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Full-Text Articles in Education
Studying Teacher Noticing: Examining The Relationship Among Pre-Service Science Teachers' Ability To Attend, Analyze And Respond To Student Thinking, Tara Barnhart, Elizabeth Van Es
Studying Teacher Noticing: Examining The Relationship Among Pre-Service Science Teachers' Ability To Attend, Analyze And Respond To Student Thinking, Tara Barnhart, Elizabeth Van Es
Education Faculty Articles and Research
This study investigates pre-service teachers' capacities to attend to, analyze, and respond to student thinking. Using a performance assessment of teacher competence, we compare two cohorts of science teacher candidates, one that participated in a video-based course designed to develop these skills and one that did not. Course participants demonstrate more sophisticated levels of attention to and analysis of student ideas. Analysis of the relationship among skills reveals that sophisticated analyses and responses to student ideas require high sophistication in attending to student ideas. However, high sophistication in attending to student ideas does not guarantee more sophisticated analyses or responses.
Pre-Service Teachers Learning To Generate Evidence-Based Hypotheses On The Effects Of Teaching On Student Learning, Cathery Yeh, Rossella Santagata
Pre-Service Teachers Learning To Generate Evidence-Based Hypotheses On The Effects Of Teaching On Student Learning, Cathery Yeh, Rossella Santagata
Education Faculty Articles and Research
This study examines the development of a specific sub-skill for studying and improving teaching—the generation of hypotheses about the effects of teaching on student learning. Two groups of elementary preservice teachers (PSTs) were compared: one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Data consist of PSTs’ comments on video clips of mathematics instruction administered before and after course completion. Findings reveal that PSTs at the beginning of the program struggled to generate hypotheses with relevant evidence, often equating teacher behavior or student correct answers as evidence of …
Cultivating Primary Students’ Scientific Thinking Through Sustained Teacher Professional Development, Roxanne Greitz Miller, Margaret Sauceda Curwen, Kimberly A. White-Smith, Robert C. Calfee
Cultivating Primary Students’ Scientific Thinking Through Sustained Teacher Professional Development, Roxanne Greitz Miller, Margaret Sauceda Curwen, Kimberly A. White-Smith, Robert C. Calfee
Education Faculty Articles and Research
While the United States’ National Research Council (NRC 2012) and Next Generation Science Standards (NGSS 2013) advocate children’s engagement in active science learning, elementary school teachers in the US indicate lack of time to teach science regularly because of (1) school and district pressure to focus on English language arts and mathematics assessment scores in response to the country’s No Child Left Behind (2001) mandates; (2) a lack of preparation in teacher science content knowledge; and (3) a lack of science professional development opportunities. In response to these needs and focusing on the primary (Kindergarten–first–second) grade levels, the Project SMART …