(DOWNLOAD) "Issues Influencing Teachers' Beliefs About Use of Critical-Thinking Activities with Low-Advantage Learners." by Teacher Education Quarterly * eBook PDF Kindle ePub Free
eBook details
- Title: Issues Influencing Teachers' Beliefs About Use of Critical-Thinking Activities with Low-Advantage Learners.
- Author : Teacher Education Quarterly
- Release Date : January 22, 2006
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 221 KB
Description
Few issues on the educational scene have proven as vexatious as the achievement gap between the "haves" and "have nots" in our society. The achievement gap has proven both substantial and persistent despite the good intentions and considerable efforts of thousands of educators and notwithstanding the No Child Left Behind Act and other reform initiatives. Numerous factors associated with this predicament have been suggested. For example, Barton (2004) identified 14 factors correlated with school achievement, including six in-school factors (rigor of curriculum, teacher experience and attendance, teacher preparation, class size, technology-assisted instruction, and school safety) and eight conditions outside of school (birth weight, lead poisoning, hunger and nutrition, reading to young children, television watching, parent availability, student mobility, and parent participation). It is fitting that this list is headed by rigor of curriculum, since the problem of "dumbed-down" teaching for low-advantage learners has been widely decried (e.g., Aronson, 2004; Delpit, 1996; Landsman, 2004; Oakes, 1990; Page, 1990; Popham. 2004). There are many possible contributors to this rigor gap, including teachers' beliefs about what kind of teaching works best for different learner populations (i.e., learners that vary in SES advantages). Teachers have considerable latitude concerning the level of academic rigor in schools, making them a propitious group to consult on issues of beliefs about appropriate instruction. Although teachers' beliefs are imperfect indicators of classroom behavior (Fang, 1996), there can be little doubt that teachers' beliefs about learning and teaching influence classroom practice (Anning, 1988, Calderhead, 1996; Fenstermacher, 1994; Hollingsworth, 1989; Nespor, 1987; Pajares, 1992; Putman & Borko, 1997, 2000; Richardson, 1994, 1996; Smylie, 1988).
 "Issues Influencing Teachers' Beliefs About Use of Critical-Thinking Activities with Low-Advantage Learners." by Teacher Education Quarterly * eBook PDF Kindle ePub Free){kind=link}