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A growing body of research suggests that student-centered teaching methods are associated with positive learning outcomes for undergraduate students. Yet, the extent of their use and factors leading to their adoption in fields, such as chemistry, continue to be under-explored. Utilizing survey data collected during 2015, we begin to fill this gap, first by considering the degree to which faculty and instructors use and plan to use various student-centered teaching methods in their undergraduate chemistry courses. Then, we examine three potential factors that may help us understand variation in (1) use of and (2) intentions to implement student-centered methods: attitudes toward teaching methods; teaching approaches; and institutional characteristics. Importantly, our findings suggest attitudes and individual teaching approaches are significant predictors of the use and intention to implement student-centered methods in the classroom. Perhaps surprisingly, several institutional factors examined (such as class size, percentage of time spent teaching, and type of institution) play no significant role. Given the positive student outcomes associated with various student-centered methods reported in literature, these findings suggest potential avenues for faculty and instructors’ professional development toward further implementation of these methods.
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This case study, conducted collaboratively between education scholars and education practitioners, describes and analyses the ways in which Syrian refugee teachers and an NGO are developing and implementing non-formal education (NFE) programming in three refugee settlements in Lebanon. Utilising the INEE Minimum Standards for Education in Emergencies, we analyse teachers’ and programme administrators’ decision-making processes regarding curriculum, language of instruction, and pedagogy as well as how and why these decisions are made in the absence of a guiding framework or policy for NFE. We also consider the ways in which the nation-state writ large still helps to influence these decisions in the ‘global era’. 相似文献
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Dayton T. Yoder∗ 《Religious education (Chicago, Ill.)》2013,108(4):213-220
The two gentlemen who prepared the debate which follows have been arguing back and forth for a considerable period of time. The one believes sincerely that unless religion is included in the child's total educational experience, he will suffer great loss. The other believes equally sincerely that religion should be taught, but not in relation to the public schools. The Editor invited each to present his point of view succinctly, and then to comment briefly on the other's paper. The discussion merits careful thought 相似文献
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Beginning secondary school teachers need support. Although no panacea is available for assuring successful classroom practice, the authors provide suggestions resulting from thirty plus years experience as classroom teachers, school administrators, and university professors. These suggestions focus on classroom management, and they include helping students become academically engaged, organizing instruction to accommodate students' strengths and needs, and motivating students to be interactive during instructional activities. Becoming an effective teacher, however, is a unique journey, and classroom management is only one important factor that can make the journey more successful for both students and teachers. 相似文献
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Four early childhood education teachers, two veteran and two newer teachers, were asked to pilot the use of handheld Personal Data Assistants loaded with Childchart assessment software. The participants were observed in their use of the electronic devices for monitoring student performance and interviewed regarding the use of the devices and their implications for assessment of early childhood learners. Veteran teachers indicated differences in both the use of the software programs and the style in which assessment activities were completed compared to newer teachers. The results indicate the need for professional development of new technologies to focus beyond the utilization of software and hardware and that new technologies implementation may be the catalyst for improvements in assessment strategies. 相似文献
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Sequential Associations Between Caregiver Talk and Child Play in Autism Spectrum Disorder and Typical Development 
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下载免费PDF全文 Kristen Bottema‐Beutel Caitlin Malloy Blair P. Lloyd Rebecca Louick Linnea Joffe‐Nelson Linda R. Watson Paul J. Yoder 《Child development》2018,89(3):e157-e166
This study examined sequential associations between child play and caregiver talk in 98 caregiver–child dyads (Mmental age = 14 months). Fifty dyads included a child with autism spectrum disorder (ASD). Analyses revealed sequential associations between child play and caregiver follow‐in (FI) utterances (utterances related to the child's attentional focus) were stronger in the ASD as compared to the typically developing (TD) group. FI utterances were more likely to elicit functional play than caregiver‐focused utterances, and more so in the ASD group. Across groups, FI directives were more likely to elicit functional play than FI comments. These findings have important implications for research involving caregiver–child play as an early intervention context for children with ASD. 相似文献
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Edna O. Schack Molly H. Fisher Jonathan N. Thomas Sara Eisenhardt Janet Tassell Margaret Yoder 《Journal of Mathematics Teacher Education》2013,16(5):379-397
The goal of this study is to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. The module embeds video excerpts of diagnostic interviews of children doing mathematics (representations of practice) to prepare the prospective teachers for similar work. The module culminates with prospective teachers implementing similar diagnostic interviews (approximations of practice) to gain experience in the three component skills of professional noticing. A pre- and post-assessment was administered to measure prospective teachers’ change in the three components. A Wilcoxon signed ranks test was conducted and found the prospective elementary school teachers demonstrated significant growth in all three components. Selected prospective elementary school teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective teachers’ abilities to professionally notice. These results, the first in an ongoing study, indicate the potential that prospective teachers can develop professional noticing skills through this module. Continued data collection and analysis from the ongoing study by these authors and future, longer-term emphasis on professional noticing for prospective teachers should be studied. 相似文献
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Lori Dira Smolleck Carla Zembal-Saul Edgar P. Yoder 《Journal of Science Teacher Education》2006,17(2):137-163
The purpose of this study was to develop, validate, and establish the reliability of an instrument that measures preservice teachers' self-efficacy in regard to the teaching of science as inquiry. The instrument, Teaching Science as Inquiry (TSI), is based upon the work of Bandura (1977, 1981, 1982, 1986, 1989, 1995, 1997), Riggs (1988), and Enochs and Riggs (1990). Self-efficacy in regard to the teaching of science as inquiry was measured through the use of a 69-item Likert-type scale instrument designed by the author of the study. Based on the standardized development processes used and the associated evidence, the TSI appears to be a content and construct valid instrument with high internal reliability for use with preservice elementary teachers to assess self-efficacy beliefs in regard to the teaching of science as inquiry. 相似文献