Understanding Teachers' Routines to Inform Classroom Technology Design

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An, Pengcheng; Bakker, Saskia; Eggen, Berry

2017-01-01

Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers' daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction…

Teachers'Perceptions of Teaching Grammar in Young Learners'Classroom%Teachers' Perceptions of Teaching Grammar in Young Learners' Classroom

Institute of Scientific and Technical Information of China (English)

余媛

2016-01-01

The present essay studies the role of grammar in young learners' classroom, perceived by the English teachers in China. The study gives a detailed description of what the role of grammar is like in young learners' classroom, by interviewing primary school teachers both from a city in a developed coastal city and a less developed city in central China. It highlights the differences in the perceptions of teachers on the prominence of grammar in their classes. These differences may indicate regional disparity and potential factors for teachers' teaching approaches to grammar instruction.

Question Asking in the Science Classroom: Teacher Attitudes and Practices

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Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

2014-02-01

Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.

Bringing Reality to Classroom Management in Teacher Education

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Eisenman, Gordon; Edwards, Susan; Cushman, Carey Anne

2015-01-01

Learning how to manage a classroom effectively is a difficult task for preservice teachers. This is compounded by the lack of attention that classroom management receives in many teacher preparation programs and in the field of education in general. This article offers a rationale for the lack of attention to classroom management in teacher…

Teacher enactment of an inquiry-based science curriculum and its relationship to student interest and achievement in science

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Dimichino, Daniela C.

This mixed-methods case study, influenced by aspects of grounded theory, aims to explore the relationships among a teacher's attitude toward inquiry-based middle school reform, their enactment of such a curriculum, and student interest and achievement in science. A solid theoretical basis was constructed from the literature on the benefits of inquiry-based science over traditional science education, the benefits of using constructivist learning techniques in the classroom, the importance of motivating teachers to change their teaching practices to be more constructive, and the importance of motivating and exciting students in order to boost achievement in science. Data was collected using qualitative documents such as teacher and student interviews, classroom observations, and curriculum development meetings, in addition to quantitative documents such as student science interest surveys and science skills tests. The qualitative analysis focused on examining teacher attitudes toward curricular reform efforts, and the enactments of three science teachers during the initial year of an inquiry-based middle school curriculum adoption using a fidelity of implementation tool constructed from themes that emerged from the data documents utilized in this study. In addition, both qualitative and quantitative tools were used to measure an increase or decrease in student interest and student achievement over the study year, and their resulting relationships to their teachers' attitudes and enactments of the curriculum. Results from data analysis revealed a positive relationship between the teachers' attitude toward curricular change and their fidelity of implementation to the developers' intentions, or curricular enactment. In addition, strong positive relationships were also discovered among teacher attitude, student interest, and student achievement. Variations in teacher enactment also related to variations in student interest and achievement, with considerable positive

Comprehending Elementary School Teachers' Classroom Management Approaches

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Sahin, Ali E.

2015-01-01

This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…

School Influence and Classroom Control: A Comparison of Career and Technical Education, Science, and Mathematics Teachers

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Bowen, Bradley; Marx, Adam; Williams, Thomas; Napoleon, Larry, Jr.

2017-01-01

Teacher retention in the STEM fields is of national interest. Several factors, such as job satisfaction, classroom control, and school influence have been linked to teachers leaving the profession. By statistically analyzing various questions from the Schools and Staffing Survey Teacher Questionnaire, this study evaluated the current state of how…

Pre-Service Teachers and Classroom Authority

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Pellegrino, Anthony M.

2010-01-01

This study examined the classroom practices of five pre-service teachers from three secondary schools in a large southeastern state. Through classroom observations, survey responses, reviews of refection logs, and focus-group interview responses, we centered on the issue of developing classroom authority as a means to effective classroom…

Teacher Pupil Contact in Junior Classrooms

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Boydell, D.

1974-01-01

The purpose of the exploratory study reported here was to examine the nature of teacher-pupil contact in informal junior classrooms in terms of the teacher's method of talking to children and the teacher's conversational approach. (Author/RK)

Classroom-Level Teacher Professional Development and Satisfaction: Teachers Learn in the Context of Classroom-Level Curriculum Development

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Shawer, Saad

2010-01-01

This qualitative study examined the impact of classroom-level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English-as-a-foreign-language college teachers and students, data analysis showed that CTPD significantly improved student-teacher subject,…

Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills

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Jackson, Cliff; Simoncini, Kym; Davidson, Mark

2013-01-01

Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

Teacher Self-Efficacy and Classroom Management Styles in Jordanian Schools

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Abu-Tineh, Abdullah M.; Khasawneh, Samar A.; Khalaileh, Huda A.

2011-01-01

Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in…

The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers' Classroom Management Strategies

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Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie

2011-01-01

This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…

Classroom Teacher Leadership: Service-Learning for Teacher Sense of Efficacy and Servant Leadership Development

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Stewart, Trae

2012-01-01

Improved student achievement requires the distribution of leadership beyond one individual. Given their daily connection to students, leadership opportunities distributed to classroom teachers are key to school improvement. Complicating the development of classroom teacher leaders are attrition rates and low teacher efficacy among novice…

Classroom Management and Teachers' Coping Strategies: Inside Classrooms in Australia, China and Israel

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Romi, Shlomo; Lewis, Ramon; Roache, Joel

2013-01-01

This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel. Little is known about which teacher characteristics relate to their approach to classroom management, although researchers in Australia…

Understanding Teacher Behavior in the Classroom: A Must for Sound Evaluation.

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Anderson, Lorin W.

1986-01-01

More information is necessary about constraints placed on teachers before sound classroom performance evaluations can be conducted. Results of an observational instrument utilized in South Carolina, "Describing Practices and Intentions of Classroom Teachers," isolates classroom factors associated with appropriateness of teachers'…

Classroom management, student-teacher relationships and quality in education

DEFF Research Database (Denmark)

Christensen, Mette Vedsgaard

Knowledge about classroom management is crucial for both teachers’ and students’ well-being and educational success. Studies have indicated that teaching and learning cannot take place effectively in poorly managed classrooms (Jones & Jones, 2012; Marzano, Marzano & Pickering, 2003), and research...... classroom management strategies and teacher-student relations, and by adjusting and applying insights from theory in pedagogical practice, we have introduced new ways of managing learning environments....... unanimously concludes that the competence to establish and maintain good teacher-student relations is a central teacher competence (Nordenbo et al., 2008;Cornelius Whiite, 2007; Mitchell, 2008; Hattie, 2009).This paper presents the findings from recent research and development projects concerning classroom...

The Role of Teacher Questions in the Chemistry Classroom

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Dohrn, Sofie Weiss; Dohn, Niels Bonderup

2018-01-01

The purpose of this study was to investigate how a chemistry teacher's questions influence the classroom discourse. It presents a fine-grained analysis of the rich variety of one teacher's questions and the roles they play in an upper secondary chemistry classroom. The study identifies six different functions for the teacher's questions:…

Geography Teachers' Attitudes and Beliefs Regarding Classroom Management

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Dikmenli, Yurdal; Çifçi, Taner

2016-01-01

This study scrutinizes geography teachers' attitude and belief levels regarding classroom management. As a matter of fact, classroom management is one of the prominent areas emphasized by all educators. Descriptive correlational survey model was used in the study. Study group includes 58 geography teachers working in Sivas province during the…

Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students.

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Oberle, Eva; Schonert-Reichl, Kimberly A

2016-06-01

The purpose of this study was to explore the link between classroom teachers' burnout levels and students' physiological stress response. Drawing from a stress-contagion framework, we expected higher levels of teacher burnout to be related to elevated cortisol levels in elementary school students (N = 406, 50% female, Mean age = 11.26, SD = .89). Classroom teacher burnout was assessed with the Maslach Burnout Inventory modified for teachers. Salivary cortisol was collected as an indicator of students' hypothalamic-pituitary-adrenal (HPA) functioning. We collected salivary cortisol in children at 9 a.m., 11:30 a.m., and 2 p.m. in the classroom setting. Using Multilevel Modeling, we found that children's morning cortisol levels significantly varied between classrooms (10% variability). Higher levels of classroom teacher burnout significantly predicted the variability in morning cortisol. Teacher burnout reduced the unexplained variability in cortisol at the classroom level to 4.6%. This is the first study to show that teachers' occupational stress is linked to students' physiological stress regulation. We discuss the present findings in the context of potential stress contagion in the classroom, considering empirical and practical relevance. Copyright © 2016 Elsevier Ltd. All rights reserved.

Life Skills from the Perspectives of Classroom and Science Teachers

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Kurtdede-Fidan, Nuray; Aydogdu, Bülent

2018-01-01

The aim of this study is to determine classroom and science teachers' views about life skills. The study employed phenomenological method. The participants of the study were 24 teachers; twelve of them were classroom teachers and the remaining were science teachers. They were working at public schools in Turkey. The participants were selected…

The Classroom Teacher's Technology Survival Guide

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Johnson, Doug

2012-01-01

This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, "The Classroom Teacher's Technology Survival Guide" is replete with practical tips teachers can easily use to engage their students and make their…

Classroom Assessment in Malawi: Teachersâ Perceptions and Practices in Mathematics

OpenAIRE

Susuwele-Banda, William John

2005-01-01

This study investigated teachersâ perceptions of classroom assessment in mathematics and their current classroom assessments practices. Specifically, the study sought to gain an understanding of the extent to which teachers use different classroom assessment methods and tools to understand and to support both the learning and teaching processes. The following three questions guided the study: 1) How do primary school teachers perceive classroom assessment in mathematics? 2) What kinds of a...

Teaching and Learning Science in Authoritative Classrooms: Teachers' Power and Students' Approval in Korean Elementary Classrooms

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Lee, Jeong-A.; Kim, Chan-Jong

2017-09-01

This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.

Teachers' development and reflection in the flipped classroom

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Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

2017-01-01

The flipped classroom is an instruction method that has gained momentum during the last years due to technological advances allowing the online sharing of teaching material and learning activities. Bishop and Verleger defined the flipped classroom as “...an educational technique that consists...... of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom” (Bishop & Verleger, 2013). So far, research on flipped classroom has mostly concentrated on student perceptions, engagement and achievement level, e...... course in order to adjust it to the flipped classroom model. We have also seen that these considerations have forced teachers to also reconsider the learning objectives of specific activities. Another aspect that promoted reflection was the production of video lectures. Finally, teachers reflected...

Teachers' goal orientations: Effects on classroom goal structures and emotions.

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Wang, Hui; Hall, Nathan C; Goetz, Thomas; Frenzel, Anne C

2017-03-01

Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Participants were 495 practising teachers from Canada (86% female, M = 42 years). Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures. © 2016 The British Psychological Society.

Teacher practices as predictors of children's classroom social preference.

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Mikami, Amori Yee; Griggs, Marissa Swaim; Reuland, Meg M; Gregory, Anne

2012-02-01

Students who do not get along with their peers are at elevated risk for academic disengagement and school failure. Research has predominantly focused on factors within such children that contribute to their peer problems. This study considers whether teacher practices also predict social preference for children in that classroom. Participants were 26 elementary school teachers and 490 students in their classrooms followed for one school year. Results suggested that teachers who favored the most academically talented students in the fall had classrooms where children had lower average social preference in the spring after statistical control of children's fall social preference and externalizing behavior problems. Teachers who demonstrated emotionally supportive relationships with students in the fall had classrooms where children had greater possibility of changing their social preference from fall to spring. Although children with high externalizing behaviors tended to experience declining social preference over the course of the school year, teachers' learner-centered practices attenuated this progression. However, teachers' favoring of the most academically talented accentuated the negative relation between externalizing behaviors and social preference. Implications for school psychology practitioners are discussed. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

GLOBAL EDUCATION: WHAT TEACHERS CAN DO IN THE CLASSROOMS

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Julia Eka Rini

1999-01-01

Full Text Available This article will give examples of what teachers of second language can do to implement global education, especially peace and environmental education in the classrooms in university level. This is an attempt to give a new meaning to the same materials used in the classrooms. Besides enabling the students to acquire and use a second language, teachers can make the students aware of the importance of environment. Moreover, teachers can initiate to spread peace in the small world of a classroom and a chain reaction is expected to happen from this small world to the bigger world outside the classroom. The skill and content courses used as examples here are taken from the ones used at English Department at Petra Christian University.

The Effect of Classroom Walkthroughs on Middle School Teacher Motivation

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Dickenson, Karen Nadean

2016-01-01

The purpose of this pretest-posttest control group experimental study was to see the effect of classroom walkthroughs on middle school teacher motivation. The independent variable was; classroom walkthroughs and the four dependent variables were teachers' self-concept of the ability to affect student achievement, teachers' attitude toward the…

Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

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Zhai, Junqing; Tan, Aik-Ling

2015-01-01

This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…

Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study

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Hildenbrand, Susan M.; Arndt, Katrina

2016-01-01

This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…

Developing a protocol for evaluating teachers' classroom management styles

OpenAIRE

Đigić, Gordana; Stojiljković, Snežana

2011-01-01

The paper first defines the concept of classroom management and highlights the key-elements and presuppositions of successful classroom management. Further follows a description of different styles based on views of Martin and Baldwin who stress three dimensions of classroom management: personality (the teacher's convictions about the student's personality and actions based on them), teaching (what the teacher does to initiate and maintain class activities) and discipline (the procedures the ...

The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes

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Jennings, Patricia A.; Greenberg, Mark T.

2009-01-01

The authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. This model…

Preparation of student teachers for multicultural classrooms

DEFF Research Database (Denmark)

Petersen, Karen Bjerg

2017-01-01

indicate that teachers are in need of professional training to better prepare them for working in multicultural and multilingual classroom settings. The aim of this article is to briefly investigate how curriculum in the 2013 reform of Danish teacher education suggests that student teachers address...

According to Candidate Teachers Views Classroom Management Problems of Teachers in Traditional and Technology-Supported Classrooms

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Tas, Said

2017-01-01

In this research, it is aimed to investigate classroom management problems of middle school 6th and 7th grade teachers in traditional and technology-supported classrooms and differences between them. For this purpose the opinions of the students in the 4th grade of Primary Education Department in Faculty of Education of Süleyman Demirel University…

Seeing Eye to Eye: Predicting Teacher-Student Agreement on Classroom Social Networks

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Neal, Jennifer Watling; Cappella, Elise; Wagner, Caroline; Atkins, Marc S.

2010-01-01

This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students’ classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of students’ peer networks can be explained, in part, by developmental factors and classroom characteristics. Developmental increases in network density partially mediated the positive relationship between grade level and teacher-student agreement. Larger class sizes and higher levels of normative aggressive behavior resulted in lower levels of teacher-student agreement. Teachers’ levels of classroom organization had mixed influences, with behavior management negatively predicting agreement, and productivity positively predicting agreement. These results underscore the importance of the classroom context in shaping teacher and student perceptions of peer networks. PMID:21666768

Teacher Classroom Practices, Student Motivation and Mathematics Achievements in High School: Evidence from HSLS:09 Data

OpenAIRE

Yu, Rongrong

2015-01-01

The present study explored the direct influences of teacher classroom practices, including teacher support, conceptual teaching, and procedural teaching, on 9th grade students' mathematics achievement, and the indirect influences of these teacher variables on student mathematics achievement through students' mathematics self-efficacy and interest in mathematics courses. The base year data of High School Longitudinal Study of 2009 (HSLS: 09) was used for this study. Structural equation modelin...

Evaluation of Teachers' Opinions About Effective Classroom Management Practices

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Soner DOĞAN

2014-12-01

Full Text Available The aim of this study is to evaluate teacher behaviour in creating an effective classroom management process with regard to the views of the teachers working in primary and secondary schools. This is a qualitative study in which the case study design was used. The related literature was scanned and 9 open-ended questions were prepared. These questions that based on maximum variation sampling method were posed to 18 teachers. The data were collected by interview forms and were examined by descriptive and content analysis methods. According to the findings obtained, teachers have stated that pre-determination of classroom rules, asking for students' advices, lecturing in a planned manner, planned teaching, various methods, communication skills, time management, being a model and transitions between activities affect the process of classroom management positively; while punishment affects it in a partly positive way and the differences among the discipline perceptions affect the classroom management negatively

The attitudes of classroom teacher candidates towards physical education lesson

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Gönül Tekkurşun Demir

2017-12-01

Full Text Available Aim: It is aimed to determine the attitudes of the 2nd, 3rd, and 4th grade classroom teacher candidates towards the physical education lesson according to various variables. Material and Methods: For the current study, the screening method, one of the quantitative research models, was used. The research consists of 2nd, 3rd, and 4th grade, totally164 university students, 106 (%64,6 females, 58 (%35,4 males, attending Uşak University, Classroom Teaching Program in 2016-2017 academic year. The first-grade students were not included in this research, because the physical education and play teaching lessons are given to classroom student candidates in the second-grade at Uşak University, Classroom Teaching Program. “Personal information form" and “Physical Education Lesson Attitude Scale for Classroom Teacher Candidates" were used as data collection tools. Before analysis, the data were evaluated using the values of Skewness and Skewness (normal distribution of the data and Levene (equality of variance tests. In the analysis of the data; frequency, arithmetic mean, standard deviation; t-test, ANOVA and Pearson Correlation test were used. Results: When examined the total score of the teacher candidates obtained from Physical Education Lesson Attitude Scale for Classroom Teacher Candidates and age variable by the Pearson Moment Correlation analysis, it was found that there was a statistically significant negative relationship between the received scores at low level. It was determined that the attitudes of the classroom teacher candidates towards the physical education lessons did not show any significant difference according to the gender variable, but there was a significant difference when examined their class levels. While no significant difference was found in the attitudes of the classroom teacher candidates, who played and did not play sports in their past life, towards physical education lessons, no significant difference was found

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education

NARCIS (Netherlands)

Breeman, L.D.; Wubbels, T.; van Lier, P.A.C.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, N.T.

2015-01-01

The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both

Understanding an Elementary School Teachers' Journey of Using Technology in the Classroom from Sand Table to Interactive Whiteboard

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Ali Ersoy

2015-09-01

Full Text Available The aim of this study is to understand an elementary teachers’ experiences about using interactive whiteboard (IWB in the classroom. Narrative inquiry were adopted to conduct the study. The data were collected through semi-structured interviews with the teacher and analysed through narrative analysis. In the study, two major stories emerged. The first story was about the characteristics and difficulties of being an innovative and transformative teacher. In the second story, the use of technology in the classroom were cited. Second story consisted of such sub-stories as changing student profiles, teaching-learning process, measurement and evaluation process, infrastructural adequacy, stakeholder interaction, facilitator role of the technology and challenges of using IWB in the classroom. In all these stories, the examples and advantages of effective use of IWB in the classroom were explained. We can have the following suggestions from the words of the classroom teacher who has been using various technological tools in his classroom for about 40 years, including 10-year IWB use: Teachers should be open-minded for innovation in the sense of professional development, consider the interests of students, reduce the prejudice about the use of technology, utilize the processes that increase and facilitate the learning.

Integration of Engineering Education by High School Teachers to Meet Standards in the Physics Classroom

Science.gov (United States)

Kersten, Jennifer Anna

In recent years there has been increasing interest in engineering education at the K-12 level, which has resulted in states adopting engineering standards as a part of their academic science standards. From a national perspective, the basis for research into engineering education at the K-12 level is the belief that it is of benefit to student learning, including to "improve student learning and achievement in science and mathematics; increase awareness of engineering and the work of engineers; boost youth interest in pursuing engineering as a career; and increase the technological literacy of all students" (National Research Council, 2009a, p. 1). The above has led to a need to understand how teachers are currently implementing engineering education in their classrooms. High school physics teachers have a history of implementing engineering design projects in their classrooms, thus providing an appropriate setting to look for evidence of quality engineering education at the high school level. Understanding the characteristics of quality engineering integration can inform curricular and professional development efforts for teachers asked to implement engineering in their classrooms. Thus, the question that guided this study is: How, and to what extent, do physics teachers represent quality engineering in a physics unit focused on engineering? A case study research design was implemented for this project. Three high school physics teachers were participants in this study focused on the integration of engineering education into the physics classroom. The data collected included observations, interviews, and classroom documents that were analyzed using the Framework for Quality K-12 Engineering Education (Moore, Glancy et al., 2013). The results provided information about the areas of the K-12 engineering framework addressed during these engineering design projects, and detailed the quality of these lesson components. The results indicate that all of the design

Tenured Teachers & Technology Integration in the Classroom

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Cox, Jerad

2013-01-01

This article explores teachers' technology integration in the classroom through 2 means: 1) what researchers are saying about emerging trends and best practices as well as, 2) the author's research assignment regarding the technology integration experiences of longer tenured teachers. More tenured teachers are different than their younger…

Use of Fitness Bands by Teachers in the Classroom

Science.gov (United States)

Ertzberger, Jeff; Martin, Florence

2016-01-01

Wearable technologies are increasingly gaining attention. Gadgets such as Smartwatch, Fitband, Google Glass, and similar healthcare devices can be worn by the consumer and have several benefits in various contexts. This study examined teachers perception on fitness bands and if they have any benefits to classroom teachers. 28 classroom teachers…

The role of teacher questions in the chemistry classroom

DEFF Research Database (Denmark)

Dohrn, Sofie Weiss; Dohn, Niels Bonderup

2018-01-01

, the students become highly accomplished in recalling facts but have difficulties when higher order thinking is required. The findings suggest that an interactive classroom can be created by using many engaging teacher questions. The six different categories of questions promote the students' learning process......The purpose of this study was to investigate how a chemistry teacher's questions influence the classroom discourse. It presents a fine-grained analysis of the rich variety of one teacher's questions and the roles they play in an upper secondary chemistry classroom. The study identifies six...... different functions for the teacher's questions: Student Knowledge, Request, Monologic Discourse, Clarification, Relations and Interaction of Contexts. Overall, these questions create a safe and interactive learning environment. However, the questions are predominantly closed in form. As a result...

Mathematics Teachers' Readiness to Integrate ICT in the Classroom: The Case of Elementary and Middle School Arab Teachers in Israel

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Nimer F. Baya'a

2013-03-01

Full Text Available ICT integration in mathematics education provides mathematics teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of mathematics concepts and topics, and, as a result, helps them have deeper understanding of the mathematical ideas. So, the integration of ICT in the teaching and learning of mathematics, as a result of ICT educational affordances, helps students have better achievement in mathematics. These potentialities of the ICT make its integration in the mathematics classroom a promising practice, but the success of this practice is dependent on various factors, among which are the following: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to students' mathematics learning, teachers' emotions towards the use of ICT in the mathematics classroom, teachers' feelings of self-esteem and control in the presence of ICT in the mathematics classroom, and teachers' intentions to actually integrate ICT in their teaching. The current research came to verify the readiness of Arab teachers in elementary and middle schools in Israel regarding the integration of ICT in the classroom, and hence its interest in the six above constructs. The research used a questionnaire that included statements related to each one of the above constructs. This questionnaire was administered to 475 Arab teachers in elementary and middle schools in the North, Center and Haifa regions in Israel. The research findings show that more than seventy percent of the participating teachers have positive perceptions of their competence in technology and technology integration in their teaching. Further, they have positive attitudes towards the integration of ICT in teaching and learning and of their self-esteem in the presence of technology, in addition to positive

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS

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Alamsyah Harahap

2015-12-01

Full Text Available English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern and no lesson achieved.

Factors influencing teacher decisions on school, classroom, and curriculum

Science.gov (United States)

Crocker, Robert K.; Banfield, Helen

This article describes a study designed to explore sources of influence on the judgments made by science teachers on school characteristics, classroom features, and properties of a science curriculum. The study had its theoretical basis in the concept that members of a social organization operate under certain functional paradigms, which govern their approach to events within the organization, and particularly to the implementation of innovations. Empirically, the study formed part of the Canadian contribution to the Second International Science Study, and was based on a survey of some 2000 Canadian teachers. The survey used an adaptation of policy capturing methodology, in which teachers were presented with variations in a hypothetical scenario designed to simulate a decision-making situation. Results suggest that teachers' judgments center around a number of factors, the primary ones being concern for student ability and interest, teaching methods, and school spirit and morale. On the other hand, variations in the scientific basis of a curriculum appear to exert little influence. The results are interpreted as indicators of the major elements of teacher functional paradigms.

How Junior High School English Teachers in Bengkulu City Utilise Published Textbooks in the Classroom: A Classroom Observation Study

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Safnil Safnil

2003-01-01

Full Text Available The purpose of the study was to find out: (1 how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2 if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3 whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers from four different junior high schools or SMPs (2 favourite and 2 non-favourite in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT; (1 used the commercially prescribed textbooks to a large extent; (2 there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3 both groups of teachers adapted the textbooks or produced their own teaching materials.

Understanding an elementary school teachers' journey of using technology in the classroom from sand table to ınteractive whiteboard

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Ali Ersoy

2015-09-01

Full Text Available The aim of this study is to understand an elementary teachers’ experiences about using interactive whiteboard (IWB in the classroom. Narrative inquiry were adopted to conduct the study. The data were collected through semi-structured interviews with the teacher and analysed through narrative analysis. In the study, two major stories emerged. The first story was about the characteristics and difficulties of being an innovative and transformative teacher. In the second story, the use of technology in the classroom were cited. Second story consisted of such sub-stories as changing student profiles, teaching-learning process, measurement and evaluation process, infrastructural adequacy, stakeholder interaction, facilitator role of the technology and challenges of using IWB in the classroom. In all these stories, the examples and advantages of effective use of IWB in the classroom were explained. We can have the following suggestions from the words of the classroom teacher who has been using various technological tools in his classroom for about 40 years, including 10-year IWB use: Teachers should be open-minded for innovation in the sense of professional development, consider the interests of students, reduce the prejudice about the use of technology, utilize the processes that increase and facilitate the learning.

Teachers beliefs and technology use in kindergarten and elementary classrooms

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Majedah Fawzi Abu Al Rub

2015-12-01

Full Text Available With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms. Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants.

Teachers’ interpretations of their classroom interactions in terms of their pupils’ best interest : A perspective from continental European pedagogy

NARCIS (Netherlands)

Kan, Carlos Alberto van

2013-01-01

This thesis comprises four closely related interpretative studies and set out to answer the compound question: ‘How do teachers interpret their classroom interactions in terms of their pupils’ best interest?’ Two empirical studies were conducted. The first study addressed the sub question: ‘How do

A Closer Look at Teacher-Child Relationships and Classroom Emotional Context in Preschool

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Lippard, Christine N.; La Paro, Karen M.; Rouse, Heather L.; Crosby, Danielle A.

2018-01-01

Background: Children's early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher-child relationships and classroom interactions are both important aspects of children's early classroom experiences, but they are not typically considered…

Classroom Noise and Teachers' Voice Production

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Rantala, Leena M.; Hakala, Suvi; Holmqvist, Sofia; Sala, Eeva

2015-01-01

Purpose: The aim of this study was to research the associations between noise (ambient and activity noise) and objective metrics of teachers' voices in real working environments (i.e., classrooms). Method: Thirty-two female and 8 male teachers from 14 elementary schools were randomly selected for the study. Ambient noise was measured during breaks…

Comparison of voice-use profiles between elementary classroom and music teachers.

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Morrow, Sharon L; Connor, Nadine P

2011-05-01

Among teachers, music teachers are roughly four times more likely than classroom teachers to develop voice-related problems. Although it has been established that music teachers use their voices at high intensities and durations in the course of their workday, voice-use profiles concerning the amount and intensity of vocal use and vocal load have neither been quantified nor has vocal load for music teachers been compared with classroom teachers using these same voice-use parameters. In this study, total phonation time, fundamental frequency (F₀), and vocal intensity (dB SPL [sound pressure level]) were measured or estimated directly using a KayPENTAX Ambulatory Phonation Monitor (KayPENTAX, Lincoln Park, NJ). Vocal load was calculated as cycle and distance dose, as defined by Švec et al (2003), which integrates total phonation time, F₀, and vocal intensity. Twelve participants (n = 7 elementary music teachers and n = 5 elementary classroom teachers) were monitored during five full teaching days of one workweek to determine average vocal load for these two groups of teachers. Statistically significant differences in all measures were found between the two groups (P vocal loads for music teachers are substantially higher than those experienced by classroom teachers (P vocal load may have immediate clinical and educational benefits in vocal health in music teachers. Copyright © 2011 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

Teaching With(out) Technology: Secondary English Teachers and Classroom Technology Use

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Flanagan, Sara; Shoffner, Melanie

2013-01-01

Technology plays an integral role in the English Language Arts (ELA) classroom today, yet teachers and teacher educators continue to develop understandings of how technology influences pedagogy. This qualitative study explored how and why two ELA teachers used different technologies in the secondary English classroom to plan for and deliver…

Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.

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Friedman-Krauss, Allison H; Raver, C Cybele; Neuspiel, Juliana M; Kinsel, John

2014-01-01

The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health.

Secondary Pre-Service Teachers' Perceptions of an Ideal Classroom Environment

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Bartelheim, Frederick J.; Conn, Daniel R.

2014-01-01

The classroom environment can impact students' motivation and engagement, and can influence students' academic learning. In some cases, pre-service teachers' influence on the classroom environment may not always be conducive for student learning. This exploratory study investigated pre-service teachers' perceptions of an ideal classroom…

Facilitating cultural border crossing in urban secondary science classrooms: A study of inservice teachers

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Monteiro, Anna Karina

Research acknowledges that if students are to be successful science, they must learn to navigate and cross cultural borders that exist between their own cultures and the subculture of science. This dissertation utilized a mixed methods approach to explore how inservice science teachers working in urban schools construct their ideas of and apply the concepts about the culture of science and cultural border crossing as relevant to the teaching and learning of science. The study used the lenses of cultural capital, social constructivism, and cultural congruency in the design and analysis of each of the three phases of data collection. Phase I identified the perspectives of six inservice science teachers on science culture, cultural border crossing, and which border crossing methods, if any, they used during science teaching. Phase II took a dialectical approach as the teachers read about science culture and cultural border crossing during three informal professional learning community meetings. This phase explored how teachers constructed their understanding of cultural border crossing and how the concept applied to the teaching and learning of science. Phase III evaluated how teachers' perspectives changed from Phase I. In addition, classroom observations were used to determine whether teachers' practices in their science classrooms changed from Phase I to Phase III. All three phases collected data through qualitative (i.e., interviews, classroom observations, and surveys) and quantitative (Likert items) means. The findings indicated that teachers found great value in learning about the culture of science and cultural border crossing as it pertained to their teaching methods. This was not only evidenced by their interviews and surveys, but also in the methods they used in their classrooms. Final conclusions included how the use of student capital resources (prior experiences, understandings and knowledge, ideas an interests, and personal beliefs), if supported by

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

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Savasci, Funda; Berlin, Donna F.

2012-02-01

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.

Understanding Mathematics Classroom Instruction Through Students and Teachers

OpenAIRE

Schenke, Katerina

2015-01-01

High quality instruction is necessary for students of all ages to develop a deep understanding of mathematics. Value-added models, a common approach used to describe teachers and classroom practices, are defined by the student standardized achievement gains teachers elicit. They may, however, fail to account for the complexity of mathematics instruction as it actually occurs in the classroom. To truly understand both a teacher’s impact on his/her students and how best to improve student learn...

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

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Savasci, Funda; Berlin, Donna F.

2012-01-01

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and…

Classroom interactions: exploring the practices of high- and low-expectation teachers.

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Rubie-Davies, Christine M

2007-06-01

Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers' expectations. Recently teachers having high or low expectations for all their students have been identified. The aim of the current investigation was to explore whether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considered a mechanism for teachers' expectations. The participants were 12 primary school teachers from eight schools who had been identified as having expectations for their students' learning that were either significantly above or below the children's achievement level. The teachers formed three groups called high-expectation, low-expectation and average-progress teachers. The participants were observed twice in the academic year during half-hour reading lessons. Two people observed each lesson, one completing a structured observation protocol and the other a running record and audiotape. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing a framework for students' learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students' behaviour more positively. There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities may act as mechanisms for teacher expectation effects.

A Study on Teacher Candidates' Competencies in Classroom Management

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Selçuk, Gülenaz; Kadi, Aysegül; Yildirim, Remzi; Çelebi, Nurhayat

2017-01-01

The objective of this paper is to examine competencies in classroom management of teacher candidates. Research design was determined as pre-experimental research design. Research was conducted with 388 teacher candidates. In this research, these were found; Attitudes of students about competencies in classroom management differ according to…

Teachers' Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers' Preparation Programmes and In-Service Conditions

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Ficarra, Laura; Quinn, Kevin

2014-01-01

In the present investigation, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and…

A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers

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Baker, Credence; Gentry, James; Larmer, William

2016-01-01

Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation…

Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices

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Mmasa, Mussa; Anney, Vicent Naano

2016-01-01

The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the…

Question Asking in the Science Classroom: Teacher Attitudes and Practices

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Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

2014-01-01

Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the…

The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

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Dana Ruggiero

2015-05-01

Full Text Available Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111 of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning

Teachers' Perceptions of Effective Classroom Management within an Inner-City Middle School.

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Turner, Catana L.

This study was undertaken to obtain descriptive information about teachers' perceptions of effective classroom management within an inner-city middle school. Thirteen teachers in one such school in Tennessee were interviewed about their classroom management behaviors. Teachers appeared to have an elaborate system of beliefs related to the themes…

Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure?

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Steinberg, Matthew P.; Garrett, Rachel

2016-01-01

As states and districts implement more rigorous teacher evaluation systems, measures of teacher performance are increasingly being used to support instruction and inform retention decisions. Classroom observations take a central role in these systems, accounting for the majority of teacher ratings upon which accountability decisions are based.…

The Relationship of Student Teachers' Bureaucratic Orientation to Verbal Classroom Behavior.

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Sturm, Dieter W. F.

1979-01-01

Determines the relationship of student teachers' commitment to values, attitudes, and behaviors characteristically fostered by bureaucratic organizations and their verbal classroom behavior while teaching. Findings reveal no difference in verbal classroom behavior of student teachers high and low in bureaucratic orientation, and no difference in…

English Teachers Classroom Assessment Practices

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Saefurrohman; Balinas, Elvira S.

2016-01-01

The new language assessment policies in the Philippines and in Indonesia have impact on English teachers' assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high…

Teaching the content in context: Preparing "highly qualified" and "high quality" teachers for instruction in underserved secondary science classrooms

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Tolbert, Sara E.

2011-12-01

This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

Classroom climate in Serbia: The perspective of primary school teachers

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Ševkušić Slavica

2014-01-01

Full Text Available The goal of this research is to gain insight into the classroom climate in schools in Serbia from the perspective of teachers. To realize this goal, we set up two research questions: (1 How do teachers assess the importance of certain aspects of the classroom climate and their own engagement in creating favourable climate, and (2 which factors determine the quality of classroom climate. We considered four dimensions of classroom climate: equality in communication, social relationships between students, respect for students’ feelings and the organizing group work. The sample consisted of primary school teachers in Serbia (N=1441, who completed a questionnaire made for our research needs. The results of factor analysis confirmed the initial assumption that the selected dimensions are related in terms of their belonging to the same construct and sufficiently different to be considered as selfcontained. The obtained results show that teachers in Serbia highly value the importance of all researched aspects of the classroom climate and believe that they are engaged to a large extent in creating a positive classroom climate. Also, it was shown that teachers’ gender and the teaching level are the most important determinants of classroom climate quality. Bearing in mind the limitations of the applied instrument it is concluded that the results should be considered with caution and that future research should include students’ perspective, direct class observation and qualitative methods to gain a more objective and more comprehensive understanding of the classroom climate. [Projekat Ministarstva nauke Republike Srbije, br. 179034: From encouraging initiative, cooperation and creativity in education to new roles and identities in society i br. 47008: Improving the quality and accessibility of education in modernization processes in Serbia

Exploring Teachers' Knowledge of Classroom Management and Control

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Ayebo, Abraham; Assuah, Charles

2017-01-01

Purpose: This paper presents the results of a study that sought to determine teacher conceptions of classroom management and control. The study explored classroom management knowledge of participants, and how the knowledge was gained. It also investigated the extent to which participants held various conceptions, including rule-based, dominance…

International classroom teachers in need of professional development

DEFF Research Database (Denmark)

Lauridsen, Karen M.

International classroom teachers in need of professional development: Outcomes of the IntlUni Erasmus Academic Network project 2012-15 The IntlUni Erasmus Academic Network (2012-15) has addressed the opportunities and the challenges of the multicultural (international) classroom where higher educ...... and challenges in the multilingual and multicultural learning space. Final document of the IntlUni Erasmus Academic Network project 2012-15. Aarhus: IntlUni. http://intluni.eu/uploads/media/The_opportunities_and_challenges_of_the_MMLS_Final_report_sept_2015.pdf...... and reflect on their teaching processes and negotiate the learning processes with their students as well as manage and leverage diversity in the classroom. Therefore, one of the IntlUni Recommendations is for the higher education institutions to provide the necessary professional development and teacher...... sources (e.g. Gregersen-Hermans, 2016), all pointing towards the need for more professional development and training of higher education teachers teaching multicultural student cohorts. Based on these very recent sources, the paper will discuss and offer examples of how such activities may be organized...

Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior

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Funk, Kristin M.

2013-01-01

The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…

CLASSROOM INTERACTION STRATEGIES EMPLOYED BY ENGLISH TEACHERS AT LOWER SECONDARY SCHOOLS

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Nunung Suryati

2015-07-01

Full Text Available This article reports a study on teachers’ use of interaction strategies in English Language Teaching (ELT in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT as the instrument. SETT, developed by Walsh (2006, was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacher student interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF patterns, display questions, teacher echo, and extended teacher turns, while students’ extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students’ oral communicative competence.

Teacher-student interaction in contemporary science classrooms: is participation still a question of gender?†

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Eliasson, Nina; Sørensen, Helene; Göran Karlsson, Karl

2016-07-01

We show that boys still have a greater access to the space for interaction in science classrooms, which is unexpected since in Sweden today girls perform better in these subjects than boys. Results from video-recorded verbal communication, referred to here as interaction, show that the distribution of teacher-student interaction in the final year of lower secondary school follows the same patterns as in the 1980s. The interaction space for all kinds of talk continues to be distributed according to the two-thirds rule for communication in science classrooms as described by previous research. We also show that the overall interaction space in science classrooms has increased for both boys and girls when talk about science alone is considered. Another finding which follows old patterns is that male teachers still address boys more often than girls. This holds true both for general talk and for talk about science. If a more even distribution of teacher-student interaction is desirable, these results once again need to be considered. More research needs to be undertaken before the association between girls' attitudes and interest in science in terms of future career choice and the opportunity to participate in teacher-student interaction is more clearly understood. Research conducted at Mid Sweden University, Department of Science Education and Mathematics.

· Attitude towards Computers and Classroom Management of Language School Teachers

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Sara Jalali

2014-07-01

Full Text Available Computer-assisted language learning (CALL is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more learner-centered and conducive language learning environment. The current study explored the relationship between computer attitudes and behavior and instructional classroom management approaches implemented by English institute teachers. In so doing, a total of 105 male (n = 27 and female (n = 78 EFL teachers participated in this study. A computer attitude questionnaire adapted from Albirini (2006 and a Behavior and Instructional Management Scale (BIMS adopted from Martin and Sass (2010 were benefitted from for the purpose of collecting the data. The results of the Pearson Correlation Coefficient revealed that there were no significant relationships between attitude and behavior and instructional management across gender. However, it was found that the more male teachers experience tendency toward using computers in their classes, the more teacher-centered their classes become. In addition, the more female teachers are prone to use computers in their classes, the more student-centered and lenient their classes become.

Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom

Science.gov (United States)

Nuangchalerm, Prasart

2013-01-01

Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

Analysing Mentoring Dialogues for Developing a Preservice Teacher's Classroom Management Practices

Science.gov (United States)

Sempowicz, Tracey; Hudson, Peter

2011-01-01

A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee's classroom management. Using multiple data sources (e.g., lesson…

Where Do I Look? Preservice Teachers' Classroom Observation Patterns

Science.gov (United States)

Young, Teresa; Bender-Slack, Delane

2011-01-01

During field experiences, preservice teachers are typically required to observe mentor teachers in schools, but what exactly are they seeing? This research examined the patterns and variations that existed with regard to preservice teachers' classroom observations during recent field experiences. Data were collected from 24 preservice teachers…

Speaking comfort and voice use of teachers in classrooms

DEFF Research Database (Denmark)

Brunskog, Jonas; Pelegrin Garcia, David

2010-01-01

Teachers suffer from voice problems more often than the rest of the population, as a consequence of the intensive use of their voices during teaching. Noise and classroom acoustics have been defined as hazards eventually leading to voice problems. In order to make a good classroom acoustic design...... to preserve the teachers’ voices and maximize their comfort, it is necessary to understand the underlaying relationship between classroom acoustics and teachers’ voice production. This paper presents a brief summary of investigations looking into this relationship. A pilot study, carried out in different...... located at various distances, in rooms with very different acoustics. A field study in schools of southern Sweden found out that teachers with and without voice problems, during actual teaching, are affected differently by the support of the classroom. A last laboratory experiment was carried out...

Foundational Aspects of Classroom Relations: Associations between Teachers' Immediacy Behaviours, Classroom Democracy, Class Identification and Learning

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Kwitonda, Jean Claude

2017-01-01

This study focused on foundational aspects of classroom relations. Specifically, relationships between teachers' immediacy (interpersonal) behaviours, classroom democracy, identification and learning were considered. Previous work suggests that these variables can be used as a foundation to shape classroom climate, culture and learning outcomes…

An Evaluation of Teachers' Attitudes and Beliefs Levels on Classroom Control in Terms of Teachers' Sense of Efficacy (The Sample of Biology Teachers in Turkey)

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Kurt, Hakan

2014-01-01

The aim of this study is to evaluate biology teachers' attitudes and belief levels on classroom control in terms of teachers' sense of efficacy. The screening model was used in the study. The study group was comprised of 135 biology teachers. In this study, Teachers' Sense of Efficacy Scale (TSES) and The Attitudes and Beliefs on Classroom Control…

Teachers' Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

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Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A.

2017-01-01

Teachers' reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed "Survey of Classroom and Behavior Management." On average, teachers reported to…

The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity

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Russ, Laura

2015-01-01

Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…

Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale-Teacher Form.

Science.gov (United States)

Reddy, Linda A; Dudek, Christopher M; Fabiano, Gregory A; Peters, Stephanie

2015-12-01

This article presents information about the construct validity and reliability of a new teacher self-report measure of classroom instructional and behavioral practices (the Classroom Strategies Scales-Teacher Form; CSS-T). The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. Information is provided about the construct validity, internal consistency, test-retest reliability, and freedom from item-bias of the scales. Given previous investigations with the CSS Observer Form, it was hypothesized that internal consistency would be adequate and that confirmatory factor analyses (CFA) of CSS-T data from 293 classrooms would offer empirical support for the CSS-T's Total, Composite and subscales, and yield a similar factor structure to that of the CSS Observer Form. Goodness-of-fit indices of χ2/df, Root Mean Square Error of Approximation, Goodness of Fit Index, and Adjusted Goodness of Fit Index suggested satisfactory fit of proposed CFA models whereas the Comparative Fit Index did not. Internal consistency estimates of .93 and .94 were obtained for the Instructional Strategies and Behavioral Strategies Total scales respectively. Adequate test-retest reliability was found for instructional and behavioral total scales (r = .79, r = .84, percent agreement 93% and 93%). The CSS-T evidences freedom from item bias on important teacher demographics (age, educational degree, and years of teaching experience). Implications of results are discussed. (c) 2015 APA, all rights reserved).

Refugee-Teacher-Train-Refugee-Teacher Intervention Research in Malaysia: Promoting Classroom Management and Teacher Self-Care

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O'Neal, Colleen R.; Gosnell, Nicole M.; Ng, Wai Sheng; Ong, Edward

2018-01-01

Given the current refugee crisis, the development of sustainable postconflict refugee education systems and supports is essential. The present study reports Resilient Refugee Education (RRE) intervention effects on refugee teacher confidence and knowledge of classroom management, in addition to refugee teacher self-care in Malaysia. We compared…

The Problems of Novice Classroom Teachers having Regular and Alternative Certificates

OpenAIRE

Taneri, Pervin Oya; Ok, Ahmet

2014-01-01

The purposes of this study are to understand the problems of classroom teachers in their first three years of teaching, and to scrutinize whether these problems differ according to having regular or alternative teacher certification. The sample of this study was 275 Classroom Teachers in the Public Elementary Schools in districts of Ordu, Samsun, and Sinop in the Black Sea region. The data gathered through the questionnaire were subject to descriptive and inferential statistical analysis. Res...

K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

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Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark

2017-01-01

A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level…

Supporting primary school teachers in differentiating in the regular classroom

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Eysink, Tessa H.S.; Hulsbeek, Manon; Gijlers, Hannie

Many primary school teachers experience difficulties in effectively differentiating in the regular classroom. This study investigated the effect of the STIP-approach on teachers' differentiation activities and self-efficacy, and children's learning outcomes and instructional value. Teachers using

The Interplay among Emotional Intelligence, Classroom Management, and Language Proficiency of Iranian EFL Teachers

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Hadi Hamidi

2016-06-01

Full Text Available The present study was an attempt to investigate the interplay among Iranian EFL teachers’ emotional intelligence, classroom management, and their general English language proficiency. The result of the data analysis showed that: 1 there was a statistically significant relationship between the emotional intelligence and the classroom management of Iranian EFL teachers, 2 there was a statistically significant relationship between the emotional intelligence and the language proficiency of Iranian EFL teachers, and 3 there was a statistically significant relationship between the classroom management and the language proficiency of Iranian EFL teachers. Teacher trainers, researchers in teacher education, and language teachers may benefit from the findings of the present research.

Senior science teachers' experience of teaching in a changing multicultural classroom: A case study

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Ryan, Mark

Demographic changes within the US are bringing significant changes in the cultural make-up of the classrooms in our schools. Results from national and state assessments indicate a growing achievement gap between the science scores of white students and students from minority communities. This gap indicates a disconnect somewhere in the science classrooms. This study examines the teacher's perspective of the changing learning environment. The study focuses on senior teachers with traditional Midwestern backgrounds and little multicultural experience assuming these teachers had little or no education in multicultural education. Senior teachers are also more likely to have completed their science education within a traditional Universalist perspective of science and likewise have little or no education in multicultural science. The research method was comparative case studies of a purposeful sample of nine science teachers within a community experiencing significant demographic change, seven core senior teachers and two frame of reference teachers. The interviews examined the teachers' awareness of their own cultural beliefs and the impact of those beliefs on classroom practices, the teachers' understanding of cultural influences on the students' academic performance, and the relationships between the teachers' understanding of the cultural aspects of the nature of science and their classroom practices. Analysis of the interview data revealed that the teachers maintain a strong, traditional Midwestern worldview for classroom expectations and they are generally unaware of the impact of those standards on the classroom environment. The teachers were supportive of minority students within their classroom, changing several practices to accommodate student needs, but they were unaware of the broader cultural influences on student learning. The teachers had a poor understanding of the nature of science and none of them recognized a cultural element of NOS. They maintained a

Differences in the classroom: learning about practices of two science teachers

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Elaine Soares França

2012-12-01

Full Text Available In this research, a case study, we adopted ethnography as logic of inquiry to learn about teaching for diverse groups in middle school science classrooms. Multiple data sources were used: participant observation, video and audio records, field notes and semi-structured interviews. We analyzed interviews with two teachers, as well as classroom episodes to construct, through contrast, a characterization of two types of practice involving diversity in the classroom. The first teacher show concerns with introducing students in school culture. She tried to “translate” terms that students do not understand, explaining their meanings. In this process, teaching subject matter knowledge (SMK is a secondary goal. The other teacher emphasized SMK, trying to establish connections between science content and students’ everyday life experiences. Both teachers do not acknowledge significant influences in science learning related to gender, social class, and ethnicity.

The perception of science teachers on the role of student relationships in the classroom

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Mattison, Cheryl Ann

With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed in the classroom. In addition, it is important to discover what it takes to keep those students in school Many science teachers enter the profession unprepared to handle the regular classroom routine. Classroom management, grading, lesson planning, setting up labs, and the myriad of other obligations, can leave teachers overwhelmed and sometimes can get in the way of actually helping students be successful. This study investigated how science teachers viewed the importance of developing strong teacher/student relationships to the increase of student success in a science classroom. I attempted to answer 4 major questions: · How do science teachers in a select high school community view the role of interactive relationships in their classrooms and how that might impact their students? · How do science teachers in a select high school community believe they establish successful interactive relationships with their students? · What do science teachers in a select high school community believe are some of the outcomes of those relationships? · What do science teachers suggest to increase the teacher's ability to form good relationships with their students? A qualitative research method was used including observations, interviews and group discussions of 5 high school science teachers in a small urban school.

Identifying Canadian Teacher Candidates' Needs for Training in the Use of Inclusive Classroom Assessment

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Lin, Pei-Ying; Lin, Yu-Cheng

2015-01-01

To identify teacher candidates' needs for training in inclusive classroom assessment, the present study investigated teacher candidates' beliefs about inclusive classroom assessments for all students educated in regular classrooms, including those with special needs and English language learners. An innovative theoretical assessment model,…

Tracing Growth of Teachers' Classroom Interactions with Representations of Functions in the Connected Classroom

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Morton, Brian Lee

The purpose of this study is to create an empirically based theoretic model of change of the use and treatment of representations of functions with the use of Connected Classroom Technology (CCT) using data previously collected for the Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) project. Qualitative analysis of videotapes of three algebra teachers' instruction focused on different categories thought to influence teaching representations with technology: representations, discourse, technology, and decisions. Models for rating teachers low, medium, or high for each of these categories were created using a priori codes and grounded methodology. A cross case analysis was conducted after the completion of the case studies by comparing and contrasting the three cases. Data revealed that teachers' decisions shifted to incorporate the difference in student ideas/representations made visible by the CCT into their instruction and ultimately altered their orientation to mathematics teaching. The shift in orientation seemed to lead to the teachers' growth with regards to representations, discourse, and technology.

An International Perspective on Classroom Management: What Should Prospective Teachers Learn?

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Wubbels, Theo

2011-01-01

Drawing upon a review of relevant literature, this paper provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology,…

The Relationship between EFL Teachers' Beliefs and Actual Practices of Classroom Management

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Aliakbari, Mohammad; Heidarzad, Mohsen

2015-01-01

This study aimed at analyzing Iranian EFL teachers' beliefs toward classroom management and the relationship between teachers' beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional…

Teachers' Perceptions of Classroom Behaviour and Working Memory

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Alloway, Tracy Packiam

2012-01-01

Working memory, ability to remember and manipulate information, is crucial to academic attainment. The aim of the present study was to understand teachers' perception of working memory and how it impacts classroom behaviour. A semi-structured interview was used to explore teachers' ability to define working memory, identify these difficulties in…

Action Research to Support Teachers' Classroom Materials Development

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Edwards, Emily; Burns, Anne

2016-01-01

Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners' needs. It has long been argued (e.g. by Stenhouse, L. [1975]. "An Introduction to Curriculum Research and Development." London: Heinemann) that teachers themselves, as opposed to managers or course book writers,…

Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms

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Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John

2017-01-01

Research Findings The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy Many early childhood teachers do not receive sufficient training for handling children’s challenging behaviors. Child behavior problems increase a teacher’s workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children’s school readiness skills and teachers’ health. PMID:28596698

Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?

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O'Neill, Sue C.

2015-01-01

Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional…

Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education

NARCIS (Netherlands)

Breeman, L.D.|info:eu-repo/dai/nl/390776114; Wubbels, T.|info:eu-repo/dai/nl/070651361; van Lier, P.A.C.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, Nouchka|info:eu-repo/dai/nl/298678012

The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher–child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both

Enhancing Teacher and Student Engagement and Understanding of Marine Science Through Classroom Citizen Science Projects

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Goodale, T. A.

2016-02-01

Overview This paper presentation shares findings from a granted funded project that sought to expand teacher content knowledge and pedagogy within the fields of marine science and coastal resource management through the implementation of classroom citizen science projects. A secondary goal was to increase middle and high school student interest and participation in marine science and natural resources research. Background A local science & engineering fair has seen a rapid decline in secondary student participants in the past four years. Research has demonstrated that when students are a part of a system of knowledge production (citizen science) they become much more aware, involved and conscious of scientific concepts compared to traditional school laboratory and nature of science activities. This project's primary objectives were to: (a) enhance teacher content expertise in marine science, (b) enrich teacher professional learning, (c) support citizen science classroom projects and inspire student activism and marine science engagement. Methods Project goals were addressed through classroom and meaningful outdoor educational experiences that put content knowledge into field based practices. Teachers learned to apply thier expanded content knowlege through classroom citizen science projects that focus on marine resource conservation issues such as fisheries management, water quality, turtle nesting and biodiversity of coastal ecosystems. These projects would eventually become potential topics of citizen science research topics for their students to pursue. Upon completion of their professional development, participants were urged to establish student Marine Science clubs with the goal of mentoring student submissions into the local science fair. Supplemental awards were possible for the students of project participants. Findings Based on project measures participants significantly increased their knowledge and awareness of presented material marine science and

Teacher and student perspectives on motivation within the high school science classroom

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Pickens, Melanie Turnure

The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational

THE USE OF EDUCATIONAL MODELS OF DNA IN CLASSROOM BY TEACHERS OF ELEMENTARY SCHOOL

Directory of Open Access Journals (Sweden)

F.M. Chiari

2007-05-01

Full Text Available The importance of the teaching of Biotechnology and Molecular Biology is evidenced by the progress of those areas and it generates a demand in the updating of science and biology teachers. In that sense, a project was proposed inside of the Public Education Program of FAPESP, in partnership with CBME.The goal was evaluate, among other educational tools, the contribution of the plastic models "Building the molecules of the life: DNA and RNA" in the teaching and learning of these concepts. Nine science teachers of public elementary schools had an updating course after which they elaborated a diagnosis questionnaire in order to subsidize the application of the activities in the classroom. The activities were planned seeking contextualize the subject in classroom, taking into account the difficulties detected in the diagnosis questionnaire. A sheet of notes was elaborated, where the teachers could record their observations and thoughts after the application of the activities, as well as their possibilities and the students' difficulties. These registers indicated that the teachers were satisfied with the use of the material, which made possible a deepened study on the content and a greater interest and participation of the students. It also allowed a reflection on their practice, glimpsing new ways to teach.

Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

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E.G. Balcik

2011-12-01

Full Text Available The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measurement tool was applied to a total of 54 teachers at 5 schools in Gölcük district of the Kocaeli province. The data collection tool is composed of three sections. The first section is for establishing teachers’ personal information. In this study, as a data collection tool, a questionnaire was used. When preparing questions for the questionnaire, following the examination of resources available, the questionnaire prepared by Aksoy (1999 and used in the thesis study entitled “Classroom Management and Student Discipline in Elementary Schools of Ankara” and also used in the thesis study by Boyraz (2007 entitled “Discipline Problems that Candidate Teachers Servicing at Elementary Schools Encounter in the Classroom” was employed. Although the validity and reliability of the questionnaire was tested by Aksoy (1999 and Boyraz (2007, the reliability study for the questionnaire was retested and found to be 0,9. The questionnaire include 42 items. 19 of them are related to the reasons of undesirable behaviors observed in the classroom and 23 of them are related to undesirable behaviors observed in the classroom.

Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

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Dimitriadis, Christos

2016-01-01

This article presents findings from a case study of an in-classroom program based on ability grouping for Year 2 (ages 6-7) primary (elementary) children identified as high ability in mathematics. The study examined the role of classroom setting, classroom environment, and teacher's approach in realizing and developing mathematical promise. The…

Profiles of Teacher-Child Interaction Quality in Preschool Classrooms and Teachers' Professional Competence Features

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Hu, Bi Ying; Chen, Liang; Fan, Xitao

2018-01-01

This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164…

The Day-to-Day Reality of Teacher Turnover in Preschool Classrooms: An Analysis of Classroom Context and Teacher, Director, and Parent Perspectives

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Cassidy, Deborah J.; Lower, Joanna K.; Kintner-Duffy, Victoria L.; Hegde, Archana V.; Shim, Jonghee

2011-01-01

The purpose of the current study is to examine teacher turnover comprehensively by triangulating the experiences of teachers, directors, parents, and children through actual, "real-time" turnover transitions. We intentionally examined turnover with a small sample size (N = 13 classrooms) to facilitate comprehensive data collection utilizing…

Teacher coaching supported by formative assessment for improving classroom practices.

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Fabiano, Gregory A; Reddy, Linda A; Dudek, Christopher M

2018-06-01

The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Pre-Service Secondary Science and Mathematics Teachers' Classroom Management Styles in Turkey

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Yilmaz, Kursad

2009-01-01

The aim of this study is to determine Pre-service secondary science and mathematics teachers' classroom management styles in Turkey. In addition, differences in pre-service secondary science and mathematics teachers' classroom management styles by gender, and field of study were examined. In the study, the survey model was employed. The research…

Conflict Resolution, Can It Really Make a Difference in the Classroom: Conflict Resolution Strategies for Classroom Teachers

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Pollan, Savannah; Wilson-Younger, Dylinda

2012-01-01

This article discusses conflict and provides five resolutions for teachers on managing negative behaviors within the classroom. Acknowledging and implementing conflict resolution strategies in the classroom enables every student to fully participate in the learning process.

Exploring Teachers' Use of Technology in Classrooms of Bilingual Students

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Daniel, Mayra C.; Cowan, John E.

2012-01-01

This article presents results of an investigation that documents teachers' perceptions of the contribution of technology use in classrooms of bilingual learners. Study questions asked how teachers perceive teacher-made digital movies impact learning, and what situational factors delimit technology infusion. Data gathered in focus groups and…

Analysis of teacher relations with teaching in classroom with prospects to be inclusive.

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Angela Meneghello Passos

2015-12-01

Full Text Available This article presents a proposal for the analysis of teaching relationships in the classroom with prospects of being inclusive, having as theoretical support an instrument called 3x3 matrix. This matrix enables us to understand the actions of the teacher in the classroom based on the relationship with knowledge, teaching and learning in epistemic, personal and social dimensions. The main question that guided this research was: What teacher relationships is possible to see in a classroom with prospects of being inclusive? The methodological procedures were based on discursive textual analysis. Among other, results provided by this research are: the evidence that there is an increase in teaching tasks in the classroom with prospects to be inclusive; the need to expand the 3x3 matrix to accommodate the new teacher relations; and that the presence of the student with disabilities changes the classroom setting and stimulates the concern of the teacher with learning leading him to pay attention to the social dimension of the relationship with knowledge.

Discipline and Rules in Four Hong Kong Kindergarten Classrooms: A Qualitative Case Study

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Ho, Joyce; Grieshaber, Susan Jane; Walsh, Kerryann

2017-01-01

Classroom discipline is a topic of international interest and teachers are bombarded with advice regarding how to and why they should manage children's behaviour in their classrooms. This paper draws on data related to classroom discipline gathered from a detailed classroom observation schedule, teacher interviews, and field notes with four…

Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior

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Oliver, Regina M.; Wehby, Joseph H.; Reschly, Daniel J.

2011-01-01

Despite the large research base grounded in behavioral theory for strategies to increase appropriate behavior and prevent or decrease inappropriate behavior in the classroom, a systematic review of multi-component universal classroom management research is necessary to establish the effects of teachers' universal classroom management approaches.…

A Self-Regulatory Approach to Classroom Management: Empowering Students and Teachers

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Alderman, M. Kay; MacDonald, Suzanne

2015-01-01

Development of motivation and self-regulated learning skills can take classroom management beyond the role of maintaining order in the classroom to empower students and teachers for lifetime learning. The authors describe self-regulated learning, student strategies, and the classroom structure that supports motivation and self-regulation.

Cell Phones in the Classroom: Teachers' Perspectives of Inclusion, Benefits, and Barriers

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Thomas, Kevin M.; O'Bannon, Blanche W.; Bolton, Natalie

2013-01-01

Historically viewed as a disruption by teachers, cell phones have been banned from 69% of classrooms (Common Sense Media, 2009). The increased ubiquity and instructional features of cell phones have prompted some teachers to re-evaluate the ban and consider the benefits associated with allowing cell phones in the classroom. This study surveyed 79…

Connections between voice ergonomic risk factors in classrooms and teachers' voice production.

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Rantala, Leena M; Hakala, Suvi; Holmqvist, Sofia; Sala, Eeva

2012-01-01

The aim of the study was to investigate if voice ergonomic risk factors in classrooms correlated with acoustic parameters of teachers' voice production. The voice ergonomic risk factors in the fields of working culture, working postures and indoor air quality were assessed in 40 classrooms using the Voice Ergonomic Assessment in Work Environment - Handbook and Checklist. Teachers (32 females, 8 males) from the above-mentioned classrooms recorded text readings before and after a working day. Fundamental frequency, sound pressure level (SPL) and the slope of the spectrum (alpha ratio) were analyzed. The higher the number of the risk factors in the classrooms, the higher SPL the teachers used and the more strained the males' voices (increased alpha ratio) were. The SPL was already higher before the working day in the teachers with higher risk than in those with lower risk. In the working environment with many voice ergonomic risk factors, speakers increase voice loudness and use more strained voice quality (males). A practical implication of the results is that voice ergonomic assessments are needed in schools. Copyright © 2013 S. Karger AG, Basel.

Establishing Mathematics for Teaching within Classroom Interactions in Teacher Education

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Ryve, Andreas; Nilsson, Per; Mason, John

2012-01-01

Teacher educators' processes of establishing "mathematics for teaching" in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the…

The Narrative Process of Improving Vocational Classroom Practice

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Sharman, Kathleen Y.

2011-01-01

This research inquires into the use of stories by vocational teachers. These stories are of interest because they are a fundamental feature of both the subject content and the social structures of vocational classrooms. The trade experiences of vocational teachers are brought to the classroom through stories. These stories have a secondary effect…

Enacting understanding of inclusion in complex contexts: Classroom practices of South African teachers

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Petra Engelbrecht

2015-08-01

Full Text Available While the practice of inclusive education has recently been widely embraced as an ideal model for education, the acceptance of inclusive education practices has not translated into reality in most mainstream classrooms. Despite the fact that education policies in South Africa stipulate that all learners should be provided with the opportunities to participate as far as possible in all classroom activities, the implementation of inclusive education is still hampered by a combination of a lack of resources and the attitudes and actions of the teachers in the classroom. The main purpose of this paper was to develop a deeper understanding of a group of South African teachers' personal understanding about barriers to learning and how their understanding relates to their consequent actions to implement inclusive education in their classrooms. A qualitative research approach placed within a cultural-historical and bio-ecological theoretical framework was used. The findings, in this paper, indicate that the way in which teachers understand a diversity of learning needs is based on the training that they initially received as teachers, which focused on a deficit, individualised approach to barriers to learning and development, as well as contextual challenges, and that both have direct and substantial effects on teachers' classroom practices. As a result, they engage in practices in their classrooms that are less inclusive, by creating dual learning opportunities that are not sufficiently made available for everyone, with the result that every learner is not able to participate fully as an accepted member of their peer group in all classroom activities.

Teacher perceptions of usefulness of mobile learning devices in rural secondary science classrooms

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Tighe, Lisa

The internet and easy accessibility to a wide range of digital content has created the necessity for teachers to embrace and integrate digitial media in their curriculums. Although there is a call for digital media integration in curriculum by current learning standards, rural schools continue to have access to fewer resources due to limited budgets, potentially preventing teachers from having access to the most current technology and science instructional materials. This dissertation identifies the perceptions rural secondary science teachers have on the usefulness of mobile learning devices in the science classroom. The successes and challenges in using mobile learning devices in the secondary classroom were also explored. Throughout this research, teachers generally supported the integration of mobile devices in the classroom, while harboring some concerns relating to student distractability and the time required for integrating mobile devices in exisiting curriculum. Quantitative and qualitative data collected through surveys, interviews, and classroom observations revealed that teachers perceive that mobile devices bring benefits such as ease of communication and easy access to digitial information. However, there are perceived challenges with the ability to effectively communicate complex scientific information via mobile devices, distractibility of students, and the time required to develop effective curriculum to integrate digital media into the secondary science classroom.

Teachers' perceptions of effective science, technology, and mathematics professional development and changes in classroom practices

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Boriack, Anna Christine

The purpose of this study is to examine teachers' perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices was developed. Data from two programs that provided professional development to teachers in the areas of technology, mathematics, and science was used to inform the conceptual framework. These two programs were Target Technology in Texas (T3) and Mathematics, Science, and Technology Teacher Preparation Academies (MSTTPA). This dissertation used a multiple article format to explore each program separately, yet the proposed conceptual framework allowed for comparisons to be made between the two programs. The first study investigated teachers' perceptions of technology-related professional development after their districts had received a T3 grant. An online survey was administrated to all teachers to determine their perceptions of technology-related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective and were not implementing technology in their classrooms. Teachers did have high technology self-efficacy and perceived adequate school support, which implies that effective professional development may be a large factor in whether or not teachers implement technology in their classrooms. The second study evaluated participants' perceptions of the effectiveness of mathematics and science professional development offered through a MSTTP academy. Current and former participants completed an online survey which measured their perceptions of academy activities and school environment. Participants also self-reported classroom implementation of technology. Interviews and open-ended survey questions were used to provide further insight into

Relationship among science teacher personality characteristics and degree of teacher classroom implementation after in-service workshop

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Sechler, Phares Lochiel Coleman

State departments of public instruction require that teachers periodically update their licenses throughout their teaching careers. Various professional development events such as in-service workshops, university offerings, and special innovative programs provide opportunities for novice and experienced teachers to grow professionally. The "Team Science" workshop was designed from models supported by research that described guidelines for successful workshop strategies. In evaluating the workshop, the question was asked "Why did not all teachers implement the ideas from the workshop in their science classrooms?" This study investigates the possible relationship between teacher personality characteristics and implementation of technology innovations. Team Science was an extensive workshop program planned to develop science teachers' expertise in using computer and video technology to teach in physical science, chemistry, and physics classrooms in rural school in North Carolina. Upon evaluating the four-year effort, it was found that the 23 participants implemented the technological strategies at various levels. At the higher end of the range of technology use, some teachers exhibited complete integration of the computers and interfacing devices into both the laboratory work and the classroom inquiry. At the lower end of the range, some teachers used the technology very little. The resulting question emerged from the data collected: Do specific teacher personality characteristics (independent variables) correlate with the degree of implementation (dependent variable) of the innovative ideas and tools used in the teacher's science classroom after the in-service workshop? To determine if there were any significant personality traits, each teacher was given five personality tests. The tests were Hunt's Conceptual Development Test, the Paragraph Completion Test; James Rest's Defining Issues Test; Simmons Personal Survey, an emotional tendency test; the Myers-Briggs Type

Observations of Children’s Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

OpenAIRE

Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

2012-01-01

This descriptive study examined classroom activity settings in relation to children’s observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children’s interactions with teachers w...

Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research.

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Davidow, Jason H; Zaroogian, Lisa; Garcia-Barrera, Mauricio A

2016-10-01

This clinical focus article highlights the need for future research involving ways to assist children who stutter in the classroom. The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed. There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom. There is a need for researchers and speech-language pathologists in the schools to study the outcomes of teacher strategies in the classroom for children who stutter.

A Review of Literature on Teacher Efficacy and Classroom Management

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Dibapile, Waitshega Tefo Smitta

2012-01-01

The purpose of this paper was to review the literature on teacher efficacy and classroom management. The conceptual framework of this paper was based on the theories of Rotter (1966) and Bandura (1977). The review of literature indicated that teacher efficacy helps teachers plan effective instructional strategies, increases performance, and…

Teachers' Conflict Management Styles: The Role of Attachment Styles and Classroom Management Efficacy

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Morris-Rothschild, Britta K.; Brassard, Marla R.

2006-01-01

Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CMEFF) and security of attachment (low on avoidance,…

Korean EFL Teachers' Perceptions of the Impact of EFL Teacher Education upon Their Classroom Teaching Practices

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Yook, Cheongmin; Lee, Yong-hun

2016-01-01

This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers' classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected…

The Teacher as Applied Measurer: Realities of Classroom Measurement and Assessment.

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Airasian, Peter W.; Jones, Ann M.

1993-01-01

The perspective of classroom measurement and assessment is broadened by providing a general description of classroom context and the measurements and assessments teachers use. A particular focus is how informal assessment is used to inform daily classroom decisions, and how these decisions spill over into formal measurement and assessment. (SLD)

An ongoing collaborative teacher training through action research. A way of changing classroom practices

Directory of Open Access Journals (Sweden)

Raúl A. Barba-Martín

2015-05-01

Full Text Available The ongoing education training for teachers can be done through different models that could only report or also accompany the process of implementing innovations. The training through reflection processes is presented as essential to make changes in the classroom; also, if it is done collectively with other teachers or between centers, transformations will not only occur in the classroom, but in the whole context. One way leading to a collaborative ongoing education is through action research groups, considering a set of ethical practices whose characteristics allow participants to be trained according to their needs, and through support with other teachers, in order to transform the context. The research we present here is framed in a Teaching Innovation Project, University of Valladolid, through which teachers from three schools that have been trained in inclusive education through action research implementing in their classrooms interactive groups. This collaborative process played by teachers themselves has changed the thinking of teachers, their classroom and their educational contexts in which they work.

Secondary science teachers' view toward and classroom translation of sustained professional development

Science.gov (United States)

Lewis, Elizabeth Blake

This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

Interest in Insects: The Role of Entomology in Environmental Education

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Weeks, Faith J.; Oseto, Christian Y.

2018-01-01

University-based outreach programs have a long history of offering environmental education programs to local schools, but often these lessons are not evaluated for their impact on teachers and students. The impact of these outreach efforts can be influenced by many things, but the instructional delivery method can affect how students are exposed to new topics or how confident teachers feel about incorporating new concepts into the classroom. A study was conducted with a series of university entomology outreach programs using insects as a vehicle for teaching environmental education. These programs were used to assess differences between three of the most common university-based outreach delivery methods (Scientist in the Classroom, Teacher Training Workshops, and Online Curriculum) for their effect on student interest and teacher self-efficacy. Surveys administered to 20 fifth grade classrooms found that the delivery method might not be as important as simply getting insects into activities. This study found that the lessons had a significant impact on student interest in environmental and entomological topics, regardless of treatment. All students found the lessons to be more interesting, valuable, and important over the course of the year. Treatment also did not influence teacher self-efficacy, as it remained high for all teachers. PMID:29473884

classroom environment and academic interest as correlates of ...

African Journals Online (AJOL)

Global Journal

This study investigated classroom environment and students' academic interest as correlates of ... yardstick with which academic success is measured ... Ltd. This work is licensed under Creative Commons Attribution 4.0 International license.

Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

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Anderson, Charlise Askew

2016-01-01

The purpose of this study was to analyze undergraduate teacher candidates' perceptions on integrating technology in the classroom. The study was embedded in the "Technology Pedagogical Content Knowledge" theoretical model. A sample of 143 undergraduate teacher candidates participated in the study. They were asked to address items on a…

Exploring Teacher Knowledge about Dyslexia and Teacher Efficacy in the Inclusive Classroom: A Multiple Case Study

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Sicherer, Mati

2014-01-01

Researchers have found that teachers seem to lack information about dyslexia which can influence teaching efficacy and behavior. Because inclusion has caused children with dyslexia to spend the majority of their day in general education classrooms, general education teachers are mainly responsible for educating these students. These teachers must…

The Lions Quest Program in Turkey: Teachers' Views and Classroom Practices

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Gol-Guven, Mine

2016-01-01

This is a pilot study to explore the classroom implementation of the Lions Quest Program in Turkey. Teachers of first through eighth grades at two elementary schools who applied the program were interviewed about the program and their classroom practices while they were also observed and their classrooms were also observed. Considerable program…

Digital Devices in Classroom--Hesitations of Teachers-to-Be

Science.gov (United States)

Lam, Paul; Tong, Aiden

2012-01-01

More and more teachers are facing the decision whether they should allow or promote students the use of technology in the classroom. The decision is difficult as there are apparently both advantages and disadvantages in doing either way. In terms of positive impacts, research revealed that the use of digital devices in the classroom setting was…

The Relationship between Teachers' Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices

Science.gov (United States)

Saad, Rayana; BouJaoude, Saouma

2012-01-01

The purpose of this study was to investigate relationships between teachers' attitudes toward science, knowledge and beliefs about inquiry, and science classroom teaching practices. Specifically, the study addressed three questions: What are teachers' beliefs and knowledge about inquiry? What are teachers' teaching related classroom practices? Do…

Japanese Family and Consumer Sciences Teachers' Lived Experiences: Self-Disclosure in the Classroom

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Katadae, Ayako

2008-01-01

The purpose of this phenomenological study was to understand the lived experiences of Japanese family and consumer sciences teachers' self-disclosure in the classroom. Twelve secondary school teachers were interviewed, beginning with this primary question, "Think about a specific time and space when you self-disclosed in the classroom. Would you…

Teachers' Literal and Inferential Talk in Early Childhood and Special Education Classrooms

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Sembiante, Sabrina F.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M.

2018-01-01

Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2 classroom contexts and determine whether differences in LT…

Teacher's Approaches in Teaching Literature: Observations of ESL Classroom

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Mustakim, Siti Salina; Mustapha, Ramlee; Lebar, Othman

2014-01-01

This study aimed to identify the approaches employed by teachers in teaching Contemporary Children's Literature Program to upper primary school. Using classroom observations and interview as research instruments, this paper evaluates the approaches of five ESL teachers teaching Year 5 students and examines the various challenges faced by them in…

Transfer of Online Professional Learning to Teachers' Classroom Practice

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Herrington, Anthony; Herrington, Jan; Hoban, Garry; Reid, Doug

2009-01-01

Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. However, it is not clear how well the approach impacts on teachers' classroom practices. This…

Classroom planning and organizing as tasks for the home economics teacher at secondary schools / Lesley Ann Greyvenstein

OpenAIRE

Greyvenstein, Lesley Ann

1986-01-01

Classroom management, as part-discipline of Educational Management, is a function of the teacher in his role of teacher-manager, consisting of the specific regulative tasks or actions performed by the teacher to facilitate the achievement of effective education within the classroom. The four major classroom managerial tasks for the teacher are the planning, organizing, leading and controlling actions, each consisting of numerous sub-tasks, which, although researched as separ...

Arts in the Classroom: What One Elementary Teacher Can Do.

Science.gov (United States)

Ambler, Nancy Morison; Strong, Barbara R.

This monograph, one in a series, describes ways in which elementary teachers have brought arts to the classroom. Descriptions of what teachers are doing are organized by themes. The first theme is the use of the arts in basic skill development. One teacher in Casper, Wyoming, produces rebus books for her students. These books offer a means of…

A 'blended' in-service arrangement for classroom technology integration: impacts on teachers and students

NARCIS (Netherlands)

Voogt, Joke; Almekinders, M.P.; van den Akker, Jan; Moonen, B.H.

2005-01-01

Many studies report that the implementation of technology in education is a complex innovation. Particularly teachers lack skills to integrate technology in their instructional processes. Therefore the potential of technology in the classroom is hardly realized. Teacher learning on classroom use of

Teachers' Preparation Needs for Integrating Technology in the Classroom

Science.gov (United States)

Jackson, Barcus C.

2013-01-01

School districts across the country are charged with preparing the next generation for competing in a global economy and have spent billions of dollars on technology acquisition and Internet use. However, teachers do not feel prepared to integrate technology in the classroom. To prepare teachers for technology integration, the most common approach…

A Chinese EFL Teacher's Classroom Assessment Practices

Science.gov (United States)

Wang, Xiaoying

2017-01-01

This article reports on a case study of how an experienced EFL teacher assessed her students in her oral English course at a university in China. Data were collected over one semester through document analysis, classroom observation and recording, interviews, and student journals. Analysis revealed that the teacher assessed her students through…

Teaching and nature: Middle school science teachers' relationship with nature in personal and classroom contexts

Science.gov (United States)

Ball, Nadine Butcher

2000-10-01

This qualitative study describes three middle-school science teachers' relationship-with-nature in personal and classroom contexts. Participating teachers had more than 7 years experience and were deemed exemplary practitioners by others. Interview data about personal context focused on photographs the teacher took representing her/his relationship-with-nature in daily life. Interview data for classroom context explored classroom events during three or more researcher observations. Transcripts were analyzed using a multiple-readings approach to data reduction (Gilligan, Brown & Rogers, 1990; Miles & Huberman, 1994, p. 14, 141). Readings generated categorical information focused on portrayals of: nature; self; and relationship-with-nature. Categorical data were synthesized into personal and teaching case portraits for each teacher, and cross case themes identified. Participants indicated the portraits accurately represented who they saw themselves to be. Additional readings identified sub-stories by plot and theme. Narrative data were clustered to highlight elements of practice with implications for the relationship-with-nature lived in the classroom. These individual-scale moments were compared with cultural-scale distinctions between anthropocentric and ecological world views. Cross case themes included dimensions of exemplary middle-school science teaching important to teacher education and development, including an expanded conception of knowing and skillful use of student experience. Categorical analysis revealed each teacher had a unique organizing theme influencing their interpretation of personal and classroom events, and that nature is experienced differently in personal as opposed to teaching contexts. Narrative analysis highlights teachers' stories of classroom pets, dissection, and student dissent, illustrating an interplay between conceptual distinctions and personal dimensions during moments of teacher decision making. Results suggest teachers

The effect of training on teachers' knowledge of effective classroom ...

African Journals Online (AJOL)

The effect of training on teachers' knowledge of effective classroom management strategies in Jos metropolis. ... Global Journal of Educational Research ... A single group pre-post test design was used, with a one-day training on classroom management techniques as the independent variable and the number of strategies ...

The Development of Novice Teachers' Culturally Responsive Classroom Management Practice

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Patish, Yelena

2016-01-01

While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice (CRCM) to better meet the needs of their students. My analysis was…

Speech-Language Pathologists' and Teachers' Perceptions of Classroom-Based Interventions.

Science.gov (United States)

Beck, Ann R.; Dennis, Marcia

1997-01-01

Speech-language pathologists (N=21) and teachers (N=54) were surveyed regarding their perceptions of classroom-based interventions. The two groups agreed about the primary advantages and disadvantages of most interventions, the primary areas of difference being classroom management and ease of data collection. Other findings indicated few…

Teachers' Experience in Implementing Cooperative Learning in the Classrooms (Phenomenological Research at Junior High School Classrooms in Ponorogo, East Java, Indonesia)

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Harjali

2017-01-01

This study aimed to investigate the teachers' perception toward the implementation of cooperative learning in the classroom. The research applied a qualitative phenomenological design that used a purposeful sample of six teachers at Junior High School Classrooms in Ponorogo, East Java, Indonesia. Data collected via in-depth interviews, participant…

Classroom Simulation for Trainee Teachers Using 3D Virtual Environments and Simulated Smartbot Student Behaviours

OpenAIRE

Alotaibi, Fahad Mazaed

2014-01-01

his thesis consists of an analysis of a classroom simulation using a Second Life (SL) experiment that aims to investigate the teaching impact on smartbots (virtual students) from trainee teacher avatars with respect to interaction, simulated behaviour, and observed teaching roles. The classroom-based SL experiments’ motivation is to enable the trainee teacher to acquire the necessary skills and experience to manage a real classroom environment through simulations of a real classroom. This ty...

Trading Places: When Teachers Utilize Student Expertise in Technology-Intensive Classrooms.

Science.gov (United States)

Ringstaff, Cathy; And Others

Utilizing self-report data from 32 elementary and secondary teachers, this longitudinal, qualitative study examines the role shifts of both teachers and students as they adapted to teaching and learning in educational, technology-rich, Apple Classrooms of Tomorrow environments. At first, teachers in these instructionally innovative classrooms…

Teachers' Emotional Labour, Discrete Emotions, and Classroom Management Self-Efficacy

Science.gov (United States)

Lee, Mikyoung; van Vlack, Stephen

2018-01-01

Extending research on teachers' emotions beyond general educational contexts and Western samples, we examined how teachers' emotions correlated with their emotional labour strategies and classroom management self-efficacy with an East-Asian sample in an English teaching context (127 Korean English teachers). Surface acting (emotional expressions…

Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings.

Science.gov (United States)

Booren, Leslie M; Downer, Jason T; Vitiello, Virginia E

2012-07-01

This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children's interactions with teachers were higher in teacher-structured settings, such as large group. On average, children's interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions.

Teacher Logs: A Tool for Gaining a Comprehensive Understanding of Classroom Practices

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Glennie, Elizabeth J.; Charles, Karen J.; Rice, Olivia N.

2017-01-01

Examining repeated classroom encounters over time provides a comprehensive picture of activities. Studies of instructional practices in classrooms have traditionally relied on two methods: classroom observations, which are expensive, and surveys, which are limited in scope and accuracy. Teacher logs provide a "real-time" method for…

Classroom Live: a software-assisted gamification tool

Science.gov (United States)

de Freitas, Adrian A.; de Freitas, Michelle M.

2013-06-01

Teachers have come to rely on a variety of approaches in order to elicit and sustain student interest in the classroom. One particular approach, known as gamification, seeks to improve student engagement by transforming the traditional classroom experience into a competitive multiplayer game. Initial attempts at classroom gamification relied on the teacher manually tracking student progress. At the US Air Force Academy, we wanted to experiment with a software gamification tool. Our client/server suite, dubbed Classroom Live, streamlines the gamification process for the teacher by simplifying common tasks. Simultaneously, the tool provides students with an esthetically pleasing user interface that offers in game rewards in exchange for their participation. Classroom Live is still in development, but our initial experience using the tool has been extremely positive and confirms our belief that students respond positively to gamification, even at the undergraduate level.

Teacher Learning in the Workplace: A Study of the Relationship between a Novice EFL Teacher's Classroom Practices and Cognition Development

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Kang, Yan; Cheng, Xiaotang

2014-01-01

This article reports on an in-depth case study of a novice middle school EFL teacher's cognition development during the process of learning to teach in the workplace. Data was collected mainly through classroom observations and interviews. Results indicate that the teacher exhibited a considerable amount of change in her classroom practices, which…

Cognitive Processing about Classroom-Relevant Contexts: Teachers' Attention to and Utilization of Girls' Body Size, Ethnicity, Attractiveness, and Facial Affect

Science.gov (United States)

Wang, Shirley S.; Treat, Teresa A.; Brownell, Kelly D.

2008-01-01

This study examines 2 aspects of cognitive processing in person perception--attention and decision making--in classroom-relevant contexts. Teachers completed 2 implicit, performance-based tasks that characterized attention to and utilization of 4 student characteristics of interest: ethnicity, facial affect, body size, and attractiveness. Stimuli…

Anxiety in the Classroom: Implications for Middle School Teachers

Science.gov (United States)

Moran, Kristen

2016-01-01

Anxiety is a prevalent mental health concern in children and adolescents that can have a negative effect on their personal relationships as well as their academics. Teachers are in a position to assist in recognizing the signs of anxiety and supporting students in the classroom. Practical suggestions on how teachers can support middle school…

Two Heads Are Better than One: Influencing Preservice Classroom Teachers' Understanding and Practice of Classroom-Library Collaboration

Science.gov (United States)

Moreillon, Judi

2008-01-01

Two Heads Are Better than One: The Factors Influencing the Understanding and Practice of Classroom-Library Collaboration proposed to identify the factors involved in educating future K-8 classroom teachers about collaboration for instruction with school library media specialists (SLMSs). This longitudinal study monitored the growth of teacher…

Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

Directory of Open Access Journals (Sweden)

Michael Whitacre

2013-01-01

Full Text Available Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004. The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI, and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how pre-service bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI developed by Haager, Gersten, Baker, and Graves (2003. To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts’ dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms.

Middle school teachers' familiarity with, interest in, performance on, and conceptual and pedagogical knowledge of light

Science.gov (United States)

Mbewe, Simeon

The purpose of this study was threefold: Examine middle school teachers' familiarity with, interest in, conceptual knowledge of and performance on light; Examine their ability to identify misconceptions on light and their suggested pedagogical ideas to address the identified misconceptions; and Establish the relationship between the middle school teachers' interest, familiarity, conceptual understanding, performance, misconception identification, and pedagogical ideas for light. Sixty six (66) middle school science teachers enrolled in three math and science teacher professional development projects at Southern Illinois University Carbondale participated in this study. This study used mixed-methods approach to collect and analyze data. The participants responded in writing to four different instruments: Familiarity and Interest Questionnaire, Conceptual Knowledge Test, Two-tier Performance Test, and Misconceptions Identification Questionnaire. Data was analyzed quantitatively by conducting non-parametric (Wilcoxon, Mann-Whitney U, and Kruskal-Wallis) and parametric (paired samples, independent samples, and One-Way ANOVA) tests. Qualitative data was analyzed using thematic analysis and open coding to identify emerging themes and categories. The results showed that the teachers reported high levels of familiarity with and interest in learning more about light concepts. However, they had low conceptual knowledge and performance on light concepts. As such, middle school teachers' perceived knowledge of light concepts was not consistent with their actual knowledge of light. To some extent, the teachers identified students' misconceptions expressed in some scenarios on light and also suggested pedagogical ideas for addressing such misconceptions in middle school science classrooms. However, most teachers did not provide details on their pedagogical ideas for light. Correlations among the four constructs (familiarity, interest, conceptual understanding, and performance

Teacher perspectives on science literacy in multilingual classrooms –multidisciplinary explorations

DEFF Research Database (Denmark)

Hajer, Maaike; Nielsen, Birgitte Lund; Tytler, Russell

using Clarke & Hollingworth (2002) (referred to as C&H) model for analyzing teacher development as connections between teachers personal domain of knowledge and beliefs, practice domain of experimenting in the classroom, domain of consequence including salient student outcomes and the external domain...... that requires multidisciplinary cooperation. The Swedish Science and Literacy Teaching (SALT)project focuses on the questions How do science teachers address literacy skills in classes with secondary students in a multilingual classroom? and How can an explicit focus on literacy development become an integrated...... part of science teachers’ practice and thinking? The multidisciplinary team includes expertise in applied linguistics (text analysis, second language teaching), science pedagogy and teacher professional development. Having gathered the SALT data, the challenge in this phase is in the analysis. How can...

Movement integration in elementary classrooms: Teacher perceptions and implications for program planning.

Science.gov (United States)

Webster, Collin A; Zarrett, Nicole; Cook, Brittany S; Egan, Cate; Nesbitt, Danielle; Weaver, R Glenn

2017-04-01

Movement integration (MI), which involves infusing physical activity (PA) into regular classroom time in schools, is widely recommended to help children meet the national guideline of 60min of PA each day. Understanding the perspective of elementary classroom teachers (ECTs) toward MI is critical to program planning for interventions/professional development. This study examined the MI perceptions of ECTs in order to inform the design and implementation of a school-based pilot program that focused in part on increasing children's PA through MI. Twelve ECTs (Grades 1-3) from four schools were selected to participate based on their responses to a survey about their use of MI. Based on the idea that MI programming should be designed with particular attention to teachers who integrate relatively few movement opportunities in their classrooms, the intent was to select the teacher who reported integrating movement the least at her/his respective grade level at each school. However, not all of these teachers agreed to participate in the study. The final sample included two groups of ECTs, including eight lowest integrating teachers and four additional teachers. Each ECT participated in an interview during the semester before the pilot program was implemented. Through qualitative analysis of the interview transcripts, four themes emerged: (a) challenges and barriers (e.g., lack of time), (b) current and ideal resources (e.g., school support), (c) current implementation processes (e.g., scheduling MI into daily routines), and (e) teachers' ideas and tips for MI (e.g., stick with it and learn as you go). The themes were supported by data from both groups of teachers. This study's findings can inform future efforts to increase movement opportunities for children during regular classroom time. Copyright © 2017 Elsevier Ltd. All rights reserved.

Teachers' Views about the Education of Gifted Students in Regular Classrooms

Directory of Open Access Journals (Sweden)

Neşe Kutlu Abu

2017-12-01

Full Text Available The purpose of this study was to investigate classroom teachers’ views about the education of gifted students in regular classrooms. The sample of the study is composed of ten primary school teachers working in the city of Amasya and had gifted students in their classes. In the present study, phenomenological research design was used. Data was collected through semi-structured interviews and analyzed descriptively in the QSR N-Vivo package program. The findings showed that teachers did not believe a need for differentiating curriculum for gifted students; rather they expressed that regular curriculum was enough for gifted students. Based on the findings, it is clear that teachers need training both on the need of differentiated education for gifted students and strategies and approaches about how to educate gifted students. Teachers’ attitudes towards gifted students in regular classrooms should be investigated so that teachers’ unsupportive beliefs about differentiation for gifted students also influence their attitudes towards gifted students.

Conceptual systems and teacher attitudes toward regular classroom placement of mildly mentally retarded students.

Science.gov (United States)

Feldman, D; Altman, R

1985-01-01

The effects of a teacher personality construct (abstract vs. concrete conceptual system) and two pupil variables (race, school behavior) on 454 regular classroom teachers' attitudes toward mainstreaming were determined. Following administration of the Conceptual Systems Test, teachers were randomly assigned a profile of a mildly mentally retarded student that held pupil IQ and school achievement constant while varying pupil's race and school behavior. Subjects responded on an integration inventory comprised of three subscales: social-psychological classroom environment, self-actualization, and classroom cohesiveness. Results revealed a significant main effect on the behavior variable and a significant Personality X Race interaction on all inventory dimensions, suggesting that these teachers perceived maladaptive behavior of mainstreamed retarded students as a significant threat to a conducive instructional atmosphere and the capability of nonretarded students to achieve to their potential. These results have implications for inservice training for teachers based on the pupil race and teacher conceptual system findings.

Using Theory to Support Classroom Teachers as Physical Activity Promoters

Science.gov (United States)

Egan, Catherine A.; Webster, Collin A.

2018-01-01

Recently, there has been growing attention on the importance of the staff involvement component of a comprehensive school physical activity program (CSPAP). In particular, classroom teachers (CTs) are increasingly being called upon to promote physical activity (PA) in their classrooms as part of the PA during school component of a CSPAP.…

Teachers' classroom management variables and students' academic ...

African Journals Online (AJOL)

Teachers' classroom management variables and students' academic achievement in French in Cross River State, Nigeria. JU Emeh, CA Agbor. Abstract. No Abstract. Global Journal of Humanities Vol. 4(1&2) 2005: 25-27. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD ...

"Unwalling" the Classroom: Teacher Reaction and Adaptation

Science.gov (United States)

Deed, Craig; Lesko, Thomas

2015-01-01

Modern open school architecture abstractly expresses ideas about choice, flexibility and autonomy. While open spaces express and authorise different teaching practice, these versions of school and classrooms present challenges to teaching routines and practice. This paper examines how teachers adapt as they move into new school buildings designed…

Educating English Learners: What Every Classroom Teacher Needs to Know

Science.gov (United States)

Nutta, Joyce W.; Strebel, Carine; Mokhtari, Kouider; Mihai, Florin M.; Crevecoeur-Bryant, Edwidge

2014-01-01

In "Educating English Learners," Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, "Preparing Every Teacher to Reach English Learners," the authors now…

Predicting Teacher Participation in a Classroom-Based, Integrated Preventive Intervention for Preschoolers.

Science.gov (United States)

Baker, Courtney N; Kupersmidt, Janis B; Voegler-Lee, Mary Ellen; Arnold, David H; Willoughby, Michael T

2010-01-01

Preschools provide a promising setting in which to conduct preventive interventions for childhood problems, but classroom programs can only be effective if teachers are willing and able to implement them. This study is one of the first to investigate predictors of the frequency of teacher participation in a classroom-based, randomized controlled trial of an integrated prevention program for preschoolers. The intervention was designed to promote school readiness with an integrated social and academic program, to be implemented by teachers with the support of classroom consultants. The current study is part of a larger project conducted with Head Start and community child care centers that serve primarily economically disadvantaged families; 49 teachers from 30 centers participated in this study. Overall, teachers conducted approximately 70% of the program activities. Participation decreased significantly over time from the first to the final week of the intervention, and also decreased within each week of the intervention, from the first to the final weekly activity. Teachers working at community child care centers implemented more intervention activities than did Head Start teachers. Teacher concerns about the intervention, assessed prior to training, predicted less participation. In addition, teachers' participation was positively related to their perception that their centers and directors were supportive, collegial, efficient, and fair, as well as their job satisfaction and commitment. Teacher experience, education, ethnicity, and self-efficacy were not significantly related to participation. In multi-level models that considered center as a level of analysis, substantial variance was accounted for by centers, pointing to the importance of considering center-level predictors in future research.

Does Professional Development Reduce the Influence of Teacher Stress on Teacher-Child Interactions in Pre-Kindergarten Classrooms?

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Sandilos, Lia E.; Goble, Priscilla; Rimm-Kaufman, Sara E.; Pianta, Robert C.

2018-01-01

The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…

Connected to Learn: Teachers' Experiences with Networked Technologies in the Classroom

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Johnson, Matthew; Riel, Richard; Germain-Froese, Bernie

2016-01-01

To get a better understanding of how networked technologies are impacting teachers and their teaching practices, in 2015 MediaSmarts partnered with the Canadian Teachers' Federation to survey 4,043 K-12 teachers and school administrators who were teaching in classroom settings across the country. The survey explored the extent to which networked…

Bilingual Identity Negotiation in Practice: Teacher Pedagogy and Classroom Interaction in a Bilingual Programme

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Fielding, Ruth

2016-01-01

This paper discusses how teachers in a bilingual education programme see their pedagogies and interactions influencing student connection to the languages of the bilingual programme. The teacher perception of the classroom is explored because the classroom is one of the principal settings in which the students negotiate their bilingual identities.…

Equipping Preservice Elementary Teachers for Data Use in the Classroom

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Reeves, Todd D.

2017-01-01

Current preservice teacher education practice related to data use has been deemed inadequate, in that it is unevenly distributed and often superficial. In response, this article describes a course-based classroom assessment data-literacy experience for preservice elementary teachers. Grounded in extant theory and research concerning data literacy…

Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers

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Eckhoff, Angela

2011-01-01

This study examined how preservice teachers view the nature and role of creativity in light of the complexities of contemporary early childhood classrooms. A multiple methods approach was utilized and data were collected with the Questionnaire Examining Student Teachers' Beliefs about Creativity (Diakidoy & Kanari, 1999) survey instrument and…

Effects of a Play-Based Teacher Consultation (PBTC) Program on Interpersonal Skills of Elementary School Teachers in the Classroom

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Carlson, Sarah E.

2011-01-01

The purpose of this study was to examine the effectiveness of a play-based teacher consultation (PBTC) program on individual teachers' interpersonal classroom behaviors and teacher-child relationships. The research questions addressed the application of child-centered play therapy principles and PBTC increasing teacher responsiveness, decreasing…

Teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms

Directory of Open Access Journals (Sweden)

Trine Mathiesen Gilje

2014-10-01

Full Text Available This article is about a qualitative study of teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms. Teacher cognition, defined by Borg (2003, p.81 as ‘what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom’, is a relatively new field of research, with few studies focussing on its link to the teaching of EFL reading skills in state schools or in young language learner classrooms. The study therefore aimed to explore upper primary EFL teachers’ reading-related materials and practices, what knowledge, attitudes and beliefs formed the basis of their choices, and the role of teacher education in this context. The method was semi-structured interviews with eight randomly selected 6th grade EFL-teachers. The study showed that the teachers primarily based their teaching of EFL reading on textbooks, used them in similar ways, but also used additional reading materials to varying extents. The teachers thus appeared to be heavily guided by their textbooks, in addition to intuition and routines. The impact of formal teacher education varied from teacher to teacher. Nevertheless, it was argued that pre-service and in-service teacher education will play an important role in helping future EFL teachers make and understand the choices they make about reading materials and pracices, so that they can meet the demands of increasingly diverse classrooms due to differences in linguistic, social and national backgrounds between pupils.

The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers

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Unal, Zafer; Unal, Aslihan

2012-01-01

This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than…

Teachers' Uses of the Target and First Languages in Second and Foreign Language Classrooms.

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Turnball, Miles; Arnett, Katy

2002-01-01

Reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first languages (L1) in second and foreign language classrooms. Explores several issues related to teachers' use of the L1 and the TL in the classroom; exposure to TL input, student motivation, cognitive considerations, code switching, and…

Teacher Activities and Adolescent Students’ Participation in a Colombian EFL Classroom

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Jefferson Caicedo

2015-07-01

Full Text Available The present study concerns the activities teachers develop and ninth-graders’ participation in responses to those activities. The objectives of this study were to identify and describe the types of teaching activities developed and how students respond to them and to show how the target language is used in the classroom. The data collection was conducted through daily field notes and a diary. The findings show that in the classroom, the teacher develops twelve types of activities, and the percentage of use of the target language is low.

Fear and Efficacy Appeals in the Classroom: The Secondary Teachers' Perspective

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Putwain, David W.; Roberts, Christine M.

2012-01-01

Previous research has examined the use of classroom fear and efficacy appeals from a student perspective, but little is known about teachers' views towards fear and efficacy appeals. In this preliminary study, we conducted a survey of 234 secondary school teachers. Results showed that teachers held mixed views towards the use of fear appeals and…

Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

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Akin, Sibel; Yildirim, Ali; Goodwin, A. Lin

2016-01-01

This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15…

Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

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Hvidsten, Connie J.

Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their

Innovation through College Classroom Teacher: an Analysis of Experience

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Gonzalez-Tirados, Rosa Maria; Medina-Rojas, Silvia

2014-05-01

satisfaction of what they do is well done. Although this statement can be seen truncated as in the current moment research has higher priority versus teaching and scientific publications address the training and even mobility management or come to have more value than the training itself and learning along the life, although this phrase is used a lot from Bologna called Treaty. In these circumstances it is very difficult to practicing teachers, their training and educational needs updating, because what they are going to value professional development is, first, their research experience, giving the highest score at CV than to your educational background, teaching experience, also valued more educational management and administration. In this work we will provide objective data on the results regarding the university teachers training and different learning models that we have developed, as well as the achievements on the level of participation in the last ten years, the level of satisfaction and the innovation performance in the classroom, after receiving training. In addition, we would like to raise a discussion forum on the future of university faculty training for the profession of teaching and provoke interest here some questions for discussion and possible solutions: • Where should we focus on the university teachers training? • What is the status of university teacher Centers training in other EU countries? • What are the training models in other countries of the European Union? • What is the value and who appreciates the teacher training? • Should be mandatory or would be detrimental and would not be interested? A teacher should be an expert, brushing or reaching the excellence of their own knowledge, not to mention minimum-pedagogical training bases. Otherwise he will be an excellent researcher, something that is always needed, but mediocre or bad teacher that can cause irreparable damage to some students that fall in his class.

Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

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Liu, Ping

2016-01-01

This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that…

Classroom-Based Professional Expertise: A Mathematics Teacher's Practice with Technology

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Bozkurt, Gulay; Ruthven, Kenneth

2017-01-01

This study examines the classroom practice and craft knowledge underpinning one teacher's integration of the use of GeoGebra software into mathematics teaching. The chosen teacher worked in an English secondary school and was professionally well regarded as an accomplished user of digital technology in mathematics teaching. Designed in accordance…

Transfer of Active Learning Strategies from the Teacher Education Classroom to PreK-12th Grade Classrooms

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Pepper, Kaye; Blackwell, Sarah; Monroe, Ann; Coskey, Shawn

2012-01-01

In this study, researchers investigated the influence of modeling active learning strategies in an introductory foundations teacher preparation course: 1) on teacher candidates' perceptions of participating in active learning in the college classroom, 2) on participants' acquisition of course content, and 3) on participants' later use of active…

Observations of Children’s Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

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Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

2014-01-01

This descriptive study examined classroom activity settings in relation to children’s observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children’s interactions with teachers were higher in teacher-structured settings, such as large group. On average, children’s interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions. PMID:25717282

The 21st Century Physics Classroom: What Students, Teachers, and Classroom Observers Report

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Sunal, Dennis W.; Dantzler, John A.; Sunal, Cynthia Szymanski; Turner, Donna P.; Harrell, James W.; Simon, Marsha; Aggarwal, Mohan D.

2016-01-01

Before we can effectively apply specific interventions through professional development, it is important to determine what is occurring in our high school physics classrooms. This study investigated common professional practices in physics teaching among a representative sample group of schools and teachers from a diverse, geographically large…

Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom

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Makar, Katie; Bakker, A.; Ben-Zvi, Dani

2015-01-01

Developing mathematical inquiry practices requires that teachers are explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of norms and practices in mathematical inquiry over time? Analysis of classroom video over a year

Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?

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Hunley, Rebecca C.

For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

Preschool Teachers' Views about Classroom Management Models

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Sahin-Sak, Ikbal Tuba; Sak, Ramazan; Tezel-Sahin, Fatma

2018-01-01

This survey-based quantitative study investigates 310 Turkish preschool teachers' views about classroom management, using the following six models of disciplinary strategy: behavioral change theory, Dreikurs' social discipline model, Canter's assertive discipline model, the Glasser model of discipline, Kounin's model, and Gordon's teacher…

Students' Positioning in the Classroom: a Study of Teacher-Student Interactions in a Socioscientific Issue Context

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Bossér, Ulrika; Lindahl, Mats

2017-07-01

The integration of socioscientific issues (SSI) in science education calls for emphasizing dialogic classroom practices that include students' views together with multiple sources of knowledge and diverse perspectives on the issues. Such classroom practices aim to empower students to participate in decision-making on SSI. This can be accomplished by enhancing their independence as learners and positioning them as legitimate participants in societal discussions. However, this is a complex task for science teachers. In this study, we introduce positioning theory as a lens to analyse classroom discourse on SSI in order to enhance our knowledge of the manners by which teachers' interactions with students make available or promote different positions for the students, that is, different parts for the students to play as participants, when dealing with SSI in the classroom. Transcripts of interactions between one teacher and six student groups, recorded during two lessons, were analysed with respect to the positioning of the students as participants in the classroom, and in relation to the SSI under consideration. The results show that the teacher-student interactions made available contrasting student positions. The students were positioned by the teacher or positioned themselves as independent learners or as dependent on the teacher. Furthermore, the students were positioned as affected by the issue but as spectators to public negotiations of the issue. Knowledge about the manner in which teacher-student interactions can function to position students seems important for dialogic classroom practices and the promotion of student positions that sustain the pursuit of intended educational outcomes.

Investigating Classroom Teaching Competencies of Pre Service Elementary Mathematics Teachers

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Gokalp, Murat

2016-01-01

The study has sought answers to two major questions: What is the current situation in Elementary Mathematics Education programs at Faculty of Education in terms of classroom teaching competencies? To what extent do pre service teachers acquire these competencies? The research was conducted on 202 senior pre service teachers studying at the…

The Potential of General Classroom Observation: Turkish EFL Teachers' Perceptions, Sentiments, and Readiness for Action

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Merç, Ali

2015-01-01

The purpose of this study was to determine Turkish EFL teachers' attitudes towards classroom observation. 204 teachers from different school settings responded to an online questionnaire. Data were analyzed according to three types of attitudes towards classroom observation: perceptions, sentiments, and readiness for action. The findings revealed…

Pre-School Teachers' Classroom Management Competency and the Factors Affecting Their Understanding of Discipline

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Buyuktaskapu Soydan, Sema; Alakoc, Pirpir; Ozturk Samur, Ayse; Angin, Duriye Esra

2018-01-01

Purpose: This research was carried out to determine the classroom management competency and the levels of perception of understanding of discipline among preschool teachers, the effect of their classroom management competency and understanding of discipline on child-teacher relationship, the relationship between interpersonal problem-solving and…

The Current Status of Classroom Inclusion Activities of Secondary Agriculture Teachers

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Hoerst, Caryn M.; Whittington, M. Susie

2009-01-01

The current status of classroom inclusion activities among agriculture teachers in comprehensive secondary agricultural education programs in Ohio is reported. The researchers describe secondary agriculture teachers' needs related to teaching learners with special needs in inclusion classes, given legislative mandates. Specifically, the…

Teacher Leaders' Perceptions of the Use of Humor in the High School Classroom

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Kosiczky, Bonnie

2013-01-01

The purpose of this study was to investigate teacher leaders' perceptions of the use of humor in the high school classroom. For the purposes of this qualitative research the case study method was used. The question of what makes teachers successful with their use of humor in the classroom has been divided into four categories: climate,…

Relationship between Academic Optimism and Classroom Management Styles of Teachers--Case Study: Elementary School Teachers in Isfahan

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Moghtadaie, L.; Hoveida, R.

2015-01-01

The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school…

PUPIL-TEACHER ADJUSTEMENT AND MUTUAL ADAPTATION IN CREATING CLASSROOM LEARNING ENVIRONMENTS.

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FOX, ROBERT S.; AND OTHERS

AN ANALYSIS OF THE DYNAMICS OF THE LEARNING SITUATIONS IN A VARIETY OF PUBLIC SCHOOL CLASSROOMS WAS UNDERTAKEN. THE PROJECT MADE A COMPARATIVE ANALYSIS OF THE PATTERNS OF COOPERATION OR ALIENATION AMONG PARENTS, TEACHERS, PEERS, AND INDIVIDUAL PUPILS. THE PATTERNS CREATE LEARNING CULTURES OF DIFFERENT PRODUCTIVITY IN VARIOUS CLASSROOMS. THE DATA…

Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers

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Patel, Nilesh Kumar

2018-01-01

This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was…

Evaluation of Mathematical Game Design Skills of Pre-Service Classroom Teachers

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Pilten, Pusat; Pilten, Gülhiz; Divrik, Ramazan; Divrik, Fatma

2017-01-01

The purpose of the research is to evaluate the games prepared by pre-service classroom teachers within the scope of "Mathematics Teaching 1" and "Mathematics Teaching 2" courses, which are included in the undergraduate classroom teaching programs in Turkey, and to make predictions on the game design skills of pre-service…

Social Inclusion: Teachers as Facilitators in Peer Acceptance of Students with Disabilities in Regular Classrooms in Tamil Nadu, India

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David, Ruffina; Kuyini, Ahmed Bawa

2012-01-01

This study examined the impact of classroom teachers' attitudes towards inclusive education, teachers' self-efficacy and classroom practices on the social status of students with disabilities in inclusive classrooms in Tamil Nadu, India. Questionnaires, interviews and classroom observations were employed to gather data. The data analysis included…

Classroom Conversation Analysis and Critical Reflective Practice: Self-Evaluation of Teacher Talk Framework in Focus

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Ghafarpour, Hajar

2017-01-01

The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the…

Interactive Whiteboard Integration in Classrooms: Active Teachers Understanding about Their Training Process

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Pujol, Meritxell Cortada; Quintana, Maria Graciela Badilla; Romaní, Jordi Riera

With the incorporation in education of Information and Communication Technologies (ICT), especially the Interactive Whiteboard (IWB), emerges the need for a proper teacher training process due to adequate the integration and the didactic use of this tool in the classroom. This article discusses the teachers' perception on the training process for ICT integration. Its main aim is to contribute to the unification of minimum criteria for effective ICT implementation in any training process for active teachers. This case study begins from the development of a training model called Eduticom which was putted into practice in 4 schools in Catalonia, Spain. Findings indicated different teachers' needs such as an appropriate infrastructure, a proper management and a flexible training model which essentially addresses methodological and didactic aspects of IWB uses in the classroom.

Creating a Classroom Team: How Teachers and Paraprofessionals Can Make Working Together Work

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American Federation of Teachers (NJ), 2004

2004-01-01

Respect and communication. That's what teachers and paraprofessionals say makes an effective classroom team. In speaking with paraprofessionals and teachers, the American Federation of Teachers (AFT) has gathered several tips about how to make working together work. These tips include: (1) Creating a healthy, open relationship between teacher and…

Community and inquiry: journey of a science teacher

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Goldberg, Jennifer; Welsh, Kate Muir

2009-09-01

In this case study, we examine a teacher's journey, including reflections on teaching science, everyday classroom interaction, and their intertwined relationship. The teacher's reflections include an awareness of being "a White middle-class born and raised teacher teaching other peoples' children." This awareness was enacted in the science classroom and emerges through approaches to inquiry . Our interest in Ms. Cook's journey grew out of discussions, including both informal and semi-structured interviews, in two research projects over a three-year period. Our interest was further piqued as we analyzed videotaped classroom interaction during science lessons and discovered connections between Ms. Cook's reflections and classroom interaction. In this article, we illustrate ways that her journey emerges as a conscientization. This, at least in part, shapes classroom interaction, which then again shapes her conscientization in a recursive, dynamic relationship. We examine her reflections on her "hegemonic (cultural and socio-economic) practices" and consider how these reflections help her reconsider such practices through analysis of classroom interaction. Analyses lead us to considering the importance of inquiry within this classroom community.

Teacher Use of Creativity-Enhancing Activities in Chinese and American Elementary Classrooms

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Hartley, Kylie A.; Plucker, Jonathan A.

2014-01-01

The purpose of these exploratory studies was to examine Chinese and American elementary teachers' perceptions of how various classroom activities contribute to student creativity, and how often teachers report engaging their students in these activities. Third, fourth, and fifth grade teachers in the Midwestern United States (N = 51) and in…

Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school.

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Murray, Desiree W; Rabiner, David L; Kuhn, Laura; Pan, Yi; Sabet, Raha Forooz

2018-04-01

The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d=0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d=0.54) and inattention (d=-0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Digital Technologies in Mathematics Classrooms: Barriers, Lessons and Focus on Teachers

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Sacristán, Ana Isabel

2017-01-01

In this paper, drawing from data from several experiences and studies in which I have been involved in Mexico, I reflect on the constraints and inertia of classroom cultures, and the barriers to successful, meaningful and transformative technology integration in mathematics classroom. I focus on teachers as key players for this integration,…

A Confirmatory Factor Analysis of Preservice Teachers' Responses to the Attitudes and Beliefs on Classroom Control Inventory.

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Henson, Robin K.; Roberts, J. Kyle

This study examined the factorial invariance of scores from the Attitudes and Beliefs on Classroom Control Inventory (ABCC) (Martin and others, 1998) for 243 undergraduate preservice teachers. Although the original ABCC was developed with inservice teachers, use of the instrument to study the classroom beliefs of preservice teachers had not been…

What works for you? Using teacher feedback to inform adaptations of pivotal response training for classroom use.

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Stahmer, Aubyn C; Suhrheinrich, Jessica; Reed, Sarah; Schreibman, Laura

2012-01-01

Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use.

Teachers' Perception of Social Justice in Mathematics Classrooms

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Panthi, Ram Krishna; Luitel, Bal Chandra; Belbase, Shashidhar

2017-01-01

The purpose of this study was to explore mathematics teachers' perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers…

Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

Directory of Open Access Journals (Sweden)

Zafer Unal

2017-11-01

Full Text Available As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style.

Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.

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Cappella, Elise; Hamre, Bridget K; Kim, Ha Yeon; Henry, David B; Frazier, Stacy L; Atkins, Marc S; Schoenwald, Sonja K

2012-08-01

To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. © 2012 American Psychological Association

Scientific Participation at the Poles: K-12 Teachers in Polar Science for Careers and Classrooms

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Crowley, S.; Warburton, J.

2012-12-01

PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the polar regions. PolarTREC highlights the importance of involving teachers in scientific research in regards to their careers as educators and their ability to engage students in the direct experience of science. To date, PolarTREC has placed over 90 teachers with research teams in the Arctic and Antarctic. Published results of our program evaluation quantify the effect of the field experience on the teachers' use of the real scientific process in the classroom, the improvement in science content taught in classrooms, and the use of non-fiction texts (real data and science papers) as primary learning tools for students. Teachers and students both report an increase of STEM literacy in the classroom content, confidence in science education, as well as a markedly broadened outlook of science as essential to their future. Research conducted with science teams affirms that they are achieving broader impacts when PolarTREC teachers are involved in their expeditions. Additionally, they reported that these teachers making vital contributions to the success of the scientific project.

Assessment of Teacher Perceived Skill in Classroom Assessment Practices Using IRT Models

Science.gov (United States)

Koloi-Keaikitse, Setlhomo

2017-01-01

The purpose of this study was to assess teacher perceived skill in classroom assessment practices. Data were collected from a sample of (N = 691) teachers selected from government primary, junior secondary, and senior secondary schools in Botswana. Item response theory models were used to identify teacher response on items that measured their…

Changing teachers practices from within classrooms

DEFF Research Database (Denmark)

Meyer, Bente Tobiesen

2013-01-01

The paper focuses on how teachers’ professional development was initiated in connection with a project where iPads were given to seven graders and their teachers for an entire school year. The paper discusses the ways in which the presence of these mobile technologies in classrooms generated new ...... discusses how changes initiated by tablets as mediators of teachers’ practices and reflections on practices can be understood as respectively augmenting and transforming practice....

Foreign-language teaching and studying in Chilean and Finnish classrooms as seen by teachers

Directory of Open Access Journals (Sweden)

Harjanne Pirjo

2017-09-01

Full Text Available This article reports Chilean and Finnish foreign-language (FL teachers’ perceptions of teaching and study realities in their own FL classrooms. Communicative language teaching (CLT is used as the teaching–studying–learning methodological framework of an international KIELO project (= the acronym for Finnish “kieltenopetus” meaning “language teaching”, whose online survey was used to collect data for this article. We aim at answering the following research question: What are the FL teachers’ main approaches to teaching and studying in Chilean and Finnish FL classrooms and what is the FL classroom teaching and study reality like in these two countries? The data were collected from 83 Chilean and 147 Finnish FL teachers through an online survey covering 15 key themes of CLT and including 115 Likert-scale statements and 8 open-ended questions. In the descriptive data analysis, both Chilean and Finnish FL teachers claim that they encourage their students to use the target language considerably and that they use communicative oral tasks. For both groups of participants, however, teacher-centeredness and use of textbook score relatively high. The two-cluster analysis revealed a context-dependent cluster and a context-independent cluster. Context-dependent teachers tended to favor communicative oral tasks, real-life tasks and their own language tasks, whereas context-independent teachers favored more non-communicative tasks. Context-dependent teachers proved more student-centered than context-independent teachers. For Chilean and Finnish research participants, the use of mother tongue in foreign language classrooms appears to be an issue despite the growing need of foreign language communication.

On Fostering Students＇Interest in Speaking English in the Classroom

Institute of Scientific and Technical Information of China (English)

Zhang Lizhou

2015-01-01

This paper mainly introduces students＇ interest＇ fostering and stimulating. First, it tells the importance of interest in learning by citing the famous person＇ s word. Then it turns to the some knowledge that we should pay attention to in fostering students＇ interest. Then it is about the introduction to the principles that we should adhere to in fostering students＇ interest. Last, it draws to a conclusion, and once again, it tells us the importance of interest in classroom teaching.

Exploring the meaning of practicing classroom inquiry from the perspectives of National Board Certified Science Teachers

Science.gov (United States)

Karaman, Ayhan

Inquiry has been one of the most prominent terms of the contemporary science education reform movement (Buck, Latta, & Leslie-Pelecky, 2007; Colburn, 2006; Settlage, 2007). Practicing classroom inquiry has maintained its central position in science education for several decades because science education reform documents promote classroom inquiry as the potential savior of science education from its current problems. Likewise, having the capabilities of teaching science through inquiry has been considered by National Board for Professional Teaching Standards [NBPTS] as one of the essential elements of being an accomplished science teacher. Successful completion of National Board Certification [NBC] assessment process involves presenting a clear evidence of enacting inquiry with students. Despite the high-profile of the word inquiry in the reform documents, the same is not true in schools (Crawford, 2007). Most of the science teachers do not embrace this type of approach in their everyday teaching practices of science (Johnson, 2006; Luera, Moyer, & Everett, 2005; Smolleck, Zembal-Saul, & Yoder, 2006; Trumbull, Scarano, & Bonney, 2006). And the specific meanings attributed to inquiry by science teachers do not necessarily match with the original intentions of science education reform documents (Matson & Parsons, 2006; Wheeler, 2000; Windschitl, 2003). Unveiling the various meanings held by science teachers is important in developing better strategies for the future success of science education reform efforts (Jones & Eick, 2007; Keys & Bryan, 2001). Due to the potential influences of National Board Certified Science Teachers [NBCSTs] on inexperienced science teachers as their mentors, examining inquiry conceptions of NBCSTs is called for. How do these accomplished practitioners understand and enact inquiry? The purpose of this dissertation research study was twofold. First, it investigated the role of NBC performance assessment process on the professional development

Teachers' use of classroom assessment in primary school mathematics education in the Netherlands

NARCIS (Netherlands)

Veldhuis, M.; van den Heuvel-Panhuizen, M.; Vermeulen, Jorine; Eggen, Theodorus Johannes Hendrikus Maria

2013-01-01

This paper reports on a survey of the classroom assessment practices of Dutch primary school teachers in mathematics education. We investigated, using an online questionnaire, how teachers collect information on their studentś progress and how teacherś assessment methods, purposes, and beliefs about

The Teacher as Colleague in Classroom Research. Occasional Paper No. 4.

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Florio, Susan; Walsh, Martha

This paper traces the evolving relationship of a teacher and a researcher who shared life in a kindergarten/first-grade classroom for an academic year. Their relationship became the basis for new ways of thinking about the social and academic competencies of children in the classroom, and for new ways of thinking about the aims and conduct of…

Impacts of Professional Development in Classroom Assessment on Teacher and Student Outcomes

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Randel, Bruce; Apthorp, Helen; Beesley, Andrea D.; Clark, Tedra F.; Wang, Xin

2016-01-01

The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed…

Changes in Teachers' Beliefs and Classroom Practices Concerning Inquiry-Based Instruction Following a Year-Long RET-PLC Program

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Miranda, Rommel J.; Damico, Julie B.

2015-01-01

This mixed-methods study examines how engaging science teachers in a summer Research Experiences for Teachers (RET) followed by an academic-year Professional Learning Community (PLC) focused on translating teacher research experiences to inquiry-based classroom lessons might facilitate changes in their beliefs and classroom practices regarding…

The Role of Children's Adaptability in Classrooms Characterized by Low or High Teacher Emotional Support Consistency

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Brock, Laura L.; Curby, Timothy W.

2016-01-01

Teachers' social interactions with children are a salient aspect of the classroom environment. An emerging line of research suggests teachers' emotional support consistency is an important predictor of children's academic and social outcomes. Yet individual differences determine the contribution of classroom affordances to children's adjustment.…

Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice

NARCIS (Netherlands)

Opdenakker, MC; Van Damme, J

This study examined effects of teacher characteristics (gender, teacher education and certification, class management skills and job satisfaction) and teaching styles on indicators of good classroom practice in mathematics classes in secondary education by means of multilevel analysis. The study

Expanding the Reach of the Coastal Ocean Science Classroom to Teachers through Teleducation

Science.gov (United States)

Macko, S.; Szuba, T.

2007-12-01

In a first of its kind connectivity, using high speed internet connections, a summer class in Oceanography was live, interactively broadcast (teleducation) to Arcadia High School on the Eastern Shore of Virginia, allowing teachers in the Accomack County School District to receive university credit without leaving their home classrooms 250 miles from UVA. This project was an outreach and education program with a partner in the K-12 schools on the Eastern Shore of Virginia. It endeavored to build a community knowledgeable of the importance the ocean plays daily in our lives, and our own impact on the ocean. By establishing teleducation linkages with the Eastern Shore High Schools we were rigorously testing the live-Internet-based classroom with earth science teachers enabling them to remotely participate in University of Virginia classes in Oceanography. The classes were designed on a faculty development basis or to allow the teachers to acquire NSTA certification in Earth Science Education. While not without small problems of interruptions in connectivity or the occasional transmission of hardcopies of materials, the approach was seen to be extremely successful. The ability to reach school districts and teachers that are in more remote locations and with fewer resources is clearly supported by this venture. Currently we are planning to link multiple classrooms in the next iteration of this work, intending to offer the expanded classroom in more distant college-based classrooms where Ocean Sciences is a desired portion of the curriculum, but is presently only occasionally offered owing to limited resources.

Teacher Consultation and Coaching within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools

Science.gov (United States)

Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.

2012-01-01

Objective To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method Thirty-six classrooms within five urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. PMID:22428941

Linguistic Ethnography, Literacy Teaching and Teacher Training

DEFF Research Database (Denmark)

Dolmer, Grete; Nielsen, Henrik Balle

in current attempts to research-base teacher education. Lefstein, A. & J. Snell. 2014. Better than best practice. Developing teaching and learning through dialogue. London: Routledge. Keywords: literacy teaching classroom dialogue teacher feedback linguistic ethnography research-based teacher education...... material consists of field notes and video observations from the literacy classroom combined with reflective interviews with the literacy teacher and analyses of pupils’ oral and written texts. Taking a linguistic ethnographic approach, the case study investigates the interplay between teacher, pupil...... eclecticism, openness and systematicity characteristic of a linguistic ethnographic analysis (Lefstein & Snell 2014, 185-86). In the poster, we will focus on emergent data analysis. Our main points of interest are 1) the classroom dialogue between teacher and pupils and 2) the literacy teacher’s assessment...

Authority in the Classroom: Adolescent Autonomy, Autonomy Support, and Teachers' Legitimacy

Science.gov (United States)

Graça, João; Calheiros, Maria Manuela; Barata, Maria Clara

2013-01-01

Younger generations are increasingly questioning the legitimacy of teachers. However, evidence concerning classroom authority and the many factors that shape it tend to disregard the complexity and dynamics of the relationship between the teacher and the student. This paper aims to contribute to further unfold and understand this topic.…

The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

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Ruggiero, Dana; Mong, Christopher J.

2015-01-01

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers,…

Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

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Hiebert, James; Berk, Dawn; Miller, Emily

2017-01-01

The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…

Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom

Science.gov (United States)

Sippel, Lieselotte; Jackson, Carrie N.

2015-01-01

This classroom study investigated the effects of oral teacher and peer corrective feedback on the acquisition of the German present perfect tense, including auxiliary verb selection (a rule-based structure) and past participle formation (an item-based structure). Intermediate learners of German were assigned to a teacher feedback condition, a peer…

Reconsidering Differential Behaviors: Reflection and Teacher Judgment When Forming Classroom Relationships

Science.gov (United States)

Newberry, Melissa

2013-01-01

Positive teacher-student relationships promote growth in students both academically and socially, but in today's ever-changing classrooms creating such positive relationships can be a challenge. This study attempts to look at the influences on teacher thinking and judgment when creating and maintaining relationships. This is done by examining the…

Understanding Pupil Behaviour: Classroom Management Techniques for Teachers

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Lewis, Ramon

2009-01-01

This book describes a system of successful classroom behaviour management techniques developed by the author over more than twenty-five years. It outlines the difficulties confronting teachers trying to manage pupils' misbehaviour in schools and describes four types of pupil who can be helped to behave responsibly. In "Understanding Pupil…

Classroom processes and positive youth development: conceptualizing, measuring, and improving the capacity of interactions between teachers and students.

Science.gov (United States)

Pianta, Robert C; Hamre, Bridget K

2009-01-01

The National Research Council's (NRC) statement and description of features of settings that have value for positive youth development have been of great importance in shifting discourse toward creating programs that capitalize on youth motivations toward competence and connections with others. This assets-based approach to promote development is consistent with the Classroom Assessment Scoring System (CLASS) framework for measuring and improving the quality of teacher-student interactions in classroom settings. This chapter highlights the similarities between the CLASS and NRC systems and describes the CLASS as a tool for standardized measurement and improvement of classrooms and their effects on children. It argues that the next important steps to be taken in extending the CLASS and NRC frameworks involve reengineering assessments of teacher and classroom quality and professional development around observations of teachers' performance. This might include using observations in policies regarding teacher quality or a "highly effective teacher" that may emanate from the reauthorization of No Child Left Behind and moving away from a course or workshop mode of professional development to one that ties supports directly to teachers' practices in classroom settings.

English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom

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Lucero, Edgar; Scalante-Morales, Jeesica

2018-01-01

This article presents a research study on the interactional styles of teacher educators in the English language teacher education classroom. Two research methodologies, ethnomethodological conversation analysis and self-evaluation of teacher talk were applied to analyze 34 content- and language-based classes of nine English language teacher…

Cultivating Imaginative Thinking: Teacher Strategies Used in High-Performing Arts Education Classrooms

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Fleming, Josephine; Gibson, Robyn; Anderson, Michael; Martin, Andrew J.; Sudmalis, David

2016-01-01

This article reports on recent case-study research that examined teacher- and student-level processes in nine Australian arts classrooms. The selected classrooms, based on the results of a connected longitudinal study, demonstrated strong positive links between arts participation and academic motivation, engagement and achievement. The focus here…

Use of Flipped Classroom Technology in Language Learning

OpenAIRE

Evseeva, Arina Mikhailovna; Solozhenko, Anton

2015-01-01

The flipped classroom as a key component of blended learning arouses great interest among researchers and educators nowadays. The technology of flipped classroom implies such organization of the educational process in which classroom activities and homework assignments are reversed. The present paper gives the overview of the flipped classroom technology and explores its potential for both teachers and students. The authors present the results obtained from the experience of the flipped class...

Improving classroom practices: the impact of leadership, school organizational conditions, and teacher factors

NARCIS (Netherlands)

Thoonen, E.E.J.

2012-01-01

Schools are challenged to improve classroom practices as they are expected to enhance students’ motivation. While leadership, school organizational conditions and teacher factors are considered essential for improving classroom practices, more should be known about the interplay between school

How to see the classroom through the eyes of a teacher: Consistency between perceptions on diversity and differentiation practices

NARCIS (Netherlands)

Civitillo, S.; Denessen, E.J.P.G.; Molenaar, I.

2016-01-01

Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their

"Like, We Don't Want to Be PE Teachers": Preservice Classroom Teachers' Beliefs about Physical Education and Willingness to Incorporate Physical Activity

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Linker, Jenny Mae; Woods, Amelia Mays

2018-01-01

The purpose of this study was to examine preservice elementary classroom teachers' (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher's role in…

Resistance to Classroom Observation in the Context of Teacher Evaluation: Teachers' and Department Heads' Experiences and Perspectives

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de Lima, Jorge Ávila; Silva, Maria João Tavares

2018-01-01

This paper reports the main findings of a study that sought to understand how teachers and department heads perceived and experienced the implementation of a classroom observation system in a teacher evaluation context. The data was collected through a teacher and department head survey and interviews with department heads who were responsible for…

A cognitive framework to inform the design of professional development supporting teachers' classroom assessment of inquiry-based science

Science.gov (United States)

Matese, Gabrielle

Inquiry-based science places new demands on teachers for assessing students' growth, both of deep conceptual understanding as well as developing inquiry skills. In addition, new ideas about classroom assessment, such as the importance of formative assessment, are gaining currency. While we have ideas about what classroom assessment consistent with inquiry-based pedagogy might look like, and why it is necessary, we have little understanding of what it takes to implement it. That teachers face a challenge in doing so is well-documented. Researchers have noted that teachers attempting changes in classroom assessment often bring with them incompatible beliefs, knowledge, and practices. However, noting general incompatibility is insufficient to support addressing these issues through professional development. In response to this need, I initiated a research project to identify and describe in more detail the categories of beliefs, knowledge and skills that play an important role in inquiry-based science assessment practices. I created an assessment framework outlining specific categories of beliefs, knowledge, and skills affecting particular classroom assessment practices. I then used the framework to examine teachers' classroom assessment practices and to create comparative cases between three middle-school science teachers, highlighting how the different cognitive factors affect four particular assessment practices. The comparative cases demonstrate the framework's utility for analyzing and explicating teacher assessment practices. As a tool for analyzing and understanding teacher practice, the framework supports the design of professional development. To demonstrate the value of the framework, I draw on the comparative cases to identify implications for the design of professional development to support teachers' classroom assessment of inquiry-based science. In this dissertation I provide a brief overview of the framework and its rationale, present an example of the

Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom

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Wehbi, Samantha; Cowell, Amanda; Perreault-Laird, Jordyn; El-Lahib, Yahya; Straka, Silvia

2017-01-01

This paper reports on a qualitative research synthesis that explored the intersections between art and social work. The scholarship notes a rise in interest in integrating creative arts practices in social work classrooms from assignment design to classroom activities. Also highlighted are the potential contributions of these artsinformed…

Teachers Implementing Mathematical Problem Posing in the Classroom: Challenges and Strategies

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Leung, Shuk-kwan S.

2013-01-01

This paper reports a study about how a teacher educator shared knowledge with teachers when they worked together to implement mathematical problem posing (MPP) in the classroom. It includes feasible methods for getting practitioners to use research-based tasks aligned to the curriculum in order to encourage children to pose mathematical problems.…

Designing Opportunities for Prospective Teachers to Facilitate Mathematics Discussions in Classrooms

Science.gov (United States)

Hunter, Roberta; Anthony, Glenda

2012-01-01

How prospective teachers can best be prepared to teach effectively in mathematics classrooms is a topic of current concern. In this paper, we describe our exploration of ways in which prospective teachers were supported to translate what they learnt in mathematics methods classes into pedagogical practice. We illustrate how the use of discourse…

Changing Teacher Roles in the Foreign-Language Classroom.

Science.gov (United States)

Johnson, Francis; Delarche, Marion; Marshall, Nicholas; Wurr, Adrian; Edwards, Jeffery

This paper examines trends reflecting changes in the role of the classroom foreign language teacher, particularly as these trends affect English-as-a-Second-Language instruction. This study is based on relevant literature and research being carried out in the English Language Institute at Kanda University of International Studies (Japan). Past and…

An Eastern Learning Paradox: Paradoxes in Two Korean Mathematics Teachers' Pedagogy of Silence in the Classroom

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Lee, Kyeonghwa; Sriraman, Bharath

2013-01-01

Eastern philosophies of education such as Confucianism and Taosim advocate the use of silence in the teacher-pupil tradition of pedagogy. We investigate contemporary classrooms in Korea, and study whether teachers in Korea today incorporate this method implicitly or explicitly in their classrooms. Empirical data in the form of video-taped…

Snakes or Ladders? An Examination of the Experiences of Two Teacher Leaders Returning to Classroom Teaching

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Munroe, Elizabeth

2014-01-01

Teachers who have held leadership roles at the school, district, or provincial level have the potential to contribute to student and school success when they return to classroom teaching. The contrasting experiences of two teacher leaders who returned voluntarily to classroom teaching are analyzed using Owens's (2004) social constructivist theory…

The role of the teacher in classroom peer relations

NARCIS (Netherlands)

Hendrickx, M.M.H.G.

2017-01-01

The classroom is a fundamentally social setting, which can foster students’ learning but can also seriously hamper students’ functioning in school. Positive relationships with the teacher and peers are essential for students’ social and academic adjustment. To connect these two social agents, this

Teacher perspectives on specialisation in the elementary classroom: implications for science instruction

Science.gov (United States)

Poland, Susan; Colburn, Amanda; Long, David E.

2017-09-01

In the current educational climate of testing and accountability, many elementary teachers find they lack adequate time and confidence to enact reform-based science teaching due to pressure to perform in reading and mathematics. With this tension in mind, we explore the phenomenon of elementary teacher specialisation in comparison to the traditional, generalist model of teaching, wherein a teacher is responsible for teaching all subjects to one group of students each year. This mixed-methods study examines teacher perspectives on the practice of specialisation and generalisation through teacher interview data. Our teachers spoke candidly about their attitudes towards specialisation, the perceived impacts of specialization on teachers and students, and the role of accountability, administration, and testing in their decisions to specialise. Additionally, our teachers discussed time dedicated to science in specialist and generalist classrooms. Our findings suggest that specialist roles are sought by those who see specialisation as a means of reducing workload, while allowing for content mastery and improved instruction. Alternatively, generalist roles are sought by those who primarily view the role of elementary teaching as the care and development of children, and who prefer to focus on the classroom as a holistic, fluid space. Implications for science teaching are discussed.

Relations between Teachers' Classroom Goals and Values: A Case Study of High School Teachers in Far North Queensland, Australia

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Pudelko, Claudia E.; Boon, Helen J.

2014-01-01

To date, there is an empirical gap in the evidence of the relations between teachers' classroom goals and values, two key variables linked to students' achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland…

Effects of Technology-Based Teacher Training and Teacher-Led Classroom Implementation on Learning Reading Comprehension Strategies

OpenAIRE

Graves, Michael; Sales, Gregory C.; Lawrenz, Frances; Robelia, Beth; Richardson, Jayson W.

2010-01-01

This study examined the effectiveness of a professionally developed comprehensive reading comprehension strategies program when compared to traditional reading comprehension instruction presented to 865 fourth and fifth graders (682 with full data sets) in 34 classrooms in the United States. The treatment included a strong, technology-based teacher training component as well as highly motivational materials for 53 classroom-delivered student lessons. The research design was a randomized tria...

Effects of the learning cycle upon student and classroom teacher performance

Science.gov (United States)

Marek, Edmund A.; Methven, Suzanne B.

A great deal of research has been done regarding science in-service education and the conclusion can be drawn that positive results were generally achieved in workshop-participant attitude and implementation of instructional approaches into the classroom. One of the most important effects of an in-service workshop is upon the students of the teachers participating in an in-service program, but rarely, if ever, is this parameter assessed in the in-service evaluation design. This study investigated the relationships among (1) teacher's attitudes and implementation of in-service workshop developed science materials (learning cycles) and (2) elementary school student's conservation reasoning and language used to describe properties of objects. Data were gathered from over 100 students from grades K-5 and 16 teachers who had participated in an in-service program. A representative comparison group of students and teachers was selected which generally matched the teachers participating in the in-service workshop except for one variable--the comparison group taught science traditionally, that is, by exposition. Data from the research indicated that the teachers involved in the science in-service workshop implemented the workshop-developed learning cycles into their science classes. Significantly greater gains in conservation reasoning and language usage occurred with the students of the teachers participating in the science in-service workshop as compared to students in the exposition classrooms.

ClassBeacons : Designing distributed visualization of teachers' physical proximity in the classroom

NARCIS (Netherlands)

An, Pengcheng; Bakker, Saskia; Ordanovski, Sara; Taconis, Ruurd; Eggen, Berry

2018-01-01

As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after

University Student and Teacher Perceptions of Teacher Roles in Promoting Autonomous Language Learning with Technology outside the Classroom

Science.gov (United States)

Lai, Chun; Yeung, Yuk; Hu, Jingjing

2016-01-01

Helping students to become autonomous learners, who actively utilize technologies for learning outside the classroom, is important for successful language learning. Teachers, as significant social agents who shape students' intellectual and social experiences, have a critical role to play. This study examined students' and teachers' perceptions of…

Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms

Science.gov (United States)

Hartman, Pamela; Renguette, Corinne; Seig, Mary Theresa

2018-01-01

We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to…

Cross-Cultural Comparison of Teachers' Views upon Integration and Use of Technology in Classroom

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Kayalar, Fethi

2016-01-01

The purpose of the study is to compare teachers' views upon integration and use of technology in classroom. To make cross-cultural comparison of teachers' views, we interviewed with nine teachers in a primary school in city of Erzincan, Turkey and compared the views of the teachers with those of the teachers living in foreign countries. To obtain…

Historical short stories as nature of science instruction in secondary science classrooms: Science teachers' implementation and students' reactions

Science.gov (United States)

Reid-Smith, Jennifer Ann

This study explores the use of historical short stories as nature of science (NOS) instruction in thirteen secondary science classes. The stories focus on the development of science ideas and include statements and questions to draw students' and teachers' attention to key NOS ideas and misconceptions. This study used mixed methods to examine how teachers implement the stories, factors influencing teachers' implementation, the impact on students' NOS understanding, students' interest in the stories and factors correlated with their interest. Teachers' implementation decisions were influenced by their NOS understanding, curricula, time constraints, perceptions of student ability and resistance, and student goals. Teachers implementing stories at a high-level of effectiveness were more likely to make instructional decisions to mitigate constraints from the school environment and students. High-level implementers frequently referred to their learning goals for students as a rationale for implementing the stories even when facing constraints. Teachers implementing at a low-level of effectiveness were more likely to express that constraints inhibited effective implementation. Teachers at all levels of implementation expressed concern regarding the length of the stories and time required to fully implement the stories. Additionally, teachers at all levels of implementation expressed a desire for additional resources regarding effective story implementation and reading strategies. Evidence exists that the stories can be used to improve students' NOS understanding. However, under what conditions the stories are effective is still unclear. Students reported finding the stories more interesting than textbook readings and many students enjoyed learning about scientists and the development of science idea. Students' interest in the stories is correlated with their attitudes towards reading, views of effective science learning, attributions of academic success, and interest in

Is Content or Interest and Enthusiasm of Mathematics Teachers more important?

Science.gov (United States)

Stojanovski, E.

2018-01-01

Due to the different type of student being taught today both in the classrooms of secondary schools and at tertiary institutions, it has been proposed that teaching pedagogies for the teaching of mathematics and statistics should also be adjusted to more effectively teach the new age student. Students of today, compared to students from two decades ago, for example, are much more technology savvy, are more likely to own mobile phones and more likely to engage with social media. It seems reasonable then that teaching strategies adapt to the changing student. Secondary data of secondary students are presented to assess the performance of students in mathematics for different aspects of teaching; in particular, to compare whether the interest of teachers appears more important when compared to aspects of teaching that focus only on the delivery of relevant content.

Exploring Situational Interest Sources in the French Physical Education Context

Science.gov (United States)

Roure, Cédric; Pasco, Denis

2018-01-01

Based on the framework of interest, studies have shown that situational interest possesses strong motivation potential for students in physical education. Understanding how teachers can use situational interest in a classroom context is critical to motivate students. However, such investigations have been exclusively conducted in the United States…

Effect of Leadership Experience on Agricultural Education Student Teacher Self-Efficacy in Classroom Management

Science.gov (United States)

Wolf, Kattlyn J.; Foster, Daniel D.; Birkenholz, Robert J.

2009-01-01

Beginning agriculture teachers often cite classroom management as the most important problem they face in their careers. The purpose of this study was to assess the effect of leadership experience on self-perceived teacher efficacy among agricultural education student teachers. The three dimensions of teacher efficacy addressed in this study…

Teacher Professional Knowledge and Classroom Management: On the Relation of General Pedagogical Knowledge (GPK) and Classroom Management Expertise (CME)

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König, Johannes; Kramer, Charlotte

2016-01-01

Due to the need for measurement instruments that allow an investigation of teachers' situational cognition and thus go beyond the limited scope of classical paper-and-pencil-tests, we ask how a specific video-based measurement of teachers' classroom management expertise can provide additional information when compared with an established…

From Strategic Perspective: Investigating Teacher-Employed Communication Strategies in EFL Classroom Context

Directory of Open Access Journals (Sweden)

Massoud Yaghoubi-Notash

2012-11-01

Full Text Available Various studies have laid emphasis on the nature and patterns of strategy employment in EFL context. Most studies, however, tend to examine those strategies in learner performance. In this study, the researchers investigated the types of communication strategies used by teachers teaching elementary level learners compared to those who are teaching at advanced levels. To this end, 16 (8 elementary and 8 advanced teachers’ verbal classroom performance were recorded and analyzed for characterizing the strategy types. Four full classroom sessions were recorded and transcribed of each teacher’s teaching. T-test results indicated that propositional reduction strategies were employed more significantly on the part of teachers teaching advanced-levels. There are a number of important pedagogical implications for teachers and learners regarding teaching experience, syllabus design, and curriculum development which are discussed.

Bridging Worlds in the Social Studies Classroom:Teachers' Practices and Latino Immigrant Youths' Civic and Political Development.

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Callahan, Rebecca M; Obenchain, Kathryn M

2013-01-01

Prior research suggests that high school experiences shape young adult political behaviors, particularly among immigrant youth. The U.S. social studies classroom, focused on democratic citizenship education, proves an interesting socializing institution. Through qualitative inquiry, we interviewed Latino immigrant young adults and their former teachers regarding their high school social studies experiences and evolving political and civic engagement. indicate that armed with experience bridging the worlds of the school and home, immigrant students respond and relate to the content and pedagogy of the social studies classroom in such a way that they (1) participate in civic discourse and (2) nurture a disposition toward leadership through teachers' civic expectations of them and instructional emphasis on critical thinking skills. The ability to engage in civic discourse and a disposition toward leadership are both necessary to foster America's democratic ideals, and to take on leadership roles during adulthood. With focused effort on the unique perspective of immigrant youth, high school social studies teachers can nurture in these students the ability to become leaders in young adulthood, broadening the potential leadership pool. This study highlights how the social studies curriculum may be particularly salient to Latino immigrant youth as they transition from adolescence to young adulthood and develop their political and civic identities.

"A Close Read of My Classroom": Teacher Research and Identity Work

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Myers, Joy Kammerer

2016-01-01

It is not uncommon for classroom teacher researchers to face multiple obstacles, but for the fifth grade teacher in this study, Donna, her administrators did not support her research efforts because they thought it would take away from preparing students for end of grade tests. The purpose of this study was to explore the ways conducting teacher…

The Role of Science Teachers' Beliefs in International Classrooms

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for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all...... of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process....

How to See the Classroom through the Eyes of a Teacher: Consistency between Perceptions on Diversity and Differentiation Practices

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Civitillo, Sauro; Denessen, Eddie; Molenaar, Inge

2016-01-01

Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their pupils' needs. The present study used a…

Predicting Language Teachers' Classroom Management Orientations on the Basis of Their Computer Attitude and Demographic Characteristics

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Jalali, Sara; Panahzade, Vahid

2014-01-01

The advent of modern technologies has had a remarkable role in revolutionizing the classroom setting. It is, therefore, incumbent on teachers to utilize strategies for effective managing of the change. The aim of the present study was to find out English as a Foreign Language (EFL) teachers' beliefs regarding classroom management. In so doing, the…

A Vision of Improvement of Learning: South African Teachers' Conceptions of Classroom Assessment

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Sethusha, Mantsose Jane

2013-01-01

This article explored conceptions that teachers hold about classroom assessment and how these conceptions influence their classroom assessment practices. The qualitative study employed a case study approach. Semi-structured interviews, observations and document analyses were used. The study utilized Brown's (2004) conceptual framework on…

Students' and teachers' focus of attention in classroom interaction — subtle sources for the reproduction of social disparities

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Vogler, Anna-Marietha; Prediger, Susanne; Quasthoff, Uta; Heller, Vivien

2018-01-01

Mathematics classroom interaction has often been described as an important context for involving all students. However, this article shows that teacher-student-interaction is still not really in the focus of teachers' attention. Based on classroom video studies, some authors hypothesize that the implicitness of establishing norms and practices is, among others, an obstacle for students with low socio-economic status. The article intends to put this hypothesis into perspective by investigating teachers' and students' focus of attention on classroom interaction in video-stimulated group discussions (six discussions with 5-6 students, four discussions with 5-9 teachers). The data analysis used inductive procedures of category development, frequency analysis, and deeper qualitative analysis of the transcripts. For students' focus of attention, differential patterns could be extrapolated: Whereas students of high socio-economic status seem to be more attentive to teacher's contextual expectations, the students of low socio-economic status seem to be more focused on general norms without taking into account contextual expectations. For the teachers, the analysis shows that interactive mechanisms of teacher-student exchanges in classrooms are usually not in the teachers' focus of attention. Additionally, the teachers address, but rarely problematize the implicitness by which norms and practices are established. Together with the differential findings on students' attention, these findings are discussed with respect to equity concerns and consequences for professional development of teachers.

The Relation of Work Environment and Stress in Classroom Management among Preschool Teachers

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Abdul Said Ambotang

2011-10-01

Full Text Available The purpose of this research is to observe how far preschool teachers endure stress in carrying out their job which is influenced by the work climate including the management of classroom. This research is carried out by choosing a group of 55 preschool teachers as respondents in the district of Keningau Sabah. Data is analyzed using descriptive method (mean, inferential (T-test Statistic, one way ANOVA and Pearson correlation. Result showed that there were high positive relationships between the work climate with stress level among the teachers. (r = 0.807, p<0.01 and classroom management with level of stress (r = 0.770, p< 0.01. It is hoped that with the information obtained by this research will assist the Malaysian Ministry of Education in planning and designing a suitable programme to overcome the stress problem faced by teachers especially preschool teachers towards improving the teaching profession quality in the near future.

Cell Phones in the Classroom: Preservice Teachers' Perceptions

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Thomas, Kevin; O'Bannon, Blanche

2013-01-01

This study employed a survey to examine the perceptions of 92 preservice teachers enrolled at a small Midwestern liberal arts university regarding their support of the use of cell phones in the classroom, the benefits of specific cell phone features for school-related work, and the instructional benefits of and barriers to using cell phones in the…

Classroom Teachers' Craft Knowledge of Their Inclusive Practice

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Black-Hawkins, Kristine; Florian, Lani

2012-01-01

Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the research literature does not fully address their professional concerns about how to enact a policy of inclusion in their classrooms. To help to bridge this gap, we drew on the concept of craft knowledge to undertake a detailed…

Using Information and Communication Technology in Italian Language Learning and Teaching: from Teacher Education to Classroom Activities

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Matteo Viale

2017-11-01

Full Text Available This paper describes the in-service teacher education activities carried out by the research unit from the University of Bologna involved in the European project E-LENGUA. This project focuses on the use of Information and Communication Technologies (ICTs in teaching Italian in the multilingual classroom. The paper opens with a description of the Italian educational context, characterised by an increasing presence of non-native speakers of Italian. Taking into consideration the linguistic needs of students with different sociolinguistic backgrounds is a significant challenge for teachers. ICTs may be helpful for teachers facing such challenges, even though there are contrasting opinions about their usage in the classroom. The paper presents some case studies on the use of ICTs in the classroom, developed within in-service teacher education activities and implemented in the classroom. These studies aim to examine the use of ICTs as a teaching resource in order to elaborate generalizable guidelines for best practices in the Italian school system.

Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers

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Shelton, Catharyn C.; Archambault, Leanna M.; Hale, Annie E.

2017-01-01

This study presents and evaluates a 7-week learning experience embedded in a required content-area course in a teacher preparation program, in which 31 preservice elementary teachers produced digital storytelling videos and considered how this approach may apply to their future classrooms. Qualitative and quantitative data from preservice…

Satisfaction of Teachers' Need for Autonomy and Their Strategies of Classroom Discipline

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Tadic, Aleksandar

2015-01-01

This paper points to the necessity to conduct researches of contextual conditions of teachers' behavior in classroom, using the framework of the self-determination theory, according to which styles of teachers' behavior toward students is correlated with their satisfaction of psychological need for autonomy in school. We analyzed different…

The Adoption and Integration of Technology Within the Classroom: Teacher Self-Efficacy Beliefs

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Haight, Kevin W.

Many teachers are failing to incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of teacher self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant correlation exists between teacher self-efficacy and technology adoption within an urban K--12 school district. The conceptual framework for the research is grounded in Bandura's theory of self-efficacy. A sample of K--12 faculty members completed a 38-item Likert-type survey designed to measure self-efficacy as it relates to the integration of technology within the classroom. Quantitative data were analyzed using a Pearson product-moment correlation to identify relationships between self-efficacy and technology adoption. In the qualitative phase of the study, 6 participants were interviewed. Constant comparison was performed to analyze the transcribed interview data. The findings indicated a positive correlation between teacher self-efficacy and the integration of technology. The results provide valuable information needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction. Implications for social change include providing educators and administrators with the needed data to develop the skills required to teach technology to their students. Acquiring technical skills will prepare students to become more competitive in a technology based society and for further educational endeavors.

Flipping the Classroom Revisited

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Riendeau, Diane

2013-02-01

I received many emails following the first column on flipping the classroom. Many of my local colleagues also approached me at our physics alliance, Physics Northwest. Teachers are very interested in this new pedagogy. As I result, I wanted to share some more videos to inspire you.

Teacher-Child Relationships and Classroom-Learning Behaviours of Children with Developmental Language Disorders

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Rhoad-Drogalis, Anna; Justice, Laura M.; Sawyer, Brook E.; O'Connell, Ann A.

2018-01-01

Background: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. Aims: To examine the association…

Listening to teachers: Views on delivery of a classroom based sensory intervention for students with autism.

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Mills, Caroline; Chapparo, Christine

2018-02-01

Occupational therapists consider the impact of autism spectrum disorder on occupational performance at school. Occupational therapists work with teachers to support student participation. Atypical sensory processing is common in children with autism. Therefore, collaborating with teachers to enable students with autism to appropriately process sensory information within classrooms may be necessary. This qualitative pilot study aimed to capture teachers' perceptions of using a Sensory Activity Schedule, a sensory based intervention, in the classroom. A qualitative descriptive approach was used to analyse semi-structured interview responses from 19 qualified teachers who taught children with autism from seven different autism specific special schools in NSW. Teachers were asked about their motivation to complete the intervention as well as helpful and difficult aspects of the intervention. Three main categories and eight sub-categories were identified from the 19 respondents who reported that helping their students was an important motivation for using a Sensory Activity Schedule as well as the opportunity to evaluate whether sensory based intervention was beneficial. Teachers reported that learning new ideas, working with an occupational therapist and seeing an increase in concentration and a reduction in undesired behaviours were positive aspects of utilising the intervention. Timing, staffing and fidelity of the intervention were areas of concern. Collaboration with classroom teachers is an essential part of school-based occupational therapy. Insights from teachers who implemented a sensory based intervention in the classroom assist occupational therapists to better support students with autism spectrum disorder in schools. © 2017 Occupational Therapy Australia.

Can Teachers' Self-Reported Efficacy, Concerns, and Attitudes toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?

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Sharma, Umesh; Sokal, Laura

2016-01-01

This research was undertaken to determine if significant relationships exist between teachers' self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in…

Do United States’ Teachers Know and Adhere to the National Guidelines on Asthma Management in the Classroom? A Systematic Review

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Yudilyn Jaramillo

2015-01-01

Full Text Available Proper asthma management in schools is important in achieving optimum asthma control in children with asthma. The National Heart, Lung, and Blood Institute (NHLBI has developed guidelines on classroom asthma management. We conducted a systematic review to examine teacher knowledge of the NHLBI guidelines on asthma management in the classroom. We searched PubMed and EMBASE using search terms “asthma management,” “teacher(s,” “school teacher,” and “public school.” The inclusion criteria were articles published in English from 1994 to May 2014 that focus on schools in the United States (US. From 535 titles and abstracts, 9 studies met inclusion criteria. All studies reported that school teachers did not know the policies and procedures of asthma management. Teachers relied on school nurses to handle medical emergencies. Some studies identified that lack of full-time school nurses was a barrier to asthma management. Only one study showed directly that classroom teachers were not following the NHLBI guidelines on asthma management. Our literature review revealed that US teachers do not know the NHLBI guidelines on asthma management in the classroom. Future research should focus on interventions targeted toward training classroom teachers on asthma management as per NHLBI guidelines to ultimately improve asthma management in schools.

Student and Teacher Perceptions of Teacher Oral Communication Behavior in Algebra and Geometry Classrooms

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Assuah, Charles K.

2010-01-01

Oral communication in mathematics classroom plays an essential role in the mathematics learning process, because it allows students to share ideas, refine their thoughts, reflect on their methods, and clarify their understanding (NCTM, 2000). Knowledge about teacher oral communication behaviors allows researchers and policy makers to identify and…

One-Two Punch: Utilizing Teacher Research Experiences and Related Classroom Activities to Increase Student Interest in STEM

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Wold-Brennon, R.; Cooper, S. K.

2014-12-01

Through collaborations between scientists and educators, the Consortium for Ocean Leadership developed a series of marine geosciences classroom activities and lesson plans -- including the Adopt-a-Microbe project, a collection of hands-on science lessons that use the sub-seafloor microbiology topics to provide engaging pathways for K-12 students to learn about the world around them. The goal of these activities has been to introduce youth to deep ocean exploration, inspire interest in microbial oceanography, and foster higher education goals and career paths in related sciences for our youth. From the beginning, these lessons were developed in close working relationships between scientists and educators, and the lessons geared towards middle school have been recently piloted with the intent to maximize sustained student interest in STEM topics. While teaching these units, educators used surveys, polls, group discussions, and interviews to shed light on correlations between student interest in STEM and their close proximity to exemplary and enthusiastic educators and student leaders who are active in STEM activities such as research projects and expeditions. Educators continue to use Adopt-a-Microbe and related expedition science-based lessons to explore the broader impacts of their professional development in the Geosciences on their students' professed interest in STEM.

Classroom Teacher's Adherence to Philosophy and Ethics of Home ...

African Journals Online (AJOL)

This study analyzed and discussed the philosophy and goals of education, evaluating them on how classroom teachers adhere to the ethics of home economics for sustainable development in Anambra state, Nigeria. A descriptive survey design was used and the sample, randomly selected, was made up of two hundred ...

Teachers' Instructional Practices within Connected Classroom Technology Environments to Support Representational Fluency

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Gunpinar, Yasemin; Pape, Stephen

2018-01-01

The purpose of this study was to investigate the ways that teachers use connected classroom technology (CCT) in conjunction with the Texas Instruments Nspire calculator to potentially support achievement on Algebra problems that require translation between representations (i.e., symbolic to graphical). Four Algebra I classrooms that initially…

Assessment Training: A Precondition for Teachers' Competencies and Use of Classroom Assessment Practices

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Koloi-Keaikitse, Setlhomo

2016-01-01

Student assessment, particularly at classroom level, remains an integral part of teaching and learning and is a driving force for the implementation of educational policies and practices in many countries. Nevertheless, problems associated with teachers' classroom assessment practices continue to exist in schools and research shows that teachers…

Opinions of Prospective Classroom Teachers about Their Competence for Individualized Education Program (IEP)

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Debbag, Murat

2017-01-01

This research aims to determine the opinions of prospective classroom teachers about preparation and implementation of Individualized Education Program (IEP). In this study, a qualitative research method was used. The participants were 20 classroom-teaching students that had been selected through the purposive sampling method. In the study, the…

Preparing Mainstream Classroom Teachers of English Learner Students: Grounding Practice-Based Designs for Teacher Learning in Theories of Adaptive Expertise Development

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Von Esch, Kerry Soo; Kavanagh, Sarah Schneider

2018-01-01

Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators. This article argues for EL teaching work to be situated within theories of professional learning that focus on developing teachers who can flexibly and innovatively integrate EL instructional practice into content area teaching. We propose…

Evaluating Interest in Acids-Bases: Development of an Acid-Base Interest Scale (ABIS) and Assessment of Pre-Service Science Teachers' Interest

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Çiçek, Ö.; Ilhan, N.

2017-01-01

Students are more likely to be successful in topics they are interested in than others. This study aims to develop an Acid-Base Interest Scale (ABIS) and subsequently evaluate the interest of pre-service science teachers in acids-bases according to gender, years at the university, type of high school the pre-service science teachers attended, and…

Perceptions of Prospective Pre-School Teachers Regarding Children's Right to Participate in Classroom Activities

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Koran, Nihan; Avci, Neslihan

2017-01-01

This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher's negative or positive applications regarding children's participation rights were revealed. Furthermore, preschool teachers'…

Conducting Classroom Design Research with Teachers

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Stephan, Michelle. L.

2015-01-01

Design research is usually motivated by university members with experience and interest in building theory and instructional designs in collaboration with one teacher. Typically, the teacher is considered as a member of the research team, with the primary responsibility of implementing instruction. However, in this chapter, I describe a Classroom…

Approaches to inclusive English classrooms a teacher's handbook for content-based instruction

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Mastruserio Reynolds, Kate

2015-01-01

This accessible book takes a critical approach towards content-based instruction methods, bridging the gap between theory and practice in order to allow teachers to make an informed decision about best practices for an inclusive classroom. It is a resource for both educators and ESL teachers working within an English learner inclusion environment.

Coping Styles with Student Misbehavior as Mediators of Teachers' Classroom Management Strategies

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Tran, Van Dat

2016-01-01

The purpose of the present study is to identify how teachers' use of various coping styles with student misbehavior, and the extent to which these relate to their classroom management techniques -- punishment, recognition and reward, hinting, discussion, and aggression. It examines data from 397 junior high school teachers in Vietnam. The results…

Content Validation of the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC)

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Nishimura, Trisha Sugita; Busse, R. T.

2016-01-01

The purpose of this study was to examine the content validity of the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC). An expert panel of 20 special education teachers and five university faculty members provided individual item ratings on a five-point scale regarding wording and content, along with comments. Item and comment…

Exploring Teacher Beliefs and Classroom Practices through Reflective Practice: A Case Study

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Farrell, Thomas S. C.; Ives, Jessica

2015-01-01

This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his…

Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case Study

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Rahman, Mohammad Mosiur; Singh, Manjet Kaur Mehar; Pandian, Ambigapathy

2018-01-01

This paper presents a case study that investigated and compared the stated beliefs and observed classroom practices relating to Communicative Language Teaching (CLT) of two ESL teachers. The findings of the study revealed that both the teachers hold similar complex beliefs that mostly contradict the philosophy of CLT. The practices were not in…

Bullying and Victimization among Students with Disabilities: Effective Strategies for Classroom Teachers

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Rose, Chad A.; Monda-Amaya, Lisa E.

2012-01-01

Bullying has come to be recognized as a pervasive problem in schools today. Frequently bullying is not immediately recognized or viewed by classroom teachers as problematic behavior. As more students experience bullying, questions arise as to how well teachers understand the bullying dynamic and are aware of strategies for intervening when those…

Authentic Research in the Classroom: NITARP Teachers Connect Astronomy with NGSS.

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Pruett, Lee; Gibbs, John; Palmer, Robert; Young, Diedre; Gorjian, Varoujan

2016-01-01

The NASA/IPAC Teacher Archive Research Program (NITARP) uses authentic astronomical research to bring the Next Generation Science Standards (NGSS) into the classroom. The creation of the NGSS was a collaborative effort between teams composed of teachers, scientists and other professionals from twenty-six states. These standards provide a framework for the change in how science is taught at all levels from kindergarten to twelfth grade in participating states. Scientific concepts are grouped into broad categories (physical, biological and earth sciences), and call for an interdisciplinary approach to content, along with the integration of engineering practices into the curriculum. This approach to the teaching of science has led educators to place more emphasis on authentic learning and problem-solving in their curricula. Project-based learning is a strategy that can effectively allow students to learn core scientific concepts within the context of a focused and complex scientific problem.The NASA/IPAC Teacher Archive Research Program (NITARP) pairs teams of teachers and students with NASA astronomers. These teams are immersed in an astronomy research project over the course of the year, and are responsible for writing a project proposal, doing original research and presenting that research at a professional conference. The students who are involved in the NITARP research are provided with a rich hands-on experience that both exposes them to a deep understanding of an astronomical problem (and the core physics and math behind it), as well as the process of doing real science. The NITARP program offers a unique opportunity to bring project-based learning into K-12 science classrooms. We will highlight the ways in which this program has been implemented in classrooms across the country, as well as the connections to the NGSS.This research was made possible through the NASA/IPAC Teacher Archive Research Program (NITARP) and was funded by NASA Astrophysics Data Program.

Comparing Beginning and Experienced Teachers' Perceptions of Classroom Management Beliefs and Practices in Elementary Schools in Turkey

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Unal, Zafer; Unal, Aslihan

2009-01-01

The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the…

Teachers' Motivating Methods to Support Thai Ninth Grade Students' Levels of Motivation and Learning in Mathematics Classrooms

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Nenthien, Sansanee; Loima, Jyrki

2016-01-01

The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of…

Regular classroom assessment as a means of enhancing Teacher ...

African Journals Online (AJOL)

This study was an action research which employed regular classroom tests to help students learn and understand some concepts in electricity and magnetism. The participants of the study were 35 Level 200 B.Ed. (Basic Education, JSS Option) pre-service science teachers of the University of Education, Winneba in the ...

Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

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Cisterna Alburquerque, Dante Igor

This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote

The Attributes of an Effective Teacher Differ between the Classroom and the Clinical Setting

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Haws, Jolene; Rannelli, Luke; Schaefer, Jeffrey P.; Zarnke, Kelly; Coderre, Sylvain; Ravani, Pietro; McLaughlin, Kevin

2016-01-01

Most training programs use learners' subjective ratings of their teachers as the primary measure of teaching effectiveness. In a recent study we found that preclinical medical students' ratings of classroom teachers were associated with perceived charisma and physical attractiveness of the teacher, but not intellect. Here we explored whether the…

Elementary School Teachers' ICT Use in the Classroom and Their Motivators for Using ICT

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Uluyol, Çelebi; Sahin, Sami

2016-01-01

Teachers play a significant role in integrating information and communication technology (ICT) in schools, and motivated teachers reflect higher levels of ICT use in their classroom. In this study, we used semistructured interviews to investigate elementary school teachers' ICT use and their motivators for doing so. The participants consisted of…

What Contributes to First-Year Student Teachers' Sense of Professional Agency in the Classroom?

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Soini, Tiina; Pietarinen, Janne; Toom, Auli; Pyhältö, Kirsi

2015-01-01

This study explores Finnish first-year primary teacher students' (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers' sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom…

How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program.

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Domitrovich, Celene E; Bradshaw, Catherine P; Berg, Juliette K; Pas, Elise T; Becker, Kimberly D; Musci, Rashelle; Embry, Dennis D; Ialongo, Nicholas

2016-04-01

A number of classroom-based interventions have been developed to improve social and behavioral outcomes for students, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students and therefore also serve as an important proximal outcome to examine. The current study draws upon data from a school-based randomized controlled trial testing the impact of two prevention programs. In one intervention condition, teachers were trained in the classroom behavior management program, PAX Good Behavior Game (PAX GBG). In a second intervention condition, teachers were trained to use an integrated program, referred to as PATHS to PAX, of the PAX GBG and a social and emotional learning curriculum called Promoting Alternative Thinking Strategies (PATHS©). This study aimed to determine whether both interventions positively impacted teachers, with a particular interest in the teachers' own beliefs and perceptions regarding self-efficacy, burnout, and social-emotional competence. The sample included 350 K-5 teachers across 27 schools (18 schools randomized to intervention, 9 to control). Multilevel latent growth curve analyses indicated that the PATHS to PAX condition generally demonstrated the most benefits to teachers, relative to both the control and PAX GBG conditions. These findings suggest that school-based preventive interventions can have a positive impact on teachers' beliefs and perceptions, particularly when the program includes a social-emotional component. Several possible mechanisms might account for the added benefit to teachers. Additional research is needed to better understand how these programs impact teachers, as well as students.

Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence from the Randomization of Teachers to Students

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Garrett, Rachel; Steinberg, Matthew P.

2015-01-01

Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the…

Assessment of special education teachers about their skills for classroom management

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Černe, Maja

2016-01-01

The aim of this diploma thesis was to research the perceived self-efficacy in classroom management among special education teachers who teach in an adapted education program with lower educational standards. We wanted to evaluate how prepared are they to meet the challenges in maintaining classroom discipline. In the theoretical part of the thesis, we described the characteristics of pupils with mild intellectual disabilities and their education in an adapted educational program with lower ed...

Performance-based classrooms: A case study of two elementary teachers of mathematics and science

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Jones, Kenneth W.

This case study depicts how two elementary teachers develop classrooms devoted to performance-based instruction in mathematics and science. The purpose is to develop empirical evidence of classroom practices that leads to a conceptual framework about the nature of performance-based instruction. Performance-based assessment and instruction are defined from the literature to entail involving students in tasks that are complex and engaging, requiring them to apply knowledge and skills in authentic contexts. In elementary mathematics and science, such an approach emphasizes problem solving, exploration, inquiry, and reasoning. The body of the work examines teacher beliefs, curricular orientations, instructional strategies, assessment approaches, management and organizational skills, and interpersonal relationships. The focus throughout is on those aspects that foster student performance in elementary mathematics and science. The resulting framework describes five characteristics that contribute to performance-based classrooms: a caring classroom community, a connectionist learning theory, a thinking and doing curriculum, diverse opportunities for learning, and ongoing assessment, feedback, and adjustment. The conclusion analyzes factors external to the classroom that support or constrain the development of performance-based classrooms and discusses the implications for educational policy and further research.

One High School English Teacher: On His Way to a Flipped Classroom

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Shaffer, Shelly

2016-01-01

This article describes a qualitative case study, conducted at a high school in the Southwestern United States, that follows a veteran teacher as he develops and implements a two-week unit on "The Great Gatsby" by F. Scott Fitzgerald using flipped classroom methods. The researcher collected data while the teacher used this method for the…

Portraits of Pre-Service Classroom Teachers: Exploring Intentions to Integrate Music through the Lens of the Theory of Planned Behavior

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Harney, Kristin

2014-01-01

The primary purpose of this short-term study was to examine pre-service classroom teachers' intentions to integrate music in their future classrooms. Using the theory of planned behavior (Fishbein & Ajzen, 2010) as a framework, and embedded, multiple-case study design, I developed case studies of six pre-service classroom teachers enrolled in…

Collaborative Action Research as a Tool for Generating Formative Feedback on Teachers' Classroom Assessment Practice: The KREST Project

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Harrison, Christine

2013-01-01

This paper sets out to explore science teachers' classroom assessment practices and outlines some of the tensions and synergies in changing assessment practices. It describes episodes from a collaborative action research project with science teachers designed to support the strengthening of classroom assessment practices--the King's Researching…

ANALYSES OF THE TEACHER-PUPIL INTERACTION WITHIN THE INCLUSIVE CLASSROOM-CASE STUDY OF A CHILD WITH A COCHLEAR IMPLANT

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Zora JACHOVA

2008-12-01

Full Text Available The educational system in Macedonia is directed towards the modern European standards and models of inclusive education. This is done by initiation and implementation of the innovations in the education.The inclusion of the children with impaired hearing is not connected only with their placement in the schools. In an inclusive school, quality education can be assured only in educational surrounding that is friendly towards the children and the learning process, where the difference is accepted and acknowledged as process for enrichment of all the persons involved. The social aspects of the learning process should be accentuated. This includes a dialogue between the teacher and the other teachers, the teacher and head masters of the schools, between the teacher and the children with impaired hearing and a dialogue with the parents. The teachers should take in consideration the children’s needs and interests and they should be able to conduct a flexible management of the classroom.

Teaching within-Classroom Groups: Examining the Role of the Teacher.

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Anderson, Lorin W.; Pigford, Aretha

1988-01-01

This article examines the teacher's contribution to the indirect effect that within-classroom grouping has on student achievement. Two distinct types of groups (ability groups and peer work-groups) are discussed and recommendations made for effective use of within-class grouping. (IAH)

Social dynamics in the classroom : Teacher support and conflict and the peer ecology

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Hendrickx, Marloes M H G; Mainhard, M. Tim; Boor-Klip, Henrike J.; Cillessen, Antonius H M; Brekelmans, Mieke

2016-01-01

By showing support and conflict, teachers may function as a model for students regarding how to interact and how to evaluate each other, thereby shaping the classroom peer ecology. Associations of general and student-specific levels and differential provision of teacher support and conflict with the

Observing Classroom Practice

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Danielson, Charlotte

2012-01-01

Classroom observation is a crucial aspect of any system of teacher evaluation. No matter how skilled a teacher is in other aspects of teaching--such as careful planning, working well with colleagues, and communicating with parents--if classroom practice is deficient, that individual cannot be considered a good teacher. Classroom observations can…

The physics teacher in the classroom: an instrument to characterize classroom practices

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Jesuína L. A. Pacca

2010-03-01

Full Text Available With the purpose of analyzing and interpreting physics teachers’ performance in the classroom, we elaborated an analysis instrument with five dimensions which aim to describe – i the strategies chosen to conduct learning, ii the abilities mobilized, iii the attitudes in the interaction with students, iv the evaluation the teacher makes of his work and v the meta-evaluation of his practice. The instrument was constructed from constructivist ideas of teaching and learning and empirical data from teachers’ statements about their classes. Through a to and from process we sought coherence of the adopted theory with the nature of data about teachers’ performance. The broader purpose is to provide ground for teachers’ educators about difficulties teachers may find when trying to modify their practices during a professional development program.

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

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Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-01-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

Student Perceptions regarding Vocational High School Teachers' Problem Solving Methods against Undesired Behaviors in Classroom Management

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Gulcan, Murat Gurkan

2010-01-01

Teachers' classroom management approach varies depending on several factors such as the social, psychological, cultural and educational status of the student, classroom level, the physical conditions of the school, organization structure. There are different approaches in classroom management. These approaches are gathered under three headings in…

Classroom-based Interventions and Teachers' Perceived Job Stressors and Confidence: Evidence from a Randomized Trial in Head Start Settings.

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Zhai, Fuhua; Raver, C Cybele; Li-Grining, Christine

2011-09-01

Preschool teachers' job stressors have received increasing attention but have been understudied in the literature. We investigated the impacts of a classroom-based intervention, the Chicago School Readiness Project (CSRP), on teachers' perceived job stressors and confidence, as indexed by their perceptions of job control, job resources, job demands, and confidence in behavior management. Using a clustered randomized controlled trial (RCT) design, the CSRP provided multifaceted services to the treatment group, including teacher training and mental health consultation, which were accompanied by stress-reduction services and workshops. Overall, 90 teachers in 35 classrooms at 18 Head Start sites participated in the study. After adjusting for teacher and classroom factors and site fixed effects, we found that the CSRP had significant effects on the improvement of teachers' perceived job control and work-related resources. We also found that the CSRP decreased teachers' confidence in behavior management and had no statistically significant effects on job demands. Overall, we did not find significant moderation effects of teacher race/ethnicity, education, teaching experience, or teacher type. The implications for research and policy are discussed.

Teachers of young children (3-5 years old and their interaction with pupils: approaching positive classroom management

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Fryni Paraskevopoulou

2006-04-01

Full Text Available This paper explores the social and emotional development of children between three to five years old, the factors that affect their in-school behaviour and strategies for positive teacher classroom management. It is suggested that teachers need to reflect upon children’s development in order for an effective classroom management to be achieved. Aspects of teachers’ expectations about interaction between children and teachers will also be exemplified. Literature research was employed as a method to explore the relevant issues.

The Relationship between Critical Thinking Abilities and Classroom Management Skills of High School Teachers

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Demirdag, Seyithan

2015-01-01

High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…

The Development of Qualitative Classroom Action Research Workshop for In-Service Science Teachers

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Buaraphan, Khajornsak

2016-01-01

In-service science teachers in Thailand are mandated to conduct classroom research, which can be quantitative and qualitative research, to improve teaching and learning. Comparing to quantitative research, qualitative research is a research approach that most of the Thai science teachers are not familiar with. This situation impedes science…

Socio-emotional correlates of a schooldog-teacher-team in the classroom

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Andrea eBeetz

2013-11-01

Full Text Available A growing number of teachers in Europe regularly take their dogs with them into the classroom. Limited research points at positive socio-emotional effects of this practice. In this study the effects of a schooldog-teacher-team on socioemotional experiences in school, depression and emotion regulation strategies were investigated in a classroom of third-graders (male n=12, female n=13, which had a schooldog present for one day per week in comparison with a control class (male n=11, female n=10. In contrast to the control class, the dog-class students reported a stronger improvement with regard to positive attitude towards school (repeated measures ANOVA; F=10.769, df=1, p=.002 and positive emotions related to learning (F=4.479, df=1, p=.042 over the course of the year. Since a prerequisite of all kinds of effective learning is a positive attitude and mood towards school and learning, the presence of a schooldog-teacher team thus has the potential to support learning.

An exploratory study of the influence of national and state standards on middle school science teachers' classroom assessment practices

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McWaters, Kathy Jean

2001-07-01

Classroom assessment practices of middle school science teachers were identified and the influence of national and state science standards on these practices was examined. In Phase I of this study a mail questionnaire was sent to 450 middle school (grades 5,6,7 and 8) science teachers in 17 parishes in Louisiana to obtain information about their classroom assessment practices. In Phase II, nine middle school teachers in eight departmentalized classrooms, two classes at each grade, participated in a qualitative study. Data were collected through questionnaires, classroom observations, interviews and document analysis. Data analysis revealed three major categories of classroom assessment targets: (a) student achievement, (b) student attitudes and, (c) student products. Results indicated that most teachers are using different assessment methods when assessing different achievement targets, as recommended by science reform documents. It was also determined that many teachers are using appropriate methods to assess student learning. While teachers reported that students spend an inordinate amount of time engaged in assessment activities, classroom observations suggested that the activities were not always written tests or graded activities. Another key finding is that there is a disconnect between the quality of teaching and the quality of assessment. Teachers who teach the material recommended by science reform documents and use recommended instructional strategies were observed to stop teaching and engage students in a "test rehearsal" geared towards rote memorization of factual information. Data suggest that the national and state science content standards are influencing the content and the format of teacher-made tests. Teachers' reported using the standards during assessment construction or selection in a wide variety of ways. The most direct use of the standards reported was to select content, format and cognitive level for test items. A more circumspect approach

South African Teachers' Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

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Donohue, Dana K.; Bornman, Juan

2015-01-01

This research sought to examine South African teachers' attitudes toward the inclusion of learners with different abilities in their hypothetical mainstream classrooms. Participants were 93 South African teachers who responded to the Teachers' Attitudes and Expectations Scale, a measure developed for this study, regarding four vignettes depicting…

Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

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E.G. Balcik; S. Gulec

2011-01-01

The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measure...

A Survey of the Music Integration Practices of North Dakota Elementary Classroom Teachers

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O'Keefe, KariJo; Dearden, Katherine Norman; West, Robert

2016-01-01

The purpose of this study was to identify and describe the nature of North Dakota elementary classroom teachers' (NDECT) music integration in the general classroom. The majority of NDECTs integrated music with: the subjects of Language Arts (62.01%), Mathematics (55.00%), and Physical Education (50.89%); the settings of Group Work Time (64.29%),…

THE STRATEGIES TO COPE WITH EFL STUDENTS‟ SPEAKING ANXIETY IN CLASSROOM CONVERSATION: STUDENTS AND TEACHER PERSPECTIVE

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Atikah Wati

2017-04-01

Full Text Available This study deals with students‘ anxiety and the strategies to cope with those anxieties from the perspective of students and teacher. Anxiety is important area to be analyze because of: firstly, the research suggests that ―anxiety... may affect the quality of an individual‘s communication or willingness to communicate‖ (Young 1990:58, but also because it affects a large number of students in higher institutions (Campbell & Ortiz 1991:159. Secondly, Students with anxiety disorder exhibit a passive attitude in their studies such as lack of interest in learning, poor performance in exams, and do poorly on assignments. The third, A student with high anxiety can fall behind academically because he or she is distracted and has impaired verbal working memory skills when anxious (Hopko et al., 2005. The common anxiety among university students has been acknowledgement by students and educators. However, the study of anxiety is a real phenomena, the importance of study anxiety is particularly related to the sources of anxiety and how to handle them so that the students can involve the classroom communication smoothly and improve their performance and exam academically. That‘s why this study will reveal the students speaking anxiety in classroom conversation and how to cope with students‘ speaking anxiety based on students and teacher perspective. The result will be gathered from questionnaire to the students and interview to the English teachers.

Child perceptions of teacher interpersonal behavior and associations with mathematics achievement in Dutch early grade classrooms

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Zijlstra, H.; Wubbels, T.; Brekelmans, M.; Koomen, H.M.Y.

2013-01-01

This study analyzed children's generalized perceptions of teacher interpersonal behavior in terms of two dimensions, control and affiliation, referring to the degree of teacher leadership/management and teacher friendliness/cooperation in the classroom, respectively. An adapted version of the

Transformative practices in secondary school science classrooms: Life histories of Black South African teachers

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Jita, Loyiso Currell

1999-11-01

This study investigated the construction of teaching practices that are aimed at including all students in learning the key ideas of science and helping them to develop a voice for participating in the discourses in and outside of the science classroom. Such practices define what in this study is referred to as transformative practice. The study tells the stories of three Black secondary school teachers in South Africa who have worked to construct a transformative practice in their biology and physical science classrooms. Using a life history perspective, the study explored the relationships between teachers' identities and the changes in their classroom practices. Data were collected mainly through periodic interviews with the teachers and observations of their teaching practices over a period of 18 months. An important finding of the study was that the classroom practices of all three teachers were defined by three similar themes of: (1) "covering the content" and preparing their students to succeed in the national examinations, (2) developing deep conceptual understandings of the subject matter, and (3) including all students in their teaching by constructing what other researchers have called a "culturally-relevant" pedagogy. This finding was consistent despite the observed variations of context and personal histories. A major finding of this study on the question of the relationship between identity and teaching practice was that despite the importance of context, subject matter, material and social resources, another category of resources---the "resources of biography"---proved to be crucial for each of the teachers in crafting a transformative pedagogy. These "resources of biography" included such things as the teachers' own experiences of marginalization, the experiences of growing up or living in a particular culture, and the experiences of participating in certain kinds of social, political, religious or professional activities. The study suggests that it

Intellectual Property Rights and The Classroom: What Teachers Can Do

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Falcon, Raymond

2010-01-01

Intellectual property rights restrict teachers' and students' ability to freely explore the intellectual realms of the classroom. Copyright laws protect the author and their work but disable other intellectuals from investigating probable learning environments. This paper will look at key issues where educational institutions are conflicting with…

Preservice Teachers' Intention to Adopt Technology in Their Future Classrooms

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Li, Kun; Li, Yanju; Franklin, Teresa

2016-01-01

This study examined four factors that influence preservice teachers' intentions to adopt technology in classrooms based on the Theory of Planned Behavior and Technology Acceptance Model. These four factors--technology self-efficacy, attitudes toward technology, perceived ease of use of technology, and perceived barriers of technology…

Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand

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Vibulphol, Jutarat

2016-01-01

This research aimed to investigate second language learners' motivation and learning of English and the ways in which the teachers supported the students' motivation and learning in natural classroom settings. Based on Self-Determination Theory (SDT), questionnaires were developed and data were collected from students and their teachers in twelve…

Reconceptualizing Teacher-Student Relationships to Foster School Success: Working Alliance within Classroom Contexts

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Toste, Jessica R.

2012-01-01

Teacher-student relationship has been shown to be a powerful predictor of students' classroom and school adjustment. Beyond the characteristics of warmth, trust, and bond that define an emotional connection, a positive working relationship also includes a sense of collaboration and partnership shared between the teacher and the student. Classroom…

An owl in the classroom : development of an interactive storytelling application for preschoolers

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Soute, I.; Nijmeijer, H.

2014-01-01

In research there is a considerable interest in developing interactive educational systems. However, the typical classroom remains a rather low-tech environment. Allowing teachers to create, adapt and share interactive learning applications might increase the uptake of technology in the classroom.

An Empirical Study on New Teacher-Student Relationship and Questioning Strategies in ESL Classroom

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Sun, Zuosheng

2012-01-01

Teacher-student relationship and questioning strategies are extremely crucial elements in English teaching and learning. Questioning strategies can influence learners' emotional changes in classroom and the relationship between teachers & students. The affective factors play a very important role in language teaching & learning.…

Maintaining the balance: teacher control and pupil disruption in the classroom

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J. Mark Halstead

2009-12-01

Full Text Available A class of 8-9 year-old children in England was observed for several months in order to explore their experiences of everydayschooling and especially the way they themselves understand these experiences. The research focused particularly on the waythey experience and understand non-educational classroom activities like rituals and routines, classroom management andcontrol, rewards and punishments. It highlighted the differences between the perceptions of the children and those of adults.One finding was that in the primary classroom children are under constant surveillance and control by the teacher, and thatthey may respond in a variety of ways. Sometimes they apparently accept the teacher’s discipline and authority, but othertimes they appear to subvert the teacher’s regulations and order through minor distractions, disruptions, attention-seeking andtime-wasting activities. In the specific research described in this paper the focus of attention was on the informal learning thatgoes on in the hidden curriculum as a result of these classroom routines and subversions, especially in the domain of values andattitudes. A variety of research methods was used to gather data, including small group interviews, informal conversations andgroup activities as well as observation. Relevant adults were also interviewed, especially the class-teacher himself, but the mainfocus of the research was always on the children’s own perceptions. The findings, which are rich in their implications forteacher training, show that in the children’s subversion of the teacher’s authority there is a fine balance of power betweenthem and the teacher. Even more importantly, they indicate that the pupils are consciously reflecting on and learning fromtheir own behaviour and experiences and are thus taking the first steps towards becoming morally autonomous individuals

Teacher Perceptions of the Classroom Behavior of Reflective and Impulsive Children

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McKinney, James D.

1975-01-01

Four second-grade teachers completed the Classroom Behavior Inventory for every student in their class (N=101). Subjects were classified as either reflective (N=32) or impulsive (N=32) by using the Matching Familiar Figures Test (MFF). (Author)

Talking about science: An interpretation of the effects of teacher talk in a high school science classroom

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Moje, Elizabeth B.

This paper builds on research in science education, secondary education, and sociolinguistics by arguing that high school classrooms can be considered speech communities in which language may be selectively used and imposed on students as a means of fostering academic speech community identification. To demonstrate the ways in which a high school teacher's language use may encourage subject area identification, the results of an interactionist analysis of data from a 2-year ethnographic study of one high school chemistry classroom are presented. Findings indicate that this teacher's uses of language fell into three related categories. These uses of language served to foster identification with the academic speech community of science. As a result of the teacher's talk about science according to these three patterns, students developed or reinforced particular views of science. In addition, talking about science in ways that fostered identity with the discipline promoted the teacher as expert and built classroom solidarity or community. These results are discussed in light of sociolinguistic research on classroom competence and of the assertions of science educators regarding social and ideologic implications of language use in science instruction.Received: 23 September 1993; Revised: 15 September 1994;

Building-related health symptoms and classroom indoor air quality: a survey of school teachers in New York State.

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Kielb, C; Lin, S; Muscatiello, N; Hord, W; Rogers-Harrington, J; Healy, J

2015-08-01

Most previous research on indoor environments and health has studied school children or occupants in non-school settings. This investigation assessed building-related health symptoms and classroom characteristics via telephone survey of New York State school teachers. Participants were asked about 14 building-related symptoms and 23 classroom characteristics potentially related to poor indoor air quality (IAQ). Poisson regression analysis was used to assess the relationship between these symptoms and each classroom characteristic, controlling for potential confounders. About 500 teachers completed the survey. The most frequently reported classroom characteristics included open shelving (70.7%), food eaten in class (65.5%), dust (59.1%), and carpeting (46.9%). The most commonly reported symptoms included sinus problems (16.8%), headache (15.0%), allergies/congestion (14.8%), and throat irritation (14.6%). Experiencing one or more symptoms was associated most strongly with reported dust (relative risk (RR) = 3.67; 95% confidence interval (CI): 2.62-5.13), dust reservoirs (RR = 2.13; 95% CI: 1.72-2.65), paint odors (RR = 1.73; 95% CI: 1.40-2.13), mold (RR = 1.71; 95% CI: 1.39-2.11), and moldy odors (RR = 1.65 95% CI: 1.30-2.10). Stronger associations were found with increasing numbers of reported IAQ-related classroom characteristics. Similar results were found with having any building-related allergic/respiratory symptom. This research adds to the body of evidence underscoring the importance to occupant health of school IAQ. Teachers play an important role in educating children, and teacher well-being is important to this role. Health symptoms among New York teachers while at work are common and appear to be associated with numerous characteristics related to poor classroom IAQ. Improving school Indoor Air Quality may reduce sickness and absenteeism and improve teacher performance. © 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

The influence of fidelity of implementation on teacher-student interaction quality in the context of a randomized controlled trial of the Responsive Classroom approach.

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Abry, Tashia; Rimm-Kaufman, Sara E; Larsen, Ross A; Brewer, Alexis J

2013-08-01

This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher-student interaction quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n=132) received training in the RC approach, whereas teachers in control schools (n=107) continued "business as usual." Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher-student interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher-student interaction quality at pretest, RC training was expected to predict posttest teacher-student interaction quality directly and indirectly through FOI. Results supported only a significant indirect effect, β=0.85, p=.002. Specifically, RC teachers had higher levels of FOI of RC practices, β=1.62, pteacher-student interaction quality, β=0.52, p=.001, R2=.32. Discussion highlights factors contributing to variability in FOI and school administrators roles in supporting FOI. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

A comparative study of teacher's opinions relating to inclusive classrooms in Indonesia and Thailand

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Pennee Kantavong

2017-09-01

Full Text Available This research compared the work and opinions of regular school teachers teaching in inclusive classrooms in Indonesia and Thailand. These teachers were drawn from schools participating in an in-service training program to enhance the capacity of students with special needs in regular classrooms. A sample of 172 teachers in primary schools in Thailand and 165 from Indonesia answered a questionnaire based on Friedmen's concept of teacher burnout. Eighty percent of the Thai teachers had bachelor's degrees, but only 1 percent were in special education, whereas 77 percent of the Indonesian teachers had bachelor's degrees and 13 percent were in special education. Teachers' opinions on four areas were investigated: inclusion, support from various parties, work environment, and exhaustion. There was no correlation between background variables and teachers' exhaustion and fulfillment. There was a correlation between the number of students in a class and a teacher's de-personalization at the .01 level. When considering social dimensions and exhaustion, there was a correlation at the .01 level. There was a correlation between self-fulfillment and exhaustion at the .01 level. There was no correlation between the organizational, psychological, structural and support dimensions, and exhaustion. In general, teachers reported that they received support from various parties. Most of them expressed positive opinions of students with special needs.

Teacher-Student Development in Mathematics Classrooms: Interrelated Zones of Free Movement and Promoted Actions

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Hussain, Mohammed Abdul; Monaghan, John; Threlfall, John

2013-01-01

This paper applies and extends Valsiner's "zone theory" (zones of free movement and promoted actions) through an examination of an intervention to establish inquiry communities in primary mathematics classrooms. Valsiner's zone theory, in a classroom setting, views students' freedom of choice of action and thought as mediated by the teacher. The…

Why Don't All Maths Teachers Use Dynamic Geometry Software in Their Classrooms?

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Stols, Gerrit; Kriek, Jeanne

2011-01-01

In this exploratory study, we sought to examine the influence of mathematics teachers' beliefs on their intended and actual usage of dynamic mathematics software in their classrooms. The theory of planned behaviour (TPB), the technology acceptance model (TAM) and the innovation diffusion theory (IDT) were used to examine the influence of teachers'…

Why Do Some Teachers Change and Others Don't? A Review of Studies about Factors Influencing In-Service and Pre-Service Teachers' Change in Classroom Management

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Girardet, Céline

2018-01-01

Considering the crucial goals dependent on classroom management, such as creating a classroom environment conducive to student learning and facilitating student engagement and motivation, it is an important skill for teachers to learn. Accordingly, this literature review aims at untangling the factors influencing the evolution of teachers'…

Mobile Technology in Second Language Classrooms: Insights into Its Uses, Pedagogical Implications, and Teacher Beliefs

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Van Praag, Benjamin; Sanchez, Hugo Santiago

2015-01-01

Adopting a multiple-case, multiple-method design, this study investigates mobile technology use in the practices of three experienced second language teachers. The findings, based on an analysis of the teachers' rationales, stated beliefs and classroom actions, show that the teachers tend to prohibit or reluctantly tolerate mobile device usage,…

Impact of a Checklist on Principal-Teacher Feedback Conferences Following Classroom Observations. REL 2018-285

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Mihaly, Kata; Schwartz, Heather L.; Opper, Isaac M.; Grimm, Geoffrey; Rodriguez, Luis; Mariano, Louis T.

2018-01-01

Most states' teacher evaluation systems have changed substantially in the past decade. New evaluation systems typically require school leaders to observe teachers' classrooms two to three times a school year instead of once (Doherty & Jacobs, 2015). The feedback that school leaders provide to teachers after these observations is a key but…

Professional Learning Communities' Impact on Science Teacher Classroom Practice in a Midwestern Urban School District

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Carpenter, Dan

2012-01-01

The purpose of this reputation-based, multiple-site case study was to explore professional learning communities' impact on teacher classroom practice. The goal of this research was to describe the administrator and teachers' perceptions with respect to professional learning communities as it related to teacher practice in their school. Educators…

Turkish Mathematics and Science Teachers' Technology Use in Their Classroom Instruction: Findings from TIMSS 2011

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Tas, Yasemin; Balgalmis, Esra

2016-01-01

The goal of this study was to describe Turkish mathematics and science teachers' use of computer in their classroom instruction by utilizing TIMSS 2011 data. Analyses results revealed that teachers most frequently used computers for preparation purpose and least frequently used computers for administration. There was no difference in teachers'…

Classroom management at the university level: lessons from a former high school earth science teacher

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Lazar, C.

2009-12-01

Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment

Maximizing the Educational Power of History Movies in the Classroom

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Metzger, Scott Alan

2010-01-01

Cinematic feature films are a big part of youth popular culture. When blockbuster movies are about historical topics, it is reasonable for teachers to be drawn to using them in the classroom to motivate students interest. This article overviews research on film in the history classroom and describes three learning functions that history movies can…

Common Core Math in the K-8 Classroom: Results from a National Teacher Survey

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Bay-Williams, Jennifer

2016-01-01

Successful implementation of the Common Core State Standards for Mathematics (CCSS-M) should result in noticeable differences in primary and middle school math classrooms across the United States. "Common Core Math in the K-8 Classroom: Results from a National Teacher Survey" takes a close look at how educators are implementing the…

Plurilingual Pre-Service Teachers in a Multicultural Society: Insightful, Invaluable, Invisible

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Moloney, Robyn; Giles, Andrew

2015-01-01

In view of the increasing cultural and linguistic diversity in school classrooms in many English-majority countries, the profile of the pre-service teachers being trained to teach in those classrooms has become of research interest. It was found in a cohort of Australian pre-service teachers that one third of the cohort was plurilingual. This…

Mental Health and the ESL Classroom: A Guide for Teachers Working with Refugees.

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Lucey, Moira; Chaffee, Marcia; Terry, Diane; Le Marbre, Joan; Stone, Betty; Wiencek, Donna

This manual guides English-as-a-Second-Language (ESL) teachers by outlining the complex burdens that refugee students carry and setting out concrete steps that ESL teachers can take in order to turn their classrooms into effective and welcoming teaching and learning environments. The seven sections focus on the following: (1) "The Refugee and…

Changing Pre-Service Teachers' Beliefs to Teach in Inclusive Classrooms in Victoria, Australia

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Sharma, Umesh

2012-01-01

The purpose of this study was to determine the effect of completing a course in inclusive education on pre-service teachers' beliefs and confidence to teach in inclusive classrooms. Twenty seven pre-service teachers completed a survey and concept maps. It was found that participants' beliefs and confidence level to teach in inclusive classrooms…

Instructional Partners, Principals, Teachers, and Instructional Assistants.

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Indiana State Dept. of Public Instruction, Indianapolis.

This handbook examines various topics of interest and concern to teachers as they work with instructional assistants forming a classroom instructional partnership and functioning as a team. These topics include: (1) instructional assistant qualifications; (2) duties--instructional, classroom clerical, auxillary; (3) factors to be considered when…

Profile of Pre-Service Science Teachers Based on STEM Career Interest Survey

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Winarno, N.; Widodo, A.; Rusdiana, D.; Rochintaniawati, D.; Afifah, R. M. A.

2017-09-01

This study aims to investigate the profile of pre-service science teachers based on STEM (Science, Technology, Engineering, and Mathematics) Career Interest Survey. The study uses descriptive survey method as the research design. Samples collected from 66 preservice science teachers in a university located in Bandung, Indonesia. The results of the study are the profile of pre-service science teachers based on STEM Career Interest Survey shows that the average number of career interest in the field of technology is 4.08, in science 3.80, mathematics 3.39 and engineering 3.30. Pre-service science teachers are found to have interests in the STEM career fields. This research is necessary as there are many instances of people choosing majors or studies that are not in accordance with their interests and talents. The recommendation of this study is to develop learning in pre-service science teachers by using STEM approach.

Keeping an Eye on Learning: Differences between Expert and Novice Teachers' Representations of Classroom Management Events

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Wolff, Charlotte E.; van den Bogert, Niek; Jarodzka, Halszka; Boshuizen, Henny P. A.

2015-01-01

Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers' cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers' expertise development. We created a coding…

Arctic research in the classroom: A teacher's experiences translated into data driven lesson plans

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Kendrick, E. O.; Deegan, L.

2011-12-01

Incorporating research into high school science classrooms can promote critical thinking skills and provide a link between students and the scientific community. Basic science concepts become more relevant to students when taught in the context of research. A vital component of incorporating current research into classroom lessons is involving high school teachers in authentic research. The National Science Foundation sponsored Research Experience for Teachers (RET) program has inspired me to bring research to my classroom, communicate the importance of research in the classroom to other teachers and create lasting connections between students and the research community. Through my experiences as an RET at Toolik Field Station in Alaska, I have created several hands-on lessons and laboratory activities that are based on current arctic research and climate change. Each lesson uses arctic research as a theme for exemplifying basic biology concepts as well as increasing awareness of current topics such as climate change. For instance, data collected on the Kuparuk River will be incorporated into classroom activities that teach concepts such as primary production, trophic levels in a food chain and nutrient cycling within an ecosystem. Students will not only understand the biological concepts but also recognize the ecological implications of the research being conducted in the arctic. By using my experience in arctic research as a template, my students will gain a deeper understanding of the scientific process. I hope to create a crucial link of information between the science community and science education in public schools.

"Kindergarten, can I have your eyes and ears?" politeness and teacher directive choices in inquiry-based science classrooms

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Oliveira, Alandeom Wanderlei

2009-12-01

This study explores elementary teachers' social understandings and employment of directives and politeness while facilitating inquiry science lessons prior and subsequent to their participation in a summer institute in which they were introduced to the scholarly literature on regulative discourse (directives used by teachers to regulate student behavior). A grounded theory analysis of the institute professional development activities revealed that teachers developed an increased awareness of the authoritative functions served by impolite or direct directives (i.e., pragmatic awareness). Furthermore, a comparative microethnographic analysis of participants' inquiry-based classroom practices revealed that after the institute teachers demonstrated an increased ability to share authority with students by strategically making directive choices that were more polite, indirect, inclusive, involvement-focused and creative. Such ability led to a reduced emphasis on teacher regulation of student compliance with classroom behavioral norms and an increased focus on the discursive organization of the inquiry-based science learning/teaching process. Despite teachers' increased pragmatic awareness, teacher-student linguistic relationships did not become entirely symmetrical subsequent to their participation in the summer institute (i.e., teacher authority was not completely relinquished or lost). Based on such findings, it is argued that teachers need to develop higher levels of pragmatic awareness to become effectively prepared to engage in language-mediated teacher-student interaction in the context of inquiry-based science classroom discourse.

Signs of taste for science: a methodology for studying the constitution of interest in the science classroom

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Anderhag, P.; Wickman, P.-O.; Hamza, K. M.

2015-06-01

In this paper we present a methodological approach for analyzing the transformation of interest in science through classroom talk and action. To this end, we use the construct of taste for science as a social and communicative operationalization, or proxy, to the more psychologically oriented construct of interest. To gain a taste for science as part of school science activities means developing habits of performing and valuing certain distinctions about ways to talk, act and be that are jointly construed as belonging in the school science classroom. In this view, to learn science is not only about learning the curriculum content, but also about learning a normative and aesthetic content in terms of habits of distinguishing and valuing. The approach thus complements previous studies on students' interest in science, by making it possible to analyze how taste for science is constituted, moment-by-moment, through talk and action in the science classroom. In developing the method, we supplement theoretical constructs coming from pragmatism and Pierre Bourdieu with empirical data from a lower secondary science classroom. The application of the method to this classroom demonstrates the potential that the approach has for analyzing how conceptual, normative, and aesthetic distinctions within the science classroom interact in the constitution of taste for, and thereby potentially also in the development of interest in science among students.

Are All Program Elements Created Equal? Relations Between Specific Social and Emotional Learning Components and Teacher-Student Classroom Interaction Quality.

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Abry, Tashia; Rimm-Kaufman, Sara E; Curby, Timothy W

2017-02-01

School-based social and emotional learning (SEL) programs are presented to educators with little understanding of the program components that have the greatest leverage for improving targeted outcomes. Conducted in the context of a randomized controlled trial, the present study used variation in treatment teachers' (N = 143) implementation of four core components of the Responsive Classroom approach to examine relations between each component and the quality of teachers' emotional, organizational, and instructional interactions in third, fourth, and fifth grade classrooms (controlling for pre-intervention interaction quality and other covariates). We also examined the extent to which these relations varied as a function of teachers' baseline levels of interaction quality. Indices of teachers' implementation of Morning Meeting, Rule Creation, Interactive Modeling, and Academic Choice were derived from a combination of teacher-reported surveys and classroom observations. Ratings of teacher-student classroom interactions were aggregated across five observations conducted throughout the school year. Structural path models indicated that teachers' use of Morning Meeting and Academic Choice related to higher levels of emotionally supportive interactions; Academic Choice also related to higher levels of instructional interactions. In addition, teachers' baseline interaction quality moderated several associations such that the strongest relations between RC component use and interaction quality emerged for teachers with the lowest baseline interaction quality. Results highlight the value of examining individual program components toward the identification of program active ingredients that can inform intervention optimization and teacher professional development.

Validating the Early Childhood Classroom Observation Measure in First and Third Grade Classrooms

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Tang, Xin; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Kikas, Eve; Muotka, Joona; Nurmi, Jari-Erik

2017-01-01

The present study reports on the psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM) in Finnish and Estonian first and third grade classrooms. The observation data were collected from 91 first grade teachers and 70 third grade teachers. Teachers' curriculum goals, teaching experience and the classroom size were…

#ClimateEdCommunity : Field Workshops Bring Together Teachers and Researchers to Make Meaning of Science and Classroom Integration

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Bartholow, S.; Warburton, J.; Wood, J. H.; Steiner, S. M.

2015-12-01

Seeing Understanding and Teaching: Climate Change in Denali is a four-day immersive teacher professional development course held in Denali National Park. Developed through three partner organizations, the course aims to develop teachers' skills for integrating climate change content into their classrooms. This presentation aims to share tangible best practices for linking researchers and teachers in the field, through four years of experience in program delivery and reported through a published external evaluation. This presentation will examine the key aspects of a successful connection between teachers, researchers, science, and classrooms: (1) Inclusion of teacher leaders, (2) dedicated program staff, (3) workshop community culture, and will expose barriers to this type of collaboration including (1) differences in learning style, (2) prior teaching experience, (3) existing/scaffolding understanding of climate change science, and (4) accessibility of enrollment and accommodations for the extended learning experience. Presentation Content Examples:Participants overwhelmingly value the deep commitment this course has to linking their field experience to the classroom attributing to the role of a teacher-leader; an expert science teacher with first-hand field research experience in the polar regions. The goal of including a teacher-leader is to enhance translatability between fieldwork and the classroom. Additionally, qualitative aspects of the report touches on the intangible successes of the workshop such as: (1) the creation of a non-judgmental learning atmosphere, (2) addressing accessibility to science learning tools in rural and under-served communities, (3) defining successful collaboration as making meaning together through exploratory questioning while in the field (4) discussed the social and cultural implications of climate change, and the difficulty of navigating these topics in educational and/or multicultural spaces. Next Steps? Create a #Climate

Teachers' Stances on Cell Phones in the ESL Classroom: Toward a "Theoretical" Framework

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Brown, Jeff

2014-01-01

In the ongoing and constantly expanding discussion surrounding cell phones in the classroom, a theoretical complement to the practical side of the issue is generally lacking. This is perhaps understandable. Many teachers are still trying to deal with the simple presence of cell phones in the class, and managing a classroom in which the presence…

The Artist-Teacher in the Classroom and Changes in the Teacher-Student Relationship, with Reference to the Issue of Censorship

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Stanhope, Clare

2011-01-01

This article examines a case study of an A-Level student's work and how the inclusion and integration of my own practice as artist-teacher into the classroom has changed the teacher-student relationship, resulting in a more collaborative environment. It investigates how the mutual sharing of practice supports opportunities for pupils to discuss…

Developing the language of thinking within a classroom community of inquiry: pre-service teachers' experiences

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Lena Green

2012-01-01

Full Text Available We argue that the "community of inquiry" approach, using reading materials modelled on Lipman's Philosophy for Children programme, is a theoretically justified and teacher-friendly means of promoting effective thinking skills. The stimulus materials, used by the pre-service teachers, consist ofshort stories ofclassroom life designed to elicit children's ideas for further discussion as a community of inquiry. Research has shown that the community of inquiry approach to classroom discussion is perceived positively by educators and teachers and makes a difference to learners. This study explored how the Intermediate and Senior Phase pre-service teachers experienced a classroom community of inquiry by using a qualitative research design with 47 final year pre-service teachers. Data consisted of written reflections from the whole class and recordings of two focus group interviews with selected individuals from the group. From the analysis of the data, the following themes became evident: personal and professional development, changes in learners, contextual concerns, and curriculum links. We conclude that this approach is a valuable addition to the pedagogical strategies of pre-service teachers.

Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention.

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Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Newcomer, Lori; David, Kimberly

2013-11-01

Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

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Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-12-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

Maternity Leave Provisions for Classroom Teachers in Larger School Systems.

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Educational Research Service Circular, 1966

1966-01-01

Maternity leave provisions for classroom teachers in 129 school systems having enrollments of 25,000 or more are reported for 1965-66 in this national survey. Tables contain information on compulsory absence prior to anticipated date of birth and earliest permissible return from maternity leaves. Brief descriptions of maternity leave practices are…

Science Specialists or Classroom Teachers: Who Should Teach Elementary Science?

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Levy, Abigail Jurist; Jia, Yueming; Marco-Bujosa, Lisa; Gess-Newsome, Julie; Pasquale, Marian

2016-01-01

This study examined science programs, instruction, and student outcomes at 30 elementary schools in a large, urban district in the northeast United States in an effort to understand whether there were meaningful differences in the quality, quantity and cost of science education when provided by a science specialist or a classroom teacher. Student…

Teachers' Perceptions of Factors Affecting the Educational Use of ICT in Technology-Rich Classrooms

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Badia, Antoni; Meneses, Julio; Sigales, Carles

2013-01-01

Introduction: The purpose of this study is to identify the main factors that influence teachers' decision-making regarding the educational use of ICT (Information and Communication Technologies) in technology-rich classrooms. Method: We collected data from 278 teachers in Catalonia (Spain) working in eight primary and secondary education schools…

Classroom Performance Evaluation: Stages and Perspectives for Professional Development of Secondary Teachers in Vietnam

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Pham, Huy Q.; Roberts, Stacey B.

2012-01-01

This study examined classroom performance evaluation of secondary teachers in Vietnam. Specially, it sought to determine the possibility of applying supervision into the evaluation for teaching development. Data were collected from interviews with 34 (n=34) participants: ten evaluators and 24 teachers in different school contexts: rural areas,…

Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms

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Humphries, Marisha L.; Williams, Brittney V.; May, Tanginia

2018-01-01

The promotion of social-emotional competence and implementation of social-emotional learning programs have increased substantially in schools; however, little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (3 to 8 years old) teachers' perceptions of classroom-based social-emotional learning…

The Effects of Classroom Autonomy, Staff Collegiality, and Administrative Support on Teachers' Job Satisfaction

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Lasseter, Austin

2013-01-01

The purpose of my dissertation is to determine which job-related factors are most likely to explain teachers' sense of satisfaction with their current job. Based on previous research (Fairchild et al., 2012; Lee, Dedrick, & Smith, 1991; Perie & Baker, 1997), I hypothesized that teachers' perceptions of classroom autonomy, staff…

What Are the Influences on Teacher Mobile Technology Self-Efficacy in Secondary School Classrooms?

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Tilton, Jo; Hartnett, Maggie

2016-01-01

As digital technologies develop and change, so do the ways these tools are integrated into classrooms. In particular, as mobile digital technologies become ubiquitous there is a need to investigate how teachers engage with these tools--both personally and professionally. Research has consistently shown that teachers' underlying beliefs and…

The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

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Jordan, Michelle E.; Lorenz, Kent; Stylianou, Michalis; Kulinna, Pamela Hodges

2018-01-01

This study examined classroom teachers' involvement in a yearlong Comprehensive School Physical Activity Programs (CSPAP) implemented in one K-8 rural U.S. school district. Its purpose was to describe patterns of social interaction among teachers, administrators, and families associated with the intervention (i.e., social capital) and whether…

The organisation of pedagogy in a learnership model of teacher ...

African Journals Online (AJOL)

Erna Kinsey

available to student teachers and how the student teachers are assessed. Some points for further .... The pedagogic relationship between the mentors and the student teachers .... sessment and classroom management. Ensor's ... Coping with pressure ... Interestingly, these comments seemed to stress the positive aspects of.

Antecedents of teachers' emotions in the classroom: an intraindividual approach.

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Becker, Eva S; Keller, Melanie M; Goetz, Thomas; Frenzel, Anne C; Taxer, Jamie L

2015-01-01

Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual approach by collecting data through a diary. The sample consisted of 39 teachers who each participated with one of their 9th or 10th grade mathematics classes (N = 758 students). Both teachers and students filled out diaries for 2-3 weeks pertaining to 8.10 lessons on average (N = 316 lessons). Multilevel structural equation modeling revealed that students' motivation and discipline explained 24% of variance in teachers' enjoyment and 26% of variance in teachers' anger. In line with theoretical assumptions, after introducing teachers' subjective appraisals as a mediating mechanism into the model, the explained variance systematically increased to 65 and 61%, for teachers' enjoyment and anger respectively. The effects of students' motivation and discipline level on teachers' emotions were partially mediated by teachers' appraisals of goal conduciveness and coping potential. The findings imply that since teachers' emotions depend to a large extent on subjective evaluations of a situation, teachers should be able to directly modify their emotional experiences during a lesson through cognitive reappraisals.

The teacher's role in promoting collaborative dialogue in the classroom.

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Webb, Noreen M

2009-03-01

Research on student-led small-group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours. This paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small-group work, how teachers can prepare students for collaborative group work, and the role of teacher discourse and classroom norms in small-group dialogue. Studies selected for review focused on student-led small-group contexts for learning in which students were expected to collaborate, reported data from systematic observations of group work, and linked observational data to teacher practices and student learning outcomes. This review uncovered multiple dimensions of the teacher's role in fostering beneficial group dialogue, including preparing students for collaborative work, forming groups, structuring the group-work task, and influencing student interaction through teachers' discourse with small groups and with the class. Common threads through the research are the importance of students explaining their thinking, and teacher strategies and practices that may promote student elaboration of ideas.

Teachers' Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)

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Kaymakamoglu, Sibel Ersel

2018-01-01

This study explored the EFL teachers' beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively…

Authority in the classroom: Perception secondary school teachers in Córdoba (Argentina

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Claudia Daniela Giacobbe

2017-03-01

Full Text Available In educational institutions midlevel city of Córdoba is manifested as a recurring problem the apparent impossibility of building common meanings of the teaching authority, which seems evident in the malaise that often denounces educators. In this paper we present the product of research conducted during school cycles 2013 and 2014 in two public high schools of state management of the city of Córdoba. The objective was to know the opinions, beliefs and values (representations of teachers on the authority they hold and exercise in the classroom. We will present here the results of classroom observations and interviews with teachers. Our exploration allows us to see that the authority is a historical link which is linked to the existence of a hierarchical structure related to institutionalized systems that are constantly changing in the process of construction of social reality. In this sense, we dare to venture that the authority link teacher-students is not dying: representations around him could be in the process of transformation.

Literacy Strategies in the Science Classroom The Influence of Teacher Cognitive Resources on Implementation

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Mawyer, Kirsten Kamaile Noelani

Scientific literacy is at the heart of science reform (AAAS, 1989; 1993: NRC, 1996). These initiatives advocate inquiry-based science education reform that promotes scientific literacy as the prerequisite ability to both understand and apply fundamental scientific ideas to real-world problems and issues involving science, technology, society and the environment. It has been argued that literacy, the very ability to read and write, is foundational to western science and is essential for the attainment of scientific literacy and the reform of science education in this country (Norris & Phillips, 2004). With this wave of reform comes the need to study initiatives that seek to support science teachers, as they take on the task of becoming teachers of literacy in the secondary science classroom. This qualitative research examines one such initiative that supports and guides teachers implementing literacy strategies designed to help students develop reading skills that will allow them to read closely, effectively, and with greater comprehension of texts in the context of science. The goal of this study is to gather data as teachers learn about literacy strategies through supports built into curricular materials, professional development, and implementation in the classroom. In particular, this research follows four secondary science teachers implementing literacy strategies as they enact a yearlong earth and environmental science course comprised of two different reform science curricula. The findings of this research suggest teacher's development of teacher cognitive resources bearing on Teaching & Design can be dynamic or static. They also suggest that the development of pedagogical design capacity (PDC) can be either underdeveloped or emergent. This study contributes to current understandings of the participatory relationship between curricular resources and teacher cognitive resources that reflects the design decision of teachers. In particular, it introduces a

A New Era of Science Education: Science Teachers' Perceptions and Classroom Practices of Science, Technology, Engineering, and Mathematics (STEM) Integration

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Wang, Hui-Hui