Search results for: Evidence
Page 2/2 17 items
Results of this study identified evidence markers that characterize reflection in preservice teacher electronic portfoliosThe author describes how the school of education faculty members identified these markers. The author argues that being able to explicitly recognize and characterize the evidence which identifies reflection should assist instructors in teaching the skills of reflection and in making better use of electronic portfolios for promoting reflection among preservice teachers.
Updated: Jul. 17, 2013
Mind the Gap: Looking for Evidence-Based Practice of Science Literacy for All in Science Teaching Journals
The authors examined whether science teaching journals’ recommendations are anchored to high-quality evidence. The authors found that (a) most National Science Teacher Association journals’ science literacy recommendations have weak or no evidence base and (b) those with evidence reference teaching journals, teacher resource books, and literacy education more often than science education research.
Updated: Apr. 23, 2013
The authors explored pupils’ understanding of chemical change. This change was investigated in relation to two cognitive variables: logical thinking and field-dependence/field-independence. The participants were 99 sixth-grade elementary school pupils, which were involved in two different tasks related to combustion. The findings provide empirical evidence that the above individual differences have an effect on pupils’ understanding the phenomenon of chemical change at that critical age.
Updated: Apr. 23, 2013
Scientific Evidence as Content Knowledge: A Replication Study with English and Turkish Pre-service Primary Teachers
The current research reports a replication study in Turkey of an intervention originally carried out with pre-service primary teachers in England. The cohorts had different characteristics; in particular, their overall ability, their confidence in science and how they had been taught science at school were different. Following teaching both cohorts had increased their understanding of scientific evidence, and improved their ability to conduct an open-ended investigation.
Updated: Mar. 24, 2013
Developing Prospective Elementary Teachers’ Abilities to Identify Evidence of Student Mathematical Achievement
In this study, the authors examined whether a classroom intervention would improve the ability of prospective elementary teachers to identify and evaluate evidence of student understanding of a mathematical lesson. The participants in this study were 192 prospective elementary teachers who enrolled in the first mathematics content course at a Mid-Atlantic University. The prospective teachers completed pre- and posttests individually outside of regular class times, and the interventions were implemented by each of six course instructors during regular course meetings. The results indicate that the intervention was successful in improving at least some of PTs’ analysis skills.
Updated: Sep. 03, 2012
The goal of this article is to generate a portrait of the evidence on instruction that identifies strengths and gaps in the literature and that summarizes what this research base says about the relationship between classroom instruction and student outcomes. It was found that more than half the studies used data more than a decade old; few studies examined instruction during important transition years such as sixth and ninth grade; and subject area emphasis was lopsided, with mathematics and science instruction receiving much greater attention than English/Language Arts and Social Studies. The summary also revealed a repeated finding of low-SES students receiving diminished learning opportunities than more affluent peers.
Updated: Oct. 23, 2011
How Do School Peers Influence Student Educational Outcomes? Theory and Evidence From Economics and Other Social Sciences
This study describes and compares theories from multiple disciplines about how peers (classmates) influence one another. The study then compares the empirical predictions of the theories with empirical evidence about peer influences on student achievement and draws tentative conclusions about which theories are most consistent with the evidence. A new hybrid theory, group-based contagion, is proposed that seems most consistent with the evidence.
Updated: May. 30, 2010