Reading beliefs, practices, and theories in classroom teaching: Congruent, ambiguous, and incongruent relationships

This study explored a teacher educator's beliefs, practices and theories during the teaching of a reading course READ 3323.02: Reading Acquisition, to 31 preservice teachers at a south Texas University during the Fall 1992 semester. Rationale for the study was based on current research that encourage the use of reflective inquiry practice to explore classroom instruction. Reflective practice is viewed as an alternative perspective to inquire into the teacher change process. Written in narrative, the inquiry explored my transition from a transmission belief system and related practices of the teaching of reading to a transactive sociocultural Constructivist/Vygotskian belief system and related practices about the teaching and learning of reading. The study addresses three aspects of myself as a teacher educator: (1) the beliefs I hold regarding teaching, reading, and learning; (2) the practices I employed; and (3) the relationships between my teaching beliefs, instructional practices and educational theory. Thirty-one class meetings were videotaped. Seven videotaped classes were selected to represent the study's primary data source. One videotape was used to initiate a practical argument of my classroom practices. The remaining six videotaped classes were transcribed into sets of anecdotal records and used to compare classroom instruction with the practical argument dialogue. Grounded theory procedures and techniques provided the comparative analysis that revealed twelve overarching teaching practices. The comparison of these teaching practices indicated degrees of congruent cases of relationships among my beliefs, practices, and current educational theories. These cases of practice relationships, termed Episodic Frames constructed a conceptual framework of congruent, ambiguous, and incongruent relationships between and among the twelve practices and my beliefs and theories about teaching, reading, and learning. The resultant framework represents my personal practical knowledge teaching system I employed during the teaching of reading to preservice teachers. Secondary data sources from student journal entries and other class related artifacts were used for triangulation purposes to support and inform this teaching system. Presented from the findings is one possible interpretation about the movement from a transmission-style of teaching to a more interactive-style of practice. This interpretation suggests an alternate view about the teacher change process

Navigating the whirlwind: one science teacher's experience utilizing a science fiction novel in the secondary classroom

This study was a narrative inquiry that explored the experience of one science teacher as he utilized a science fiction novel in his secondary physical science classroom. With the recent implementation of the Common Core literacy standards in Alabama, science teachers are now required to address literacy and reading along with teaching science content and pursuing scientific literacy. Since these standards originate from a language arts perspective, science teachers may not be aware of how to best undertake this initiative without the necessary in-depth training in literacy strategies. This story of one Alabama science teacher integrating a science fiction novel in his physical science classroom provided an understanding and affinity of the ideas, practices, decisions, and Discourses (Gee, 2005, 2012) that influenced the situated cognition of this novice “literacy teacher” as he tried out a new tool. This narrative inquiry was guided by the following research questions: 1) what is the experience of a science teacher as he utilizes a science fiction novel in the secondary science classroom, and 2) how does a secondary science teacher meaningfully address scientific literacy through the use of a science fiction novel in a physical science classroom? Participant selection was through purposeful sampling, and data collection consisted of open-ended and story-telling interviews, participant observation, and document review. Data analysis resulted in the re-storying of the participant’s experience as well as insights gained from the story. Major conclusions drawn from this science teacher’s experience were the representation of three differing identities-science teacher, literacy teacher, and coach- through the entirety of the project; the use of a science fiction novel is a viable curricular option for addressing both content literacy and scientific literacy; knowing student learners is essential for strategically teaching a science fiction novel; and support and professional development are required for content teachers as they address content literacy standards. The story of this teacher’s experience and the conclusions gathered will be beneficial to science teachers and all other educators incorporating new approaches or tools while navigating various directives and mandates affecting the classroom in addition to their other professional duties. (Published By University of Alabama Libraries

Determining the impact of a multiliteracies workshop on TPACK knowledge of elementary preservice teachers

This study applied the researcher-created Multiliteracies Workshop Model (MWM) to a literacy block methods experience and measured the changes in elementary/early childhood and elementary/collaborative preservice teachers' technological pedagogical content knowledge (TPACK) learning. The study gathered information on the experiences of two comparison groups: Group A that attended methods courses and practicum and Group B that attended methods courses and practicum along with the Multiliteracies Workshop (MW). The study collected data on the kinds of experiences in teaching and technology in methods courses, practicum, and for Group B, the MW. The preservice teachers' experiences in the study shed light on preservice teachers' understanding of the relationships between traditional literacy, pedagogy, content knowledge, technology, and multiliteracies. Results from the preservice teachers' self-reporting on TPACK knowledge indicated that some changes occurred in both groups in their depth of understanding of these concepts, but Group B outpaced Group A as evidenced by empirical and experiential data. The MWM was designed using four types of multiliteracies pedagogy: Situated practice, over instruction, critical framing, and transformed practice. Group B participants were engaged in a participatory culture through three research-based approaches designed to yield TPACK learning: Learning activity types, deep-play, and learning by design. Teacher educators can use the MWM to provide nested experiences with teaching and technology during methods courses and practicum in preservice teacher education. Future research should apply the Multiliteracies Workshop Model to longitudinal studies. (Published By University of Alabama Libraries

Primary grades teachers' teacher identities and teaching practices in the United States and Japanese mathematics classrooms

The research supports the contentions that teachers' beliefs influence classroom practice and student achievement. Although research has been done to examine teachers' beliefs and classroom practice, limited research has investigated how one's culture and community affect teacher identity and mathematics classroom practice. The development over time of teachers' perceptions about mathematics and teacher identities has been overlooked in research that compares education in the United States and Japan. This study investigates how teachers' views on what effective teaching looks like and how their views, beliefs, and preferences (dispositions) influence the ways in which they teach mathematics, their pedagogical content knowledge in the four primary classrooms in United States and Japan. Because the process of understanding an individual's identity is complex, the language and actions the participants use within a certain context are examined to explore the socioculturally-situated identity being expressed in each case. The findings of this study may contribute to efforts that seek to understand how mathematics identity relates to how mathematics is taught. (Published By University of Alabama Libraries

Content analysis of four core basal reading programs: focusing on comprehension strategies (story structure, summarizing, and the use of graphic organizers)

Core reading programs are typically referred to as basals because they serve as the "base" for reading instruction. A core reading program is the primary instructional tool that teachers use to teach children to learn to read. The purpose of this study was to conduct a content analysis of three comprehension instructional strategies in four first-grade core basal reading teachers' manuals that were the top four highly recommended core basal reading programs of those to be considered for adoption by the Alabama State Department of Education during the 2007-2008 academic year. The content analysis was conducted to answer the overarching question in this study: How are the National Reading Panel recommendations for teaching comprehension instructional strategies in the areas of story structure, summarizing, and the use of graphic organizers represented in four first-grade core basal reading programs? Two sub-questions of the research question were considered: (a) How are the four first grade core basal reading programs teachers' manuals organized and how are the units and lessons within them constructed? (b) What do these strategies look like in the four first-grade core reading programs and how often do the comprehension strategies appear and in what sequence? The results revealed that several themes emerged from the content analysis. These themes revolved around the following core basal reading program components: unit themes, literacy centers, morning message, building background, read-alouds, word work, and guiding comprehension. All four core basal reading programs presented the use of story structure, summarizing, and graphic organizers comprehension instructional strategies. (Published By University of Alabama Libraries

Long-term impact of undergraduate science reform courses on the pedagogical content knowledge of kindergarten through sixth grade inservice teachers

This study explores the long-term impact of faculty-created reformed undergraduate science courses on the pedagogical content knowledge of kindergarten-6th grade inservice elementary teachers who took these reform courses during their undergraduate programs. On-site case studies were completed with 35 faculty instructors teaching entry-level undergraduate science courses at 20 higher education institutions, and 91 elementary inservice teachers. The sample was selected from a national population of diverse colleges and universities that had undergone reform in one or more of their undergraduate science courses. The data collection protocol involved classroom observations, interviews, artifact analysis, semi-structured interviews, and field notes from multiple instruments and sources. Data were collected during on-site visits from instructors and their graduated students. Quantitative and qualitative analysis identified variations in faculty instructors', as well as inservice teachers', perceptions and observations of the intended and enacted teaching goals, instruction, student difficulties, and rationale for teaching a specific science concept in observed science lessons. These perceptions and observations, identified as science pedagogical content knowledge (PCK), varied significantly among both faculty instructors and inservice elementary teachers who experienced the undergraduate reformed science courses taught by these same faculty instructors. (Published By University of Alabama Libraries

Mentors' and mentees' perceptions of a system-wide mandated mentoring program for first-year teachers

Throughout the United States school systems are aware of the teacher shortage. The projected need to fill 2.2 million positions by 2010 will increase throughout the educational field, especially in areas of high poverty schools and particular content areas. Therefore, it is crucial to provide the best type of mentoring program to retain the best and brightest teachers in the educational field. The purpose of this mixed method study was to examine the perceptions of first-year teachers and their mentors regarding their school system's mentoring program. Furthermore, this study examined the perceived effects of the program. The results of the study indicated that the mentoring program appeared to be nurturing as perceived by the first-year teachers. Their mentors perceived the program to be beneficial. The recommendations for future studies suggested that mentoring programs should try to match mentees and mentors as much as possible, carefully train and caution mentors with regard to establishing appropriate professional relationships with mentees and do professional development with mentees as well as mentors before the program begins. (Published By University of Alabama Libraries

Critical race theory in elementary social studies: exploring racial identity and stereotype threat for black males

Despite the vast research by various education specialists regarding the state of emergency as it relates to the Black male student and his success, little is known about the effects the social studies can have on their lives. Much of what is published about Black male students’ academic and personal lives, portrays these young men as defiant, unengaged, undereducated, and socially bankrupt. This study attempted to provide a voice for these young men through a transformative mixed method approach. The students and their social studies teachers completed a survey that examined their attitudes and beliefs of the social studies and how it could be used to instill a positive self-identity within this group of students. The students also took the Multidimensional Inventory Survey, developed upon a phenomenological view of the correlations between a person’s self-identity and his or membership within a particular race (Rowley, Sellers, Chavous, & Smith, 1998), to gain sight into how they believed they identified as males within the Black race. The students and teachers were then interviewed to triangulate the quantitative findings. The analysis of the data yielded the following: 1) Black boys enjoyed the social studies particularly when presented in a culturally relevant format, 2) Black boys possessed high levels of Black identity and closely aligned with teachers who viewed them as individuals and identified with the issues they encountered, 3) Teachers of these Black boys held them to high standards and did not compromise these expectations, 4) Teachers insinuated a culturally relevant social studies curriculum yielded increases in their Black male students’ self-identities, 5) Black boys wanted a space to feel valued, and the social studies classes in which they were enrolled, provided this positive valuation of them, which improved their own self-identities. (Published By University of Alabama Libraries

The impact of instructor intention for student learning and implementation of undergraduate science education reform on student perception of the learning environment

The rapid advances in technology and scientific knowledge in modern society increases the need for a workforce with an understanding of technology and critical thinking skills College graduates are entering the working world without the critical thinking skills and ability to apply the scientific knowledge gained during their undergraduate experience (Casner-Lotto & Barrington, 2006). To prepare college graduate for the careers that they will have in the future, the current way science is taught has to be reformed. When examining the impact of reformed science teaching at the undergraduate level, the question of how students perceive their learning environment arises. To address this problem, this study examined the effects that of varying levels of reformed science teaching used classroom had on students' perceptions of the learning environment. The population of this study included 103 institutions that participated in the National Aeronautics and Space Administration's NASA Opportunities for Visionary Academics (NOVA) Program. The NOVA program courses were developed by faculty teams as a part of professional development efforts for university faculty and administrators at 103 universities to work in collaborative teams to create and sustain reform in entry-level undergraduate science and mathematics courses. To determine the impact of reformed teaching on students, the National Study of Education in Undergraduate Science used surveys, interviews, and classroom observations compare the NOVA reformed courses with similar courses that had not been reformed under the NOVA program. The study sample in this dissertation includes data from 9 of those institutions and 14 faculty members. The level of reform was measured using the Reformed Teaching Observation Protocol, and students' perception of the learning environment was determined using the Constructivist Learning Environment Survey. Quantitative results were corroborated with qualitative data from interviews of both the instructors and the students. The level of reform found in the courses was found to vary along a continuum from reformed to traditional instructor orientation and this context significantly affected student perceptions of the learning environment. Results identified significant relationships between courses the level of reform implemented in the course and student perception of the learning environment. The ways in which scientific ideas were communicated impacted students' perceptions of their ability to learn science. In the courses where students were given the opportunity to develop and communicate their ideas about scientific knowledge to other students and the instructor, the students perceived the learning environment more favorably. The students in these courses were more confident in their ability to learn and understand science. They also felt more confident in their ability to use their scientific knowledge in their futures. Students in courses with little reform implanted in the classroom viewed the learning environment less favorably. They tended to feel the course content was irrelevant to their lives, and did not think they could and/or would use the course knowledge in their future care (Published By University of Alabama Libraries

Trends concerning four misconceptions in students' intuitively-based probabilistic reasoning sourced in the heuristic of representativeness

Student difficulty in the study of probability arises in intuitively-based misconceptions derived from heuristics. One such heuristic, the one of note for this research study, is that of representativeness, in which an individual informally assesses the probability of an event based on the degree to which the event is similar to the sample from which it is selected or the degree the event is characterized by the notable features of the system from which it is derived. Four misconceptions were examined in this that study arise from this heuristic: the representativeness misconception, positive and negative recency effects, the distinction between compound and simple events, and the effect of sample size. Furthering the research of Fischbein and Schnarch (1997), this research sought Spearman correlations between frequencies of responses to items testing for the above misconceptions and grade level of students (7th, 9th, or 11th). A significant positive Spearman correlation was found for positive and negative recency effects and a significant negative correlation was found for the effect of sample size. Spearman correlations were also sought between correctness of student responses and perceived self-efficacy in those responses via a five-point Likert scale at each of the three grade levels. Significant positive correlations were found for positive and negative recency effects (all three grades), the distinction between compound events (7th), and the representativeness misconception (7th and 11th); significant negative correlations were found for the effect of sample size (11th) and the distinction between compound and simple events (9th and 11th). (Published By University of Alabama Libraries