Search results for: Middle school teachers
Page 1/3 25 items
Evolving Problems of Practice: How a Teacher’s Reflective Courses of Action Contributed to Her Learning and Change
Although literature emphasizes the value of recursive reflection on problems of practice to facilitate teacher learning and change, few studies investigate teachers’ iterative, evolving reflections on problems that emerge in their efforts to change their practice over time. This case study provides an in-depth, longitudinal analysis of one teacher’s incremental trajectory of change through examining her reflective discourse in pre- and post-observational planning and debriefing meetings with researchers over two-and-a-half school years. The middle school teacher was intentionally focused on changing her practice to support students’ historical inquiry, shifting from a more traditional, authoritative approach to a disciplinary-inquiry stance. Analysis entailed mapping the teacher’s talk about problems of practice in planning/debriefing meetings and how the evolution of her framing of problems was influenced by reflective courses of action. Analysis revealed the teacher’s courses of action differed depending on the type of problem she addressed and that these courses of action contributed to changes in her knowledge, practice, and dispositions. The paper addresses implications for studying and supporting teacher learning and change.
Updated: May. 14, 2022
Using a technology, pedagogy, and content knowledge (TPACK) framework, this article examines the classroom practice of two middle grades mathematics and science teachers integrating a 1:1 initiative and the ways they dealt with the barriers in their classroom practices. This study suggests that some science and math teachers, despite working in a 1:1 environment, still face many both external and internal barriers when trying to integrate technology into their pedagogical design and practice. The key will be to help those teachers, through content specific professional development and scaffolding, to recognize the power that these tools provide. Given the right supports, the iPads can be used as a way for teachers to engage students in science learning.
Updated: Aug. 16, 2017
This article investigates the relationship between the structural features of middle grades teacher preparation programs (TPPs) and student achievement gains in math and English/Language Arts (ELA), focusing on teachers recommended for initial licensure, prepared in University of North Carolina (UNC) system institutions. The findings reveal that subject matter has a negative relationship to middle grades mathematics achievement but no relationship to student achievement for ELA. Further, there is a negative relationship of full-time student teaching responsibility for mathematics and no relationship for ELA. Similarly, there is evidence of a negative relationship of early fieldwork hours to mathematics achievement, but no relationship to ELA achievement.
Updated: Jul. 24, 2017
In this article, the authors explore the level, variation, and change in teacher knowledge and instruction in the first two years of teaching, the relationship between Mathematical Knowledge for Teaching (MKT) and more distal measures such as certification. The findings reveal that many beginning math teachers had neither a degree in math nor substantial coursework in math. The authors also found that beginning teachers in this study generally had low levels of knowledge (as measured by the MKT), a balanced approach to cognitive demands, low levels of discussion quality, and substantial across-teacher variation in topic coverage. Furthermore, this study provides empirical evidence documenting that in their first two years of teaching, middle school math teachers improved in their math knowledge and improved on some but not all measures of instructional quality.
Updated: Apr. 05, 2017
Factors Influencing Turkish Preservice Teachers’ Intentions to Use Educational Technologies and Mediating Role of Risk Perceptions
An expanded version of the Decomposed Theory of Planned Behavior, which incorporated the concept of Risk Perceptions (RP), was used to examine the intentions of Turkish preservice middle school teachers to use educational technologies (ET) in their future classrooms.
Updated: Feb. 26, 2017
This article examines the effect of a National Writing Project professional development model on a group of middle school writing teachers. Specifically, the authors examine how contact with other professionals in intensive week-long sessions as well as mentoring from the professional development coach affected the teachers’ concept of themselves as professionals, as writers, and as colleagues, as well as how this attitudinal change affected their classrooms and students. The findings reveal that through participating in the literacy academies, these teachers appear to have revived their interest in teaching and gained confidence in their expertise. The authors find that activities with more positive structural features tend to provide professional development with more positive core features, which in turn tend of produce more positive teacher outcomes.
Updated: Jun. 15, 2016
This study examined the technology integration practices of teachers involved in a statewide initiative via one cycle of action research (AR). The findings revealed that thematic analysis yielded five themes: content and objectives, audience, classroom implementation, hardware and software use, and outcomes.
Updated: Aug. 05, 2015
Navigating Access and Maintaining Established Practice: Social Studies Teachers' Technology Integration at Three Florida Middle Schools
This study examines middle grades social studies teachers’ technology integration in their classrooms. The participant teachers indicated their beliefs that technology integration was important for student learning and that students learned best in an active, hands-on, classroom. However, few teachers required students to gather and analyze information in the class setting. The findings suggest that multiple factors influence the teachers’ practices, including access and functionality of technology, teacher attitude toward and comfort with technology, and teaching philosophy and pedagogical practice.
Updated: Sep. 10, 2014
The authors propose that educative assessment materials that highlight students’ science writing can provide a framework to help teachers evaluate the growth of their students’ science understanding. The authors identified three educative features of this assessment that seemed both valuable to teachers and worthy of further study. The authors noted two main ways that teachers began to make instructional decisions based on considering their students’ responses on the educative assessments. The authors' experiences developing and implementing these two aspects of the LISELL project have implications for theory, research, and practice in how to support teachers’ and students’ engagement with language-rich science inquiry.
Updated: Apr. 08, 2014
Reflections at Hand: Using Student Response System Technology to Mediate Teacher Reflective Thinking
This study aimed to investigate the association between teachers’ self-reported reflective practices and their use of student response systems (SRS). The findings reveal that self-reflection scores and reported SRS use were low yet significantly correlated. Furthermore, the results show an increase in SRS predicts an increase in self-reflection.
Updated: Jun. 24, 2013