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Teaching for Meaning in High-Poverty Classrooms
... • dersi izlemeye ve takibe teşvik etmek, • neyi ne kadar öğrendiklerini belirlemek, • daha üst düzeylerde düşünmelerini ve derinlemesine anlamalarını sağlamak gibi amaçlarla kullanılabileceği ifade edilmektedir (Akyol, 2001;Ateş, 2011;Aydemir ve Çiftçi, 2008;Durkin, 1978-79;Hervey, 2006). Araştırmalar, öğretmenlerin soruları anlama becerilerini geliştirmek veya daha üst düzeylerde düşünmelerini sağlamaktan ziyade genellikle öğrencilerin anlama düzeylerini sorgulama ve değerlendirme amaçlı kullandıklarını göstermektedir (Ateş, 2011;Brown, 1991;Davey ve Bridge, 1986;Durkin, 1978-79;Fordham, 2006a;Hervey, 2006;Johnston, 1997;Knapp, 1995). Diğer taraftan basit anlama süreçlerini değerlendirmeye yönelik soruların derinlemesine anlamanın gelişimine hizmet etmeyeceği (Cerdán vd., 2009;Fordham, 2006a;Hervey, 2006) belirtilmekte, üst düzey becerilerin geliştirilebilmesi ve anlamın yapılandırılması noktasında öğretmenlerin sordukları sorularla model olması ve sorular aracılığıyla anlamın nasıl kurulacağına yönelik yol göstermesi gerektiğine dikkat çekilmektedir (Davey ve McBride, 1986;Fordham, 2006b;Hervey, 2006). ...
... Okudukları ile sahip oldukları bilgiler arasında bağlantı kuramamakta, okuma sürecine eleştirel olarak bakamamaktadırlar. Böyle öğrencilerin olduğu sınıfta değerlendirme ve öğretim daha çok basit hatırlama gerektiren görevlere odaklanmakta, metinle ilişkili fikirleri tartışma etkinlikleri sınırlı olabilmektedir (Applegate vd., 2002;Brown, 1991;Johnston, 1997;Knapp, 1995). ...
... Araştırmalar soruların genellikle yukarıda ifade edilen amaçlardan ziyade genellikle öğrencilerin ne öğrendiğini sorgulama amaçlı kullanıldığını göstermektedir (Ateş, 2011;Brown, 1991;Durkin, 1978-79;Fordham, 2006a;Hervey, 2006;Johnston, 1997;Knapp, 1995). Diğer taraftan düşünme becerilerini geliştirmek isteyen öğretmenlerin öğrencilerin ne öğrendiklerinden ziyade nasıl öğrendikleri üzerine düşünmeleri gerektiği ifade edilmekte ve bu süreçte sorular yine en temel araçlardan biri olarak görülmektedir (Changpakorn, 2007). ...
What Kinds of Questions Do We Ask for Making Meaning?. The aim of this study was to determine fourth and fifth grade elementary classroom teachers’ personal preferences toward questioning and their questioning skills according to an expository text and a narrative text given. A total of 123 elementary classroom teachers constituted the research sample. With the questionnaire form, the teachers’ opinions about what points they consider when they ask question to students, whether or not they consider textbooks as a source or they try to reach new questioning sources, and their personnel preferences about answer sources when they ask question, were taken at first. Then, the teachers prepared five questions for the each text chosen from Turkish language arts textbooks. All questions written by the teachers were classified according to Barrett’s Taxonomy and sources of answers. Also, the teachers’ opinions about questioning were analyzed. The research findings revealed that the teachers need to get involved in professional development seminars to improve their questioning skills. Additionally, the most of the teachers’ questions, which were prepared in accordance with the texts chosen, were classified as literal comprehension questions which require lower order thinking and comprehension skills, and these questions just focused on recall of information (retrieving) on the texts. According to the present study findings, the majority of the teachers use questions in teacher edition books and they rarely prepare new questions instead of using teacher edition book as a source.
... Exemplary teachers in literacy classrooms seek knowledge of and implement best practices in the field. They, for example, recognise the power of reading and hence within their own classrooms, provide opportunities for this activity, including reading for pleasure (Knapp, 1995; Snow et.al., 1991; Presley, et. al., 1996). ...
... They also maximise the development of literacy in the students by linking reading and writing (Thomas & Barksdale-Ladd, 1995). Furthermore, because they recognise that literacy spans all fields of the students' learning, excellent teachers promote literacy across all the curriculum areas (Knapp, 1995; Thomas & Barksdale-Ladd, 1995; Presley, et. al., 1996; Morrow & Ashbury, 1999). ...
... This helps both to provide opportunities for students to interact with culturally relevant materials and to widen the cultural scope of their literacy experiences through a variety of materials at different levels of complexity. Furthermore, exemplary teachers ensure that, whatever their competencies, students have opportunities not only to read but also to talk and write about what they are reading in a non-threatening atmosphere (Knapp, 1995). These teachers foster positive feelings of self-worth by valuing the students' efforts, and by displaying these throughout the classroom and in other appropriate places (Thomas & Barksdale-Ladd, 1995; Snow et. ...
The purpose of this paper is to report the experiences and practices of 21 exemplary teachers participating in a project designed to train Caribbean teachers in literacy development. The training model used takes teachers away from many of the practices common to the Caribbean classroom and introduces them to less traditional approaches found to promote literacy in the early grades. This report tells of the struggles of these teachers as they faced the challenges of learning and implementing new ideas and eventually becoming exemplary in the promotion of literacy among their young students.
... El desarrollo de competencias requiere de actividades de práctica y aplicación. Los alumnos necesitan suficientes oportunidades para practicar y aplicar lo que aprenden, y para recibir retroalimentación (Brophy y Alleman, 1991;Cooper, 1994;Dempster, 1991;Knapp, 1995). ...
... El desarrollo de la marca personal requiere de actividades de práctica y aplicación. Los educandos necesitan suficientes oportunidades para practicar y aplicar lo que aprenden, y para recibir retroalimentación (Brophy y Alleman, 1991;Cooper, 1994;Dempster, 1991;Knapp, 1995). ...
El presente libro se corresponde con el segundo bloque de contenidos de la asignatura Teoría de la Educación que imparto en los grados de Educación Infantil y Primaria, en la Universidad Rey Juan Carlos.
Este segundo bloque ofrece una aproximación científica al “arte de enseñar” para obtener buenos resultados y ofrecer inspiración, por medio de un encuentro entre quien enseña (maestro , docente, profesor, educador) y quien aprende (aprendiz, discípulo, pupilo, estudiante, alumno, educando, discente).
... Worse, in many classrooms 20 minutes of actual reading across the school day (Knapp, 1995) is a common event (including reading in science, social studies, math, and other subjects). Thus, less than 10 percent of the day is actually spent reading and 90 percent or more of the time is spent doing stuff. ...
... The nature of classroom talk is complicated and too little understood. While there is evidence that more "thoughtful" classroom talk leads to improved reading comprehension (Fall, et al, 2000;Johnston et al, 2001;Nystrand, 1997), especially in high-poverty schools (Knapp, 1995), we still have few interventions available that focus on helping teachers develop the instructional expertise to create such classrooms and few of the packaged programs offer teachers any support along this line. True conversation cannot be scripted or packaged. ...
... The notion of meaning-based instruction is connected with many other research studies on effective teaching (Ruddell, 1997;Knapp & Associates, 1995). Knapp and Associates (1995) conducted a study on 140 elementary classrooms over a 1-year period of time. ...
... The notion of meaning-based instruction is connected with many other research studies on effective teaching (Ruddell, 1997;Knapp & Associates, 1995). Knapp and Associates (1995) conducted a study on 140 elementary classrooms over a 1-year period of time. They concluded that the meaning-centered teaching (i.e. ...
... Reading for real reasons. Several studies have offered compelling evidence that growth in reading engagement and reading comprehension is accelerated when students are involved in authentic reading activity (e.g., Knapp, 1995;Purcell-Gates, Duke & Martineau, 2007). By "authentic," we mean reading real texts for real purposes-i.e., where the goal of reading is understanding the material well enough to use it for other purposes, such as making an argument, applying a concept in some way, or engaging in a firsthand investigation. ...
In this chapter, we develop a model of integrated content-area and literacy learning in
three phases. First, we review scholarship to establish how knowledge acquisition affects comprehension and how it is affected, in turn, by reading experiences. The second section of the chapter presents prior efforts in which language and literacy processes have been integrated or combined with content-area learning goals. Finally, we present theory and research for integrated instruction where knowledge acquisition is in the foreground and reading processes are developed in service of that knowledge acquisition.
... Assessments of school and classroom climate can provide diagnostic information that can guide structured opportunities for reflection, discussion, and collaboration among colleagues (Peterson, 2000;Gehlbach, Brinkworth, et al., 2016). For example, climate assessments might (1) yield information about race-or gender-based differences in disciplinary approaches or (2) surface systematic differences in students' opportunities to engage in cognitively demanding learning experiences (Babad, 1993;Brophy and Good, 1974;Knapp, 1995). • Provide actionable improvement targets for school personnel. ...
... The emphasis should be on creating environments where students can talk about what they read for the development of high-level thinking skills (Applegate, 2007). However, according to the results of other research studies, questions are mostly used to reveal what students have learned (Ateş, 2011;Brown, 1991;Fordham, 2006;Hervey, 2006;Johnston, 1997;Knapp, 1995). Assessment type which seeks to reveal such learning situations and sees learning results rather than supporting learning is not suitable for formative assessment. ...
The aim of this research is to set forth the effects of formative assessment methods on reading comprehension. To this end, reading status of a group of students was assessed with formative assessment methods, while that of another group was evaluated with traditional ones. The research was carried out by using unequalised quasi-experimental design. The experimental and control groups of the research were randomly assigned. The study group consisted of 50 3rd grade students of a primary school in the Dilovası district of Kocaeli city, Türkiye. The data of the study were obtained from the texts within 3rd grade curriculum and from the comprehension questions prepared for these texts. The data were analyzed via SPSS 22 program. Mann-Whitney and Wilcoxon signed rank tests were used during analyses. In the findings of the research, a highly significant difference was observed in favor of the experimental group. As a result of the findings of the research, it was observed that formative assessment methods contributed to reading comprehension success positively.
... Constructive school interventions focusing on developing a positive social/emotional climate to ensure that learning is conducive to these children with difficult behaviour could, in time, lessen the need to categorise these children as EBD which carries with it a host of potential dangers for the individual and the school (Banks et al. 2012). However, previous research has found that teachers can revert to the opposite of constructivist principles with SEN students, with more teacherdirected instruction and less student-led exploration, little cooperative and peersupported learning and rote drills rather than higher levels of cognitive engagement (Knapp & Associates, 1995). ...
Abstract
Occupational therapists face challenges of practice development when working in emerging settings. This study provides an understanding of the process of developing practice in Irish mainstream post primary schools with adolescents with social, emotional and behavioural difficulties (SEBD). This is a collaboration between the National Behaviour Support Service, Department of Education and Skills and the Discipline of Occupational Therapy, Trinity College Dublin. A school-based self-regulation programme called ‘Movement Matters’ is the focus.
Methods
An embedded mixed method design was applied to three objectives. The first was to describe and critique the context of occupational therapy practice that led to the development of the Movement Matters Programme (qualitative). A matrix analysis was applied to 12 documentation sources such as peer reviewed journals; NBSS web based information; course manuals; and teacher training courses to critique if and how the programme reflected core occupational therapy theory and values as stated in the vision for the service (MacCobb 2012). The second was to analyse student attitudinal and behavioural measures pre and post participation in the Programme (quantitative). The ‘Strengths and Difficulties Questionnaire’ (SDQ) and ‘Pupil Attitude to Self and School’ (PASS) provide triangulated data from the student, parent and teacher collected for 39 targeted students. The third was to map the clinical reasoning process of the occupational therapists who developed and observed the programme in use (qualitative). This is achieved by analysing qualitative data delivered through three semi structured group interviews with two occupational therapists who developed the programme over the course of a twelve-month period of its national piloting.
Main Findings
The mixed method approach was successful in achieving the research objectives. All the key principals of occupational therapy practice described by MacCobb (2012) are evident in the critique. The PASS and SDQ data created a profile that provides insight into how 39 students from an underserved population (SEBD) experience school. This profile differs from a UK national study norms in most areas, particularly around self-efficacy, self-determination, and motivation as learners.
Occupational therapists’ clinical reasoning suggests that the Movement Matters Programme was effective as a self-regulation programme for targeted students. The co-occupation activities of the programme created a social environment which promoted the development of collaborative relationships between teachers and students, acknowledged as central to effective interventions with students with SEBD. Important learning about practice development emerged and recommendations for the profession are provided. The most relevant finding to emerge from this study was that a new interdisciplinary scholarship of practice approach (Fitzgerald and MacCobb, 2017) generated new knowledge in this emerging area.
... Improving scores on these assessments became an important policy goal, and in the early 1990s, American researchers began treating OTL as a construct worthy of study in itself rather than just a covariate to improve the validity of international assessments (e.g., McDonnell, 1995;Porter, 1995). The importance of U.S. competitiveness on measures of international educational performance and increased attention on OTL led to efforts to measure OTL more precisely (e.g., Greenwald, 1997;Knapp, 1995;Niemi, 1996); using frequent teacher log entries (Smithson & Porter, 1994) and even early online tools (Ball et al., 1999). ...
Low-income students and students of color are faced with pervasively lower levels of opportunity to learn compared with their peers, creating unequal opportunities for educational success. Textbooks, which serve as the backbone of the curriculum in most mathematics classrooms, present a potentially powerful tool to help mitigate unequal opportunity to learn across students. Using the Surveys of Enacted Curriculum framework, we investigate the content of commonly used eighth-grade math textbooks in California and the extent to which they align with the Common Core State Standards. We also explore the relationship between the variation in content coverage and alignment and student characteristics. We find poor alignment between the textbooks in our sample and the Common Core State Standards and low overall levels of cognitive demand, but only limited evidence of systematic differences in alignment or cognitive demand coverage associated with student characteristics at the school or district level.
... El desarrollo de la marca personal requiere de actividades de práctica y aplicación. Los educandos necesitan suficientes oportunidades para practicar y aplicar lo que aprenden, y para recibir retroalimentación (Brophy y Alleman, 1991;Cooper, 1994;Dempster, 1991;Knapp, 1995). ...
Este libro, no es un elenco de teorías sobre asesoramiento educativo. Lo que se ofrece, es una síntesis operativa que tiene como marco de referencia la Pedagogía del Nosotros que sirve de punto de apoyo al orientador o educador social para mejorar en su práctica como asesor educativo. La intención con este libro no es ofrecer los rasgos teóricos de las diversas escuelas de asesoramiento y modalidades de intervención. Lo que se busca es preparar profesionales de la educación que sepan conocerse a fondo y transformarse. Que sepan conocer a sus asesorados y sus conexiones. Que sepan discriminar lo fundamental y lo accesorio, y que sepan crear soluciones originales para ayudar a crecer a sus asesorados. En definitiva, se trata de ofrecer al asesoramiento educativo un punto de apoyo desde la Pedagogía del Nosotros
... Here, teacher played a crucial role to setting a rich environment for students to gain optimum experience [7]. The mastery of Higher-Order Thinking brings benefits to students, in many aspects such as to broaden the range of mathematics topics and its application in daily life, emphasize the connection between mathematical ideas, solve problems and create representation for their ideas [8] & [9]. ...
... El desarrollo de la marca personal requiere de actividades de práctica y aplicación. Los educandos necesitan suficientes oportunidades para practicar y aplicar lo que aprenden, y para recibir retroalimentación (Brophy y Alleman, 1991;Cooper, 1994;Dempster, 1991;Knapp, 1995). ...
Modelo pedagógico que propone la educación en conciencia, como auténtica, creativa y plena apertura de sí en el Nosotros para autorrealizarse de forma apoteósica. Cuando no se da este desarrollo nosicéntrico, desde donde se habita con felicidad, los sujetos se encierran en egocentrismo o alocentrismo inmaduro que es causa y motivo de violencia.
La Pedagogía del Nosotros, desde la fenomenología y el refuerzo de la neurociencia y otras disciplinas, describe desde la Sociedad, la Familia y la Educación, lo que civilizaciones de todos los tiempos y lugares, han procurado desarrollar desde sus diferentes cosmovisiones: el Ágape de la Grecia Clásica, el Ren del confucionismo, la Caritas del cristianismo, el Ubuntu africano, El Iithar (إيثار) del Islam, la Fraternité de la Ilustración…, y tantas otras comunidades humanas que la han inculturado, es decir, que la han vivido desde su cultura, a su manera. Aquí se presenta en lo esencial, como columna vertebral de lo admisible por todos, para educar con un fundamento compartido.
... First, leadership for math and science emphasizes the principal's role in supporting the dynamic relationship between pedagogy and content knowledge for the purpose of improving student learning. Effective instruction is not only dependent on the teacher's ability to assess how and whether their instruction is making content accessible to students but also on his or her understanding of the content upon which the instruction is based (Knapp & Associates, 1995;Reyes, Scribner, & Scribner, 1999;Schulman, 1987). Consequently, leadership for math and science not only involves asking the familiar questions about instructional practice but also seeking answers to questions which are less familiar to many instructional leaders. ...
... Öğrencilerin okuma kavramları çoğunlukla öğretmenlerin sordukları soru türlerinden etkilenmektedir. Yapılan araştırmalar etkili öğretmenlerin sınıflarında diğer öğretmenlere nazaran basit anlamanın ötesine geçerek üst düzey düşünme süreçlerini gerektiren soruları sıklıkla sorduklarını göstermiştir (Knapp, 1995;Taylor, Peterson, Pearson, & Rodriguez, 2002). Öğretmenler sınıfta farklı anlama süreçlerini dikkate alan sorular kullandıklarında, öğrenciler bunları da öğrenecek ve cevaplamak için ellerinden gelenin en iyisini yapacaklardır. ...
... In the arduous search for techniques and methodologies that promote meaningful learning for the student, we can glimpse that the distributed leadership implies a specific importance on the reduction of the negative effects on social and family environment; it exerts positively on the group in general (Knapp, 1995), even on students with ADHD. Innovations are more relevant within the classroom because the students have a greater tendency to learn when their teachers use a variety of resources, techniques and contextualized tasks (Bauermeister, 2014). ...
This article proposes a literature review about the problems faced by the teachers when they have to achieve the inclusion of students who are diagnosed with ADHD. While searching the resources, we have also found that the establishment of collaborative work climate among teachers, the establishment of common goals and shared responsibility, are factors that favor the work with this type of students. In addition , these factors have been found to occur in contexts where shared and distributed leadership prevails.
... Already by 1989, Giroux and McClaren were seeking to develop a "language of possibility" in educational theorizing toward more equitable educational and cultural praxis, but even that seemed to me to fall short of what was needed. I was struck by the fact that the effective schools movement of the 1970s, led by Ron Edmonds, had demonstrated that at least some schools in low-income communities of color could support student learning at high academic levels, and that Michael Knapp's empirical work had shown that teaching for meaning in high-poverty classrooms produced similarly encouraging results (Knapp, 1995). In Edmonds's words (1979): ...
I am grateful for this opportunity to reflect on the field of Social Foundations of Education (SFE), in part because it affords an opportunity to advance an historical analysis of the trajectory of the field different from what we provided when my colleagues and I sent to press the Handbook of Research the Social Foundations of Education in 2009 (Tozer, Gallegos, Henry, 2011 Tozer, S. E., & Butts, R. F. (2011). The evolution of social foundations of education. In Tozer, S., Gallegos, B., & Henry, A., (Eds), Handbook of research in the social foundations of education (pp. 1–14). New York: Routledge. [Google Scholar]). I also welcome the opportunity to acknowledge a particular activist tradition established by earlier generations of Social Foundations scholars who have influenced my work. To quote Stuart Hall, these men and women engaged Social Foundations “as a practice which always thinks about its intervention in a world in which it would make some difference, in which it would have some effect” (in Tozer et al., 2011 Tozer, S., Gallegos, B., & Henry, A. (2011). (Eds.). Handbook of research in the social foundations of education (p. 11). New York, NY: Routledge. [Google Scholar], p. 11). Finally, this occasion invites a perspective on the equity work in Chicago Public Schools that we have pursued since I introduced it in my AESA Presidential Address in 2006.
... In the arduous search for techniques and methodologies that promote meaningful learning for the student, we can glimpse that the distributed leadership implies a specific importance on the reduction of the negative effects on social and family environment; it exerts positively on the group in general (Knapp, 1995), even on students with ADHD. Innovations are more relevant within the classroom because the students have a greater tendency to learn when their teachers use a variety of resources, techniques and contextualized tasks (Bauermeister, 2014). ...
In this study, the authors employed a single-participant approach to investigate
the resilience of persons with disabilities in the face of discrimination and marginalisation.
An interview was conducted with a woman living with physical disability
in the capital of the Northern region of Ghana. The study found that despite barriers
erected against a person with disabilities in the study area, the individual has striven
to live independently by engaging in productive activities. The discussion of the study
focused on the urgent need for society to empower persons with disabilities to enable
them to utilise their inherent capabilities to allow them to become productive members
of the society.
... In fact, little seems to be known about the explicit intra and interdisciplinary links teachers and students make while implementing those tasks (Mousley, 2004). Yet, emphasizing links between mathematical ideas is considered an important feature of meaning-oriented instruction (Knapp et al., 1995). Those links should be part of the curriculum, and teachers are expected to be aware of them (Ball, Thames & Phelps, 2008). ...
Statistics is taught in mathematics courses in all school levels. We suggest that using rich tasks in statistics can develop statistical reasoning and create both intra and interdisciplinary links in students. In this paper, we present three case studies where middle school mathematics teachers used different tasks in lessons on pie charts. We analyzed the actions implemented/performed/attempted by teachers to support the development of statistical reasoning and the creation of intra and interdisciplinary links in their lessons. Results show that their procedural vision of statistics led them to focus more on graphical representation, neglecting aspects of statistical reasoning. Results also reveal an interdisciplinary intersection between mathematics and statistics, which may prevent the development of statistical reasoning.
... We have all experienced teacher-student discussions that come together as if by magic: Students participate willingly and respond thoughtfully to our questions; they make pertinent connections to content, texts, or personal experience; they listen to classmates and build on their ideas; and they even ask relevant questions. Qualities like these make discussions effective sites for building new knowledge and are associated with higher learning outcomes for students (Knapp, 1995;Langer, 2001;Nystrand, Wu, Gamoran, Zeiser, & Long, 2001). Moreover, the student skill set required to effectively participate in discussions like these has become a focal point in the Common Core State Standards for English Language Arts, which call for increased opportunities for a range of discussion types among students at all grade levels (National Governors Association Center for Best Practices & Council of Chief State School Officers, n.d.). ...
Research has strongly supported the role of classroom talk as a valuable teaching and learning tool. Carefully crafted teacher–student discussions that encourage broad student participation and knowledge building correlate with increased knowledge generation and higher academic achievement. To better understand classroom talk as an instructional lever, researchers have identified a number of teacher talk moves associated with increased student participation, critical reasoning, and improved comprehension of texts and content. In particular, when teachers make use of the third turn in their talk with students, they create opportunities for more productive student interactions with content and one another. This article examines how teachers use the third turn to orchestrate productive discussions, using examples based on content analysis of teacher–student discussions in classroom settings.
... Teaching practice anchors on two theories of transfer. These are the general principles theory and the identical elements theory [6]. The general principles theory, states that general principles acquired by the learners in one activity may be transferred and utilized in a new activity. ...
... However, we also know that conditions inside and within schools do not influence all teachers in the same way, and that some teachers in schools that are not safe or well-functioning are nonetheless able to perform to high levels in their classrooms. Knapp and Associates (1995) determined that classroom demographics help explain some variation in differences with classroom management but do not tell the whole story. Some teachers in high-poverty schools had the largest classes and highest student mobility rates, yet they were the most effective managers. ...
... Current trends in policy research continue to largely focus on 'rewards systems, ' while emphasizing teacher accountability, reform adoption, school leadership, systemic change and teacher evaluations , Baker et al. 2010, Thoonen et al. 2011, Firestone 2014. Findings from this body of research strongly suggest that 'rewards' are not effective, especially for promoting teacher learning, increased student achievement and improved classroom practices (Knapp et al. 1995, Odden et al. 2000, Timperley and Alton-Lee 2008, Yuan et al. 2013. For example, Yuan et al. (2013) conducted 'pay-for-performance' randomized experiments involving 296 middle school (Grade 5-8) mathematics teachers and concluded that most teachers do not find performance-based merit schemes motivating, and none of the program's experiments resulted in changes in teachers' classroom practices. ...
In this study, we investigated teachers’ motivation to learn following in the footsteps of emergent research efforts in the field. This qualitative study was grounded in the intersection of four research fields: policy, educational psychology, andragogy and professional development (PD). Findings indicate that teachers’ dissatisfactions with their teaching and students’ learning motivated them to learn professionally. Specifically, they internalized images of ‘perfect’ teaching/teachers and constantly compared themselves with those images – their (perceived) images of less-than-optimal teaching motivated teachers to continue pursuing PD to become ‘better’ teachers. Findings also indicate that current PD requirements, which place too much focus on quantity rather than quality of teachers’ learning, discourage teachers to pursue high-quality PD. Moreover, lack of stipends/resources, not generally available to teachers to pursue PD outside their contract hours, demotivated teachers’ learning and left them feeling skeptical about their district’s genuine investment in/appreciation of teachers’ learning. Implications from this study include offering specific PD suggestions, as well as critical avenues for further examining teachers’ motivation to learn as a research topic and theoretical construct.
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... What constitutes good instruction is, however, a question that has evolved over the last several decades, but remains unresolved. The battery was initially developed for the principal survey to reflect what was known about effective teacher practice at the time attempted to integrate a variety of perspectives, ranging from the value of teacher-directed instruction (Kirschner et al., 2006), including teacher control over the timing and pacing of work (Brophy, 1986;Knapp, 1995), and scaffolding of lessons to match student understanding, and alternative inquiry-based perspectives that allow students to explore ideas in depth and to work, at least in part, on content that they determine (Newmann et al., 1996;Saunders-Stewart et al., 2012). Previous research suggests that effective teachers make use of a "blended" approach that includes both direct instruction and problem-based or inquiry strategies (Wahlstrom and Louis, 2008). ...
Purpose
The purpose of this paper is to investigate whether principals can have an impact on organizational learning (OL). The authors use a cultural perspective, based both in the emerging literature from positive psychology and the relatively well-developed research tradition in studying the nature and impacts of OL to address four questions: first, is principal’s cognitive trust in teachers’ professional capacities related to knowledge sharing/OL among teachers?; second, is principal’s trust in teachers’ professional capacities related to teachers’ reports of being in a caring school setting (relational trust)?; third, is principal caring related to knowledge sharing/OL among teachers?; and fourth, is principal trust particularly important in school contexts with low income students?
Design/methodology/approach
An existing database that includes principal and teacher surveys in 116 schools in the USA provides the basis for examining the four questions. Optimized scaling techniques were used to develop measures of principal trust in teachers professional capacities, teachers’ perception of principal caring, an indicator of academic support for students that includes a social justice of equity emphasis, and capacity for OL. The demographic characteristics of the student body and school size were used as possible moderating variables. The data were subject to both regression and path analysis.
Findings
Principal trust was directly related to teachers’ perceptions of principal caring, and indirectly related to OL. The measure of academic support for students had the strongest direct effect on OL. While the percentage of non-white students and school size had some relationship to OL, they do not change the overall results. The model, which supports the role that principals play in fostering both equity and OL is sustained when the authors examine student achievement.
Research limitations/implications
The limitations of the study stem largely from the nature of the sample and measures, which are confined to 116 schools in the USA, and a secondary analysis of a cross-sectional survey database. Because understanding the dynamics of a relationship-based/positive leadership perspective require detailed qualitative studies and longitudinal data, the results are presented as suggestive of issues that should be studied further.
Originality/value
Both trust and OL have been extensively studied both in education and other settings. However, few studies have simultaneously examined leadership, different types of trust and OL and none have done so in the context of positive psychology. The contribution of this analysis is thus empirical (extending the boundaries of what is known using concepts that are familiar) and theoretical (beginning the development of a theory of positive leadership that incorporates multiple factors associated with healthy and productive school environments).
... El desarrollo de competencias requiere de actividades de práctica y aplicación. Los alumnos necesitan suficientes oportunidades para practicar y aplicar lo que aprenden, y para recibir retroalimentación (Brophy y Alleman, 1991;Cooper, 1994;Dempster, 1991;Knapp, 1995). ...
Este segundo tomo es una aproximación científica al “arte de educar”. He centrado los contenidos en la educación por competencias para que los maestros desde el primer momento hable el idioma didáctico más vigente. No es un manual al uso, no se limita a ofrecer diversidad de tendencias, sino que apuesta por una mentalidad abierta que denominamos habitacionismo. El habitacionismo es como un constructivismo abierto y sostenible con fundamento en la realidad y no en la mera subjetividad. Se trata de un constructivismo orientado al proyecto de vida; a una vida rica en emociones positivas y competente llena de sentido con apertura a los demás. Ofrecemos una didáctica para educar por competencias con valores, pues no existen las competencias y después los valores: existen los valores ricos en competencias y las competencias llenas de valores.
... Moreover, they do so in ways that do not generate labels for students, do not stigmatize students, do not involve long processes of "identifying" problems, and are minimally disruptive of the regular school experiences of the students and their classroom teachers. For example, many years of research on so-called withdrawal programs shows their very limited effectiveness (Knapp, Shields, and Turnbull 1995;Anderson and Pelliger 1990). On the other hand, intensive one-on-one support for students very early in their school careers has been shown to be effective in many cases, especially if it is matched with ongoing changes in regular classroom practice to support students' emerging skills, particularly if students then get ongoing support in regular classrooms to maintain their gains. ...
Uses Ontario large-scale improvement as a model for how to do system-wide change.
... They also specify which specific practices contribute to that mediation of student outcomes. Those practices relating to teachers' willingness and ability to listen to students and support students' understanding as they listen to others, confirms the work of others regarding the importance of dialogue (Borko, 2004;Fennema et al., 1996;Knapp et al., 1995) as well as the role of the research-based learning trajectories at the core of the TRIAD model. In a similar vein, the mediation of classroom culture on math scores is consistent with the literature supporting the connection between academic performance and general features of the classroom, including signs of mathematical activity and teachers who display both knowledge of and enthusiasm about mathematics and who interact with and respond to students frequently (Clarke & Clarke, 2004;Clements & Sarama, 2007;Fraivillig et al., 1999). ...
We evaluated the effects of a research-based model for scaling up educational interventions on teachers' practices in preschool mathematics. The original participants were from 106 classrooms for 4-year-olds in two distal city districts serving low-resource communities, with 42 schools randomly assigned to one of three groups, of which the two treatment groups were the same throughout preschool (thus, there were 72 treatment classrooms). The intervention, a professional development program based on young children's mathematical learning trajectories, had a substantial positive effect on teachers' instructional practices, some of which mediated student outcomes. Teachers also demonstrated sustained levels of fidelity as long as six years after the end of the intervention. Notable is these teachers' encouragement and support for discussions of mathematics and their use of formative assessment. Finally, teachers taught the curriculum with increasing fidelity over the following six years without support from the project.
... There have been studies that have shown when teachers teach for understanding, achievement improves (Haycock, 2001;Knapp, 1995;Newmann & Associates, 1996). Thus, before building a model for conducting professional development in mathematics, we examined instructional structures that we wanted to observe in teachers' classroom practices. ...
Abstract
This paper describes the effects of a professional development (PD) program – Developing Mathematical Thinking –
on student achievement. Six Title I elementary schools with similar demographics, within one school district, were
chosen to participate as either a treatment or comparison school. Three schools were chosen to participate in
professional development that incorporates effective PD recommendations. All the teachers had to participate in all
aspects of the PD, thereby eliminating potential self-selection bias. Using the state standardized achievement test as the
before and after measure, results suggest improved student performance after professional development was
implemented over a two year period.
Keywords: professional development; mathematics; student achievement
... She agreed with Shields (1995) that the more teachers acknowledge, respect, and build on the skills, knowledge, language, and behavior patterns that children bring to school, the more likely children will become engaged in academic learning. ...
This article offers examples of valiant efforts to develop meaningful instructional implications from learning stylesscholarship. Additionally, an example is given of an advance in the public policy arena that merges the efforts ofpsychological scholars with that of lawmakers to apply their research to effect change for children. The Browndecision was a stellar example in which Lead Attorney Thurgood Marshall and his team were buffeted by thescholarship of Drs. Kenneth and Mamie Clark (1963, 1965). They provided empirical data that documented that the"separate but equal" doctrine of education was psychologically devastating to Negro children. It is recommended thatcontemporary public policy architects follow in their footsteps.
... The CIERA results are consistent with a great deal of research on effective literacy instruction, which documents the importance of engagement, small group instruction, comprehension instruction, higher-order questions, time spent reading and writing, and a balance between meaning or holistic instruction and skills instruction (e.g. Allington, 2003;Knapp, 1995;NICHD, 2000;Pressley et. al., 2001). ...
This article examines a rural elementary school’s first year of implementation of a comprehensive school reform model, Accelerated Schools Plus. Teachers at this school were found to engage in literacy teaching practices consistent with moderately (but not high) performing schools, with strengths such as high levels of student engagement and relatively frequent coaching of students, and weaknesses such as infrequent teaching of comprehension and an almost exclusive use of passive instruction such as recitation. The reform model purports to help teachers to recognize such strengths and weaknesses, however, a focus on standardized test scores and accountability hampered teachers’ implementation of the reform model.
... While I will allude to these differences periodically throughout this article, I will concentrate on features of the design process that can apply to many or most traditions. That said, I own my own positionality here: along with many scholars of educational leadership, I am most at home in studies on the more structured, less emergent end of qualitative inquiry, reflected in the multiple case study work I have done over the years focused on policy, organizational, and leadership phenomena (see Knapp & Associates, 1995;Knapp & Feldman, 2012;Knapp et al., 2014). To broaden the range of application, however, I invite scholars whose approach to research differs from mine to show how and where the argument in this article would need to change to reflect their own practice. ...
This article addresses a gap in methodological writing, concerning typical practice in designing qualitative inquiry, especially in research on educational leadership. The article focuses on how qualitative research designs are actually developed and explores implications for scholars’ work, especially for new scholars and for methods teachers. Working from methodological literature across multiple traditions, combined with the author’s experience designing qualitative studies and guiding emerging scholars and practitioner-scholars, the article describes alternative ways to develop viable designs, noting essential considerations and trade-offs along the way. While noting differences by tradition, the article emphasizes common patterns and implications shared by multiple traditions.
... A longstanding debate about kindergarten curriculum design has centered around a "skills versus meaning" instructional focus (Dahl, Scharer, Lawson, & Grogan, 1999;Knapp, 1995;Purcell-Gates, McIntyre, & Freppon, 1995;Schweinhart & Weikart, 1998). This seems a false dichotomy, however. ...
... 62) such as buddy reading, read-along tapes, and shorter texts. Knapp and Associates (1995) conducted a 2-year study of 140 elementary classrooms. Teachers in meaning-oriented classrooms provided time to read and talk about texts, focusing on higher-level comprehension. ...
We analyze the discussion that developed when four fifth-grade girls, three African American and one Hispanic, and Karla Moller, a European American, transacted with Mildred Taylor's The Friendship (1987). Framing our analysis within the intersection of reader-response theory and sociocultural and critical theories of literacy learning, we show how participants' responses to Taylor's text and adult and peer guidance helped to create a response development zone that allowed for a dialectic of connecting with and resisting the evocation. The girls all struggling readers, used reading, writing, and discussion to address comprehension difficulties and construct multiple levels of meaning. They became increasingly aware of historical racism and connected that knowledge to events from their own experience, including encounters with the Klan and memories of a relative's murder. We present the group's discussion as a metaphorical play and the girls as spectators who become actors as they engaged in this "theater of discourse" (Boal, 1985).
In this article, the authors use data from interviews and observations in four urban elementary schools—two high-performing and two probation schools—to examine how schools respond to high-stakes accountability policies. The authors show that school responses to high-stakes accountability depend on the schools’ accountability status. In probation schools, responses focus narrowly on complying with policy demands, focusing on improving the performance of certain students, within benchmark grades, and in certain subject areas. In contrast, higher performing schools emphasize enhancing the performance of all students regardless of grade level and across all subject areas. Given the concentration of poor students and students of color in the lowest performing schools, the authors conclude that issues of educational equity need to be given greater consideration in the implementation of high stakes accountability policies.
The long‐standing research to practice gap and increased interest in scientific literacy instruction has contributed to the oversimplification of what is deemed as foundational skills in US early literacy classrooms. Invoking a homing pigeon metaphor, this article describes the distilling of decades of reading research into a message being received by literacy practitioners, policymakers and families which prioritises phonics instruction, drowning‐out complex and nuanced findings supporting a more comprehensive approach. Grounded in an emergent literacy paradigm and applying a sociocultural approach to literacy in the 21st century with an eye towards equity, this article reframes what is considered ‘foundational’ early literacy teaching and learning to reflect the research base that supports proportional attention to constrained and unconstrained skills through integrated and contextualised instruction. To narrow the enduring research‐to‐practice gap, researchers must build authentic research partnerships with schools and support teacher educators' and teachers' enactment of comprehensive approaches to literacy instruction, curricula and assessment.
In the voyage to increase student achievement, centralized education agencies apply pressure to school principals and teachers in ways that transform their work. This critical ethnographic study of a historically underperforming public elementary school serving predominantly Latinx/a/o students in Texas utilized poststructural theories of subjectivity to demonstrate how the political system of educational policy governs, in plural and contradictory ways, a principal and her teachers in a school serving marginalized youth. The results expose the ways in which neoliberal power is reproduced through the participants who questioned and subtly resisted the practices that they implemented to improve student achievement. The study has implications for both practitioners and researchers to come together in order to reconcile the difficult subjectivities that participants exhibited while they implemented neoliberal policies.
In fachdidaktischen Interventionsstudien wird Unterricht auf
Basis neu entwickelter Unterrichtskonzepte öfter mit „traditionellem
Unterricht“ verglichen. Eine vertiefte Auseinandersetzung
mit „traditionellem Unterricht“ bei Interventionsstudien
ermöglicht einen differenzierteren Blick auf deren Ergebnisse,
aber auch ein tieferes Verständnis von Akzeptanzhürden, die bei
der Umsetzung neuer Unterrichtskonzepte auftreten können.
In dieser Studie wurde daher der Anfangs-Elektrizitätslehreunterricht
von 32 Lehrkräften in Bayern, Hessen und
Österreich beleuchtet: Einerseits wurden Elemente der
individuell umgesetzten Sachstruktur der Lehrkräfte mithilfe
von Logbüchern und Schülerheften rekonstruiert. Andererseits
wurde der Zusammenhang zwischen ausgewählten Lehrkräfte- und
Schülervariablen untersucht. Die Ergebnisse zeigen,
dass sich für die Auswahl und Abfolge von Fachinhalten
und den Einsatz von Analogiemodellen einige Muster
identifizieren lassen, denen ein Großteil der Lehrkräfte folgte.
Im Zuge von Mehrebenenanalysen konnten die erhobenen
Aspekte des Professionswissens der Lehrkräfte in einer
Betrachtung des Gesamtsamples der Lernenden nicht als
Prädiktor für fachlichen Lernerfolg identifiziert werden,
jedoch für das Sub-Sample der Lehrkräfte mit weniger als
zehn Dienstjahren. Für die Entwicklung des Fachinteresses
und des physikbezogenen Selbstkonzepts der Lernenden
stellten sich die epistemologischen Vorstellungen und die
Selbstwirksamkeitserwartung der Lehrkräfte im Umgang mit
Schülervorstellungen als Prädiktoren heraus.
El presente libro se corresponde con el primer bloque de contenidos de la asignatura Teoría de la Educación que imparto en los grados de Educación Infantil y Primaria, en la Universidad Rey Juan Carlos.
El libro responde a las preguntas: “¿Qué es la educación en sí?”, “¿cómo puedo ser mejor educador, en conciencia?”
Estas preguntas se responden en la vivencia de la educación, y quien quiera descubrirlo, convendrá que no se quede en la consideración teórica de los contenidos que se presentan, sino que comience por aplicarlos a sí mismo para autoformarse como educador. Así, la autoaplicación del contenido de esta asignatura no es que “me aprendo un contenido para poder enseñarlo al educando”, sino que “me educo a mí mismo para ser la mejor versión posible de maestro”.
How best to narrow the literacy achievement gap between children in low and high socio-economic status (SES) communities has been a focus of successive governments around the world. This chapter describes phase one of a longitudinal collaborative university, school and community intervention in eight disadvantaged schools in Dublin, designed to address underachievement in literacy and build children’s motivation, engagement, agency and academic resilience. It begins with a brief outline of the policy context in Ireland and the range of initiatives undertaken to date to address the underachievement of low SES children. Second, an overview of the research underpinning the balanced literacy framework (BLF) used in the intervention, the change model and the collaborative professional development are outlined. Third, drawing on questionnaires, findings in relation to school and teacher change are presented. Next, a profile of a school which has been successful in changing outcomes for children at all class levels is presented drawing on the questionnaire data and results of standardised tests of reading achievement. Finally, key factors impacting on the level of success in changing outcomes are highlighted.
This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers? instructional practices and students? achievement in science and literacy. The intervention consisted of 10 days of professional development in Reading Apprenticeship, an instructional framework integrating metacognitive inquiry routines into subject-area instruction to make explicit the tacit reasoning processes, problem-solving strategies, and textual features that shape literacy practices in academic disciplines. The study utilized a group-randomized, experimental design and multiple measures of teacher implementation and student learning and targeted groups historically unrepresented in the sciences. Hierarchical linear modeling procedures were used to estimate program impacts. Intervention teachers demonstrated increased support for science literacy learning and use of metacognitive inquiry routines, reading comprehension instruction, and collaborative learning structures compared to controls. Students in treatment classrooms performed better than controls on state standardized assessments in English language arts, reading comprehension, and biology.
The purpose of this article is to describe higher order talk and writing about text with seven and eight year old students. Much research has been conducted with intermediate and secondary students but less is known about higher order thinking with primary grade students. Participants in this study included all second and third grade teachers and students in 23 schools across three years. Teachers were observed three times each year. Qualitative analysis of the observational field notes was conducted using the constant comparative method. The results were used as formative data for teacher reflection and professional learning. The types of higher order questions that most commonly produced higher order responses from students included questions on (a) theme, (b) character interpretation and (c) relating the text to one's life. Student-led discussions also produced student talk and writing that was at a higher level than that produced by students during teacher-directed recitations.
This article reports on a study which was part of a two year writing project undertaken by a University in South East England with 17 primary schools. A survey sought the views of up to 565 children on the subject of writing. The analysis utilises Ivanič's (2004) discourses of writing framework as a heuristic and so provides a unique lens for a new understanding of children's ideological perspectives on writing and learning how to write. This study shows the development of learned or acquired skills and compliance discourses by the participating children within which accuracy and correctness overrides many other considerations for the use of the written word.
In this formative experiment, we examined interventions in and modifications to literacy instruction in a first-grade classroom with the aim of cultivating a love of reading among the students. Consistent with the design of formative experiments, the teacher established a pedagogical goal of building a love of reading, and throughout the year reflective modifications were made during the literacy block to encourage this love among the students. The participants were part of a diverse urban first-grade class of 28 students in the Southwest United States. The initial intervention included making a broad array of texts accessible to students and frequently discussing the teacher’s and students’ enjoyment of reading. Modifications throughout the year included establishing literary discussion groups, purchasing accessible text sets including many non-fiction books, author studies based on students’ most frequently checked-out books, book spotlights presented by students and a book exchange party proposed by the students. The findings demonstrate that students did in fact develop a positive view of reading as shown through positive talk about books, establishing favourite authors and genres, resisting the end of reading time, choosing to read over other activities and making reading a part of their social interactions.
Samantha, a teacher in a modified setting in an urban elementary school, is clearly concerned with the big picture: teaching literacy strategies that will allow the children in her classroom to become confident, independent, engaged, and fluent readers and writers. She wants her students to think critically and creatively but believes that taking time away from her regular instructional program to teach to the test discourages what she is trying to develop. In fact, her students now want instruction that does not demand them to engage in critical and creative thought. Because of the demands of teaching to the test, Samantha is in her discomfort zone.
ResearchGate has not been able to resolve any references for this publication.