What Happens After the Intervention? Results From Teacher Professional Development in Employing Mathematical Reasoning Tasks and a Supporting Rubric

Smit, Robbert; Heß, Kurt; Bachmann, Patricia; Blum, Verena; Birri, Thomas

doi:10.3389/feduc.2018.00113

Cited by 4 publications

(3 citation statements)

References 50 publications

(56 reference statements)

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“…Teacher' knowledge about the constructive feedback was found in acceptable range. This outcomes seemed true for teachers' knowledge about feedback competencies but not for their feedback practices (Smit, Hess, Bachmann, Blum, & Birri, 2019). Hattie & Timperley (2007) suggests that teachers often claims they give feedback but they do not.…”

Section: Discussionmentioning

confidence: 95%

Secondary School Teachers’ Knowledge and Practices About Constructive Feedback: Evidence From Karachi, Pakistan

Aslam

Khan

2021

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Teachers’ knowledge, conceptualization and actual practices in the classroom influence students’ academic performance. The present study sought to determine the existing practices and knowledge of teachers about constructive feedback, and to find how the knowledge of teachers would predict teachers’ feedback practices in classroom. A quantitative approach with survey research design was adopted to collect the data from the respondent through feedback knowledge questionnaire. The participants of the study were 396 secondary schools teachers of Karachi, Pakistan which were selected randomly from the population. Findings show that the teachers have good knowledge about providing constructive feedback as all the mean values of the constructs were in the range of acceptance (3.61-4.18). However they are not utilizing this knowledge in their daily teaching, as evidence from the descriptive analysis shows that majority teachers (69%) are taking more than a week time to provide feedback, and it is mostly in the form of verbal comments (64.1%) or just only tick or cross mark on students’ work (76.2%). That is the reason that insignificant results were found between teachers’ practices and their perception with very week negative correlation and effect size was also found negligible. Professional trainings are recommended to overcome this contradiction.

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Section: Discussionmentioning

confidence: 95%

Secondary School Teachers’ Knowledge and Practices About Constructive Feedback: Evidence From Karachi, Pakistan

Aslam

Khan

2021

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“…One’s sense of perceived self-efficacy can provide the foundation for well-being and personal accomplishment (Bandura, 1986 ). Furthermore, progress by students in their learning is connected with their perceived self-efficacy toward their competence in interacting with DCIs (Semilarski et al, 2019b ; Smit et al, 2019 ; Wu & Fan, 2017 ). Thus, to deeply engage students in science learning, perceived self-efficacy is seen to be of great importance (Lin, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Thus, to deeply engage students in science learning, perceived self-efficacy is seen to be of great importance (Lin, 2021 ). Students, perceived to possess higher self-efficacy, set higher goals and expend more effort towards their achievement and show a higher level of thinking about conceptualizing science (Smit et al, 2019 ). Students’ perceived self-efficacy is seen as the key to promoting students’ engagement and learning (Wu & Fan, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Expanding disciplinary and interdisciplinary core idea maps by students to promote perceived self-efficacy in learning science

et al. 2022

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Background The goal of this research was to determine students’ perceived self-efficacy in science classes through involving students in expanding disciplinary core idea (DCI) and interdisciplinary core idea (ICI) maps, as a method to visualize knowledge (utilizing mind mapping and concept mapping) to support students to integrate interdisciplinary learning. The research involved (a) creating (by science educators) eight curriculum-related, disciplinary core idea maps and two interdisciplinary core idea maps; (b) teachers guiding students in an experimental group, to make interdisciplinary connections so as to expand DCI and ICI maps in an intervention lasting a year and a half from grade 10 to 11; (c) providing feedback on students’ developed DCI and ICI maps; (d) administering questionnaires seeking students’ perceptions about their self-efficacy towards core ideas, both before and after the intervention and (e) interviewing science teachers (5) and selected students (25), after the intervention, about their perceptions towards the use and outcomes of their DCI and ICI maps. Besides the experimental group, a control group (no intervention) was involved. Results Outcomes showed that the intervention (guiding students in creating disciplinary and interdisciplinary core idea maps to visualize their learning) supported students significantly in their perceived self-efficacy in the fields of Life Science and Earth Science, plus in the use of Models and Systems. In Physics and Chemistry, the students’ perceived self-efficacy was not statistically significantly positive after the conducted intervention. This stemmed from disciplinary core ideas, related to Physics and Chemistry, being more abstract, with students making fewer connections and integrating less new knowledge into the related DCI and ICI maps. In the interviews, both teachers and students stated that the intervention (including expansion of DCI and ICI maps) supported students’ science learning. Conclusions Creating and expanding disciplinary and interdisciplinary core ideas more clearly indicates students’ learning, through their ability to make meaningful connections, enabling students to raise their self-efficacy in preparing for their future. The results from this research demonstrate that students’ perceived self-efficacy can occur through knowledge visualization by expanding both DCI and ICI maps enabling the making of greater interdisciplinary connections.

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Lehrende unterstützen Lernende beim mathematischen Argumentieren mit Feedback-Dialogen – eine Mixed Methods-Studie

Hess,

Smit

2024

J Math Didakt

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ZusammenfassungWir schätzten in einer sequenziell erklärenden Mixed Methods-Studie (MMS) die Qualität von Feedback-Dialogen (QFD) zwischen Lehrenden und einzelnen Lernenden während Unterrichtsphasen zum mathematischen Argumentieren ein und prüften die lernseitigen Fortschritte nach einer 9‑wöchigen Intervention in fünften und sechsten Primarschulklassen. Höchste und tiefste QFD-Werte sowie grösste und geringste klassenbezogene Leistungssteigerungen bildeten die quantitativen Kriterien für die Auswahl von je zwei Lehrenden, die wir bezüglich ‚Überzeugungen zum mathematischen Argumentieren’ und dessen ‚Unterstützung mit Feedbacks’ interviewten und qualitativ auswerteten. Die daraus hervorgehenden Dispositionen wurden mit der QFD – als fremdeingeschätzte Performanz – und den Schülerleistungen verglichen. Die Interviews spiegeln fast einheitliche, (sozial-) konstruktivistische, struktur- und kommunikationsorientierte Überzeugungen. Einzig die beiden Lehrpersonen mit geringsten klassenbezogenen Fortschritten fallen mit instruktional geprägten Aussagen auf und lassen auf eine ungünstige Beziehung zwischen der lehrseitigen Einstellung und den klassenbezogenen Fortschritten schliessen. Die Frage, warum sich zwei Klassen maximal steigerten, beantworten wir vor dem Hintergrund der Lehr- und Lernbedingungen: Kleine Klassen, wenige Kinder mit Deutsch als Zweitsprache und zusätzlichem Förderbedarf erklären die Fortschritte eher als die quantitativen Auswahlkriterien. Die Studie trägt zur grundsätzlichen Klärung bei, welche subjektiven Überzeugungen hinter der intersubjektiv eingeschätzten Unterstützung des Argumentierens und hinter klassenbezogenen Fortschritten stehen.

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What Happens After the Intervention? Results From Teacher Professional Development in Employing Mathematical Reasoning Tasks and a Supporting Rubric

Cited by 4 publications

References 50 publications

Secondary School Teachers’ Knowledge and Practices About Constructive Feedback: Evidence From Karachi, Pakistan

Secondary School Teachers’ Knowledge and Practices About Constructive Feedback: Evidence From Karachi, Pakistan

Expanding disciplinary and interdisciplinary core idea maps by students to promote perceived self-efficacy in learning science

Lehrende unterstützen Lernende beim mathematischen Argumentieren mit Feedback-Dialogen – eine Mixed Methods-Studie

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