Teachers’ Decision Making: from Alan J. Bishop to Today

Borko, Hilda; Roberts, Sarah A.; Shavelson, Richard J.

doi:10.1007/978-0-387-09673-5_4

Cited by 75 publications

(80 citation statements)

References 22 publications

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“…Fig. 4 Decision making framework (Bishop and Whitfield 1972), adapted by Borko et al (2008) Psychological Factors The decision making framework by Bishop and Whitfield (1972) focuses on (unconscious) rational aspects. As we perceive teacher knowledge as a part of the whole of teacher cognition in a broad sense, there are also other psychological factors that might play a role and form an explanation for the gap between the teacher's articulated PCK-on-action and his actions in the classroom.…”

Section: Reflection-research Questionmentioning

confidence: 99%

Relating Teacher PCK and Teacher Practice Using Classroom Observation

Barendsen

Henze

2017

Res Sci Educ

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Science teachers' pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers' actions in the classroom. To complement previous quantitative studies, there is a need for more qualitative studies to investigate the relationship between teacher knowledge (as formulated by the teacher) and classroom practice, especially in the context of an educational innovation. In this study we explored a possible way to investigate this relationship in an in-depth and systematic fashion. To this end, we conducted a case study with a chemistry teacher in the context of the implementation of a context-based science curriculum in The Netherlands. The teacher's PCK was captured using the Content Representation form by Loughran, Mulhall, and Berry. We used an observation table to monitor classroom interactions in such a way that the observations could be related to specific elements of teachers' PCK. Thus, we were able to give a detailed characterization of the correspondences and differences between the teacher's personal PCK and classroom practice. Such an elaborate description turned out to be a useful basis for discussing mechanisms explaining the relationship between teachers' knowledge and teachers' actions.

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Section: Reflection-research Questionmentioning

confidence: 99%

Relating Teacher PCK and Teacher Practice Using Classroom Observation

Barendsen

Henze

2017

Res Sci Educ

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“…Although Eley (2006) does not reference it, there is a body of 19 literature on 'decision-making' drawing primarily from cognitive traditions (Borko et al 20 2008) in industries such as aviation (Plant and Stanton 1998), healthcare (Croskerry 2005), as 21 well as in teacher education (Borko et al 2008). At the commencement of the project, we 22 postulated that assessment practice, with the complexity of its competing tensions (Price et and different people make these decisions for different purposes.…”

Section: Defining Assessment Design Decisionsmentioning

confidence: 99%

Support for assessment practice: developing the Assessment Design Decisions Framework

Bearman

Dawson

Boud

et al. 2016

Teaching in Higher Education

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There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a practical framework designed to stimulate educators' thinking when creating or modifying assessments. We explain the concepts that underpin this practical support, including the notions of 'assessment decisions' and 'assessment design phases', as informed by relevant literature and empirical data. We also present the outcome of this work. The Assessment Design Decisions Framework. This provides key considerations in six categories: purposes, contexts, tasks, interactions, feedback processes and learning outcomes. By tracing the development of the Framework, we highlight complex ways of thinking about assessment that are relevant to those who design and deliver assessment to tertiary students. There are many excellent publications outlining features of assessment and feedback design 2 in higher education. However, university educators often find these ideas challenging to 3 realise in practice, as much of the literature focusses on institutional change rather than 4 supporting academics. This paper describes the conceptual development of a practical 5 framework designed to stimulate educators' thinking when creating or modifying assessments. 6We explain the concepts that underpin this practical support, including the notions of 7

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“…This framework indicates the importance of teachers' individual values in their decision making: "Individual values do play a great part in their decision making, for example, their beliefs about the nature of persons and the nature of their subject material" (p. 6). Borko, Roberts, and Shavelson (2008) explain Bishop and Whitfield's framework, stating that teachers' schemas connect classroom situations to prior experience, values, and teaching goals, which guides decisions and consequent action. They also state that background information, such as psychological theory, as well as general life experiences and, especially, educational experiences, was filtered through the individual's value system and aims for the particular lesson.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Influence on Integration of Tools into Mathematics Teaching

Yeşildere

2010

AJTE

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Teachers’ Decision Making: from Alan J. Bishop to Today

Cited by 75 publications

References 22 publications

Relating Teacher PCK and Teacher Practice Using Classroom Observation

Relating Teacher PCK and Teacher Practice Using Classroom Observation

Support for assessment practice: developing the Assessment Design Decisions Framework

Teachers’ Influence on Integration of Tools into Mathematics Teaching

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