Degree of Alignment Between Beginning Teachers' Practices and Beliefs About Effective Classroom Practices

Roehrig, Alysia D.; Turner, Jeannine E.; Grove, Crissie M.; Schneider, Naomi; Li, Zhu

doi:10.1080/08878730902951445

Cited by 16 publications

(8 citation statements)

References 27 publications

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“…While the literature does not address the development of an instrument directly, it does, as a whole, highlight several design considerations. For example, the research reviewed above suggests that in designing a teaching inventory, separate scales of an instrument that measures teachers" characteristics and practices, and teachers" beliefs about teaching and learning in specific disciplines are needed (e.g., Roehrig, Turner, Grove, Schneider & Liu 2009). It also suggests that items that help distinguish teacher-centered or student-centered ideologies would also be useful in such an inventory (e.g., Meirink, Meijer, Verloop & Bergen 2009).…”

Section: Studies Of Teaching Practice and Beliefsmentioning

confidence: 99%

The Statistics Teaching Inventory: A Survey on Statistics Teachers' Classroom Practices and Beliefs

Zieffler

Park

Garfield

et al. 2012

Journal of Statistics Education

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This paper reports on an instrument designed to assess the practices and beliefs of instructors of introductory statistics courses across the disciplines. Funded by a grant from the National Science Foundation, this project developed, piloted, and gathered validity evidence for the Statistics Teaching Inventory (STI). The instrument consists of 50 items in six parts and is administered online. The development of the instrument and the gathering and analysis of validity evidence are described. Plans and suggestions for use of the STI are offered.

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Section: Studies Of Teaching Practice and Beliefsmentioning

confidence: 99%

The Statistics Teaching Inventory: A Survey on Statistics Teachers' Classroom Practices and Beliefs

Zieffler

Park

Garfield

et al. 2012

Journal of Statistics Education

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“…In the comparison of Nan’s Checklist and journals versus our observation notes and completed Checklists, we found that there was a consistent mismatch between what Nan thought she was doing and what she was actually doing, a common problem, particularly among novice teachers (Lidstone & Hollingsworth, 1992; Roehrig et al, 2009). While her teaching gradually incorporated more and more culturally responsive pedagogy for SLIFE, Nan had difficulties in making the transition to fully incorporating MALP®.…”

Section: Discussionmentioning

confidence: 91%

“…Novice teachers enter classrooms holding beliefs about teaching and learning developed in their teacher education courses. However, these beliefs are not always reflected in their actual classroom practices (Lidstone & Hollingsworth, 1992; Roehrig, Turner, Grover, Schneider, & Liu 2009), as was the case with Nan. There is often a mismatch between what they believe and what they do.…”

Section: Our Conceptual Framework—transformative Learningmentioning

confidence: 99%

The Transformational Learning Journey of a Novice ESL Teacher of Low-Literate Adults

DeCapua

Marshall

Frydland

2017

Journal of Transformative Education

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This article reports on one teacher’s journey, Nan’s, as she struggled to provide appropriate instruction to low-literate day laborers in an English as a second language (ESL) class for adult learners. In her efforts to do so, Nan became inspired to implement alternative pedagogy based on a culturally responsive approach that resonated strongly with her professed educational and social justice beliefs. As researcher-practitioners, we were interested in exploring Nan’s transformational journey during her graduate studies. The culturally responsive approach she was studying and attempting to implement is itself transformative in nature, providing an excellent opportunity to examine transformational learning both in the context of a novice ESL teacher and in the implementation of this approach. This case study provides important insights into how transformational learning theory sheds light on the struggles of one woman to achieve her twin goals of reaching a marginalized group of learners she cared deeply about and earning her master’s degree in Teaching of English to Speakers of Other Languages.

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“…Initial changes to an educator's belief systems often occur during pre-service educator programs. These changes depend on the structure and syllabus of the program, the qualifications of the program educators, and the degree to which reflective practices are taught and embedded within the program (Dunn-Kenny, 2010; Karavas & Drossou, 2009;Roehrig, Turner, Grove, Schneider & Liu, 2009). Buchanan, Morgan, Cooney and Gerhartner (2006) suggest changes to belief systems are also generated post-qualification by similar mechanisms.…”

Section: Influences On Teaching and Educator Practices Values Beliefmentioning

confidence: 99%

Social Competencies and the Early Years Learning Framework: Understanding Critical Influences on Educator Capacity

Jones

Harcourt

2013

Australasian Journal of Early Childhood

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COnTEmPORARY RESEARCH HAS FOCuSED on the imperatives for social competence in young children. This work has explained the diverse ways this complex construct is defined and the implications for social and academic outcomes for children. As a result of this research, social competence has become an embedded feature of early childhood curriculum frameworks at both an international and national level, the most recent of which is Australia's Early Years Learning Framework (EYLF). Underpinning these frameworks are both implicit and explicit expectations that educators have, in fact, the capacity to support children's development and competence in this area. This paper explores the imperatives for the inclusion of social competencies within contemporary curriculum frameworks. It will be argued that an understanding of the influences that shape educator capacity is critical in supporting effective professional practice.

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Degree of Alignment Between Beginning Teachers' Practices and Beliefs About Effective Classroom Practices

Cited by 16 publications

References 27 publications

The Statistics Teaching Inventory: A Survey on Statistics Teachers' Classroom Practices and Beliefs

The Statistics Teaching Inventory: A Survey on Statistics Teachers' Classroom Practices and Beliefs

The Transformational Learning Journey of a Novice ESL Teacher of Low-Literate Adults

Social Competencies and the Early Years Learning Framework: Understanding Critical Influences on Educator Capacity

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