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1.
The special educator in the content area classroom often experiences an ill‐defined role, which can translate into marginalization within instructional settings. Indeed, most students with learning disabilities (LD) receive content area instruction from a general education teacher with the support of a special educator. However, the literacy demands of the respective content areas often present content specific challenges for students with language‐based disabilities and their teachers. To date, proposed content area literacy interventions have not addressed the specific language‐based needs of students with LD. In this article, we highlight the similarities among history, science, English language arts, and mathematics texts from a language perspective, and present strategies specifically targeting students’ background knowledge. We also provide recommendations to researchers and practitioners for improving content area learning. 相似文献
2.
James Nahachewsky Deborah Begoray 《Changing English: An International Journal of English Teaching》2010,17(4):421-431
This article explores language and literacy teachers’ classroom experiences in a digital age. Drawing on multi‐literacies and new literacy studies frameworks, we use metaphors of classroom as text and teacher as author to build an understanding of the challenges and changes examined in the findings of two separate studies. The teachers were challenged to reconsider conceptions of individual ‘knowers’ and textual authority/authorship in their classrooms and how they engage students critically in an exploration of the word and the world beyond the edges of the page and the walls of the English language arts classroom. 相似文献
3.
This article examines an ESL English language arts teacher’s conceptions of linguistic diversity, literacy learning and her role as teacher in a culturally and linguistically complex classroom. It further examines her processes of learning about, and developing curricular and pedagogical innovations to meet, her students’ learning needs. The successes and paradoxes of, as well as constraints to, those efforts are explored. The paper uses Ball’s theory of generativity and recent research on effective English language arts instruction in culturally and linguistically complex classrooms to facilitate analysis. It offers some implications for teachers’ development of generativity for teaching culturally and linguistically diverse students. 相似文献
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Science literacy for all is the central goal of science education reforms, and there is a growing importance of the language arts in science. Furthermore, there are strong calls for teacher professionalism and self-directed professional learning that involve evidence-based best practices. This raises questions about whether science teaching journals?? recommendations are anchored to high-quality evidence. We found that (a) most National Science Teacher Association journals?? science literacy recommendations have weak or no evidence base and (b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research. We concluded that all participants in the knowledge production cycle and transfer process??authors, editors, and reviewers??need to encourage evidence-based practices anchored to ongoing reforms and to literacy and science education research. 相似文献
6.
Higher education, and in particular, initial teacher education, has been significantly transformed through the introduction of e-learning. However, online teacher education presents particular challenges in the creative arts, which has traditionally developed student understanding through embodied and collaborative learning experiences. In this qualitative study, in-depth interviews were conducted with eight online arts educators in teacher education programs to understand their perspectives and pedagogy in online arts coursework. Using Engeström’s Activity Theory as an analytical lens, the findings highlight how these academics navigated challenges and opportunities to facilitate authentic, praxis-focused arts experiences to prepare pre-service teachers for the classroom. 相似文献
7.
Sarah Capitelli Paula Hooper Lynn Rankin Marilyn Austin Gennifer Caven 《Journal of Science Teacher Education》2016,27(3):283-302
This qualitative case study looks closely at an elementary teacher who participated in professional development experiences that helped her develop a hybrid practice of using inquiry-based science to teach both science content and English language development (ELD) to her students, many of whom are English language learners (ELLs). This case study examines the teacher’s reflections on her teaching and her students’ learning as she engaged her students in science learning and supported their developing language skills. It explicates the professional learning experiences that supported the development of this hybrid practice. Closely examining the pedagogical practice and reflections of a teacher who is developing an inquiry-based approach to both science learning and language development can provide insights into how teachers come to integrate their professional development experiences with their classroom expertise in order to create a hybrid inquiry-based science ELD practice. This qualitative case study contributes to the emerging scholarship on the development of teacher practice of inquiry-based science instruction as a vehicle for both science instruction and ELD for ELLs. This study demonstrates how an effective teaching practice that supports both the science and language learning of students can develop from ongoing professional learning experiences that are grounded in current perspectives about language development and that immerse teachers in an inquiry-based approach to learning and instruction. Additionally, this case study also underscores the important role that professional learning opportunities can play in supporting teachers in developing a deeper understanding of the affordances that inquiry-based science can provide for language development. 相似文献
8.
Andrea Gay Van Duzor 《Journal of Science Teacher Education》2012,23(5):481-502
In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and to support content transfer to the classroom. However, few studies have investigated how pedagogical contexts serve to impact teacher engagement and science content learning. This qualitative case study examined K-8 in-service teachers?? interactions with pedagogical contexts in a chemistry PD course. Findings indicate that teachers??: (1) contribution of teaching experiences helped create a collegial learning environment, (2) sharing of concerns from classroom teaching directed content discussion and learning objectives, and (3) reflection on teacher and learner roles in the PD classroom led to persistence in chemistry-content learning. Implications for PD instructor use of pedagogical contexts in science content based PD are discussed. 相似文献
9.
Samuel Ouma Oyoo 《Research in Science Education》2012,42(5):849-873
The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the kinds of practical activity with which teachers and students engage. In addition to practical work, language??often written (as in science texts) or oral (as in the form of teacher and student talk)??is unavoidable in effective teaching and learning of science. Generally however, the role of (instructional) language in quality of learning of school science has remained out of focus in science education research. This has been in spite of findings in empirical research on difficulties science students encounter with words of the instructional language used in science. The findings have suggested that use of (instructional) language in science texts and classrooms can be a major influence on the level of students?? understandings and retention of science concepts. This article reports and discusses findings in an investigation of physics teachers?? approaches to use of and their beliefs about classroom instructional language. Direct classroom observations of, interviews with, as well as content analyses of the participant teachers?? verbatim classroom talk, were used as the methods of data collection. Evidence is presented of participant physics teachers?? lack of explicit awareness of the difficulty, nature, and functional value of different categories of words in the instructional language. In conclusion, the implications of this lack of explicit awareness on the general education (initial and in-service) of school physics teachers are considered. 相似文献
10.
Allison J. Gonsalves Gale Seiler Dana E. Salter 《Cultural Studies of Science Education》2011,6(2):389-399
This review explores Alfred Schademan??s ??What does playing cards have to do with science? A resource-rich view of African American young men?? by examining how he uses two key concepts??hybridity and resources??to propose an approach to science education that counters enduring deficit notions associated with this population. Our response to Schademan??s work expands upon his definition of hybridity and its purpose in the science classroom and highlights the tensions inherent in the appropriation of student resources in classroom spaces. This conversation points also to the need for research analyses and pedagogical approaches that simultaneously valorize student resources, allow student opportunities to learn the dominant codes, and provide teacher and student opportunities to transform them. Carol Lee??s notion of ??cultural modeling?? is discussed as a possible framing device to facilitate this kind of research. 相似文献
11.
In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice.
An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom
practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues
that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations.
Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs’
beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science.
The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious
to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they
encourage teachers to implement reformed teaching practices. 相似文献
12.
S. Selcen Guzey Elizabeth A. Ring-Whalen 《International Journal of Science Education》2018,40(7):723-741
Engineering has been slowly integrated into K-12 science classrooms in the United States as the result of recent science education reforms. Such changes in science teaching require that a science teacher is confident with and committed to content, practices, language, and cultures related to both science and engineering. However, from the perspective of the science teacher, this would require not only the development of knowledge and pedagogies associated with engineering, but also the construction of new identities operating within the reforms and within the context of their school. In this study, a middle school science teacher was observed and interviewed over a period of nine months to explore his experiences as he adopted new values, discourses, and practices and constructed his identity as a reform-minded science teacher. Our findings revealed that, as the teacher attempted to become a reform-minded science teacher, he constantly negotiated his professional identities – a dynamic process that created conflicts in his classroom practices. Several differences were observed between the teacher’s science and engineering instruction: hands-on activities, depth and detail of content, language use, and the way the teacher positioned himself and his students with respect to science and engineering. Implications for science teacher professional development are discussed. 相似文献
13.
Shu-Chiu Liu 《International Journal of Science Education》2013,35(10):1551-1567
While a number of studies have investigated people's perceptions or conceptions of creativity, there is a lack of studies looking into science teachers' views. The study aimed to explore the meanings of scientific creativity in the classroom context as perceived by a selective group of upper primary (Grades 3–6; student ages 8–12) science teachers (n?=?16) in Taiwan. Using a self-report, open-ended questionnaire and follow-up interviews, the participants responded to questions as to (1) what quality, behaviours and abilities characterise a creative learner in their science classrooms, (2) what a science classroom should be like if it is to facilitate scientific creativity, and (3) whether and what particular elements of the inquiry approach are incorporated in such a classroom. The analyses revealed that the teachers captured the central features of creativity and proposed diverse ideas about how to foster creativity in school science, but seemed to overlook some aspects, such as convergent thinking, problem-finding, and linking the arts and science. These missing features are regarded as important for scientific creativity in contemporary research. The findings were discussed along with their implications for teacher education and future research. 相似文献
14.
教师教学语言之于第二语言习得有其广泛的理论基础,教师的教学语言在第二语言习得中有着在其他学科中不可比拟的特殊性,它既作为学习者的目标语,同时又是教师教授语言的媒介。因而就要分析教师教学语言的现状,归纳提出了教师教学语言的基本特点,以引起教师对课堂教学语言的关注,更好的发挥教师话语在第二语言习得中的作用。 相似文献
15.
Yannis Petros Hadzigeorgiou 《Research in Science Education》2012,42(5):985-1005
This paper reports on a study undertaken with the primary aim of investigating the role of wonder in the learning process. The study was carried out by a 9th grade science teacher in collaboration with a university professor. The teacher taught two classrooms of 27 and 30 students respectively, by trying to evoke a sense of wonder only in one of them. To this end the teacher identified ideas and phenomena as potential sources of wonder and initiated the instruction through these ideas and phenomena. Observation and especially student optional journals were the main instruments of the research. A quantitative analysis of journal entries made by the students of both classrooms, provided evidence for higher involvement for the students??both males and females??of the classroom where the teacher evoked a sense of wonder. Also an analysis of students?? comments provided evidence that wonder, experienced as astonishment and a shock of awareness can help students change their outlook on natural phenomena. Moreover two paper-and-pencil tests administered at the end of the school year provided additional evidence that wonder had an effect on students?? ability to remember ??wonder-full?? ideas and also an effect on better understanding, of at least, three phenomena. This empirical evidence of better retention and understanding is evidence of the role of wonder as an attention catcher and generally of the role of affective factors in the learning process. 相似文献
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17.
Laura Felleman Fattal 《The New Educator》2017,13(4):350-368
The goal of the action research project on visual culture is to contribute to the dialogue on the exploratory ecology vs commodity culture of the elementary school classroom. Exploratory culture, unlike commodity culture, applauds open-ended thinking, inchoate imaginings, and critical thinking with its attachment to divergent paths to resolving problems. This educational action research project moves to effect change, so as to a) understand visual culture as an educational component of teaching and learning, and b) awaken the need for the inclusion of research on visual culture in student teacher preparation. Visual culture can best be understood when preservice teachers are immersed in the classroom. The visual landscape of the walls, light, air, hallways, seating arrangements, posters, rugs, room dividers, windows, entrances and exits of the classroom and school building can all be seen as a third teacher. The action research focuses on core classroom experiences revealed through six student teachers weekly reflections, post observation discussions, and interdisciplinary arts-infused lesson planning and facilitation. Engaging in lesson planning and implementation has shown to broaden student teachers’ understanding of meaning-making through the visual, the essence of visual culture. The student teachers described the dynamic synergy between language and visual arts teaching and learning, personalization of technology that can extend learning, and the role of imagination in the movable landscape of the classroom. 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.
Vicente Mellado María Luisa Bermejo Lorenzo J. Blanco Constantino Ruiz 《International Journal of Science and Mathematics Education》2008,6(1):37-62
We describe research carried out with a prospective secondary biology teacher, whom we shall call Miguel. The teacher’s conceptions
of the nature of science and of learning and teaching science were analyzed and compared with his classroom practice when
teaching science lessons. The data gathering procedures were interviews analyzed by means of cognitive maps and classroom
observations. The results reflected Miguel’s relativist conceptions of the nature of science that were consistent with his
constructivist orientation in learning and teaching. In the classroom, however, he followed a strategy of transmission of
external knowledge based exclusively on teacher explanations, the students being regarded as mere passive receptors of that
knowledge. Miguel’s classroom behavior was completely contrary to his conceptions, which were to reinforce the students’ alternative
ideas through debate, and not by means of teacher explanation. 相似文献
20.
闫永生 《贵州教育学院学报》2011,(2):81-84
良性心理场在课堂教学中表现为积极的课堂教学氛围。师生在这个场中表现出来的是切适的、愉悦的、激情的状态。教学实践证明,教师可以通过调控自身情绪、鼓励教育对象、润饰教学语言来营造良性心理场。建立起了良性心理场,就可以通过创设情境、设置期待、介入艺术、设计问题的手段制造教学高潮,优化课堂教学,提高教学效果。 相似文献