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Acquisition of Joint Attention Skills in Children with Cortical Visual Impairment
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| 2 |
Face recognition improvements in adults and children with face recognition difficulties
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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Teachers’ Transition From Teacher-Centered to Learner-Centered Classrooms Using the Next Generation Science Standards as a Tool
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Abstract:
This is a study of teachers transition after a professional development (PD). The purpose was to document and characterize the teachers’ experiences as they transitioned toward use of the Next Generation Science Standards (NGSS) and more learner-centered teacher practices. The teachers participated in a PD workshop that provided information on the use of the NGSS (NGSS Lead States, 2013). Following the PD workshop, the teachers’ experiences as they transitioned in their classroom teaching practices were documented and analyzed. This study used a mixed-methods (qualitative and quantitative evidence) design and emphasized two of the eight science practices: Asking questions and Engaging in argument from evidence. To examine the teachers’ transition to learner-centeredness, Webb’s depth of knowledge chart and learner-centered rubric and the Survey of Science Instructional Practices were used. Four high school science teachers volunteered to participate in this study and were observed, audio-recorded, and interviewed over 9 weeks to document and analyze their transition toward a more learner-centered classroom. Classroom observations started after the teachers participated in a full-day PD workshop. Classroom observations, recordings, and interviews were used to note the frequency with which the participants and their students engaged in the target science practices over the 9 weeks of the study and to identify factors that facilitated or inhibited the teachers’ transition toward learner-centered instruction. The teachers demonstrated a mostly transitional approach over the 9-week observational period. The results showed that during the first through the final classroom observation, the teachers’ practices became more learner centered, but the pattern of progress varied. There was no linear progression from the first through the last observation. The teachers provided a rich and informative narrative about the factors that facilitated or inhibited their transition from a traditional- to a student-centered learning environment. For example, all of the participants stated that the PD was integral in helping them implement the target practices but that they did not receive enough support from colleagues and administrators to fully transition to learner-centered instruction. In addition, the New York State Regents Examinations in June 2019 seemed incompatible with the new science and engineering practices of the NGSS. This study provides insight into teachers’ challenges as they adopt the NGSS and implement the NGSS science and engineering practices in their classrooms. The research is particularly beneficial to teachers who have been textbook-oriented and seek a shift to a learner-centered classroom using the science practices of Asking questions and Engaging in argument from evidence.
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Keyword:
High school teachers--Training of; Science teachers--Training of; Science--Study and teaching
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URL: https://doi.org/10.7916/rbez-6343
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| 5 |
Metacognitive improvement: Disentangling adaptive training from experimental confounds.
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In: ISSN: 0096-3445 ; Journal of Experimental Psychology: General ; https://hal.archives-ouvertes.fr/hal-03581013 ; Journal of Experimental Psychology: General, American Psychological Association, In press, ⟨10.1037/xge0001185⟩ (2022)
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| 6 |
Providing a parent-administered outcome measure in a bilingual family of a father and a mother of two adolescents with ASD: brief report.
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In: Developmental neurorehabilitation, vol 25, iss 2 (2022)
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| 7 |
From Disrupted Classrooms to Human-Machine Collaboration? The Pocket Calculator, Google Translate, and the Future of Language Education
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In: L2 Journal, vol 14, iss 1 (2022)
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| 8 |
MAGIC DUST FOR CROSS-LINGUAL ADAPTATION OF MONOLINGUAL WAV2VEC-2.0
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In: ICASSP 2022 ; https://hal.archives-ouvertes.fr/hal-03544515 ; ICASSP 2022, May 2022, Singapour, Singapore (2022)
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| 9 |
Didactique de l’oral et interactions : rétrospective méthodologie et expérimentation en contexte algérien
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In: ISSN: 0077-2712 ; EISSN: 1952-4250 ; Mélanges CRAPEL ; https://hal.archives-ouvertes.fr/hal-03630135 ; Mélanges CRAPEL, Centre de recherches et d'applications pédagogiques en langues, 2022, Enseignement du français parlé aujourd’hui : Recherches et expériences de terrain, Mélanges CRAPEL (43/1) ; https://www.atilf.fr/wp-content/uploads/publications/MelangesCrapel/Melanges_43_1_6_Cortier_et_al.pdf (2022)
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| 10 |
The use of MT by undergraduate translation students for different learning tasks
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In: https://hal.archives-ouvertes.fr/hal-03547415 ; 2022 (2022)
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| 11 |
A Journey to Finding Space in the Tension: Experience of Instructors' Relationship with Religion and Spirituality in Doctoral Psychology Programs
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In: Antioch University Full-Text Dissertations & Theses (2022)
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ОБУЧЕНИЕ ПЕРЕВОДУ ТЕКСТОВ ЭКОНОМИЧЕСКОЙ ТЕМАТИКИ В НЕЯЗЫКОВОМ ВУЗЕ ... : ECONOMIC TRANSLATION TEACHING IN NON-LINGUISTIC UNIVERSITY ...
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| 13 |
Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen ...
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Zum Ungleichgewicht digital vermittelten Sachunterrichts und sprachlich-kommunikativer Anforderungen
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In: Sachunterricht in der Informationsgesellschaft. Bad Heilbrunn : Verlag Julius Klinkhardt 2022, S. 114-121. - (Probleme und Perspektiven des Sachunterrichts; 32) (2022)
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| 15 |
Effectiveness of mobile apps to improve urinary incontinence: a systematic review of randomised controlled trials
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In: Research outputs 2022 to 2026 (2022)
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| 17 |
TEACHING ENGLISH FOR THE SECOND LANGUAGE STUDENTS AS THE SECOND LANGUAGE ...
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TEACHING ENGLISH FOR THE SECOND LANGUAGE STUDENTS AS THE SECOND LANGUAGE ...
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