Teachers' Beliefs (teacher + belief)

Distribution by Scientific Domains


Selected Abstracts


Middle School Mathematics Teachers' Beliefs About Inclusion of Students with Learning Disabilities

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2006
Janet R. DeSimone
The purpose of this descriptive study was to investigate middle school general education mathematics teachers' beliefs and self-perceived knowledge regarding teaching students with learning disabilities (LD) in inclusive classrooms. Teacher beliefs regarding administrative support and higher education teacher preparation were also examined. The Survey on Teaching Mathematics to Students With Learning Disabilities in Middle School was completed by 228 sixth-, seventh-, and eighth-grade general education mathematics inclusion teachers from 19 states. In addition, telephone interviews were conducted with a subset of 26 survey respondents. Frequency analyses were performed on the survey data, with ,2 tests comparing teachers on demographic variables. Follow-up interview responses were summarized to elaborate on the major research questions. The findings revealed three central issues: (1) teachers had a limited understanding of the mathematics learning needs of students with LD, (2) teacher collaboration was judged to be the most beneficial and available resource by general educators teaching students with LD in inclusive mathematics classrooms, and (3) teachers did not feel that teacher education programs at the preservice level and professional development at the inservice level were adequate in preparing them for teaching students with LD in inclusive mathematics classrooms. Implications and recommendations for teacher preparation and program implementation are provided. [source]


Factors affecting writing achievement: mapping teacher beliefs

ENGLISH IN EDUCATION, Issue 1 2004
Claire Wyatt-Smith
Abstract The intersection of teacher beliefs with writing achievement in schooling is a key concern of this paper. The paper reports part of a two-year Australian study that set out to examine in detail how it is that teachers judge Year 5 students' literacy achievement using writing as the case instance. In what follows, we examine the data in the form of concept maps that the teachers them selves made available showing their beliefs about, and insights into the factors that affect student writing achievement. Drawing on these maps, we highlight the range of teacher-identified factors, including those relating to in-class behaviour, motivation, attitudes to school learning, social and cultural backgrounds, oracy and even life circumstances. Additionally, we address how the identified factors function, operating either as standalone elements or within a dynamic network of inter-relationships. [source]


Listening to Students, Negotiating Beliefs: Preparing Teachers for Urban Classrooms

CURRICULUM INQUIRY, Issue 2 2008
KATHERINE SCHULTZ
ABSTRACT Learning to teach in urban schools is difficult, particularly when prospective teachers come from different racial, ethnic and/or class backgrounds than their students. The task of urban-focused teacher education programs is to prepare prospective teachers to learn and enact practices that enable them to teach successfully in under-resourced districts that offer both opportunities and constraints. In this article, we report on a 2-year ethnographic study designed to investigate how new teachers enacted a listening stance in teaching that was introduced in their preparation program. Taking a listening stance implies entering a classroom with questions as well as answers, knowledge as well as a clear sense of the limitations of that knowledge (e.g., Cochran-Smith & Lytle, 1999; Lytle & Cochran-Smith, 1992; Schultz, 2003). The article focuses on how four teachers attempted to adopt a listening stance in their classroom practice, while also responding to the constraints of the standardized curriculum of their district. We conclude that the process of negotiating among teachers' beliefs, practices introduced in a teacher preparation program and district mandates is a critical practice for teachers to learn. We further suggest that in the current climate of high-stakes testing and mandated curriculum, explicit teaching of negotiation skills is likely to support more teachers to enter into and remain in classrooms. [source]


Charity Basket or Revolution: Beliefs, Experiences, and Context in Preservice Teachers' Service Learning

CURRICULUM INQUIRY, Issue 4 2000
David M. Donahue
Given what one observer calls the "vast disparity of definitions that faculty can bring to service learning,from what is basically the charity basket approach to the revolutionary," service learning can varytremendously, from reading to elderly residents of a nursing home to organizing a boycott of a sneaker company. With such diversity before teachers, what influences them in the way they design service learning? How do preservice teachers, for whom so many ideas about teaching are emerging, make such choices? Two case studies suggest that preservice teachers' beliefs, experiences, and the context where they teach play an important role related to if and how they use service learning. Beliefs and experiences are especially important because, although service learning is often presented as supporting apolitical values,empowerment and responsibility, for example,for which broad consensus exists, such values are also ambiguous and open to interpretation. Teacher educators and advocates of service learning need to acknowledge the ambiguous political nature of service and service learning. By doing so, they have an opportunity to make the political context of teaching explicit for preservice teachers. Such education in service learning for new teachers goes beyond "training" in the logistical and technical details of implementing a new pedagogy to thoughtful reflection on the value-laden act of teaching. [source]


The challenge of altering elementary school teachers' beliefs and practices regarding linguistic and cultural diversity in science instruction

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2007
Okhee Lee
This study examined the impact of a professional development intervention aimed at helping elementary teachers incorporate elements of students' home language and culture into science instruction. The intervention consisted of instructional units and materials and teacher workshops. The research involved 43 third- and fourth-grade teachers at six elementary schools in a large urban school district. These teachers participated in the intervention for 2 consecutive years. The study was conducted using both quantitative and qualitative methods based on focus group interviews, a questionnaire, and classroom observations. The results indicate that as teachers began their participation in the intervention, they rarely incorporated students' home language or culture into science instruction. During the 2-year period of the intervention, teachers' beliefs and practices remained relatively stable and did not show significant change. Possible explanations for the limited effectiveness of the intervention are addressed, and implications for professional development efforts are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1269,1291, 2007 [source]


Reforming practice or modifying reforms?: Elementary teachers' response to the tools of reform

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 3 2007
Leigh K. Smith
Understanding the interaction between internally constructed and externally imposed aspects of the teaching context may be the missing link between calls for school reform and teachers' interpretation and implementation of that reform. Although the context of the local school culture has a profound impact on teachers, there are other external forces that are specifically aimed at influencing teachers' pedagogical and curricular decisions. These externally imposed aspects of context include some of the existing tools of reform, such as national standards, mandated state core curricula, and related criterion-referenced testing. However, little is known about how these reform tools impact teachers' thinking about science and science teaching or how teachers respond to such tools. This study examined the interactions between individual teachers' beliefs about teaching and learning science in elementary school and the tools of reform that are imposed upon them. Comparative case studies were conducted in which two elementary teachers' science instruction, teaching context, and related beliefs were examined, described, and analyzed. In this study, the teachers' fundamental beliefs about science and what it means to teach and learn science influenced their interpretations of the sometimes contradictory messages of reform as they are represented in the standards, mandated curriculum, and end-of-level tests. Suggestions about what these findings mean for needed aspects of teacher professional development are offered. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 396,423, 2007 [source]


Investigation of secondary science teachers' beliefs and practices after authentic inquiry-based experiences

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2006
Sherri L. Brown
This study continues research previously conducted by a nine-university collaborative, the Salish I Research Project, by exploring science teachers' beliefs and practices with regard to inquiry-oriented instruction. In this study, we analyzed the relationship among secondary science teachers' preparation, their beliefs, and their classroom practices after completion of a course designed to provide authentic inquiry experiences. From Teacher Pedagogical Philosophy Interview data and Secondary Science Teacher Analysis Matrix observational data, we analyzed links between the teachers' conveyed beliefs and observed practice regarding the teachers' actions (TA) and students' actions (SA). Also presented is a listing of teachers' perceived influences from university preparation course work. Results indicated that 7 of the 8 teachers professed a belief in teacher-centered or conceptual style with regard to TA and SA. The observational results indicated that 7 of the 8 teachers displayed a teacher-centered or conceptual style with regard to TA and SA. Inconsistencies between interview and observational data were unexpected, as half of the teachers professed slightly greater teacher-centered styles with regard to TA than what they actually practiced in their classrooms. All teachers reported that an inquiry-based science course was valuable. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 938,962, 2006 [source]


Professional development in inquiry-based science for elementary teachers of diverse student groups

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 10 2004
Okhee Lee
As part of a larger project aimed at promoting science and literacy for culturally and linguistically diverse elementary students, this study has two objectives: (a) to describe teachers' initial beliefs and practices about inquiry-based science and (b) to examine the impact of the professional development intervention (primarily through instructional units and teacher workshops) on teachers' beliefs and practices related to inquiry-based science. The research involved 53 third- and fourth-grade teachers at six elementary schools in a large urban school district. At the end of the school year, teachers reported enhanced knowledge of science content and stronger beliefs about the importance of science instruction with diverse student groups, although their actual practices did not change significantly. Based on the results of this first year of implementation as part of a 3-year longitudinal design, implications for professional development and further research are discussed. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 1021,1043, 2004 [source]


An investigation of experienced secondary science teachers' beliefs about inquiry: An examination of competing belief sets

JOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 9 2004
Carolyn S. Wallace
The purpose of this study was to investigate the beliefs of six experienced high school science teachers about (1) what is successful science learning; (2) what are the purposes of laboratory in science teaching; and (3) how inquiry is implemented in the classroom. An interpretive multiple case study with an ethnographic orientation was used. The teachers' beliefs about successful science learning were substantively linked to their beliefs about laboratory and inquiry implementation. For example, two teachers who believed that successful science learning was deep conceptual understanding, used verification labs primarily to illustrate these concepts and used inquiry as a type of isolated problem-solving experience. Another teacher who believed that successful science learning was enculturation into scientific practices used inquiry-based labs extensively to teach the practices of science. Tension in competing beliefs sets and implications for reform are discussed. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 936-960, 2004. [source]


Middle School Mathematics Teachers' Beliefs About Inclusion of Students with Learning Disabilities

LEARNING DISABILITIES RESEARCH & PRACTICE, Issue 2 2006
Janet R. DeSimone
The purpose of this descriptive study was to investigate middle school general education mathematics teachers' beliefs and self-perceived knowledge regarding teaching students with learning disabilities (LD) in inclusive classrooms. Teacher beliefs regarding administrative support and higher education teacher preparation were also examined. The Survey on Teaching Mathematics to Students With Learning Disabilities in Middle School was completed by 228 sixth-, seventh-, and eighth-grade general education mathematics inclusion teachers from 19 states. In addition, telephone interviews were conducted with a subset of 26 survey respondents. Frequency analyses were performed on the survey data, with ,2 tests comparing teachers on demographic variables. Follow-up interview responses were summarized to elaborate on the major research questions. The findings revealed three central issues: (1) teachers had a limited understanding of the mathematics learning needs of students with LD, (2) teacher collaboration was judged to be the most beneficial and available resource by general educators teaching students with LD in inclusive mathematics classrooms, and (3) teachers did not feel that teacher education programs at the preservice level and professional development at the inservice level were adequate in preparing them for teaching students with LD in inclusive mathematics classrooms. Implications and recommendations for teacher preparation and program implementation are provided. [source]


Codeswitching in English Courses in Chinese Universities

MODERN LANGUAGE JOURNAL, Issue 3 2010
HANS VAN DER MEIJ
This study examines the views of teachers and students on the frequency of teacher codeswitching in English major courses in Chinese universities. An important distinction made in the inquiry is the difference between,believed,and,desired,presence in short or long moments of codeswitching. Lessons were recorded to assess the accuracy of teachers' beliefs on codeswitching frequency. The data indicate that teachers felt comfortable with their current practices. They were unaware, however, that their actual codeswitching practice was 7 times more frequent and took 10 times longer than believed. Students wanted (even) more and longer switches. Both teachers and students perceive the classroom as a compound bilingual space in which teacher codeswitching is desirable and functional. The conclusion further discusses the factors that presumably affect the diverse outcomes that many studies, including this one, report for codeswitching frequency. [source]