The Experts below are selected from a list of 170856 Experts worldwide ranked by ideXlab platform
Arthur B. Markman - One of the best experts on this subject based on the ideXlab platform.
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Proposing an Operational Definition of Science Teacher Beliefs
Journal of Science Teacher Education, 2016Co-Authors: Todd L. Hutner, Arthur B. MarkmanAbstract:Much research has shown that a science teacher’s beliefs are related to their teaching Practice. This line of research has often defined “belief” epistemologically. That is, beliefs are often defined relative to other mental constructs, such as knowledge, dispositions, or attitudes. Left unspecified is the role beliefs play in cognition and how they come to influence science teachers’ Classroom Practice. As such, researchers and science teacher educators have relied on an (at times, implicit) assumption that there is a direct causal relationship between teachers’ beliefs and Classroom Practice. In this paper, we propose an operational, as opposed to epistemological, definition of belief. That is, we are explicit about the role a belief plays in science teachers’ cognition and how that leads to Classroom Practice. We define a belief as a mental representation that influences the Practice of a teacher if and only if the belief is active in cognition. We then turn our attention to two limitations in the literature on that have arisen via previous definitions and assumptions regarding science teacher beliefs, showing how defining beliefs operationally helps think about these issues in new ways. The two limitations surround: (1) the difficulty in precisely delineating belief from knowledge; and (2) the interconnectedness of beliefs such that they draw meaning from one another. We then show how our definition of beliefs is congruent with other models of teacher cognition reported in the literature. Finally, we provide implications arising from this definition of belief for both science teacher educators and those who conduct research on the beliefs of both preservice and in-service science teachers.
Donna F Berlin - One of the best experts on this subject based on the ideXlab platform.
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science teacher beliefs and Classroom Practice related to constructivism in different school settings
Journal of Science Teacher Education, 2012Co-Authors: Funda Savasci, Donna F BerlinAbstract:Science teacher beliefs and Classroom Practice related to constructivism and factors that may influence Classroom Practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and Classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but Classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence Classroom Practice.
Todd L. Hutner - One of the best experts on this subject based on the ideXlab platform.
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Proposing an Operational Definition of Science Teacher Beliefs
Journal of Science Teacher Education, 2016Co-Authors: Todd L. Hutner, Arthur B. MarkmanAbstract:Much research has shown that a science teacher’s beliefs are related to their teaching Practice. This line of research has often defined “belief” epistemologically. That is, beliefs are often defined relative to other mental constructs, such as knowledge, dispositions, or attitudes. Left unspecified is the role beliefs play in cognition and how they come to influence science teachers’ Classroom Practice. As such, researchers and science teacher educators have relied on an (at times, implicit) assumption that there is a direct causal relationship between teachers’ beliefs and Classroom Practice. In this paper, we propose an operational, as opposed to epistemological, definition of belief. That is, we are explicit about the role a belief plays in science teachers’ cognition and how that leads to Classroom Practice. We define a belief as a mental representation that influences the Practice of a teacher if and only if the belief is active in cognition. We then turn our attention to two limitations in the literature on that have arisen via previous definitions and assumptions regarding science teacher beliefs, showing how defining beliefs operationally helps think about these issues in new ways. The two limitations surround: (1) the difficulty in precisely delineating belief from knowledge; and (2) the interconnectedness of beliefs such that they draw meaning from one another. We then show how our definition of beliefs is congruent with other models of teacher cognition reported in the literature. Finally, we provide implications arising from this definition of belief for both science teacher educators and those who conduct research on the beliefs of both preservice and in-service science teachers.
Elaine Regan - One of the best experts on this subject based on the ideXlab platform.
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stories and statistics describing a mixed methods study of effective Classroom Practice
Journal of Mixed Methods Research, 2011Co-Authors: Alison Kington, Pam Sammons, Christopher Day, Elaine ReganAbstract:The Effective Classroom Practice project aimed to identify key factors that contribute to effective teaching in primary and secondary phases of schooling in different socioeconomic contexts. This article addresses the ways in which qualitative and quantitative approaches were combined within an integrated design to provide a comprehensive methodology for the research purposes. Strategies for the study are discussed, followed by the challenges of combining complex statistics with individual stories, particularly in relation to the ongoing iteration between these different data sets, and issues of validity and reliability. The findings shed new light on the meanings and measurement of teachers’ effective Classroom Practice and the complex nature of, and relationships with, professional life phase, teacher identities, and school context.
Bob Algozzine - One of the best experts on this subject based on the ideXlab platform.
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investigating the impact of edtpa professional development on Classroom Practice and student teaching experience
Journal of Teacher Education, 2019Co-Authors: Scott Kissau, Laura C Hart, Bob AlgozzineAbstract:In an era of increased teacher accountability, teacher preparation programs across the country are faced with increasing pressure to adopt rigorous and high stakes performance-based assessments, su...
