Differences among teachers' and students' perceptions of science classroom behaviors, and actual classroom behaviors

Beam, Kathryn J.; Horvat, Robert E.

doi:10.1002/sce.3730590308

Cited by 10 publications

(4 citation statements)

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“…In other studies showing differences between observations and teacher self-reports on surveys or interviews, the length or frequency of observations is unclear (Squire & Applebee, 1968; Steele, House, & Kerins, 1971; Walberg & Thomas, 1972), or there were only one or two observations for periods as short as 20 minutes (Beam & Horvath, 1975; Hardebeck, Ashbaugh, & McIntyre, 1974; Squire & Applebee, 1968). Subsequent research indicates that to elicit reliable and valid measures of teachers’ overall instruction, three observations are required for one stable observation, and at least three stable observations over an extended period of time are required (Taylor, Pearson, Clark, & Walpole, 1999).…”

Section: What Are the Implications For Modes Of Inquiry In Causal Studies Of Teacher Learning?mentioning

confidence: 99%

“…For example, D. Johnson (1969) used different questionnaires for the observer and the teacher, thus weakening the ability to compare. And in a number of studies, teachers reported on practices before the observers observed, so the teachers were predicting what they would teach instead of reporting on how they taught (Beam & Horvath, 1975; Chall & Feldmann, 1966; Squire & Applebee, 1968; Steele et al, 1971).…”

Section: What Are the Implications For Modes Of Inquiry In Causal Studies Of Teacher Learning?mentioning

confidence: 99%

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Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Desimone

2009

Educational Researcher

3,147

2,945

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The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers’ professional development on teachers and students. She makes the case that there is a research consensus to support the use of a set of core features and a common conceptual framework in professional development impact studies. She urges us to move away from automatic biases either for or against observation, interviews, or surveys in such studies. She argues that the use of a common conceptual framework would elevate the quality of professional development studies and subsequently the general understanding of how best to shape and implement teacher learning opportunities for the maximum benefit of both teachers and students.

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Section: What Are the Implications For Modes Of Inquiry In Causal Studies Of Teacher Learning?mentioning

confidence: 99%

Section: What Are the Implications For Modes Of Inquiry In Causal Studies Of Teacher Learning?mentioning

confidence: 99%

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Desimone

2009

Educational Researcher

3,147

2,945

View full text Add to dashboard Cite

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“…The only caveat to this approach is that student, teacher and observers views are not always in agreement. Beam and Horvat (1975) found that science teachers viewed their classes as more inquiry oriented than did students or external observers. In addition, Fraser (1994) found that student perceptions of the classroom learning environment are more strongly related to student outcomes than teacher perceptions.…”

Section: Part Ii: a Model For Evaluating Inquiry In The Science Classmentioning

confidence: 94%

Evaluation of Science and Technology Education at the Dawn of a New Millennium

Kumar¹,

Altschuld²

2002

Innovations in Science Education and Technology

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confidence: 99%

Correction and extension of “differences among teachers' and students' perceptions of science classroom behaviors, and actual classroom behaviors”

Horvat

Beam

1976

Science Education

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An error exists in Table 111 (page 340) of our article on science teachers' perceptions of classroom behaviors (CRE3) [1]. From the audio tapes of classes we analyzed, an Activity/Talk (A/T) ratio was difficult to estimate. Thus, no A/T ratios were available for actual CRB. Accordingly, the A/T column in Table I11 should have an "na" notation (not available) for the first four behavior comparisons.We also extended this study to see if teachers could improve their ability to asess behaviors actually occurring in the classroom, by receiving feedback and/or training in the interaction analysis system which was used to quantify the observed behaviors. The 33 junior high school teachers in the original study were randomly assigned to three equalsized groups.Group I received interactionanalysis training plus feedback using weekly audio tapes of class sessions submitted by teachers during a six-week period.Group I1 received interaction-analysis training (no feedback), while Group 111 served as control. A pre-post matched-pair t-test compared initial differences on the various behavioral ratios with final differences six weeks later. While comparisons did not achieve significance at the level set for this study (a = .025), the consistent trends we observed warrant comment and further study.Group I teachers were able to "narrow the gap" between most of the perceived CRB 1 25 Science Education, 60(1):125-126 (1976) 0 1976 by John Wiley & Sons, Inc.

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Differences among teachers' and students' perceptions of science classroom behaviors, and actual classroom behaviors

Cited by 10 publications

References 10 publications

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures

Evaluation of Science and Technology Education at the Dawn of a New Millennium

Correction and extension of “differences among teachers' and students' perceptions of science classroom behaviors, and actual classroom behaviors”

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