Pub Date : 2024-12-22DOI: 10.1016/j.tate.2024.104908
Candace Joswick , Brandon G. McMillan , Kimberly A. Conner
Teachers' questioning practices play a pivotal role in shaping classroom discussions. Analysis of 30 Number Talks from classrooms across the US reveals the majority of teachers' questions helped to surface student strategies (confirm, elaborate, invite questions), but did not provide opportunities for students to collectively reason about numbers while building connections to key conceptual ideas in mathematics (connect, justify, orient questions). Data excerpts illustrate how questions can be used to support this reasoning. Implications include the need to focus on pedagogical and content knowledge centered in student mathematical thinking within professional development to develop teachers’ ability to support this reasoning.
{"title":"Opportunities to collectively reason about numbers while building connections to key conceptual ideas in mathematics: Examining the questions used by teachers studying and implementing Number Talks","authors":"Candace Joswick , Brandon G. McMillan , Kimberly A. Conner","doi":"10.1016/j.tate.2024.104908","DOIUrl":"10.1016/j.tate.2024.104908","url":null,"abstract":"<div><div>Teachers' questioning practices play a pivotal role in shaping classroom discussions. Analysis of 30 Number Talks from classrooms across the US reveals the majority of teachers' questions helped to surface student strategies (<em>confirm, elaborate, invite</em> questions), but did not provide opportunities for students to collectively reason about numbers while building connections to key conceptual ideas in mathematics (<em>connect, justify, orient</em> questions). Data excerpts illustrate how questions can be used to support this reasoning. Implications include the need to focus on pedagogical and content knowledge centered in student mathematical thinking within professional development to develop teachers’ ability to support this reasoning.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104908"},"PeriodicalIF":4.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-20DOI: 10.1016/j.tate.2024.104913
Omar Davila Jr.
Grow-Your-Own (GYO) programs are emerging rapidly across the US to increase teacher diversity and address the infamous teacher shortages. This qualitative case study employs critical race theory to examine 16 teachers of color who participated in a GYO program and joined the teaching profession. Findings illustrate the way teachers of color resisted and navigated institutional contradictions, as they pursued social justice and were confronted by an education system that often did the opposite. This paper calls on GYO programs to prepare PK-12 educators to navigate their socio-political context, reconceptualize the future of education, and teach to transform.
{"title":"Teaching to transform: Teachers of color and the academy for future educators, a grow-your-own program","authors":"Omar Davila Jr.","doi":"10.1016/j.tate.2024.104913","DOIUrl":"10.1016/j.tate.2024.104913","url":null,"abstract":"<div><div>Grow-Your-Own (GYO) programs are emerging rapidly across the US to increase teacher diversity and address the infamous teacher shortages. This qualitative case study employs critical race theory to examine 16 teachers of color who participated in a GYO program and joined the teaching profession. Findings illustrate the way teachers of color resisted and navigated institutional contradictions, as they pursued social justice and were confronted by an education system that often did the opposite. This paper calls on GYO programs to prepare PK-12 educators to navigate their socio-political context, reconceptualize the future of education, and teach to transform.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104913"},"PeriodicalIF":4.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143156395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-20DOI: 10.1016/j.tate.2024.104915
Robin Sharma, Chengyi Tan, Daniel Gomez, Chu Xu, Adam Kenneth Dubé
Many curriculum guides are created to support teachers' adoption of digital games for learning. However, their impact on teachers' acceptance of games has not been studied. We investigate how the experience of theory-based curriculum guides for the educational game Discovery Tour Ancient Egypt affects teachers' confidence and acceptance of game-based learning. Teachers (n = 100) reported positive experiences with the guide. Analysis revealed that the guide's pragmatic qualities predict teachers' acceptance of DTAE. This effect is mediated by their digital self-efficacy. Results suggest well-designed curriculum guides can increase teachers' acceptance of GBL, regardless of their prior knowledge of games.
{"title":"Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games","authors":"Robin Sharma, Chengyi Tan, Daniel Gomez, Chu Xu, Adam Kenneth Dubé","doi":"10.1016/j.tate.2024.104915","DOIUrl":"10.1016/j.tate.2024.104915","url":null,"abstract":"<div><div>Many curriculum guides are created to support teachers' adoption of digital games for learning. However, their impact on teachers' acceptance of games has not been studied. We investigate how the experience of theory-based curriculum guides for the educational game Discovery Tour Ancient Egypt affects teachers' confidence and acceptance of game-based learning. Teachers (<em>n</em> = 100) reported positive experiences with the guide. Analysis revealed that the guide's pragmatic qualities predict teachers' acceptance of DTAE. This effect is mediated by their digital self-efficacy. Results suggest well-designed curriculum guides can increase teachers' acceptance of GBL, regardless of their prior knowledge of games.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104915"},"PeriodicalIF":4.0,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-19DOI: 10.1016/j.tate.2024.104898
Simone Polderdijk, Lotte F. Henrichs, Jan van Tartwijk
In this qualitative literature study, warm demander pedagogy was examined by mapping interpersonal behavior and relationships with the Interpersonal Circle – Teacher (IPC-T). Nine empirical case studies were coded on two IPC-T dimensions: agency and communion. High levels of agency and communion frequently occurred within both daily moment-to-moment interactions and general teacher-student relationships. However, warm demanders' daily interactions were also often coded low on communion. We conclude that the caring relationship that warm demanders developed with their students, means they can afford to be insistent on norms about students’ behavior and academic achievements in daily interactions without relational consequences.
{"title":"Warm and demanding teacher practices reviewed from an interpersonal perspective: A qualitative synthesis of urban classroom management","authors":"Simone Polderdijk, Lotte F. Henrichs, Jan van Tartwijk","doi":"10.1016/j.tate.2024.104898","DOIUrl":"10.1016/j.tate.2024.104898","url":null,"abstract":"<div><div>In this qualitative literature study, warm demander pedagogy was examined by mapping interpersonal behavior and relationships with the Interpersonal Circle – Teacher (IPC-T). Nine empirical case studies were coded on two IPC-T dimensions: agency and communion. High levels of agency and communion frequently occurred within both daily moment-to-moment interactions and general teacher-student relationships. However, warm demanders' daily interactions were also often coded low on communion. We conclude that the caring relationship that warm demanders developed with their students, means they can afford to be insistent on norms about students’ behavior and academic achievements in daily interactions without relational consequences.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104898"},"PeriodicalIF":4.0,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-19DOI: 10.1016/j.tate.2024.104912
Georgette E. Fleming , Antonia L. Boulton , Kelly A. Kershaw , Ashneeta H. Prasad , Eva R. Kimonis
This study investigated associations between student callous-unemotional (CU) traits and teacher attributions for misbehavior. Participants were N = 151 elementary school educators who completed a survey assessing a nominated student's psychopathology and CU traits, student-teacher relationship quality, and teacher attributions. Using multiple regression, higher CU traits were associated with lower student-teacher closeness and higher conflict. Both conduct problems and CU traits were positively associated with teachers' attributions of student misbehavior to dispositional causes. CU traits alone were positively associated with attributions regarding the permanence of misbehavior. Findings may have theoretical and practical implications for the development and management of student CU traits.
{"title":"“The student will always be a problem”: Callous-unemotional traits are associated with specific dimensions of teacher attributions","authors":"Georgette E. Fleming , Antonia L. Boulton , Kelly A. Kershaw , Ashneeta H. Prasad , Eva R. Kimonis","doi":"10.1016/j.tate.2024.104912","DOIUrl":"10.1016/j.tate.2024.104912","url":null,"abstract":"<div><div>This study investigated associations between student callous-unemotional (CU) traits and teacher attributions for misbehavior. Participants were <em>N</em> = 151 elementary school educators who completed a survey assessing a nominated student's psychopathology and CU traits, student-teacher relationship quality, and teacher attributions. Using multiple regression, higher CU traits were associated with lower student-teacher closeness and higher conflict. Both conduct problems and CU traits were positively associated with teachers' attributions of student misbehavior to dispositional causes. CU traits alone were positively associated with attributions regarding the permanence of misbehavior. Findings may have theoretical and practical implications for the development and management of student CU traits.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104912"},"PeriodicalIF":4.0,"publicationDate":"2024-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099778","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pedagogical content knowledge (PCK) has attracted significant attention as a form of teachers’ professional knowledge. This study conducted a systematic review and meta-analysis of studies to examine the relationship between PCK and other variables among mathematics and science teachers at the primary and secondary levels. The analysis, based on 298 effect sizes collected from 56 papers, showed that teachers’ PCK was positively associated with their content knowledge (CK) and teacher efficacy but not with their gender. Regarding the quality of instruction and students’ academic performance, the results differed by model, although the multilevel-based analyses yielded positive correlations.
{"title":"A systematic review and meta-analysis of research on mathematics and science pedagogical content knowledge: Exploring its associations with teacher and student variables","authors":"Tatsushi Fukaya , Daiki Nakamura , Yoshie Kitayama , Takumi Nakagoshi","doi":"10.1016/j.tate.2024.104881","DOIUrl":"10.1016/j.tate.2024.104881","url":null,"abstract":"<div><div>Pedagogical content knowledge (PCK) has attracted significant attention as a form of teachers’ professional knowledge. This study conducted a systematic review and meta-analysis of studies to examine the relationship between PCK and other variables among mathematics and science teachers at the primary and secondary levels. The analysis, based on 298 effect sizes collected from 56 papers, showed that teachers’ PCK was positively associated with their content knowledge (CK) and teacher efficacy but not with their gender. Regarding the quality of instruction and students’ academic performance, the results differed by model, although the multilevel-based analyses yielded positive correlations.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104881"},"PeriodicalIF":4.0,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143157022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-17DOI: 10.1016/j.tate.2024.104903
Kathryn L. Fields , Elizabeth A. Ethridge , Kate M. Raymond
Educational policy is increasingly being shaped by government officials without the input of educational experts such as teachers. The existing literature acknowledges teachers serve as advocates for students in their classrooms but are less likely to advocate beyond their classrooms. This qualitative study, employing the Motivational Theory of Role Modeling, explored how teachers describe their advocacy role models who influenced them, the type of role models they wished they had, and how teacher preparation programs (TPP) could better support their development as teacher advocates. TPPs can meaningfully address educational advocacy through experiential learning with role models and shared group experiences.
{"title":"The power of role models for the development of teacher advocates","authors":"Kathryn L. Fields , Elizabeth A. Ethridge , Kate M. Raymond","doi":"10.1016/j.tate.2024.104903","DOIUrl":"10.1016/j.tate.2024.104903","url":null,"abstract":"<div><div>Educational policy is increasingly being shaped by government officials without the input of educational experts such as teachers. The existing literature acknowledges teachers serve as advocates for students in their classrooms but are less likely to advocate beyond their classrooms. This qualitative study, employing the Motivational Theory of Role Modeling, explored how teachers describe their advocacy role models who influenced them, the type of role models they wished they had, and how teacher preparation programs (TPP) could better support their development as teacher advocates. TPPs can meaningfully address educational advocacy through experiential learning with role models and shared group experiences.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104903"},"PeriodicalIF":4.0,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-17DOI: 10.1016/j.tate.2024.104906
Nagihan Yıldız , Çiğdem Suzan Çardak , Mustafa Toprak
Scholars have examined the pedagogical implications of culture jamming as a challenge to the normalisation of consumer culture, but there is limited empirical research exploring its practical applications in learning and teaching. This case study involved fifteen preservice visual arts teachers from a state university's undergraduate arts and crafts teacher education programme in Türkiye. The classroom activities focused on critical inquiry and artistic production related to advertisements and broader cultural issues. The findings suggest that culture jamming appeared to foster an experimental and contextual learning environment, promoting critical engagement, empowerment, and creative expression.
{"title":"“Looking behind the curtain”: Preservice visual arts teachers’ experiences on culture jamming learning-teaching process","authors":"Nagihan Yıldız , Çiğdem Suzan Çardak , Mustafa Toprak","doi":"10.1016/j.tate.2024.104906","DOIUrl":"10.1016/j.tate.2024.104906","url":null,"abstract":"<div><div>Scholars have examined the pedagogical implications of culture jamming as a challenge to the normalisation of consumer culture, but there is limited empirical research exploring its practical applications in learning and teaching. This case study involved fifteen preservice visual arts teachers from a state university's undergraduate arts and crafts teacher education programme in Türkiye. The classroom activities focused on critical inquiry and artistic production related to advertisements and broader cultural issues. The findings suggest that culture jamming appeared to foster an experimental and contextual learning environment, promoting critical engagement, empowerment, and creative expression.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"155 ","pages":"Article 104906"},"PeriodicalIF":4.0,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143099776","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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