Education reform and subject matter knowledge

Kennedy, Mary M.

doi:10.1002/(sici)1098-2736(199803)35:3<249::aid-tea2>3.0.co;2-r

Cited by 120 publications

(61 citation statements)

References 28 publications

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“…Elementary teachers in the United States often lack both knowledge of science content and understanding of inquiry-based science (Garet, Porter, Desimone, Birman, & Yoon, 2001;Kennedy, 1998). They also lack knowledge of how best to work with students who are from diverse cultures or who are learning English as a new language (Bryan & Atwater, 2002;National Center for Education Statistics, 1999).…”

Section: Introductionmentioning

confidence: 99%

Urban elementary school teachers' knowledge and practices in teaching science to English language learners

et al. 2007

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This study examined urban elementary teachers' knowledge and practices in teaching science while supporting English language development of English language learning (ELL) students. As part of a larger 5-year research project in the United States, the study involved 38 third-grade teachers who participated in the first-year implementation of a professional development intervention that consisted of curriculum units and teacher workshops. The study examined four areas-teacher knowledge of science content, teaching science for understanding, teaching science for inquiry, and teacher support for English language development-through a questionnaire, classroom observations, and postobservation interviews. Results indicate that teachers' knowledge and practices were generally within the bounds supported by the intervention; however, such knowledge and practices fell short of the goal of reform-oriented practices. The results provide insights for our ongoing intervention and other similar efforts and contribute to the emerging knowledge base on science and English language and literacy with ELL students.

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Section: Introductionmentioning

confidence: 99%

Urban elementary school teachers' knowledge and practices in teaching science to English language learners

et al. 2007

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“…En ese plano, la comprensión de la materia resulta ser un desafío si la pretensión es una enseñanza eficaz (Scheerens 2016). Para Kennedy (1998), la materia es comprendida por el profesor, cuando este distingue y relaciona las ideas centrales y fundamentales de las periféricas o minucias. Así, las creencias que se tenga sobre el conocimiento y comprensión de la materia, ya sea ingenuas o sofisticadas determinarían las decisiones del qué enseñar y de cómo organizarlas para ello, como del qué evaluar y cómo hacerlo para el aprendizaje por su incidencia en el conocimiento didáctico del profesor (Park, Suh y Seo 2017), de ahí la importancia de explorarlas para mejorar su comprensión.…”

Section: Marco Teóricounclassified

Creencias de profesores chilenos de biología sobre la preparación de la enseñanza

Moreno¹,

López-Cortés²,

Moreno³

2018

Rev_Eureka_ensen_divulg_cienc

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Resumen: Las creencias y conocimientos del profesorado son asuntos importantes de explorar por la influencia que tienen sobre la preparación y enseñanza de la biología. Las creencias son las de mayor influencia en el quehacer profesional docente, y por esta razón nuestro interés en explorarlas. El estudio centra su atención en creencias del profesor de biología en servicio sobre la preparación de la enseñanza de la biología y su relación con algunas dimensiones de la evaluación docente en Chile. Para ello, se aplica un cuestionario con escala Likert para la preparación de la enseñanza de biología (PEB) y enseñanza de la biología (EB), que fue aplicado a 92 profesores de biología en ejercicio de la Región Metropolitana y Región de Coquimbo, Chile. En este artículo se presentan los resultados del análisis de la dimensión PEB. El análisis adopta un enfoque descriptivo-interpretativo complementado con el uso de técnicas cuantitativas. Los resultados señalan que el profesorado adscribe a todas aquellas creencias que representen una perspectiva constructivista de la preparación de la enseñanza; sin embargo, dicha tendencia cambia cuando el profesorado declara lo que cree hacer en la sala de clases, siendo las creencias de tendencia tradicional las más representativas. Evidenciamos algunas controversias entre lo que se piensa que se debería hacer y lo que se piensa que se hace, particularmente cuando se habla de la organización del contenido disciplinar y el sentido de la evaluación en biología. La exploración de las creencias y el desempeño del profesorado deben ayudarnos a pensar cómo orientar los procesos de formación inicial y continua que provean mejores resultados de desempeño y de aprendizaje para el profesorado y los estudiantes.Palabras clave: Creencias; profesor de biología; preparación de la enseñanza; evaluación docente. Belief of Chilean biology teacher on the Preparation of TeachingAbstract: Teachers' beliefs and knowledge are important issues to explore because of the influence they have on the preparation and teaching of biology. Beliefs are the most influential aspects in the teaching profession, and for this reason our interest on exploring them. The study focuses on the in-service biology teachers' beliefs on the preparation of biology teaching and its relationship with some dimensions of the teaching assessment in Chile. To do that, a Likert-scale questionnaire for the preparation of biology teaching (PEB) and biology teaching (EB) was applied to 92 in-service biology teachers in the Metropolitan Region and Coquimbo Region, Chile. This article presents results of an analysis of the PEB dimension. The analysis adopts a descriptiveinterpretative approach complemented with the use of quantitative techniques. The results indicate that the teachers ascribe to all those beliefs that represent a constructivist perspective of the preparation of teaching; nevertheless, that tendency changes when the teachers declare what they believe to do in the classroom, being the beliefs of traditional tendency the most ...

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“…In their synthesis of the literature, Newmann, King, and Youngs (2000) conclude that "to promote the kind of teacher learning that leads to improvement in teaching, professional development should concentrate on instruction and student outcomes in teachers' specific schools; provide opportunities for collegial inquiry, help, and feedback; and connect teachers to external expertise while also respecting teachers' discretion and creativity." Other researchers have documented the relative effectiveness of professional development that is focused on the content that students are to learn and how best to teach it (Cohen & Hill, 1998;Corcoran, Wang, & Foley, 1999;Kennedy, 1998).…”

Section: Opportunities For Professional Learningmentioning

confidence: 99%

External Support to Schools on Probation: Getting a Leg Up?

Finnigan¹,

O’Day

2003

PsycEXTRA Dataset

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In 1996, the Chicago Public Schools (CPS) began implementing a new school accountability policy designed to improve student performance by providing a combination of consequences and support to low-performing schools. The center point of the accountability system, the Chicago school probation policy, designates schools as being "on probation" if fewer than 15% (later raised to 20%) of their students score at grade-level norms on the Iowa Test of Basic Skills in reading. When placed on probation, schools face the consequences of decreased autonomy and the threat of more severe sanctions. At the same time, probation schools receive direct assistance from several different sources through the policy's external support system. The purpose of the support is to assist schools in strengthening their internal operations, raising expectations for students, and improving instruction so as to foster increased student achievement.This report is based on a two-year study of the design and implementation of the school probation policy in Chicago's elementary schools. The school accountability system in Chicago has undergone changes since the end of this study as a result of new district leadership. The system now includes the use of additional assessment data and subject area tests, emphasis on progress and growth, and a focus on all schools. In spite of these changes, the assistance provided by probation managers and external partners has not changed. Therefore, the lessons learned from this study should still be relevant not only to CPS but also to other jurisdictions instituting similar policies.

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Education reform and subject matter knowledge

Cited by 120 publications

References 28 publications

Urban elementary school teachers' knowledge and practices in teaching science to English language learners

Urban elementary school teachers' knowledge and practices in teaching science to English language learners

Creencias de profesores chilenos de biología sobre la preparación de la enseñanza

External Support to Schools on Probation: Getting a Leg Up?

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