What I'm doing is really working in the language arts with the kids, teacher knowledge, teacher change, and the construction of teaching practice for reading and writing
Notice bibliographique
Résumé
The educational change that makes the most difference to student outcomes is the instructional change that occurs in the practice of the classroom teacher. New ideas in education influence innovative practice and new curricular methods before they are implemented in classrooms. This study examined how such curricular changes have made their way into the teaching of reading and writing in upper elementary classrooms--grades three to six--by a retrospective examination of the teaching histories, the thinking, and reflections on change, of twelve long-service teachers (and one first-year teacher) and their current responses to demands for change. Two eras of instructional change in the language arts in Manitoba were of interest: the move to whole language instruction in reading from the late 1970's to the late 1980's; and the move to process writing methods from the late 1980's to the mid 1990's. Teacher interviews were audiotaped and the transcripts of interviews analyzed for several themes: the nature of teacher knowledge and its acquisition; the influence of personal reading and writing experiences on teachers' practice; underlying theories of literacy acquisition; beliefs about literacy learning and instruction; and the testing and adoption of new instructional ideas. Analysis of the interview data yielded the following conclusions: (1) The teachers' valued practical methods o er theory in relation to their practice in teaching reading and writing. (2) The teachers valued practical knowledge that they had gained through classroom teaching experience. (3) These teachers' own, widely varying experiences as readers and writers were the greatest influences in shaping their teaching practices in reading and writing. (4) The teachers' beliefs about reading and writing acquisition were approaching current ideas in the field. They have adopted some but not all of the essential practices in whole language and process writing instruction. (5) The teachers did not describe recent changes in theories of language and literacy and relate them to reading and writing instruction. They described changes that they have implemented in methods of instruction. (6) They have made changes where they have been able to make practical trials of new methods that they thought likely to succeed. (7) Their preferred source of ideas for change was their own experience and some practical trials in collaboration with colleagues and students. Implications for teacher education and professional development are also explored.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».