Teacher Instructional Practices Research Articles

Peer influence on disruptive classroom behavior depends on teachers' instructional practice

This study investigated whether early adolescents' disruptive classroom behavior is predicted by descriptive classroom norms for such behavior (i.e., mean level of classmates' disruptive behaviors). We further examined whether classmates' influence on a student's disruptive behavior varies based on teacher's instructional practice. Participants were 701 adolescents (M = 13.12 years; 48.8% girls) who were followed across six measurement points from Grades 7 through 9. Multilevel analyses showed that subsequent individual disruptive behavior was predicted by earlier levels of disruptive behavior in the classroom. Peer influence on disruptive behavior was lower when students perceived that their teacher's instruction was more supportive and interesting. When students reported that their teacher used more ability differentiation (e.g., ability grouping), peer influence on disruptive behavior was higher.

Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS)

In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System© (TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.

Protocol for a systematic review: Universal school-based programmes for improving social and emotional outcomes in children aged 3-11 years: a systematic review and meta-analysis.

Protocol for a systematic review: Universal school-based programmes for improving social and emotional outcomes in children aged 3-11 years: a systematic review and meta-analysis.

Bridging the Gap: Classroom Strategies Assessment System–Observer Form

The Classroom Strategies Assessment System–Observer Form (CSAS-O) is a classroom observational system that combines direct observations and rating scales to assess teacher instructional and behavioral management practices, inform goals, plan professional development interventions, and monitor progress. CSAS-O Strategy Rating Scales yield scores indicating the discrepancy between the frequency with which observed teachers use evidence-based strategies and the recommended frequency with which they should use strategies during specific lessons. An illustrative example is provided along with a summary of reliability and validity evidence. Dudek, Reddy, Lekwa, & Hua write about Improving Universal Classroom Practices through Teacher Formative Assessment and Coaching using the CSAS-O in the current issue.

Online Learning and Teacher Practice

The purpose of the research was to explore the experiences of a group of 3 ELA teachers as they participated in online professional development using a social learning network. Utilizing case study methodology, the researcher examined how an online social learning network could be used to impact instructional practices amongst ELA teachers participating in hybrid professional development during implementation of a writing curriculum. Employing social constructivism as the dominant framework for analysis, the researcher explored the extent to which professional development delivered online combined with face-to-face supports impacted teacher instructional practices in the classroom. Findings indicate that in order to be effective, professional learning should emphasize the learning of content and pedagogy and how technology can enhance instructional practices. Factors such as convenience, flexibility and ubiquitous access to resources and peers were cited as benefits to participating in hybrid professional development models.

THE EXTENT TO WHICH INSTRUCTIONAL LEADERSHIP PRACTICES BY HEAD TEACHERS CONTRIBUTE TO STUDENTS’ ACADEMIC PERFORMANCE IN MACHAKOS COUNTY, KENYA

The purpose of this study was to assess the extent to which instructional leadership practices by head teachers contribute to students’ academic performance. Machakos County was chosen for this study due to its low performance by many students in the Kenya Certificate of Secondary Education Examination in most secondary schools in the recent years (2009-2013). Instructional leadership practices chosen were included defining the school mission, managing the school instructional programme, providing a conducive working climate and providing incentives for teaching and learning. The study applied Survey design. From 176 public secondary schools, stratified sampling technique was used to select 38 head teachers, 190 teachers and 345 students from among high and low performing secondary schools. The study used the Head Teacher Questionnaire (reliability 0.78), Teachers Questionnaire (reliability 0.74) and the students Questionnaire (reliability 0.75). The response was 87.5%. Multiple regression analysis was done to test the extent to which head teachers instructional practices influences on students’ performance, while linear regression was used to determine the most influential leadership practice. It was established that the Bowman and Deal’s leadership theory is applicable to Kenyan schools, with the provision of incentives for learning and teaching being the most important leadership practice towards the teaching and learning process. Article visualizations:

Applying a goal‐driven model of science teacher cognition to the resolution of two anomalies in research on the relationship between science teacher education and classroom practice

AbstractTwo anomalies continue to confound researchers and science teacher educators. First, new science teachers are quick to discard the pedagogy and practices that they learn in their teacher education programs in favor of a traditional, didactic approach to teaching science. Second, a discrepancy exists at all stages of science teachers’ careers between a science teacher's self‐reported pedagogical preferences and the behavior they exhibit during classroom observations. Previous attempts to resolve these anomalies draw upon models of teacher cognition that often prioritize beliefs or knowledge. In this paper, we resolve these anomalies and further elaborate the relationship between science teacher education and classroom practice via a goal‐driven model of cognition. Our model of goal‐driven cognition takes as its central premise that a science teacher's instructional practice is an attempt to satisfy one or more of their goals. While knowledge and beliefs play an important role in cognition, a teacher's goals are ultimately the mental constructs that engage the motivational and behavioral system, leading to action. In this paper, we first specify our goal‐driven model of cognition, and detail the role played by goals, beliefs and knowledge, and contextual information in cognition and action. When then compare our model to other theoretical approaches in research on science teacher cognition, showing how our model is distinct from these approaches. Next, we return to the two anomalies mentioned above, showing how a goal‐driven model resolves each. We also contrast our resolution with how the anomalies are resolved via a belief or knowledge driven model. We then provide implications of our theory for science teacher education, with respect to both course work and field experiences. Finally, we provide directions for future research, paying particular attention to ways to provide evidence in support of this theoretical approach. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:713–736, 2017

A Mixed Methods Approach to Determining the Impact of a Geoscience Field Research Program Upon Science Teachers' Knowledge, Beliefs, and Instructional Practices

ABSTRACTA mixed methods research approach was used to investigate the impact of a geosciences research institute upon 62 science teachers' knowledge, beliefs, and teaching practices related to teaching the geosciences. Pre- and postinstitute quantitative and qualitative assessments revealed mixed results. Results of a quantitative measure found a statistically significant increase in the teachers' self-reported overall knowledge of the geosciences, knowledge of watersheds, and knowledge of brownfield sites. However, a more specific quantitative instrument that measured watershed knowledge indicated no change except in the teachers' awareness that the water quality in different towns is related. In addition, their science teaching self-efficacy, which was used as a quantitative measure of the teachers' beliefs about teaching science in general, showed a statistically significant decrease. Focus group discussions provided an indication as to why the teachers' self-efficacy decreased, as teachers described numerous barriers that limited their capacity to engage their students in field-based research projects even while noting the benefits of such an experience. Although the study was limited in the ability to measure direct impact on instructional practices, the teachers' perception of their confidence in their capability to use inquiry-based instruction in the classroom showed a statistically significant increase. The discrepant results provide useful information about the complex impact of a professional development experience upon teachers, while identifying possible limitations of the experience and of the assessment measures, as well as providing recommendations for future research.

Attitudes, Motivations and Beliefs about L2 Reading in the Filipino Secondary School Classroom: A Mixed-methods Study

This study is a two-part investigation. The first part focuses on ESL learners' attitudes and motivations for reading in the target language. The second part deals with ESL teachers' beliefs about motivating L2 learners to read. The study involved 100 ESL learners ( N =100) and 30 teachers ( N =30) from rural schools in Mindanao, the Philippines. All the participants were recruited through convenience sampling. In other words, participants were selected based on their convenient accessibility and proximity. The current study is a mixed-methods project. Both quantitative and qualitative methods were employed to collect different types of data. The instruments used were: a L2 reading attitude survey, a questionnaire dealing with motivations for L2 reading, a survey on beliefs about motivating L2 learners to read in English, a semi-structured interview and a L2-reading-lesson observation. The quantitative data were statistically analysed. Whenever appropriate, the data were presented in tables and on graphs. The qualitative data were analysed through thematic coding and used to support the quantitative data. The findings show that students have both positive and negative attitudes towards various aspects of L2 reading. They also have different levels of motivation for reading in English, with female participants having higher scores than male participants. The teachers, on the other hand, hold diverse beliefs about motivating learners to read in English. No significant correlation was found between teacher beliefs and students' motivations for reading in English. After the findings have been described, implications for teacher education and instructional practice are offered.

국제비교 학업성취도 평가(TIMSS)에 나타난 교사 개인특성과 수업실제 분석

국제비교 학업성취도 평가(TIMSS)에 나타난 교사 개인특성과 수업실제 분석

A Study of Student Engagement in Project‐Based Learning Across Multiple Approaches to STEM Education Programs

Objective: In this study, we investigated the implementation of project‐based learning (PBL) activities in four secondary science, technology, engineering, and mathematics (STEM) education settings to examine the impact of inquiry based instructional practices on student learning. Method: Direct classroom observations were conducted during the 2013–2014 school year in STEM Traditional Courses, a STEM Platform School, an Engineering Optional Program (EOP), and a Virtual STEM Academy (VSA) to measure teacher instructional practices (School Observation Measure) and student engagement (The Rubric for Student‐Centered Activities). Results: The four approaches to STEM education showed significant differences in their implementation of PBL, with the EOP and VSA having higher incidences of PBL activities. Additionally, higher‐level questioning strategies, higher‐order instructional feedback, and integration of STEM subject areas was absent or rarely observed. Conclusions: Components of PBL are missing in STEM education, in traditional and non‐traditional STEM courses. In‐service teachers may benefit from professional development that enhances their understanding of PBL activities to maximize student learning opportunities.

Teacher collaborative inquiry in the context of literacy education: examining the effects on teacher self-efficacy, instructional and assessment practices

This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning.

The influence of test-based accountability policies on teacher stress and instructional practices: a moderated mediation model

The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators in a South-eastern state in the United States supported the hypothesis that educators who perceived the test as an invalid measure of teaching effectiveness were more likely to report high levels of test stress and to use counterproductive teaching practices, including fear appeals, in an attempt to motivate students for test-taking. This study provides initial evidence for the hypothesised relationships of test-based accountability policy with teacher mental health and instructional practices. Implications for research and practice are discussed.

On the ‘Fabric’ of our global science education research community: The art and science of writing for theJournal of Research in Science Teaching

On the ‘Fabric’ of our global science education research community: The art and science of writing for the<i>Journal of Research in Science Teaching</i>

Action Research for 'Deliberative Teaching' as Good Teaching in Social Studies - Elaboration of Teacher Beliefs and Instructional Practices

Action Research for 'Deliberative Teaching' as Good Teaching in Social Studies - Elaboration of Teacher Beliefs and Instructional Practices

Assessment Practices in Schools Serving American Indian and Alaska Native Students

The research reported in this article is part of a larger study designed to identify teacher- and student-level factors and conditions associated with American Indian and Alaska Native (AI/AN) student achievement on the National Assessment of Education Progress (NAEP) annual mathematics assessment and as reflected in the associated survey data gathered through the National Indian Education Study (NIES) on American Indians and Alaska Natives, their teachers, and their schools. We conducted statistical analyses of 2007 NAEP data in Phase I, and in Phase II we analyzed extensive qualitative data collected in 10 schools in Alaska, New Mexico, and Arizona. We focus on data from administrator interviews and teacher focus groups to identify the formative assessment strategies these educators believe to be effective with AI/AN students. Our findings identify formative assessment strategies that may help improve teacher instructional practices and impact school policy related to AI/AN student math learning; the data suggest that not all strategies will be effective across communities, due to complex contextual factors.

Generalizing From Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment

One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often asked question: “What is the number of observations required to reliably measure a teacher's instructional practice using the IQA?” We found that in some situations, as few as three observations are needed to reliably measure a teacher's instructional practice using the IQA. However, that result depends on a variety of other factors.

Student, teacher, and instructional characteristics related to students' gains in flexibility

Flexibility in problem solving has been widely recognized as an important skill for students' mastery of mathematics. Here we utilize the Opportunity-Propensity framework to investigate student characteristics, teacher characteristics, and teacher instructional practices that may be associated with students' gains in flexibility in algebra. Teacher and student data were collected from 8th and 9th grade Algebra I teachers in Massachusetts as part of a larger study on the impact of a researcher-developed year-long supplementary curriculum that focused on improving students' flexibility. We explore student demographics, teacher background characteristics and teacher instructional practices as predictors of student gains in flexibility. We further investigate instructional practices associated with flexibility gains through an analysis of teacher questioning in the classroom for teachers whose students achieved the greatest gains in flexibility and those whose students achieved the least gains. Our results indicate that prior knowledge is a reliable predictor of flexibility gains and that gender is an important student background characteristic associated with the development of flexibility. In addition, although high and low gain teachers did not differ in their implementation fidelity, high flexibility gain teachers asked more open-ended questions that prompted students to verbalize the main ideas of the lesson.

Relationship between Teacher Efficacy and Self-Reported Instructional Practices: An Examination of Five Asian Countries/Regions Using TIMSS 2011 Data.

Teacher efficacy in a particular content area is seen as an important factor shaping teaching practice and student learning in the Western literature. However, inadequate efforts have been made to examine this assumption empirically. Drawing on the Trends of International Mathematics and Science Study (TIMSS) 2011 mathematics teachers’ data at the eighth grade level, this study examines the relationship between teacher efficacy in teaching mathematics and teachers’ mathematical instructional practices in five Asian countries/regions. Guided with Bandura’s social cognitive theory, this study finds that overall teachers in the five countries/regions reported much lower teacher efficacy in teaching mathematics and lower levels of instructional practices than the international norms. The relationship between teacher efficacy and instructional practices varied within these countries/regions. Teacher efficacies in teaching mathematics are not always statistically and positively related to their instructional practices in engaging students. Together, these findings challenge the theoretical assumption about the positive relationship between teacher efficacy and instructional practices. Possible reasons of these findings and future directions are discussed.

Identifying a core set of science teaching practices: A delphi expert panel approach

AbstractThe Framework for K‐12 Science Education details ambitious goals for students' learning of science content and practices. However, this document provides science teachers little guidance about instructional practices that are central to helping students achieve these goals. Research indicates that a teacher's instructional practice can impact student interest and achievement more than advanced degrees or teaching experience and thus, identifying a core set of science teaching practices may be one key to improving science education. Based on a practice‐based theory of teaching, this study used a panel of expert science teachers and university faculty to identify a set of core science teaching practices. The Delphi methodology used in this study engaged the expert panel in three anonymous and iterative rounds of voting and justification of science teaching practices. Nine of the fifty‐one suggested practices met the pre‐determined consensus criteria. Three major themes emerged from the results. First, a majority of practices, like “Engaging Students in Investigations” and “Facilitating Classroom Discourse,” promote an interactive and dialogic science classroom. Second, the discussion among panel members across the three rounds indicates the need to develop a more common language and understanding of science teaching practice. Third, the panel highlighted the important role that on‐going assessment plays in science teaching with practices like “Eliciting, Using, and Assessing Student Thinking about Science” and “Providing Feedback.” This study lays the groundwork for the further decomposition of these core teaching practices and provides the foundation for further empirical research on how these practices are learned and executed by teachers, and their impact on student learning. © 2014 Wiley Periodicals, Inc. J Res Sci Teach 51: 1185–1217, 2014