Why change to active learning? Pre-service and in-service science teachers’ perceptions     

Audrey O’Grady  Geraldine Mooney Simmie  Therese Kennedy 《欧洲师范教育杂志》2014,37(1):35-50

This article explores pre-service and in-service science teachers’ perceptions on active learning, and examines the effectiveness of active learning by pre-service science teachers in the Irish second level classroom through a two-phase study. In the first phase, data on perceptions were gathered from final year pre-service teachers and in-service teachers in Irish post-primary schools. In the second phase, pre-service science teachers, working with teacher educators, designed a comparative test for students in lower secondary science classrooms. This tested achievement differences for students taught in traditional ways and students taught using active learning approaches. While the test results show a significant difference between traditional teaching and active learning, overall analysis indicates that the majority of teachers in the study were not convinced of the value of this way of teaching. The findings have implications for science teaching and the enactment of curriculum reform measures in compulsory education.  相似文献   

Does a teacher’s classroom observation rating vary across multiple classrooms?     

Xiaoxuan Lei  Hongli Li  Audrey J. Leroux 《Educational Assessment, Evaluation and Accountability》2018,30(1):27-46

Classroom observations have been increasingly used for teacher evaluations, and it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be adequate to represent a teacher’s instructional quality. Drawing on the Measures of Effective Teaching (MET) dataset, this study examined the variation of a teacher’s classroom observation ratings across his or her multiple classrooms. The results indicate that the math classrooms accounted for 4.9 to 14.7% of the variance in the classroom observation ratings and English language arts (ELA) classrooms accounted for 6.7 to 15.5% of the variance in the ratings. The results of this study suggest that teachers’ multiple classrooms should be taken into consideration when classroom observation ratings are used to evaluate teachers in high-stakes settings.  相似文献   

Letters to the editor     

A. D. Collins  Audrey Kaplan 《Performance Improvement》1975,14(6):9-9

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College students' grit,autonomous learning,and well-being: Self-control as a mediator     

Leslie Ramos Salazar  Audrey Meador 《Psychology in the schools》2023,60(1):53-77

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