Changes In Classroom Practice Research Articles

Exploring grade 3 teachers’ resistance to ‘take up’ progressive mathematics teaching roles

This article addresses the question: Why teachers of mathematics have yet to ‘take up’ progressive roles? Drawing on the philosophy of critical realism and its methodological equivalent, social realism, we analyse interview and observation data of four grade 3 teachers, with the view to identifying the mechanisms conditioning the expression of teachers’ identities. In so doing, we show how post-apartheid changes in systemic roles of teachers create contradictory tensions for teachers as these bring their own mathematical learning and teaching experiences into contradiction with the new post-apartheid roles they are mandated to enact. We examine how this contradiction, together with beliefs about mathematics, pedagogy and learners, is expressed in the teaching of grade 3 mathematics. We maintain that the complementarity between teachers’ beliefs and old systemic roles provides an explanation for why teachers of grade 3 mathematics have yet to ‘take-up’ progressive roles. The implications point to the need for teacher development that creates enablers that lead to changes in classroom practices that align with policy-designated, progressive roles in teaching mathematics.

The Change Room promotes teachers’ agency to change their practice

It is generally agreed that it is difficult for schools to bring about lasting changes in classroom practice. This paper gives an account of an action research group of 21 practitioners in an upper secondary school in Iceland, where a new model, the Change Room, was introduced to enhance changes in classroom practice. The aim was to increase students’ sense of responsibility for their studies. The Change Room connected the Change Laboratory, one of the methods of developmental work research established by Engeström and action research as elaborated by McNiff. In the Change Room the activity theory provided the teachers with a conceptual framework and tools to analyse what changes were needed and wanted in classroom practice and action research provided an approach to guide them when carrying out and evaluating these changes. Change Room meeting records were used for reflection, which revealed that the main tensions teachers experienced in classroom practice was firstly between didactic and dialogic teaching methods, secondly between the demand to cover the syllabus and a sense of urgency for deep learning and thirdly between active and passive students as learners. In order to resolve these tensions teachers tried out new methods to attempt to change their practice in the direction of more active student learning and more listening to students’ voices. The Change Room offers a promising direction to increase teachers’ agency to change their practice and sustain that change. As such, it speaks to international concerns about effective school reform.

The impact of the Promoting Early Number Talk project on classroom mathematics talk

ABSTRACTIt is widely acknowledged that teaching and learning the language of mathematics is essential for the development of mathematical proficiency. Recent research highlights the need for explicit vocabulary instruction in mathematics. The Promoting Early Number Talk (PENT) project explored the effect of ‘Number Talk’ – a resource book to promote early number vocabulary – on teaching and learning in five Year 1 primary school classes in Northern Ireland. This article investigates the impact of the PENT project on classroom mathematics talk. Findings from group interviews with the five teachers demonstrate an increased awareness of the importance of mathematics vocabulary and indicate that changes in classroom practice had supported children’s language and learning.

Talking about Race: Overcoming Fear in the Process of Change

Purpose We investigated the way in which structured, multiyear conversations about race and institutional racism occurred in suburban secondary schools with changing racial demographics. Research Framework The study draws on interpretive research traditions, in that we assume that how teachers understand race and racism will influence how they work with colleagues and students. As such, the research examines to what extent talking about race and learning about institutional racism affects educators’ mental models and their classroom practices. Method Secondary schools in three districts that had participated in ongoing professional development related to racial equity were selected. Grounded theory methods were used for data collection, coding, and analysis of interviews with teachers and administrators. Findings This study revealed that principal leadership affected teachers’ engagement in this work. When this occurred, teachers made meaningful changes in classroom practices and their school communities. The primary findings of the study are: (1) fear of being considered racist was a barrier for White teachers and administrators that impeded collective focus on racial achievement gaps; (2) principals’ deep personal engagement over a period of several years encouraged a process of confronting and mitigating this fear, and helped teachers engage with the implications of race for school and classroom practices. Significance Discomfort, a critical element in confronting racial inequities in schools, requires school leaders, particularly principals, to authentically participate and engage in order to foster teacher change.

Teacher training does a epistemological question?

What does the learning of social sciences to the trajectories of young citizens? What to teach social sciences in secondary school? Why curricular changes in Argentina did not change classroom practices? We believe that the answers to these questions involve, though not exclusively, in the field of teacher training. Precisely, this paper aims to reflect on the characteristics of the training of teachers of History and Sociology at the University of Buenos Aires, taking account both the disciplinary aspects of the pedagogical-comment- from our students and our experience as teachers of these teaching careers. We are concerned to analyze, in particular, the presence / absence of epistemological contained in the careers of these faculties and their implications when thinking teaching.

Reinvention of classroom practice innovations

Experienced teachers are introduced to classroom practice innovations during in-service education and training (INSET) programmes. Teachers return to particular teaching contexts in schools and other institutions after INSET and it is here teachers implement innovations and change classroom practice. However, this implementation is not certain; teachers may reject change and discontinue innovations. Research on innovation diffusion suggests that reinvention of innovations—adapting to local situations—can increase the rate of innovation implementation. Findings from this research, on teacher change in the context of Chinese tertiary EFL teachers attending INSET, show that a teacher’s ability and willingness to reinvent classroom practice innovations are likely to have an impact on later implementation and continuation of changes to classroom practice. INSET providers and trainers should take into account the function of reinvention for experienced teachers implementing educational innovations, and encourage reinvention during and after INSET courses.

Characteristics of improved formative assessment practice

ABSTRACTAn earlier study showed that the changes in teachers’ classroom practice, after participation in a professional development program in formative assessment, significantly improved student achievement in mathematics. The teachers in that study were a random selection of Year 4 teachers in a Swedish mid-sized municipality. In the present study, we analyse and describe the characteristics of these changes in classroom practice, which were based on a combination of various strategies for formative assessment. Data were collected through teacher interviews and classroom observations. The teachers implemented many new activities that strengthened a formative classroom practice based on identifying student learning needs and modifying the teaching and learning accordingly. The characteristics of the changes the teachers made reveal the complexity of this formative assessment practice and why such developments of practice are likely to require major changes in most teachers’ practices. We also discuss how such changes in practice afford new learning opportunities.

What can narrative therapy bring to our understanding and practice around mental health and behaviour? Constructing preferred stories in the classroom

Aim:Mental health and behaviour has largely been understood through behaviourist or cognitive-behavioural theories and many classroom-based interventions are founded on cognitive behavioural frameworks. These models have typically considered the constructs of mental health and behaviour through observable, standardised measures. In the existing literature there appears to be a lack of understanding of behaviour from the perspective of individual experiences. The emergence of narrative approaches in mainstream practice shows promising evidence of alternative avenues for educational practitioners. By examining social discourses and individuals’ own constructs of mental health and behaviour, this study aimed to explore the impact of a narrative therapy based intervention on people’s understanding of mental health and behaviour, changes in their relationship with ‘problem’ behaviour and how this can bring about different action within the classroom.Method:Individual accounts were gathered through a series of narrative therapy conversations with three people: a young person, teacher and mother. An iterative approach was taken to data collection and analysed through the method of constructionist grounded theory. The narrative stories from individuals were incorporated into a final grounded theory.Findings:The findings showed that the use of narrative therapy illuminated the possibility for change in understanding a young person outside of structuralist notions of ‘difficult behaviour’. This change in understanding led, in turn, to a change in classroom practice in response to mental health and behaviour.Limitations:The small-scale study is not representative of all practice and therefore has implications for the applicability of the findings.Conclusion:The research has highlighted that supporting mental health and behaviour may not be so much about implementing a programme and ‘getting it right’, but more about constructing alternative stories in the classroom that open up other possibilities.

Leveraging Observation Tools for Instructional Improvement: Exploring Variability in Uptake of Ambitious Instructional Practices

Background/Context Current efforts to build rigorous teacher evaluation systems has increased interest in standardized classroom observation tools as reliable measures for assessing teaching. However, many argue these instruments can also be used to effect change in classroom practice. This study investigates a model of professional development (PD) built around a tool—the Protocol for Language Arts Teaching Observations (PLATO). Purpose/Objective The study analyzes the extent to which teachers appropriated the instructional practices targeted in the PLATO PD. We also assess factors that may have supported and/or hindered teachers’ uptake of practices. Setting/Participants The study sample includes 27 teachers who participated in PD over 2 years. Teachers worked in six middle schools in a single, large urban district. Intervention The two year PD consisted of 5 daylong sessions each school year, and a 4-day summer institute. All sessions focused on the PLATO scales. Teachers also worked in school-based teams to design lessons featuring the focal practices and attended five school-site meetings with PLATO PD providers. Research Design and Data Collection PLATO served as a set of practices around which to orient PD, as well as a standardized tool for measuring changes in teacher practice. All teachers were observed using PLATO scales throughout the PD and during the subsequent year. We conducted multiple interviews with all participating teachers, which were transcribed and coded by multiple researchers. Case studies of six purposively sampled teachers incorporate interviews, scores, and field notes. Findings/Results: The duration of PD mattered in terms of teachers’ appropriation of PLATO practices. In addition, “foundational practices” supported the appropriation of more ambitious practices targeted in the PLATO PD, including time and behavior management and instructional planning. Finally, our findings suggest stable and collaborative communities support professional learning and growth. Conclusions/Recommendations The findings suggest moving away from “one size fits all models” and differentiating PD for teachers. Effective professional development may not be effective for all teachers. Observation protocols can play a unique role in PD by allowing professional developers to gather standardized information across teachers and to compare changes in teacher practice in systematic ways. PD providers might also use such tools di-agnostically to identify and respond to the heterogeneity in teachers’ practice.

Using action, reflection and modelling (ARM) in Malaysian primary schools: connecting ‘the ARM theory’ with student teachers’ reported practice

This article presents Malaysian student teachers’ reports of using an action, reflection and modelling (ARM) pedagogical approach during their placements in Malaysian primary schools. The ARM approach was designed to support the implementation of the Malaysian primary school mathematics curriculum, which involved changing classroom practice in learning and teaching. It was developed and used during a Malaysia–UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics for a cohort of 120 student teachers in Malaysia. The three principles integral to the ARM approach were repeatedly made explicit to the student practitioners who were engaged in learning and teaching on the new degree programme. Using findings from surveys carried out with the students at the end of their first and final placements, this article provides examples of the way some of them described ARM and recounted how they had used the approach in the classroom. Four of these narratives are used as ‘vignettes’ to illustrate the students’ perceptions of using new ways of learning and teaching in primary schools and to inform and enable a discussion of the relationship between theory and practice in teacher education.

Walking the Walk: An Integrated STEM Project for Elementary Teachers

Preparing effective STEM (science, technology, engineering, mathematics) education teachers has become a priority of national economic importance (National Research Council [NRC], 2007) and this goal depends on teachers who understand content and possess effective teaching practices that impact student learning true integration of STEM will require significant changes in classroom practices, shifting away from traditional instruction and begin with teacher preparation. The present article originates from an interdisciplinary STEM project within an elementary teacher preparation program that has a stated and explicit STEM focus for undergraduate pre-service elementary teachers, yet this investigation also applies to practicing teachers interested in STEM integration. The investigation aims to blur the rigid boundaries that traditionally separate school subjects. Here we highlight a unified investigation project that spans not only disciplines and courses but also pre-service teachers’ (PSTs’) mindsets.

Extending experiential learning in teacher professional development

This paper introduces the use of experiential learning during the early stages of teacher professional development. Teachers observe student outcomes from the very beginning of the process and experience new pedagogical approaches as learners themselves before adapting and implementing them in their own classrooms. This research explores the implementation of this approach with teachers in Irish second level schools who are being asked to make significant pedagogic changes as part of a major curriculum reform. Teachers’ self-reflections, observations and interviews demonstrate how the process and outcomes influenced their beliefs, resulting in meaningful changes in classroom practice.

Editorial for EAIT 2016, Issue 3

Some of you will have read the 2015 OECD report: “Students, Computers and Learning: Making the Connection” which indicates that, based on an analysis of PISA data, where ICT is used in the classroom its impact on student performance is mixed, with no appreciable improvements in student achievement in reading, mathematics or science. Is the OECD right in their assessment? Are we wasting our time with using ICT in education? How do others see this? It would be good to have some articles on this important topic in future issues of EAIT. Beginning this issue is an article from Martin Tallvid (University of Gothenburg, Sweden), titled: “Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom”. The article begins by noting the emergence of one laptop per student-initiatives (1:1) as a solution to disappointment with the pace of transformation of teaching methods in schools. Many research studies, however, have indicated that despite major expenditure, increased access and improved technical equipment, few teachers have integrated ICT in the curriculum in a way that leads to significant changes in classroom practice. The article explores teachers’ reluctance towards the pedagogical use of personal laptops in secondary schools and identifies five different, but overlapping, patterns in the explanations for their reluctance: lack of technical competence, not worth the effort, insufficient material, diminishing control and lack of time. “Politic of security, privacy and transparency in human learning systems” is an article by Adil Jeghal, Lahcen Oughdir and Hamid Tairi (University of Sidi Mohamed Ben Abdellah, Taza, Morocco). This article looks at the important role of Information Security, especially in newer education environments such as e-learning environments. The authors point out that the preservation of confidentiality has become a major issue for the majority of applications that process personal information and that the sensitivity of this information requires creators to set rules for the sharing and use of access control policies. Educ Inf Technol (2016) 21:499–502 DOI 10.1007/s10639-016-9479-8

Preparing Teachers for Inclusive Education in Botswana: The Role of Professional Development

AbstractThe continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in two educational administrative regions of Botswana. A mixed method research design was utilized to measure teachers' beliefs, current practices of professional development, training needs as well as modes of professional development programs to implement inclusive education. A three part, 25 item self - administered questionnaire was specially designed for this study. It was administered to all participants (N=86) who participated in a three-day workshop on inclusive education. In addition 12 teachers who had had experience in teaching learners with Special Educational Needs (SENs) were purposively selected for a follow-up one-on-one in-depth interview. Both quantitative and qualitative data were triangulated to write this report. Findings of the research suggest that although participants realized the importance of professional development for the implementation of inclusive education, they were of the opinion that ‘one-time workshops’ alone was not effective to change classroom practices. They highlighted the importance of ‘change processes’ therefore recommended ‘in-house mentorship’.

Exploring the link between experienced teachers’ learning outcomes and individual and professional learning community characteristics

The continuous professional development of teachers is crucial in our current knowledge-based society, yet empirical research on experienced teachers’ learning outcomes is scarce. In this study, we examine perceived changes in classroom practices and in competence as outcomes. By making these outcomes measurable, we can relate them to several individual teacher characteristics and professional learning community characteristics. A questionnaire was administered to 490 experienced teachers from 48 Flemish (Belgian) primary schools. Multilevel analyses show that of the professional learning community characteristics, only reflective dialogue is significant for perceived changes in practices. As for individual characteristics, self-efficacy relates positively to both perceived changes in practices and in competence. The relationship between teaching experience and both learning outcomes, however, is negative.

Formative assessment as a vehicle for changing classroom practice in a specific cultural context

In this commentary, I interpret Xinying Yin and Gayle Ann Buck’s collaborative action research from a social–cultural perspective. Classroom implementation of formative assessment is viewed as interaction between this assessment method and the local learning culture. I first identify Yin and Buck’s definition of the formative assessment, and then analyze the role of formative assessment in the change of local learning culture. Based on the practice of Yin and Buck I emphasize the significance of their “bottom up” strategy to the teachers’ epistemological change. I believe that this strategy may provide practicable solutions to current Chinese educational problems as well as a means for science educators to shift toward systematic professional development.

Changing classroom practices: the role of school-wide capacity for sustainable improvement

– Elementary schools have been confronted with large-scale educational reforms as strategies to improve the educational quality. While building school-wide capacity for improvement is considered critical for changing teachers’ classroom practices, there is still little empirical evidence for link between enhanced school capacity for improvement and instructional change. In this study, the authors examined the impact of school improvement capacity on changes in teachers’ classroom practices over a period of time. Leadership practices, school organizational conditions, teacher motivation and teacher learning were used to measure school-wide capacity for improvement. The paper aims to discuss these issues. , – Mixed-model analysis of longitudinal data over a four years (2005-2008) period of time from 862 teachers of 32 Dutch elementary schools were used to test the impact of school improvement capacity on changing teachers’ instructional practices. , – The results showed that organizational-level conditions and teacher-level conditions play an important, but different role in changing teachers’ classroom practices. Whereas teacher factors mainly affect changes in teachers’ classroom practices, organizational factors are of significant importance to enhance teacher motivation and teacher learning. , – More longitudinal research is needed to gain better insight into the opportunities and limits of building school-wide capacity to stimulate instructional change. , – By encouraging teachers to question their own beliefs, facilitating opportunities for teachers to work together to solve problems, and through the promotion of shared decision making, school leaders can reinforce the personal and social identification of teachers with the organization. As a consequence, teachers will feel increasingly committed and are more willing to change their classroom practices. Additionally, school leaders can use the findings from this study and the related instrument as a tool for school self-evaluation. , – This paper contributes to a deeper understanding of the nature of changes in conditions for school improvement and its influence on changes in teachers’ instructional practices over a period of time.

Understanding teachers’ reluctance to the pedagogical use of ICT in the 1:1 classroom

During the last decade, several one laptop per student-initiatives (1:1) have emerged as a solution to the recurrent disappointments with the pace of transformation of teaching methods in schools. However, an increasing number of research studies indicates, that despite major expenditure, increased access and improved technical equipment, few teachers have integrated ICT in the curriculum in a way that leads to significant changes in classroom practice. This article explores teachers' reluctance towards the pedagogical use of personal laptops in secondary schools. A case study approach is used in a follow-up study of a 3-year 1:1-implementation initiative, investigating a period of in-service training for teachers in a secondary school. The teachers' arguments for not using the laptops for teaching are of particular interest. Five different, but overlapping, patterns in the explanations for their reluctance have been discovered: lack of technical competence, not worth the effort, insufficient material, diminishing control and lack of time. The teachers' arguments exposed technical, pedagogical, and content concerns. This qualitative study of teachers' reluctance, as studied in situ, adds nuance and additional perspectives to previously presented explanations.

‘Windows’ on Teachers’ Beliefs and Attitudes about School ICT Policy Statements

Evidence from research, policy and practice reveals that information and communication technology (ICT) does improve teaching and learning. Recent studies have shifted focus to acknowledge teachers’ beliefs and attitudes about ICT as the factor that determines change in classroom practice. The inclusion of teachers in developing a school-based ICT policy that mirrors their beliefs and attitudes may pave the way for successful ICT integration. However, there is a death of research that explicates exactly how to develop policy that is inclusive of all teachers at a school. This study used an interpretivist paradigm to explore teachers’ beliefs and attitudes about school ICT policy statements. Using an exploratory case study design that was grounded in Q-methodology provided the ideal setting for the systematic study of subjectivity of policy. Data was garnered through Q-sorts, interviews and analysed by means Q-methodology factor analysis methods. Findings were threefold: First, Q-methodology enables policy makers and practitioners to experience both real differences in discourse and consensus of opinion. Second given the opportunity, teachers have the inherent ability to deconstruct and critically engage with policy statements according to their own professional beliefs and attitudes. Third, teachers as previously excluded actors may be included in the policy decision making process and a school-based ICT policy may be formulated to represent a shared vision of all teachers. And, fourth Q-methodology offers education policy analyst an opportunity to gain insight into the beliefs, attitudes, opinions and values of different actors in policy analysis studies. DOI: 10.5901/mjss.2014.v5n14p339

Fewer, clearer, higher: how the common core state standards can change classroom practice

Fewer, clearer, higher: how the common core state standards can change classroom practice