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1.
ABSTRACT

Poor completion outcomes in community colleges’ developmental education programs have spurred reforms in developmental education policies and practices in order to increase students’ chances of success. In the case of developmental math, the focus of this article, such changes include revisions to testing and placement policies, amendments to the intended curriculum, and restructuring of the format and sequencing of courses. However, the measures that have highlighted the inadequacies of developmental math are, in themselves, insufficient for assessing the effectiveness of reforms to developmental math. Drawing on interview data from a classroom-level study of a community college’s pilot reform initiative in developmental math, we explore the learning goals articulated by the instructors and a sample of students across four pre-algebra classrooms. Through our analysis of their goals, as well as the extent to which students reported accomplishing those goals, our research underscores the important distinction between course completion and learning. This study highlights the need to assess the effectiveness of developmental math coursework in ways that extend beyond completion rates.  相似文献   

2.
Abstract

This article reports on a study that examined teaching and learning in multi-grade classrooms using the Learning Environment, Learning Processes and Learning Outcomes (LEPO) conceptual framework. The study sought to investigate how the learning environment is created; how the processes of teaching and learning take place; and how assessment is used to determine the achievement of learning outcomes in multi-grade classrooms. A qualitative research design was used, where interviews were conducted with nine teachers from schools with multi-grade classrooms. The data was analysed thematically and revealed the following: the learning environment can be created by grouping learners appropriately in classrooms, creating learning stations and reading stations, proper use of time-tables, and adaptation of teaching plans; the learning processes should take place through the differentiated curricular approach or quasi mono-grade, that is, learners should be afforded the opportunity to learn from their family members, teaching and learning should take place through self-directed learning, peer tutoring and cooperative learning, and lessons should cater for different learning styles; to determine the realisation of learning outcomes teachers should assess learners in different grades informally with either the same or grade-specific assessment activities and formally with grade-specific assessment tasks. The article also addresses the main criticisms against the LEPO framework by explaining how teachers and learners should interact with the learning environment, learning processes and learning outcomes in multi-grade classrooms. The article concludes that if the LEPO framework can be implemented in multi-grade classrooms, teaching and learning can be strengthened in such classrooms.  相似文献   

3.
Abstract

Teachers' evaluation of pupil learning should be consistent with identified learning outcomes at the intended level of performance. To the extent that curriculum and assessment are aligned, the validity of inferences about pupil knowledge is strengthened. The purpose of this investigation was to evaluate the assessment practices of preservice teachers who have successfully completed coursework in educational measurement. Three hundred and nine lesson plans from 65 preservice (student) teachers were reviewed. The authors found that, during student teaching, preservice teachers do not follow many of the assessment practices recommended in their coursework. Perhaps implementations of recommended classroom assessment practices seem to depend on more than possessing the requisite knowledge.  相似文献   

4.
《学校用计算机》2013,30(2-3):27-41
Summary

Utilizing the full potential of distance education requires an understanding of how the absence of face-to-face communication affects the relationship between teaching behaviors and learning outcomes. Teachers' awareness of how their teaching behaviors change across distance and conventional contexts can assist them in overcoming the limitations of distance learning. This paper describes the development of two content analysis instruments for analyzing teacher-learner interaction patterns in order to enable educators to (a) identify the effect of separation from learners by space and/or time, (b) examine the relationship between interaction patterns and learning outcomes, (c) identify teacher-learner interactions which comprise essential elements of effective distance education, (d) increase the effectiveness of the instructional design, (e) plan more effective staff development programs, and (f) enable decision makers to assess the effectiveness of distance learning programs.  相似文献   

5.
M. Greene 《PRIMUS》2017,27(7):646-668
Abstract

This paper aims to illustrate a design cycle of inquiry-based mathematics activities. We highlight a series of questions that we use when creating inquiry-based materials, testing and evaluating those materials, and revising the materials following this evaluation. These questions highlight the many decisions necessary to find just the right tasks for our students. Throughout the paper the use of multiple representations (graphical, numerical, symbolic, and narrative) and the distinction between facts, skills, methods, and conceptual understanding is explained and illustrated with examples. Additionally, we present evidence of student learning through excerpts from student journals and exam analysis.  相似文献   

6.
ABSTRACT

The current study reports outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and White racial identity development. This study examined the outcomes of the model on student cultural competence based on pre-post survey analysis. Findings indicate that students perceived a benefit from course activities related to race pedagogy and showed statistically significant results in two of three courses. These findings indicate that the infusion of an inclusive model, including in courses not directly related to diversity topics, has potential benefits to students. Additionally, the impact is strengthened through a more integrated approach over the course of the semester.  相似文献   

7.
ABSTRACT

Background: As inquiry-based instruction is not universally implemented in science classrooms, it is crucial to introduce instructional strategies through the use of contextualized learning activities to allow students with different background knowledge and abilities to learn the essential competencies of scientific inquiry and promote their emotional perception and engagement.

Purpose: This study explores how essential scientific competencies of inquiry can be integrated into classroom teaching practices and investigates both typical and gifted secondary students’ emotional perception and engagement in learning activities.

Sample: A case teacher along with 226 typical and 18 gifted students from a suburban secondary school at Taiwan participated in this study.

Design and methods: After attending twelve 3-hour professional development workshops that focused on scientific inquiry teaching, the case teacher voluntarily developed and elaborated her own teaching activities through the discussions and feedback that she received from workshop participants and science educators. Quantitative and qualitative data were collected through activity worksheet, questionnaire, video camera, and tape recorders. Frequency distribution, Mann-Whitney U test, and discourse analysis were used for data analyses.

Results: Case teacher’s teaching activities provide contextual investigations that allow students to practice making hypotheses, planning investigations, and presenting and evaluating findings. Students’ learning outcomes reveal that typical students can engage in inquiry-based learning with positive emotional perception as well as gifted students regardless of their ability level. Both gifted and typical students’ positive emotional perception of and active engagement in learning provide fresh insight into feasible instructions for teachers who are interested in inquiry-based teaching but have little available time to implement such instructions into their classrooms.

Conclusions: The results of our work begin to address the critical issues of inquiry-based teaching by providing an exemplary teaching unit encompassing essential scientific competencies  相似文献   

8.
Abstract

Biggs' Presage–Process–Product (3P) model provides a flexible model for testing hypotheses about intra-psychic and contextual effects on student learning processes and outcomes; however, few empirical studies have effectively tested the longitudinal and reciprocal effects implied by the model. The current study provides an empirical test of theorised reciprocal relationships operating over time implied by the 3P model between perceived teaching quality and approaches to learning. The current study examines a longitudinal sample of Japanese university students (n = 1348; female = 404) from 18 degree programmes. Data from a reciprocal latent model were analysed using structural equation modelling. Modelling identified significant reciprocal effects between teaching quality and deep approaches to learning. Deep (positively) and surface (negatively) predicted annualised GPA (moderate and large effects, respectively). Consistent with a systems theory perspective on teaching and learning, longitudinal results supported hypothesised reciprocal relationships between perceptions of teaching quality and approaches. Implications for theory and practice are discussed.  相似文献   

9.
Abstract

This article presents ten strategies instructors can use to get their students to take more responsibility for their learning. Suggestions are given about the importance of getting students to verbalize why they are taking the course, helping students get into the proper mindset for each class, and structuring assignments so students will be more likely to come to class prepared. Other suggestions include teaching students to look out for each other, behave responsibly when working in groups, and analyze their learning experiences. By teaching responsibility, as well as content, in our classrooms, we can enhance learning, raise the level of our classrooms, and produce more responsible members of society.  相似文献   

10.
This study examined the teaching techniques used by community college faculty and the student learning outcomes that faculty sought to accomplish. Data were collected through a survey designed to assess the degree to which a variety of techniques were used and the related student learning outcomes that were intended. Participants (N = 197) were career and transfer faculty at a large metropolitan community college in the midwestern United States. Analysis of the data included determining the frequency of use of each technique and examining the relationships between frequency of use, intended learning outcomes and four independent variables (gender, years of experience, rank, and teaching area). Results indicated that the lecture was the predominant technique used, although a majority of the faculty also used other techniques. When faculty used techniques other than lecture a majority of the time, they did so to accomplish higher order learning outcomes. Significant relationships were found between frequency of use, intended learning outcomes, and teaching area. Faculty teaching in the transfer curriculum were more likely to lecture a majority of the time and to intend higher order learning outcomes than career faculty who lectured to impart information.  相似文献   

11.
Abstract

Researchers have shown an increased interest in the way teachers use their knowledge about language (KAL) to enhance student understanding and learning. This qualitative case study investigated first- and second-grade teachers’ use of KAL in Arabic. We investigated the linguistic transitions from standard Arabic to spoken Arabic made by the teachers during mathematics lessons. The results suggested that Arab-speaking mathematics teachers were aware of the gap between home language (Spoken Arabic) and school language (Modern Standard Arabic) and used linguistic transition as a teaching strategy to develop academic thinking and behaviour among their students. The results suggested that Arab teachers built a non-formal bilingual education programme where the two languages were used to teach mathematics. Despite the requirement to use Modern Standard Arabic, participants bridged the gap between the languages, which suggests an inherent understanding that ‘language and identity are ultimately inseparable’.  相似文献   

12.

Previous approaches to teacher testing have been criticized for poorly representing the knowledge base for teaching, for oversimplifying teaching decisions, and for lacking criterion-related validity evidence supporting their use. A new generation of teacher assessments has been developed in the United States through the efforts of the National Board for Professional Teaching Standards and a corollary organization of more than 30 states. These performance-based assessments use videotapes of teachers' practice, examples of lessons and assessments, samples of student work, and analyses of classroom events and outcomes to provide evidence about teaching. Early research on the effects of these assessments suggests that they may be more valid measures of teacher knowledge and skill and that they may help teachers improve their practice. The stimulus to teacher learning appears to occur through task structures that require teachers to learn new content and teaching strategies as part of their demonstration of performance and through the processes of required reflection about the relationships between learning and teaching.  相似文献   

13.

I provide a theoretical framework to show that courses in informal logic can be taught developmentally to focus on a critical thinking practical component. However, efforts must be made to state clear outcomes, such that the content and processes of the course are tailored to achieve the outcomes, and clear criteria are provided for students' learning and assessment of their performance. This framework is an attempt to respond indirectly to the distinction between informal logic and critical thinking, and the concern that informal logic courses only teach abstract principles of reasoning and do not focus on requisite critical thinking abilities, which are contextualised to subject matter. I suggest a plausible connection between critical thinking and informal logic: that learning logical principles of reasoning is necessary, but not sufficient to think critically; there is an extra element which involves learning to apply the principles to various contexts.  相似文献   

14.
ABSTRACT

While higher education teachers are able to use information in sophisticated ways to learn and communicate within their disciplines, they may not be accustomed to teaching their students to use information creatively and reflectively to support their work in a course. This article introduces informed learning design, a curriculum design model by which teachers specifically enable students to learn course content through intentional engagement with information. Drawing from informed learning pedagogy and the variation theory of learning, the design model outlines an instructional pattern for enabling student awareness of critical aspects and features of the object being studied related to both information use and course content.  相似文献   

15.
Abstract

Assessment and learning analytics both collect, analyse and use student data, albeit different types of data and to some extent, for various purposes. Based on the data collected and analysed, learning analytics allow for decisions to be made not only with regard to evaluating progress in achieving learning outcomes but also evaluative judgments about the quality of learning. Learning analytics fall in the nexus between assessment of and for learning. As such it has the potential to deliver value in the form of (1) understanding student learning, (2) analysing learning behaviour (looking to identify not only factors that may indicate risk of failing, but for opportunities to deepen learning), (3) predicting students-at-risk (or identifying where students have specific learning needs), and (4) prescribing elements to be included to ensure not only the effectiveness of teaching, but also of learning. Learning analytics have underlying default positions that may not only skew their impact but also impact negatively on students in realising their potential. We examine a selection of default positions and point to how these positions/assumptions may adversely affect students’ chances of success, deepening the understanding of learning.  相似文献   

16.
Abstract

In the present study the relationship between teaching and learning was examined using a conceptual framework that links dimensions of instructional tasks with gains in student learning outcomes. The greatest student gains on a performance assessment consisting of tasks that require high levels of mathematical thinking and reasoning were related to the use of instructional tasks that engaged students in the “doing of mathematics” or the use of procedures with connections to meaning. In addition, student performance gains were greater for those sites whose tasks were both set up and implemented to encourage the use of multiple solution strategies, multiple representations, and explanations. Whereas, student performance gains were relatively small for those sites whose tasks tended to be both set up and implemented in a procedural manner and that required a single solution strategy, single representations, and little or no mathematical communication.  相似文献   

17.
Conscientious instructors at all levels are constantly making decisions about how to improve their teaching. This is a natural, intuitive part of being a good instructor, but even faculty who value student learning and work hard to improve their teaching can fail to make the connection between what they do in the classroom and the continuous improvement philosophy of outcomes assessment. The connection can be missed because understanding course-level outcomes assessment requires understanding evaluation policies and structures that differ markedly from those employed for unit-level program accreditation. The purposes of this paper are two-fold: first, to address policy issues that impede adoption of systematic, course-level outcomes assessment for improving student learning; and second, to describe a design structure for applying outcomes assessment that addresses factors under control of the instructor that affect students' learning. The paper concludes with observations on the crossed purposes of collecting information for judging faculty merit in the annual review process as opposed to collecting information for course improvement in the outcomes assessment process.  相似文献   

18.
Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students' activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which “academic” students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem-based learning and the learning portfolio.  相似文献   

19.
Many teachers see major difficulties in maintaining academic standards in today's larger and more diversified classes. The problem becomes more tractable if learning outcomes are seen as more a function of students’ activities than of their fixed characteristics. The teacher's job is then to organise the teaching/learning context so that all students are more likely to use the higher order learning processes which “academic” students use spontaneously. This may be achieved when all components are aligned, so that objectives express the kinds of understanding that we want from students, the teaching context encourages students to undertake the learning activities likely to achieve those understandings, and the assessment tasks tell students what activities are required of them, and tell us how well the objectives have been met. Two examples of aligned teaching systems are described: problem‐based learning and the learning portfolio.  相似文献   

20.
ABSTRACT

Graduate students regularly teach undergraduate STEM courses and can positively impact students’ understanding of science. Yet little research examines graduate students’ knowledge about nature of science (NOS) or instructional strategies for teaching graduate students about NOS. This exploratory study sought to understand how a 1-credit Teaching in Higher Education course that utilised an explicit, reflective, and mixed-context approach to NOS instruction impacted STEM graduate students’ NOS conceptions and teaching intentions. Participants included 13 graduate students. Data sources included the Views of Nature of Science (VNOS-Form C) questionnaire administered pre- and post-instruction, semi-structured interviews with a subset of participants, and a NOS-related course project. Prior to instruction participants held many alternative NOS conceptions. Post-instruction, participants’ NOS conceptions improved substantially, particularly in their understandings of theories and laws and the tentative nature of scientific knowledge. All 12 participants planning to teach NOS intended to use explicit instructional approaches. A majority of participants also integrated novel ideas to their intended NOS instruction. These results suggest that a teaching methods course for graduate students with embedded NOS instruction can address alternative NOS conceptions and facilitate intended use of effective NOS instruction. Future research understanding graduate students' NOS understandings and actual NOS instruction is warranted.  相似文献   

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