Effective Teachers for At-Risk or Highly Mobile Students: What are the Dispositions and Behaviors of Award-Winning Teachers?     

Patricia A. Popp  Leslie W. Grant  James H. Stronge 《Journal of Education for Students Placed at Risk》2013,18(4):275-291

What distinguishes effective teachers of at-risk or highly mobile students was the essential question addressed in this study. We conducted a cross-case analysis of US national or state award-winning teachers who taught in schools with student populations characterized as highly mobile, homeless, and/or high poverty. Six teachers meeting the criteria were selected as participants. Frameworks of effective teaching characteristics were adapted from prior research and from a review of the literature to gather on-site classroom observational and interview data from participating teachers. The data were examined in light of extant research related to teaching at-risk or highly mobile students and yielded information regarding beliefs and practices. Teachers' interview responses focused on 2 main areas of teacher effectiveness: the importance of student–teacher relationships and instructional delivery. These teachers emphasized affective and academic needs in their planning, instruction, and assessment. They had high expectations of students and were committed to ensuring that students had what they needed to succeed. Teachers maintained high student engagement and used a variety of instructional activities and a wide range of cognitive levels in the questions asked during their instruction which was primarily teacher-directed. Additional research into effective teaching and working with at-risk or highly mobile students is recommended.  相似文献   

Effects of Supplemental Early Reading Intervention at 2-Year Follow Up: Reading Skill Growth Patterns and Predictors     

Patricia F. Vadasy  Elizabeth A. Sanders  Robert D. Abbott 《Scientific Studies of Reading》2013,17(1):51-89

This study examined the long-term growth of reading skills following 1 year of supplemental 1st-grade code-oriented intervention provided by paraeducators. A group of 79 1st graders with reading skills averaging in the lowest quartile received explicit alphabetic and decoding instruction and were assessed postintervention and at 1-year intervals through the end of 3rd grade. Growth model results indicate that students continued to benefit from 1st-grade intervention through the end of 3rd grade, with average performance near 50th percentile on decoding and reading fluency, near 40th percentile on word reading and comprehension, and near 30th percentile on spelling. Without exception, both receptive language and rapid automatized naming uniquely predicted 3rd-grade outcomes. Of the students remaining in study in fall of 2nd grade, a subgroup selected by their teachers received additional supplemental instruction. Students referred for added intervention continued to perform significantly lower than those more readily remediated with 1st-grade intervention alone.  相似文献   

Teaching teachers to teach teachers     

Jill Englebright Fox  Patricia Lindstrom 《Journal of Early Childhood Teacher Education》2013,34(2):69-72

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Bringing web‐enhanced courses to communities of learners in early childhood teacher education     

Edyth J. Wheeler  G. Patricia Wilson  Terry R. Berkeley 《Journal of Early Childhood Teacher Education》2013,34(4):237-242

Abstract

In our graduate programs in early childhood education, we model constructivist practice in the belief that teachers are better able to understand and implement constructivist principles having experienced them in their work. In this practice we attempt to be explicit about constructivist practice in our program and in elementary classrooms. As we examine and modify our constructivist pedagogy, one key question for teachers and ourselves emerges: What does a classroom based on constructivist pedagogy look like in early childhood (K‐2)? The goal of this research is a clearer understanding of constructivist pedagogy in the context of primary classrooms. The study was designed using qualitative methods in order to understand the experiences in classrooms guided by constructivist theory. The classroom participants are six teachers who graduated from a Master's degree program based on constructivist principles. Analysis of the six classrooms indicated 24 key elements of constructivist classrooms. A focused analysis of three constructivist teachers and their classroom supports these elements and indicates three broader characteristics: the important role of children, authentic and purposeful interactions among classroom participants, and engagement in academic activity. A vignette of a constructivist classroom is provided to present the essence of our findings while maintaining participants' views and voices.  相似文献   

Assessment and interpretation of teachers’ attitudes towards students with disabilities / Evaluación e interpretación de la actitud del profesorado hacia alumnos con discapacidad     

Patricia Solís  Luz-María Mateos-Fernández 《Cultura y Educación》2013,25(3):576-608

Abstract

The process of including students with disabilities is necessarily influenced by teachers’ attitudes towards them and towards their inclusion in education. After detecting the need to study the attitudes present in preschool and primary and secondary school teachers, this study was proposed as it was decided that an analysis of such attitudes could help to develop a better understanding of the current needs of the education system. This study analysed data on attitudes from a total of 175 teachers (29.10% male) working in state schools (50.30%) and semi-private schools in different autonomous communities of the Spanish state. An adapted version of the teacher questionnaire on attitudes towards students with special educational needs arising from disability was used. After analysing the psychometric properties of the questionnaire, further purification of these properties resulted in an assessment instrument comprising 22 items. It is worth highlighting the appraisal that teachers carry out of their training, the existence of resources, as well as their own level of involvement.  相似文献   

Reflecting on teaching: The influence of context     

Patricia Cranton  Ellen Carusetta 《International Journal for Academic Development》2013,18(2):167-176

The nature of teaching and learning in higher education is dependent on a complex web of factors: the philosophy and personality of the faculty member, the characteristics of students, the discipline and the course content, the vision and the atmosphere of the institution, and the larger social context within which the teaching takes place. When any one of these factors changes, teaching changes. It is our intent in this paper to describe how faculty experience a change in teaching context, how that change leads to reflection on practice, and how beliefs and assumptions about teaching may be revised.  相似文献   

Collaborative course design: changing the process,acknowledging the context,and implications for academic development     

Donna Harp Ziegenfuss  Patricia A. Lawler 《International Journal for Academic Development》2013,18(3):151-160

This research study describes the experiences and perceptions of an instructor and an instructional design specialist who collaborated on the design and implementation of a university course using a new course design process. Findings uncovered differences between an informal collaboration process and the adaptation of that process for implementation in a classroom setting. Recommendations support the concepts of a long‐term collaboration, consideration of classroom constraints, and the importance of course participant voices and perspectives. Thoughtful consideration of the interaction of the design and implementation processes and commitment to continual course design collaboration can have positive implications for academic development.

Cette étude décrit les expériences et perceptions d’un enseignant et d’un spécialiste du design pédagogique ayant collaboré au design et à la mise en ?uvre d’un cours universitaire à l’aide d’un nouveau processus de développement de cours. L’étude a permis de mettre en lumière les différences entre un processus informel de collaboration et l’adaptation de ce processus de façon à le mettre en ?uvre dans le contexte d’une classe. Les recommandations présentées soutiennent les concepts de collaboration à long terme, la considération des contraintes de classe, et l’importance de la voix et de la perspective des participants au cours. Une réflexion approfondie de l’interaction entre les processus de design et de mise en ?uvre, de même qu’un engagement à l’égard d’une collaboration continue en matière de design pédagogique peuvent avoir des implications positives sur les expériences de développement pédagogique.  相似文献   

‘Speaking’ deficit into (or out of) existence: how language constrains classroom teachers’ knowledge about instructing diverse learners     

Patricia Cahill Paugh  Curt Dudley‐Marling 《International Journal of Inclusive Education》2013,17(8):819-833

This article explores the talk among novice teachers who participated in an inquiry project designed to rethink the instruction for their struggling students by drawing upon competence rather than deficiencies. A critical discourse analysis (CDA) based on theories of systemic functional linguistics and CDA provided tools to explore how their use of language afforded or constrained their efforts to better serve diverse learners in their urban elementary classrooms. The analysis indicates the power of normative and deficit discourses that continue to predominate within educational culture. It reflects on this analysis and discusses potential benefits of centralising language awareness and a social/critical lens to ongoing professional development.  相似文献   

Authoritative schools: A test of a model to resolve the school effectiveness debate   总被引：1，自引：0，他引：1  

Michele Gregoire Gill  Patricia Ashton  James Algina 《Contemporary educational psychology》2004,29(4):389-409

School effectiveness research has fueled debate on the importance of a press for academic excellence versus communal values. Research on parenting styles offers a theoretical framework that may resolve the debate. We hypothesized that dimensions of parenting styles—demandingness (academic press) and responsiveness (communal values)—predict students’ mathematics achievement, engagement, and locus of control. HLM analyses of NELS: 88 data on 19,435 eighth-graders partially supported the hypothesis: Students’ perceptions of school responsiveness predicted their engagement and internal control. In addition, students in responsive schools had smaller differences in mathematics achievement and internal control attributable to SES, suggesting that responsive schools may increase equity. We offer suggestions for further investigation of the model in hope of resolving the debate.  相似文献   

Versions of vesalius     

Fara P 《Endeavour》2011,35(1):5-6

Andreas Vesalius reformed anatomical knowledge and teaching in the Renaissance by adopting Galenic methods from the classical past. His careful drawings revealed the human body in unprecedented and realistic detail, but the images of himself were more ambiguous.  相似文献