How Teachers Make Decisions in Response to Professional Learning: A Study on Grade 3 Differentiation in Mathematics

IF 1.3 Q3 EDUCATION, SPECIAL
Rachael A. Cody, Gregory T. Boldt, E. J. Gubbins
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引用次数: 0

Abstract

This study used a mixed-methods design to examine teachers’ responses to professional learning on mathematics differentiation. Grade 3 classroom teachers ( N = 28) attended four 2-h professional learning sessions and an additional 2 h individually on differentiation and completed pre- and post-surveys with quantitative and short response items assessing their experiences. Although teachers did not report changes in overall differentiation rates, implementation of less extensive practices (i.e., talk moves and mathematical practices) increased. Changes did not appear to be driven by teachers’ valuation of differentiation, which was high across surveys. Rather, a thematic analysis indicated that teachers simultaneously weighed benefits, challenges, and alignment with existing practices when making decisions about whether to implement differentiation strategies.
教师如何根据专业学习做出决定:三年级数学差异化教学研究
本研究采用混合方法设计,考察教师对数学分层教学专业学习的反应。三年级的任课教师(28 人)参加了四次为期 2 个小时的专业学习课程和另外 2 个小时的个别分层教学课程,并完成了前后问卷调查,其中包括定量和简答项目,以评估他们的经验。尽管教师们没有报告总体差异化比率的变化,但实施不太广泛的实践(即谈话动作和数学实践)的情况有所增加。这些变化似乎并不是由教师对分层教学的评价驱动的,因为在所有调查中,教师对分层教学的评价都很高。相反,专题分析表明,教师在决定是否实施差异化策略时,同时权衡了效益、挑战和与现 有实践的一致性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Advanced Academics
Journal of Advanced Academics EDUCATION, SPECIAL-
CiteScore
4.30
自引率
20.00%
发文量
16
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