Uma análise dos preditores do conhecimento do conteúdo da história: Implicações para política e prática

How and to what extent students learn history content is a complicated process, drawing from the instructional opportunities they experience; the policy prioritization of history/social studies instruction in schools; and their own cultural perspectives toward the past. In an attempt to better understand the complex inter-play among these dimensions, we examined relationships among student sociocultural characteristics, instructional exposure, and school-level variables and US History content knowledge. Using data from the 2010 National Assessment of Educational Progress Test on US History (NAEP-USH), multilevel analyses indicated that while sociocultural indicators (such as race, gender, and socioeconomic status) correlate with achievement, students’ instructional exposure variables remain significant predictors of history content knowledge. Moreover, school context such as building-level demographics and state testing-policy predict between school variance in content knowledge and moderate the achievement gap. Results also suggest that, while a substantial achievement gap remains, exposure to text-based instructional practices is associated with increased knowledge. Findings from this study have policy implications for the development of a more inclusive social studies curriculum, the advocating of text-dependent instruction as a high-leverage practice among history teachers, and cautious consideration of tests as proxies for accountability in history education. Entender cómo y cuántos alumnos aprenden sobre contenido histórico es un proceso complicado, basado en oportunidades de aprendizaje que los alumnos encuentran, en una política de priorización de la enseñanza de contenido histórico o de ciencias sociales, y en las perspectivas culturales de los alumnos sobre el estudio del pasado. Con el objetivo de entender la relación compleja entre los diversos aspectos en este proceso de aprendizaje, investigamos la relación entre características socioculturales de los alumnos, acceso a este tipo de enseñanza, y variables explicativas de escuelas y del conocimiento de la historia de los Estados Unidos. El resultado de nuestra modelación jerárquica indica que mientras variables socioculturales (raza, sexo y situación socioeconómica) se correlacionan con éxito, con datos de la Evaluación Nacional de la Prueba de Progreso Educativo en Historia Americana (NAEP-USH, por sus siglas en inglés) Académico, las variables de acceso a este tipo de enseñanza son parámetros importantes para el conocimiento del contenido histórico. Además, variables sobre la escuela, por ejemplo demografía de la escuela y políticas estaduales en cuanto a pruebas académicas, son parámetros relevantes en el análisis de varianza en conocimiento sobre el contenido académico y la disparidad en éxito académico entre alumnos. Los resultados también indican que a pesar de la existencia de la disparidad en el éxito académico, el acceso a textos y materiales educativos está relacionado con el avance del conocimiento. Nuestras conclusiones son relevantes para el desarrollo de políticas educativas de un currículo en ciencias sociales que sea más inclusivo, el apoyo al uso de instrucciones usando textos / libros académicos, y la cautela en cuanto al uso de pruebas para medir la enseñanza de la historia. Entender como e o quanto alunos aprendem sobre conteúdo histórico é um processo complicado, baseado em oportunidades de aprendizagem que alunos encontram, numa política de priorização do ensino de conteúdo histórico ou de ciências sociais, e nas perspectivas culturais dos alunos sobre o estudo do passado. Com o objetivo de entender a relação complexa entre os vários aspectos neste processo de aprendizagem,  nós investigamos a relação entre características socioculturais dos alunos, acesso a este tipo de ensino, e variáveis explanatórias de escolas e do conhecimento da história dos EUA. Usando dados da Avaliação Nacional do Teste de Progresso Educacional em História Americana (NAEP-USH, por sua sigla em inglês) de 2010, os resultados da nossa modelação hierárquica indicam que enquanto variáveis socioculturais (raça, sexo e situação socioeconômica) são correlacionadas com sucesso acadêmico, variáveis de acesso a este tipo de ensino são parâmetros importantes para o conhecimento de conteúdo histórico. Além disso, variáveis sobre a escola, por exemplo demografia da escola e políticas estaduais quanto a testes acadêmicos, são parâmetros relevantes na análise de variância em conhecimento sobre o conteúdo acadêmico e a disparidade em sucesso acadêmico entre alunos. Os resultados também indicam que apesar da existência da disparidade em sucesso acadêmico, acesso a textos e materiais  educativos é relacionado com o avanço de conhecimento. Nossas conclusões são relevantes para o desenvolvimento de políticas educacionais de um currículo em ciências sociais que seja mais inclusivo, o apoio ao uso de instruções usando textos/ livros acadêmicos, e a cautela quanto ao uso de provas para medir o ensino de história.

Principals' and Teachers' Reports of Instructional Time Allocations in Third Grade Abstract

Using a paired national cross-section of third grade teacher and principal Schools and Staffing Survey data from 2007-2008, comparisons were made regarding teachers’ and elementary principals’ reports of instructional time distributions for English/Language Arts, mathematics, science, social studies, and reading in third grade during a full week of school. Examining how schools’ two most fundamental personnel converge and diverge in their reports of instructional time allocations, allowed researchers to compare, first, how teachers and principals report instructional time uses by subject area, and second, to determine if there were differences in reported time allocations between teachers and principals. Educational problems associated with instructional time emerge as conflicts in: (1) time as a function of administration and (2) time as a function of the classroom.

Teacher Quality or Quality Teaching? Eighth Grade Social Studies Teachers’ Professional Characteristics and Classroom Instruction as Predictors of U.S. History Achievement

Using data from the 2010 National Association of Education Progress eighth grade test of U.S. history (NAEP-US8), the current study explored the intersections among traditional indicators of teacher quality and competing dimensions of quality teaching on students’ history knowledge. Findings indicated that eighth grade social studies teachers with academic backgrounds in history and secondary education were associated with increased use of disciplinary practices valued by the field (i.e., reading across multiple source materials, discussion, and writing in the content area) and performance-based assessment. Furthermore, when accounting for both teacher characteristics and instructional decision-making, alternatively licensed middle grades teachers were associated with lower average student achievement on NAEP-US8. Holding other conditions constant, eighth grade teachers with backgrounds in secondary education were associated with higher average student performance. Results further suggest that middle grades teachers who focus instruction on disciplinary practices are associated with increased student learning outcomes as measured by NAEP-US8. Findings from this study have potential implications for middle grades social studies teacher education as well as curricular and certification policies

Exploring The Effectiveness Of Online Education In K-12 Environments

The integration of technology in classrooms is rapidly emerging as a way to provide more educational opportunities for students. As virtual learning environments become more popular, evaluating the impact of this technology on student success is vital. Exploring the Effectiveness of Online Education in K-12 Environments combines empirical evidence and best practices in current K-12 distance learning and virtual schools. Emphasizing current research and opportunities, this book is an all-inclusive reference source for administrators, teachers, researchers, teacher educators, and policymakers interested in the development and implementation of blended and electronic learning in primary and secondary education

University Supervisor Perspectives Of The Remote Observation Of Graduate Interns

The University of North Carolina at Charlotte\u27s College of Education offers a 100 % online teacher licensure program. One component of the licensure program is the Graduate Internship, which involves the observation of graduate interns\u27 teaching. With many current and potential students located in more remote areas of the state, the remote observation of graduate interns (ROGI) was developed. Although a technology-based solution to observation barriers, evaluation of the remote observation process was necessary for larger programmatic expansion. Thus, the purpose of this qualitative study was to describe from the experiences of university supervisors who had conducted remote observations for 1 year. Researchers sought to understand, from an administrative perspective, what was gained or lost in substituting ROGI for traditional face to face observations. Drawing from interview data, researchers explore four university supervisors\u27 feelings about their experiences with ROGI, perceptions of the utility and limitations of ROGI, as well as their comfort in facilitating technology-mediated observations. Additionally, researchers describe university supervisor preferences in comparing face to face observations with ROGI, and examine from university supervisor experiences whether or not they believe the teaching internship semester can be effectively facilitated with technology. © 2012 Springer Science+Business Media, LLC

Implementing The Remote Observation Of Graduate Interns: Best Practices And Lessons Learned

In this chapter, unexpected challenges, lessons learned, as well as the best practices that have resulted during the implementation of a program involving the remote observation of graduate interns are addressed. More specifically, best practices and lessons learned related to a series of logistical, pedagogical, and technological issues encountered during both the pilot and full implementation of the ROGI process are presented. Logistical best-practices and lessons-learned address gaining school- and district-level approval to conduct remote observations; communication, verification, and documentation of the remote observations; gaining university supervisor and student intern buy-in; and e-documentation involved in the ROGI process. Pedagogical best-practices and lessons-learned attend to conducting face-to-face seminars and post-conferences remotely and camera movement during the observation. Finally, technological best-practices and lessons-learned focus on hardware and software selection and support for university supervisors and graduate interns. © 2012, IGI Global

Characteristics and working conditions of moonlighting teachers: Evidence from the 2011-2012 Schools and Staffing Survey

Educational research has long established moonlighting as a popular employment practice among public school teachers. Using data from the National Center for Education Statistics Schools and Staffing Survey, this study examined both the characteristics and motivations of public school teachers across moonlighting categories. Findings indicate that teacher characteristics, workplace perceptions, and professional outlook varied across moonlighting type. The likelihood of moonlighting outside of the education sector increased among single, male teachers with high reported burnout and lower salaries. Results have implications for how school leaders and policymakers should view moonlighting inside and outside the education sector.