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Teachers Used (teacher + used)
Selected AbstractsPracticing Change: Curriculum Adaptation and Teacher Narrative in the Context of Mathematics Education ReformCURRICULUM INQUIRY, Issue 2 2006COREY DRAKE ABSTRACT The use of reform-based curricula is one possible avenue for the widespread implementation of mathematics education reform. In this article, we present two urban elementary teachers' models of curriculum use that describe how each teacher used a reform-oriented mathematics curriculum. In particular, we examine when and how the teachers made adaptations to the curriculum. We find that each teacher had a distinctive pattern of adaptation when using the curriculum. Furthermore, these patterns were related to three key aspects of the teachers' own experiences with mathematics: their early memories of learning mathematics, their current perceptions of themselves as mathematics learners, and their mathematical interactions with family members. Implications for curriculum design and implementation are discussed. [source] Exploring teachers' informal formative assessment practices and students' understanding in the context of scientific inquiryJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 1 2007Maria Araceli Ruiz-Primo This study explores teachers' informal formative assessment practices in three middle school science classrooms. We present a model for examining these practices based on three components of formative assessment (eliciting, recognizing, and using information) and the three domains linked to scientific inquiry (epistemic frameworks, conceptual structures, and social processes). We describe the informal assessment practices as ESRU cycles,the teacher Elicits a question; the Student responds; the teacher Recognizes the student's response; and then Uses the information collected to support student learning. By tracking the strategies teachers used in terms of ESRU cycles, we were able to capture differences in assessment practices across the three teachers during the implementation of four investigations of a physical science unit on buoyancy. Furthermore, based on information collected in a three-question embedded assessment administered to assess students' learning, we linked students' level of performance to the teachers' informal assessment practices. We found that the teacher who more frequently used complete ESRU cycles had students with higher performance on the embedded assessment as compared with the other two teachers. We conclude that the ESRU model is a useful way of capturing differences in teachers' informal assessment practices. Furthermore, the study suggests that effective informal formative assessment practices may be associated with student learning in scientific inquiry classrooms. © 2006 Wiley Periodicals, Inc. J Res Sci Teach [source] Integrating pharmacology topics in high school biology and chemistry classes improves performanceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2003Rochelle D. Schwartz-Bloom Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1-week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field-tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 922,938, 2003 [source] Connecting school and community with science learning: Real world problems and school,community partnerships as contextual scaffolds,JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 8 2001Lisa M. Bouillion A challenge facing many schools, especially those in urban settings that serve culturally and linguistically diverse populations, is a disconnection between schools and students' home communities, which can have both cognitive and affective implications for students. In this article we explore a form of "connected science," in which real-world problems and school-community partnerships are used as contextual scaffolds for bridging students' community-based knowledge and school-based knowledge, as a way to provide all students opportunities for meaningful and intellectually challenging science learning. The potential of these scaffolds for connected science is examined through a case study in which a team of fifth-grade teachers used the student-identified problem of pollution along a nearby river as an interdisciplinary anchor for teaching science, math, language arts, and civics. Our analysis makes visible how diverse forms of knowledge were able to support project activities, examines the consequences for student learning, and identifies the features of real-world problems and school,community partnerships that created these bridging opportunities. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 878,898, 2001 [source] The Implementation of an Electronic Performance Support System for Teachers: An Examination of Usage, Performance, and AttitudesPERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2001Joi L. Moore ABSTRACT This study investigated how teachers used an electronic performance support system (EPSS) and whether the usage of this EPSS affected their work performance and attitudes toward computer technology. The findings suggested a framework for the implementation of an EPPS in an educational setting, specifically at a middle school. The data were collected through observations, questionnaires, anecdotal logs, database records, and interviews. Four middle school teachers used the EPSS primarily for completing student progress reports wherein the results indicated that the EPSS decreased the amount of time to perform this task. Computer usage, performance, and attitudes were affected by work responsibilities, accessibility to computers, the change agent, the technology support personnel, as well as the specific characteristics of the EPSS. The teachers' attitudes toward the EPSS and technology in general were affected by their performances when using the system, by interactions with the person responsible for technology support, and by the ability to customize the computer program to fit their needs. [source] Preventing conduct problems and improving school readiness: evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schoolsTHE JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY AND ALLIED DISCIPLINES, Issue 5 2008Carolyn Webster-Stratton Background:, School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children's future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent,school involvement would seem to be a strategic strategy for improving young children's school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods:, This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homework to encourage parents' involvement. Part of the curriculum involved promotion of lesson objectives through the teachers' continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results:, Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the beginning and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels. Conclusions:, These findings provide support for the efficacy of this universal preventive curriculum for enhancing school protective factors and reducing child and classroom risk factors faced by socio-economically disadvantaged children. [source] Rural Nebraska Elementary School Educators Teach Nutrition ConceptsTHE JOURNAL OF RURAL HEALTH, Issue 4 2002H. Darlene Pohlman Ph.D. The purpose of this study was to determine if diferences exist in the teaching of nutrition to students in grades one to four in rural (less than 10,000 population); midsized (10,000 to 99,999); and urban (100,000 or more) counties in Nebrash. Surveys me sent to one-fifty of educators teaching grades une to four (n=1,232); the response rate was 37.7%. Sixty eight percent of the teachers responded that the teaching of nutrition was of very high or high priority in the elementary curriculum. Nutrition was taught as part of a nutrition/health unit as well as being integrated into other subject areas. The resources the teachers used me not different by county population size. Significant diferences (p >.05) were observed among county groups as to the frequency of teaching the recommended intakes of grain products, vegetables, fruits, dairy, and meats, with urban teachers teaching these concepts least often. The majority of the teachers rarely, if ever, taught serving sizes and which food groups are in combination foods, with no diferences among county groups. The formal training that the respondents had in nutrition was not different among groups. A larger percentage of teachers in rural and midsized community groups taught food selection concepts me consistently or frequently than did their urban counterparts. [source] Preschool Children's Attention to Environmental Messages About Groups: Social Categorization and the Origins of Intergroup BiasCHILD DEVELOPMENT, Issue 4 2006Meagan M. Patterson This study was designed to examine the effects of adults' labeling and use of social groups on preschool children's intergroup attitudes. Children (N=87, aged 3,5) attending day care were given measures of classification skill and self-esteem and assigned to membership in a novel ("red" or "blue") social group. In experimental classrooms, teachers used the color groups to label children and organize the classroom. In control classrooms, teachers ignored the color groups. After 3 weeks, children completed multiple measures of intergroup attitudes. Results indicated that children in both types of classrooms developed ingroup-biased attitudes. As expected, children in experimental classrooms showed greater ingroup bias on some measures than children in control classrooms. [source] | |||||||||||||