The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Karen Seashore Louis - One of the best experts on this subject based on the ideXlab platform.
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does teacher empowerment affect the classroom the implications of teacher empowerment for Instructional Practice and student academic performance
Educational Evaluation and Policy Analysis, 1997Co-Authors: Helen M Marks, Karen Seashore LouisAbstract:Findings from recent research about the relationship of teacher empowerment to other school reform objectives of interest, such as classroom Practices or student academic performance, are mixed. Th...
Michelle Bauml - One of the best experts on this subject based on the ideXlab platform.
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we learned all about that in college the role of teacher preparation in novice kindergarten primary teachers Practice
Journal of Early Childhood Teacher Education, 2011Co-Authors: Michelle BaumlAbstract:This qualitative case study reports how 5 first-year kindergarten/primary teachers utilized knowledge and skills from their teacher preparation program as a means of approaching curricular decision-making for Instructional Practice. In many ways, participants drew from university courses, field experiences, or both to help them make sense of their work and to guide their decisions. This was achieved as participants adopted, modified, imitated, or avoided what they learned during their teacher preparation program. While the findings suggest teacher education provides valuable learning opportunities for beginning teachers, they also illuminate areas of concern. Implications for teacher educators are discussed.
Helen M Marks - One of the best experts on this subject based on the ideXlab platform.
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does teacher empowerment affect the classroom the implications of teacher empowerment for Instructional Practice and student academic performance
Educational Evaluation and Policy Analysis, 1997Co-Authors: Helen M Marks, Karen Seashore LouisAbstract:Findings from recent research about the relationship of teacher empowerment to other school reform objectives of interest, such as classroom Practices or student academic performance, are mixed. Th...
Kassandra R Chaney - One of the best experts on this subject based on the ideXlab platform.
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professional development and Instructional Practice conceptions and evidence of effectiveness
Journal of Education for Students Placed at Risk (jespar), 2009Co-Authors: Heather E Quick, Deborah J Holtzman, Kassandra R ChaneyAbstract:As with many districtwide reform efforts, the San Diego reform sought to improve classroom instruction by focusing on building the capacity of teachers. This article examines Practices of teacher professional development in the district and their impact on literacy instruction. Through examination of the literature on effective professional development, school staff's conceptions of what makes professional development effective, and detailed data on professional development experiences from 100 elementary teachers, we explore the extent to which characteristics of effective professional learning align with what is actually taking place in schools. We also examine relationships between professional development characteristics and teachers' use of Instructional Practices that have been shown to predict student growth in reading comprehension. We find that professional development characterized by an emphasis on content and curriculum and that incorporates coaching is related to a higher frequency of this ty...
Kathryn N. Hayes - One of the best experts on this subject based on the ideXlab platform.
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Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS
Journal of Science Teacher Education, 2016Co-Authors: Kathryn N. Hayes, Christine S. Lee, Rachelle Distefano, Dawn O’connor, Jeffery C. SeitzAbstract:Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. In-service and pre-service teacher educators are involved in supporting teacher shifts in Practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform. Survey instruments are often used to capture Instructional Practices; however, existing surveys primarily measure inquiry based on previous definitions and standards and with a few exceptions, disregard key Instructional Practices considered outside the scope of inquiry. A comprehensive survey and a clearly defined set of items do not exist. Moreover, items specific to the NGSS Science and Engineering Practices have not yet been tested. To address this need, we developed and validated a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards. Survey construction was based on a literature review establishing key areas of science instruction, followed by a systematic process for identifying and creating items. Instrument validity and reliability were then tested through a procedure that included cognitive interviews, expert review, exploratory and confirmatory factor analysis (using independent samples), and analysis of criterion validity. Based on these analyses, final subscales include: Instigating an Investigation, Data Collection and Analysis, Critique, Explanation and Argumentation, Modeling, Traditional Instruction, Prior Knowledge, Science Communication, and Discourse.
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testing predictors of Instructional Practice in elementary science education the significant role of accountability
Science Education, 2016Co-Authors: Kathryn N. Hayes, Cary J TrexlerAbstract:Many resources have been committed to research on science teaching pedagogies, resulting in a robust understanding of best Instructional Practices. Yet, exposure to excellent science instruction in elementary school is haphazard at best and often inequitable. Although the research community has attended to the role of teacher traits, such as attitude and preparation, very little research examines the role of policy and context in constraining or supporting such best Practices at the elementary level. This study attempts to fill this need through a multilevel model of how teacher traits, socioeconomic context (SE context), and accountability pressures predict students’ opportunity to engage in hands-on and laboratory science education. Results indicate accountability pressure eclipsed all other predictors, including SE context, in accounting for variance in the model. Final analysis indicates that teachers at high accountability pressure schools spent about 60% less time using hands-on and laboratory teaching methods than teachers at lower accountability pressure schools, an equity issue given the distribution of underrepresented students. Teacher traits including professional development, experience, attitude, and degree were insignificant in the model. This has implications for efforts to improve elementary science education in the United States, as research and national priorities have been focused primarily on teacher development.
