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1.
Winnie Mucherah 《Learning Environments Research》2008,11(1):63-81
This study examined classroom climate and student goal structures in high-school biology classrooms in Kenya. Participants
included 891 students and their teachers in Grades 10 and 11 from two same-sex boarding schools—one for boys and the other
for girls. School differences were found on all classroom climate aspects except teacher support and competition. Relative
to tenth graders, eleventh graders perceived their classrooms to be higher in teacher support, task focus, competition, rule
strictness, and innovation. There were school and grade differences in students’ goal structures, with School 1 students,
relative to School 2 students, perceiving more personal performance-approach goals and their teachers as encouraging performance-approach
goals. Eleventh graders reported more performance-approach goals at both the personal and teacher levels. Teachers perceived
their classroom climates more positively than their students. Observation data provides interpretative information. 相似文献
2.
Keith Turvey 《Education and Information Technologies》2008,13(4):317-327
This paper argues that student teachers’ developing pedagogical approaches achieve expression within the virtual classroom
in much the same way as they would in the ‘real’ classroom; that is to say through language as the primary tool of mediation.
Whilst the advent of new communications technologies affords new arenas in which learning can take place—Virtual Learning
Environments (VLEs), online communities, Managed Learning Environments—the importance of human agency and the significance
of language remains pivotal to the effective use of such technologies. As such it is argued that student teachers need opportunities
to engage in authentic online dialogue with children as they endeavour to find their online pedagogical voice. The key findings
emerge from a case study carried out with a group of Year 3 ICT specialists on an undergraduate initial teacher education
(ITE) degree course in the UK, leading to qualified teacher status (QTS) in the primary and lower secondary phases of education.
Funding from the University of Brighton, Community University Partnership Programme (CUPP), was used to design and resource
a module, which facilitated opportunities for student teachers to engage in online learning dialogues with children from a
local primary school, having initially met with the children face-to-face. Fourteen student teachers participated in the study.
Interviews were carried out and their online dialogues with the children were analysed to establish both the issues and potential
advantages of such a situated approach to learning about the educational use of new communications technologies with children. 相似文献
3.
Anneke C. Timmermans Christine M. Rubie-Davies 《Educational Research and Evaluation》2018,24(3-5):241-263
ABSTRACTPrevious studies have indicated that, although some teachers have substantial expectation effects on student outcomes, the effects for most teachers are only small. Furthermore, teacher expectations are associated with key pedagogical differences related to teacher beliefs about providing instruction and support for learning. The aim of this study was to explore (a) teacher-level differences in the level and differentiation of expectations, (b) associations between teacher differences in expectations and teacher background and beliefs, and (c) relationships with subsequent student performance. Secondary analyses were performed on data for 42 teachers and their students in New Zealand. The results were supportive of the notion that some teachers were differentiating more between students in their expectations than others. Teachers who differentiated more perceived students generally as more competent, but felt less related to the school team, and perceived more classroom stress. Differentiation in expectations was negatively related to end-of-year mathematics scores. 相似文献
4.
Teacher education programs are facing a range of external pressures today — from shifts in the educational landscape to an ever-expanding curriculum to meet changing standards. In this article we shared how our process of “reforming from without by leading from within” is the beginning of a culture change. Partnership initiatives, newly involved classroom teachers, school liaisons, training for classroom teachers and university faculty alike, all may make a difference in our culture and our efforts. As teacher educators we must adapt our programs to the changing standards for teachers, accountability measures and student testing, and a diverse population. The ETRA faculty at Northern Illinois University lead from within by seizing opportunities in administrative changes, existing partnerships, funding opportunities, and collaborations. Our goal continues to focus on demonstrating that technology innovation may serve an important role in coping with these external pressures and achieving the changes required. 相似文献
5.
Anne Christine Hume 《Research in Science Education》2012,42(3):551-565
The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has
low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This
paper reports on an innovation involving a sustained simulation in an undergraduate science education course as a mediational
tool to connect two communities of practice—initial teacher education and expert primary science teaching. The course lecturer
and student teachers role-played the expert classroom teacher and primary students (Years 7/8) respectively in an attempt
to gain insights into teaching and learning through authentic activity that models good practice in primary science teaching
and learning. Activity theory was used to help frame and analyse the data. Findings from the first trial indicate that the
simulation was very effective in initiating science pedagogical content knowledge (PCK) development of primary student teachers. 相似文献
6.
The advent of computer technology in the classroom raised the issue of its appropriate use by teachers and their students
alike. It has been recommended that teacher education programs provide more opportunities for teacher candidates’ use of technology
including teaching their own technology-enhanced lessons. With a goal of integrating scholarship into student teaching, a
teacher candidate enrolled in a graduate program in childhood education carried out a technology-enhanced research project
within a professional development school. Examining the impact of the project on the teacher candidate, this article describes
how one’s pedagogical content knowledge and technological competence can be developed through a research-oriented teaching
experience. The article also demonstrates the emergence of a community of practice that shares the goal of providing learning
spaces for the teacher candidate and young children in the context of mathematics enrichment with computers. 相似文献
7.
Teacher Learning of Technology Enhanced Formative Assessment 总被引：1，自引：1，他引：0
This study examined the integration of technology enhanced formative assessment (FA) into teachers’ practice. Participants
were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data
were collected using interviews, direct classroom observations, and collaborative discussions. The physics teachers engaged
in collaborative action research (AR) to learn how to use FA and CRS to promote student and teacher learning. Data were analyzed
using open coding, cross-case analysis, and content analysis. Results from data analysis allowed researchers to construct
a model for knowledge skills necessary for the integration of technology enhanced FA into teachers’ practice. The model is
as a set of four technologies: hardware and software; methods for constructing FA items; pedagogical methods; and curriculum
integration. The model is grounded in the idea that teachers must develop these respective technologies as they interact with
the CRS (i.e., hardware and software, item construction) and their existing practice (i.e., pedagogical methods, curriculum).
Implications are that for teachers to make FA an integral part of their practice using CRS, they must: 1) engage in the four
technologies; 2) understand the nature of FA; and 3) collaborate with other interested teachers through AR. 相似文献
8.
This study examined the level of instructional use of Internet among science teachers involved with an in-service professional development project. An instrument on Level of Use of innovation was modified for the study. A criterion sample of teachers to be interviewed via telephone was randomly selected from a pool of 347 K–12 teachers. Somers' d and contingency coefficients were determined to see whether any relationship exists between a teacher's Level of Use and the following categories: (a) amount of experience with the Internet; (b) availability of resources support and access to the Internet in classroom and at home; (c) number of teacher and student users at school, (d) gender; and (e) type of school. Results of step-wise multiple regression indicate that classroom access, instructional experience of using Internet with students, availability of resource support and number of teacher users at school are the best predictors of teacher's Level of Use. Chi square test for comparisons between groups of completers and noncompleters of On-Line West Virginia K–12 RuralNet courses also revealed that a lack of classroom access to Internet and lack of resource/technical support at school contributed significantly to lower level of use among noncompleters. 相似文献
9.
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
10.
The purpose of this study was to investigate the role and characteristics of virtual learning objects in selected classroom cases. Four Finnish cases represented such pedagogical approaches as student‐centeredness, process orientation and collaborative inquiry. The case study approach enabled the investigation of concrete practices in using learning objects in ordinary classroom settings. The goal of the study was to examine the interrelatedness of the teachers’ pedagogical practices with characteristics and affordances of the learning objects, in order to understand how learning objects can support the development of advanced pedagogical practices in schools. The data used were qualitative, consisting of the participating teachers’ agendas, and observations and video recordings during classroom sessions. The results indicate that the learning objects were mostly used as exploration tools, information sources, assessment models and objects of discussion. An expert‐like use of knowledge was characteristic in the pedagogical settings, especially when the teacher was experienced in using ICT in teaching. However, not all the learning objects supported such practices, thus preventing a teacher from reaching intended pedagogical aims. 相似文献
11.
Critiquing and adapting curriculum materials are essential teaching practices but challenging for many preservice teachers.
This study explores the use of educative curriculum materials—materials intended to support both teacher and student learning—to
help preservice elementary teachers develop their pedagogical design capacity for critiquing and adapting lessons. Preservice
teachers received educative supports highlighting pedagogical principles and rationales for those principles. When provided
with educative supports, most individuals attended to the principles targeted in the supports, engaged in an in-depth analysis
with regard to the principles, and used the rationales from the supports to justify their analyses. However, few continued
to do so in subsequent analyses when they no longer received support. Implications for science teacher education and curriculum
design are discussed. 相似文献
12.
Jason Margolis 《The Urban Review》2006,38(1):27-44
This article explores the impact of high-stakes gate-keeping assessments (of both K-12 students and new teachers) on teacher development of equitable teaching practices. Drawing from two studies of field experiences in Washington State—one of teacher interns and one of cooperating teachers—findings include that state level policies in response to NCLB may actually be decreasing teacher attention to closing the achievement gap. Further, the article explores how even progressive performance-based standards—when administered “globalistically”—are generally ineffective. After discussing university complicity in exacerbating the problem, the paper concludes with ways policymakers may shift their attention from creating complicated rubrics to promoting relationships that support pedagogical change.Jason Margolis is an Assistant Professor in Teacher Education and Professional Development Partnerships, Washington State University. 相似文献
13.
Thomas Radinger 《European Journal of Education》2014,49(3):378-394
With increasing school autonomy, often coupled with greater accountability requirements, school leaders are increasingly responsible for new human resource management tasks. Policies to improve the teaching workforce, therefore, cannot do without policies to improve the school leadership profession. Teachers' effectiveness depends, among others, on effective school leaders who shape teachers' working environment and influence their motivations. Furthermore, as recent research indicates, school leaders are the second most important school-level factor affecting, even if mainly indirectly through their influence on teachers, student learning after classroom instruction. Considering the role school leaders play for the effective school-level management of teachers and for teaching and learning through their pedagogical leadership, it is essential that school leaders are adequately prepared and supported for their role. As part of their school reform programmes, more and more countries have been introducing a range of evaluation and assessment policies to improve school, school leadership and teaching practices. The individual appraisal of schools leaders and teachers is a key component of evaluation and assessment policies. This article explores if, and how, individual school leader appraisal can develop school leaders' pedagogical leadership, a key element of which is teacher management. It analyses the policy approaches of several European countries and the extent to which formal frameworks in these countries focus on developing pedagogical leadership. The article concludes with ideas for policy to strengthen appraisal as a tool to improve school leaders' practices and behaviours and their competencies for pedagogical leadership and teacher management. 相似文献
14.
Conclusion Identify standards, align curricula, support technology—these are the three strategies that bring clarity to the process.
As technology changes, the standards, curricula and support must change. ACTIVStudio, interactive whiteboards and cyber diaries
are not just buzzwords — they are the new language of technology. The Citadel School of Education is paying attention — making
sense of the challenge of keeping current technology in educational leadership programs.
She is a former teacher and school administrator and currently teaches graduate courses, including microcomputers and school
management, to aspiring administrators.
Ms. Alice B. Hambright, a former public school teacher. 相似文献
15.
This study describes and analyses how coteaching affected undergraduate music education preservice teachers (PSTs). During an 8-week school placement, coteaching was used as a means of creating a reciprocal professional learning arrangement involving PSTs and primary school teachers. The theoretical framework draws on the Russian concept of obuchenie, which is a dialectical process of mutual adaptation between student and teacher. Music education PST participated as subject expert/pedagogy novice, while generalist classroom teacher occupied the role of pedagogy expert/music novice. Findings relate to the acquisition of four aspects of teacher professional agency, subject or content knowledge, pedagogical knowledge, curricular knowledge, and pedagogical content knowledge. A thematic analysis was undertaken using data from interviews, PST reflective journals, observations, lesson plans, and researcher field-notes. In comparison with the traditional school placement, there was a radical improvement in the development of professional agency amongst the coteaching cohort. 相似文献
16.
This longitudinal case study describes the factors that affect an experienced teacher’s attempt to shift her pedagogical practices
in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years
through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to
quantify changes in classroom environments as related to reform as defined by the National Research Council (National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council (Fulfilling the promise: Biology education in the nation’s schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows
that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis
were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and
the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic
teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice.
This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning
patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements
or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of
rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues
involved in implementing embedded elements of argument in the elementary classroom. 相似文献
17.
Joo-Ho Park 《Asia Pacific Education Review》2012,13(1):89-102
A climate of innovation and principal leadership in schools are regarded as significant factors in successfully implementing
school change or innovation. Nevertheless, the relationship between the school climate supportive of innovation and the principal’s
leadership has rarely been addressed to determine whether schools successfully perform their intended change. In this vein,
this study investigated the impacts of the principal’s leadership style on the teacher’s perceived school climate in terms
of support for innovation. The participants were 981 full-time teachers in 32 public vocational high schools in South Korea.
To examine the unobserved characteristics of schools and principals that promote a school climate supportive of innovation,
both traditional multiple regression and HLM analyses were conducted and compared to the estimated effects of the principal’s
leadership style as a predictor at both the teacher level and the group level. While the unobserved characteristics of school
type and principals’ demographics were considered, results of the study revealed that the leadership style of the principal
significantly affects how the teachers perceive the school climate in terms of support for innovation. More specifically,
the findings of the study assert that principal’s leadership style as an Initiator or a Manger, rather than a Responder, can
provide support for an organizational climate which enhances innovation in schools. Additionally, evaluating the government’s
change initiative, the study illustrates that the government’s top-down mandate requiring schools to change was not related
to the creation of a climate supportive of innovation in schools. 相似文献
18.
This study examines a fifth grade science teacher’s attempts at integrating engineering design using the construct of uncertainty.
Collaborative action research served as a supportive mechanism to uncover and confront the teacher’s uncertainties. Data were
gathered through semi-structured interviews, reflections, classroom observations, lesson plans, and student work. Data analysis
entailed the use of grounded theory. Findings from this study revealed that teaching science through engineering design is
both challenging and problematic. Underpinning the teacher’s pedagogical experiences was the constant force of uncertainty,
in various forms, and how her sense of doubt was beneficial rather than problematic. 相似文献
19.
Peter Hudson 《Teachers and Teaching》2013,19(4):363-381
Fundamental for mentoring a preservice teacher is the mentor’s articulation of pedagogical knowledge, which in this research draws upon specific practices, viz.: planning, timetabling lessons, preparation, teaching strategies, content knowledge, problem solving, questioning, classroom management, implementation, assessment and viewpoints for teaching. Mentoring is haphazard; consequently, mentors need a pedagogical knowledge framework and a repertoire of pedagogical knowledge strategies to guide a preservice teacher’s development. Yet, what are strategies for mentoring pedagogical knowledge practices? This qualitative research investigates mentoring strategies assigned to pedagogical knowledge from 27 experienced mentor teachers. Findings showed that there were multiple strategies that can be linked to specific pedagogical knowledge practices. For example, mentoring strategies associated with planning for teaching can include co-planning, verbally reflecting on planning with the mentee and showing examples of the mentor teacher’s planning (e.g. teacher’s plans, school plans, district and state plans). This article provides a bank of practical strategies for mentoring pedagogical knowledge practices to assist a preservice teacher’s development. 相似文献
20.
Yueming Jia Niobe Way Guangming Ling Hirokazu Yoshikawa Xinyin Chen Diane Hughes Xiaoyan Ke Zuhong Lu 《Child development》2009,80(5):1514-1530
This study explored students' perceptions of 3 dimensions of school climate (teacher support, student–student support, and opportunities for autonomy in the classroom) and the associations between these dimensions and adolescent psychological and academic adjustment in China and the United States. Data were drawn from 2 studies involving 706 middle school students ( M = 12.26) from Nanjing, China, and 709 middle school students ( M = 12.36) from New York City. Findings revealed that students in China perceived higher levels of teacher support, student–student support, and opportunities for autonomy in the classroom than students in the United States. Furthermore, students' perceptions of teacher support and student–student support were positively associated with adolescents' self-esteem and grade point average but negatively associated with depressive symptoms for both Chinese and American adolescents. 相似文献