International Journal of Curriculum and Instruction最新文献

{"title":"Comparing the Impact of a High School Exit Examination on Science Teachers' Instructional Practices","authors":"K. Vogler, G. Carnes","doi":"10.3776/JOCI.%Y.V8I2P36-67","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I2P36-67","url":null,"abstract":"The purpose of this study was to compare the impact of a high school exit examination with different consequences attached to the results on biology teachers' instructional practices in Mississippi and Tennessee.  Self-reported survey data were obtained from a representative sample of teachers who taught the same content tested on their respective state's high-stakes graduation examination. An analysis showed that both groups used a balance of student-centered (e.g., critical-thinking activities) and teacher-centered practices (e.g., lectures) on average at least 2 to 4 days per week. At least 83% of participants indicated an interest in helping their students earn test scores required for graduation and improving graduation examination scores as factors that influenced their use of specific practices and tools. This study presents a detailed picture of which practices were used and factors influencing their use by biology teachers who prepare students for state-mandated examinations with different consequences attached to results.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"20 1","pages":"36-67"},"PeriodicalIF":0.0,"publicationDate":"2014-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78272946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Analysis of Time Prioritization for Social Studies in Elementary School Classrooms","authors":"Paul G. Fitchett, T. Heafner, Phillip J. VanFossen","doi":"10.3776/JOCI.%Y.V8I2P7-35","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I2P7-35","url":null,"abstract":"Time is an essential component of instructional decision-making and subject area prioritization.  The greater the amount of instructional time teachers allocate toward a specific subject the greater the content exposure and opportunity to engage learners.  Evidence suggests that social studies receives short shrift in the elementary schools resulting in the undermining of opportunities to learn the subject in meaningful ways.  Using survey data from 2,336 elementary social studies teachers, we examined relationships among the professional attitudes and instructional decision-making of elementary school teachers on reported social studies instructional time.  Results from analyses indicated that teachers who used discipline-specific methods, integrated within English Language Arts, and who reported being satisfied with teaching social studies spent significantly increased time on social studies.  Moreover, teachers who reported more frequent social studies content integration or who reported having a mandated test spent more time on discipline-specific strategies than teachers who did not.  Findings have implications for teacher educators preparing elementary practitioners, school leaders accommodating the field, and policymakers attempting to position social studies within an era of accountability.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"46 1","pages":"7-35"},"PeriodicalIF":0.0,"publicationDate":"2014-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85426759","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"More than Just Eye-Catching: Evaluating Graphic Quality in Middle School English Language Learners’ Science Textbooks","authors":"Katherine Landau Wright, Erin M. McTigue, Zohreh R. Eslami, Dudley Reynolds","doi":"10.3776/JOCI.%Y.V8I2P89-109","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I2P89-109","url":null,"abstract":"Second language (L2) instructors frequently use visual stimuli to support learning, particularly content-specific learning; however, not all visuals are effective in supporting curriculum.  Previous research has demonstrated that while graphics may make texts visually appealing, middle grade students, even native English speakers, are not consistently skilled in interpreting science diagrams and integrating textual and visual information simultaneously.  This study used the Graphics Analysis Protocol (GAP; Slough & McTigue, 2013), which has been used to assess U.S. science textbooks to evaluate how well graphics in scientific readings support both content knowledge and second language acquisition.  Our sample included 118 graphics from 54 readings used to teach science in English to 7 th and 8 th grade English language learners (ELL) in Qatar.  Our findings indicate that not only does poor integration of text and graphics fail to support student learning, but it also may hinder overall reading comprehension.  Results suggest that individuals selecting instructional materials for ELL need to evaluate visuals as part of the selection process, particularly with technical classes such as science.  Recommendations for practitioners are provided.Second language (L2) instructors frequently use visual stimuli to support learning, particularly content-specific learning; however, not all visuals are effective in supporting curriculum. Previous research has demonstrated that while graphics may make texts visually appealing, middle grade students, even native English speakers, are not consistently skilled in interpreting science diagrams and integrating textual and visual information simultaneously. This study used the Graphics Analysis Protocol (GAP; Slough & McTigue, 2013), which has been used to assess U.S. science textbooks to evaluate how well graphics in scientific readings support both content knowledge and second language acquisition. Our sample included 118 graphics from 54 readings used to teach science in English to 7 th and 8 th  grade English language learners (ELL) in Qatar. Our findings indicate that not only does poor integration of text and graphics fail to support student learning, but it also may hinder overall reading comprehension. Results suggest that individuals selecting instructional materials for ELL need to evaluate visuals as part of the selection process, particularly with technical classes such as science. Recommendations for practitioners are provided.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"36 1","pages":"89-109"},"PeriodicalIF":0.0,"publicationDate":"2014-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73571760","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing English Language Learning in China through Multimodal Content Area Teaching","authors":"C. North, N. Shelton","doi":"10.3776/JOCI.%Y.V8I2P68-88","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I2P68-88","url":null,"abstract":"During a ten-day teaching abroad experience in China, eight teachers from the United States implemented an interactive curriculum focusing on disciplinary literacy and authentic tasks.  Employing multiliteracies and kidwatching, teachers encouraged Chinese students to compose while focusing primarily on communicating ideas rather than grammatical correctness.  This article provides a one-student case study that serves as a representative example of the growth of 50 elementary-level students involved in the experience.  Initially, Paul focused on writing correctness in response to prompts; his compositions were short and provided little detail.  After we provided multimodal and interactive authentic experiences and encouraged risk-taking, Paul's representative compositions became more detailed and complex.  The implications for engaging in this type of teaching experience underscore the benefits of providing students with authentic experiences that are multimodal and interactive while simultaneously encouraging risk-taking.  The pedagogical growth that teachers made working with ELL students is also discussed. Normal 0 false false false EN-US JA X-NONE","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"19 1","pages":"68-88"},"PeriodicalIF":0.0,"publicationDate":"2014-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72891258","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Practitioners as Decision-Makers: What and How They Teach","authors":"Chan Evans, Sharilyn C. Steadman","doi":"10.3776/JOCI.%Y.V8I2P1-6","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I2P1-6","url":null,"abstract":"This issue of the Journal of Curriculum and Instruction presents four articles and a book review that focus on choices that educational practitioners make as they address various aspects of K-12 teaching in a range of classroom settings and locations in the United States and other countries.  To begin, the research studies describe results of two large-scale teacher surveys that explore how practitioners allocate instructional time, what methods they use to teach content, and the effect of mandated testing on time and teaching methods.  Next, the practitioners' articles provide international perspectives on the use of multimodal instruction and the determination of graphic quality in textbook selection.  Finally, the reviewed book offers insights on skill-based practice that addresses a series of related questions: What makes an effective teacher?  If an effective teacher applies specific skills at specific points in a lesson, can those skills be identified, studied, and taught to other teachers?","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"4 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2014-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85929991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of Pre-Service and In-Service Teachers","authors":"Sharilyn C. Steadman, Chan Evans","doi":"10.3776/JOCI.%Y.V8I1P1-7","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I1P1-7","url":null,"abstract":"The current issue of the Journal of Curriculum and Instruction responds to one of the dominant themes in education today, pre-service and in-service teacher assessment , and features five articles, each of which addresses various aspects of that topic. Normal 0 false false false EN-US JA X-NONE","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"1 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2014-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83130100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mapping the Journey of Reform and Assessment for an Elementary Education Teacher Preparation Program","authors":"Kristen Cuthrell, Joy Stapleton, A. Bullock, D. Lys, Judith J. Smith, Ellie A. Fogarty","doi":"10.3776/JOCI.%Y.V8I1P67-85","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I1P67-85","url":null,"abstract":"This article describes the non-linear journey of an elementary education teacher preparation program in a large southeastern university during an eight-year process of program improvement. In that time period, the program developed and implemented innovative programs; collected data from various sources; and adopted a robust, valid, and reliable performance assessment instrument in order to enact program improvement. The authors provide details and lessons learned that highlight the relationship of practices for improving teacher candidate programs and performance assessment data. They conclude by sharing suggestions for continual improvement by utilizing actionable data.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"10 1","pages":"67-85"},"PeriodicalIF":0.0,"publicationDate":"2014-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89508732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A New Approach to Educator Preparation Evaluation: Evidence for Continuous Improvement","authors":"Corinne Donovan, J. Ashdown, Anne Mungai","doi":"10.3776/JOCI.%Y.V8I1P86-110","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I1P86-110","url":null,"abstract":"The landscape for educator preparation has shifted to accountability models emphasizing performance assessment of teaching, employer feedback reports, newly approved accreditation standards showing impact on K-12 student learning, and expectations of public access to all of this information.  This article provides a perspective on the extent to which this change offers promise for improving educator preparation programs and consequently excellence in teaching in K-12 schools.  Two accountability reports are used as the empirical evidence for review; one is a pilot institutional feedback report from the Teacher Quality Research Center (Boyd, Lankford, & Wyckoff, 2009) and the second is a new Teacher Preparation Program report prepared by New York City’s department of education (NYCDOE, 2013).  Ultimately, a systems perspective is recommended, in which candidates, IHEs, and K-12 schools are involved in the process of how educator preparation is evaluated and how that connects to other aspects of the education profession.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"43 1","pages":"86-110"},"PeriodicalIF":0.0,"publicationDate":"2014-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85474926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Driving Blind: Why We Need Standardized Performance Assessment In Teacher Education","authors":"C. Peck, Marcy Singer-Gabella, T. Sloan, Susan H. Lin","doi":"10.3776/JOCI.%Y.V8I1P8-30","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I1P8-30","url":null,"abstract":"In this article we argue that standardized teaching performance assessments (TPAs) offer a uniquely valuable resource for learning and improvement of practice in teacher education.  The affordances of TPAs as opportunities for learning are identified at four levels, including those for teacher candidates, individual faculty, organizational learning at the program level, and organizational networks that span program boundaries.  We conclude that TPAs can provide motivation and direction for continuous program improvement efforts, contribute to the development of a common and concrete language of practice, and accelerate the professionalization of teaching.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"18 1","pages":"8-30"},"PeriodicalIF":0.0,"publicationDate":"2014-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79060274","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a Mnemonic Strategy to Match Elements of Response to Intervention Lessons with Performance Assessment Requirements","authors":"Brooks R. Vostal, Trinka E Messenheimer, David D. Hampton, Starr E. Keyes","doi":"10.3776/JOCI.%Y.V8I1P48-66","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V8I1P48-66","url":null,"abstract":"Performance assessments are designed to identify teachers’ strengths and weaknesses and differentiate those who will positively impact students’ outcomes from those who will not.  One prominent performance assessment centers all documentation and analysis on a learning segment , a portion of an instructional unit (Stanford Center for Assessment, Learning, and Equity, 2013 ).  For preservice teacher candidates using a Response to Intervention (RTI) model for instruction, there may be a mismatch between the performance assessment and actual practice.  Schools that use RTI require specific interventions that increase students' skill mastery.  Because of this, teacher candidates may not group lessons into instructional units that are typical to many classroom teachers’ settings and performance assessment expectations.  In this article, we share the story of Kyle, a preservice special education teacher who completed a performance assessment while delivering instruction in RTI and explain his use of the DESCRIBE IT strategy (Vostal, Messenheimer, & Hampton, 2013).  The strategy structured his intervention unit so that he could document and analyze his performance during the assessment.  We draw conclusions about the implications of using DECSRIBE IT to alleviate potential mismatch between performance assessment expectations and intervention delivery.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"26 1","pages":"48-66"},"PeriodicalIF":0.0,"publicationDate":"2014-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84542717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}