was one of the seminal thinkers in early childhood education. The influence of John Dewey, one of
the most important American philosophers, is visible in contemporary early childhood classrooms of Reggio Emilia. However,
as this editorial contends, in the author’s experience, many pre-service teachers have the misconception that the two programs
that originated in Italy—Maria Montessoir and Reggio Emilia—are synonymous. This editorial discusses another connection; namely,
the relationship between John Dewey’s philosophy of education and the pedagogy of Reggio Emilia preschools. Pre-service teachers’
understanding of Dewey’s theory and the Reggio Emilia experience makes an important contribution to the development of their
personal teaching philosophy and understanding of best practices in the field. 相似文献
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What are the barriers to technology‐rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching, that is, the “pedagogy of poverty” (Haberman, 1991 ), rather than the facilitation of students' ownership and control over their learning, as advocated in inquiry science. On balance, research programs that advocate standards‐based or inquiry teaching pedagogies demonstrate strong learning outcomes by urban students. This study tracked classroom research on a technology‐rich inquiry weather program with six urban science teachers. The teachers implemented this program in coordination with a district‐wide middle school science reform. Results indicated that despite many challenges in the first year of implementation, students in all 19 classrooms of this program demonstrated significant content and inquiry gains. In addition, case study data comprised of twice‐weekly classroom observations and interviews with the six teachers suggest support structures that were both conducive and challenging to inquiry pedagogy. Our work has extended previous studies on urban science pedagogy and practices as it has begun to articulate what role the technological component plays either in contributing to the challenges we experienced or in helping urban science classrooms to realize inquiry science and other positive learning values. Although these data outline results after only the first year of systemic reform, we suggest that they begin to build evidence for the role of technology‐rich inquiry programs in combating the pedagogy of poverty in urban science classrooms. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 128‐150, 2002 相似文献
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Stuart Bevins Gareth Price Josephine Booth 《International Journal of Science Education》2019,41(4):533-545
This article is concerned with the personal constructs of science teachers about inquiry in selected schools in the Yorkshire and the Humber region of England. While there is a large volume of existing literature which advocates the use of inquiry in the science classroom to enhance students' engagement with, and learning of science, relatively few of these studies represent teachers' voice. Therefore, we believe that it is important and distinctive to report teachers' constructs of inquiry and related concerns regarding its use in the science classroom. We identify the key constructs from 10 participating teachers and discuss these amongst a backdrop of policy implications for inquiry approaches in English secondary school science classrooms. Personal Construct Theory was used to underpin the study and frame data collection and analysis. Key findings show that the teachers identify an inquiry approach as being effective in stimulating students' independent learning and interest in science but issues such as time and confidence inhibit their deployment of inquiry approaches. 相似文献
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The parent‐teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent‐teacher agreement (correlations) and discrepancies (t tests) on preschoolers' social skills and problem behaviors for the normative Portuguese sample (N = 1,000) of the Preschool and Kindergarten Behavior Scales – 2nd Edition (PKBS‐2). Analyses were replicated according to the child's gender and mothers' educational level. Correlational analyses suggest weak to moderate informant agreement (mean correlation = .32). Parents' and teachers' ratings are significantly different for all PKBS‐2 scores, with parents assigning higher scores both on social skills and problem behaviors. Results highlight the importance of both parents' and teachers' perspectives to achieve a more comprehensive picture of preschoolers' social‐emotional behaviors, and reinforce the evidence of reliability of the PKBS‐2 Portuguese version. 相似文献
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《Ethnography and Education》2013,8(2):229-247
This study examines how young girls construct emotional themes in their peer-culture play routines and rituals in the daily life of a preschool classroom. This research is part of a larger eight-month ethnographic study of one preschool classroom. The data selected and analysed in this article are taken from a focused six-week theoretical sampling of five female preschool children's play. Micro-level analysis of the data (field notes, videotaping, video revisiting and interviews with teachers and students) revealed how children's peer-culture and emotional themes were socially constructed through a specific play narrative that centred on five females being ‘kitties’. A closer look at one group member named Mary uncovered emotional themes that centred on acting proper and group harmony. Females used their peer-culture and emotional themes to hold group members accountable, resolve conflict and appropriate society's emotional display rules. These data reveal the social–emotional ‘work’ of children and the role of peers in childhood socialisation. 相似文献
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Barbara A. Crawford 《科学教学研究杂志》2007,44(4):613-642
This study examined the knowledge, beliefs and efforts of five prospective teachers to enact teaching science as inquiry, over the course of a one‐year high school fieldwork experience. Data sources included interviews, field notes, and artifacts, as these prospective teachers engaged in learning how to teach science. Research questions included 1) What were these prospective teachers' beliefs of teaching science? 2) To what extent did these prospective teachers articulate understandings of teaching science as inquiry? 3) In what ways, if any, did these prospective teachers endeavor to teach science as inquiry in their classrooms? 4) In what ways did the mentor teachers' views of teaching science appear to support or constrain these prospective teachers' intentions and abilities to teach science as inquiry? Despite support from a professional development school setting, the Interns' teaching strategies represented an entire spectrum of practice—from traditional, lecture‐driven lessons, to innovative, open, full‐inquiry projects. Evidence suggests one of the critical factors influencing a prospective teacher's intentions and abilities to teach science as inquiry, is the teacher's complex set of personal beliefs about teaching and of science. This paper explores the methodological issues in examining teachers' beliefs and knowledge in actual classroom practice. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 613–642, 2007. 相似文献