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1.
Virginia L. J. Bolshakova Carla C. Johnson Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997
In the United States today, urban schools serve the majority of high-poverty and high minority populations including large
numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science
teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers
have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future
science achievement and science-related careers of their students. This qualitative study explores how three science teachers’
effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students
were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives,
as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics
that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing
on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened
student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy,
as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition
to middle school may construct permanence and accomplishment for all in science. 相似文献
2.
Research in the area of educational technology has claimed that Web technology has driven online pedagogy such that teachers
need to know how to use Web technology to assist their teaching. This study provides a framework for understanding teachers’
Technological Pedagogical Content Knowledge-Web (TPCK-W), while integrating Web technology into their pedagogical practice.
Furthermore, contemporary educational researchers have highlighted the significance of teachers’ self-efficacy, conceptualized
as the teachers’ perceptions of their own competence at teaching, and related to instructional strategies as well as teaching
effectiveness. The major purpose of this study was to investigate teachers’ perceived self-efficacy in terms of their TPCK-W.
This study aimed to develop a new questionnaire, namely the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey
to explore teachers’ self-efficacy in terms of their TPCK-W, and additionally to assess their attitudes toward Web-based instruction.
The participants in this study were 558 teachers from elementary school to high school level in Taiwan. Both exploratory and
confirmatory factor analyses indicated that the TPCK-W survey developed in this study has satisfactory validity and reliability
characteristics. The results indicate a lack of general knowledge about Web-related pedagogy amongst the teachers surveyed.
The correlations between teachers’ self-efficacy in terms of their TPCK-W, their attitudes regarding Web-based instruction,
and their background variables were also examined. Correlations were found between self-efficacy and positive attitudes to
web-based instruction. Older and more experienced teachers were found to have lower levels of self-efficacy with respect to
TPCK-W, though teachers with more experience of using the web (including for instruction) had higher levels of self-efficacy
with respect to TPCK-W. 相似文献
3.
We investigated relationships among elementary teachers’ reading-related content knowledge (knowledge of literature and phonology),
their philosophical orientation toward reading instruction, their classroom practice, and their students’ learning. Correlations
showed little relationship between instructional philosophy and content knowledge, and little relationship between instructional
philosophy and classroom practice. However, relationships emerged between content knowledge and instruction, and between kindergarten
teachers’ phonological knowledge and their students’ reading achievement. We recommend that the recent focus on teacher’s
disciplinary knowledge be broadened to include teachers of beginning reading and that teachers be afforded opportunities to
develop the necessary knowledge base to teach reading effectively. 相似文献
4.
This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This
study is a qualitative research grounded in a social constructivist framework. The participants were three high school science
teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major
data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific
teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic
units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d)
individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and
(g) psychologically safe classroom environments. 相似文献
5.
Jesse L. M. Wilkins 《Journal of Mathematics Teacher Education》2008,11(2):139-164
This study investigated 481 in-service elementary teachers’ level of mathematical content knowledge, attitudes toward mathematics,
beliefs about the effectiveness of inquiry-based instruction, use of inquiry-based instruction and modeled the relationship
among these variables. Upper elementary teachers (grades 3–5) were found to have greater content knowledge and more positive
attitudes toward mathematics than primary teachers (grades K-2). There was no difference in teachers’ beliefs about effective
instruction, but primary level teachers were found to use inquiry-based instruction more frequently than upper elementary
teachers. Consistent with Ernest’s [Ernest (1989). The knowledge, beliefs and attitudes of the mathematics teacher: A model.
Journal of Education for Teaching, 15(1), 13–33] model of mathematics teaching, content knowledge, attitudes, and beliefs were all found to be related to teachers’
instructional practice. Furthermore, beliefs were found to partially mediate the effects of content knowledge and attitudes
on instructional practice. Content knowledge was found to be negatively related to beliefs in the effectiveness of inquiry-based
instruction and teachers’ use of inquiry-based instruction in their classrooms. However, overall, teachers with more positive
attitudes toward mathematics were more likely to believe in the effectiveness of inquiry-based instruction and use it more
frequently in their classroom. Teacher beliefs were found to have the strongest effect on teachers’ practice. Implications
for the goals and objectives of elementary mathematics methods courses and professional development are discussed.
相似文献
| Jesse L. M. WilkinsEmail: |
6.
Measuring teachers’ content knowledge of language and reading 总被引：1，自引：0，他引：1
In the context of a longitudinal, four-year study of reading instruction in low-performing, high-poverty urban schools, we
surveyed teacher knowledge of reading-related concepts, and established a modest predictive relationship between teachers’
knowledge, classroom reading achievement levels, and teachers’ observed teaching competence. There were significant associations
among these variables at the third and fourth grade levels. To obtain this result, measures of teacher content knowledge in
language and reading were refined in a three-stage process. Our purpose was to explore the type and level of questions that
would begin to discriminate more capable from less capable teachers, and that would have a predictive relationship with student
reading achievement outcomes. After experimenting with measurement of K-2 teachers’ content knowledge (Form #1), we piloted
a Teacher Knowledge Survey with 41 second and third grade teachers in one study site (Form #2). We then refined and expanded
the Survey (Form #3) and administered it to 103 third and fourth grade teachers in both project sites. Teachers’ misconceptions
about sounds, words, sentences, and principles of instruction were pinpointed so that professional development could address
teachers’ needs for insight and information about language structure and student learning. 相似文献
7.
This longitudinal study examined the extent to which teachers’ participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers’ beliefs and science instruction. Results showed significant increases in teachers’ overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers’ direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction. 相似文献
8.
Sunhee Paik Meilan Zhang Mary A. Lundeberg Jan Eberhardt Tae Seob Shin Tianyi Zhang 《Journal of Science Education and Technology》2011,20(4):422-434
Since A Nation at Risk was released in the 1980s, standards-based reform has been the most dominant trend in American educational policy, and the
No Child Left Behind Act pushed the trend further by requiring states to develop rigorous curriculum standards. Though much
has been said about these new standards, less has been said about whether or how well professional development helps teachers
link their instruction to these standards. This study examined the impact of a professional development program for K-12 science
teachers in helping teachers meet state curriculum standards. Seventy-five science teachers in Michigan participated in a
2-week summer workshop that used Problem-Based Learning for improving teachers’ content knowledge and pedagogical content
knowledge. Researchers surveyed participating teachers about the change of teachers’ preparedness for standards-based teaching,
their expectations to meet state curriculum standards, and whether their expectations were met. In addition, the usefulness
of workshop activities was examined. Data analysis showed that to align teaching with state curriculum standards, participating
teachers expected to learn instructional strategies and enhance science content knowledge through professional development,
and by and large their expectations were well met. Collaboration with colleagues and facilitators helped teachers achieve
their goals in terms of teaching within state curriculum standards. These findings have important implications for designing
professional development to help teachers align instruction with curriculum standards. 相似文献
9.
Anderson Hassell Norton Andrea McCloskey 《Journal of Mathematics Teacher Education》2008,11(4):285-305
The challenge that we address concerns teachers’ shifts toward student-centered instruction. We report on a yearlong professional
development study in which two United States elementary school teachers engaged in a teaching experiment, as described by
Steffe and Thompson (in: Lesh and Kelly (eds) Research on design in mathematics and science education, 2000). The teaching
experiment involved close mathematical interactions with a pair of students after school, in the context of solving fractions
tasks. By conducting a teaching experiment, we anticipated that each teacher would have more opportunity to develop insight
into students’ mathematics. We also anticipated that these insights would influence the teachers’ classroom practice, even
without explicit support for such a shift. Indeed, the teachers found that they began asking more probing questions of their
students and spending more time listening to students’ explanations, but shifts to classroom practice were limited by constraining
factors such an inflexible curriculum. 相似文献
10.
Andrea R. Milner Toni A. Sondergeld Abdulkadir Demir Carla C. Johnson Charlene M. Czerniak 《Journal of Science Teacher Education》2012,23(2):111-132
The impact of No Child Left Behind (NCLB) mandated state science assessment on elementary teachers’ beliefs about teaching
science and their classroom practice is relatively unknown. For many years, the teaching of science has been minimized in
elementary schools in favor of more emphasis on reading and mathematics. This study examines the dynamics of bringing science
to the forefront of assessment in elementary schools and the resulting teacher belief and instructional shifts that take place
in response to NCLB. Results indicated that teachers’ beliefs about teaching science remained unchanged despite policy changes
mandated in NCLB. Teacher beliefs related to their perceptions of what their administrators and peer groups’ think they should
be doing influenced their practice the most. Most teachers reported positive feelings and attitudes about science and reported
that their students had positive feelings and attitudes about science; however, teachers reported teaching science less as
a result of NCLB. Implications for elementary science education reform and policy are discussed. 相似文献
11.
Culturally responsive science teaching is using knowledge about the culture and life experiences of students to structure
learning that is conducive to their needs. Understanding what teachers need to prepare them to be culturally responsive is
a matter of continuous debate. As the focus of multicultural education ventures farther away from its roots, advocating the
civil rights of historically oppressed groups, concerns about the gravity of racial inequity on schooling continues. How will
this shift in focus influence teachers’ capacity to accommodate students’ needs resulting from racial inequities in this society,
particularly African American students? What knowledge is essential to their effectiveness? This qualitative study examined
the instructional practices of two effective middle school science teachers deemed culturally responsive by their administrator
on the basis of classroom observations, students’ responses and standardized assessment results. Both teachers’ classrooms
consisted primarily of African American students. Grounded theory was used to analyze the teachers’ beliefs and practices
in order to identify existing commonalties. Critical race theory was used to identify whether there was any influence of the
students’ racial identities on the teachers’ beliefs and practices. The analysis reveals that the teachers’ beliefs and practices
were informed by their critical awareness of social constraints imposed upon their African American students’ identities.
These findings communicate the significance of sociocultural awareness to informing the teachers’ instruction, as well as
their strategies for managing the varying dynamics occurring in their classrooms. It can be deduced from the findings that
an understanding of racial inequities is crucial to the development of sociocultural awareness, and is the foundation for
the culturally responsive dispositions and practices of these middle school science teachers. 相似文献
12.
Debra Panizzon John Pegg 《International Journal of Science and Mathematics Education》2008,6(2):417-436
Aligned with recent changes to syllabuses in Australia is an assessment regime requiring teachers to identify what their students
‘know’ and ‘can do’ in terms of the quality of understanding demonstrated. This paper describes the experiences of 25 secondary
science and mathematics teachers in rural schools in New South Wales as they explore the changing nature of assessment and
its implications on their classroom practice. To help reconceptualise these changes, teachers were introduced to a cognitive
structural model as a theoretical framework. Throughout the 2-year study, teachers attended a series of professional development
sessions and received ongoing consultative support. Each session was taped and transcribed while interviews were conducted
with each teacher at the end of both years. Analysis of these data using a grounded theory approach identified seven major
components of teacher practice impacted by the study. The core component was questioning while the six contributing components
were teachers’ pedagogical practices, attention to cognition, teaching strategies, assessment linked to pedagogy, classroom
advantages for students, and classroom advantages for teachers. These findings represent a major shift in teachers’ perceptions
of assessment from a focus on the accumulation of students’ marks to one of diagnosis as a means of directing teaching to
enhance students’ scientific and mathematical understandings. 相似文献
13.
This article examines Finnish cooperating physics teachers’ conceptions of teacher knowledge in physics. Six experienced teachers
were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of
German Didaktik and Shulman’s theory of teacher knowledge were used in order to understand the results. The results show that
the teachers strongly emphasize knowledge related to day-to-day teaching practice. In German Didaktik, this means knowledge
of the best instructional methods, while in Shulman’s categorization it belongs to the category of representations, strategies,
and methods. It was also found that the teachers appear to lack some of the essential key ideas of modern physics teacher
education, such as a holistic view of instructional approaches. 相似文献
14.
Kristin L. Gunckel 《Journal of Science Teacher Education》2011,22(1):79-100
This paper reports on one preservice teacher’s use of the Inquiry-Application Instructional Model (I-AIM) to plan and teach
an instructional sequence on photosynthesis to 5th-grade students. Analysis of the preservice teacher’s planned and enacted
instructional sequences and interviews shows that the preservice teacher was successful in leveraging the conceptual change
but not the inquiry aspects of the I-AIM. The mediators of this preservice teacher’s use of the I-AIM included her approach
to teaching science, the curriculum materials she had available, and the meanings she made of the underlying frameworks. Understanding
the mediators of preservice teachers’ uses of instructional models can inform teacher educators’ approaches to supporting
preservice teachers in using instructional models for organizing science instructional sequences. 相似文献
15.
Andrea Gay Van Duzor 《Journal of Science Education and Technology》2011,20(4):363-374
Of primary concern in professional development (PD) are the ways in which teachers transfer knowledge from PD to the classroom.
This qualitative case study of a chemistry PD course for elementary teachers investigates the first step in the transfer process
by examining why and how K-8 teachers consider transfer to the classroom. Motivations for considering transfer were the same
whether teachers only proposed how they could use PD content or teachers actively utilized PD experiments and concepts in
their own classrooms. Teacher learning of chemistry concepts, activities, and pedagogical strategies were motivating factors
for considering transfer. Teachers appropriated and adapted PD materials based on the specific learning needs of their own
students, the constraints of their teaching contexts, and their desired outcomes, including making science learning relevant
for students. Understanding teachers’ motivations and means of adaptations in considering PD can inform PD provider programs
how to be more effective and responsive to teacher needs. Furthermore, teachers’ active consideration of appropriations and
adaptations highlights how teachers leverage their expertise in shaping their PD experiences. 相似文献
16.
17.
We describe a model professional development intervention currently being implemented to support 3rd- through 5th-grade teachers’
science instruction in 9 urban elementary schools with high numbers of English language learners. The intervention consists
of curriculum materials for students and teachers, as well as teacher workshops throughout the school year. The curriculum
materials and workshops are designed to complement and reinforce each other in improving teachers’ knowledge, beliefs, and
practices in science instruction and English language development for ELL students. In addition to these primary goals, secondary
goals of the intervention included supporting mathematical understanding, improving scientific reasoning, capitalizing on
students’ home language and culture, and preparing students for high-stakes science testing and accountability through hands-on,
inquiry-based learning experiences. 相似文献
18.
Valarie L. Akerson Theresa A. Cullen Deborah L. Hanson 《Journal of Science Teacher Education》2010,21(6):723-745
This study explored the nature of science (NOS) assessments K-4 classroom teachers developed for measuring students’ understandings
of NOS elements. We used the Views of Nature of Science Questionnaire-Form VNOS-D2 (Views of Nature of Science Elementary
School Version 2) and interviews to verify that teachers’ conceptions of NOS were sufficient to enable them to teach and assess
NOS. We collected copies of teachers’ action research designs, lesson plans, and assessment tools, conducted classroom observations
and made field notes of their science instruction and assessments. We videotaped conversations at monthly workshops to note
discussion surrounding teaching and assessing NOS in K-4 classrooms. We found that experienced teachers designed a variety
of strategies for assessing NOS conceptions that differed by grade level. 相似文献
19.
Andrew Gilbert 《Early Childhood Education Journal》2009,36(5):431-438
This study utilized pre-service teachers’ philosophy statements to connect their beliefs for science teaching with inquiry-based
constructivist classroom practice. The major findings of this study suggested that before entering the classroom prospective
teachers are strongly aligned with inquiry-based, constructivist-based theories, and describe teaching science as a process
approach. However, after entering public classrooms the teacher candidates often abandoned those notions of constructivist,
inquiry-based science in favor of a more traditional approach to science instruction. This study addresses a method to engage
prospective teachers in designing inquiry-based science pedagogy as well as developing their professional pedagogical confidence. 相似文献
20.
Sherry A. Southerland Scott Sowell Patrick Enderle 《Journal of Science Teacher Education》2011,22(5):437-457
This research explored science teachers’ pedagogical discontentment and described its role in teachers’ consideration of new
teaching practices. Pedagogical discontentment is an expression of the degree to which one is discontented because one’s teaching
practices do not achieve one’s teaching goals. Through a series of structured interviews conducted with 18 practicing science
teachers of various grade levels, content areas, routes of preparation, and amount of experience, areas of commonality in
the teachers’ pedagogical discontentment were identified. The common areas of pedagogical discontentment include the ability
to teach all students science, science content knowledge, balancing depth versus breath of instruction, implementing inquiry
instruction, and assessing science learning. We draw implications for using this construct to craft more effective professional
development. 相似文献