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Author: Ruth Garner
Publisher: Routledge
ISBN: 1136690069
Category : Language Arts & Disciplines
Languages : en
Pages : 348
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Book Description
Every day in classrooms, teachers and students think about and with text. Their beliefs about what text is, who created it, and how to evaluate it are an influence, often a profoundly important one, on how they use text. This book brings together research on epistemology, belief systems, teacher beliefs, and text -- research that is usually presented separately, and in different disciplines. The editors illustrate what a cross-disciplinary body of work looks like, what varied insights are possible, and when the central concerns are beliefs and text. Written by respected researchers in the fields of psychology and education, the chapters are clustered thematically into three sections: * childrens' and adults' beliefs about text. * beliefs about what should be taught and how particular content should be taught and assessed in classrooms. * commentary on knowing versus believing, on the literatures that inform this body of work, and on belief systems. The first to address this important topic in a single volume, this book provides an essential synthesis of current research in an active area of inquiry. The chapters are pieces framed in a time and place with particular intentions -- one of those intentions is that they separately and as a whole stimulate discussion about beliefs and text.
Author: Ruth Garner
Publisher: Routledge
ISBN: 1136690069
Category : Language Arts & Disciplines
Languages : en
Pages : 348
Get Book Here
Book Description
Every day in classrooms, teachers and students think about and with text. Their beliefs about what text is, who created it, and how to evaluate it are an influence, often a profoundly important one, on how they use text. This book brings together research on epistemology, belief systems, teacher beliefs, and text -- research that is usually presented separately, and in different disciplines. The editors illustrate what a cross-disciplinary body of work looks like, what varied insights are possible, and when the central concerns are beliefs and text. Written by respected researchers in the fields of psychology and education, the chapters are clustered thematically into three sections: * childrens' and adults' beliefs about text. * beliefs about what should be taught and how particular content should be taught and assessed in classrooms. * commentary on knowing versus believing, on the literatures that inform this body of work, and on belief systems. The first to address this important topic in a single volume, this book provides an essential synthesis of current research in an active area of inquiry. The chapters are pieces framed in a time and place with particular intentions -- one of those intentions is that they separately and as a whole stimulate discussion about beliefs and text.
Author: Helenrose Fives
Publisher: Routledge
ISBN: 1136265821
Category : Education
Languages : en
Pages : 717
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Book Description
Teacher beliefs play a fundamental role in the education landscape. Nevertheless, most educational researchers only allude to teacher beliefs as part of a study on other subjects. This book fills a necessary gap by identifying the importance of research on teacher beliefs and providing a comprehensive overview of the topic. It provides novices and experts alike a single volume with which to understand a complex research landscape. Including a review of the historical foundations of the field, this book identifies current research trends, and summarizes the current knowledge base regarding teachers’ specific beliefs about content, instruction, students, and learning. For its innumerable applications within the field, this handbook is a necessity for anyone interested in educational research.
Author: Peter Garrett
Publisher: Routledge
ISBN: 1317385330
Category : Language Arts & Disciplines
Languages : en
Pages : 658
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Book Description
The Routledge Handbook of Language Awareness is a comprehensive and informative overview of the broad field of language awareness. It contains a collection of state-of-the-art reviews of both established themes and new directions, authored and edited by experts in the field. The handbook is divided into three sections and reflects the engaging diversity of language awareness perspectives on language teaching and teachers, language learning and learners, and extending to additional areas of importance that are less directly concerned with language instruction. In their introductory chapter, the editors provide valuable background to the language awareness field along with their summary of the chapters and issues covered. A helpful section giving further reading suggestions for each of the chapters is included at the end of the book. This volume is essential reading for graduate students and researchers working in the sphere of language awareness within applied linguistics, sociolinguistics and across the wider spectrum of language and communication.
Author: Dayle Scott Peabody
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: Student performance on standardized tests correlates with demographic factors such as race and socio-economic status. On standardized tests, minority and low income students often perform below average. Previous analysis of 10th grade Florida Comprehensive Assessment Test (FCAT) Reading scores demonstrated that students at some schools with a majority at-risk population perform significantly below the state average, whereas students at other, similar schools perform significantly above the state average on this test. This study examined the differences between classroom factors, such as teacher beliefs and instructional practice, that might help explain these differences in performance among similar students on the 10th grade FCAT Reading test. Teachers at four schools with a majority of at-risk students were observed, interviewed and surveyed. This study found that teachers at high performing schools emphasized learner-centered teaching in both belief and practice, de-emphasizing the FCAT and the benchmarks tested. In contrast, teachers at low performing schools emphasized teacherix centered behaviors, both in belief and practice, and focused specifically on the FCAT as well as specific benchmarks tested.
Author: Christopher M. Clark
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages : 418
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Book Description
Author: Mark Priestley
Publisher: Bloomsbury Publishing
ISBN: 1472525876
Category : Education
Languages : en
Pages : 201
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Book Description
Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.
Author: Lawrence J. Saha
Publisher: Springer Science & Business Media
ISBN: 0387733175
Category : Education
Languages : en
Pages : 1192
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Book Description
The International Handbook of Research on Teachers and Teaching provides a fresh look at the ever changing nature of the teaching profession throughout the world. This collection of over 70 articles addresses a wide range of issues relevant for understanding the present educational climate in which the accountability of teachers and the standardized testing of students have become dominant.
Author: Meggan K. Laughrey
Publisher:
ISBN:
Category : Alternative schools
Languages : en
Pages : 72
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Book Description
"The underlying beliefs and assumptions that teachers hold regarding how students learn science are likely to influence their classroom instruction in addition to their knowledge of best practices. Currently, inquiry instructional strategies are considered best practices for secondary science education, especially in secondary alternative school settings (Bennett & Park, 2011) where curriculum focuses on both the personal and educational attributes gained by understanding the scientific process as a problem-solving method. However, despite the promotion of inquiry science as standard practice in the alternative classroom, the innate challenges of teaching the alternative student often further complicates the ability of the teacher to provide true inquiry science education. In this investigation, I attempt to examine the beliefs and practices of an alternative high school science teacher. Data collection included teacher interviews, classroom observations, and collection of lesson artifacts. Data was then categorized into four categories: (1) teacher definition of inquiry and the teacher's level of agreement that inquiry practices are best practices for alternative students, (2) understanding of how students learn best, (3) perceived supports for implementing inquiry, and (4) perceived barriers for implementing inquiry. Interview data and classroom observations of instructional strategies exposed misalignment between teacher's beliefs regarding inquiry science pedagogy and classroom practice leading to barriers in inquiry science implementation. These misalignments between the teacher's stated beliefs and instructional practices were related to her perceived areas of weakness, time constraints, and low level of agreement that inquiry instruction is best practice for alternative high school students' science education."--Boise State University ScholarWorks.
Author: Shun Lau
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 0
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Book Description
"This study aimed to gain a better understanding of teachers' beliefs and the adoption of instructional practices. In addition, it examined the relations between teachers' efficacy beliefs and two different types of instructional practices (i.e. authentic pedagogy and conventional instructional method)."--[page 1].
Author: Hongying Zheng
Publisher: Springer
ISBN: 3319230093
Category : Education
Languages : en
Pages : 185
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Book Description
The volume is a practical introduction to the ways in which the teachers deal with classroom events in the context of change for researchers, teachers, administrators who wish to implement curriculum reform to EFL in schools. The author provides insights into the beliefs of Chinese teachers of English as a Foreign Language (EFL), and their pedagogical choices in the context of the National English Curriculum Reform. The complex nature of EFL teachers’ beliefs about EFL teaching and learning are exposed, how their beliefs interact with mental and actionable processes triggered by classroom practice, and how their beliefs co-adapt with contexts to maintain the stability of the teachers’ belief systems. This is the first study to present complexity theory in a narrative context of education, exploring the non-linear and unpredictable features of the relationship between the teachers’ beliefs and practices. Integrating complexity theory with interpretivist, ecological and sociocultural perspectives, this book contributes to the research agenda by providing a systematic framework for examining teacher beliefs as a whole, and examining the extent to which western theory may be applied to Chinese educational contexts.
