WorldWideScience

Sample records for instruction teacher quality

  1. Generalizing from Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment

    Science.gov (United States)

    Wilhelm, Anne Garrison; Kim, Sungyeun

    2015-01-01

    One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often…

  2. Student Voice on the Instructional Qualities of the Effective English Language Teacher: A Collective Case Study

    Directory of Open Access Journals (Sweden)

    Corinne Vong Siu Phern

    2013-01-01

    Full Text Available A majority of Malaysian students only have average English language proficiency, although instructional qualities of the effective English language teacher have by far been expounded by English language experts. Thus, this study aimed to investigate the extent to which the responses of student voice representing above average, average and below average English language proficiency from the primary, secondary and tertiary levels - have agreed with expert opinion’s description of instructional qualities of the effective English language teacher. In this respect, student voice was analysed using triangulation not only on the instructional qualities discussed, but also on the literature review. Interesting findings revealed that student voice still had something extra to contribute in determining the instructional qualities of the effective English language teacher, with a touch of irony and constructive criticism on how such qualities of English language teachers/lecturers could still improve, so as to appear more effective in learners’ eyes.

  3. Dynamic Effects of Teacher Turnover on the Quality of Instruction. Working Paper 170

    Science.gov (United States)

    Hanushek, Eric A.; Rivkin, Steven G.; Schiman, Jeffrey C.

    2016-01-01

    It is widely believed that teacher turnover adversely affects the quality of instruction in urban schools serving predominantly disadvantaged children, and a growing body of research investigates various components of turnover effects. The evidence at first seems contradictory, as the quality of instruction appears to decline following turnover…

  4. Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers' General Pedagogical Knowledge and Instructional Quality

    Science.gov (United States)

    König, Johannes; Pflanzl, Barbara

    2016-01-01

    Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers' GPK assessed via a…

  5. Coaching: Impacting Teacher Behavior to Improve the Quality of Classroom Instruction

    Science.gov (United States)

    Black, Melanie R.

    2012-01-01

    This study addressed the extent to which coaching, as a specific type of professional development, impacted teacher behavior and instructional quality. Specifically, this study sought to determine the extent to which teachers understood and used Marzano's nine high-yield strategies as a result of their participation in six weeks of on-site…

  6. Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

    Science.gov (United States)

    Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

    2013-02-01

    This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the

  7. The Interaction of Principal and Teacher Instructional Influence as a Measure of Leadership as an Organizational Quality

    Science.gov (United States)

    Jackson, Karen M.; Marriott, Christine

    2012-01-01

    Purpose: This article presents the design and test of a measure of school leadership as an organizational quality through the interaction of principal and teacher instructional influence. The Organizational Leadership Model hypothesizes four distinct conditions of school leadership, and the analysis investigates the relationship between teacher,…

  8. Why and How Teachers Transform Their Instruction

    Science.gov (United States)

    Light, Barbara J.

    In his 2011 book The highly qualified teacher: What is teacher quality and how do we measure it? Strong argues that as a profession, education has struggled to measure teacher quality and therefore cannot provide a proven system to consistently develop high-quality teachers. In order to move toward an operational definition of teacher quality, Kennedy, in her 2008 journal article entitled "Contributions of qualitative research to research on teacher qualifications" suggests that the causal mechanisms of the development of teachers who are identified as high-quality teachers must be researched, documented, and then used in teacher preparation and development. Instructional ability is a key component of teacher effectiveness. This case study examines instructional transformations made by four teachers to explore why and how teachers make transformations in their teaching. The overarching conclusion of the study is the importance of student-centeredness as a component of teacher effectiveness.

  9. Instructional Partners, Principals, Teachers, and Instructional Assistants.

    Science.gov (United States)

    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…

  10. The Effects of Using the Essential Skills Inventory on Teacher Perception of High-Quality Classroom Instruction

    Science.gov (United States)

    Sornson, Bob

    2015-01-01

    This study explores the efficacy of using the Essential Skill Inventories (ESI) to increase high-quality instruction in the early learning years. Kindergarten and first- and second-grade teachers, who were identified as using the ESI with fidelity, assessed their own teaching skills and behaviors, reflecting on these before and after use of the…

  11. The Improvement of Student Teachers' Instructional Quality during a 15-Week Field Experience: A Latent Multimethod Change Analysis

    Science.gov (United States)

    Holtz, Peter; Gnambs, Timo

    2017-01-01

    Most studies evaluating the effectiveness of school internships have relied on self-assessments that are prone to self-presentational distortions. Therefore, the present study analyzed the improvement in the instructional quality of 102 student teachers (46 women) from a German university during a 15-week internship at a local secondary school…

  12. Perspectives on Teacher Quality: Bilingual Education and ESL Teacher Certification, Test-Taking Experiences, and Instructional Practices

    Science.gov (United States)

    Lemberger, Nancy; Reyes-Carrasquillo, Angela

    2011-01-01

    This descriptive exploratory study looked at the certification process, test-taking experiences, and instructional practices of a group of graduate bilingual education (BE) and English-as-a-Second-Language (ESL) teachers to understand why some had problems passing teacher certification tests after completing their degrees. The study surveyed 63 BE…

  13. Professional Competence of Teachers: Effects on Instructional Quality and Student Development

    Science.gov (United States)

    Kunter, Mareike; Klusmann, Uta; Baumert, Jürgen; Richter, Dirk; Voss, Thamar; Hachfeld, Axinja

    2013-01-01

    This study investigates teachers' pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school…

  14. Building Measures of Instructional Differentiation from Teacher Checklists

    Science.gov (United States)

    Williams, Ryan; Swanlund, Andrew; Miller, Shazia; Konstantopoulos, Spyros; van der Ploeg, Arie

    2012-01-01

    Differentiated instruction is commonly believed to be critical to improving the quality and efficiency of teachers' instructional repertoires (Fischer & Rose, 2001; Tomlinson, 2004). Tomlinson (2000) describes differentiation in four domains: content, process, product, and learning environment. Content differentiation involves varying…

  15. Interior Design: Teacher's Instructional Guide.

    Science.gov (United States)

    Hays, Tricia

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year interior design programs for Texas high school students. The following are among the items included: (1) introductory…

  16. Preschool Teachers' Endorsement of Instructional Practices: An Interprofessional Exploration

    Science.gov (United States)

    Koutsoftas, Anthony D.; Dubasik, Virginia L.; Moss DiDonato, Alicia

    2017-01-01

    Background: Preschool teacher's instructional practices are one component of high-quality early education classrooms that have the potential to directly influence young children's school readiness and success; therefore, the type and quality of instructional practices used by preschool teachers should be explored. Purpose: The purpose of this…

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

    Science.gov (United States)

    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

  18. Apparel. Teacher's Instructional Guide.

    Science.gov (United States)

    Rambo, Patti

    This instructional guide for a one-half credit technological laboratory course for grades 10-12 focuses on apparel from the perspectives of personal decision making related to apparel, the apparel industry, and career preparation. Introductory materials are a course description; overview of course design; facilities, equipment, and resources; and…

  19. Cumulative Risk, Teacher Well-Being and Instructional Quality: Evidence from the DRC and Ghana

    Science.gov (United States)

    Wolf, Sharon

    2016-01-01

    There is growing concern that teachers in low-income countries are increasingly demotivated, which may partially explain deteriorating teaching performance and student learning outcomes, high rates of turnover and absenteeism, and misconduct. At the same time, remarkably little systematic research has examined the living and working conditions for…

  20. ASIE Model: An Innovative Instructional Design Model for Teachers in Enhancing and Sustaining the Quality of the 21st Century Learning

    Directory of Open Access Journals (Sweden)

    Ismail Md Zain

    2017-04-01

    Full Text Available An effective and systematic design of instruction will determine the quality of learning and teaching practices. Hence, instructional design models are required, to move from just adopting a standard approach to developing models that have an impact on learners' profiles, creating a much better learning experience, skills, and knowledge both in the classroom and online. The 21st Century Learning Framework requires learners to develop their thinking skills, communication skills, collaborating skills and enhancing their creativity, (4Cs towards establishing "globally competitive learners." An Integral ASIE Instructional Design Model is an innovative 21st Century teachers' designing tool that provides a solution to the above challenges. The Model assist teachers in Planning, Utilizing and Sharing (PLUS instructions with others across nations. It promotes the Professional Learning Community practices where educationist, stakeholders, parents, and corporates work collaboratively ensuring its quality and sustainability in addressing the future employability issues of the learners. Results from 5 Likert Scales Questionnaires given to teachers in workshops and pilot project conducted, shows positive views on the model.

  1. The Future of Instructional Teacher Leader Roles

    Science.gov (United States)

    Mangin, Melinda M.; Stoelinga, Sara Ray

    2010-01-01

    In response to increased performance expectations, schools and districts are turning to nonsupervisory, school-based, instructional teacher leader roles to help improve teachers' instruction and enhance student learning. Increased opportunities to learn about teacher leadership may facilitate the implementation and institutionalization of…

  2. Reading strategy instruction and teacher change: implications for teacher training

    OpenAIRE

    Klapwijk, Nanda M

    2012-01-01

    I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issue...

  3. Reading Strategy Instruction and Teacher Change: Implications for Teacher Training

    Science.gov (United States)

    Klapwijk, Nanda M.

    2012-01-01

    I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that…

  4. 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...

  5. Changing Student Teachers' Views of Comprehension Instruction ...

    African Journals Online (AJOL)

    At the same time research shows that little, if any, explicit and continuous strategy instruction takes place in classrooms. Reasons seem ... This article reports on the effect of a reading comprehension instruction course on university student teachers' lesson planning, strategy use and views about comprehension instruction.

  6. Preservice Teacher Application of Differentiated Instruction

    Science.gov (United States)

    Dee, Amy Lynn

    2011-01-01

    Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers…

  7. Differentiating Science Instruction: Secondary science teachers' practices

    Science.gov (United States)

    Maeng, Jennifer L.; Bell, Randy L.

    2015-09-01

    This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

  8. Instructional quality of lower grades natural science classes: the ...

    African Journals Online (AJOL)

    ... classes: the case of primary schools linked to Kemise College of Teacher Education. ... the quality of natural science education classroom instruction in lower grade ... on pedagogical and subject matter issue, closer support and supervision.

  9. Instructional Technology, Temper, Technique, and Teacher Empowerment.

    Science.gov (United States)

    Hunter, J. Mark; Garrison, James W.

    1991-01-01

    Scientific management and hierarchical accountability tend to destroy dialogue and issue ideas as orders to be obeyed. Instructional technology packages can actually enslave teachers. The emendation or feedback loop built into all instructional systems should allow educators to alter design in the context of practice and help technologists design…

  10. Reading strategy instruction and teacher change: implications for teacher training

    Directory of Open Access Journals (Sweden)

    Nanda M Klapwijk

    2012-01-01

    Full Text Available I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that teachers seem to move through distinct phases in their uptake of RSI. The article focuses on teachers' reaction to RSI and highlights a number of issues that are important to the implementation of RSI, not the least of which is that a clear need exists for changes to in-service teacher training and support and pre-service teacher training. In an effort to address these training issues the article contains specific recommendations for pre-service teacher training in particular.

  11. Examining First Grade Teachers' Handwriting Instruction

    Science.gov (United States)

    Arslan, Derya

    2012-01-01

    The purpose of this study is to examine the first grade teachers' practices of handwriting instructions in terms of teaching, evaluation and handwriting difficulties. From qualitative research patterns, phenomenology was used. The study was applied to the 54 First grade teachers who work at central Burdur and Burdur county centre primary education…

  12. Shaping instructional communication competence of preservice teachers

    Science.gov (United States)

    Tandyonomanu, D.; Mutiah; Setianingrum, V. M.

    2018-01-01

    This study aims to understand the process of shaping communication competence. Participants were pre-service teachers in the primary school education teacher who conducted teaching program internship program. Observations and interviews found that culture, experience, and education were the components that developed the communication competence within the instructional context. The former two components dominantly shape communication instructional competencies, whereas the latter contributes insignificantly. Education emphasizes on teacher’s pedagogy and professional competences. In the future, educational institutions for pre-service teachers could use this research results to Determine the process of developing communication competence.

  13. Reading strategy instruction and teacher change: Implications for ...

    African Journals Online (AJOL)

    I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. ... AJOL African Journals Online.

  14. An Analysis of Instructional Facilitators' Relationships with Teachers and Principals

    Science.gov (United States)

    Range, Bret G.; Pijanowski, John C.; Duncan, Heather; Scherz, Susan; Hvidston, David

    2014-01-01

    This study examines the perspectives of Wyoming instructional facilitators, concerning three coaching constructs--namely, their instructional leadership roles, teachers' instructional practices, and the support that they receive from principals and teachers. Findings suggest that instructional facilitators were positive about their instructional…

  15. Pay, working conditions, and teacher quality.

    Science.gov (United States)

    Hanushek, Eric A; Rivkin, Steven G

    2007-01-01

    Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban districts pay more, while in others, suburban districts pay more. But working conditions in urban and suburban districts differ substantially, with urban teachers reporting far less administrator and parental support, worse materials, and greater student problems. Difficult working conditions may drive much of the difference in turnover of teachers and the transfer of teachers across schools. Using rich data from Texas public schools, the authors describe in detail what happens when teachers move from school to school. They examine how salaries and student characteristics change when teachers move and also whether turnover affects teacher quality and student achievement. They note that both wages and student characteristics affect teachers' choices and result in a sorting of teachers across schools, but they find little evidence that teacher transitions are detrimental to student learning. The extent to which variations in salaries and working conditions translate into differences in the quality of instruction depends importantly on the effectiveness of school personnel policies in hiring and retaining the most effective teachers and on constraints on both entry into the profession and the firing of low performers. The authors conclude that overall salary increases for teachers would be both expensive and ineffective. The best way to improve the quality of instruction would be to lower barriers to becoming a teacher, such as certification, and to link compensation and career advancement more closely with teachers' ability to raise student performance.

  16. The Tools of Teacher Education: Preservice Teachers' Use of Technology To Create Instructional Materials.

    Science.gov (United States)

    Roberts, Sherron Killingsworth; Hsu, Ying-Shao

    2000-01-01

    Examines the effectiveness/efficiency of preservice teachers' use of technology to create instructional materials developed in an undergraduate reading/language arts course. Results showed no significant difference between measures of overall quality of the technology assistance as compared to handmade prompts. Eighty-five percent of the teachers…

  17. Students' Evocative Impact on Teacher Instruction and Teacher-Child Relationships

    Science.gov (United States)

    Nurmi, Jari-Erik; Kiuru, Noona

    2015-01-01

    Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a…

  18. ASIE Model: An Innovative Instructional Design Model for Teachers in Enhancing and Sustaining the Quality of the 21st Century Learning

    OpenAIRE

    Ismail Md Zain

    2017-01-01

    An effective and systematic design of instruction will determine the quality of learning and teaching practices. Hence, instructional design models are required, to move from just adopting a standard approach to developing models that have an impact on learners' profiles, creating a much better learning experience, skills, and knowledge both in the classroom and online. The 21st Century Learning Framework requires learners to develop their thinking skills, communication skills, collaborating ...

  19. Description of Success: A Four-Teacher Instructional Model.

    Science.gov (United States)

    Reed, Dianne

    This study described a four-teacher instructional model in operation at an elementary school, noting the perceptions of fourth grade students, parents, and teachers regarding the model. The model encompassed teaming, block scheduling, departmentalization of subjects, integrated/interdisciplinary instruction, and in-depth instruction in each…

  20. Preservice Mathematics Teachers' Perceptions of Drama Based Instruction

    Science.gov (United States)

    Bulut, Neslihan

    2016-01-01

    The purpose of this study was to determine the perceptions of pre-service mathematics teachers related to drama-based instruction. For this purpose, effects of a drama-based mathematics course on senior class pre-service mathematics teachers' knowledge about drama-based instruction and teacher candidates' competencies for developing and…

  1. Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures

    Science.gov (United States)

    Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

    2011-01-01

    This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…

  2. Physics Teacher Quality

    Science.gov (United States)

    Wallace, Andrew; Bixler, David

    2010-03-01

    Physics Teacher Quality at Angelo State University (ASU) and Education Service Center Region XV is funded through a US Department of Education grant. In this program secondary science teachers from local and rural districts within Region XV learn and practice physics and principles of technology concepts emphasized in the Texas Essential Knowledge and Skills (TEKS), improve practice of 5E model of guided inquiry, and complete activity-based laboratories and field investigations. Investigations include field and laboratory safety, environmental responsibility, ethical practices, application of scientific methods to open-ended problems encountered in the physical sciences, and critical thinking and problem solving. Teachers are assessed through pre- and post- testing, lab practicum, and classroom observation over a two-year cycle. Assessment data from 2004 through 2008 indicates Physics Teacher Quality is changing teaching behavior in the secondary classroom.

  3. An exploration of elementary science teachers' expertise, creativity skills, and motivation in relation to the use of an innovation and the delivery of high-quality science instruction

    Science.gov (United States)

    Falkenberg, Karen L.

    This two-year study sought to uncover characteristic differences among a purposive sample of 23 elementary teachers who were using an elementary science innovation with various levels of proficiency. Two theoretical frameworks supported the development of the research, the Concerns Based Adoption Model Level of Use (LoU) (Hord, Rutherford, Huling-Austin & Hall, 1987) and Amabile's (1996) Componential Model of Creativity. Both qualitative and quantitative methodologies were employed to gather data on participants' science content knowledge, pedagogical skill, creativity relevant process skills, motivation orientation, self-efficacy, outcome expectancy and workplace environment. Results dispute the common conception among educators that "mechanical use" teachers do not provide high quality lessons. A new method for categorizing teachers' proficiency with an innovation is suggested by this study that incorporates both qualitative data from the LoU interview and classroom observation. Additionally, results show that the quality of the observed science lessons was associated with a teacher's creativity. The data suggest that a teacher's creativity relevant process skills and expertise are indicators of lesson quality. There were important differences among teachers' conceptions of creativity, how they involved students in the reported lessons and in the type of adaptations they made to the innovation. The more creative teachers tended to provide lessons that were more complex, of longer duration, had ties to student home life, and used multiple resources. Following an analysis of these results is a set of suggested professional development strategies and workplace changes to support less proficient teachers in their ability to provide higher quality elementary science lessons.

  4. Pay, Working Conditions, and Teacher Quality

    Science.gov (United States)

    Hanushek, Eric A.; Rivkin, Steven G.

    2007-01-01

    Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban…

  5. Kuwaiti Science Teachers' Beliefs and Intentions Regarding the Use of Inquiry-Based Instruction

    Science.gov (United States)

    Alhendal, Dalal; Marshman, Margaret; Grootenboer, Peter

    2016-01-01

    To improve the quality of education, the Kuwaiti Ministry of Education has encouraged schools to implement inquiry-based instruction. This study identifies psychosocial factors that predict teachers' intention to use inquiry-based instruction in their science classrooms. An adapted model of Ajzen's (1985) theory of planned behaviour--the Science…

  6. How Portuguese and American Teachers Plan for Literacy Instruction

    Science.gov (United States)

    Spear-Swerling, Louise; Lopes, Joao; Oliveira, Celia; Zibulsky, Jamie

    2016-01-01

    This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers…

  7. The Integration of Instructional Technology by Teacher Educators at ...

    African Journals Online (AJOL)

    The argument put up in this study is that if teachers have to use instructional technology in their classroom, they have to see lecturers modelling the best practices in technology utilisation. As such, the purpose of the study was to investigate the use of instructional technology by teacher educators in the Faculty of Education ...

  8. Teacher Candidate Technology Integration: For Student Learning or Instruction?

    Science.gov (United States)

    Clark, Cynthia; Zhang, Shaoan; Strudler, Neal

    2015-01-01

    Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…

  9. Analysis of an Instructional Coach's Role as Elementary School Language Teachers' Professional Developer

    Science.gov (United States)

    Chien, Chin-Wen

    2013-01-01

    Coaches can provide teachers with quality professional development experiences by mentoring, providing workshops, modeling, or encouraging professional growth (York-Barr & Duke, 2004). This study focuses on the instructional coach's role in the professional development of teachers of English language learners (ELLs). The study has the following…

  10. Physical Education Teacher Training in Fundamental Movement Skills Makes a Difference to Instruction and Assessment Practices

    Science.gov (United States)

    Lander, Natalie Jayne; Barnett, Lisa M.; Brown, Helen; Telford, Amanda

    2015-01-01

    The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable.…

  11. Teachers' Motivation and its Influence on Quality Assurance in the ...

    African Journals Online (AJOL)

    FIRST LADY

    Teachers are essential elements in the school organization whose cost effectiveness in ... personnel; quality of available instructional teaching materials, equipment and facility ..... Poor administrative structure and organizational climates in the ... Based on this benchmark, the following possible recommendations have been.

  12. 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.

  13. Qualities of an effective teacher: what do medical teachers think?

    Science.gov (United States)

    Singh, Simerjit; Pai, Dinker R; Sinha, Nirmal K; Kaur, Avneet; Soe, Htoo Htoo Kyaw; Barua, Ankur

    2013-09-17

    Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines. A questionnaire comprising of 24 statements relating to perceived qualities of effective teachers was prepared and used. The study population included the faculty of medicine and dentistry at the institution. Respondents were asked to mark their response to each statement based on a 5-point Likert scale ranging from strongly disagree to strongly agree. These statements were grouped these into four main subgroups, viz. Class room behaviour/instructional delivery, interaction with students, personal qualities and professional development, and analysed with respect to discipline, cultural background, gender and teaching experience using SPSS v 13.0. For bivariate analysis, t-test and one way ANOVA were used. Multiple linear regression for multivariate analysis was used to control confounding variables. The top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills. Faculty with longer teaching experienced ranked classroom behaviour/instructional delivery higher than their less experienced counterparts. There was no difference of perspectives based on cultural background, gender or discipline (medicine and dentistry). This study found that the faculty perspectives were similar, regardless of the discipline, gender and cultural background. Furthermore, on review of literature similar findings are seen in studies done in allied medical and non-medical fields. These findings support common teacher training programs

  14. Special Education Teachers' Nature of Science Instructional Experiences

    Science.gov (United States)

    Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L.

    2016-01-01

    Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial…

  15. Learning How to Improve Vocabulary Instruction through Teacher Study Groups

    Science.gov (United States)

    Dimino, Joseph; Taylor, Mary Jo

    2009-01-01

    Professional development with proven positive effects on vocabulary instruction and student achievement: that's what reading teachers are looking for, and that's what the Teacher Study Group (TSG) model delivers. With the nine complete TSG sessions in this book, K-8 teachers will form dynamic in-school learning groups with their fellow educators…

  16. Measuring Teachers' Knowledge of Vocabulary Development and Instruction

    Science.gov (United States)

    Duguay, Annie; Kenyon, Dorry; Haynes, Erin; August, Diane; Yanosky, Tiffany

    2016-01-01

    This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include…

  17. Predicting Teacher Job Satisfaction Based on Principals' Instructional Supervision Behaviours: A Study of Turkish Teachers

    Science.gov (United States)

    Ilgan, Abdurrahman; Parylo, Oksana; Sungu, Hilmi

    2015-01-01

    This quantitative research examined instructional supervision behaviours of school principals as a predictor of teacher job satisfaction through the analysis of Turkish teachers' perceptions of principals' instructional supervision behaviours. There was a statistically significant difference found between the teachers' job satisfaction level and…

  18. Instructional decision making of high school science teachers

    Science.gov (United States)

    Carver, Jeffrey S.

    The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step

  19. Study of the 5E Instructional Model to Improve the Instructional Design Process of Novice Teachers

    Science.gov (United States)

    Hu, Jiuhua; Gao, Chong; Liu, Yang

    2017-01-01

    This study investigated the effects of 5E instructional model on the teaching processes of novice teachers. First, we conducted a teaching design training project based on the 5E model for 40 novice teachers, and compared pre-texts of the teachers' teaching process from before the training with post-texts obtained immediately following the…

  20. Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices

    Science.gov (United States)

    Robertson, Laura; Jones, M. Gail

    2013-06-01

    This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n = 201) was carried out for each of the survey assessments. Significance testing for Chinese (n = 107) and US (n = 94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n = 19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.

  1. evaluation of teachers' use of instructional materials for teaching ...

    African Journals Online (AJOL)

    Global Journal

    The purpose of this survey was to evaluate the teachers' use of the instructional materials for teaching ... These and other benefits justify the teaching of .... The use of ICT is very effective for foreign language teaching and learning. 40. PRISCA ...

  2. teachers' perception of the utilization of instructional materials

    African Journals Online (AJOL)

    Global Journal

    social studies in junior secondary schools in Calabar Municipality of Cross River State, Nigeria. The ... teachers perceive instructional materials as necessary for effective teaching and learning. ..... Technologies, Methods & Media Port-.

  3. Using instructional logs to identify quality in educational settings.

    Science.gov (United States)

    Rowan, Brian; Jacob, Robin; Correnti, Richard

    2009-01-01

    When attempting to identify educational settings that are most effective in improving student achievement, classroom process (that is, the way in which a teacher interacts with his or her students) is a key feature of interest. Unfortunately, high-quality assessment of the student-teacher interaction occurs all too infrequently, despite the critical role that understanding and measuring such processes can play in school improvement. This article discusses the strengths and weaknesses of two common approaches to studying these processes-direct classroom observation and annual surveys of teachers-and then describes the ways in which instructional logs can be used to overcome some of the limitations of these two approaches when gathering data on curriculum content and coverage. Classroom observations are expensive, require extensive training of raters to ensure consistency in the observations, and because of their expense generally cannot be conducted frequently enough to enable the researcher to generalize observational findings to the entire school year or illuminate the patterns of instructional change that occur across the school year. Annual surveys are less expensive but often suffer from self-report bias and the bias that occurs when teachers are asked to retrospectively report on their activities over the course of a single year. Instructional logs offer a valid, reliable, and relatively cost-effective alternative for collecting detailed information about classroom practice and can overcome some of the limitations of both observations and annual surveys.

  4. Teachers' Basic Knowledge of Reading Instruction: Insights from a Teacher Preparation Program

    Science.gov (United States)

    Berkeley, Sheri; Regan, Kelley; Dimitrov, Dimiter; Guckert, Mary; Ray, Sharon

    2016-01-01

    Effective reading instruction is essential for all students, and especially students with disabilities; however, studies have indicated that both pre-service and in-service teachers lack an adequate knowledge of reading. To ensure adequate teacher knowledge, teacher preparation reform advocates suggest purposeful alignment of teacher preparation…

  5. Teachers' Instructional Adaptations: A Research Synthesis

    Science.gov (United States)

    Parsons, Seth A.; Vaughn, Margaret; Scales, Roya Qualls; Gallagher, Melissa A.; Parsons, Allison Ward; Davis, Stephanie G.; Pierczynski, Melissa; Allen, Melony

    2018-01-01

    Researchers recognize adaptive teaching as a component of effective instruction. Educators adjust their teaching according to the social, linguistic, cultural, and instructional needs of their students. While there is consensus that effective teachers are adaptive, there is no consensus on the language to describe this phenomenon. Diverse…

  6. An Assessment of Teacher Trainees' Attitudes toward Selected Instructional Media.

    Science.gov (United States)

    Koontz, Franklin R.

    This quantitative, descriptive research study measured the attitudes of preservice teachers toward the selection and use of instructional media in the classroom. Two groups were involved in the study: approximately 168 students enrolled in formal training in the selection and utilization of instructional media, and approximately 170 preservice…

  7. Dynamic Synchronization of Teacher-Students Affection in Affective Instruction

    Science.gov (United States)

    Zhang, Wenhai; Lu, Jiamei

    2011-01-01

    Based on Bower's affective network theory, the article links the dynamic analysis of affective factors in affective instruction, and presents affective instruction strategic of dynamic synchronization between teacher and students to implement the best ideal mood that promotes students' cognition and affection together. In the process of teaching,…

  8. Factors that Influence Quality Service of Teachers

    Directory of Open Access Journals (Sweden)

    M. Nur Mustafa

    2013-07-01

    Full Text Available Education as a profession requires a thorough commitment and sincerity among educators in guiding and shaping the patterns of learning toward forming identities and lead change in the students. As an adult with a lot of knowledge and experience, classroom becomes an important medium for the delivery and access to knowledge to the students in an instructional condition that effectively and efficiently. Therefore, all educators need to prepare themselves to face challenges to deal with children as a leader in charge in constructing a conducive and persuasive educational relationship. Important characteristics in this context is how to create a memorable delivery systems that meet the standard qualities and aligned with the education laws enforced. As a teacher who has received training from experts and civil servants thus all actions taken should be sincere, open, meet the service specification that gives attention to the self-esteem of the students with a good service, quality, and meet their needs. Therefore, this study will discuss the main factors that affect the quality of service to the students among the teachers namely motivation and professional competence. Selected samples in this study were 327 teachers from Secondary School in Pekanbaru. This study has shown a clear interest in improving the quality of motivation and the quality of service of teachers to the students. The aspects of the professional competence of teachers are still experiencing problems in applying the knowledge and skills to lead and manage the classroom inrealizing   a conducive environment.

  9. Quality assurance of operating instructions

    International Nuclear Information System (INIS)

    Asmuss, G.

    1992-01-01

    It is pointed out that the quality assurance at nuclear power stations must be supported by national and international regulations. Quality assurance is explained using the example of the design of a pressurised water reactor. The operating and emergency manuals are discussed and examples for their structure put forward. The significance of updating is emphasised. 15 figs., 19 refs

  10. In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction

    Science.gov (United States)

    Kibler, Amanda K.; Heny, Natasha A.; Andrei, Elena

    2016-01-01

    As writing has assumed increasing importance in discussions of pedagogy for diverse classrooms, attention to the contexts in which secondary teachers develop and implement writing instruction for adolescent English language learners (ELLs) is of great importance. Drawing on ecological language learning theories and situated teacher learning theory…

  11. Teacher Training: Music Methods for an Internationalized Approach to Instruction

    Science.gov (United States)

    VanAlstine, Sharri

    2016-01-01

    How can music teachers and students connect with music and cultures in an honest and meaningful manner? Can music instruction increase intercultural skills and international-mindedness? If these initiatives are important, pre-service teachers need to know how to address these issues in their classroom content and pedagogy. In an effort to assist…

  12. Teacher spatial skills are linked to differences in geometry instruction.

    Science.gov (United States)

    Otumfuor, Beryl Ann; Carr, Martha

    2017-12-01

    Spatial skills have been linked to better performance in mathematics. The purpose of this study was to examine the relationship between teacher spatial skills and their instruction, including teacher content and pedagogical knowledge, use of pictorial representations, and use of gestures during geometry instruction. Fifty-six middle school teachers participated in the study. The teachers were administered spatial measures of mental rotations and spatial visualization. Next, a single geometry class was videotaped. Correlational analyses revealed that spatial skills significantly correlate with teacher's use of representational gestures and content and pedagogical knowledge during instruction of geometry. Spatial skills did not independently correlate with the use of pointing gestures or the use of pictorial representations. However, an interaction term between spatial skills and content and pedagogical knowledge did correlate significantly with the use of pictorial representations. Teacher experience as measured by the number of years of teaching and highest degree did not appear to affect the relationships among the variables with the exception of the relationship between spatial skills and teacher content and pedagogical knowledge. Teachers with better spatial skills are also likely to use representational gestures and to show better content and pedagogical knowledge during instruction. Spatial skills predict pictorial representation use only as a function of content and pedagogical knowledge. © 2017 The British Psychological Society.

  13. Middle School Mathematics Teachers Panel Perspectives of Instructional Practicess

    Science.gov (United States)

    Ziegler, Cindy

    2017-01-01

    In a local middle school, students were not meeting standards on the state mathematics tests. The purpose of this qualitative study was to explore mathematics teachers' perspectives on effective mathematics instruction vis-a-vis the principles of the National Council of Teachers of Mathematics (NCTM). Within this framework, the 6 principles in the…

  14. Prospective Teachers' Views about Video-Enhanced General Biology Instruction

    Science.gov (United States)

    Çetin, Gülcan

    2014-01-01

    The aim of the study is to determine the views of the prospective physics and chemistry teachers about the video-enhanced General Biology instruction. The participants included 19 second-year prospective teachers (10 in Physics and 9 in Chemistry Education) at Necatibey Faculty of Education, Balikesir University, Turkey in the 2011-2012 academic…

  15. Teachers pattern of instruction and location on pupils critical thinking ...

    African Journals Online (AJOL)

    This paper seeks to ascertain the influence of teachers' pattern of instruction and location on pupils' critical thinking in science achievement in Imo State. To achieve this objective, two hypotheses were formulated. Ex-post facto research design was adopted for the study. A total of ninety (90) teachers and one thousand ...

  16. School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices

    Science.gov (United States)

    Hongboontri, Chantarath; Keawkhong, Natheeporn

    2014-01-01

    This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a questionnaire.…

  17. Teachers' Perspective on Using Technology as an Instructional Tool

    Science.gov (United States)

    Davidson, Leavery Y. Jefferson; Richardson, Martha; Jones, Don

    2014-01-01

    Federal mandates require technology use in the classroom, but not all English language arts (ELA) teachers have implemented technology as an integral part of teaching. The purpose of this qualitative case study was to investigate why ELA teachers in 2 local high schools rarely or never use technology as an instructional tool. The study was…

  18. The Quality of Instruction in Urban High Schools: Comparing Mathematics and Science to English and Social Studies Classes in Chicago

    Science.gov (United States)

    Lee, Valerie E.; Robinson, Shanta R.; Sebastian, James

    2012-01-01

    Is the quality of instruction systematically better in one subject than another? Teachers and students in the same Chicago high schools reported on one core-curriculum class (English, mathematics, science, or social studies) in 2007 surveys. Teachers commented on instructional demands and student participation. Students described engagement,…

  19. EMC² = comprehension: A reading strategy instruction framework for all teachers

    Directory of Open Access Journals (Sweden)

    Nanda M Klapwijk

    2015-02-01

    Full Text Available Comprehension is a critical part of the reading process, and yet learners continue to struggle with it and teachers continue to neglect it in their teaching. Many reasons exist for the lack of focus on reading comprehension instruction, but for the most part, teachers simply do not seem to view comprehension as part of the reading process, are not able to teach the concept, and are seemingly not taught to do so during their teacher training years. In addition to this, comprehension continues to be viewed as part of 'language teaching', and is therefore viewed as the so-called 'language teacher's' domain. In support of effective comprehension instruction in the unique, multilingual South African education environment, this article proposes a framework for reading strategy instruction, aimed specifically at teachers. The framework was developed from a research study, and refined through subsequent application in a university course as well as a further study. The framework acknowledges that reading is a multifaceted and complex process, and accordingly, provides sufficient structure for teachers. It further addresses the issue of comprehension instruction through the use of selected reading strategies, designed to be applied by all teachers in all subjects in a flexible and easy manner.

  20. Transforming Future Teachers' Ideas about Writing Instruction.

    Science.gov (United States)

    Florio-Ruane, Susan; Lensmire, Timothy J.

    1990-01-01

    Contends that prospective teachers' knowledge of what writing is and how it is taught is formed by their experiences as students. Describes a course that allows teachers transform their student experiences into appropriate teaching methods. Assesses how this curriculum was experienced by the teacher candidates. (DB)

  1. The conceptual analysis of the instructional process: Research findings on students’ teacher reflections in art education

    Directory of Open Access Journals (Sweden)

    Lucie Hajdušková

    2010-12-01

    Full Text Available The paper focuses on the linking pedagogical theory to teaching practicewith the aim to improve quality of education through its analytic reflection by teachersor student teachers. The text deals with the original method of didactic reflection– concept analysis. Concept analysis is characterized as a methodical instrument forreflection and evaluation of the instruction. It is based on investigation of didacticcontent transformation in educational processes and it is oriented to creative approachand experiential learning in the instruction. The explanation uses the results of research(2009–2010 on the state of didactic skills and pedagogical content knowledge of arteducation teachers during their didactic training.

  2. EFL Teachers' Beliefs/Practices Correspondence in Reading Instruction: Does Language Teacher Education Make a Difference?

    Science.gov (United States)

    Karimi, Mohammad Nabi; Dehghani, Asieh

    2016-01-01

    The present study examined EFL teachers' theoretical orientations towards reading, their reading instructional practices and the correspondence between the theoretical orientations/practices. The study participants were 80 male and female Iranian EFL teachers teaching at a number of private English language institutes. Half of the teachers were…

  3. Enabling Teacher Effectiveness: Teachers' Perspectives on Instructional Management.

    Science.gov (United States)

    Pfeifer, R. Scott

    As part of a study of teacher effectiveness and job satisfaction, a research team interviewed 85 elementary and secondary classroom teachers in 5 school districts in the San Francisco (California) Bay Area to gather teachers' perspectives on administrative leadership. Teachers portrayed effective principals as creating environments around the…

  4. Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?

    Science.gov (United States)

    Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; Connor, Carol M.

    2016-01-01

    Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers'…

  5. Professional development to differentiate kindergarten Tier 1 instruction: Can already effective teachers improve student outcomes by differentiating Tier 1 instruction?

    Science.gov (United States)

    Otaiba, Stephanie Al; Folsom, Jessica S; Wanzek, Jeannie; Greulich, Luana; Wasche, Jessica; Schatschneider, Christopher; Connor, Carol

    Two primary purposes guided this quasi-experimental within-teacher study: (1) to examine changes from baseline through two years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; (2) to examine changes in reading and vocabulary of three cohorts of the teachers' students ( n = 416). Teachers' instruction was observed and students were assessed on standardized measures of vocabulary and word reading. Results suggested that teachers significantly increased their differentiation and students showed significantly greater word reading outcomes relative to baseline. No change was observed for vocabulary. Results have implications for supporting teacher effectiveness through technology-supported professional development.

  6. Using the Instructional Core to Implement a Professional Learning Programme for Primary Science Teachers in Australia: Teacher Learning and Student Skill Outcomes

    Science.gov (United States)

    Loughland, Tony; Nguyen, Hoa Thi Mai

    2016-01-01

    There has been a call for effective professional learning to improve the quality of the science teaching of primary teachers in Australia. It seems from the literature that teaching science effectively is a challenging endeavour for primary teachers. Professional learning based on the instructional core framework is an emerging approach that has…

  7. Experienced General Music Teachers' Instructional Decision Making

    Science.gov (United States)

    Johnson, Daniel C.; Matthews, Wendy K.

    2017-01-01

    The purpose of this descriptive study was to explore experienced general music teachers' decision-making processes. Participants included seven experienced, American general music teachers who contributed their views during two phases of data collection: (1) responses to three classroom scenarios; and (2) in-depth, semi-structured, follow-up…

  8. A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-Efficacy, Student Background, and Mathematics Achievement in South Korea and the United States

    Science.gov (United States)

    Son, Ji-Won; Han, Seong Won; Kang, Chungseo; Kwon, Oh Nam

    2016-01-01

    The purpose of this study is to compare and contrast student, teacher, and school factors that are associated with student mathematics achievement in South Korea and the United States. Using the data from the Trends in International Mathematics and Science Study (TIMSS) 2011, this study examines factors that are linked to teachers who deliver…

  9. Development of an Instructional Quality Assurance Model in Nursing Science

    Science.gov (United States)

    Ajpru, Haruthai; Pasiphol, Shotiga; Wongwanich, Suwimon

    2011-01-01

    The purpose of this study was to develop an instructional quality assurance model in nursing science. The study was divided into 3 phases; (1) to study the information for instructional quality assurance model development (2) to develop an instructional quality assurance model in nursing science and (3) to audit and the assessment of the developed…

  10. TEACHER PERFORMANCE AND QUALITY EDUCATION

    Directory of Open Access Journals (Sweden)

    Guadalupe Iván Martínez-Chairez

    2016-07-01

    Full Text Available This research report comes from a study that developed during the school years, 2014-2015, 2015-206 in the southern state of Chihuahua, in the education sector 25 central regio, consisting of five school zones that provide their services to the municipalities of Meoqui, Julimes and Delicias. The study is of mixed cutting - correlational comprehensive sequential procedure. Some of the results is that teachers believe that quality education depends not only on their teaching performance, but there are four factors (school context, teachers, government who need to work collaboratively. In addition there is a correlation .578 between the years of service of teachers and their students score on standardized tests that impact on the teacher, but there is no relationship between teacher performance and quality education from the perspective of imputs.

  11. Effects of curriculum-based measurement on teachers' instructional planning.

    Science.gov (United States)

    Fuchs, L S; Fuchs, D; Stecker, P M

    1989-01-01

    This study assessed the effects of curriculum-based measurement (CBM) on teachers' instructional planning. Subjects were 30 teachers, assigned randomly to a computer-assisted CBM group, a noncomputer CBM group, and a contrast group. In the CBM groups, teachers specified 15-week reading goals, established CBM systems to measure student progress toward goals at least twice weekly, and systematically evaluated those data bases to determine when instructional modifications were necessary. Contrast teachers monitored student progress toward Individualized Education Program (IEP) goals as they wished and were encouraged to develop instructional programs as necessary. At the end of a 12- to 15-week implementation period, teachers completed a questionnaire with reference to one randomly selected pupil. Analyses of variance indicated no difference between the CBM groups. However, compared to the contrast group, CBM teachers (a) used more specific, acceptable goals; (b) were less optimistic about goal attainment; (c) cited more objective and frequent data sources for determining the adequacy of student progress and for deciding whether program modifications were necessary; and (d) modified student programs more frequently. Questionnaire responses were correlated with verifiable data sources, and results generally supported the usefulness of the self-report information. Implications for special education research and practice are discussed.

  12. Essays on teacher quality and coaching

    NARCIS (Netherlands)

    M. van der Steeg (Marc)

    2016-01-01

    textabstractTeacher quality is key to the performance of pupils in education. Improvements in teacher quality can therefore generate large returns. It is less clear however what drives teacher quality and how the quality of teachers can be improved. This dissertation aims to provide more insight

  13. Profile of elementary school science teacher instruction in disaster risk reduction: case study of volcano disaster

    Science.gov (United States)

    Pujianto; Prabowo; Wasis

    2018-04-01

    This study examined the profile of science' teacher instruction in Disaster Risk Reduction (DRR), as a feature of instructional quality, on students’ learning experiences. A qualitative study was done to observe teacher activities in teaching of disaster preparedness. Science teacher and 14 students at grade 4 of SDN (elementary school) Kiyaran 2 are involved as the subject of this study. Teacher’ instruction was coded with regard to preparation, action, and evaluation using observation sheets and documentation. Data analysis results showed a positive significant effect of the readiness during preparation on learning process of disaster risk reduction and an indirect effect of teacher’ action on students’ learning experiences. There is a lack of teaching materials about volcano disaster in the elementary school. Teacher found difficulties on evaluation of student achievement in disaster preparedness. These findings highlight the importance of DRR in uphold science teachers’ education. Items of teachers’ skill in preparing of DRR may be used to offer model of concrete instruction situation during university workshop for maintain teacher education.

  14. The Abacus: Instruction by Teachers of Students with Visual Impairments

    Science.gov (United States)

    Amato, Sheila; Hong, Sunggye; Rosenblum, L. Penny

    2013-01-01

    Introduction: This article, based on a study of 196 teachers of students with visual impairments, reports on the experiences with and opinions related to their decisions about instructing their students who are blind or have low vision in the abacus. Methods: The participants completed an online survey on how they decide which students should be…

  15. Teachers' perception of the utilization of instructional materials in ...

    African Journals Online (AJOL)

    This study aimed at assessing teachers' perception of utilization of instructional materials in teaching social studies in junior secondary schools in Calabar Municipality of Cross River State, Nigeria. The study was guided by a research question based on the purpose of the study. The study adopted the survey research ...

  16. Handwriting Instruction: An Analysis of Perspectives from Three Elementary Teachers

    Science.gov (United States)

    Sharp, Laurie; Brown, Tiffany

    2015-01-01

    Handwriting is an essential skill for learners, but advancements with technology have greatly altered perceptions towards handwriting and handwriting instruction. This study sought to determine the current state of handwriting through an exploratory analysis of the teaching experiences of three practicing elementary teachers with varying…

  17. Teacher perspectives on whole-task information literacy instruction

    NARCIS (Netherlands)

    Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia

    2017-01-01

    This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed

  18. Teacher perspectives on whole-task information literacy instruction

    NARCIS (Netherlands)

    Wopereis, Iwan; Frerejean, Jimmy; Brand-Gruwel, Saskia

    2018-01-01

    This paper presents results of an explorative study on perceived merits of contemporary holistic approaches to designing information literacy instruction in a university setting. Seven teachers in educational sciences evaluated their premaster’s course on conducting a literature review designed

  19. Masonry. Teacher's Guide. Building Maintenance Units of Instruction.

    Science.gov (United States)

    Barnes, Bill

    This teaching guide on masonry building maintenance, one in a series of six publications designed for building maintenance instructors in Texas, is designed to give students an understanding of masonry construction. Introductory material provides teachers with information on use of the units of instruction and personalization and localization of…

  20. Spelling Instruction in the Primary Grades: Teachers' Beliefs, Practices, and Concerns

    Science.gov (United States)

    Doyle, Antoinette; Zhang, Jing; Mattatall, Chris

    2015-01-01

    This study examined Canadian teachers' beliefs, practices and concerns about spelling instruction in the primary grades. Data from surveys (n = 56) indicated that most teachers believe that spelling is important and plan for spelling instruction. For most teachers, the spelling words and activities used, and the instructional resources they chose,…

  1. The effects of teacher training on new instructional behaviour in reading comprehension

    NARCIS (Netherlands)

    de Jager, B.; Reezigt, G.J.; Creemers, B.P.M.

    2002-01-01

    This study concerns the effects of teacher training in instructional behaviour based on new insights in the field of learning and instruction. In an experiment, eight teachers were trained to apply a cognitive apprenticeship model and five teachers were trained to apply a direct instruction model in

  2. Teacher knowledge, instructional expertise, and the development of reading proficiency.

    Science.gov (United States)

    Reid Lyon, G; Weiser, Beverly

    2009-01-01

    Teacher knowledge and instructional expertise have been found in correlational and pre- and posttest studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content are preliminary at best. Future studies of the effect of essential reading content knowledge must be extended beyond word-level skills to vocabulary, reading comprehension, and writing.

  3. Enhancing Teacher Utilization of Complex Instructional Systems.

    Science.gov (United States)

    Shore, Ann; Daniel, Dan

    This paper describes a research and development effort by Jostens Learning Corporation that resulted in the Renaissance Information Management System (RIMS), an information-management user interface for an integrated learning system that is designed to overcome two major obstacles to the use of computer systems by classroom teachers--limited…

  4. Workplace Literacy Teacher Training: Strategies for Instruction.

    Science.gov (United States)

    Harrington, Lois G.; And Others

    These four learning guides comprise one of four packages in the Workplace Literacy Teacher Training series that provides information and skills necessary for the user to become a successful instructor in an effective workplace literacy program. The guides in this package focus on the skills at the heart of such programs--communication, reading,…

  5. Preparing Content Area Teachers for Disciplinary Literacy Instruction: The Role of Literacy Teacher Educators

    Science.gov (United States)

    Fang, Zhihui

    2014-01-01

    The recent call for secondary reading instruction to move away from a focus on generic literacy strategies to discipline-specific language and literacy practices presents new challenges for secondary teacher preparation. This column identifies some of the roles literacy teacher educators can play in helping address these challenges.

  6. Instructional Quality Features in Videotaped Biology Lessons: Content-Independent Description of Characteristics

    Science.gov (United States)

    Dorfner, Tobias; Förtsch, Christian; Boone, William; Neuhaus, Birgit J.

    2017-09-01

    A number of studies on single instructional quality features have been reported for mathematics and science instruction. For summarizing single instructional quality features, researchers have created a model of three basic dimensions (classroom management, supportive climate, and cognitive activation) of instructional quality mainly through observing mathematics instruction. Considering this model as valid for all subjects and as usable for describing instruction, we used it in this study which aimed to analyze characteristics of instructional quality in biology lessons of high-achieving and low-achieving classes, independently of content. Therefore, we used the data of three different previous video studies of biology instruction conducted in Germany. From each video study, we selected three high-achieving and three low-achieving classes (N = 18 teachers; 35 videos) for our multiple-case study, in which conspicuous characteristics of instructional quality features were qualitatively identified and qualitatively analyzed. The amount of these characteristics was counted in a quantitative way in all the videos. The characteristics we found could be categorized using the model of three basic dimensions of instructional quality despite some subject-specific differences for biology instruction. Our results revealed that many more characteristics were observable in high-achieving classes than in low-achieving classes. Thus, we believe that this model could be used to describe biology instruction independently of the content. We also make the claims about the qualities for biology instruction—working with concentration in a content-structured environment, getting challenged in higher order thinking, and getting praised for performance—that could have positive influence on students' achievement.

  7. Opportunities and Challenges of Implementing Instructional Games in Mathematics Classrooms: Examining the Quality of Teacher-Student Interactions during the Cover-Up and Un-Cover Games

    Science.gov (United States)

    Heshmati, Saeideh; Kersting, Nicole; Sutton, Taliesin

    2018-01-01

    This study explored the design and implementation of the Cover-up and Un-cover games, two manipulative-based fraction games, in 14 fifth-grade classrooms. We examined how the fraction concepts were integrated into the game design and explored the nature of teacher-student interactions during games using lesson videos. Our examination showed that…

  8. Non-Native English Teachers' Beliefs on Grammar Instruction

    Science.gov (United States)

    Önalan, Okan

    2018-01-01

    Research on teacher cognition, which mainly focuses on identifying what teachers think, know and believe, is essential to understanding teachers' cognitive framework as it relates to the instructional choices they make. The aim of this study is to find out the beliefs of non-native speaker teachers of English on grammar instruction and to explain…

  9. Comparing Views of Primary School Mathematics Teachers and Prospective Mathematics Teachers about Instructional Technologies

    Directory of Open Access Journals (Sweden)

    Adnan Baki

    2009-11-01

    Full Text Available Technology is rapidly improving in both hardware and software side. As one of the contemporary needs people should acquire certain knowledge, skills, attitudes and habits to understand this technology, to adapt to it and to make use of its benefits. In addition, as in all domains of life, change and improvement is also unavoidable for educational field. As known, change and improvement in education depends on lots of factors. One of the most important factors is teacher. In order to disseminate educational reforms, teachers themselves should accept the innovation first (Hardy, 1998, Baki, 2002; Oral, 2004. There has been variety of studies investigating teacher and prospective teachers‟ competences, attitudes and opinions (Paprzychi, Vikovic & Pierson, 1994; Hardy, 1998; Kocasaraç, 2003; Lin, Hsiech and Pierson, 2004; Eliküçük, 2006; YeĢilyurt, 2006; Fendi, 2007; Teo, 2008; Arslan, Kutluca & Özpınar, 2009. As the common result of these studies indicate that teachers‟ interest towards using instructional technology have increased. Accordingly, most of the teachers began to think that using instructional technologies becomes inevitable for teachers. By reviewing the related literature, no studies have been come across comparing the opinions of teachers and teacher candidates about instructional technologies. In this study, it was aimed to investigate and compare the views of mathematics teachers with prospective mathematics teachers about ICT. It was considered that collecting opinions of teachers and teachers candidates about the instructional technologies, comparing and contrasting them will contribute to the field. To follow this research inquiry, a descriptive approach type; case study research design was applied. The reason for choosing such design is that the case study method permits studying one aspect of the problem in detail and in a short time (Yin, 2003; Çepni, 2007. The study was conducted with the total sample of 12. 3 of

  10. Teacher Quality and Student Achievement

    Directory of Open Access Journals (Sweden)

    Linda Darling-Hammond

    2000-01-01

    Full Text Available Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS, and the National Assessment of Educational Progress (NAEP, this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed.

  11. Teacher quality and teacher salaries: the case of Pennsylvania

    OpenAIRE

    Tin-chun Lin

    2009-01-01

    Both teacher quality and teacher salaries are endogenously correlated in the teacher labor market. Therefore, due to endogeneity, we develop three econometric simultaneous-equation models to examine the link between teacher quality and teacher salaries. A total of 500 school districts in the state of Pennsylvania during the school years 1999-2000 to 2001-2002 are selected for a case study. Results reveal a positive and significant relationship between these two.

  12. Constructivist Instructional Practices and Teacher Beliefs Related to Secondary Science Teaching and Learning

    Science.gov (United States)

    Nelson, Adrienne Fleurette

    The purpose of this mixed method research study was to examine the constructivist beliefs and instructional practices of secondary science teachers. The research also explored situations that impacted whether or not student centered instruction occurred. The study revealed science teachers held constructive beliefs pertaining to student questioning of the learning process and student autonomy in interacting with other learners. Teachers held the least constructivist beliefs pertaining to student teacher collaboration on lesson design. Additionally, teacher beliefs and practice were not congruent due to instructional practices being deemed less constructivist than reported. The study found that curricular demands, teacher perceptions about students, inadequate laboratory resources, and the lack of teacher understanding about the components of constructivist instruction inhibited student centered instruction. The results of this study led to six recommendations that can be implemented by school districts in collaboration with science teachers to promote constructivist instruction.

  13. Professional Learning as a Predictor for Instructional Quality: A Secondary Analysis of TALIS

    Science.gov (United States)

    Dogan, Selçuk; Yurtseven, Nihal

    2018-01-01

    The purpose of this study is to examine the effect of teachers' professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD…

  14. Qualities of Early Childhood Teachers: Reflections from Teachers and Administrators.

    Science.gov (United States)

    Weitman, Catheryn J.; Humphries, Janie H.

    Data were collected from elementary school principals and kindergarten teachers in Texas and Louisiana in an effort to identify qualities that are thought to be important for kindergarten teachers. A questionnaire listing 462 qualities of early childhood teachers was compiled from literature reviews. Subjects were asked to check a maximum of 50…

  15. Teacher self-efficacy in instruction and in parent involvement

    Directory of Open Access Journals (Sweden)

    Peter Gavora

    2012-06-01

    Full Text Available The study investigated self-efficacy of a sample of Slovak primary schoolteachers in two areas: area of instruction and area of parent involvement. Twoinstruments were used: the 16-item Slovak version of Teacher Efficacy Scale ofGibson and Dembo, and ZdUR, a 24-item scale to measure self-efficacy of teacherin parents’ involvement, developed by authors of the present study. The correlation between scores of personal teaching efficacy dimension of TES and ZdUR was 0.58 and between general teaching efficacy of TES and ZdUR was only 0.01. Teachers inthis sample had better scores in all dimensions of ZdUR than those of TES, with theexception of engaging parents in school activities. Scores of four teachers in TES andZdUR were analysed to document the possibility of making the individual profiles ofteacher self-efficacy.

  16. The Relationship between Early Elementary Teachers' Instructional Practices and Theoretical Orientations and Students' Growth in Writing

    Science.gov (United States)

    Ritchey, Kristen D.; Coker, David L., Jr.; Jackson, Allison F.

    2015-01-01

    We investigated the relationship between 28 teachers' theoretical orientations to writing instruction and self-reported instructional practices and student writing performance. First-, second-, and third-grade teachers completed the Teacher Writing Orientation Scale developed by Graham, Harris, MacArthur, and Fink (2002) and reported the frequency…

  17. Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.

    Science.gov (United States)

    Desimone, Laura M.; Porter, Andrew C.; Garet, Michael S.; Yoon, Kwang Suk; Birman, Beatrice F.

    2002-01-01

    Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…

  18. Professionality of Junior High School (SMP) Science Teacher in Preparing Instructional Design of Earth and Space Sciences (IPBA)

    Science.gov (United States)

    Marlina, L.; Liliasari; Tjasyono, B.; Hendayana, S.

    2017-02-01

    The teacher is one important factor in the provision of education in schools. Therefore, improving the quality of education means we need to enhance the quality and the professionalism of teachers. We offer a solution through education and training of junior high school science teachers in developing the instructional design of Earth and Space Sciences (IPBA). IPBA is part of the science subjects which is given to students from elementary school to college. This research is a preliminary study of junior high school science teacher professionalism in creating instructional design IPBA. Mixed method design is used to design the research. Preliminary studies conducted on junior high school science teacher in one MGMPs in South Sumatera, and the respondent are 18 teachers from 13 schools. The educational background of science teachers who teach IPBA not only from physical education but also biology and agriculture. The result of preliminary study showed that the ratio of teachers who teach IPBA are 56% from physic education, 39% from biology, and 5% from agriculture. The subjects of IPBA that considered difficult by teachers are the distribution of sun, moon, and satellite motion; specific processes in lithosphere and atmosphere; and the correlation between lithosphere and atmosphere with the environment. The teachers also face difficulty in preparing media, choosing the right methods in teaching IPBA.

  19. Teaching as Interaction: Challenges in Transitioning Teachers' Instruction to Small Groups

    Science.gov (United States)

    Wyatt, Tasha; Chapman-DeSousa, Brook

    2017-01-01

    Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching…

  20. Quality Instruction as a Motivating Factor in Higher Education

    Science.gov (United States)

    Sogunro, Olusegun A.

    2017-01-01

    The importance of quality instruction in motivating students in higher education cannot be overemphasized. Without quality instruction, students' motivation to learn recedes. Five focus groups of graduate students aided the data collection for this study. More than one-third of the 119 participating graduate students involved in this study claimed…

  1. Balancing High Quality Subject-Matter Instruction with Positive Teacher-Student Relations in the Middle Grades: Effects of Departmentalization, Tracking and Block Scheduling on Learning Environments. Report No. 15.

    Science.gov (United States)

    McPartland, James M.

    This study tests the general hypothesis that there is no single best way to organize a middle school to meet the variety of needs of early adolescent students. Using data from a sample of 433 schools in the Pennsylvania Educational Quality Assessment, it examines the effects of self-contained classroom instruction and departmentalization on two…

  2. Teacher self-efficacy in instruction and in parent involvement

    OpenAIRE

    Peter Gavora; Jana Majerčíková

    2012-01-01

    The study investigated self-efficacy of a sample of Slovak primary schoolteachers in two areas: area of instruction and area of parent involvement. Twoinstruments were used: the 16-item Slovak version of Teacher Efficacy Scale ofGibson and Dembo, and ZdUR, a 24-item scale to measure self-efficacy of teacherin parents’ involvement, developed by authors of the present study. The correlation between scores of personal teaching efficacy dimension of TES and ZdUR was 0.58 and between general teach...

  3. Qualities of Ideal Teacher Educators

    Directory of Open Access Journals (Sweden)

    Nihal Tunca

    2015-04-01

    Full Text Available Abstract Generally, the relationship between the teacher educators' qualities and the quality of teacher education has not been discussed extensively in the literature. At the same time, various studies can be found in the eastern literature examining the characteristics of faculty members at the education faculties. The effect of teacher educators over teacher candidates has not been explored, and in this sense, there is limited number of studies examining faculty members at education faculties in Turkey. Mostly employing quantitative research designs, these studies have focused on faculty members in terms of various characteristics However, which qualities that faculty members should have as a whole have not been studied. However, faculty members, as well as teachers who are a matter of debate in terms of the qualities they are supposed to have should be examined in research studies. In this context, this study aims to identify the qualities that an ideal teacher educator should have from the perspective of education faculty students as future teachers. The current research is a qualitative study in phenomenology design. The participants of the study are third and fourth year 214 pre-service teachers from the departments of Science and Technology Teaching, Pre-School Teacher Education, Classroom Teacher Education, Social Studies Teaching and Turkish Language Teaching. Criterion sampling was used for participant selection. The data gathering tool consisted of an open-ended question that would reveal the qualities that an ideal teacher educator should have based on teacher candidates’ views. Junior and senior teacher candidates’ views were asked and the data were analyzed according to content analysis approach. As a result, the qualities that an ideal teacher educator should have been gathered under five main themes including ‘professional roles and responsibilities, professional values, personal characteristics, professional ethic

  4. Educating the Next Generation: Improving Teacher Quality in Cambodia. Directions in Development

    Science.gov (United States)

    Tandon, Prateek; Fukao, Tsuyoshi

    2015-01-01

    This book diagnoses Cambodian teaching quality and presents policy options for reform. Through classroom observation, assessments of mathematics and pedagogical content knowledge, and surveys of teachers and school directors, it sheds light on content and instruction, interactions with school directors, instructional support systems, and the…

  5. Principals' instructional management skills and middle school science teacher job satisfaction

    Science.gov (United States)

    Gibbs-Harper, Nzinga A.

    The purpose of this research study was to determine if a relationship exists between teachers' perceptions of principals' instructional leadership behaviors and middle school teacher job satisfaction. Additionally, this study sought to assess whether principal's instructional leadership skills were predictors of middle school teachers' satisfaction with work itself. This study drew from 13 middle schools in an urban Mississippi school district. Participants included teachers who taught science. Each teacher was given the Principal Instructional Management Rating Scale (PIMRS; Hallinger, 2011) and the Teacher Job Satisfaction Questionnaire (TJSQ; Lester, 1987) to answer the research questions. The study was guided by two research questions: (a) Is there a relationship between the independent variables Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program and the dependent variable Work Itself?; (b) Are Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program predictors of Work Itself? The Pearson's correlation and multiple regression analysis were utilized to examine the relationship between the three dimensions of principals' instructional leadership and teacher satisfaction with work itself. The data revealed that there was a strong, positive correlation between all three dimensions of principals' instructional leadership and teacher satisfaction with work itself. However, the multiple regression analysis determined that teachers' perceptions of principals' instructional management skills is a slight predictor of Defining the School's Mission only.

  6. Infusing Multicultural Literature into Teacher Education Programs: Three Instructional Approaches

    Science.gov (United States)

    Howlett, Kristina M.; Bowles, Freddie A.; Lincoln, Felicia

    2017-01-01

    Today's classrooms in the United States reflect the growing diversity of the changing world. In order to prepare high-quality multicultural educators, the authors of this article, three teacher educators at a large, mid-south, research-one university, collaborated to share successful strategies to infuse multicultural literature into the three…

  7. Does Teachers' Pedagogical Content Knowledge Affect Their Fluency Instruction?

    Science.gov (United States)

    Van den Hurk, H. T. G.; Houtveen, A. A. M.; Van de Grift, W. J. C. M.

    2017-01-01

    The relation is studied between teachers' pedagogical content knowledge of reading and the quality of their subsequent classroom behaviour in teaching fluent reading. A confirmatory factor analysis model with two latent variables is tested and shows adequate goodness-of-fit indices. Contrary to our expectations, the results of structural equation…

  8. The influence inquiry-based science has on elementary teachers' perception of instruction and self-efficacy

    Science.gov (United States)

    Lewis, Felecia J.

    The nature and purpose of this study was to examine the self-efficacy of teachers who use an inquiry-based science program to provide authentic experiences within the elementary school setting. It is essential to explore necessary improvements to bring about effective science education. Using a mixed methods study, the researcher conducted interviews with elementary teachers from five elementary schools within the same school district. The interviews focused on the teachers' experiences with inquiry-based science and their perceptions of quality science instruction. The Teachers' Sense of Efficacy Scale was used to collect quantitative data regarding the teachers' perception of instructional practice and student engagement. The study revealed that limited science content knowledge, inadequate professional development, and a low sense of self-efficacy have a substantial effect on teacher outcomes, instructional planning, and ability to motivate students to participate in inquiry-based learning. It will take a collective effort from administrators, teachers, parents, and students to discover ways to improve elementary science education.

  9. Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

    2016-01-01

    The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

  10. Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science

    Science.gov (United States)

    Bell, Randy L.; Matkins, Juanita Jo; Gansneder, Bruce M.

    2011-01-01

    This mixed-methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional…

  11. Examining the Beliefs and Instructional Practices of Technology Teachers Regarding Copyright Laws

    Science.gov (United States)

    Parker, Zachari. A.

    2012-01-01

    The influence that teacher beliefs have on classroom instructional practices in areas such as science and mathematics have been studied and documented by researchers. However, only a few researchers were found to have specifically investigated the influence of technology teachers' beliefs on instructional practices, relating to the teaching…

  12. Experimental Evaluation of Instructional Consultation Teams on Teacher Beliefs and Practices

    Science.gov (United States)

    Vu, Phuong; Shanahan, Katherine Bruckman; Rosenfield, Sylvia; Gravois, Todd; Koehler, Jessica; Kaiser, Lauren; Berger, Jill; Vaganek, Megan; Gottfredson, Gary D.; Nelson, Deborah

    2013-01-01

    Instructional Consultation Teams (IC Teams) are an early intervention service intended to support teachers in working with struggling students. This is a large-scale experimental trial investigating the effects of IC Teams on teacher efficacy, instructional practices, collaboration, and job satisfaction. Public elementary schools (N = 34) were…

  13. Teaching Who You Are: Connecting Teachers' Civic Education Ideology to Instructional Strategies

    Science.gov (United States)

    Knowles, Ryan T.

    2018-01-01

    This quantitative study uses survey data to test connections between 735 teachers' civic education ideology (CivID) and their self-reported instructional practices. Analysis demonstrates teachers' beliefs in relation to conservative, liberal, and critical civic education ideology as well as preference for instructional strategies, such as…

  14. Data-feedback in teacher training : Using observational data to improve student teachers' reading instruction

    NARCIS (Netherlands)

    Henk van den Hurk; Dr. Thoni Houtveen; W.J.C.M. van de Grift; Dorothe Cras

    A study of the improvement of the quality of student teachers’ lessons in interactive (story)book reading through the use of data-feedback on observed lessons. Variables regarding the optimal time use, the quality of instruction and the student teachers’ pedagogical relation with pupils were

  15. Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction

    Science.gov (United States)

    Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.

    2011-01-01

    Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers.…

  16. Teacher's Guide to Accompany "Artes Latinae," the Encyclopaedia Britannica Latin Instructional System.

    Science.gov (United States)

    Masciantonio, Rudolph; And Others

    This guide, a supplement to the "Artes Latinae Level One Teacher's Manual," prepared for use in the School District of Philadelphia, focuses primarily on how to adapt this course, intended for individualized instruction, to group instruction. Discussion of the multisensory instructional system includes remarks concerning the use of films, study…

  17. The medical instructional questionnaire used to assess the quality of ...

    African Journals Online (AJOL)

    The medical instructional questionnaire used to assess the quality of South ... led to the development of a questionnaire to measure students' perceptions of their ... use of the instrument is the provision of more specific feedback to preceptors ...

  18. Enhancing mathematics teachers' quality through Lesson Study.

    Science.gov (United States)

    Lomibao, Laila S

    2016-01-01

    The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.

  19. Evaluating the Use of Instructional Coaching as a Tool to Improve Teacher Instructional Strategies at a Title 1 Middle School: An Action Research Study

    Science.gov (United States)

    Learmond, Karen W.

    2017-01-01

    This action research study focused on the use of an instructional coaching model to support teachers in the use of Marzano's nine research-based instructional strategies at a low performing Title 1 middle school. The intervention was carried out over five and a half -month period and was aimed at improving teachers' classroom instruction. The…

  20. Digital Technology and Teacher Preparation: The Instructional Role of Social Media Among Pre-Service Teachers

    Science.gov (United States)

    Trytten, Bria Klotz

    As social media use becomes more prevalent among teachers, it becomes vital to understand how teachers are using social media and what effects it has, if any, on teaching practices in the classroom. This study sought to explore the relationship between pre-service teachers' use of social media and their perceptions of inquiry-based science education, an important teaching best practice. This study is unique in that it explores pre-service teachers' use of three social media platforms--Twitter, Facebook, and Pinterest--and how pre-service teachers plan to apply them to classroom education. Previous studies focused on only one social media platform, usually Twitter or Facebook. This study surveyed 113 pre-service teachers in their 3rd or 4th year of school at one of two teacher colleges. The survey employed multiple choice, open-ended, and Likert-type questions to assess pre-service teachers' use of social media as well as their attitudes surrounding inquiry-based instruction. In order to better explain and analyze survey results, fourteen survey participants were interviewed with follow-up questions to elaborate on both social media use and inquiry attitudes. Findings indicated that the pre-service teachers used social media, and overwhelmingly Pinterest, to find lesson plans and classroom organizational ideas. Cited reasons for this practice included convenience, variety of lesson planning, and easily searchable databases. The study found statistical significance in that teachers who aspire to teach lower grade levels will turn to social media to find lesson plans more frequently than those who aspire to teach higher grade levels. The study found social media use had no statistically significant effect on the level of inquiry-based teaching that the participants aimed to achieve in their future classrooms.

  1. A phenomenological study on the impacts of embedding disciplinary literacy during science instruction on elementary teachers' metacognition of instructional techniques

    Science.gov (United States)

    Weiss, Kelley

    The educational community has been increasing its focus on literacy for several years. The modern definition of literacy requires students to be an informed and integrated thinker, synthesizing new information beyond the mere ability to read and write (Guzzetti & Bang, 2011). This qualitative phenomenological study focused on how teachers of science view literacy and how that view changes when they implement the concept of disciplinary literacy into science instruction. This phenomenological study examined how teachers became more metacognitive of their instructional methods after implementation of the Question-Answer Relationship strategy (QAR) and direct vocabulary instruction into their science instruction. Teachers utilized schema theory and social cognitive theory to integrate the two strategies into their science lessons throughout the study. This phenomenological study collected data during a six-week implementation period through interviews, observations, teacher journals and collection of artifacts from 12 teachers who taught students in grades one through five and three literacy specialists in a rural central Maine school. These data sources were analyzed using Moustakas' (1994) seven steps to discover themes that were identified from the data. Findings from this study, as viewed through the pragmatic lens, suggested that teachers benefit from systematic reflection of their teaching to develop literacy rich content area lessons that address all of the students' learning needs.

  2. Teaching science to English Language Learners: Instructional approaches of high school teachers

    Science.gov (United States)

    Frank, Betty-Vinca N.

    Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional

  3. Authoritative and Authoritarian-Inconsistent Teachers' Preferences for Teaching Methods and Instructional Goals

    Science.gov (United States)

    Uibu, Krista; Kikas, Eve

    2014-01-01

    Preferences for teaching methods are influenced by several factors, including instructional goals, teacher's management style, experience and education. To discover in which ways primary school teachers with different management styles vary in their preferences for students' cognitive and social development, 128 teachers of Estonia were…

  4. Secondary School Mathematics Teachers' and Students' Views on Computer Assisted Mathematics Instruction in Turkey: Mathematica Example

    Science.gov (United States)

    Ardiç, Mehmet Alper; Isleyen, Tevfik

    2017-01-01

    This study aimed at determining the secondary school mathematics teachers' and students' views on computer-assisted mathematics instruction (CAMI) conducted via Mathematica. Accordingly, three mathematics teachers in Adiyaman and nine 10th-grade students participated in the research. Firstly, the researchers trained the mathematics teachers in the…

  5. Personal Characteristics of Teachers, Situational Variables and Deliberations in Planning Instruction.

    Science.gov (United States)

    Kremer, Lya

    This study reveals possible relationships among teachers' personality traits, situational variables, and deliberation characteristics in planning instruction. Dogmatism and locus of control perceptions were the personality traits studied, and the situations compared student teachers with elementary and secondary school teachers. Both groups were…

  6. Teachers' Experiences with Literacy Instruction for Dual-Media Students Who Use Print and Braille

    Science.gov (United States)

    Herzberg, Tina S.; Rosenblum, Penny; Robbins, Mary E.

    2017-01-01

    Introduction: This study analyzed survey responses from 84 teachers of students with visual impairments who had provided literacy instruction to dual-media students who used both print and braille. Methods: These teachers in the United States and Canada completed an online survey during spring 2015. Results: The teachers reported that they…

  7. Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

    Science.gov (United States)

    Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

    2015-01-01

    This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

  8. Children Evoke Similar Affective and Instructional Responses from Their Teachers and Mothers

    Science.gov (United States)

    Silinskas, Gintautas; Dietrich, Julia; Pakarinen, Eija; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Hirvonen, Riikka; Muotka, Joona; Nurmi, Jari-Erik

    2015-01-01

    In the present study, we examined the extent to which the responses of teachers and mothers toward a particular child are similar in respect to their instructional support and affect, and whether child characteristics predict these responses. The data of 373 Finnish child-teacher-mother triads (178 girls, 195 boys) were analysed. Teachers and…

  9. Teachers' Use of Learning Progression-Based Formative Assessment in Water Instruction

    Science.gov (United States)

    Covitt, Beth A.; Gunckel, Kristin L.; Caplan, Bess; Syswerda, Sara

    2018-01-01

    While learning progressions (LPs) hold promise as instructional tools, researchers are still in the early stages of understanding how teachers use LPs in formative assessment practices. We report on a study that assessed teachers' proficiency in using a LP for student ideas about hydrologic systems. Research questions were: (a) what were teachers'…

  10. The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning

    Science.gov (United States)

    Sebastian, James; Allensworth, Elaine; Huang, Haigen

    2016-01-01

    School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school…

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

    Science.gov (United States)

    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'…

  12. Instructional Support and Implementation Structure during Elementary Teachers' Science Education Simulation Use

    Science.gov (United States)

    Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

    2016-01-01

    This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results…

  13. Teacher change in beliefs and practices in science and literacy instruction with English language learners

    Science.gov (United States)

    Lee, Okhee

    2004-01-01

    This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth-grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed.

  14. Instructional Materials Commonly Employed by Foreign Language Teachers at Elementary Schools

    Directory of Open Access Journals (Sweden)

    İsmail Çakır

    2015-09-01

    Full Text Available This study aimed to determine the teachers’ choices of instructional materials in teaching English at elementary schools. The reasons behind preferring or not preferring some certain instructional materials specified within the research were analysed. To this end, during the course of School Experience, 68 prospective English teachers observed 38 teachers of English working at 14 elementary schools on a weekly basis, and they completed a questionnaire. A semi-structured interview was also conducted with five randomly selected teachers to identify their reasons for choosing certain instructional materials. The descriptive results revealed that most of the teachers were reluctant to use many of the highly beneficial materials due to reasons including overcrowded classes, limited technological knowledge, lack of time for preparation, curricular time constraints, heavy work load, burnout etc. The study suggests that apart from course-books teachers should be encouraged to use other instructional materials to motivate learners and offer an interactive foreign language teaching atmosphere.

  15. Instructional materials commonly employed by foreign language teachers at elementary schools

    Directory of Open Access Journals (Sweden)

    İsmail Çakır

    2015-09-01

    Full Text Available This study aimed to determine the teachers’ choices of instructional materials in teaching English at elementary schools. The reasons behind preferring or not preferring some certain instructional materials specified within the research were analysed. To this end, during the course of School Experience, 68 prospective English teachers observed 38 teachers of English working at 14 elementary schools on a weekly basis, and they completed a questionnaire. A semi-structured interview was also conducted with five randomly selected teachers to identify their reasons for choosing certain instructional materials. The descriptive results revealed that most of the teachers were reluctant to use many of the highly beneficial materials due to reasons including overcrowded classes, limited technological knowledge, lack of time for preparation, curricular time constraints, heavy work load, burnout etc. The study suggests that apart from course-books teachers should be encouraged to use other instructional materials to motivate learners and offer an interactive foreign language teaching atmosphere.

  16. An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

    Science.gov (United States)

    Sahingoz, Selcuk

    One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the

  17. The PISCES Project: How Teacher-Scientist Partners can Enhance Elementary Science Instruction

    Science.gov (United States)

    Reif, C.; Oechel, W.

    2003-12-01

    The PISCES Project (Partnerships Involving the Scientific Community in Elementary Schools www.sdsa.org/pisces) is an innovative program that brings high quality standards-based elementary science curriculum and hands-on laboratory materials into San Diego County's classrooms. The project is funded by the NSF Graduate Teaching Fellows in K-12 Education (GK-12) program. The project was designed and is administered through cooperation among faculty at San Diego State University and the Science Department of the San Diego County Office of Education. Undergraduate and graduate students enrolled in science programs in San Diego area universities including San Diego State University, California State University San Marcos, and University of California San Diego partner with elementary school teachers. Through this partnership, the scientist brings scientific expertise to the classroom while the teacher delivers the lesson using current pedagogic methods. This is accomplished during a 3 month partnership in which the scientist joins the teacher in the classroom a few days each week to complete professional kit-based curriculum such as that available from FOSS (Full Option Science System) and STC (Science and Technology for Children). The teachers remain in the program for two years during which they have continuous access to the kit-based curriculum as well as two to three partnership cycles. Teachers receive assistance outside of the classroom as well attending professional development institutes three times a year to establish and maintain effective science teaching methods. The San Diego Science Alliance and other community and industry supporters provide the additionalfunding necessary to provide this teacher professional development Currenty, PISCES is present in over 40 schools and is able to provide partnerships to over 100 classrooms each year. In addition to the work done in San Diego, the project has expanded to Barrow, Alaska with plans to expand to La Paz

  18. Examining elementary teachers' knowledge and instruction of scientific explanations for fostering children's explanations in science

    Science.gov (United States)

    Wiebke, Heidi Lynn

    This study employed an embedded mixed methods multi-case study design (Creswell, 2014) with six early childhood (grades K-2) teachers to examine a) what changes occurred to their subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for teaching scientific explanations while participating in a professional development program, b) how they planned for and implemented scientific explanation instruction within a teacher developed unit on properties of matter, and c) what affordances their instruction of scientific explanations had on fostering their students' abilities to generate explanations in science. Several quantitative and qualitative measures were collected and analyzed in accordance to this studies conceptual framework, which consisted of ten instructional practices teachers should consider assimilating or accommodating into their knowledge base (i.e., SMK & PCK) for teaching scientific explanations. Results of this study indicate there was little to no positive change in the teachers' substantive and syntactic SMK. However, all six teachers did make significant changes to all five components of their PCK for teaching explanations in science. While planning for scientific explanation instruction, all six teachers' contributed some ideas for how to incorporate seven of the ten instructional practices for scientific explanations within the properties of matter unit they co-developed. When enacting the unit, the six teachers' employed seven to nine of the instructional practices to varying levels of effectiveness, as measured by researcher developed rubrics. Given the six teachers' scientific explanation instruction, many students did show improvement in their ability to formulate a scientific explanation, particularly their ability to provide multiple pieces of evidence. Implications for professional developers, teacher educators, researchers, policy makers, and elementary teachers regarding how to prepare teachers for and support students

  19. A Comparison of Teacher Quality in Math for Late Elementary and Middle School Students with and without Disabilities

    Science.gov (United States)

    Gilmour, Allison F.; Henry, Gary T.

    2018-01-01

    Students with disabilities (SWDs) perform below their peers in math on national and state assessments. The quality of teachers who provide these students with math instruction is an unexamined variable that could influence this low achievement. We used data from more than 1 million students to compare the quality of teachers assigned to teach math…

  20. Earth Science for Educators: Preparing 7-12 Teachers for Standards-based, Inquiry Instruction

    Science.gov (United States)

    Sloan, H.

    2002-05-01

    "Earth Science for Educators" is an innovative, standards-based, graduate level teacher education curriculum that presents science content and pedagogic technique in parallel. The curriculum calls upon the resources and expertise of the American Museum of Natural History (AMNH) to prepare novice New York City teachers for teaching Earth Science. One of the goals of teacher education is to assure and facilitate science education reform through preparation of K-12 teachers who understand and are able to implement standard-based instruction. Standards reflect not only the content knowledge students are expected to attain but also the science skills and dispositions towards science they are expected to develop. Melding a list of standards with a curriculum outline to create inquiry-based classroom instruction that reaches a very diverse population of learners is extremely challenging. "Earth Science for Educators" helps novice teachers make the link between standards and practice by constantly connecting standards with instruction they receive and activities they carry out. Development of critical thinking and enthusiasm for inquiry is encouraged through engaging experience and contact with scientists and their work. Teachers are taught Earth systems science content through modeling of a wide variety of instruction and assessment methods based upon authentic scientific inquiry and aimed at different learning styles. Use of fieldwork and informal settings, such as the Museum, familiarizes novice teachers with ways of drawing on community resources for content and instructional settings. Metacognitive reflection that articulates standards, practice, and the teachers' own learning experience help draw out teachers' insights into their students' learning. The innovation of bring science content together with teaching methods is key to preparing teachers for standards-based, inquiry instruction. This curriculum was successfully piloted with a group of 28 novice teachers as

  1. The pedagogy of argumentation in science education: science teachers' instructional practices

    Science.gov (United States)

    Özdem Yilmaz, Yasemin; Cakiroglu, Jale; Ertepinar, Hamide; Erduran, Sibel

    2017-07-01

    Argumentation has been a prominent concern in science education research and a common goal in science curriculum in many countries over the past decade. With reference to this goal, policy documents burden responsibilities on science teachers, such as involving students in dialogues and being guides in students' spoken or written argumentation. Consequently, teachers' pedagogical practices regarding argumentation gain importance due to their impact on how they incorporate this practice into their classrooms. In this study, therefore, we investigated the instructional strategies adopted by science teachers for their argumentation-based science teaching. Participants were one elementary science teacher, two chemistry teachers, and four graduate students, who have a background in science education. The study took place during a graduate course, which was aimed at developing science teachers' theory and pedagogy of argumentation. Data sources included the participants' video-recorded classroom practices, audio-recorded reflections, post-interviews, and participants' written materials. The findings revealed three typologies of instructional strategies towards argumentation. They are named as Basic Instructional Strategies for Argumentation, Meta-level Instructional ‌St‌‌rategies for ‌Argumentation, and Meta-strategic Instructional ‌St‌‌rategies for ‌Argumentation. In conclusion, the study provided a detailed coding framework for the exploration of science teachers' instructional practices while they are implementing argumentation-based lessons.

  2. Instructional support and implementation structure during elementary teachers' science education simulation use

    Science.gov (United States)

    Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

    2016-07-01

    This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students' simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants' pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers' instructional simulation use during professional development or in teacher preparation programs.

  3. Eighth-grade science teachers use of instructional time: Examining questions from the Third International Mathematics and Science Study (TIMSS) and comparing TIMSS and National Science Foundation questionnaires

    Science.gov (United States)

    Davidson, Anne Burgess

    survey science teachers about their instructional activities should include operational definitions, methods of classifying single activities into 2 or more instructional categories, and questions that are more accurate in describing quality science instructional activities.

  4. Whose Perception of Principal Instructional Leadership? Principal-Teacher Perceptual (Dis)agreement and Its Influence on Teacher Collaboration

    Science.gov (United States)

    Park, Joo-Ho; Ham, Seung-Hwan

    2016-01-01

    This study examines teacher collaboration across three Asia-Pacific countries (Australia, Malaysia, and South Korea), focusing on the possibility that principal-teacher perceptual disagreement regarding principal instructional leadership performance may impede progress toward a school organizational condition conducive to collaborative teacher…

  5. Examination of Relationships between Instructional Leadership of School Principals and Self-Efficacy of Teachers and Collective Teacher Efficacy

    Science.gov (United States)

    Calik, Temel; Sezgin, Ferudun; Kavgaci, Hasan; Cagatay Kilinc, Ali

    2012-01-01

    The purpose of this study was to examine the relationships between school principals' instructional leadership behaviors and self-efficacy of teachers and collective teacher efficacy. In this regard, a model based on hypotheses was designed to determine the relationships among variables. The study sample consisted of 328 classroom and branch…

  6. A Phenomenological View of Teacher Efficacy as Experienced by Secondary Teachers Engaged in the Process of Instructional Coaching

    Science.gov (United States)

    Snipes, Shaftina Fiesta

    2017-01-01

    The purpose of this hermeneutic phenomenological was to describe teacher efficacy in the lived experiences of secondary teachers actively engaged in the instructional coaching process. The theoretical framework guiding this study was Albert Bandura's (1992) social cognitive theory as it expounds upon the role efficacy plays in human agency as it…

  7. Examining the Relationship among High-School Teachers' Technology Self-Efficacy, Attitudes towards Technology Integration, and Quality of Technology Integration

    Science.gov (United States)

    Gonzales, Stacey

    2013-01-01

    This quantitative study explored the relationships among high-school teachers' (n = 74) technology self-efficacy, teachers' attitudes towards technology integration, and quality of teachers' technology integration into instruction. This study offered the unique perspectives of in-service high-school teachers as they have first-hand experience…

  8. Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)

    Science.gov (United States)

    Farrar, Cynthia Hamen

    In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to

  9. A study of teacher-researcher collaboration on reading instruction for Chapter one students

    OpenAIRE

    Magalhaes, Maria Cecilia Camargo

    1990-01-01

    This study examines a collaborative endeavor in which a Chapter One teacher and a reseacher worked together to plan, conduct and reflect on a reading instruction designed to promote strategic reading. For eleven weeks, data were collected during conversations and reflective/planning sessions conducted by the teacher and the researcher and during instruction for a group of fourth-and fifth-gratle students. Ethnographic methods such as participant observation, interview...

  10. Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers' Ability to Plan Differentiated Instruction in an Urban Elementary School

    Science.gov (United States)

    Tricarico, Katie; Yendol-Hoppey, Diane

    2012-01-01

    Differentiated Instruction (DI) is an approach that recognizes the strengths and weaknesses of diverse learners and requires the teacher to base instructional accommodations on student strengths and weaknesses. Specifically, teachers use DI strategies to adjust the content, process, or product of instruction depending on student needs. Given the…

  11. Relationship between the Instructional Leadership Behaviors of High School Principals and Teachers' Organizational Commitment

    Science.gov (United States)

    Sarikaya, Nuray; Erdogan, Çetin

    2016-01-01

    The purpose of the current study is to investigate the relationship between the instructional leadership behaviors of high school principals and teachers' perceptions of organizational commitment and to test the extent to which instructional leadership behaviors predict organizational commitment. The study is designed in relational method. The…

  12. Upper Elementary Teachers' Self-Efficacy and Spelling Instruction: A Qualitative Study

    Science.gov (United States)

    Fernandes, Brian E.

    2017-01-01

    A great deal of research has been conducted regarding spelling instruction at the early childhood and lower elementary levels, but not at the upper elementary level. This qualitative study explored the perceptions and experiences of upper elementary teachers to gain a better understanding of how they instruct spelling and their related…

  13. Examining Shifts in Preservice Teachers' Beliefs and Attitudes toward Writing Instruction

    Science.gov (United States)

    Hall, Anna H.

    2016-01-01

    The purpose of this study was to examine the effectiveness of integrating self-reflection, focused instruction, and field practice in a semester-long language arts course in order to shift early childhood preservice teachers' (PSTs) beliefs and attitudes about writing instruction, as well as their development and planned use of tools for…

  14. Web-Based Instruction on Preservice Teachers' Knowledge of Fraction Operations

    Science.gov (United States)

    Lin, Cheng-Yao

    2010-01-01

    This study determines whether web-based instruction (WBI) represents an improved method for helping preservice teachers learn procedural and conceptual knowledge of fractions.. The purpose was to compare the effectiveness of web-based instruction (WBI) with the traditional lecture in mathematics content and methods for the elementary school…

  15. The Pedagogical Orientations of South African Physical Sciences Teachers towards Inquiry or Direct Instructional Approaches

    Science.gov (United States)

    Ramnarain, Umesh; Schuster, David

    2014-01-01

    In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school…

  16. Teachers' Initial and Sustained Use of an Instructional Assistive Technology Tool: Exploring the Mitigating Factors

    Science.gov (United States)

    Bouck, Emily C.; Flanagan, Sara; Heutsche, Anne; Okolo, Cynthia M.; Englert, Carol Sue

    2011-01-01

    This qualitative research project explored factors that mitigated teachers implementing an instructional assistive technology and factors that mitigated its sustained use. Specifically, it explored these issues in relation to a social studies based instructional assistive technology (Virtual History Museum [VHM]), which was originally implemented…

  17. TEACHER-PRODUCED INSTRUCTIONAL FILMS IN CHEMISTRY, 8MM AND SUPER 8.

    Science.gov (United States)

    O'CONNOR, ROD; SLABAUGH, WENDELL

    TECHNIQUES FOR PRODUCING 8MM INSTRUCTIONAL FILMS IN CHEMISTRY ARE PRESENTED. IN PART I A PHILOSOPHY OF TEACHER-PRODUCED FILMS IS DEVELOPED, EMPHASIZING THE VALUE OF THE LOCAL SETTING, AND CUSTOM-MADE CONTENTS. APPLICATIONS SUGGESTED ARE (1) TECHNIQUE INSTRUCTION, (2) FILMED EXPERIMENTS, (3) INSTRUMENT FAMILIARIZATION, (4) LECTURE AIDS, AND (5)…

  18. Perceptions of Elementary Teachers on the Instructional Leadership Role of School Principals

    Science.gov (United States)

    Yavuz, Mustafa; Bas, Gokhan

    2010-01-01

    In this research, elementary school principals' instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A "semi-structured…

  19. The Effects of Apprenticeship of Observation on Teachers Attitudes towards Active Learning Instruction

    OpenAIRE

    Kuzhabekova Aliya; Zhaparova Raina

    2016-01-01

    Active learning instruction is promoted by the most recent version of the National Program for the Development of Education in Kazakhstan as it is believed to provide more meaningful learning and deeper understanding compared to traditional instruction. In order to achieve greater utilization of the instructional approach at schools, teachers must be aware of active learning techniques and know how to use them. This paper studies whether ‘apprenticeship of observation’ during a graduate cours...

  20. Multilevel Analysis of the Relationship between Principals' Perceived Practices of Instructional Leadership and Teachers' Self-Efficacy Perceptions

    Science.gov (United States)

    Bellibas, Mehmet Sukru; Liu, Yan

    2017-01-01

    Purpose: The purpose of this paper is to investigate the extent to which principals' instructional leadership predicts teacher self-efficacy, in order to identify whether a relationship exists between principals' perceived instructional leadership practices and teachers perceived self-efficacy in classroom management, instruction, and student…

  1. Students' Appraisal of the Quality of Instruction in Clothing and ...

    African Journals Online (AJOL)

    FIRST LADY

    value of the quality of instruction in the teaching of Clothing and Textiles in ... Nigerian educational system althoughArubayi's (2003) research findings revealed that ... assessments, ratings or evaluation of academic staff in Nigeria, have either .... The design of this research work was ex-post facto and descriptive in nature.

  2. Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

    Science.gov (United States)

    Reddy, Linda A.; Dudek, Christopher M.

    2014-01-01

    In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…

  3. The Teacher as Instructional Designer: A Search Through the Curriculum Maze.

    Science.gov (United States)

    Jacko, Carol M.; Garman, Noreen M.

    The vast amount of literature on curriculum and instructional design does not establish a clear frame of reference to help teachers utilize and operationalize concepts and information. Four specific problem areas are of special concern in the literature: (1) the terminology and definitions are confusing; (2) the place of the classroom teacher is…

  4. Blind Man's Bluff: Instructional Leadership, Teacher Selection and Rational Decision-Making.

    Science.gov (United States)

    Mertz, Norma T.; McNeely, Sonja R.

    Little research has been done to discover the process of selection of teachers by principals. This paper reports the results of a small study in which 29 principals in 11 districts in Tennessee were interviewed to determine the process used to hire a teacher, with the results analyzed for instructional leadership and rational decision making. If…

  5. Teachers Perspective of Using English as a Medium of Instruction in Mathematics and Science Subjects

    Science.gov (United States)

    Mansor, Norudin; Badarudin, Mohamed Ishak; Mat, Azman Che

    2011-01-01

    The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation…

  6. Instructional Supervision and the Pedagogical Practices of Secondary School Teachers in Uganda

    Science.gov (United States)

    Malunda, Paul; Onen, David; Musaazi, John C. S.; Oonyu, Joseph

    2016-01-01

    This paper looks at the effect of instructional supervision by school authorities on the pedagogical practices of teachers in public secondary schools in Uganda. To date, research into this field in the country has focused more on the technicalities of supervision rather than on how the teachers have been responding to it. The study employed a…

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

    CERN Document Server

    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.

  8. Pedagogical Knowledge Base Underlying EFL Teachers' Provision of Oral Corrective Feedback in Grammar Instruction

    Science.gov (United States)

    Atai, Mahmood Reza; Shafiee, Zahra

    2017-01-01

    The present study investigated the pedagogical knowledge base underlying EFL teachers' provision of oral corrective feedback in grammar instruction. More specifically, we explored the consistent thought patterns guiding the decisions of three Iranian teachers regarding oral corrective feedback on grammatical errors. We also examined the potential…

  9. Elementary Teachers' Experiences of Departmentalized Instruction and Its Impact on Student Affect

    Science.gov (United States)

    Minott, Robert Charles

    2016-01-01

    The purpose of this qualitative dissertation was to explore the lived experiences of departmentalized elementary teachers, Grades 1-3, and how they addressed their students' affective needs. The main research question of the study was how do elementary school teachers perceive departmentalized instruction and describe their experiences of this…

  10. Elementary Teachers' Experiences and Perceptions of Departmentalized Instruction: A Case Study

    Science.gov (United States)

    Strohl, Alecia; Schmertzing, Lorraine; Schmertzing, Richard

    2014-01-01

    This case study investigated elementary teachers' experiences and perceptions during a trial year of departmentalized instruction in a rural south Georgia elementary school. To inform their decision about whole-school departmentalization for the future, school administrators appointed twelve first through third grade teachers to pilot the…

  11. Brain-Based Learning and Classroom Practice: A Study Investigating Instructional Methodologies of Urban School Teachers

    Science.gov (United States)

    Morris, Lajuana Trezette

    2010-01-01

    The purpose of this study was to examine the implementation of brain-based instructional strategies by teachers serving at Title I elementary, middle, and high schools within the Memphis City School District. This study was designed to determine: (a) the extent to which Title I teachers applied brain-based strategies, (b) the differences in…

  12. Wisconsin System for Instructional Management: Teachers' Manual for the Unified System. Practical Paper No. 18.

    Science.gov (United States)

    Bozeman, William C.; And Others

    Individualized instruction including continuous progress education and team teaching requires a complexity of organizational structure dissimilar to that of traditional schools. In such systems, teachers must maintain extensive and complex student record systems. This teachers' manual provides an example of a computerized record system developed…

  13. Does Empathy Predict Instructional Assignment-Related Stress? A Study in Special and General Education Teachers

    Science.gov (United States)

    Platsidou, Maria; Agaliotis, Ioannis

    2017-01-01

    The role of empathy in the teaching profession has been vastly investigated in relation to its effect on students, but research on how teachers' empathy affects their own well-being at work is limited. This study investigated empathy and instructional assignment-related stress factors of primary school teachers serving in general or special…

  14. STEM Teachers' Planned and Enacted Attempts at Implementing Engineering Design-Based Instruction

    Science.gov (United States)

    Capobianco, Brenda M.; Rupp, Madeline

    2014-01-01

    This study investigates grades 5 and 6 science, technology, engineering, and mathematics (STEM) teachers' planned and actualized engineering design-based instruction, the instruments used to characterize their efforts, and the implications this work has for teachers' implementations of an integrated approach to STEM education.…

  15. Computer Education and Instructional Technology Teacher Trainees' Opinions about Cloud Computing Technology

    Science.gov (United States)

    Karamete, Aysen

    2015-01-01

    This study aims to show the present conditions about the usage of cloud computing in the department of Computer Education and Instructional Technology (CEIT) amongst teacher trainees in School of Necatibey Education, Balikesir University, Turkey. In this study, a questionnaire with open-ended questions was used. 17 CEIT teacher trainees…

  16. Studying the Impact of Three Different Instructional Methods on Preservice Teachers' Decision-Making

    Science.gov (United States)

    Cevik, Yasemin Demiraslan; Andre, Thomas

    2014-01-01

    This study compared the impact of three types of instructional methods (case-based learning, worked example and faded worked example) on preservice teachers' (n?=?72) decision-making about classroom management. A quasi-experimental study was conducted to investigate both the outcomes and the processes of preservice teachers' decision-making…

  17. The Relationship between Teachers' Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

    Science.gov (United States)

    Alghanmi, Bayan; Shukri, Nadia

    2016-01-01

    Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers' beliefs of…

  18. The Concept of Slope: Comparing Teachers' Concept Images and Instructional Content

    Science.gov (United States)

    Nagle, Courtney; Moore-Russo, Deborah

    2013-01-01

    In the field of mathematics education, understanding teachers' content knowledge (Grossman, 1995; Hill, Sleep, Lewis, & Ball, 2007; Munby, Russell, & Martin, 2001) and studying the relationship between content knowledge and instructional decisions (Fennema & Franke, 1992; Raymond, 1997) are both crucial. Teachers need a robust…

  19. Coaching to Support Disciplinary Literacy Instruction: Navigating Complexity and Challenges for Sustained Teacher Change

    Science.gov (United States)

    Di Domenico, Paula M.; Elish-Piper, Laurie; Manderino, Michael; L'Allier, Susan K.

    2018-01-01

    This study investigated how a high school literacy coach provided coaching to support teachers' understanding and implementation of disciplinary literacy instruction. With a focus on collaborations between the literacy coach and teachers in the disciplines of social studies, math, and English, this article presents three case studies that…

  20. Novice Teachers Reflect on Their Instructional Practices While Teaching Adults Math

    Science.gov (United States)

    Ginsburg, Lynda

    2016-01-01

    Over three years, eighty-two teachers in their first or second year of teaching participated in orientation programs for new adult educators. During the programs, they reflected on their own instructional practices when teaching mathematics to adults. The teachers identified the practice they were likely to overemphasize and explained why they…

  1. Instructional Coaching through Dialogic Interaction: Helping a Teacher to Become Agentive in Her Practice

    Science.gov (United States)

    Haneda, Mari; Teemant, Annela; Sherman, Brandon

    2017-01-01

    We investigate the instructional coaching interactions between a kindergarten teacher and an experienced coach using the analytic lens of dialogic teaching. The data were collected in the context of a US professional development project that supports urban elementary school teachers in enacting critical sociocultural teaching practices. We…

  2. Academic Instruction at a Distance: An Examination of Holistic Teacher Perceptions in a Virtual High School

    Science.gov (United States)

    Flores, Serena; Walters, Nicole McZeal; Kiekel, Jean

    2018-01-01

    The purpose of this qualitative study was to examine holistic perceptions of teachers in a virtual high school who deliver secondary instruction using an online format. The demand for equitable learning spaces to support both teachers and students have led to the increased demand of virtual schools. The questionnaire administered to eight online…

  3. ESL and Content Area Teacher Responses to Discussions on English Language Learner Instruction

    Science.gov (United States)

    Pawan, Faridah; Craig, Daniel A.

    2011-01-01

    The current study compares the responses and statements of English as a second language (ESL) and content area teachers in discussions about the instruction of English language learners (ELLs). A study on how these two sets of teachers understand the field is important because commonalities and differences in their opinions may have an impact on…

  4. Factors Influencing Teacher Instructional Practice in Mathematics When Participating in Professional Development

    Science.gov (United States)

    Walker, William S., III

    2016-01-01

    In this research, I investigated teachers' interpretations of the goals of professional development and factors that contributed to enacted instructional practices. A multiple-case study design was used to examine the interpretations of four high school teachers participating in a year-long professional development program with a standards-based…

  5. The Instructional Practice of School Principals and Its Effect on Teachers' Job Satisfaction

    Science.gov (United States)

    Kouali, Georgia

    2017-01-01

    Purpose: The purpose of this paper is to present the results of a piece of research concerning the practice of Cypriot school principals' instructional role and its effect on teachers' job satisfaction, and also to investigate whether higher levels of teachers' job satisfaction can be predicted when school principals deal with and accomplish their…

  6. Teachers' Experiences Providing One-on-One Instruction to Struggling Readers

    Science.gov (United States)

    Liebfreund, Meghan D.; Amendum, Steven J.

    2017-01-01

    This study examined the experiences of 12 kindergarten, first-, and second-grade classroom teachers who provided one-on-one intervention instruction for struggling readers within the general classroom context. Teachers were interviewed at the end of the project. Interview statements clustered into four themes: Managing One-on-One Intervention,…

  7. Activating the Need to Know in Reading Instruction: One Teacher Educator's Practice

    Science.gov (United States)

    Nelson, Priscilla S.

    2012-01-01

    This article examines one teacher educator's teaching of reading methods at a university that was recognized for exemplary reading instruction. Data collected over the course of one semester indicated that she modeled the teaching of reading and served as a catalyst in activating preservice teachers' need to know about how to teach reading by…

  8. Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

    Science.gov (United States)

    Xu, Wei

    2015-01-01

    Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

  9. Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

    Science.gov (United States)

    Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

    2015-06-01

    To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

  10. Quality in mathematics teachers training syllabuses

    OpenAIRE

    Rico, Luis; Gil, Francisco; Moreno, María Francisca; Romero, Isabel; González, María José; Gómez, Pedro; Lupiáñez, José Luis

    2004-01-01

    The purpose of this study is to design instruments to measure the quality of prospective mathematics teachers training plans, within the Spanish context. We conceive the quality of a syllabus as a multidimensional concept that can be articulated by means of dimensions and competences.

  11. The nature and quality of the mathematical connections teachers make

    Directory of Open Access Journals (Sweden)

    Michael K. Mhlolo

    2012-05-01

    Full Text Available Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher’s role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers’ representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers’ representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners’ opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.

  12. Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

    Science.gov (United States)

    Khine, Myint Swe; Fisher, Darrell L.

    2004-01-01

    The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students' perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science-related Attitudes were used as attitudinal measures. Significant associations between students' perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.

  13. The implementation and evaluation of teacher training in gaming instruction for secondary science: An action research project

    Science.gov (United States)

    Sanders, Veronica

    This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that science teachers used games; (c) assessed the impact of the implementation and subsequent evaluation of games-based training on how science teachers instruct their students; and (d) explored the use of change management principles to help teachers transition from traditional to gaming instruction. The study included a purposive sampling of 10 volunteer science teachers who received the professional development of training in gaming instruction and were observed as they used games to instruct their students. Quantitative data were collected from interviews, observations, and reviews of student assignments and teacher plans, and were statistically analyzed to answer the research questions. These same methods were used to obtain qualitative data, which were also analyzed to answer the research questions as well as to understand the meaning, beliefs and experience behind the numbers. Ultimately, data analysis revealed that the science teachers not only used gaming instruction but also that the training helped them to use gaming instruction and that they considered gaming instruction a viable instruction methodology. Finally, data analysis revealed that change management was successfully used in the study.

  14. Examining Secondary Special Education Teachers' Literacy Instructional Practices

    Science.gov (United States)

    Leko, Melinda M.; Handy, Tamara; Roberts, Carly A.

    2017-01-01

    This study presents findings from a survey of secondary special education teachers who teach reading. Respondents were 577 special education teachers from a large Midwestern state who completed an online or mail survey. Results based on quantitative and qualitative analyses indicate predominant foci of secondary special education teachers' reading…

  15. Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

    Science.gov (United States)

    Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

    2016-01-01

    Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

  16. Contextual Determinants of Mathematics Achievement: A Closer Look at the Influence of Principals' Instructional Leadership, Teachers' Preferred Instructional Approaches, and Academic Optimism

    Science.gov (United States)

    White, Tremayne

    2016-01-01

    The purpose of this study was to ascertain whether certain contextual factors pertaining to principals and teachers influenced U.S. eighth grade students' math achievement. More specifically, the study comparatively examined the direct and mediating predictive influence of teacher instructional approaches (i.e., teacher-directed; constructivism),…

  17. Principal Instructional Leadership Behaviors: Teacher vs. Self-Perceptions

    Science.gov (United States)

    Gurley, D. Keith; Anast-May, Linda; O'Neal, Marcia; Dozier, Randy

    2016-01-01

    In response to ever-increasing accountability of school principals to demonstrate higher levels of student achievement, instructional leadership continues to be an important focus among educational researchers. In this paper, researchers briefly review the literature base regarding instructional leadership, then present the conceptual framework…

  18. Meeting the Needs of High School Science Teachers in English Language Learner Instruction

    Science.gov (United States)

    Cho, Seonhee; McDonnough, Jacqueline T.

    2009-08-01

    This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

  19. Using Reflective Practice to Facilitate Conversations and Transform Instructional Practice for Middle School Science Teachers

    Science.gov (United States)

    Higdon, Robbie L.

    The process of teaching, especially inquiry, is complex and requires extended time for developing one's instructional practice (Loucks-Horsley, Stiles, Mundry, Love, & Hewson, 2010). The implementation of a continued cycle of self-reflection can engage teachers in analyzing their prior experiences and understandings about their instructional practice to promote the accommodation of new concepts and transform their practice. However, many teachers have difficulty engaging in the cognitive dissonance needed to identify those problems and promote their own growth without support. As one's professional practice becomes more repetitive and routine, it is difficult for the practitioner to recognize opportunities in which to contemplate one's habitual actions (Schon, 1983). In this multi-case study, two middle school science teachers who were engaged within a sustained professional development initiative participated in a series of one-on-one reflective dialogues regarding the decisions they made about the utilization of inquiry-based instruction. In addition, these teachers were asked to reflect upon the criteria used to determine how and when to implement these inquiry-based practices. These reflective dialogue sessions provided the opportunity to observe teacher conceptions and stimulate teacher cognitive dissonance about instructional practice. Qualitative analysis of data collected from these reflective dialogues along with informal and formal classroom observations of instructional practice uncovered diverse perceptions regarding the implementation of inquiry-based methods into present teaching practice. The use of reflective dialogue within the existing structure of the professional development initiative allowed for the facilitators of the professional development initiative to tailor ongoing support and their effective implementation of inquiry-based instruction. Additional research is needed to investigate the impact of reflective dialogue in achieving

  20. The influence of analogical reasoning instruction on the pedagogical reasoning ability of preservice elementary teachers

    Science.gov (United States)

    James, Mark Charles

    Novice teachers with little prior knowledge of science concepts often resort to teaching science as a litany of jargon and definitions. The primary objective of this study was to establish the efficacy of analogy-based pedagogy on influencing the teaching performance of preservice elementary teachers, a group that has been identified for their particular difficulties in teaching science content. While numerous studies have focused on the efficacy of analogy-based instruction on the conceptual knowledge of learners, this was the first study to focus on the influence of analogy-based pedagogy instruction on the teaching performance of novice teachers. The study utilized a treatment/contrast group design where treatment and contrast groups were obtained from intact sections of a university course on methods of teaching science for preservice elementary education students. Preservice teachers in the treatment group were provided instruction in pedagogy that guided them in the generation of analogies to aid in the explanation phase of their learning cycle lessons. The process of generating and evaluating analogies for use in teaching was instrumental in focusing the preservice teachers' lesson planning efforts on critical attributes in target concepts, and away from misplaced concentrations on jargon and definitions. Teaching performance was primarily analyzed using coded indicants of Shulman's (1986) six stages of pedagogical reasoning ability. The primary data source was preservice teachers' work submitted for a major course assignment where the preservice teachers interviewed an elementary school student to gauge prior knowledge of Newtonian force concepts. The culmination of the semester-long assignment was the design of an individualized lesson that was presented by the preservice teachers to individual elementary school students. The results of this study strongly suggest that instruction in methods to include analogy-based pedagogy within a learning cycle lesson

  1. Kindergarten Teachers' Understanding of the Elements of Implementing Inquiry-Based Science Instruction

    Science.gov (United States)

    Blevins, Kathryn

    The purpose of this basic qualitative research study was to identify the extent to which kindergarten teachers understand and implement inquiry-based instruction in their science classrooms. This study was conducted in response to the indication that traditional didactic teaching methods were not enough to adequately prepare American students to compete in the global economy. Inquiry is a teaching method that could prepare students for the critical thinking skills needed to enter society in the 21st century. It is vital that teachers be sufficiently trained in teaching using the necessary components of inquiry-based instruction. This study could be used to inform leaders in educational administration of the gaps in teachers' understanding as it pertains to inquiry, thus allowing for the delivery of professional development that will address teachers' needs. Existing literature on inquiry-based instruction provides minimal information on kindergarten teachers' understanding and usage of inquiry to teach science content, and this information would be necessary to inform administrators in their response to supporting teachers in the implementation of inquiry. The primary research question for this study was "To what extent do kindergarten teachers understand the elements of implementing inquiry-based lessons in science instruction?" The 10 participants in this study were all kindergarten teachers in a midsized school district in the Mid-Atlantic region of the United States. Data were collected using face-to-face semistructured interviews, observations of the teachers implementing what they perceived to be inquiry-based instruction, and the analysis of lesson plans to indicate the components used to plan for inquiry-instruction. The findings of this study indicated that while teachers believed inquiry to be a beneficial method for teaching science, they did not understand the components of inquiry and tended to implement lesson plans created at the district level. By

  2. Elementary science teachers' integration of engineering design into science instruction: results from a randomised controlled trial

    Science.gov (United States)

    Maeng, Jennifer L.; Whitworth, Brooke A.; Gonczi, Amanda L.; Navy, Shannon L.; Wheeler, Lindsay B.

    2017-07-01

    This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of the PD were aligned with Cunningham and Carlsen's [(2014). Teaching engineering practices. Journal of Science Teacher Education, 25, 197-210] guidelines for ED PD and promoted inclusion of ED within science teaching. The treatment group included 219 teachers from 83 schools. Participants in the control group included 145 teachers from 60 schools in a mid-Atlantic state. Data sources, including lesson overviews and videotaped classroom observations, were analysed quantitatively to determine the frequency of ED integration and qualitatively to describe how teachers incorporated ED into instruction after attending the PD. Results indicated more participants who attended the PD (55%) incorporated ED into instruction compared with the control participants (24%), χ2(1, n = 401) = 33.225, p .05) through ED lessons. In ED lessons, students typically conducted research and created and tested initial designs. The results suggest the PD supported teachers in implementing ED into their science instruction and support the efficacy of using Cunningham and Carlsen's (2014) guidelines to inform ED PD design.

  3. Mathematics Pedagogical Standards: A Suggested Model of Instruction in Enhancing the Mathematics Teacher’s Quality of Instruction

    Science.gov (United States)

    Saad, N. S.; Jemali, M.; Zakaria, Z. Hj; Yusof, Q.

    2018-01-01

    The paper aims at identifying the standards for teaching and learning of mathematics based on National Council of Teacher of Mathematics (NCTM, 2000), The Australian Association of Mathematics Teachers (AAMT, 2006) and Training and Development Agency for School (TDA, 2007). These known standards were used as a guide in identifying the constructs of the mathematics teacher’s instruction in the classroom. The survey method used in which a questionnaire instrument encompassed on the four identified constructs on the standards for teaching and learning of mathematics, namely professional practices, professional attributes, professional knowledge, and professional instructional processes. The instrument was tested during a pilot study and a Cronbach’s Alpha reliability index of greater than 0.85 was obtained. The actual research was carried out in Peninsular Malaysia involving 224 secondary schools with 1.120 mathematics teachers and 108 primary schools with 540 mathematics teachers. From the selected schools, only 820 secondary mathematics teachers (73.2%) and 361 primary teachers (66.9%) gave a response to the mailed questionnaires. The findings of the study revealed that the secondary and primary mathematics teachers strongly agreed on three constructs; professional practices, professional attributes and professional instructional processes.

  4. Science Teacher Efficacy and Outcome Expectancy as Predictors of Students' End-of-Instruction (EOI) Biology I Test Scores

    Science.gov (United States)

    Angle, Julie; Moseley, Christine

    2009-01-01

    The purpose of this study was to compare teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the statewide End-of-Instruction (EOI) Biology I test met or exceeded the state academic proficiency level (Proficient Group) to teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the…

  5. The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

    Science.gov (United States)

    Park, Soonhye; Steve Oliver, J.

    2009-08-01

    This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

  6. Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

    Science.gov (United States)

    Beaver, Melanie S.

    This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

  7. Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

    Science.gov (United States)

    Manno, Christopher M.

    This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence

  8. A case study of secondary teachers facilitating a historical problem-based learning instructional unit

    Science.gov (United States)

    Pecore, John L.

    Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or "problem," is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum. The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers' understandings, successes and obstacles. By identifying teachers' possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations. Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers' current systems into reform-based teacher instruction. While participating teachers

  9. Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

    Science.gov (United States)

    Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

    2018-01-01

    Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.

  10. A narrative study of novice elementary teachers' perceptions of science instruction

    Science.gov (United States)

    Harrell, Roberta

    It is hoped that, once implemented, the Next Generation Science Standards (NGSS) will engage students more deeply in science learning and build science knowledge sequentially beginning in Kindergarten (NRC, 2013). Early instruction is encouraged but must be delivered by qualified elementary teachers who have both the science content knowledge and the necessary instructional skills to teach science effectively to young children (Ejiwale, 2012, Spencer, Vogel, 2009, Walker, 2011). The purpose of this research study is to gain insight into novice elementary teachers' perceptions of science instruction. This research suggests that infusion of constructivist teaching in the elementary classroom is beneficial to the teacher's instruction of science concepts to elementary students. Constructivism is theory that learning is centered on the learner constructing new ideas or concepts built upon their current/past knowledge (Bruner, 1966). Based on this theory, it is recommended that the instructor should try to encourage students to discover principles independently; essentially the instructor presents the problem and lets students go (Good & Brophy, 2004). Discovery learning, hands-on, experimental, collaborative, and project-based learning are all approaches that use constructivist principles. The NGSS are based on constructivist principles. This narrative study provides insight into novice elementary teachers' perceptions of science instruction considered through the lens of Constructivist Theory (Bruner, 1960).

  11. Pygmalion in Instruction? Tracking, Teacher Reward Structures, and Educational Inequality

    DEFF Research Database (Denmark)

    Andersen, Ida Gran

    2018-01-01

    I combine sociological and economic research to test a new theoretical model of the causes and consequences of teacher responses to students’ track location. I examine the impact of teacher reward structures on educational inequality by analyzing how grading practices affect students’ effort...

  12. Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

    Science.gov (United States)

    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…

  13. The Growth of Instructional Coaching Partner Conversations in a PreK-3rd Grade Teacher Professional Development Experience

    Science.gov (United States)

    Thomas, Earl E.; Bell, David L.; Spelman, Maureen; Briody, Jennifer

    2015-01-01

    Instructional coaching that supports teachers' with revising teaching practices is not understood. This study sought to understand the impact of the instructional coaching experience by recording coaching conversations/interactions with teachers. The purpose was to determine if the type of coaching conversations changed overtime during three…

  14. Impacts of Teacher-Child Managed Whole-Group Language and Literacy Instruction on the Depth of Preschoolers' Social Interaction

    Science.gov (United States)

    Lin, Tzu-Jung; Justice, Laura M.; Emery, Alyssa A.; Mashburn, Andrew J.; Pentimonti, Jill M.

    2017-01-01

    Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher-child managed whole-group language and literacy instruction on prekindergarten children's social interaction with classmates. Teacher-child managed whole-group instruction that provides children with opportunities to engage…

  15. The Implementation and Evaluation of Teacher Training in Gaming Instruction for Secondary Science: An Action Research Project

    Science.gov (United States)

    Sanders, Veronica

    2016-01-01

    This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that…

  16. Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

    Science.gov (United States)

    Martin, Lynn A.

    The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

  17. Does physics instruction foster university students' cognitive processes?: A descriptive study of teacher activities

    Science.gov (United States)

    Ferguson-Hessler, Monica G. M.; de Jong, Ton

    This study aims at giving a systematic description of the cognitive activities involved in teaching physics. Such a description of instruction in physics requires a basis in two models, that is, the cognitive activities involved in learning physics and the knowledge base that is the foundation of expertise in that subject. These models have been provided by earlier research. The model of instruction distinguishes three main categories of instruction process: presenting new information, integrating (i.e., bringing structure into) new knowledge, and connecting elements of new knowledge to prior knowledge. Each of the main categories has been divided into a number of specific instruction processes. Hereby any limited and specific cognitive teacher activity can be described along the two dimensions of process and type of knowledge. The model was validated by application to lectures and problem-solving classes of first year university courses. These were recorded and analyzed as to instruction process and type of knowledge. Results indicate that teachers are indeed involved in the various types of instruction processes defined. The importance of this study lies in the creation of a terminology that makes it possible to discuss instruction in an explicit and specific way.

  18. The Impact of a Teacher Development Program for Strategic Reading on EFL Teachers’ Instructional Practice

    Directory of Open Access Journals (Sweden)

    Fatemeh Khonamri

    2010-10-01

    Full Text Available Research on teacher development has been the focus of attention in recent decades. The overall aim of this study was to explore the impact of reading strategy training on high school teachers' reading instructional practices. The study was conducted in the EFL context of Iran. To meet this aim, four EFL high school teachers voluntarily took part in the study. Teachers' reading classes were observed and audio-recorded both before and after the teachers took part in a three-hour workshop on reading strategies. Drawing on data from observations, the results showed some degree of change in teachers' reading practices after their having taken part in the workshops. That is, they took a more strategic approach to the teaching of reading in their classes.

  19. Optimizing the orchestration of resemiotization with teacher "talk moves": A model of guided-inquiry instruction in middle school science

    Science.gov (United States)

    Millstone, Rachel Diana

    The current conceptualization of science set forth by the National Research Council (2008) is one of science as a social activity, rather than a view of science as a fixed body of knowledge. This requires teachers to consider how communication, processing, and meaning-making contribute to science learning. It also requires teachers to think deeply about what constitutes knowledge and understanding in science, and what types of instruction are most conducive to preparing students to participate meaningfully in the society of tomorrow. Because argumentation is the prominent form of productive talk leading to the building of new scientific knowledge, one indicator of successful inquiry lies in students' abilities to communicate their scientific understandings in scientific argumentation structures. The overarching goal of this study is to identify factors that promote effective inquiry-based instruction in middle school science classrooms, as evidenced in students' abilities to engage in quality argumentation with their peers. Three specific research questions were investigated: (1) What factors do teachers identify in their practice as significant to the teaching and learning of science? (2) What factors do students identify as significant to their learning of science? and (3) What factors affect students' opportunities and abilities to achieve sophisticated levels of argumentation in the classroom? Two teachers and forty students participated in this study. Four principle sources of data were collected over a three-month period of time. These included individual teacher interviews, student focus group interviews, fieldnotes, and approximately 85 hours of classroom videotape. From this sample, four pathways for guided-inquiry instruction are identified. Opportunities for student talk were influenced by a combination of factors located in the domains of "teacher practice," "classroom systems," and "physical structures." Combinations of elements from these three

  20. Defining Instructional Quality by Employing the Total Quality Management (TQM) Method: A Research Project.

    Science.gov (United States)

    Croker, Robert E.; And Others

    The feasibility of using W. E. Deming's total quality management (TQM) method to define instructional quality was examined by surveying three groups of students attending Idaho State University's College of Education and School of Applied Technology: 31 students seeking cosmetology certification; 75 undergraduates pursuing degrees in corporate…

  1. Using a Study Circle Model to Improve Teacher Confidence and Proficiency in Delivering Pronunciation Instruction in the Classroom

    Science.gov (United States)

    Echelberger, Andrea; McCurdy, Suzanne Gichrist; Parrish, Betsy

    2018-01-01

    Adult English language learners are hungry for pronunciation instruction that helps them to "crack the code" of speaking intelligible English (Derwing, 2003). Research indicates benefits of pronunciation instruction with adult learners, yet many teachers believe they lack the knowledge and background to make sound instructional decisions…

  2. The Teacher Perception and Receptiveness of Sheltered Instruction Observation Protocol (SIOP) Model within a Japanese University Context

    Science.gov (United States)

    Nakagawa, Hiroshi

    2017-01-01

    Since 1995, to allow teachers to organize and instruct in more effective ways, many English as a Second Language (ESL) specialists and researchers have studied the Sheltered Instruction Observation Protocol (SIOP) Model and its instructional framework by Echevarria, Vogt, and Short in 2004. By combining strategies and techniques that recognize the…

  3. How Teachers' Beliefs About Climate Change Influence Their Instruction and Resulting Student Outcomes

    Science.gov (United States)

    Nation, M.; Feldman, A.; Smith, G.

    2017-12-01

    The purpose of the study was to understand the relationship between teachers' beliefs and understandings of climate change and their instructional practices to determine if and how they impact student outcomes. Limited research has been done in the area of teacher beliefs on climate change, their instruction, and resulting student outcomes. This study contributes to the greater understanding of teachers' beliefs and impact on climate change curriculum implementation. The study utilized a mixed methods approach to data collection and analysis. Data were collected in the form of classroom observations, surveys, and interviews from teachers and students participating in the study over a four-month period. Qualitative and quantitative findings were analyzed through thematic coding and descriptive analysis and compared in an effort to triangulate findings. The results of the study suggest teachers and students believe climate change is occurring and humans are largely to blame. Personal beliefs are important when teaching controversial topics, such as climate change, but participants maintained neutrality within their instruction of the topic, as not to appear biased or influence students' decisions about climate change, and avoid political controversy in the classroom. Overall, the study found teachers' level of understandings and beliefs about climate change had little impact on their instruction and resulting student outcomes. Based on the findings, simply adding climate change to the existing science curriculum is not sufficient for teachers or students. Teachers need to be better prepared about effective pedagogical practices of the content in order to effectively teach a climate-centered curriculum. The barriers that exist for the inclusion of teachers' personal beliefs need to be removed in order for teachers to assert their own personal beliefs about climate change within their classroom instruction. Administrators and stakeholders need to support science

  4. ICT Education for Teachers and ICT Supported Instruction: Problems ...

    African Journals Online (AJOL)

    Toshiba

    The above concepts point to the fact that education embodies .... group problem solving activities and articulated project (Fathi, Shelda. ICT Education for .... Direct class teaching: that is, where broadcast programming substitutes for teachers ...

  5. Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction

    Science.gov (United States)

    Rattanavich, Saowalak

    2013-01-01

    This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…

  6. Autonomy and self-determination theory in different contexts: A comparison of middle school science teachers' motivation and instruction in China and the United States

    Science.gov (United States)

    Robertson, Laura Elizabeth

    This study examined factors that contribute to Chinese and United States middle school science teachers' perceptions of autonomy support. Autonomy is one component of self-determination theory and has been associated with intrinsic motivation. The study used a mixed methods design including quantitative data collected through an online survey and qualitative data collected through open-ended interview questions. The online survey consisted of four assessments related to teachers' self-determination, perceptions of constraints at work, perceptions of students' self-determination, and level of autonomy support for students and allowed for the testing of the structural model developed by Pelletier, Seguin-Levesque, and Legault (2002). Exploratory factor analysis (EFA) of responses for the combined teacher sample (n=201) was carried out for each of the survey assessments. Significance testing for Chinese (n=107) and U.S. (n=94) teachers, based on the factors resulting from EFA, revealed significant differences in teachers' self-determination and perceptions of constraints at work. No significant differences were found for teachers' perceptions of students' self-determination or level of autonomy support for students. Multiple regression was used to predict teachers' autonomy support for students. For the Chinese teachers, perceptions of constraints at work, teachers' self-determination, and teachers' perceptions of student motivation were found to significantly predict teachers' autonomy support. For the U.S. teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of the Chinese and U.S. science teachers (n=19) were interviewed about their perceived levels of autonomy support, constraints at work, and their students' self determination. The analyses of the interviews showed that teachers in both countries reported that autonomy was important to their motivation and the quality of instruction they provided to students

  7. Providing Elementary Teachers in South Texas with Professional Development to Improve Earth Science Instruction

    Science.gov (United States)

    Borrego, H.; Ellins, K. K.

    2011-12-01

    Through three years of participation in the TeXas Earth and Space Science (TXESS) Revolution, an NSF-sponsored teacher professional development program, my knowledge of earth science, new pedagogical approaches, and confidence has improved dramatically. I have also received instructional materials and learned how to access high quality online resources and use a variety of web-based tools. In this session, I will share my experiences and report on how I used my own learning to help both teachers and students to become more earth science literate individuals. Earth Science test scores at the elementary level throughout South Texas are consistently low in comparison to other regions in the state. The majority of the teachers lack the content-knowledge, confidence, or experience to teach Earth Sciences. My TXESS Revolution experience helped me to understand the needs of these teachers and to identify teaching resources that would be useful to them. Particularly noteworthy are TERC's EarthLabs: Earth System Science and GLOBE activities. Although these Earthlab investigations are designed for high schools students, I demonstrated how they could be adapted for elementary students. As a result, I have provided professional development in the Earth Sciences to about 300 South Texas elementary teachers. TXESS Revolution has also equipped me to empower the students I teach. My students this past year presented their challenge Legacy Cycle Project to the community. The TXESS Revolution teamed up with the Texas Water Development Board to deliver training on the implementation of a new online challenged-based curriculum called the Water Exploration Legacy Cycles. This training gave me the tools to guide my students learning through authentic scientific research. To carry out their challenge, students researched an area of interest, read literature, consulted with experts in the field, consider different prospective, and presented their final products via PowerPoint, poster

  8. The Pedagogical Orientations of South African Physical Sciences Teachers Towards Inquiry or Direct Instructional Approaches

    Science.gov (United States)

    Ramnarain, Umesh; Schuster, David

    2014-08-01

    In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers' science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong `active direct' teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents' expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science.

  9. Building Maintenance: Introduction. Units of Instruction. Teacher's Guide. First Edition.

    Science.gov (United States)

    Barnes, Bill

    This volume, the first in a series of publications that will provide entry-level competencies in the area of building maintenance, is designed as an introduction. The seven instructional units cover these areas in the shop program: (1) introduction to building maintenance, (2) leadership development, (3) personal development, (4) job application…

  10. Supporting students' scientific explanations: A case study investigating the synergy focusing on a teacher's practices when providing instruction and using mobile devices

    Science.gov (United States)

    Delen, Ibrahim

    Engage students in constructing scientific practices is a critical component of science instruction. Therefore a number of researchers have developed software programs to help students and teachers in this hard task. The Zydeco group, designed a mobile application called Zydeco, which enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve students' scientific explanations, but these programs ignored how scientific explanation technologies can support teacher practices. Thus, to increase our knowledge how different scaffolds can work together, this study aimed to portray the synergy between a teacher's instructional practices (part 1) and using supports within a mobile devices (part 2) to support students in constructing explanations. Synergy can be thought of as generic and content-specific scaffolds working together to enable students to accomplish challenging tasks, such as creating explanations that they would not normally be able to do without the scaffolds working together. Providing instruction (part 1) focused on understanding how the teacher scaffolds students' initial understanding of the claim-evidence-reasoning (CER) framework. The second component of examining synergy (part 2: using mobile devices) investigated how this teacher used mobile devices to provide feedback when students created explanations. The synergy between providing instruction and using mobile devices was investigated by analyzing a middle school teacher's practices in two different units (plants and water quality). Next, this study focused on describing how the level of synergy influenced the quality of students' scientific explanations. Finally, I investigated the role of focused teaching intervention sessions to inform teacher in relation to students' performance. In

  11. Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions

    Science.gov (United States)

    Yenmez, Arzu Aydogan; Özpinar, Ilknur; Gökçe, Semirhan

    2017-01-01

    WebQuests are designed to ensure meaningful learning by combining technology with a constructivist approach in the classroom setting. This study aims to examine the effect of WebQuests used in instruction on students' academic achievements and the student and teacher opinions on WebQuests. The participants of this study using the…

  12. Corn Production and Marketing. An Instructional Unit for Teachers of Adult Vocational Education in Agriculture.

    Science.gov (United States)

    Grace, Clyde, Jr.; Iverson, Maynard J.

    The instructional unit designed to develop the effective ability of farmers to produce, harvest, store, and market corn profitably is structured in 11 lessons. The unit was developed as a guide for use by teachers in planning and conducting young farmer or adult farmer classes. The specific topic areas include varieties of corn, principles of…

  13. Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers

    Science.gov (United States)

    Buonviri, Nathan O.; Paney, Andrew S.

    2015-01-01

    Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources,…

  14. Organizational Culture and Instructional Innovations in Higher Education: Perceptions and Reactions of Teachers and Students

    Science.gov (United States)

    Zhu, Chang; Engels, Nadine

    2014-01-01

    This study examines teachers' and students' perceptions of the organizational culture of their universities and their views about and reactions to instructional innovations with regard to student-centred learning, collaborative learning and use of innovative educational technologies. Six Chinese universities were involved and in total 1051…

  15. The Deputy Principal Instructional Leadership Role and Professional Learning: Perceptions of Secondary Principals, Deputies and Teachers

    Science.gov (United States)

    Leaf, Ann; Odhiambo, George

    2017-01-01

    Purpose: The purpose of this paper is to report on a study examining the perceptions of secondary principals, deputies and teachers, of deputy principal (DP) instructional leadership (IL), as well as deputies' professional learning (PL) needs. Framed within an interpretivist approach, the specific objectives of this study were: to explore the…

  16. Principals' Instructional Leadership within a Teacher Performance Appraisal System: Enhancing Students' Academic Success

    Science.gov (United States)

    Ovando, Martha N.; Ramirez, Alfredo, Jr.

    2007-01-01

    The purpose of this study was to identify principals' instructional leadership actions within a comprehensive teacher evaluation system in successful schools rated as recognized or exemplary by the accountability measures in place. The study followed a multiple case study approach. Participants included six school administrators within the same…

  17. Teachers' and Students' Perception of Instructional Supervision on Capacity Building in Electrical Installation Trade

    Science.gov (United States)

    Eze, Ogwa Christopher

    2015-01-01

    This research was conducted to ascertain teachers' and students perception of instructional supervision in relation to capacity building in electrical installation trade in technical colleges. Three research questions and a null hypothesis were employed to guide the study. Descriptive survey was adopted. A 23-item questionnaire was used to elicit…

  18. Rural Elementary Teachers and Place-Based Connections to Text during Reading Instruction

    Science.gov (United States)

    Waller, Rachael; Barrentine, Shelby J.

    2015-01-01

    Schooling can play a role in bolstering a sense of community, but research suggests that curriculum may serve to isolate teachers and students from their rural surroundings. In this qualitative case study, we asked if the literacy curriculum and instruction supported readers to make connections to their rural setting. We analyzed curriculum…

  19. Code-Switching in Vietnamese University EFL Teachers' Classroom Instruction: A Pedagogical Focus

    Science.gov (United States)

    Grant, Lynn E.; Nguyen, Thi Hang

    2017-01-01

    This study examines the under-explored phenomenon in Vietnamese tertiary settings of code-switching practised by EFL (English as a foreign language) teachers in classroom instruction, as well as their awareness of this practice. Among the foreign languages taught and learned in Vietnamese universities, English is the most popular. The research…

  20. The Effect of an Instructional Intervention on Enhancement Pre-Service Science Teachers' Science Processes Skills

    Science.gov (United States)

    Durmaz, Hüsnüye

    2016-01-01

    The aim of this study is to investigate the effects of an instructional intervention on enhancement the pre-service science teachers' (PSTs) science process skills (SPSs) and to identify problems in using SPSs through Laboratory Applications in Science Education-I course (LASE-I). One group pretest-posttest pre-experimental design was employed. An…

  1. Agricultural Pesticides. An Instructional Unit for Teachers of Adult Vocational Education in Agriculture.

    Science.gov (United States)

    Harrison, Kenneth M.; Iverson, Maynard J.

    The proper use of agricultural pesticides is the major emphasis on the unit of instruction developed as a guide for use by teachers in planning and conducting young farmer and adult farmer classes. Seven lessons are included in the unit covering topical areas related to the utilization of pesticides, herbicides, insecticides, fungicides, and the…

  2. Teacher Supervision and Evaluation Challenges: Canadian Perspectives on Overall Instructional Leadership

    Science.gov (United States)

    Brandon, Jim; Hollweck, Trista; Donlevy, James Kent; Whalen, Catherine

    2018-01-01

    This inquiry focuses on the "overall instructional leadership" approaches used by exemplary principals in three high performing Canadian provinces to overcome three persistent obstacles to effective teacher supervision and evaluation: (a) the management challenge, (b) the complexity challenge, and (c) the learning challenge. Analysis of…

  3. Teachers' Improvisation of Instructional Materials for Nigerian Home Economics Curriculum Delivery: Challenges and Strategies

    Science.gov (United States)

    Olibie, Eyiuche Ifeoma; Nwabunwanne, Chinyere; Ezenwanne, Dorothy Nkem

    2013-01-01

    This study was designed to ascertain the challenges of improvising instructional materials by Home Economics teachers at the Upper Basic education level in Nigeria, and as a result identify strategies for enhancing improvisation. The study used survey research design based on two research questions. The sample was four hundred and thirty-one Home…

  4. Investigating the Effect of Origami Instruction on Preservice Teachers' Spatial Ability and Geometric Knowledge for Teaching

    Science.gov (United States)

    Akayuure, Peter; Asiedu-Addo, S. K.; Alebna, Victor

    2016-01-01

    Whereas origami is said to have pedagogical benefits in geometry education, research is inclusive about its effect on spatial ability and geometric knowledge among preservice teachers. The study investigated the effect of origami instruction on these aspects using pretest posttest quasi-experiment design. The experimental group consisted of 52…

  5. The Effects of Teacher Directed Writing Instruction Combined with SOLO Literacy Suite

    Science.gov (United States)

    Park, Y.; Ambrose, G.; Coleman, M. B.; Moore, T. C.

    2017-01-01

    The purpose of this study was to examine the effectiveness of an intervention in which teacher-led instruction was combined with computerized writing software to improve paragraph writing for three middle school students with intellectual disability. A multiple probe across participants design was used to evaluate the effectiveness of the…

  6. Nature of Science Instruction to Turkish Prospective Chemistry Teachers: The Effect of Explicit-Reflective Approach

    Science.gov (United States)

    Aglarci, Oya; Sariçayir, Hakan; Sahin, Musa

    2016-01-01

    The purpose of this study is to investigate the effect of explicit-reflective nature of science (NOS) instruction on Turkish prospective chemistry teachers' (PCTs) views of NOS. In the research, case study as a qualitative design was used and PCTs' views were examined thoroughly. The participants of the study consisted of 22 senior PCTs. Data…

  7. Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

    Science.gov (United States)

    Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

    2015-01-01

    To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…

  8. Pre-Service English as a Foreign Language Teachers' Belief Development about Grammar Instruction

    Science.gov (United States)

    Çapan, Seyit Ahmet

    2014-01-01

    This study aims to investigate pre-service English as Foreign Language (EFL) teachers' beliefs about grammar instruction in a foreign language (FL) context through their initial teaching practices. Analyses of semi-structured interviews and classroom observations apart from pre-and post-test results of participants' responses to a belief…

  9. Pre-Service Teachers' Learning Styles and Preferences towards Instructional Technology Activities and Collaborative Works

    Science.gov (United States)

    Yusop, Farrah Dina; Sumari, Melati

    2015-01-01

    The main purpose of this exploratory study was to investigate pre-service teachers' learning styles and their preferences with respect to 15 technology-based instructional activities and collaborative work tasks. Felder and Silverman's online Index of Learning Style (ILS) and a questionnaire were used to measure students' learning styles and…

  10. Uncovering changes in university teachers' professional networks during an instructional development program

    NARCIS (Netherlands)

    Van Waes, Sara; Van den Bossche, Piet; Moolenaar, Nienke M.|info:eu-repo/dai/nl/304352802; Stes, Ann; Van Petegem, Peter

    2015-01-01

    This study examined (1) the extent to which university teachers' networks changed while they participated in an instructional development program, (2) which mechanisms supported or constrained network change, and (3) the extent to which value was created through networks. Longitudinal social network

  11. Mathematics Teaching as Problem Solving: A Framework for Studying Teacher Metacognition Underlying Instructional Practice in Mathematics.

    Science.gov (United States)

    Artzt, Alice F.; Armour-Thomas, Eleanor

    1998-01-01

    Uses a "teaching as problem solving" perspective to examine the components of metacognition underlying the instructional practice of seven experienced and seven beginning secondary-school mathematics teachers. Data analysis of observations, lesson plans, videotapes, and audiotapes of structured interviews suggests that the metacognition of…

  12. English as a Medium of Instruction in the Gulf: When Students and Teachers Speak

    Science.gov (United States)

    Belhiah, Hassan; Elhami, Maha

    2015-01-01

    This study explores the effectiveness of English as a medium of instruction (EMI) in the Arabian/Persian Gulf, with special focus on the situation in the United Arab Emirates. The study, undertaken at six universities located in major cities of Abu Dhabi, Dubai, Al Ain, Sharjah, Ajman, and Ras Al Khaimah, examines students' and teachers'…

  13. Goals, data use, and instruction : the effect of a teacher professional development program on reading achievement

    NARCIS (Netherlands)

    van Kuijk, Mechteld F.; Deunk, Marjolein I.; Bosker, Roel J.; Ritzema, Evelien S.

    In this paper, we investigated whether student reading comprehension could be improved with help of a teacher Professional Development (PD) program targeting goals, data use, and instruction. The effect of this PD program on 2nd- and 3rd-grade student achievement was examined using a

  14. Exploring Potential Uses of ICT in Chinese Language Arts Instruction: Eight Teachers' Perspectives

    Science.gov (United States)

    Lin, Janet Mei-Chuen; Lee, Greg C.; Chen, Hsiu-Yen

    2004-01-01

    Eight experienced Chinese language arts teachers from a typical junior high school in Taiwan participated in this study to discuss the potential uses of information and communications technologies (ICT) in Chinese language arts instruction. After meeting for 12 roundtable sessions and using a web forum as a supplement for exchanging ideas, they…

  15. An Examination of Preschool Teachers' Shared Book Reading Practices in Spanish: Before and after Instructional Guidance

    Science.gov (United States)

    Pollard-Durodola, Sharolyn D.; Gonzalez, Jorge E.; Simmons, Deborah C.; Taylor, Aaron B.; Davis, Matthew J.; Simmons, Leslie; Nava-Walichowski, Miranda

    2012-01-01

    Shared book reading is a prominent practice in preschools; however, limited research has examined this practice in classrooms with English language learners (ELLs). This study investigated the shared book reading practices of seven preschool teachers of Spanish-speaking ELLs to describe their vocabulary instructional practices before and after…

  16. Competencies for Teachers Who Instruct Children with Learning Disabilities. Project I.O.U.

    Science.gov (United States)

    Keegan, William

    The report lists competencies for teachers in every day interactions with learning disabled students. Developed by a task force, the competencies are intended to serve as general guidelines. Information is presented on the goal, assessment competencies, and instructional competencies for the following areas: classroom management, spoken language,…

  17. Middle School Teachers' Strategies for Including Overweight Students in Skill and Fitness Instruction

    Science.gov (United States)

    Rukavina, Paul B.; Doolittle, Sarah; Li, Weidong; Manson, Mara; Beale, Angela

    2015-01-01

    As part of a larger study, this paper describes teachers' perspectives and strategies on including overweight and obese students (OWS) in instruction related to motor skill/game play and fitness development in physical education. Using the Social Ecological Constraints framework, a qualitative multicase study was conducted using multiple in-depth…

  18. Exploring K-3 Teachers' Implementation of Comprehension Strategy Instruction (CSI) Using Expectancy-Value Theory

    Science.gov (United States)

    Foley, Laura S.

    2011-01-01

    This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through…

  19. Formative Instructional Practices: How Core Content Teachers Can Borrow Ideas from IDEA

    Science.gov (United States)

    Graham-Day, Kristall J.; Fishley, Katelyn M.; Konrad, Moira; Peters, Mary T.; Ressa, Virginia A.

    2014-01-01

    With many states moving toward increased accountability for all teachers, special educators, who have long been held accountable through the implementation of individualized education programs and the use of evidence-based practices, have much to offer. Formative instructional practices are evidence-based techniques that are familiar to special…

  20. The Evolution of Teachers' Instructional Beliefs and Practices in High-Access-to-Technology Classrooms.

    Science.gov (United States)

    Dwyer, David C.; And Others

    Beginning in 1985, Apple Computer, Inc., and several school districts began a collaboration to examine the impact of computer saturation on instruction and learning in K-12 classrooms. The initial guiding question was simply put: What happens when teachers and students have constant access to technology? To provide "constant access,"…

  1. Intermediate Teachers' Perceptions of Reading Instruction Strategies and Professional Development Needs

    Science.gov (United States)

    Joyner, Barbara

    2017-01-01

    In 1 urban Tennessee school, students in Grades 3 through 5 had not met adequate yearly progress in reading for the past 5 years. The purpose of this case study was to explore teachers' perceptions of current district-recommended teaching practice in reading. The research questions related to current instructional strategies, teaching practices,…

  2. Teacher Leadership: A Promising Paradigm for Improving Instruction in Science and Mathematics.

    Science.gov (United States)

    Pellicer, Leonard O.; Anderson, Lorin W.

    Without question teacher leadership is more important today to the success of America's schools than it has ever been before. As schools and the populations they serve have grown in size and complexity, principals can no longer be expected to be the sole, or even the primary, source of instructional leadership. This realization has come about as a…

  3. GLOBALIZATION AND TEACHER DEVELOPMENT FOR SPOKEN ENGLISH INSTRUCTION

    Directory of Open Access Journals (Sweden)

    Christine C.M. Goh

    2013-07-01

    Full Text Available Abstract: The impact of globalization is experienced most strongly in business and commerce but also increasingly in education. As a result, some scholars have called for a re-envisioning of the role of teachers to model what it means to be a global citizen. In this paper, I acknowledge the need for ESL/EFL teachers to re-examine their identity and roles in light of these global developments. At the same time, I argue that teachers should not lose sight of the importance of honing the craft of teaching English so as to increase their professional capital to mediate the impact of globalization for their students. This article first discusses the changing roles of teachers in a globalized world and highlights the implications for English language teaching and learning.  The ideas are further related to teaching second language oracy (speaking and listening because of its centrality in developing important 21st Century skills in the globalized world. The article also offers ways in which teacher education that takes cognizance of globalization forces can develop ESL/ EFL teachers’ knowledge and beliefs to play their new roles more effectively.

  4. Preparation for Instruction. A Module of Instruction in Teacher Education. Prepared for Project RAFT.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    This module, developed by the Research Applications for Teaching (RAFT) project, was written to assist students to write lesson plans that are effective and interactive. Students are given directions for the preparation of behavioral objectives and for the selection of appropriate instructional methodologies to meet the widely varying needs of…

  5. Pygmalion in Instruction? Tracking, Teacher Reward Structures, and Educational Inequality

    DEFF Research Database (Denmark)

    Andersen, Ida Gran

    2018-01-01

    I combine sociological and economic research to test a new theoretical model of the causes and consequences of teacher responses to students’ track location. I examine the impact of teacher reward structures on educational inequality by analyzing how grading practices affect students’ effort...... and achievement across tracks. Differences in grading practices determine incentive structures for student behavior and educational investments and thus may be an important mechanism in explaining track effects on academic achievement. I apply student fixed effects models across tracks to the NELS:88 and find...

  6. Middle school special education teachers' perceptions and use of assistive technology in literacy instruction.

    Science.gov (United States)

    Flanagan, Sara; Bouck, Emily C; Richardson, Jennifer

    2013-01-01

    In this research the authors examined middle school special education teachers' perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results suggested teachers' perceived assistive technology to be an effective tool for literacy, but use it minimally. When assistive technology was used, teachers indicated it was an effective literacy support. Teachers also reported barriers to using assistive technology in literacy including cost, usability, and lack of training/experience. However, factors such as previous successful experiences with assistive technology and assistive technology supporting students' learning encouraged assistive technology use. The consistency of teachers' reports of needing more experience and knowledge in assistive technology to fully use it suggests implications for preservice preparation such as providing additional experiences and information on assistive technology.

  7. A Nordic comparison of national objectives for reading instruction and teachers' responses about actual reading practice

    DEFF Research Database (Denmark)

    Rønberg, Louise; Mejding, Jan

    2014-01-01

    and functional goals in Finland. It appears that the Finnish descriptions are more aligned with current empirical research on reading comprehension. Swedish and Norwegian teachers have the most varied used of both literary and informational text types during a week, whereas Finnish teachers give informational...... texts a higher priority than literary texts – and the opposite is apparent for Danish teachers. The Finnish and Norwegian teachers prioritise activities that enhance students’ oral reading fluency, which is important for reading comprehension development, to a greater extent than teachers in Denmark......This article presents a comparison of the Nordic countries’ official objectives for reading and analyses of 1005 Nordic teachers’ responses regarding their reading instruction. The specificity and transparency vary greatly in the objectives, from broad outlines in Norway to more specific...

  8. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes.

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L; Giuliani, Sarah; Ingebrand, Sarah W; McLean, Leigh; Morrison, Frederick J

    2014-08-01

    We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.

  9. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

    2014-01-01

    We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293

  10. Licensure tests for special education teachers: how well they assess knowledge of reading instruction and mathematics.

    Science.gov (United States)

    Stotsky, Sandra

    2009-01-01

    To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.

  11. Quality of Work Life: Perceptions of Jordanian Special Education Teachers

    Science.gov (United States)

    Al-Zboon, Eman K.; Al_Dababneh, Khuloud A. H.; Ahmad, Jamal

    2015-01-01

    The purpose of the current study was to investigate the level of quality of work life QOWL of Jordanian special education teachers. Participants of the study were 133 special education teachers. Results showed that special education teachers cited average level of QOWL. Furthermore, teachers rated administrators' and colleagues' respect as the…

  12. Our Lives as Writers: Examining Preservice Teachers' Experiences and Beliefs about the Nature of Writing and Writing Instruction

    Science.gov (United States)

    Norman, Kimberly A.; Spencer, Brenda H.

    2005-01-01

    Since instruction in writing theory and pedagogy for preservice teachers is often limited, it is essential that teacher educators provide learning experiences that are supported by research in effective teacher preparation and make maximum impact in the time available. One of the experiences that has been identified as holding promise for…

  13. Teacher and Leader Perceptions Concerning the Implementation of a Web-Based Data Warehouse for Instructional Decision-Making

    Science.gov (United States)

    Curtis, Jennifer Lee

    2010-01-01

    The purpose of this study was to identify, describe, and examine the perceptions of teachers and leaders when implementing a Web-based data warehouse (DW) for instructional decision-making in a K-12 public school setting. It identified the challenges and benefits of DW implementation by measuring teacher and leader concerns, studied teacher and…

  14. Associations of Newly Qualified Teachers' Beliefs with Classroom Management Practices and Approaches to Instruction over One School Year

    Science.gov (United States)

    Aus, Kati; Jõgi, Anna-Liisa; Poom-Valickis, Katrin; Eisenschmidt, Eve; Kikas, Eve

    2017-01-01

    We focus on assessing whether newly qualified teachers' professional outcome expectations and their beliefs about students' intellectual potential are associated with teachers' self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during…

  15. Pre-Service Teachers' Problems of Improvisation of Instructional Materials in Social Studies in Ekiti State University

    Science.gov (United States)

    Abdu-Raheem, B. O.; Oluwagbohunmi, M. F.

    2015-01-01

    This study examined problems of improvisation of instructional materials in Social Studies by pre-service teachers in Ekiti State University. The population for the study comprised all Social Studies pre-service teachers in the Faculty of Education. The sample consisted of 90 Social Studies pre-service teachers selected from 200, 300 and 400…

  16. Pre-Service Teachers' TPACK Competencies for Spreadsheet Integration: Insights from a Mathematics-Specific Instructional Technology Course

    Science.gov (United States)

    Agyei, Douglas D.; Voogt, Joke M.

    2015-01-01

    This article explored the impact of strategies applied in a mathematics instructional technology course for developing technology integration competencies, in particular in the use of spreadsheets, in pre-service teachers. In this respect, 104 pre-service mathematics teachers from a teacher training programme in Ghana enrolled in the mathematics…

  17. Computer Assisted Instruction in Teacher Education: A Full Length Course.

    Science.gov (United States)

    Cartwright, G. Phillip

    Pennsylvania State University has developed, evaluated, and implemented a series of modules and an entire three-credit teacher education course which is offered completely by microcomputer. The course is entitled "Educating Special Learners." The modules use the Apple II series and the IBM PC series. Evaluation of the course, based on…

  18. Supporting Teachers in Schools to Improve Their Instructional Practice

    Science.gov (United States)

    Borko, Hilda; Klingner, Janette

    2013-01-01

    To meet the growing demand for teacher learning opportunities, the educational community must create scalable professional development models and study their effectiveness. In this chapter, we argue that design-based implementation research (DBIR) is ideally suited to these efforts, and we use two research projects as illustrative cases: CSR…

  19. Units of Instruction. Health Occupations Education. Volume I. [Teacher's Guide].

    Science.gov (United States)

    East Texas State Univ., Commerce. Occupational Curriculum Lab.

    Ten units on health occupations are presented in this teacher's guide. The units are the following: recording vital signs; job application and interview; grooming and personal hygiene; health careers; medical careers; medical ethics; medical terminology and abbreviations; medical asepsis; basic patient care (e.g., measuring and recording fluid…

  20. Supporting Preschool Teachers' Vocabulary Instruction during Storybook Reading

    Science.gov (United States)

    Blamey, Katrin L.; Beauchat, Katherine A.; Sweetman, Heidi

    2012-01-01

    Preschool educators represent a unique population for which to design professional development; as a result, innovative professional development models are necessary. The purpose of this study was to examine the effects of training preschool teachers to use a Shared Reading Innovation Configuration (IC) tool on their planning, implementation, and…

  1. Electrical. Teacher's Guide. Building Maintenance Units of Instruction.

    Science.gov (United States)

    East Texas State Univ., Commerce. Occupational Curriculum Lab.

    This teaching guide on electrical building maintenance, one in a series of six publications designed for building maintenance instructors in Texas, is designed to give students an understanding of electricity in order to know how to make basic repairs to the electrical systems in a building. Introductory material provides teachers with information…

  2. Teachers' implementation of reform-oriented instructional strategies in science: Lessons from two professional development programs

    Science.gov (United States)

    Cook, Nicole D.

    This dissertation reports findings from two studies that investigated the relationship between professional development and teachers' instructional practices in Science,Technology, Engineering, and Mathematics (STEM). The first program, the Indiana Science Initiative (ISI) focused on K-8 teachers and their use of inquiry-based science instruction in conjunction with curricular modules provided by the ISI program. The second program, Research Goes to School (RGS), focused on high school STEM teachers and their use of problem-based learning (PBL) as they implemented curricular units that they developed themselves at the RGS summer workshop. In-service teachers were recruited from both programs. They were observed teaching their respective curricular materials and interviewed about their experiences in order to investigate the following research questions: 1. How do teachers implement the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? 2. What are the challenges and supports that influence teachers' use of the reform-oriented instructional strategies promoted by their professional development experiences with the ISI or RGS? To investigate these questions the fidelity of implementation was it was conceptualized by Century, Rudnick, and Freeman (2010) was used as a theoretical framework. The study of the ISI program was conducted during the program's pilot year (2010-11). Five teachers of grades 3 through 6 were recruited from three different schools. Participants were observed as they taught lessons related to the modules and they were interviewed about their experiences. Based on analysis of the data from the observations, using a modified version of the Science Teacher Inquiry Rubric (STIR) (Bodzin & Beerer, 2003), the participants were found to exhibit partial fidelity of implementation to the model of inquiry-based instruction promoted by the ISI. Based on data from the interviews, the

  3. Learning environment: the impact of clerkship location on instructional quality.

    Science.gov (United States)

    Prunuske, Jacob P; Deci, David M

    2013-03-01

    Students provide variable feedback on instructional quality at ambulatory training sites. We hypothesized several strengths and weaknesses of placing students at resident and non-resident training sites, including differences in faculty behaviors, patient characteristics, work environment, learning opportunities, and levels of student engagement. We systematically assessed for differences in learning quality between clerkship sites with and without residents. Students completed the MedED IQ, a validated survey assessing four domains of instructional quality, after completing a required primary care rotation. We calculated descriptive and summary statistics and two sample tests of proportion analyzing student agreement with each MedEd IQ item with respect to the presence or absence of resident learners. Of 149 total, 113 (75.8%) students completed the MedEd IQ site survey. A greater percentage of students at resident training sites (25.8%) than at non-resident sites (7.3%) agreed with the statement "The opportunities were too diverse, preventing me from developing proficiency." A greater percentage of students at resident training sites (19.4%) than at non-resident sites (1.2%) agreed with the statement "The health care team was not supportive of my learning." There were no differences between sites with or without residents on 14 items measuring preceptor actions or seven items measuring student involvement. Ambulatory clerkship sites with and without residents provide comparable quality learning experiences and precepting. Students placed at resident training sites may be overwhelmed with diverse opportunities and have a less supportive learning environment than students placed at non-resident sites. Future research should evaluate the impact of health care team development programs designed to foster a more supportive training environment for medical students. Ways of aligning residency and medical student education goals within the training setting should be

  4. The impact of whole-plant instruction of preservice teachers' understanding of plant science principles

    Science.gov (United States)

    Hypolite, Christine Collins

    The purpose of this research was to determine how an inquiry-based, whole-plant instructional strategy would affect preservice elementary teachers' understanding of plant science principles. This study probed: what preservice teachers know about plant biology concepts before and after instruction, their views of the interrelatedness of plant parts and the environment, how growing a plant affects preservice teachers' understanding, and which types of activity-rich plant themes studies, if any, affect preservice elementary teachers' understandings. The participants in the study were enrolled in two elementary science methods class sections at a state university. Each group was administered a preinstructional test at the beginning of the study. The treatment group participated in inquiry-based activities related to the Principles of Plant Biology (American Society of Plant Biologists, 2001), while the comparison group studied those same concepts through traditional instructional methods. A focus group was formed from the treatment group to participate in co-concept mapping sessions. The participants' understandings were assessed through artifacts from activities, a comparison of pre- and postinstructional tests, and the concept maps generated by the focus group. Results of the research indicated that the whole-plant, inquiry-based instructional strategy can be applied to teach preservice elementary teachers plant biology while modeling the human constructivist approach. The results further indicated that this approach enhanced their understanding of plant science content knowledge, as well as pedagogical knowledge. The results also showed that a whole-plant approach to teaching plant science concepts is an instructional strategy that is feasible for the elementary school. The theoretical framework for this study was Human Constructivist learning theory (Mintzes & Wandersee, 1998). The content knowledge and instructional strategy was informed by the Principles of Plant

  5. Beyond the Initiatives: Developing instructional leadership in school principals as a system-wide effort to improve the quality of classroom instruction.

    OpenAIRE

    Aguilera, Sondra Denise

    2016-01-01

    This design research effort implemented a series of intervention activities designed to support a small group of elementary school principals improve their instructional leadership practices. The purpose of this research was to improve the skills of principals to lead instructional improvements identified through classroom observations, work with their school-level Instructional Leadership Team (ILT) to create teacher professional development that addresses the instructional improvement, and ...

  6. Teacher collaboration and elementary science teaching: Using action research as a tool for instructional leadership

    Science.gov (United States)

    Roberts, Sara Hayes

    The primary purpose of this action research study was to explore an elementary science program and find ways to support science education as an administrator of an elementary school. The study took place in a large suburban school system in the southeastern United States. Seven teachers at a small rural school volunteered to participate in the study. Each participant became an active member of the research by determining what changes needed to take place and implementing the lessons in science. The study was also focused on teacher collaboration and how it influenced the science instruction. The data collected included two interviews, ten observations of science lessons, the implementation of four science units, and informal notes from planning sessions over a five month period. The questions that guided this study focused on how teachers prepare to teach science through active learning and how instruction shifts due to teacher collaboration. Teachers were interviewed at the beginning of the study to gain the perceptions of the participants in the areas of (a) planning, (b) active learning, (c) collaboration, and (d) teaching science lessons. The teachers and principal then formed a research team that determined the barriers to teaching science according to the Standards, designed units of study using active learning strategies, and worked collaboratively to implement the units of study. The action research project reviewed the National Science Education Standards, the theory of constructivism, active learning and teacher collaboration as they relate to the actions taken by a group of teachers in an elementary school. The evidence from this study showed that by working together collaboratively and overcoming the barriers to teaching science actively, teachers feel more confident and knowledgeable about teaching the concepts.

  7. Quality of secondary preservice mathematics teacher education programs

    OpenAIRE

    Gómez, Pedro

    2005-01-01

    Characterizing the quality of teacher education programs and courses Supported by the Ministry of Science and Technology Working for three years Three universities working on secondary mathematics pre- service teacher education Almeria, Cantabria and Granada With a common model

  8. Relationships Among Teacher Preparedness and Instructional Approaches to Secondary Student Achievement in STEM: A Secondary Analysis of TIMSS Data

    Science.gov (United States)

    Miller-Ricks, Karen A.

    Educational reform efforts in Science, Technology, Engineering, Math (STEM) place emphasis on teachers as conduits for student achievement. The purpose of this study was to use TIMSS 2011 data to examine relationships between Science-Technology-Society (STS) instructional practices (student-centered instruction established to promote learning through real-world applications) teacher preparedness, and student achievement and identify variations of achievement between and among eighth-grade science and math classes. The research was framed by both Harper's Anti-Deficit Achievement Theory and Bronfenbrenner's Ecological Systems Theory (BEST). 501 U.S. schools contributed to the TIMSS 2011 data from both the teacher questionnaires and student booklets. Chi-Square, Spearman Correlation, and 2-level hierarchical linear modeling (HLM) were used to analyze data about teachers' preparedness to teach science and math, frequency of using STS instructional practices, and student achievement. The chi-square null hypothesis for math teachers was rejected, providing the assumption that there was an association between the frequency of using STS instruction in math and teacher preparedness. However, the chi-square null hypothesis for science teachers failed to be rejected, providing the assumption that there was no significant association between the frequency of using STS instruction in science and science teacher preparedness. The Spearman Correlation revealed statistically positively significant differences between STS instruction and science achievement, as well as between teacher preparedness and science achievement. The HLM results suggested that 33% of the variance of mathematics achievement was at the individual level and 66% was at the group level. The results for science teachers suggested that 54% of the variance of science achievement was at the individual level and 46% of the variance was at the group level. The data findings support the conclusion that secondary STEM

  9. From inside the black box: Teacher perceptions of science instruction at the elementary level

    Science.gov (United States)

    Ferrini, Cynthia D.

    Science education reform projects aimed at elementary school children arose in the 1960's. The most prevalent of these reforms utilized the inquiry, or hands-on, science method. Billions of dollars have been invested in these reforms. Yet, reports indicate that science is not being taught at the level one might expect in elementary schools. This research was an analysis of the problems and concerns teachers at one school district faced as they tried to implement and sustain elementary inquiry science instruction. The district chosen was a large suburban district in the Western United States. The population was ninety percent Caucasian with a slightly more ethnically diverse school population. This district was chosen because it had an elementary science program for over twenty years and had received national acclaim for that program. The district had a stable and homogeneous staff there was a low administrator and teacher turnover rate and the elementary teaching population was ninety percent Caucasian and ninety percent female. Interviews with administrators and teachers were conducted. Data were collected from focus groups of teachers and science partners. Observations of elementary science classroom instruction and professional development sessions were made. Results of this research indicated that one important key to elementary science reform rests in the hands of teachers. Once the door to the classroom is closed, the teacher can decide to teach or not to teach science. The findings of this research illustrate that teachers hold ideas about science and science instruction that are antithetical to some tenets of inquiry science. Until these ideas are addressed it will be difficult, if not impossible, to implement a systemic elementary inquiry science program. This study demonstrates that professional development for elementary teachers in science needs to change from a focus on the mechanical usage of individual units to a focus on teacher expectations for

  10. 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.

  11. Documenting Elementary Teachers' Sustainability of Instructional Practices: A Mixed Method Case Study

    Science.gov (United States)

    Cotner, Bridget A.

    School reform programs focus on making educational changes; however, research on interventions past the funded implementation phase to determine what was sustained is rarely done (Beery, Senter, Cheadle, Greenwald, Pearson, et al., 2005). This study adds to the research on sustainability by determining what instructional practices, if any, of the Teaching SMARTRTM professional development program that was implemented from 2005--2008 in elementary schools with teachers in grades third through eighth were continued, discontinued, or adapted five years post-implementation (in 2013). Specifically, this study sought to answer the following questions: What do teachers who participated in Teaching SMARTRTM and district administrators share about the sustainability of Teaching SMARTRTM practices in 2013? What teaching strategies do teachers who participated in the program (2005--2008) use in their science classrooms five years postimplementation (2013)? What perceptions about the roles of females in science, technology, engineering, and mathematics (STEM) do teachers who participated in the program (2005--2008) have five years later (2013)? And, What classroom management techniques do the teachers who participated in the program (2005--2008) use five years post implementation (2013)? A mixed method approach was used to answer these questions. Quantitative teacher survey data from 23 teachers who participated in 2008 and 2013 were analyzed in SAS v. 9.3. Descriptive statistics were reported and paired t-tests were conducted to determine mean differences by survey factors identified from an exploratory factor analysis, principal axis factoring, and parallel analysis conducted with teacher survey baseline data (2005). Individual teacher change scores (2008 and 2013) for identified factors were computed using the Reliable Change Index statistic. Qualitative data consisted of interviews with two district administrators and three teachers who responded to the survey in both

  12. The Relationship between Internal Teacher Profiles and the Quality of Teacher-Child Interactions in Prekindergarten

    Science.gov (United States)

    Decker-Woodrow, Lauren

    2018-01-01

    This study investigates the relationship between internal teacher profiles and pre-K teacher-child interaction quality in the pre-K classroom. Two questions were addressed: (1) What internal profiles exist for pre-kindergarten (pre-K) teachers? and (2) Do internal profiles relate to observed structural and process quality in the pre-K classroom?…

  13. Digital Technology and Teacher Preparation: The Instructional Role of Social Media among Pre-Service Teachers

    Science.gov (United States)

    Trytten, Bria Klotz

    2017-01-01

    As social media use becomes more prevalent among teachers, it becomes vital to understand how teachers are using social media and what effects it has, if any, on teaching practices in the classroom. This study sought to explore the relationship between pre-service teachers' use of social media and their perceptions of inquiry-based science…

  14. Relationship Between Teacher Inquiry Science Instruction Self-Efficacy and Student Achievement

    Science.gov (United States)

    Hanners, Grace D.

    Standardized test data indicate that student achievement in science is a problem both nationally and locally. At the study site, only a small percentage of fifth-grade students score at the advanced level on the Maryland state science assessment (MSA). In addition, the performance of African American, economically disadvantaged, and special education students is well below that of the general student population. Some studies have shown that teacher self-efficacy affects student achievement. Therefore, the purpose of this study was to explore the relationship between fifth-grade teacher inquiry science instruction self-efficacy scores and the scores of their students on the MSA. Bandura's work on the effect of self-efficacy on human behavior provided the theoretical basis for this study. The research questions examined the relationship between teacher inquiry science instructional self-efficacy scores and students' science MSA scores as well as the relationship by student subgroups. A correlational research design was used. The Teaching Science as Inquiry survey instrument was used to quantify teacher self-efficacy, and archival MSA data were the source for student scores. The study included data from 22 teachers and 1,625 of their students. A 2-tailed Pearson coefficient analysis revealed significant, positive relationships with regard to overall student achievement ( r20 = .724, p < .01) and the achievement of each of the subgroups (African American: r20 = .549, p < .01; economically disadvantaged: r20 = .655, p < .01; and special education: r18 = .532, p < .05). The results of this study present an opportunity for positive social change because the local school system can provide professional development that may increase teacher inquiry science instruction self-efficacy as a possible means to improve overall science achievement and to reduce achievement gaps.

  15. Teacher Talk: One Teacher's Reflections during Comprehension Strategies Instruction

    Science.gov (United States)

    Robertson, Dana A.

    2013-01-01

    This study examined one tutor's evolving use of particular talk moves during comprehension strategies instruction in a university-based clinical setting. Through engaging in audiotape reflection and transcript analysis with a coach, the tutor made shifts toward more explicit and purposeful strategies instruction, yet did not consistently…

  16. Using a motivation-based instructional model for teacher development and students' learning of science

    Science.gov (United States)

    Bae, Min-Jung

    2009-10-01

    Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class

  17. Enhancing Quality in Educational Practice and Instructional Delivery ...

    African Journals Online (AJOL)

    FIRST LADY

    instructions to students in technical and vocational education (TVE) programs. ... in Nigeria perceive their traditional methods of instruction as obsolete with ..... Even so, skills necessary to adapt to the modern technology should be taught.

  18. Making things explicit using instructional materials: a case study of a Singapore teacher's practice

    Science.gov (United States)

    Leong, Yew Hoong; Cheng, Lu Pien; Toh, Wei Yeng Karen; Kaur, Berinderjeet; Toh, Tin Lam

    2018-04-01

    The phrase `make it explicit' is a common advice given to teachers. It is, however, not clear to us what this actually means when translated into classroom practice. Our review found that we are not alone: "explicit" is used in different ways in the education literature. This paper explores, through a case study of a teacher who stated "making things explicit" as an ostensible goal of his instructional practice, how the explicitation is realised in teaching mathematics. In particular, we examine how he used the instructional materials that he crafted to fulfil his goal of explicitation. We were able to uncover three strategies he used: explicit-from, explicit-within, and explicit-to.

  19. Effects of Instruction on Preservice Elementary Teachers' Conceptions of the Causes of Night and Day and the Seasons.

    Science.gov (United States)

    Atwood, Ronald K.; Atwood, Virginia A.

    1997-01-01

    Details a study that tests the effectiveness of brief instruction on the causes of night and day and the seasons. Employs simple, inexpensive models. Findings are useful for science teacher educators. Contains 32 references. (DDR)

  20. Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large

    NARCIS (Netherlands)

    Mooij, Ton

    2008-01-01

    Mooij, T. (2007). Learning for Self-regulation: Improving Instructional Benefits for Pupils, Teachers, Parents, Schools, and Society At Large. Inaugural address, Open University of the Netherlands, The Netherlands.

  1. Science Teachers' Understanding and Practice of Inquiry-Based Instruction in Uganda

    Science.gov (United States)

    Ssempala, Fredrick

    High school students in Uganda perform poorly in science subjects despite the Ugandan government's efforts to train science teachers and build modern science laboratories in many public high schools. The poor performance of students in science subjects has been largely blamed on the inability by many science teachers to teach science through Inquiry-Based Instruction (IBI) to motivate the students to learn science. However, there have been no empirical studies done to establish the factors that influence science teachers' understanding and practice of IBI in Uganda. Most of the published research on IBI has been conducted in developed countries, where the prevailing contexts are very different from the contexts in developing countries such as Uganda. Additionally, few studies have explored how professional development (PD) training workshops on inquiry and nature of science (NOS) affect chemistry teachers' understanding and practice of IBI. My purpose in this multi-case exploratory qualitative study was to explore the effect of a PD workshop on inquiry and NOS on chemistry teachers' understanding and practice of IBI in Kampala city public schools in Uganda. I also explored the relationship between chemistry teachers' NOS understanding and the nature of IBI implemented in their classrooms and the internal and external factors that influence teachers' understanding and practice of IBI. I used a purposive sampling procedure to identify two schools of similar standards from which I selected eight willing chemistry teachers (four from each school) to participate in the study. Half of the teachers (those from School A) attended the PD workshop on inquiry and NOS for six days, while the control group (those from School B) did not. I collected qualitative data through semi-structured interviews, classroom observation, and document analysis. I analyzed these data by structural, conceptual and theoretical coding approach. I established that all the participating chemistry

  2. A Pre-Service Teacher Training Model with Instructional Technology Graduate Students as Peer Coaches to Elementary Pre-Service Teachers

    Science.gov (United States)

    Slagter van Tryon, Patricia J.; Schwartz, Catherine Stein

    2012-01-01

    This paper describes a peer coaching collaboration between graduate students in a Master's program in Instructional Technology and undergraduate pre-service teachers enrolled in an elementary mathematics methods course. Integrated as a major project in a graduate level K-12 technology integration course, the Instructional Technology students…

  3. The Effect of Instructional Strategies on Math Anxiety and Achievement: A Mixed Methods Study of Preservice Elementary Teachers

    Science.gov (United States)

    Lorenzen, Janelle K.

    2017-01-01

    This study addressed how different instructional strategies affected preservice elementary teachers' levels of math anxiety and their achievement in a math content course while considering descriptions of their experiences in the course in relation to their math anxiety and achievement. The instructional strategies used were traditional teaching…

  4. Instructional Supervision and Its Relationship with Professional Development: Perception of Private and Government Secondary School Teachers in Addis Ababa

    Science.gov (United States)

    Tesfaw, T. A.; Hofman, R. H.

    2012-01-01

    (Purpose) The purpose of this study is to examine the existing perceptions and preferences of teachers toward instructional supervision, more specifically on the actual and ideal use of selected instructional supervisory approaches (such as clinical supervision, peer coaching, cognitive coaching, mentoring, reflective coaching, teaching…

  5. The Histories and Mysteries of Grammar Instruction: Supporting Elementary Teachers in the Time of the Common Core

    Science.gov (United States)

    Gartland, Lauren B.; Smolkin, Laura B.

    2016-01-01

    The reemergence of grammar instruction in the Common Core State Standards has likely left teachers confused. On the one hand, they have been told repeatedly that grammar instruction does not improve student outcomes, and can, in fact, be "harmful" to students. However, on the other hand, many Anglophone countries, including the United…

  6. Blending Online Components into Traditional Instruction in Pre-Service Teacher Education: The Good, the Bad, and the Ugly

    Science.gov (United States)

    Lin, Hong

    2008-01-01

    This study investigated the effectiveness of using online instruction as a supplement to a face-to-face introductory technology education course. Survey data were collected from 46 pre-service teachers. Findings indicated that when traditional face-to-face instruction was combined with online components, learning was enhanced over a single…

  7. Evaluating Teachers' Support Requests When Just-in-Time Instructional Support is Provided to Introduce a Primary Level Web-Based Reading Program

    Science.gov (United States)

    Wood, Eileen; Anderson, Alissa; Piquette-Tomei, Noella; Savage, Robert; Mueller, Julie

    2011-01-01

    Support requests were documented for 10 teachers (4 kindergarten, 4 grade one, and 2 grade one/two teachers) who received just-in-time instructional support over a 2 1/2 month period while implementing a novel reading software program as part of their literacy instruction. In-class observations were made of each instructional session. Analysis of…

  8. Hiring Quality Teachers: The Devil Is in the Details

    Science.gov (United States)

    Whitworth, Jerry; Deering, Thomas; Jones, Steve; Hardy, Sam

    2016-01-01

    Persistent and consistent criticism of our nation's educational system has increased pressure on school districts and teacher education programs to improve the quality of teachers in our public schools. While there is research regarding the characteristics of effective teachers, the difficulty is often in identifying and hiring those teacher…

  9. Instructional Modules for Training Special Education Teachers: A Final Report on the Development and Field Testing of the CUNY-CBTEP Special Education Modules. Case 30-76. Toward Competence Instructional Materials for Teacher Education.

    Science.gov (United States)

    City Univ. of New York, NY. Center for Advanced Study in Education.

    The City University of New York Competency Based Teacher Education Project (CUNY-CBTEP) in Special Education studied Modularization, focusing on the variables in the instructional setting that facilitate learning from modular materials for a wide range of students. Four of the five modules for the training of special education teachers developed…

  10. An Assessment of Need for Instructional Professional Development for Middle School Science Teachers Using Interactive Lessons

    Science.gov (United States)

    Burton, Amanda

    Numerous studies on the impact of interactive lessons on student learning have been conducted, but there has been a lack of professional development (PD) programs at a middle school focusing on ways to incorporate interactive lessons into the science classroom setting. The purpose of this case study was to examine the instructional practices of science teachers to determine whether the need for an interactive lessons approach to teaching students exists. This qualitative case study focused on teachers' perceptions and pedagogy to determine whether the need to use interactive lessons to meet the needs of all students is present. The research question focused on identifying current practices and determining whether a need for interactive lessons is present. Qualitative data were gathered from science teachers at the school through interviews, lesson plans, and observations, all of which were subsequently coded using an interpretative analysis. The results indicated the need for a professional development (PD) program centered on interactive science lessons. Upon completion of the qualitative study, a detailed PD program has been proposed to increase the instructional practices of science teachers to incorporate interactive lessons within the science classroom. Implications for positive social change include improved teaching strategies and lessons that are more student-centered resulting in better understanding and comprehension, as well as performance on state-mandated tests.

  11. The Problem with Reform from the Bottom up: Instructional Practises and Teacher Beliefs of Graduate Teaching Assistants Following a Reform-Minded University Teacher Certificate Programme

    Science.gov (United States)

    Addy, Tracie M.; Blanchard, Margaret R.

    2010-01-01

    Reform-minded practices are widely encouraged during pre-service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre-service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught…

  12. Perceptions of Digital Competency among Student Teachers: Contributing to the Development of Student Teachers' Instructional Self-Efficacy in Technology-Rich Classrooms

    Science.gov (United States)

    Elstad, Eyvind; Christophersen, Knut-Andreas

    2017-01-01

    Adequate self-efficacy is useful for motivating individuals to engage in continued improvement. This study explores the potential antecedents of instructional self-efficacy beliefs among Norwegian student teachers attending a programme for secondary school teachers. The most important finding was the strong association between the student…

  13. Influence of Head Teachers' General and Instructional Supervisory Practices on Teachers' Work Performance in Secondary Schools in Entebbe Municipality, Wakiso District, Uganda

    Science.gov (United States)

    Jared, Nzabonimpa Buregeya

    2011-01-01

    The study examined the Influence of Secondary School Head Teachers' General and Instructional Supervisory Practices on Teachers' Work Performance. Qualitative and qualitative methods with a descriptive-correlational research approach were used in the study. Purposive sampling technique alongside random sampling technique was used to select the…

  14. Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice

    Science.gov (United States)

    Parise, Leigh Mesler; Spillane, James P.

    2010-01-01

    Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary…

  15. TEACHERS PERSPECTIVE OF USING ENGLISH AS A MEDIUM OF INSTRUCTION IN MATHEMATICS AND SCIENCE SUBJECTS

    Directory of Open Access Journals (Sweden)

    Norudin Mansor

    2011-07-01

    Full Text Available The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation seeks to find out the achievement of students in mathematic and science subjects after considering the impact of prominent independent variables such as, the school, class and home environment, the teaching methodology and the teachers’ attitude. Analysis of the development in the state of Terengganu has been carried out by the distribution of questionnaires to teachers involved. Result of the correlation and multiple regressions indicated that all the three factors are significantly associated towards students’ achievement. However, the teaching methodology indicated a low level of moderate correlation which is believed to be the immediate issue that needed to be addressed in the new system.

  16. An Exploration of Teachers' Efforts to Understand Identity Work and its Relevance to Science Instruction

    Science.gov (United States)

    Smith, M. Cecil; Darfler, Anne

    2012-06-01

    US educators express concern that students are turning away from the study of science and have little interest in pursuing science careers. Nationally, science achievement scores for 8th graders are unchanged since 1996, but 12th graders' scores have significantly decreased. A shortcoming of education reform efforts is lack of attention to students' developmental needs. Science study should enable students to learn about themselves—to develop and refine their skills, define their values, explore personal interests, and understand the importance of science to themselves and others. Effective secondary science instruction requires attention to students' identity development—the key developmental task of adolescence. Secondary science teachers participated in an 8-week course focused on understanding adolescent identity development and methods for addressing identity. Transcripts of the teachers' online discussions of salient issues were analyzed to determine their perceptions regarding classroom identity work. Teachers identified several assets and obstacles to identity work that were organized into two broad categories: teacher knowledge, training opportunities, and administrative support, or lack of these; and, presence of inflexible curricula, standardized testing regimes, and increased teacher accountability. Implications for student growth and science teacher professional development are discussed.

  17. Teacher Competence and Teacher Quality in Cambodia's Educational Context Linked to In-Service Teacher Training: An Examination Based on a Questionnaire Survey

    Science.gov (United States)

    Phin, Chankea

    2014-01-01

    Competent teacher is an indispensable pillar for students' learning outcome and education quality improvement. This paper examines Cambodian teachers' perception regarding: (1) teacher competence and improving education quality and (2) ensuring teacher quality and in-service teacher training. This study used questionnaire that targeted a line of…

  18. Excellence in College Teaching and Learning: Classroom and Online Instruction

    Science.gov (United States)

    Henderson, George; Nash, Susan Smith

    2007-01-01

    This book will improve the quality of instruction that college students need. It makes numerous suggestions that must be tended to when teachers instruct students. For example, the authors speculate about ways teachers can present what may at times seem to be a mountain of information without burying students under it; why teachers must…

  19. An administrative concern: Science teachers' instructional efficacy beliefs regarding racially, culturally, economically, and linguistically diverse student populations

    Science.gov (United States)

    Tuck Bonner, Natalie Christine

    A teacher's sense of {instructional} efficacy has been considered a critical variable in student academic performance. Researchers Tschannen-Moran and Hoy Woolfolk (2001, p.783) defined teachers' {instructional} efficacy as a teacher's judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even among those students who may be difficult or unmotivated. There has been a substantial amount of research which reveals a strong correlation among teacher efficacy, teaching performance, and student achievement (Goddard & Goddard, et.al., 2000; Hackett; Hackett, 1995; Pajares, 1997 as cited in Villereal, 2005). This research study explored the content area of science and teacher's personal perception of their competency level in teaching science to all learners regardless of socio-economic, ethnicity/race or gender for grade levels Pre-K to 12. Lewthwaite states that a science teacher's personal teacher attributes or intrinsic factors such as science teaching self-efficacy, professional science knowledge, science teaching, instructional methodologies, interest in science, and motivation to teach science are critical dimensions and noted barriers in the delivery of science programs on elementary level campuses (Lewthwaite, Stableford & Fisher, 2001). This study focused on teacher instructional efficacy issues which may affect diverse learners' classroom and state-mandated assessment academic performance outcomes. A SPSS analysis of data was obtained from the following teacher survey instruments: The Bandura Teacher Efficacy Scale, the SEBEST, and the SETAKIST. Research findings revealed that a majority of science teachers surveyed believe they can effectively teach learners of diverse backgrounds, but responded with a sense of lower efficaciousness in teaching English Language Learners. There was also a statistically significant difference found between a state science organization and a national science organization

  20. A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning

    Science.gov (United States)

    Goddard, Roger; Goddard, Yvonne; Kim, Eun Sook; Miller, Robert

    2015-01-01

    Principals' instructional leadership may support the degree to which teachers work together to improve instruction, and together leadership and teacher collaboration may contribute to school effectiveness by strengthening collective efficacy beliefs. We found a significant direct effect of leadership on teacher collaboration. Further, leadership…

  1. Using inquiry-based instruction with Web-based data archives to facilitate conceptual change about tides among preservice teachers

    Science.gov (United States)

    Ucar, Sedat

    The purpose of this mixed methods study was to describe and understand preservice teachers' conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants' conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers' conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual

  2. (Reinforcing) Factors Influencing a Physical Education Teacher's Use of the Direct Instruction Model Teaching Games

    Science.gov (United States)

    Jayantilal, Kumar; O'Leary, Nick

    2017-01-01

    The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the…

  3. The Teaching of Controversial Issues during Elementary-Level History Instruction: Greek-Cypriot Teachers' Perceptions and Emotions

    Science.gov (United States)

    Zembylas, Michalinos; Kambani, Froso

    2012-01-01

    This article reports on a phenomenological study of 18 Greek-Cypriot teachers' perceptions and emotions in relation to the teaching of controversial issues during elementary-level history instruction. Findings indicate that although participating teachers see the general value of this approach at the elementary school level, they become less…

  4. The Impact of Multiple Intelligences-Based Instruction on Developing Speaking Skills of the Pre-Service Teachers of English

    Science.gov (United States)

    Salem, Ashraf Atta M. S.

    2013-01-01

    The current study investigates the impact of multiple intelligences-based Instruction on developing speaking skills of the pre-service teachers of English. Therefore, the problem of the current study can be stated in the lack of speaking skills of the pre-service teachers of English in Hurgada faculty of Education, South Valley University. To…

  5. Impact of STS Issue Oriented Instruction on Pre-Service Elementary Teachers' Views and Perceptions of Science, Technology, and Society

    Science.gov (United States)

    Amirshokoohi, Aidin

    2016-01-01

    The purpose of the study was to investigate the impact of Science, Technology, Society (STS) issue oriented science methods course on pre-service teachers' views and perceptions toward STS issues and instruction as well as their levels of environmental literacy. The STS issue oriented curriculum was designed to help pre-service teachers improve…

  6. Subject Specialization and Science Teachers' Perception of Information and Communication Technology for Instruction in Kwara State

    Science.gov (United States)

    Fakomogbon, Michael Ayodele; Adebayo, Rachael Funmi; Adegbija, Mosiforeba Victoria; Shittu, Ahmed Tajudeen; Oyelekan, Oloyede Solomon

    2014-01-01

    This study examined Kwara State secondary school science teachers' perception of [information and communications technology] ICT for instruction based on their area of specialization. Participants were 630 science teachers of Biology, Chemistry, Physics and Mathematics from both public and private senior secondary schools in 12 Local Government…

  7. Effect of Instructional Media in the Learning of English Grammar on the Achievement of Teacher Training Students at Namakkal District

    Science.gov (United States)

    Arulselvi, Evangelin

    2011-01-01

    The present study is aimed at finding the effect of Instructional software program in the learning of grammar on the achievement of teacher training students of Namakkal District. Parallel group experimental method was adopted in this study. A sample of 80 students studying in the teacher training college were selected on the basis of their…

  8. Evaluation: Test Construction and Use. An Instructional Model for Undergraduate Teacher Education in the RAFT Program at Mississippi State University.

    Science.gov (United States)

    Handley, Herbert M., Ed.

    This module developed by the Research Applications for Teaching (RAFT) project assists the preservice teacher in constructing test items to better measure the outcomes of instructional objectives. Student teachers are also assisted in the interpretation of results of a student's performance on a standardized test. Students also…

  9. Pre-Service Science Teachers Views on STEM Materials and STEM Competition in Instructional Technologies and Material Development Course

    Science.gov (United States)

    Cetin, Ali; Balta, Nuri

    2017-01-01

    This qualitative study was designed to introduce STEM (Science, Technology, Engineering, Mathematics) activities to preservice science teachers and identify their views about STEM materials. In this context, a competition was organized with 42 preservice science teachers (13 male- 29 female) who took Instructional Technologies and Material…

  10. The Role of Computer-Aided Instruction in Science Courses and the Relevant Misconceptions of Pre-Service Teachers

    Science.gov (United States)

    Aksakalli, Ayhan; Turgut, Umit; Salar, Riza

    2016-01-01

    This research aims to investigate the ways in which pre-service physics teachers interact with computers, which, as an indispensable means of today's technology, are of major value in education and training, and to identify any misconceptions said teachers may have about computer-aided instruction. As part of the study, computer-based physics…

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

    Science.gov (United States)

    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.

  12. Austin, Texas: An Educator/Business Collaboration in Support of Teacher Compensation Reform. Teacher Compensation and Teacher Quality: Policy Brief

    Science.gov (United States)

    Committee for Economic Development, 2013

    2013-01-01

    In its 2009 report "Teacher Compensation and Teacher Quality," the Committee for Economic Development urged business leaders to be active participants in school district deliberations about teacher compensation policies. The Committee for Economic Development (CED) noted that "business leaders can make the case to the public that…

  13. Can the transformation of instruction process into a virtual place induce a shift in behavioral patterns of teachers and students?

    Directory of Open Access Journals (Sweden)

    Ljajko Eugen

    2016-01-01

    Full Text Available The goal of this study is to reveal possible influence that the participants' age and Information and Communications Technologies (ICT usage in the instruction process can have on behavior that defines whether students and teachers belong to one of the Digital Native/Immigrant or Visitor/Resident groups. We collected data through two surveys that covered a total of 1273 students and 382 teachers from southern regions of Serbia. The surveys consisted of questions about availability of computers and internet, ICT use in the instruction process, and communication habits in the ICT-empowered instruction process. The first survey covered both, students and teachers that were involved in the instruction process mostly deprived of the ICT usage. The second survey covered participants of an instruction process that was successfully improved by an ICT usage. Data analysis shows a shift in communication patterns of teachers and a sharp improvement in computer use for educational purposes for both groups included in the surveys. The change is induced by a proper ICT usage in the instruction process. Conclusions that followed the data analysis lead us to better approaches in organizing ICT usage in the instruction process that enable participants fully employ their resources in order to improve teaching techniques and learning.

  14. Teacher Turnover, Teacher Quality, and Student Achievement in DCPS. CEPA Working Paper No. 16-03

    Science.gov (United States)

    Adnot, Melinda; Dee, Thomas; Katz, Veronica; Wyckoff, James

    2016-01-01

    In practice, teacher turnover appears to have negative effects on school quality as measured by student performance. However, some simulations suggest that turnover can instead have large, positive effects under a policy regime in which low-performing teachers can be accurately identified and replaced with more effective teachers. This study…

  15. Secondary Mathematics Teacher Differences: Teacher Quality and Preparation in a New York City Alternative Certification Program

    Science.gov (United States)

    Evans, Brian R.

    2011-01-01

    Providing students in urban settings with quality teachers is important for student achievement. This study examined the differences in content knowledge, attitudes toward mathematics, and teacher efficacy among several different types of alternatively certified teachers in a sample from the New York City Teaching Fellows program in order to…

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

    Science.gov (United States)

    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

  17. Raising the Bar: Ethics Education for Quality Teachers

    Science.gov (United States)

    Boon, Helen

    2011-01-01

    Since the 1970s an "ethics boom" has occurred to counter the disappearance of ethics education from tertiary institutions. This "boom" appears to be absent from teacher education programs in Australia and the United States. Given persistent calls to enhance teacher quality this is problematic because quality teaching is…

  18. Benchmarking to the world's best in mathematics. Quality control in curriculum and instruction among the top performers in the TIMSS.

    Science.gov (United States)

    Phelps, R P

    2001-08-01

    This article describes the education quality control systems (for mathematics) used by those countries that performed best on the Third International Mathematics and Science Study (TIMSS). Enforced quality control measures are defined as "decision points"--where adherence to the curriculum and instruction system can be reinforced. Most decision points involve stakes for the student, teacher, or school. They involve potential consequences for failure to adhere to the system and to follow the program at a reasonable pace. Generally, countries with more decision points perform better on the TIMSS. When the number of decision points and TIMSS test scores are adjusted for country wealth, the relationship between the degree of (enforced) quality control and student achievement appears to be positive and exponential. The more (enforced) quality control measures employed in an education system, the greater is students' academic achievement.

  19. Inspiring Instructional Change in Elementary School Science: The Relationship Between Enhanced Self-efficacy and Teacher Practices

    Science.gov (United States)

    Sandholtz, Judith Haymore; Ringstaff, Cathy

    2014-10-01

    This longitudinal study examined the extent to which teachers' participation in a 3-year professional development program enhanced their self-efficacy and prompted changes in science instruction in the early elementary grades. The study used a mixed-methods design, and included 39 teachers who taught in kindergarten, first grade, or second grade classrooms in rural school districts. Data sources, administered pre-program and at the end of each year, included a self-efficacy assessment and teacher survey. Interviews and classroom observations provided corroborating data about teachers' beliefs and science instruction. Results showed significant increases in teachers' overall self-efficacy in teaching science, personal efficacy, and outcome expectancy efficacy during the 3 years. Gains in self-efficacy were correlated with changes in reported instructional practices, particularly student participation activities. However, changes in self-efficacy tended not to be correlated with changes in instructional time. Contextual factors beyond teachers' direct control, such as curricular and testing requirements in mathematics and language arts influenced time allotted to science instruction.

  20. Using Errors to Improve the Quality of Instructional Programs.

    Science.gov (United States)

    Anderson, Lorin W.; And Others

    Clinchy and Rosenthal's error classification scheme was applied to test results to determine its ability to differentiate the effectiveness of instruction in two elementary schools. Mathematics retention tests matching the instructional objectives of both schools were constructed to measure the understanding of arithmetic concepts and the ability…

  1. Preparing Pre-Service Teachers to Integrate Technology into K-12 Instruction: Evaluation of a Technology-Infused Approach

    Science.gov (United States)

    Admiraal, Wilfried; van Vugt, Felix; Kranenburg, Frans; Koster, Bob; Smit, Ben; Weijers, Sanne; Lockhorst, Ditte

    2017-01-01

    The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers' technological,…

  2. Quality Science Teacher Professional Development and Student Achievement

    Science.gov (United States)

    Dubner, J.

    2007-12-01

    Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

  3. The Ripple Effect: Exploring How a Joint Science Specialist/TOSA Can Change Classroom Teachers' Instructional Practices through Project-Based Learning

    Science.gov (United States)

    Gradias, Jean

    In 2013, California became one of the first states to adopt the rigorous Next Generation Science Standards (NGSS). However, the current state of science instruction does not support the conceptual shifts of the NGSS, which call for consistent science instruction K-12, increased inquiry, subject integration, as well as science instruction that connects students to their communities and their world. Therefore, teachers are in need of instructional support for science teaching that can enable them to achieve these higher expectations. This dissertation explored whether implementing a Project-Based Learning (PBL)-centered science specialist changed classroom teachers' frequency of science instruction and use of instructional strategies that support NGSS science delivery. In addition, this study examined how providing a PBL science specialist supported teachers in their comfort with using these more rigorous instructional strategies. Five elementary teachers participated in an action research project conducted over the course of a school year. The frequency with which teachers used the following instructional strategies was analyzed: connecting science to real world phenomena, accessing community resources, integrating science into other subject areas, and using inquiry in science instruction. Quantitative and qualitative data revealed that a PBL science specialist does support classroom teachers in implementing teaching practices aligned to the conceptual shifts implicated by the NGSS; however, individual growth rates varied by instructional strategy. The results of this study provide a foundation for the legitimacy of utilizing a PBL-focused science specialist to support teachers in shifting their instructional practices in order to achieve the Next Generation Science Standards.

  4. Examining pre-service teacher views on the implementation of screen-based writing instruction

    Directory of Open Access Journals (Sweden)

    Mehmet Tok

    2015-03-01

    Full Text Available Today, as new technological developments continue to emerge, education, like many other fields, is going through major changes. Technological developments are causing changes to many common concepts. In particular, studies that benefit from technology in the field of education are becoming increasingly widespread, opening the door for the emergence of new teaching methods by abandoning traditional ones. New technologies, and computers in particular, can benefit the teaching of writing, the most complex of the four basic language skills (reading, writing, speaking, and listening. This study aims to explore pre-service teachers' views on screen-based writing practices via a course they attended. A qualitative case study method (holistic single-case design was employed to explore pre-service teachers’ views. The study participants were selected using a purposeful sampling method among 4th year students majoring in Turkish Language Teaching at a major state university. The study group consisted of sixty-two pre-service teachers who were enrolled in the “Written Expression” I and II courses in the 2013-2014 education year. The study was conducted both in Fall and Spring semesters. All writing activities were conducted in a digital environment. The study results revealed that a majority (77% of the pre-service teachers favored continuation of the screen-based writing instruction. The study supported that digital literacy is important and the advantages of screen-based writing instruction outweighed its disadvantages. Screen-based writing activities should be integrated into the courses and instruction materials of pre-service Turkish teachers’ education programs.

  5. Quality or Quantity: A Statement for Teacher Training in Turkey

    Directory of Open Access Journals (Sweden)

    Ali AZAR

    2011-01-01

    Full Text Available Developed countries are initiating and implementing effective and appropriate technics in the field of teacher training. In Turkey, much research has been done in order to determine the qualification of teachers and, by this way, to train qualified teachers. Ministry of Education, Turkish Council of Higher Education, Faculties of Education and Faculties of Sciences have cooperated some certification systems, however, the research which is not supported by preliminary studies but exposured to political coercions lowered the quality of education. Besides, quantity is increased by pedagogical formation programs. In this study, Turkish teacher training system is analyzed with respect to quantity and quality.

  6. Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning

    Science.gov (United States)

    Walan, Susanne; Nilsson, Pernilla; Ewen, Birgitta Mc

    2017-10-01

    Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

  7. Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

    Directory of Open Access Journals (Sweden)

    María Ángeles Martín del Pozo

    2017-07-01

    Full Text Available CLIL (Content and Language Integrated Learning and EMI (English Medium Instruction practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self training of those teachers who need to update their language skills for CLIL.

  8. Strengthening Mathematics And Science Education (SMASE) For Improving The Quality Of Teachers in Nigeria

    Science.gov (United States)

    Shuaibu, Zainab Muhammad

    2016-04-01

    Strengthening Mathematics And Science Education (SMASE) in training and re-training of teachers at enhancing quality classroom activities in Mathematics and Science subjects through Activity, Student-centre, Experiments, Improvisation (ASEI)-Plan, Do, See, Improve (PDSI) instructional strategy. This instructional strategy has cultivates learner's mathematical and scientific thinking ability and have provided one of the best regular INSET for primary and secondary Mathematics and Science teachers as observed during the SMASE impact survey in the three piloted states in Nigeria. To build a common ground for teaching method irrespective of teacher and teaching style School-Based Training (SBT) is now advocated in SMASE, SBT is aimed at improving teaching and learning activities in the classroom through Lesson Study model. Lesson Study is a teaching improvement and knowledge building process that has its origin in the Japanese elementary education it involves a comprehensive process of planning, observation, analysis and identifying the best approaches in a classroom. This an inquiry approach to professional development that requires teachers to identify an area of instructional interest, collect data to analyses and make instructional changes based on the data. This kind of professional development make teachers acquires current and up to date knowledge in the field of mathematics and science.

  9. The Impact of a Professional Development Model on ABE Teachers' Instructional Practice: Teachers Investigating Adult Numeracy

    Science.gov (United States)

    Bingman, Mary Beth; Schmitt, Mary Jane

    2008-01-01

    The authors present the National Science Foundation project, Teachers Investigating Adult Numeracy (TIAN), a collaborative project of the Center for Literacy Studies at the University of Tennessee and the Technical Education Research Centers, Inc. (TERC) in Cambridge, Massachusetts. The project has developed and tested a model for inservice…

  10. An Instructional Model for Guiding Reflection and Research in the Classroom: The Educational Situation Quality Model

    Science.gov (United States)

    Domenech-Betoret, Fernando

    2013-01-01

    The purpose of this work is to present an instructional model entitled the "Modelo de Calidad de Situacion Educativa" (MCSE) and how teachers can use it to reflect and investigate in a formal educational setting. It is a theoretical framework which treat to explain the functioning of an educational setting by organizing and relating the…

  11. Teacher's sleep quality: linked to social job characteristics?

    Science.gov (United States)

    Kottwitz, Maria U; Gerhardt, Christin; Pereira, Diana; Iseli, Lionel; Elfering, Achim

    2018-02-07

    Besides dealing with high workload, being a teacher is challenging with respect to the social context. There is increasing evidence that adverse social job characteristics challenge sleep quality. The current study tests whether restraint sleep quality (defined as worse sleep quality before than during vacation) is related to time-related job stressors, job resources, and social job characteristics. Forty-eight elementary school teachers (42% women) participated both during the last week before and the first week after vacation. Before vacation, teachers were asked for demographics and working conditions with reference to the last 30 d, and sleep quality with reference to the last 7 d. After vacation sleep quality during vacation was assessed and used as reference for working time sleep quality. Results showed mean levels of sleep quality increased during vacation. In teachers with restrained working time sleep quality (38%), experiences of failure at work, social exclusion, and emotional dissonance were more frequent than in teachers with unrestrained working time sleep quality (Psquality in teachers.

  12. The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

    Science.gov (United States)

    Alshalaan, Nasser A.

    Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

  13. Coming to see objects of knowledge: Guiding student conceptualization through teacher embodied instruction in a robotics programming class

    Science.gov (United States)

    Kwah, Helen

    This thesis explores the questions of how a teacher guides students to see concepts, and the role of gesture and gesture viewpoints in mediating the process of guidance. To examine these questions, two sociocultural theoretical frameworks--Radford's cultural-semiotic theory of knowledge objectification (e.g., 2003), and Goldman's Points of Viewing theory (e.g., 2007)--were applied to conduct a microanalytic, explanatory case study of the instructional activity of an exemplary teacher and his students in a middle school robotics programming class. According to Radford, students acquire concepts as they draw upon semiotic resources such as language and gesture to generalize and objectify initially concrete perceptions and actions. I applied Radford's framework to explain the mediations that a teacher might enact in guiding students to objectify and see concepts. Furthermore, I focused on gesture as semiotic means because of emergent research on gesture's role in communicating the visuospatial imagery that underlies math/ scientific concepts. I extended the view of gestures to the viewpoints constructed in gesture, and applied Goldman's theory to explain how perspectives might be actively constructed and shared in the process of guiding student conceptualization. Data was collected over a semester through participant observation, field notes, teacher and student interviews, and reviews of artifacts. Multimodal microanalyses were conducted on video data from eight class sessions. The findings provide confirmations and some disconfirmations about the applicability of Radford's and Goldman's theories for explaining a teacher's process of guiding student conceptualization. Notably, some of Radford's notions about de-contextualization and symbolic generalizations were not confirmed. Overall, the findings are summarized through three themes including, grounding, and perceptual organizers as two ways that gesture and other means served to both index and identify action

  14. Latent Cluster Analysis of Instructional Practices Reported by High- and Low-performing Mathematics Teachers in Four Countries

    OpenAIRE

    Cheng, Qiang; Hsu, Hsien-Yuan

    2017-01-01

    Using Trends in International Mathematics and Science Study (TIMSS) 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the design of the current study. Latent cluster analysis was applied in the investigation of the profiles of mathematics teachers’ instructional practic...

  15. Creativity: A Blind Spot in Quality Teacher Education in Anambra ...

    African Journals Online (AJOL)

    Nekky Umera

    Introduction. The aim of teacher education is to equip students with quality education and ... of a nation have a close relationship with their heights of creativity to come to terms with the ... if the Nigeria teacher is to cope adequately with the ... demonstrated poor teaching dominated classroom activities 67% of the time.

  16. Pupil – Teacher Ratio: Implication for Quality Education in Nigeria ...

    African Journals Online (AJOL)

    Significantly, pupil-teacher ratios are very essential to quality of education. They perhaps rank alongside professional knowledge, skill, as well as strategies, in genuinely determining educational success and performance. This paper discusses pupil-teacher ratio and relevance that pupils seem to have a greater impact on ...

  17. Maintaining academic quality assurance for teacher preparation in ...

    African Journals Online (AJOL)

    The essence of academic quality is to bring about totality of an improved classroom teacher for effective service delivery in the school system. Colleges of Education whose mandate is concerned with teacher preparation for basic education must consider students admission policy, funding, facilities and the entire curricula ...

  18. Instructional Performance of Teacher Education Faculty Members in One State University in the Philippines

    Directory of Open Access Journals (Sweden)

    Estelito J. Punongbayan

    2015-12-01

    Full Text Available This study aimed to assess the instructional performance of teacher education faculty members in one State University in the Philippines as perceived by themselves and CTE students during the Academic Year 2012-2013 with the end view of formulating an action plan to enhance the aforementioned situation. The study utilized the descriptive method of research. This method attempted to ascertain the prevailing conditions and sought to answer questions to the real facts relating to the existing conditions. Results found that instructors/professors perceived their instructional performance as very good. Faculty respondents believed that they are qualified to teach the subjects they are handling. This was manifested by having good interaction between them and the students inside the classroom, by way of assessing their performance tasks and by way of assessing through pencil-paper test. However, student respondents perceived that the instructor/professors’ instructional performance were only satisfactory. They perceived that CTE faculty members are all in better position to handle the subjects assigned to them. Interaction between them was effective. Relative to the findings, it is recommended that instructors/professors should exercise their full potential in teaching so as to become excellent.

  19. Breaking the spell of differentiated instruction through equity pedagogy and teacher community

    Science.gov (United States)

    Bannister, Nicole A.

    2016-06-01

    Koomen's study of Wizard—an articulate, inquisitive, energetic seventh grader with a penchant for science—adversely juxtaposed his learning-centered identity with classroom experiences that marginalized him. I claim in my response that critical commentary about Wizard's race is germane to any analysis of his experiences, as participation in an inclusive science classroom can be conceptualized as a racialized form of experience. My paper contributes a counternarrative to deficit normalizations of African American children—including students identified with exceptionalities—by rendering the inequities of differentiated instruction visible and theorizing about how this approach restricted Wizard's learning and participation by positioning him as low status and less competent. I discuss four reasons why the strategy of differentiated instruction is ideologically opposed to goals for equitable classrooms and argue that this model invites reproductions of status orderings from the larger society into the classroom. I conclude with recommendations for an equity pedagogy through Complex Instruction developed inside teacher community as a viable alternative for this work.

  20. ESL TEACHER CANDIDATES' PERCEPTIONS OF STRENGTHS AND INADEQUACIES OF INSTRUCTING CULTURALLY AND LINGUISTICALLY DIVERSE STUDENTS: POST CLINICAL EXPERIENCE.

    Science.gov (United States)

    Wong, Chiu-Yin; Indiatsi, John; Wong, Gary K W

    2016-01-01

    The present case study examined English as a second language (ESL) teacher candidates' views on their preparedness on instructing culturally and linguistically diverse students. A survey was administrated to a group of ESL teacher candidates at the end of the training program. Results revealed that although the participants received training in culture and instructional strategies, lacking adequate knowledge in students' diverse cultures and languages was reported as a major challenge. Personality traits and knowing specific strategies are reported as their strengths. However, there is a mismatch between the data gathered from the self-ranking component and the open-ended questions. Implications and suggestions are discussed.

  1. Using Blackboard and Skype for Mentoring Beginning Teachers

    Science.gov (United States)

    Suk Hwang, Young; Vrongistinos, Konstantinos

    2012-01-01

    The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom…

  2. Teachers' motivation and its influence on quality assurance in the ...

    African Journals Online (AJOL)

    Motivational strategies like staff training and development, promotion, salary, remuneration, working conditions, status and participatory decision making, acted as a barrier towards achieving quality assurance in the educational system. Some challenges that negatively influenced teacher motivation and recommendations ...

  3. Teacher structure as a predictor of students' perceived competence and autonomous motivation: The moderating role of differentiated instruction.

    Science.gov (United States)

    Guay, Frédéric; Roy, Amélie; Valois, Pierre

    2017-06-01

    An important pedagogical practice is the provision of structure (Farkas & Grolnick, 2010, Motiv. Emot., 34, 266). According to self-determination theory (SDT; Deci & Ryan, 1985, Intrinsic motivation and self-determination in human behavior, Plenum, New York, NY), structure allows students to develop perceived competence in different school subjects, which in turn facilitates the development of autonomous motivation towards these subjects and limits the development of controlled motivation. In this study, we test a mediated moderation model that posits that teacher structure has a stronger positive effect on students' autonomous motivation (and a negative effect on controlled motivation) in French class when differentiated instruction is used, and that this moderation effect is mediated by perceived competence. To test this model, we used a sample of 27 elementary school teachers and 422 students from Quebec, a province of Canada. Data for teachers and students were collected with self-report measures. The method used was a correlational one with a single measurement time. Results revealed that (1) the effect of teacher structure on students' autonomous motivation was positive only when differentiated instruction strategies were frequently used, and this moderated effect was partially mediated by perceived competence, and (2) teacher structure was negatively associated with students' controlled motivation only when differentiated instruction was provided infrequently, and this moderated effect was not explained by perceived competence. These findings are discussed in the light of the literature on SDT and on differentiated instruction. © 2017 The British Psychological Society.

  4. Do 2nd and 3rd Grade Teachers' Linguistic Knowledge and Instructional Practices Predict Spelling Gains in Weaker Spellers?

    Science.gov (United States)

    Puliatte, Alison; Ehri, Linnea C.

    2018-01-01

    The relationship between 2nd and 3rd grade teachers' linguistic knowledge and spelling instructional practices and their students' spelling gains from fall to spring was examined. Second grade (N = 16) and 3rd grade (N = 16) teachers were administered an instructional practices survey and a linguistic knowledge test. Total scores on the two…

  5. Getting from Here to There: The Roles of Policy Makers and Principals in Increasing Science Teacher Quality

    Science.gov (United States)

    Shen, Ji; Gerard, Libby; Bowyer, Jane

    2010-04-01

    In this study we investigate how federal and state policy makers, and school principals are working to improve science teacher quality. Interviews, focused discussions, and policy documents serve as the primary data source. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science teaching profession, providing professional development for new teachers, and using students’ data to evaluate and improve instruction. Differences between the two leadership groups emerged in terms of the grain size and practicality of their concerns. Our findings indicate that the complexity of educational challenges to improve science teacher quality call for the co-construction of policy by multiple constituent groups including school principals, federal and state policy makers, and science education researchers.

  6. Teacher Education around the World: Changing Policies and Practices. Teacher Quality and School Development

    Science.gov (United States)

    Darling-Hammond, Linda, Ed.; Lieberman, Ann, Ed.

    2012-01-01

    Teachers are the most important single element of the education system but what does it take to create high quality teachers in today's world? Around the world, countries are struggling to understand how to change their schools to meet global demands. International comparisons have shown that schools in Finland lead the league tables, but why is…

  7. Introducing a New Concept Inventory on Climate Change to Support Undergraduate Instruction, Teacher Education, Education Research, and Project Evaluation (Invited)

    Science.gov (United States)

    Morrow, C. A.; Monsaas, J.; Katzenberger, J.; Afolabi, C. Y.

    2013-12-01

    The Concept Inventory on Climate Change (CICC) is a new research-based, multiple-choice 'test' that provides a powerful new assessment tool for undergraduate instructors, teacher educators, education researchers, and project evaluators. This presentation will describe the features and the development process of the (CICC). This includes insights about how the development team (co-authors) integrated and augmented their multi-disciplinary expertise. The CICC has been developed in the context of a popular introductory undergraduate weather and climate course at a southeastern research university (N~400-500 per semester). The CICC is not a test for a grade, but is intended to be a useful measure of how well a given teaching and learning experience has succeeded in improving understanding about climate change and related climate concepts. The science content addressed by the CICC is rooted in the national consensus document, 'Climate Literacy: The Essential Principles of Climate Science'. The CICC has been designed to support undergraduate instruction, and may be valuable in comparable contexts that teach about climate change. CICC results can help to inform decisions about the effectiveness of teaching strategies by 1) flagging conceptual issues (PRE-instruction); and 2) detecting conceptual change (POST-instruction). Specific CICC items and their answer choices are informed by the research literature on common misunderstandings about climate and climate change. Each CICC item is rated on a 3-tier scale of the cognitive sophistication the item is calling for, and there is a balance among all three tiers across the full instrument. The CICC development process has involved data-driven changes to successive versions. Data sources have included item statistics from the administration of progressively evolved versions of the CICC in the weather and climate course, group interviews with students, and expert review by climate scientists, educators, and project evaluators

  8. Perceptions about the Influence of Instructional Leadership Practices of Elementary Principals on Teachers' ELA Pedagogical Changes in High-Poverty NYC Elementary Schools

    Science.gov (United States)

    Green, Linda D.

    2017-01-01

    This quantitative study examined the relationships between instructional leadership practices of elementary school principals in high-poverty schools and changes in teachers' ELA instructional practices. This research sought to identify principals' perceptions about their use of instructional leadership practices and the teaching practices used in…

  9. Quality in Preschool Education: The Views of Teachers and Assistant Teachers

    Science.gov (United States)

    Karademir, Abdulhamit; Cingi, Mehmet Akif; Dereli, Fatih; Akman, Berrin

    2017-01-01

    As the importance attached to preschool education has increased in recent years, researchers have begun to discuss the quality of educational and care services. This study aims to show the views of assistant teachers working at preschool educational institutions concerning quality, investigate their influence on quality, and reveal the effect of…

  10. Teacher quality moderates the genetic effects on early reading.

    Science.gov (United States)

    Taylor, J; Roehrig, A D; Soden Hensler, B; Connor, C M; Schatschneider, C

    2010-04-23

    Children's reading achievement is influenced by genetics as well as by family and school environments. The importance of teacher quality as a specific school environmental influence on reading achievement is unknown. We studied first- and second-grade students in Florida from schools representing diverse environments. Comparison of monozygotic and dizygotic twins, differentiating genetic similarities of 100% and 50%, provided an estimate of genetic variance in reading achievement. Teacher quality was measured by how much reading gain the non-twin classmates achieved. The magnitude of genetic variance associated with twins' oral reading fluency increased as the quality of their teacher increased. In circumstances where the teachers are all excellent, the variability in student reading achievement may appear to be largely due to genetics. However, poor teaching impedes the ability of children to reach their potential.

  11. Behavior Management Strategies for Teachers: Achieving Instructional Effectiveness, Student Success, and Student Motivation--Every Teacher and Any Student Can! 2nd Edition.

    Science.gov (United States)

    Harlan, Joan C.; Rowland, Sidney T.

    This book provides tested methods for teachers to use in their behavior management and instructional efforts, offering strategies for maintaining and increasing appropriate behaviors as well as preventing and remediating inappropriate behaviors. Section 1, "Understanding Behavior and Selected Models," includes (1) "Understanding…

  12. A Case Study Investigating Secondary Science Teachers' Perceptions of Science Literacy Instruction

    Science.gov (United States)

    Blackmon, Phyllis Ann

    This project study addressed the lack of inclusion of discipline literacy pedagogy in secondary classrooms in a rural school district in eastern North Carolina. Discipline literacy practices are recommended in the Common Core Standards for History/Social Studies, Science, and Technical Subjects. The district had implemented content area reading strategies across content areas, yet no significant progress in secondary students' reading abilities had been demonstrated in statewide or national assessments. The conceptual framework that drove this study was disciplinary literacy, founded by the literacy research of Shanahan, Shanahan, and Zygouris-Coe. Within a qualitative case study method, this investigation of 8 secondary science teachers' experiences teaching literacy during content instruction focused on practices of embedding science-specific reading strategies into lessons and factors that influence teachers' decisions to participate in professional development to advance their learning of discipline-specific literacy methods. Data were collected and triangulated using a focus group and 8 individual interviews. Data from both methods were analyzed into codes and categories that developed into emergent themes. Findings from the focus group and individual interviews revealed that the science teachers possessed limited knowledge of science-specific reading strategies; used random, general literacy practices; and had completed inadequate professional development on science-related topics. Positive change may occur if district leaders support teachers in expanding their knowledge and application of discipline literacy strategies through participation in discipline literacy-focused professional development. The study may provide educators and researchers a deeper understanding of disciplinary literacy and increase research on the topic.

  13. Pre-service teachers' competencies for technology integration: Insights from a mathematics-specific instructional technology course

    NARCIS (Netherlands)

    Agyei, D.D.; Voogt, Joke; Resta, P.

    2012-01-01

    A combination of various measures (self-report, learning outcomes and written reports) was employed to investigate 104 pre-service teachers’ competencies in spreadsheet integration after enrolling in an Instructional Technology course. The pre-service teachers engaged in a “learning technology by

  14. Elementary Science Teachers' Integration of Engineering Design into Science Instruction: Results from a Randomised Controlled Trial

    Science.gov (United States)

    Maeng, Jennifer L.; Whitworth, Brooke A.; Gonczi, Amanda L.; Navy, Shannon L.; Wheeler, Lindsay B.

    2017-01-01

    This randomised controlled trial used a mixed-methods approach to investigate the frequency and how elementary teachers integrated engineering design (ED) principles into their science instruction following professional development (PD). The ED components of the PD were aligned with Cunningham and Carlsen's [(2014). "Teaching engineering…

  15. Improving Second Grade Student's Reading Fluency and Comprehension Using Teacher-Guided iPad® App Instruction

    Science.gov (United States)

    Redcay, Jessica D.; Preston, Sean M.

    2016-01-01

    Purpose: This study aims to examine the differences in second grade students' reading fluency and comprehension scores when using varying levels of teacher-guided iPad® app instruction to determine effective reading practices. Design/methodology/approach: This study reports the results of the quasi-experimental pre-post study by providing…

  16. Reconsidering the Study of Mathematics Instructional Practices: The Importance of Curricular Context in Understanding Local and Global Teacher Change

    Science.gov (United States)

    Herbel-Eisenmann, Beth A.; Lubienski, Sarah Theule; Id-Deen, Lateefah

    2006-01-01

    This paper discusses the case of one teacher, Jackie, whose instructional practices illuminate the importance of textbooks and student/parent expectations in shaping pedagogy. Jackie teaches in the Plainview district, which offers parents and students a choice between a reform-oriented, integrated curriculum ("Core Plus") and a more…

  17. Caring Enough to Teach Science: Helping Pre-Service Teachers View Science Instruction as an Ethical Responsibility

    Science.gov (United States)

    Grinell, Smith; Rabin, Colette

    2017-01-01

    The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service…

  18. Latent Cluster Analysis of Instructional Practices Reported by High- and Low-Performing Mathematics Teachers in Four Countries

    Science.gov (United States)

    Cheng, Qiang; Hsu, Hsien-Yuan

    2017-01-01

    Using Trends in International Mathematics and Science Study (TIMSS) 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the…

  19. Pre-Service Science Teachers' Views about Nuclear Energy with Respect to Gender and University Providing Instruction

    Science.gov (United States)

    Ates, H.; Saracoglu, M.

    2016-01-01

    The purpose of this research was to investigate pre-service science teachers' (PST) views about nuclear energy and to examine what effects, if any, of gender and the university of instruction had on their views. Data were collected through the Risks and Benefits about Nuclear Energy Scale (Iseri, 2012). The sample consisted of 214 PSTs who…

  20. Sociomoral Atmosphere in Direct-Instruction, Eclectic, and Constructivist Kindergartens: A Study of Teachers' Enacted Interpersonal Understanding.

    Science.gov (United States)

    DeVries, Rheta; And Others

    This study examined the interactions between teachers and children in three kindergarten classrooms. Programs used in the classrooms were: a direct-instruction (DI) program, representing a cultural transmission paradigm; a contructivist program (CON), representing the cognitive-developmental paradigm; and an eclectic program (ECL), combining…

  1. The Effects of Instruction with Visual Materials on the Development of Preservice Elementary Teachers' Knowledge and Attitude towards Global Warming

    Science.gov (United States)

    Bozdogan, Aykut Emre

    2011-01-01

    This study aimed to identify the erroneous knowledge and misconceptions of preservice elementary teachers about global warming and examine the effects of instruction with visual materials on rectifying these misconceptions and fostering a positive attitude towards the issue of global warming. Having a quasi-experimental design, the study made use…

  2. Collaborative Literacy Work in a High School: Enhancing Teacher Capacity for English Learner Instruction in the Mainstream

    Science.gov (United States)

    Russell, Felice Atesoglu

    2014-01-01

    As more English learners (ELs) are included in mainstream content classrooms at the secondary level, the need to understand how teachers collaborate to meet the particular instructional needs of ELs is essential. This paper presents findings from a qualitative case study that investigated the collaborative work that engaged a group of literacy…

  3. Self-Instructional Module Based on Cognitive Load Theory: A Study on Information Retention among Trainee Teachers

    Science.gov (United States)

    Ong, Chiek Pin; Tasir, Zaidatun

    2015-01-01

    The aim of the research is to study the information retention among trainee teachers using a self-instructional printed module based on Cognitive Load Theory for learning spreadsheet software. Effective pedagogical considerations integrating the theoretical concepts related to cognitive load are reflected in the design and development of the…

  4. The Relationship between English Language Arts Teachers' Use of Instructional Strategies and Young Adolescents' Reading Motivation, Engagement, and Preference

    Science.gov (United States)

    Varuzza, Michelle; Sinatra, Richard; Eschenauer, Robert; Blake, Brett Elizabeth

    2014-01-01

    Conducted at 10 schools in four communities, this study investigated relationships of young adolescents' reading motivation, reading preference, and reading engagement as influenced by their English Language Arts teachers' use of instructional strategies. Students in eight sixth grade (N = 196) and nine seventh grade (N = 218) classes completed a…

  5. The Effect of Instructional Methods (Lecture-Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes

    Science.gov (United States)

    Mutrofin; Degeng, Nyoman Sudana; Ardhana, Wayan; Setyosari, Punaji

    2017-01-01

    The aim of this study is to examine difference in the effect of instructional methods (lecture-discussion versus group discussion) and teaching talent on teacher trainees student learning outcomes. It was conducted by a quasi-experimental design using the factorialized (2 x 2) version of the nonequivalent control group design. The subjects were…

  6. Bridging Faith, Languages and Learning in London: A Faith Teacher Reflects upon Pedagogy in Religious Instruction Classes

    Science.gov (United States)

    Lytra, Vally; Gregory, Eve; Ilankuberan, Arani

    2016-01-01

    In this article, we examine a faith teacher's reflections on faith literacy teaching and learning and how they shaped his pedagogy in the context of Hindu/Saiva religious instruction classes for students of Sri Lankan Tamil heritage. The data are part of a larger multi-site three-year team ethnography of children's faith literacy learning in…

  7. ELT Teacher Trainees' Self-Perceptions and Awareness of the Pronunciation Skill, and Their Attitudes towards Its Instruction

    Science.gov (United States)

    Gürsoy, Esim; Hüseyinoglu, Madina

    2017-01-01

    Having received the stamp of an "often neglected" element in second language teaching, opinions of English Language Teaching (ELT) Teacher Trainees (TT) taking pronunciation as an explicit instruction course seem to be neglected in research advocated in this field as well. Moreover, features of pronunciation (segmentals and…

  8. "But I Never Thought I'd Teach the Little Kids": Secondary Teachers and Early-Grades Music Instruction

    Science.gov (United States)

    Salvador, Karen; Corbett, Keith

    2016-01-01

    Even in states with K-12 music licensure, not all music education students take a course in elementary music methods, and even fewer take a course that specifically addresses early childhood music instruction. In this article, a music teacher educator and a self-described "band guy," who initially struggled to work with young children,…

  9. The Uses of Printed Curriculum Materials by Teachers during Instruction and the Social Construction of Pedagogic Discourse in Physical Education

    Science.gov (United States)

    Peiró-Velert, Carmen; Molina-Alventosa, Pere; Kirk, David; Devís-Devís, José

    2015-01-01

    This paper examines teachers' use of printed curriculum materials (PCM) during physical education (PE) instruction in Spanish secondary schools and the role they play in the enacted curriculum and in the construction of pedagogical knowledge. Three hundred and ten participants (mean age: 37.7 ± 8.7) responded to an interview-questionnaire on…

  10. Using "I Am Moving, I Am Learning" to Increase Quality Instruction in Head Start Classrooms

    Science.gov (United States)

    Allar, Ishonté; Jones, Emily; Bulger, Sean

    2018-01-01

    Quality teacher-child interactions are characteristic of effective classrooms resulting in benefits for all children, but may be particularly important for children from low-income families. The purpose of this study was to explore the perception of Illinois Head Start teachers related to how "I am Moving, I am Learning" (IMIL) could…

  11. Vocal quality in university teachers: a pilot study.

    Science.gov (United States)

    D'haeseleer, E; Claeys, S; Wuyts, F; Van Lierde, K M

    2009-01-01

    The main purpose of this study was to determine the vocal quality of 20 male and 9 female university teachers using a multi-parameter approach. Secondly, the effect of an academic lecture on the voice profiles of the university teachers was measured. All groups underwent subjective voice evaluations (perceptual evaluation, Voice Handicap Index, anamnesis of vocal complaints and vocal abuse) and objective voice evaluations (aerodynamic and acoustic parameters, vocal performance, and the Dysphonia Severity Index). The same voice assessment was performed after an academic lecture with a mean length of one and a half hours. The mean DSI score was + 2.2 for the male teachers and + 4.0 for the female teachers. The mean VHI score was 13. Perceptually, all voice parameters were rated as normal. The questionnaire revealed a relatively high amount of vocal abuse. No changes in the objective vocal parameters were found after the lecture. Perceptually, however, the voices of the university teachers were significantly less instable after the lecture. Although no negative changes in objective vocal quality were observed, 48% of the university teachers experienced subjective vocal changes. The authors concluded that university teachers are professional voice users with good vocal quality who suffer no handicapping effect from possible voice disorders. No important changes in the vocal profile after a teaching activity of one and a half hours were found, despite the high prevalence of voice complaints.

  12. Teaching Mathematical Word Problem Solving: The Quality of Evidence for Strategy Instruction Priming the Problem Structure

    Science.gov (United States)

    Jitendra, Asha K.; Petersen-Brown, Shawna; Lein, Amy E.; Zaslofsky, Anne F.; Kunkel, Amy K.; Jung, Pyung-Gang; Egan, Andrea M.

    2015-01-01

    This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et…

  13. The Problem with Reform from the Bottom up: Instructional practises and teacher beliefs of graduate teaching assistants following a reform-minded university teacher certificate programme

    Science.gov (United States)

    Addy, Tracie M.; Blanchard, Margaret R.

    2010-05-01

    Reform-minded practices are widely encouraged during pre-service science teacher education in concert with national reform documents. This contrasts to the nature of instruction within university science laboratories in which pre-service teachers enrol, which are largely confirmatory in nature. Undergraduate science laboratories are taught predominantly by graduate teaching assistants (GTAs) with minimal teacher preparation. The purpose of this mixed-methods study is to investigate the instructional practices and teacher beliefs of eight GTAs at a university with very high research activity who completed a reform-minded Teacher Certificate Programme, asking: What are their beliefs about teaching? How are their practices described? Do their beliefs and practices differ from one another? Do their teaching beliefs correspond with their practices? Findings indicate that GTAs held moderately reform-minded "transitional" beliefs of teaching following the programme, yet displayed fairly traditional instruction. Cross-case findings highlight similar patterns across subscales of the RTOP that draw attention to underlying constraints of the laboratory curriculum structure. We suggest that GTA professional development is best undertaken concurrent with laboratory course revision.

  14. Teacher candidates' perceptions regarding the integration of fictional literature into elementary science instruction

    Science.gov (United States)

    Everman, Daphne Jane

    The purpose of this study was to investigate the thoughts, feelings, and beliefs held by teacher candidates (TCs) regarding the integration of fictional literature into elementary science instruction. Data were collected in the forms of a Q sort completed by two sections of TCs as an in-class activity, demographics and background information filled out by each participant, and two focus groups. The data were analyzed through a blend of Q methodology and Yin's five phase analysis approach (2011), and a constructivist framework was used to analyze the potential impact TCs' background had on their perceptions of the use of fictional literature in elementary science. Key findings indicated that while many TCs have limited backgrounds in the use of fictional literature during science and would like more information about how to use it, overall, there was strong support for its use as a science teaching tool because it makes science more approachable, builds excitement, and encourages students to become more engaged.

  15. Software Quality and Copyright: Issues in Computer-Assisted Instruction.

    Science.gov (United States)

    Helm, Virginia

    The two interconnected problems of educational quality and piracy are described and analyzed in this book, which begins with an investigation of the accusations regarding the alleged dismal quality of educational software. The reality behind accusations of rampant piracy and the effect of piracy on the quality of educational software is examined…

  16. A Detailed Rubric for Assessing the Quality of Teacher Resource Apps

    Directory of Open Access Journals (Sweden)

    Todd Sloan Chener

    2016-06-01

    Full Text Available Since the advent of the iPhone and rise of mobile technologies, educational apps represent one of the fastest growing markets, and both the mobile technology and educational app markets are predicted to continue experiencing growth into the foreseeable future. The irony, however, is that even with a booming market for educational apps, very little research regarding the quality of them has been conducted. Though some instruments have been developed to evaluate apps geared towards student learning, no such instrument has been created for teacher resource apps, which are designed to assist teachers in completing common tasks (e.g., taking attendance, communicating with parents, monitoring student learning and behavior, etc.. Moreover, when teachers visit the App Store or Google Play to learn about apps, the only ratings provided to them are generic, five-point evaluations, which do not provide qualifiers that explain why an app earned three, two, or five points. To address that gap, previously conducted research related to designing instructional technologies coupled with best practices for supporting teachers were first identified. That information was then used to construct a comprehensive rubric for assessing teacher re-source apps. In this article, a discussion that explains the need for such a rubric is offered before describing the process used to create it. The article then presents the rubric and discusses its different components and potential limitations and concludes with suggestions for future research based on the rubric.

  17. Rethinking Teacher Quality at the Higher Education Level: Need For ...

    African Journals Online (AJOL)

    Quality has been a controversial issue in education generally and Business Education in particular. Business Education is aimed at equipping the recipients with the relevant knowledge, skills, attitude and values that will enable them function effectively as citizens. The quality of Business Teachers is paramount to the ...

  18. MOTIVATION AND CONFIDENCE OF INDONESIAN TEACHERS TO USE ENGLISH AS A MEDIUM OF INSTRUCTION

    Directory of Open Access Journals (Sweden)

    MANGASA ARITONANG

    2014-07-01

    Full Text Available This research paper investigates the motivation and confidence of Indonesian teachers of non-English to learn English and to use it as a medium of instruction resulting from their participation in a blended learning course. The purpose of the English learning for this particular group of teachers was to enable them to create English-speaking teaching and learning environment. Such environment is perceived as necessary to enhance English language learning and acquisition in some Indonesian vocational schools. The levels of motivation and confidence have been an issue because they potentially either contribute to or hinder English language learners to learn and use English for interactions. This qualitative research was undertaken using an interpretive research paradigm and a case study approach. Qualitative research data were collected from multiple sources such as in-depth interviews, observation notes, online interaction script, and reflective journals of the participants. Quantitative data were collected through surveys to add meaning to the qualitative data. The research revealed varying increase in the levels of motivation and confidence of the participants. Transformation of extrinsic to intrinsic motivations appeared to occur. Contributing factors to the increase of the motivation and confidence are discussed in this paper.

  19. A Methodological Study Evaluating a Pretutorial Computer-Compiled Instructional Program in High School Physics Instruction Initiated from Student-Teacher Selected Instructional Objectives. Final Report.

    Science.gov (United States)

    Leonard, B. Charles; Denton, Jon J.

    A study sought to develop and evaluate an instructional model which utilized the computer to produce individually prescribed instructional guides to account for the idiosyncratic variations among students in physics classes at the secondary school level. The students in the treatment groups were oriented toward the practices of selecting…

  20. Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

    Science.gov (United States)

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

    2013-10-01

    Many teachers believe that providing greater emotional and organizational supports in the beginning of the year strengthens their ability to teach effectively as the year progresses. Some interventions, such as the Responsive Classroom (RC) approach, explicitly embed this sequence into professional development efforts. We tested the hypothesis that earlier emotional and organizational supports set the stage for improved instruction later in the year in a sample of third- and fourth-grade teachers enrolled in a randomized controlled trial of the RC approach. Further, we examined the extent to which the model generalized for teachers using varying levels of RC practices as well as whether or not teachers were in the intervention or control groups. Teachers' emotional, organizational, and instructional interactions were observed using the Classroom Assessment Scoring System (Pianta, La Paro, & Hamre, 2008) on five occasions throughout the year. Results indicated a reciprocal relation between emotional and instructional supports. Specifically, higher levels of emotional support earlier in the year predicted higher instructional support later in the year. Also, higher levels of instructional support earlier in the year predicted higher emotional support later in the year. Classroom organization was not found to have longitudinal associations with the other domains across a year. This pattern was robust when controlling for the use of RC practices as well as across intervention and control groups. Further, teachers' use of RC practices predicted higher emotional support and classroom organization throughout the year, suggesting the malleability of this teacher characteristic. Discussion highlights the connection between teachers' emotional and instructional supports and how the use of RC practices improves teachers' emotionally supportive interactions with students. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights

  1. Case Studies of Secondary School Teachers Designing Socioscientific Issues-Based Instruction and Their Students' Socioscientific Reasoning

    Science.gov (United States)

    Karahan, Engin

    Addressing socioscientific issues (SSI) has been one of the main focuses in science education since the Science, Technology, and Society (STS) movement in the 1970s (Levinson, 2006); however, teaching controversial socioscientific issues has always been challenging for teachers (Dillon, 1994; Osborne, Duschl, & Fairbrother, 2002). Although teachers exhibit positive attitudes for using controversial socioscientific issues in their science classrooms, only a small percentage of them actually incorporate SSI content into their science curricula on a regular basis (Sadler, Amirshokoohi, Kazempour, & Allspaw, 2006; Lee & Witz, 2009). The literature in science education has highlighted the signi?cant relationships among teacher beliefs, teaching practices, and student learning (Bryan & Atwater, 2002; King, Shumow, & Lietz, 2001; Lederman, 1992). Despite the fact that the case studies present a relatively detailed picture of teachers' values and motivations for teaching SSI (e.g. Lee, 2006; Lee & Witz, 2009; Reis & Galvao, 2004), these studies still miss the practices of these teachers and potential outcomes for their students. Therefore, there is a great need for in-depth case studies that would focus on teachers' practices of designing and teaching SSI-based learning environments, their deeper beliefs and motivations for teaching SSI, and their students' response to these practices (Lee, 2006). This dissertation is structured as three separate, but related, studies about secondary school teachers' experiences of designing and teaching SSI-based classes and their students' understanding of science and SSI reasoning. The case studies in this dissertation seek answers for (1) teachers' practices of designing and teaching SSI-based instruction, as well as its relation to their deeper personal beliefs and motivations to teach SSI, and (2) how their students respond to their approaches of teaching SSI in terms of their science understanding and SSI reasoning. The first paper

  2. 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

  3. The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction

    Science.gov (United States)

    Hernandez, Cecilia M.

    2011-12-01

    Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when entering the classroom. Teacher educators must educate future teachers in ways that will help them teach all children regardless of language, cultural background, or prior knowledge. The purpose of this study was to explore the extent to which culturally and linguistically diverse (CLD) novice teachers described and demonstrated culturally responsive teaching strategies using their students' cultural and academic profiles to inform practice in science and mathematics instruction. This qualitative exploratory case study considered the culturally responsive teaching practices of 12, non-traditional, Latina/o students as they progressed through a distance-based collaborative teacher education program. Qualitative techniques used throughout this exploratory case study investigated cultural responsiveness of these student teachers as they demonstrated their abilities to: a) integrate content and facilitate knowledge construction; b) illustrate social justice and prejudice reduction; and c) develop students academically. In conclusion, student teachers participating in this study demonstrated their ability to integrate content by: (1) including content from other cultures, (2) building positive teacher-student relationships, and (3) holding high expectations for all students. They also demonstrated their ability to facilitate knowledge construction by building on what students knew. Since there is not sufficient data to support the student teachers' abilities to assist students in learning to be critical, independent thinkers who are open to other ways of knowing, no conclusions regarding this subcategory could be drawn. Student teachers in this study illustrated prejudice reduction by: (1) using native language support to assist students in learning and understanding science and math content

  4. LATENT CLUSTER ANALYSIS OF INSTRUCTIONAL PRACTICES REPORTED BY HIGH- AND LOW-PERFORMING MATHEMATICS TEACHERS IN FOUR COUNTRIES

    Directory of Open Access Journals (Sweden)

    Qiang Cheng

    2017-06-01

    Full Text Available Using Trends in International Mathematics and Science Study (TIMSS 2011 eighth-grade international dataset, this study explored the profiles of instructional practices reported by high- and low-performing mathematics teachers across the US, Finland, Korea, and Russia. Concepts of conceptual teaching and procedural teaching were used to frame the design of the current study. Latent cluster analysis was applied in the investigation of the profiles of mathematics teachers’ instructional practices across the four education systems. It was found that all mathematics teachers in the high- and low-performing groups used procedurally as well as conceptually oriented practices in their teaching. However, one group of high-performing mathematics teachers from the U.S. sample and all the high-performing teachers from Finland, Korea, and Russia showed more frequent use of conceptually oriented practices than their corresponding low-performing teachers. Another group of U.S. high-performing mathematics teachers showed a distinctive procedurally oriented pattern, which presented a rather different picture. Such results provide useful suggestions for practitioners and policy makers in their effort to improve mathematics teaching and learning in the US and in other countries as well.DOI: http://dx.doi.org/10.22342/jme.8.2.4066.115-132

  5. Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms

    Science.gov (United States)

    Parker, Lesley H.; Rennie, Léonie J.

    2002-09-01

    Debate continues over the benefits, or otherwise, of single-sex classes in science and mathematics, particularly for the performance of girls. Previous research and analyses of the circumstances surrounding the implementation of single-sex classes warn that the success of the strategy requires due consideration of the nature of the instructional environment for both boys and girls, together with appropriate support for the teachers involved. This article reports the circumstances under which teachers were able to implement gender-inclusive strategies in single-sex science classes in coeducational high schools and documents some of the difficulties faced. The study was part of the Single-Sex Education Pilot Project (SSEPP) in ten high schools in rural and urban Western Australia. Qualitative and quantitative data were gathered during the project from teachers, students and classroom observations. Overall, it was apparent that single-sex grouping created environments in which teachers could implement gender-inclusive science instructional strategies more readily and effectively than in mixed-sex settings. Teachers were able to address some of the apparent shortcomings of the students' previous education (specifically, the poor written and oral communication of boys and the limited experience of girls with 'hands-on' activities and open-ended problem solving). Further, in same-sex classrooms, sexual harassment which inhibited girls' learning was eliminated. The extent to which teachers were successful in implementing gender-inclusive instructional strategies, however, depended upon their prior commitment to the SSEPP as a whole, and upon the support or obstacles encountered from a variety of sources, including parents, the community, students, and non-SSEPP teachers.

  6. Permanent Training of Teachers as a Reference to Educational Quality

    Directory of Open Access Journals (Sweden)

    Johana Carolina Peña Lozada

    2017-08-01

    Full Text Available The present article of bibliographical revision intends to make a reflection to characterize the Permanent Formation of the Teachers as Referent of the Educational Quality, through a documentary revision, in order to realize an evaluation of the component permanent formation under the scheme of the educational quality, The analysis points to considerations made by different authors, in the most relevant aspects, it becomes notorious and imperative to include policies, plans and programs according to the ongoing training of the teacher to achieve all the objectives pursued by education in the Different spaces that comprise it involving the praxis of the teacher in its action with a view to a better educational quality.

  7. Teacher Salaries and the Shortage of High-Quality Teachers in China's Rural Primary and Secondary Schools

    Science.gov (United States)

    Xuehui, An

    2018-01-01

    Teacher salary level and structure are not only important factors affecting the supply of primary and secondary school teachers, but they are also crucial to attracting, training, and retaining high-quality teachers, thereby impacting the overall quality of education and teaching in schools. The reform of China's basic education management system…

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

    Science.gov (United States)

    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…

  9. Combining Project-based Instruction, Earth Science Content, and GIS Technology in Teacher Professional Development: Is this Holistic Approach Sustainable?

    Science.gov (United States)

    Rubino-Hare, L.; Bloom, N.; Claesgens, J.; Fredrickson, K.; Henderson-Dahms, C.; Sample, J. C.

    2012-12-01

    From 2009-2011, with support from the National Science Foundation (ITEST, DRL-0929846) and Science Foundation Arizona (MSAG-0412-09), educators, geologists and geographers at Northern Arizona University (NAU) partnered to offer professional development for interdisciplinary teams of secondary and middle school teachers with a focus on project-based instruction (PBI) using geospatial technologies (GST). While participating in professional development teachers received support and were held accountable to NAU staff. They implemented activities and pedagogical strategies presented, increased knowledge, skills, and confidence teaching with project-based instruction integrating GST, and their students demonstrated learning gains. Changes in student understanding are only observed when teachers continue to implement change, so the question remained: did these changes in practice sustain after official project support ended? In order to determine what, if anything, teachers sustained from the professional development and the factors that promoted or hindered sustained use of teaching with GST and PBI, data were collected one to two years following the professional development. Research questions included a) what pedagogical practices did teachers sustain following the professional learning experiences? and b) what contexts were present in schools that supported or limited the use of geospatial technologies as a teaching and learning tool? Findings from this study indicate that teachers fall into three categories of sustaining implementation - reformed implementers, mechanical implementers and non-implementers. School context was less of a factor in level of implementation than teachers' beliefs and philosophy of teaching and teachers' understanding of technology integration (teaching with technology vs. teaching technology). Case studies of teacher experiences will be presented along with implications for future professional development.

  10. Using Electronic Messaging to Improve the Quality of Instruction.

    Science.gov (United States)

    Zack, Michael H.

    1995-01-01

    Qualitative and quantitative data from business students using electronic mail and computer conferencing showed these methods enabled the instructor to be more accessible and responsive; greater class cohesion developed, and perceived quality of the course and instructor effectiveness increased. (SK)

  11. [Development and Effects of an Instructional Coaching Program Regarding Children with Attention Deficit Hyperactivity Disorder for Elementary School Teachers].

    Science.gov (United States)

    Park, Shin Jeong; Park, Wan Ju

    2017-06-01

    The aim of this study was to identify the effects of a newly developed instructional coaching program regarding Attention Deficit Hyperactivity Disorder (ADHD) for teachers. Seventy teachers participated in this study involving a nonequivalent control group and a pretest-posttest design. The instructional coaching program consisted of eight 60-minute sessions. The program was developed through a theoretical development program involving six steps. To evaluate the effects of the program, data were collected through self-report questionnaires including the Knowledge Scale of Attention Deficit Disorder, Attitude Scale of Primary School Teachers Experiencing Students with ADHD, Practice Scale of Educational Intervention Activity, and the Korean ADHD Rating Scale. Data were analyzed with an independent t test, a chi-square test, and an ANCOVA using SPSS WIN version 20. The intervention program consisted of 3 sectors, 8 subjects, and 24 content items. The experimental group showed a significant improvement in attitudes toward ADHD (F=22.83, pteacher's knowledge regarding ADHD (F=7.16, p=.010) and the implementation of instructional interventions (F=4.29, p=.043) improved. Further, teachers reported a reduction in children's ADHD-related behavior (F=4.34, p=.041). Results showed that the coaching program made a positive contribution to teaching skills and understanding of school-age children with ADHD. The instructional coaching program was well structured and significantly improved not only teachers'attitudes, knowledge, and teaching skills but also the behavior of children with ADHD in class. Therefore, the program is recommended as a means of facilitating teaching and managing children with ADHD in class. © 2017 Korean Society of Nursing Science

  12. Delivery of Instructions via Mobile Social Media App Increases Quality of Bowel Preparation.

    Science.gov (United States)

    Kang, Xiaoyu; Zhao, Lina; Leung, Felix; Luo, Hui; Wang, Limei; Wu, Ji; Guo, Xiaoyang; Wang, Xiangping; Zhang, Linhui; Hui, Na; Tao, Qin; Jia, Hui; Liu, Zhiguo; Chen, Zhangqin; Liu, Junjun; Wu, Kaichun; Fan, Daiming; Pan, Yanglin; Guo, Xuegang

    2016-03-01

    Bowel preparation is closely linked to the quality of colonoscopy. We investigated whether delivery of instructions via a social media app increases the quality of colonoscopy by improving adequacy of bowel preparation. We performed a prospective study at 3 endoscopic centers in China of 770 colonoscopy outpatients (18-80 years old) with convenient access to Wechat (a widely used mobile social media app) from May through November 2014. Patients were randomly assigned to groups that received standard education along with delivery of interactive information via Wechat (n = 387) or standard education (controls, n = 383). The primary outcome was proportion of patients with adequate bowel preparation (Ottawa score <6). Secondary outcomes included rates of adenoma detection and cecal intubation, cecal intubation time, rates of incomplete compliance with instructions, and patient willingness to repeat bowel preparation. Demographic features were comparable between the groups. A higher proportion of patients in the group that received social media instruction had adequate bowel preparation than the control group (82.2% vs 69.5%, P < .001). Among patients with successful colonoscopies, the group that received social media instruction had lower mean total and segmental Ottawa scores (P < .05). A higher proportion of patients receiving social media instruction also had cecal intubation (97.2% vs 93.2% in controls, P = .014) and were found to have adenomas (18.6% vs 12.0% in controls, P = .012). Instruction via a mobile social media app, in conjunction with regular instruction, increases subjective measures of adequacy of bowel preparation. Use of the app significantly increased the proportion of patients with successful cecal intubation and in whom adenomas were detected, indicating increased quality of colonoscopy. ClinicalTrials.gov number: NCT02140827. Copyright © 2016 AGA Institute. Published by Elsevier Inc. All rights reserved.

  13. Observing the interactive qualities of L2 instructional practices in ESL and FSL classrooms

    Directory of Open Access Journals (Sweden)

    Michael Zuniga

    2016-03-01

    Full Text Available Discourse features that promote the generation of interactionally modified input and output, such as negotiation for meaning, have been shown to significantly enhance second language acquisition. Research has also identified several characteristics of instructional practices that render them more or less propitious to the generation of these discourse features. While various classroom observation studies have successfully measured the communicative orientation of classroom environments, most of the indicators of interactivity analyzed in those studies were obtained through micro-level discourse analyses and not through macro-level analyses of task-related factors shown to directly influence the interactivity of instructional practices. Such a macro-level scale has potential practical implications for teachers and administrators seeking an efficient tool for assessing and improving the interactivity afforded by a given curriculum. The objective of the present study was therefore to develop macro-level scale to determine the extent to which teachers of French and English as a second language use interaction-friendly instructional practices. Using an observation scheme designed to code data on factors shown to influence interactivity, 63 hours of FSL and ESL classes from secondary schools in the Montreal area were observed and analyzed. Results indicate clear differences between the two groups. While both ESL and FSL classes were less teacher-centered than those observed in previous studies, they were still rated as not-very-interactive. Target language differences showed that the FSL classes were more teacher-centered and characterized by fewer interaction-friendly tasks and activities than the ESL classes. Task characteristics, reasons for ESL and FSL differences and recommendations for improvement are discussed.

  14. Comparing levels of school performance to science teachers' reports on knowledge/skills, instructional use and student use of computers

    Science.gov (United States)

    Kerr, Rebecca

    The purpose of this descriptive quantitative and basic qualitative study was to examine fifth and eighth grade science teachers' responses, perceptions of the role of technology in the classroom, and how they felt that computer applications, tools, and the Internet influence student understanding. The purposeful sample included survey and interview responses from fifth grade and eighth grade general and physical science teachers. Even though they may not be generalizable to other teachers or classrooms due to a low response rate, findings from this study indicated teachers with fewer years of teaching science had a higher level of computer use but less computer access, especially for students, in the classroom. Furthermore, teachers' choice of professional development moderated the relationship between the level of school performance and teachers' knowledge/skills, with the most positive relationship being with workshops that occurred outside of the school. Eighteen interviews revealed that teachers perceived the role of technology in classroom instruction mainly as teacher-centered and supplemental, rather than student-centered activities.

  15. User-Oriented Quality for OER: Understanding Teachers' Views on Re-Use, Quality, and Trust

    Science.gov (United States)

    Clements, K. I.; Pawlowski, J. M.

    2012-01-01

    We analysed how teachers as users of open educational resources (OER) repositories act in the re-use process and how they perceive quality. Based on a quantitative empirical study, we also surveyed which quality requirements users have and how they would contribute to the quality process. Trust in resources, organizations, and technologies seem to…

  16. Evaluation of Pre-Service Teachers' Opinions about Teaching Methods and Techniques Applied by Instructors

    Science.gov (United States)

    Aykac, Necdet

    2016-01-01

    Problem Statement: Training qualified teachers depends on the quality of the trainers. From this point of view, the quality of teacher educators and their instruction in the classroom are important to train qualified teachers. This is because teachers tend to see teacher educators who have trained them as role models, and during their school…

  17. Assessment of quality in the management of an instructional offering ...

    African Journals Online (AJOL)

    The context of Technikon Higher Education has changed, particularly in the introduction of research as part of the triad (teaching/learning, community service and research). Nationally, technikons are faced with the challenge of ensuring performance excellence, continuous improvement and academic quality in tertiary ...

  18. The Effect of Instructional Quality on Low- and High-Performing Students

    Science.gov (United States)

    Stipek, Deborah; Chiatovich, Tara

    2017-01-01

    The study assessed the effects of the quality of reading and math instruction and classroom climate on the academic skills and engagement of 314 children in 245 classrooms at the end of third grade. All of the children in the study were from families with low incomes. On a classroom observation measure developed for the study, regression analyses…

  19. Instructional Materials for Improving the Quality of the Environment. Information Bulletin. No. 2, 1985.

    Science.gov (United States)

    Disinger, John F.; Blosser, Patricia E., Ed.

    Three major themes of ecology, ethics, and economics characterize the current conservation/environmental movement and present a challenge for the environmental educator in teaching about environmental quality. This bulletin provides assistance for the practitioner by identifying current instructional materials that address concerns in this area.…

  20. Can Increasing Faculty Professionalism Raise Instructional Quality at a Chinese University?

    Science.gov (United States)

    Lindgren, Jeffrey D.

    2013-01-01

    The purpose of this study was to determine if increasing faculty professionalism is a viable strategy for raising the quality of instruction at a Chinese university. In this study, increasing faculty professionalism refers to increases in regards to six areas of faculty work: academic freedom, work balance, governance, reward systems, salary, and…

  1. Using the instructional congruence model to change a science teacher's practices and English language learners' attitudes and achievement in science

    Science.gov (United States)

    Salame, Hania Moussa

    The purpose of the current study was to examine the effects of adapting the instructional congruence model on the English Language Learners' (ELL) attitudes and achievement in science. Changes in teacher's views and practices were documented. The mixed-method approach was adapted. Data sources were the "Attitude Towards Science" survey, VNOS-C questionnaire, Luykx and Lee (2007) observational instrument, Gee (1997) discussion categories, video recordings, and pre- and post-tests. A science teacher and a class of 24 ELL female students in a charter school participated in this research. The results of this study indicated that student achievement increased significantly and students' attitudes improved in all contexts. At the conclusion of the study, all teacher's views on NOS were reported to be informed, teacher's practices were rated higher, and different classroom interactions increased significantly. The instructional congruence model in science education has been successful in reaching different learners, improving students' attitudes and achievement in science and enhancing teacher's views and practices. This model has significant potential for meeting the challenging goals of reformed science education.

  2. Caring Enough to Teach Science. Helping Pre-service Teachers View Science Instruction as an Ethical Responsibility

    Science.gov (United States)

    Grinell, Smith; Rabin, Colette

    2017-11-01

    The goal of this project was to motivate pre-service elementary teachers to commit to spending significant instructional time on science in their future classrooms despite their self-assessed lack of confidence about teaching science and other impediments (e.g., high-stakes testing practices that value other subjects over science). Pre-service teachers in science methods courses explored connections between science and ethics, specifically around issues of ecological sustainability, and grappled with their ethical responsibilities as teachers to provide science instruction. Survey responses, student "quick-writes," interview transcripts, and field notes were analyzed. Findings suggest that helping pre-service teachers see these connections may shape their beliefs and dispositions in ways that may motivate them to embark on the long road toward improving their science pedagogical content knowledge and ultimately to teach science to their students more often and better than they otherwise might. The approach may also offer a way for teachers to attend to the moral work of teaching.

  3. Teacher Compensation and School Quality: New Findings from National and International Data

    Science.gov (United States)

    Zhang, Zhijuan; Verstegen, Deborah A.; Kim, Hoe Ryoung

    2008-01-01

    Are teacher salaries related to school quality in terms of student academic achievement and teacher retention? Are teacher salaries important factors influencing teacher job satisfaction? Is teacher job satisfaction related to retention? This research addressed these questions using international and national data. First, the literature will be…

  4. The impact of high-stakes, state-mandated student performance assessment on 10th grade English, mathematics, and science teachers' instructional practices

    Science.gov (United States)

    Vogler, Kenneth E.

    The purpose of this study was to determine if the public release of student results on high-stakes, state-mandated performance assessments influence instructional practices, and if so in what manner. The research focused on changes in teachers' instructional practices and factors that may have influenced such changes since the public release of high-stakes, state-mandated student performance assessment scores. The data for this study were obtained from a 54-question survey instrument given to a stratified random sample of teachers teaching at least one section of 10th grade English, mathematics, or science in an academic public high school within Massachusetts. Two hundred and fifty-seven (257) teachers, or 62% of the total sample, completed the survey instrument. An analysis of the data found that teachers are making changes in their instructional practices. The data show notable increases in the use of open-response questions, creative/critical thinking questions, problem-solving activities, use of rubrics or scoring guides, writing assignments, and inquiry/investigation. Teachers also have decreased the use of multiple-choice and true-false questions, textbook-based assignments, and lecturing. Also, the data show that teachers felt that changes made in their instructional practices were most influenced by an "interest in helping my students attain MCAS assessment scores that will allow them to graduate high school" and by an "interest in helping my school improve student (MCAS) assessment scores," Finally, mathematics teachers and teachers with 13--19 years of experience report making significantly more changes than did others. It may be interpreted from the data that the use of state-mandated student performance assessments and the high-stakes attached to this type of testing program contributed to changes in teachers' instructional practices. The changes in teachers' instructional practices have included increases in the use of instructional practices deemed

  5. CESAME: Providing High Quality Professional Development in Science and Mathematics for K-12 Teachers

    Science.gov (United States)

    Hickman, Paul

    2002-04-01

    It is appropriate that after almost half a century of Science and Mathematics education reform we take a look back and a peek forward to understand the present state of this wonderfully complex system. Each of the components of this system including teaching, professional development, assessment, content and the district K-12 curriculum all need to work together if we hope to provide quality science, mathematics and technology education for ALL students. How do the state and national standards drive the system? How do state policies on student testing and teacher licensure come into play? How do we improve the preparation, retention and job satisfaction of our K-12 teachers? What initiatives have made or are making a difference? What else needs to be done? What can the physics community do to support local efforts? This job is too big for any single organization or individual but we each can contribute to the effort. Our Center at Northeastern University, with support from the National Science Foundation, has a sharply defined focus: to get high quality, research-based instructional materials into the hands of K-12 classroom teachers and provide the support they need to use the materials effectively in their classrooms.

  6. LEARNING-RELATED SOCIAL SKILLS AS A MEDIATOR BETWEEN TEACHER INSTRUCTION AND CHILD ACHIEVEMENT IN HEAD START

    Science.gov (United States)

    Gershoff, Elizabeth

    2015-01-01

    Using a subsample of the Family and Child Experiences Survey (FACES) 2006, this study examined the associations between the amount of teacher instruction in 292 Head Start classrooms with changes in young children’s (n = 936) early academic achievement and learning-related social skills from ages 3 to 5. In general, during the early years, children exhibited relatively stable academic and learning-related social skills. Although the amount of teacher instruction did not predict children’s short-term academic growth directly, it did predict it indirectly through improvements in learning-related social skills, with benefits lasting through the end of kindergarten. These findings demonstrate that gains in children’s learning-related social skills may be necessary before academic gains can be realized. PMID:26692657

  7. Examination of instructional strategies: Secondary science teachers of mainstreamed English language learners in two high schools in southern New England

    Science.gov (United States)

    Yangambi, Matthieu Wakalewae

    2005-12-01

    Increasingly, English Language Learners (ELLs) are mainstreamed in science classes. As a result, science teachers must assume responsibility for these students' education. Currently, state tests show a wide performance gap between ELLs and non-ELLs in science and other content area courses. For instance, the Massachusetts Comprehensive Assessment System (MCAS) shows a two years average performance of 6% for ELLs and 33% for non-ELLs in English Language Arts (ELA), Mathematics, and Science and Technology, a 27% performance gap (Lachat, 2000). The use of research based effective teaching strategies for ELLs is indispensable in order to meet ELLs' learning needs (Jarret, 1999). The purpose of this study was to determine if differences exist between ELLs and non-ELLs regarding instructional strategies that secondary science teachers employ. Four areas were examined: instructional strategies mainstreamed ELLs and non-ELLs report as being most frequently employed by their science teachers, instructional strategies ELLs and non-ELLs consider most effective in their learning, the existing differences between ELLs and non-ELLs in the rating of effectiveness of instructional strategies their teachers currently practice, and factors impacting ELLs and non-ELLs' performance on high-stakes tests. This study was conducted in two urban high schools in Southern New England. The sample (N = 71) was based on the non-probability sampling technique known as convenience sampling from students registered in science classes. The questionnaire was designed based on research-based effective teaching strategies (Burnette, 1999; Ortiz, 1997), using a Likert-type scale. Several findings were of importance. First, ELLs and non-ELLs reported similar frequency of use of effective instructional strategies by teachers. However, ELLs and non-ELLs identified different preferences for strategies. Whereas non-ELLs preferred connecting learning to real life situations, ELLs rated that strategy as least

  8. Teacher quality and quantity as correlates of secondary school ...

    African Journals Online (AJOL)

    This study investigated the twin variables of quality and quantity of teachers as correlates of secondary school academic performance in Ogun State of Nigeria between 1997/98 and 2000/2001 academic sessions. The study was conducted ex-post facto under a descriptive survey research design using the proportional to ...

  9. Deconstructing Teacher Quality in Urban Early Childhood Education

    Science.gov (United States)

    Young, Jemimah L.; Butler, Bettie Ray; Dolzhenko, Inna N.; Ardrey, Tameka N.

    2018-01-01

    Purpose: The purpose of this paper is to deconstruct the extant scholarship on quality in early childhood education and to emphasize the importance of extending the literature to explore the potential influence that a teachers' educational background may have on kindergarten readiness for African American children in urban early learning settings.…

  10. The Effects of Mentor Instruction on Teaching Visual Supports to Novice, Special Education Teachers

    Science.gov (United States)

    Mrstik, Samantha L.; Vasquez, Eleazar; Pearl, Cynthia

    2018-01-01

    The use of mentor teachers to sustain the longevity of a novice special education teacher is not a new tactic nor is the use of a mentor teacher's guidance in professional development for novice teachers. This study examines a new method of mentor teachers conducting professional development sessions for novice special educators through the use of…

  11. Effects of teacher-directed versus student-directed instruction and cues versus no cues for improving spelling performance

    OpenAIRE

    Gettinger, Maribeth

    1985-01-01

    The purpose of this study was twofold: to examine the effects of imitating children's spelling errors alone and in combination with visual and verbal cues on spelling accuracy and retention among poor spellers and to compare the effectiveness of student-directed versus teacher-directed spelling instruction on children's spelling accuracy and retention. Nine children received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed ins...

  12. Quality of publication ethics in the instructions to the authors of Iranian journals of medical sciences.

    Science.gov (United States)

    Salamat, Fatemeh; Sobhani, Abdol-Rasoul; Mallaei, Mahin

    2013-03-01

    Providing a perfect instruction to authors can prevent most potential publication ethics errors. This study was conducted to determine the quality of ethical considerations in the instructions to the authors of Iranian research scientific journals of medical sciences (accredited by the Commission for Accreditation and Improvement of Iranian Medical Journals) in October 2011. Checklist items (n=15) were extracted from the national manual of ethics in medical research publications, and the validity of the manual of ethics was assessed. All the accredited Iranian journals of medical sciences (n=198) were entered into the study. The instructions to the authors of 160 accredited Iranian journals were available online and were reviewed. The ANOVA and Kendall Correlation coefficient were performed to analyze the results. A total of 76 (47.5%) of the 160 journals were in English and 84 (52.5%) were in Farsi. The most frequently mentioned items related to publication ethics comprised "commitment not to send manuscripts to other journals and re-publish manuscripts" (85%, 83.8%), "aim and scope" of the journal (81.9%), "principles of medical ethics in the use of human samples" (74.4%), and "review process" (74.4%). On the other hand, the items of "principles of advertising" (1.2%), "authorship criteria" (15%), and "integrity in publication of clinical trial results" (30.6%) were the least frequently mentioned ones. Based on the study findings, the quality of publication ethics, as instructed to the authors, can improve the quality of the journals.

  13. The use of computer based instructions to enhance Rwandan ...

    African Journals Online (AJOL)

    Annestar

    (2) To what extent the newly acquired ICT skills impact on teachers' competency? (3) How suitable is computer based instruction to enhance teachers' continuous professional development? Literature review. ICT competency for teachers. Regardless of the quantity and quality of technology available in classrooms, the key ...

  14. Improving the Quality of Lab Reports by Using Them as Lab Instructions

    Science.gov (United States)

    Haagen-Schuetzenhoefer, Claudia

    2012-10-01

    Lab exercises are quite popular in teaching science. Teachers have numerous goals in mind when teaching science laboratories. Nevertheless, empirical research draws a heterogeneous picture of the benefits of lab work. Research has shown that it does not necessarily contribute to the enhancement of practical abilities or content knowledge. Lab activities are frequently based on recipe-like, step-by-step instructions ("cookbook style"), which do not motivate students to engage cognitively. Consequently, students put the emphasis on "task completion" or "manipulating equipment."2

  15. An Evaluation of Instructional Coaching at Selected High Schools in North Louisiana and Its Effect on Student Achievement, Organizational Climate, and Teacher Efficacy

    Science.gov (United States)

    Hearn, Richard M.

    2010-01-01

    The purpose of this study was to compare high schools in north Louisiana to determine if the presence or absence of instructional coaches influenced student achievement, organizational climate, and/or teacher efficacy in any significant manner. The 11 high schools in north Louisiana utilizing instructional coaches were matched to 11 high schools…

  16. Recruiting and retaining high-quality teachers in rural areas.

    Science.gov (United States)

    Monk, David H

    2007-01-01

    In examining recruitment and retention of teachers in rural areas, David Monk begins by noting the numerous possible characteristics of rural communities--small size, sparse settlement, distance from population concentrations, and an economic reliance on agricultural industries that are increasingly using seasonal and immigrant workers to minimize labor costs. Many, though not all, rural areas, he says, are seriously impoverished. Classes in rural schools are relatively small, and teachers tend to report satisfaction with their work environments and relatively few problems with discipline. But teacher turnover is often high, and hiring can be difficult. Monk observes that rural schools have a below-average share of highly trained teachers. Compensation in rural schools tends to be low, perhaps because of a lower fiscal capacity in rural areas, thus complicating efforts to attract and retain teachers. Several student characteristics, including relatively large shares of students with special needs and with limited English skills and lower shares of students attending college, can also make it difficult to recruit and retain high-quality teachers. Other challenges include meeting the needs of highly mobile children of low-income migrant farm workers. With respect to public policy, Monk asserts a need to focus on a subcategory of what might be called hard-to-staff rural schools rather than to develop a blanket set of policies for all rural schools. In particular, he recommends a focus on such indicators as low teacher qualifications, teaching in fields far removed from the area of training, difficulty in hiring, high turnover, a lack of diversity among teachers in the school, and the presence of migrant farm workers' children. Successful efforts to stimulate economic growth in these areas would be highly beneficial. He also calls attention to the potential for modern telecommunication and computing technologies to offset some of the drawbacks associated with teaching

  17. Teaching mathematical word problem solving: the quality of evidence for strategy instruction priming the problem structure.

    Science.gov (United States)

    Jitendra, Asha K; Petersen-Brown, Shawna; Lein, Amy E; Zaslofsky, Anne F; Kunkel, Amy K; Jung, Pyung-Gang; Egan, Andrea M

    2015-01-01

    This study examined the quality of the research base related to strategy instruction priming the underlying mathematical problem structure for students with learning disabilities and those at risk for mathematics difficulties. We evaluated the quality of methodological rigor of 18 group research studies using the criteria proposed by Gersten et al. and 10 single case design (SCD) research studies using criteria suggested by Horner et al. and the What Works Clearinghouse. Results indicated that 14 group design studies met the criteria for high-quality or acceptable research, whereas SCD studies did not meet the standards for an evidence-based practice. Based on these findings, strategy instruction priming the mathematics problem structure is considered an evidence-based practice using only group design methodological criteria. Implications for future research and for practice are discussed. © Hammill Institute on Disabilities 2013.

  18. Water Quality Instructional Resources Information System (IRIS): A Compilation of Abstracts to Water Quality and Water Resources Materials. Supplement 34, 1988.

    Science.gov (United States)

    Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.

    The Environmental Quality Instructional Resources Center in Columbus, Ohio, acquires, reviews, indexes, and announces both print (books, modules, units, etc.) and non-print (films, slides, video tapes, etc.) materials related to water quality and water resources education and instruction. In addition some materials related to pesticides, hazardous…

  19. Water Quality Instructional Resources Information System (IRIS): A Compilation of Abstracts to Water Quality and Water Resources Materials. Supplement 32, 1987.

    Science.gov (United States)

    Ohio State Univ., Columbus, OH. Information Reference Center for Science, Mathematics, and Environmental Education.

    The Environmental Quality Instructional Resources Center in Columbus, Ohio, acquires, reviews, indexes, and announces both print (books, modules, units, etc.) and non-print (films, slides, video tapes, etc.) materials related to water quality and water resources education and instruction. In addition some materials related to pesticides, hazardous…

  20. Contemporary Technologies to Improve the Quality of Education When Training Teachers

    Science.gov (United States)

    Sibgatullina, Alfiya

    2015-01-01

    The article considers contemporary technologies to improve the quality of teachers' education (as exemplified by the training of foreign language teachers). The author presents analysis of the "quality of education" concept, proposes and analyzes the criteria for assessing the quality of education of future foreign language teachers.…

  1. Examining Teacher Job Satisfaction and Principals' Instructional Supervision Behaviours: A Comparative Study of Turkish Private and Public School Teachers

    Science.gov (United States)

    Sungu, Hilmi; Ilgan, Abdurrahman; Parylo, Oksana; Erdem, Mustafa

    2014-01-01

    In spite of a strong body of research examining teacher job satisfaction and teachers' assessment of their principals' behaviours, most studies focus on the educational systems in the first world countries. This quantitative study focuses on a lesser-examined educational context by comparing school teachers' job satisfaction levels and principals'…

  2. Promoting Instructional Improvement or Resistance? A Comparative Study of Teachers' Perceptions of Teacher Evaluation Policy in Korea and the USA

    Science.gov (United States)

    Kim, Jihyun; Youngs, Peter

    2016-01-01

    This study draws on institutional theory to examine teachers' and principals' perceptions of new teacher evaluation policies, factors that influence such perceptions and how such perceptions shape the implementation of the policies in Seoul (Korea) and Michigan (USA). The study featured in-depth interviews of 11 elementary school teachers and 4…

  3. Teacher Quality, Teacher Effectiveness and the Diminishing Returns of Current Education Policy Expressions

    Science.gov (United States)

    Skourdoumbis, Andrew

    2017-01-01

    This paper engages with an overt policy storyline, namely that the effective classroom teaching practice(s) of quality teachers not only corrects for but overcomes post-Fordist capital insecurities. Increasingly considered the sole and only solid foundations needed to enhance student achievement as preparation for twenty-first century economic…

  4. Perceptions of Critical Factors Related to Teacher Quality: Teacher Inputs, System Inputs, and Comprehensive Hiring Practices

    Science.gov (United States)

    Pippen, Rebecca Gintz

    2016-01-01

    For decades, accountability for student results has been at the forefront of school reform. While many school-based factors have influence, teacher quality has consistently been identified as the most important school-based factor related to student achievement (Rivkin, Hanushek, & Kain, 2000; Stronge, 2007). Research also suggests that a…

  5. TEACHER EDUCATION IN CONTEMPORARY SOCIETY: PEDAGOGICAL PRACTICES FOR HOLISTIC QUALITY AND RELEVANT TEACHER EDUCATION IN THE 21ST CENTURY

    OpenAIRE

    Harriet Wambui Njui

    2017-01-01

    This paper reviews literature on selected pedagogical practices with a view to making recommendations on how teacher training colleges in Kenya could employ collaborative pedagogies in instruction in order to nurture teacher trainees with knowledge, skills, values and attitudes that prepare them to effectively facilitate learning in schools after pre-service training. Collaborative pedagogies have the advantage of developing learners with 21st century skills such as creativity, critical think...

  6. Developing Teacher Capacity for Serving ELLs' Writing Instructional Needs: A Case for Systemic Functional Linguistics

    Science.gov (United States)

    Aguirre-Munoz, Zenaida; Park, Jae-Eun; Amabisca, Anastasia; Boscardin, Christy Kim

    2008-01-01

    Although explicit grammar instruction has been a source of considerable debate in second-language teaching, increasingly educational linguists assert instruction in academic language is critical, given the current assessment reform in K-12 contexts. Of particular concern is that contemporary English-Language-Learner (ELL) instruction focuses on…

  7. Chemistry Teachers' Perceived Benefits and Challenges of Inquiry-Based Instruction in Inclusive Chemistry Classrooms

    Science.gov (United States)

    Mumba, F.; Banda, A.; Chabalengula, V. M.

    2015-01-01

    Studies on inquiry-based instruction in inclusive science teaching have mainly focused on elementary and middle school levels. Little is known about inquiry-based instruction in high school inclusive science classes. Yet, such classes have become the norm in high schools, fulfilling the instructional needs of students with mild disabilities. This…

  8. Language and reading instruction in early years' classrooms: the knowledge and self-rated ability of Australian teachers.

    Science.gov (United States)

    Stark, Hannah L; Snow, Pamela C; Eadie, Patricia A; Goldfeld, Sharon R

    2016-04-01

    This study sought to investigate the level of knowledge of language constructs in a cohort of Australian teachers and to examine their self-rated ability and confidence in that knowledge. Seventy-eight teachers from schools across the Australian state of Victoria completed a questionnaire which included items from existing measures, as well as newly developed items. Consistent with a number of earlier Australian and international studies, teachers' explicit and implicit knowledge of basic linguistic constructs was limited and highly variable. A statistically significant correlation was found between (1) total self-rated ability and (2) years since qualification and experience teaching the early years of primary school; however, no relationship was found between self-rated ability and overall performance on knowledge items. Self-rated ability to teach phonemic awareness and phonics had no relationship with demonstrated knowledge in these areas. Teachers were most likely to rate their ability to teach skills including spelling, phonics, comprehension or vocabulary as either moderate or very good. This was despite most respondents demonstrating limited knowledge and stating that they did not feel confident answering questions about their knowledge in these areas. The findings from this study confirm that in the field of language and literacy instruction, there is a gap between the knowledge that is theoretically requisite, and therefore expected, and the actual knowledge of many teachers. This finding challenges current pre-service teacher education and in-service professional learning.

  9. Teacher Use of Instructional Technology in a Special Education School for Students with Intellectual Disabilities: A Case Study

    Directory of Open Access Journals (Sweden)

    Canan Sola Özgüç

    2014-01-01

    Full Text Available The purpose of this study was to investigate use of Instructional Technology (IT by special education teachers in a school for students with moderate to severe intellectual disability (ID. Research questions were a Which IT do teachers use during class time? b What are the ways of providing IT? (c What are the problems that teachers encountered while using IT? (d What are the results and effects of the encountered problems? (e Is there any use of assistive technology (AT devices? This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews were conducted with nine teachers; students with moderate to severe ID in the first, second, fifth, and seventh grade were observed in social studies lessons, as were eight teachers of those students. The study showed that use of IT is limited in a special school for children with ID and this situation is affecting teachers and students in a negative way. Also, use of AT is lacking

  10. The teacher´s ethical competences and quality education

    Directory of Open Access Journals (Sweden)

    Emilio García García

    2010-12-01

    Full Text Available In this article we reflect on the teaching profession, on the teachers’ requests and demands and how they can be met. The teacher profession requires to have a high command of knowledge and skills and to keep continually updated. We characterize the requirements of teachers in five areas: to know, to do, to want, to live together and to be, which correspond with the dimensions that the education of students must have in the present society. We consider the teachers’ ethical competences to be essential. The students’ personal full development entails cognitive, emotional and moral development. To promote such development in students it is necessary for teachers to pay special attention to their own personal, cognitive, emotional and moral development. Emotional balance, psychological well-being, satisfaction and commitment to the profession are necessary conditions for quality professional practice.

  11. Teacher evaluation system, institutions of technology higher education: quality guidelines

    Directory of Open Access Journals (Sweden)

    Laura Belkis Parada Romero

    2016-01-01

    Full Text Available Due to the globalization of education, it has become prevalent to strengthen the quality systems to ensure that educational actors in higher education institutions are the best. In this context teachers are given a main role since they are cornerstones in educational processes. Currently, teacher quality is assessed through an assessment or evaluation system. Almost every university evaluates its teachers, but there is no legal regulation on how to do it, in most institutions there is a professional in charge of designing and applying assessment instruments according to the authors he/she prefers. In most universities, on the one hand, it is used a traditional questionnaire aiming to collect data about dimensions associated with teaching, on the other hand, there is another option in which assessment models include self-evaluation, as in some cases in Chile. That’s why one of the concerns of this research is to propose guidelines for a more qualitative and formative assessment not exclusively following political parameters –based on administrative decisions–, but following emerging proposals with a deeper analysis. Nowadays the main actors in teacher evaluation are teachers, students and administrative staff, every six months these actors are evaluated by using an assessment tool that they usually do not know. The research investigates the perception actors in teacher evaluation have regarding its objectives, methods and stages, so they put forward ideas on how to restructure the current institutional assessment and propose improvements aiming at both the quantitative aspect and the qualitative analysis of performances and skills.

  12. Content Area Reading Instruction for Secondary Teacher Candidates: A Case Study of a State-Required Online Content Area Reading Course

    Science.gov (United States)

    Biggs, Brad

    2014-01-01

    This dissertation examined in a state-required, online preservice teacher course in content area reading instruction (CARI) at a large land-grant university in Minnesota. Few studies have been published to date on revitalized literacy teacher preparation efforts in CARI (See Vagle, Dillon, Davison-Jenkins, & LaDuca, 2005; Dillon, O'Brien,…

  13. Toward Better Goal Clarity in Instruction: How Focus on Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

    Science.gov (United States)

    Alles, Martina; Seidel, Tina; Gröschner, Alexander

    2018-01-01

    Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared…

  14. Seeing a Colleague Encourage a Student to Make an Assumption while Proving: What Teachers Put in Play when Casting an Episode of Instruction

    Science.gov (United States)

    Nachlieli, Talli; Herbst, Patricio

    2009-01-01

    This article reports on an investigation of how teachers of geometry perceived an episode of instruction presented to them as a case of engaging students in proving. Confirming what was hypothesized, participants found it remarkable that a teacher would allow a student to make an assumption while proving. But they perceived this episode in various…

  15. No Certification, No Training...No Problem: The Influence of Formative Beliefs and Learning Experiences in the Instructional Practice of New Independent School Teachers

    Science.gov (United States)

    Smith, Derick Graham

    2012-01-01

    This study sought to answer the question: "To what extent do prior beliefs about and experiences of teaching and learning influence the instructional practices of new independent school teachers," who are generally not required to have any formal pedagogical training or hold teacher certification prior to beginning full-time employment.…

  16. Preparing Digital Stories through the Inquiry-Based Learning Approach: Its Effect on Prospective Teachers' Resistive Behaviors toward Research and Technology-Based Instruction

    Science.gov (United States)

    Yavuz Konokman, Gamze; Yanpar Yelken, Tugba

    2016-01-01

    The purpose of the study was to determine the effect of preparing digital stories through an inquiry based learning approach on prospective teachers' resistive behaviors toward technology based instruction and conducting research. The research model was convergent parallel design. The sample consisted of 50 prospective teachers who had completed…

  17. The Impact of the Role of an Instructional Technology Facilitator on Teacher Efficacy in Classroom Technology Integration in Two Rural Public Schools in Northwestern North Carolina

    Science.gov (United States)

    Adams, Karri Campbell

    2015-01-01

    The purpose of this study was to contribute to a limited body of research on the impact of the role of the school-level instructional technology facilitator on teacher technology efficacy. This mixed-methods study involved the administration of a survey instrument designed to measure teacher technology efficacy, the Computer Technology Integration…

  18. The Contribution of Constructivist Instruction Accompanied by Concept Mapping in Enhancing Pre-Service Chemistry Teachers' Conceptual Understanding of Chemistry in the Laboratory Course

    Science.gov (United States)

    Aydin, Sevgi; Aydemir, Nurdane; Boz, Yezdan; Cetin-Dindar, Ayla; Bektas, Oktay

    2009-01-01

    The present study aimed to evaluate whether a chemistry laboratory course called "Laboratory Experiments in Science Education" based on constructivist instruction accompanied with concept mapping enhanced pre-service chemistry teachers' conceptual understanding. Data were collected from five pre-service chemistry teachers at a university…

  19. The Difficulties Experienced by Teachers in the Process of Primary Reading and Writing Instruction and Their Solution Offers for Eliminating These Difficulties

    Science.gov (United States)

    Gündogmus, Hatice Degirmenci

    2018-01-01

    The purpose of the current research is to identify the difficulties that primary school teachers experience in the primary reading and writing instruction, and to find out their solution offers for eliminating these difficulties. The study group of the research is composed of 51 primary school teachers selected by criterion sampling as a type of…

  20. Integrating Reading and Writing Instruction in Middle and High School: The Role of Professional Development in Shaping Teacher Perceptions and Practices

    Science.gov (United States)

    Doubet, Kristina J.; Southall, Gena

    2018-01-01

    This study examined the extent to which middle and high school English teachers integrate reading and writing instruction as complementary processes. Using qualitative research methods, researchers investigated the following: (a) Do middle and high school English teachers conceive of and enact the teaching of reading and writing as integrated…

  1. Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?

    Science.gov (United States)

    Martin, Daniel P; Rimm-Kaufman, Sara E

    2015-10-01

    This study examined (a) the contribution of math self-efficacy to students' perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high quality teacher-student interactions compensated for students' low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the quality of teacher-student interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students' own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students' engagement in math class. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  2. Achieving Quality Education by Understanding Teacher Job Satisfaction Determinants

    Directory of Open Access Journals (Sweden)

    Chux Gervase Iwu

    2018-02-01

    Full Text Available The issue of quality education in Nigeria has come up in a number of studies. In particular, the teacher has been identified as a major resource in achieving the very important objective of quality basic education. This comes against the backdrop that teachers are perceived to be in a better position to influence the performance of learners. However, how can they positively influence student performance if they themselves are not motivated? A total of 547 teachers in 23 schools (pre-nursery to senior high schools in the Ibadan South-West Local Government Area in Oyo state, Nigeria participated in the study. SPSS software version 22 was used for data analysis. Descriptive analysis (mean and standard deviation was done at the first stage and factor analysis at the second stage. The Kaiser’s criterion technique was also applied to determine the factors (components to be retained for the factor analysis. Only factors with an Eigen value of 1.0 or more were retained for analysis. Kolmogorov-Smirnov’s and Shapiro-Wilk’s tests of normality were also used to test if the generated components (factors are normally distributed, and the p-values of less than 0.001 for all the components indicated no normal distribution. Overall, the results suggest that teachers’ pay or salary, growth opportunities and responsibilities attached to work are the top three job characteristics variables that contribute to teacher job satisfaction.

  3. Instructional Activities and the Quality of Language in Chilean Preschool Classrooms

    Science.gov (United States)

    Strasser, Katherine; Darricades, Michelle; Mendive, Susana; Barra, Gabriela

    2018-01-01

    Research Findings: This study examines the association between preschool classroom activity and the quality of the language spoken by teachers and children. Eighteen classrooms serving low-income children between the ages of 3 and 4 in Santiago de Chile were audio-recorded during one morning shift. Recordings were transcribed and segmented into…

  4. Teacher Education that Works: Preparing Secondary-Level Math and Science Teachers for Success with English Language Learners Through Content-Based Instruction

    Directory of Open Access Journals (Sweden)

    Margo Elisabeth DelliCarpini

    2014-11-01

    Full Text Available Little research exists on effective ways to prepare secondary mathematics and science teachers to work with English language learners (ELLs in mainstream mathematics and science (subsequently referred to as STEM classrooms. Given the achievement gap that exists between ELLs and their native-speaking counterparts in STEM subjects, as well as the growing numbers of ELLs in US schools, this becomes a critical issue, as academic success for these students depends on the effectiveness of instruction they receive not only in English as a second language classes (ESL, but in mainstream classrooms as well. This article reports on the effects of a program restructuring that implemented coursework specifically designed to prepare pre-service and in-service mathematics, science, and ESL teachers to work with ELLs in their content and ESL classrooms through collaboration between mainstream STEM and ESL teachers, as well as effective content and language integration. We present findings on teachers’ attitudes and current practices related to the inclusion of ELLs in the secondary-level content classroom and their current level of knowledge and skills in collaborative practice. We further describe the rationale behind the development of the course, provide a description of the course and its requirements as they changed throughout its implementation during two semesters, and present findings from the participants enrolled. Additionally, we discuss the lessons learned; researchers’ innovative approaches to implementation of content-based instruction (CBI and teacher collaboration, which we term two-way CBI (DelliCarpini & Alonso, 2013; and implications for teacher education programs.

  5. Teacher Effectiveness in Adapting Instruction to the Needs of Pupils With Learning Difficulties in Regular Primary Schools in Ghana

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    Abdul-Razak Kuyini Alhassan

    2014-01-01

    Full Text Available Ghana education system has failed to effectively address the needs of pupils with learning difficulties (LDs in regular classrooms. Underachievement, school dropout, streetism, and antisocial behaviors are the consequences. Teachers’ lack of adequate competence in adaptive instruction is one of the fundamental reasons responsible for this anomaly. This study aims to examine teachers’ competence in adapting instructions to teach pupils with LDs in the regular classroom in Ghana. The data were gathered from 387 sampled teachers in a cross-sectional survey using questionnaires and structured observation methods. We analyzed the data using descriptive statistic, chi-square test, correlation, t test, and ANOVA. The results show that (a teachers have limited to moderate competence in adaptive instruction, (b adaptive teaching is strongly associated with teachers’ competence in teaching pupils with LDs in the regular classroom, and (c apart from gender and class size, teachers’ background variables such as school location and teaching experience differ significantly. The study has serious implications for Ghana’s inclusive education policy and teaching practice.

  6. A Nordic comparison of national objectives for reading instruction and teachers' responses about actual reading practice

    DEFF Research Database (Denmark)

    Rønberg, Louise Flensted-Jensen; Mejding, Jan

    2014-01-01

    and Sweden do. The Nordic teachers in general appear to prioritise advanced comprehension activities to a lesser extent than teachers in the English-speaking countries do. Furthermore, 138 Northern Lights on TIMSS and PIRLS 2011 Danish teachers put the least emphasis on formative assessments compared...... texts a higher priority than literary texts – and the opposite is apparent for Danish teachers. The Finnish and Norwegian teachers prioritise activities that enhance students’ oral reading fluency, which is important for reading comprehension development, to a greater extent than teachers in Denmark...

  7. Perceptions of a computer-based instruction system in special education: high school teachers and students views.

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    Chiang, Hsin-Yu Ariel; Jacobs, Karen

    2010-01-01

    Researchers investigated how one type of computer-based instruction (CBI)--Kurzweil 3000 (K-3000), was perceived to affect the reading, functional task performance, and academic self-perception of high school students with special needs. 16 students with special needs used K-3000 (assistive software that provides students with reading support) for six months to read assignments for their English language arts class and six teachers who had previous experience with integrating K-3000 into their classes were recruited. Data from focus group interviews of students and teachers were used. The advantages and disadvantages of K-3000, the factors that affected teachers' use of CBI and users' progress were explored. After the regular use of K-3000, students and teachers reported improvement in the amount and speed of reading and increased academic self-perception, specifically related to reading comprehension and pronunciation. Teachers reported that lack of accessibility to technology, time constraints, and difficulties with class management were the major reasons that hindered CBI use in their classrooms. Student participants noted that CBI was helpful when they were engaged in functional activities related to reading and writing. The progress of students in self-perception, and the advantages and drawbacks of the K-3000, along with the mechanism of users' progression were described and discussed.

  8. Unveiling the Teachers' Profiles through an INSET (In Service Training) Course of Greek Primary School Teachers in the Pedagogy of ICT (Information and Communications Technology) In-Classroom Instruction

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    Amanatidis, Nikolaos

    2015-01-01

    To meet the increasing demand for change in the infusion of ICT pedagogy in education a nationwide project was launched in Greece on May 2008. An INSET course for primary school teachers in the pedagogy of ICT in classroom instruction. The writer, aimed to study the teachers' views about certain aspects of the training experience in terms of the…

  9. Quality of Publication Ethics in the Instructions to the Authors of Iranian Journals of Medical Sciences

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    Fatemeh Salamat

    2013-03-01

    Full Text Available Providing a perfect instruction to authors can prevent most potential publication ethics errors. This study was conducted to determine the quality of ethical considerations in the instructions to the authors of Iranian research scientific journals of medical sciences (accredited by the Commission for Accreditation and Improvement of Iranian Medical Journals in October 2011. Checklist items (n=15 were extracted from the national manual of ethics in medical research publications, and the validity of the manual of ethics was assessed. All the accredited Iranian journals of medical sciences (n=198 were entered into the study. The instructions to the authors of 160 accredited Iranian journals were available online and were reviewed. The ANOVA and Kendall Correlation coefficient were performed to analyze the results. A total of 76 (47.5% of the 160 journals were in English and 84 (52.5% were in Farsi. The most frequently mentioned items related to publication ethics comprised “commitment not to send manuscripts to other journals and re-publish manuscripts” (85%, 83.8%, “aim and scope” of the journal (81.9%, “principles of medical ethics in the use of human samples” (74.4%, and “review process” (74.4%. On the other hand, the items of “principles of advertising” (1.2%, “authorship criteria” (15%, and “integrity in publication of clinical trial results” (30.6% were the least frequently mentioned ones. Based on the study findings, the quality of publication ethics, as instructed to the authors, can improve the quality of the journals.

  10. Instructional, Institutional, and Sociopolitical Challenges of Teaching Multicultural Teacher Education Courses

    Science.gov (United States)

    Gorski, Paul C.

    2012-01-01

    Despite growing scholarly attention to multicultural teacher education, most scholarship focuses on teacher education students rather than those who are preparing them to teach multiculturally. This study, a grounded theory exploration of data from a survey (N = 70) of multicultural teacher educators, represents an attempt to shift some of that…

  11. An Investigation of the Influence of Instructional Coaching on Retention of Mathematics Teachers

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    Lewis-Grace, Dorothy

    2011-01-01

    In 2007, the National Center for Education Statistics (NCES) reported in their 2004-2005 Teacher Follow-up Survey that nearly 20% of U.S. teachers leave the profession after their first year of teaching and almost 30% leave after the fourth year of teaching. These percentages are even greater for mathematics teachers. The inability of schools to…

  12. Student Teachers' Cognition about L2 Pronunciation Instruction: A Case Study

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    Burri, Michael

    2015-01-01

    In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution.…

  13. Great to Influential: Teacher Leaders' Roles in Supporting Instruction

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    Jacques, Catherine; Weber, Gretchen; Bosso, David; Olson, Derek; Bassett, Katherine

    2016-01-01

    This report is the second in a series from a collaboration of nine leading organizations working to advance teaching and elevate the profession. For years, education leaders have sought to pinpoint how teachers become effective in order to better leverage teachers' impact on student learning and improve student outcomes. Teacher leadership is…

  14. Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

    Science.gov (United States)

    Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi

    2015-01-01

    This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

  15. The Effect of Teacher Pedagogical Content Knowledge and the Instruction of Middle School Geometry

    Science.gov (United States)

    Lenhart, Sara Talley

    2010-01-01

    This study investigated the relationship between middle school math teacher pedagogical content knowledge as gathered from a teacher assessment and student Standards of Learning scores. Nine middle-school math teachers at two rural schools were assessed for their pedagogical content knowledge in geometry and measurement in the specific area of…

  16. The Potency of Humor and Instructional Self-Efficacy on Art Teacher Stress

    Science.gov (United States)

    Evans-Palmer, Teri

    2010-01-01

    This quantitative study was sparked by a keen interest in art teachers who practice humor in challenging school environments. Stressors unique to art education can cause teachers to lose heart in such a way that their ability to perform is compromised. To teach effectively, teachers must maintain resilience to cope with stress. Pedagogical humor,…

  17. The Pitfalls of Focusing on Instructional Strategies in Professional Development for Teachers of English Learners

    Science.gov (United States)

    Molle, Daniella

    2013-01-01

    For more than a decade, the professional development literature has shown that most teachers are not adequately prepared to teach English learners (ELs)--that holds true for both specialist and mainstream teachers (see, for example, August & Hakuta, 1997; Beykont, 2002). Research that focuses on professional development for teachers of ELs,…

  18. A Comparative Examination of Pre-Service Teacher Self-Efficacy Related to Literacy Instruction

    Science.gov (United States)

    Helfrich, Sara R.; Clark, Sarah K.

    2016-01-01

    This study investigated differences in self-efficacy to teach literacy between two groups of pre-service teachers. The authors hypothesized that pre-service teachers enrolled in one program focusing on fewer grade levels (K-3) and requiring more literacy-focused courses would have higher self-efficacy than pre-service teachers enrolled in another…

  19. Is it Possible to Design a Math-Art Instructional Practice? Cases of Pre-service Teachers

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    Işıkhan UĞUREL

    2013-10-01

    Full Text Available To many people, establishing relationships between mathematics and art is difficult or surprising. However, these two disciplines are quite interrelated. Today, the literature of mathematics reveals that there has been an increasing interest in interaction between these two disciplines. As also observed in our country, the studies on relationships between mathematics and art have gained more popularity in mathematics education. There is a course entitled, “Mathematics and Art” offered as one of elective courses and taught for ten years to juniors of the Department of Secondary Mathematics Education, Dokuz Eylül University. The course covers a wide range of activities derived from relationships between mathematics and music to activities derived from those between mathematics and handicraft. In this study, cases of pre-service teachers attending this course were analysed. They were asked to do an instructional design integrating mathematics into art at secondary education level. Their designs were analyzed based on the use of art in which contexts and for what purposes. Furthermore, their designs were analyzed in terms of whether they enhance learning. This qualitative study had a case study design. The participants were 43 pre-service mathematics teachers voluntarily selected from students taking the course. Descriptive analysis was done to analyze the data. As a consequence of the analysis, math-art instructional practices developed by pre-service teachers were clustered under three primary categories (good, average and inadequate. The majority of math-art instructional practices were categorized under the average category. In the study, these categories were described and cases in each category were discussed.

  20. Using Principles of Programmed Instruction

    Science.gov (United States)

    Huffman, Harry

    1971-01-01

    Although programmed instruction in accounting is available, it is limited in scope and in acceptance. Teachers, however, may apply principles of programming to the individualizing of instruction. (Author)