The Experts below are selected from a list of 90333 Experts worldwide ranked by ideXlab platform
Brandon Helding - One of the best experts on this subject based on the ideXlab platform.
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Science Teaching Reform Through Professional Development: Teachers’ Use of a Scientific Classroom Discourse Community Model
Science Education, 2015Co-Authors: Elizabeth B. Lewis, Dale R. Baker, Brandon HeldingAbstract:This report outlines a 2-year investigation into how secondary science teachers used professional development (PD) to build scientific classroom Discourse communities (SCDCs). Observation data, teacher, student, and school demographic information were used to build a hierarchical linear model. The length of time that teachers received PD was the exclusive predictor of change over time, whereas a schools’ percentage of low socioeconomic students predicted how PD concepts was initially implemented. Prior to PD teachers expressed a desire to increase opportunities for students to engage in SCDCs, but found some aspects more challenging than others to implement. Generally, there were three categories of the teachers’ frequency of use of SCDC strategies: (a) most observed that required teachers to change their own communication, classroom management, and direct instruction; (b) occasionally observed that provided opportunities for greater oral and written Discourse to facilitate students’ meaning making of science; and (c) least observed that encouraged students’ executive control of their learning and teachers’ use of formative assessment in response to students’ diverse learning needs. Teachers identified administrative support, PD strategies, and teacher collaboration as supports for implementation. However, they rated students’ science knowledge, diverse language skills, and Discourse abilities as the greatest barriers to implementing a SCDC.
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USING HLM TO ANALYZE ON-GOING TEACHER PROFESSIONAL DEVELOPMENT AND IMPLEMENTATION OF SCIENTIFIC CLASSROOM Discourse Community STRATEGIES
2009Co-Authors: Elizabeth B. Lewis, Dale R. Baker, Brandon Helding, Michael LangAbstract:One-hundred-and-sixty classroom observations of secondary science and language arts teachers were made throughout the 2007-2008 academic year to determine the extent of their use of professional development, specifically using strategies to construct a scientific classroom Discourse Community (SCDC). Each observation was scored using a 36-item instrument of various SCDC instructional strategies designed to match the professional development. These observation scores and teacher demographic information were used to build a hierarchical linear model to explore for statistically significant relationships over time. The length of time that the teachers received professional development was chosen as the exclusive predictor of teacher change because the overall model fit associated with this variable was better, co-varied less across levels, and ultimately because it was most conceptually significant. Thus, sustained professional development over time, greater than one year, appears to be more effective, and necessary, for greater fidelity of implementation of SCDC teaching strategies. The results of the modeling also suggest that the professional development appears to work well for a variety of participants and is adaptable and equitable. Elizabeth B. Lewis, Division of Curriculum & Instruction, Mary Lou Fulton College of Education, Arizona State University, Tempe, AZ 85287 Dale R. Baker, Division of Curriculum & Instruction, Mary Lou Fulton College of Education, Arizona State University, Tempe, AZ 85287 Brandon Helding, Division of Curriculum & Instruction, Mary Lou Fulton College of Education, Arizona State University, Tempe, AZ 85287 Michael Lang, National Center for Teacher Education, Maricopa Community Colleges District Offices, Phoenix, AZ 85281
Elizabeth B. Lewis - One of the best experts on this subject based on the ideXlab platform.
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Science Teaching Reform Through Professional Development: Teachers’ Use of a Scientific Classroom Discourse Community Model
Science Education, 2015Co-Authors: Elizabeth B. Lewis, Dale R. Baker, Brandon HeldingAbstract:This report outlines a 2-year investigation into how secondary science teachers used professional development (PD) to build scientific classroom Discourse communities (SCDCs). Observation data, teacher, student, and school demographic information were used to build a hierarchical linear model. The length of time that teachers received PD was the exclusive predictor of change over time, whereas a schools’ percentage of low socioeconomic students predicted how PD concepts was initially implemented. Prior to PD teachers expressed a desire to increase opportunities for students to engage in SCDCs, but found some aspects more challenging than others to implement. Generally, there were three categories of the teachers’ frequency of use of SCDC strategies: (a) most observed that required teachers to change their own communication, classroom management, and direct instruction; (b) occasionally observed that provided opportunities for greater oral and written Discourse to facilitate students’ meaning making of science; and (c) least observed that encouraged students’ executive control of their learning and teachers’ use of formative assessment in response to students’ diverse learning needs. Teachers identified administrative support, PD strategies, and teacher collaboration as supports for implementation. However, they rated students’ science knowledge, diverse language skills, and Discourse abilities as the greatest barriers to implementing a SCDC.
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Preparation for Practice: Elementary Preservice Teachers Learning and Using Scientific Classroom Discourse Community Instructional Strategies.
School Science and Mathematics, 2014Co-Authors: Elizabeth B. Lewis, Oxana Dema, Dena HarshbargerAbstract:Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education Community's major links to schools and science education reform. However, they often lack a strong background in science, knowledge of effective science teaching strategies, and consequently have low confidence and self-efficacy. This investigation explored the initial learning of elementary PSTs using an interdisciplinary model of a scientific classroom Discourse Community during a science methods course. Findings post-methods course suggested that the PSTs gained confidence in how to teach inquiry-based elementary science and recognized inquiry-based science as an effective means for engaging student learning. Additionally, PSTs embraced the interdisciplinary model as one that benefits students' learning and effectively uses limited time in a school day.
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USING HLM TO ANALYZE ON-GOING TEACHER PROFESSIONAL DEVELOPMENT AND IMPLEMENTATION OF SCIENTIFIC CLASSROOM Discourse Community STRATEGIES
2009Co-Authors: Elizabeth B. Lewis, Dale R. Baker, Brandon Helding, Michael LangAbstract:One-hundred-and-sixty classroom observations of secondary science and language arts teachers were made throughout the 2007-2008 academic year to determine the extent of their use of professional development, specifically using strategies to construct a scientific classroom Discourse Community (SCDC). Each observation was scored using a 36-item instrument of various SCDC instructional strategies designed to match the professional development. These observation scores and teacher demographic information were used to build a hierarchical linear model to explore for statistically significant relationships over time. The length of time that the teachers received professional development was chosen as the exclusive predictor of teacher change because the overall model fit associated with this variable was better, co-varied less across levels, and ultimately because it was most conceptually significant. Thus, sustained professional development over time, greater than one year, appears to be more effective, and necessary, for greater fidelity of implementation of SCDC teaching strategies. The results of the modeling also suggest that the professional development appears to work well for a variety of participants and is adaptable and equitable. Elizabeth B. Lewis, Division of Curriculum & Instruction, Mary Lou Fulton College of Education, Arizona State University, Tempe, AZ 85287 Dale R. Baker, Division of Curriculum & Instruction, Mary Lou Fulton College of Education, Arizona State University, Tempe, AZ 85287 Brandon Helding, Division of Curriculum & Instruction, Mary Lou Fulton College of Education, Arizona State University, Tempe, AZ 85287 Michael Lang, National Center for Teacher Education, Maricopa Community Colleges District Offices, Phoenix, AZ 85281
Nancy W Coppola - One of the best experts on this subject based on the ideXlab platform.
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setting the Discourse Community tasks and assessment for the new technical communication service course
Technical Communication Quarterly, 1999Co-Authors: Nancy W CoppolaAbstract:This article argues for a social perspective of the new technical communication service course, a conclusion supported by several premises: the technical communication profession wants and needs accountability, accountability is demonstrated by evaluation, assessment requires that we define literacy, evaluating technical communication literacy requires portfolio evaluation, portfolio assessment supports the social perspective of learning, and the social construction concepts imply teaching strategies. The argument proceeds from a case study that demonstrates reliability, stability, and validity in its technical communication service course assessment, tasks, and instructor Community. This article demonstrates that portfolios can help us both conceptualize and evaluate the new technical communication service course.
Dale R. Baker - One of the best experts on this subject based on the ideXlab platform.
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Science Teaching Reform Through Professional Development: Teachers’ Use of a Scientific Classroom Discourse Community Model
Science Education, 2015Co-Authors: Elizabeth B. Lewis, Dale R. Baker, Brandon HeldingAbstract:This report outlines a 2-year investigation into how secondary science teachers used professional development (PD) to build scientific classroom Discourse communities (SCDCs). Observation data, teacher, student, and school demographic information were used to build a hierarchical linear model. The length of time that teachers received PD was the exclusive predictor of change over time, whereas a schools’ percentage of low socioeconomic students predicted how PD concepts was initially implemented. Prior to PD teachers expressed a desire to increase opportunities for students to engage in SCDCs, but found some aspects more challenging than others to implement. Generally, there were three categories of the teachers’ frequency of use of SCDC strategies: (a) most observed that required teachers to change their own communication, classroom management, and direct instruction; (b) occasionally observed that provided opportunities for greater oral and written Discourse to facilitate students’ meaning making of science; and (c) least observed that encouraged students’ executive control of their learning and teachers’ use of formative assessment in response to students’ diverse learning needs. Teachers identified administrative support, PD strategies, and teacher collaboration as supports for implementation. However, they rated students’ science knowledge, diverse language skills, and Discourse abilities as the greatest barriers to implementing a SCDC.
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USING HLM TO ANALYZE ON-GOING TEACHER PROFESSIONAL DEVELOPMENT AND IMPLEMENTATION OF SCIENTIFIC CLASSROOM Discourse Community STRATEGIES
2009Co-Authors: Elizabeth B. Lewis, Dale R. Baker, Brandon Helding, Michael LangAbstract:One-hundred-and-sixty classroom observations of secondary science and language arts teachers were made throughout the 2007-2008 academic year to determine the extent of their use of professional development, specifically using strategies to construct a scientific classroom Discourse Community (SCDC). Each observation was scored using a 36-item instrument of various SCDC instructional strategies designed to match the professional development. These observation scores and teacher demographic information were used to build a hierarchical linear model to explore for statistically significant relationships over time. The length of time that the teachers received professional development was chosen as the exclusive predictor of teacher change because the overall model fit associated with this variable was better, co-varied less across levels, and ultimately because it was most conceptually significant. Thus, sustained professional development over time, greater than one year, appears to be more effective, and necessary, for greater fidelity of implementation of SCDC teaching strategies. The results of the modeling also suggest that the professional development appears to work well for a variety of participants and is adaptable and equitable. Elizabeth B. Lewis, Division of Curriculum & Instruction, Mary Lou Fulton College of Education, Arizona State University, Tempe, AZ 85287 Dale R. Baker, Division of Curriculum & Instruction, Mary Lou Fulton College of Education, Arizona State University, Tempe, AZ 85287 Brandon Helding, Division of Curriculum & Instruction, Mary Lou Fulton College of Education, Arizona State University, Tempe, AZ 85287 Michael Lang, National Center for Teacher Education, Maricopa Community Colleges District Offices, Phoenix, AZ 85281
Miriam Gamoran Sherin - One of the best experts on this subject based on the ideXlab platform.
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Multiple Perspectives on the Development of an Eighth-Grade Mathematical Discourse Community
The Elementary School Journal, 2007Co-Authors: Edith Prentice Mendez, Miriam Gamoran Sherin, David A. LouisAbstract:Abstract In this article we examine the development, over 1 year, of mathematical Discourse communities in 2 eighth‐grade mathematics classes in a suburban public middle school. The curriculum topics included probability, functions, graphing, data analysis, and pre‐algebra. The 50 students were heterogeneously placed; most were from upper‐middle‐class families. Data included videotaped classroom observations, field notes, and teacher reflections. We explored both the students’ growing competencies with mathematical Discourse and changes in how the teacher attended to students’ ideas. We present the teacher’s impressions of the developing Discourse Community, and we applied 2 research‐based lenses, robust mathematical discussion to assess the strength of student Discourse, and professional vision for classroom Discourse to analyze the ways in which the teacher paid attention to, and reflected on, ideas students raised during discussion. Applying multiple perspectives highlighted the complex nature of devel...
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A Balancing Act: Developing a Discourse Community in a Mathematics Classroom
Journal of Mathematics Teacher Education, 2002Co-Authors: Miriam Gamoran SherinAbstract:This article examines the pedagogical tensions involved in trying to usestudents' ideas as the basis for class discussion while also ensuring thatdiscussion is productive mathematically. The data for this study of theteaching of one middle-school teacher come from observations andvideotapes of instruction across a school year as well as interviews with theparticipating teacher. Specifically, the article describes the teacher'sattempts to support a student-centered process of mathematicalDiscourse and, at the same time, facilitate discussions of significantmathematical content . This tension in teaching was not easily resolved;throughout the school year the teacher shifted his emphasis betweenmaintaining the process and the content of the classroom Discourse.Nevertheless, at times, the teacher balanced these competing goals by usinga ``filtering approach'' to classroom Discourse. First multiple ideas aresolicited from students to facilitate the process of student-centeredmathematical Discourse. Students are encouraged to elaborate theirthinking, and to compare and evaluate their ideas with those that havealready been suggested. Then, to bring the content to the fore, the teacherfilters the ideas, focusing students' attention on a subset of themathematical ideas that have been raised. Finally, the teacher encouragesstudent-centered Discourse about these ideas, thus maintaining a balancebetween process and content.
