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International Journal of Curriculum and Instruction最新文献

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Investigating Internal Accountability and Collective Capacity: Taking a Closer Look at Mathematics Instruction 调查内部问责制和集体能力:仔细观察数学教学
International Journal of Curriculum and Instruction Pub Date : 2010-09-28 DOI: 10.3776/JOCI.%Y.V4I2P9
J. Hall
{"title":"Investigating Internal Accountability and Collective Capacity: Taking a Closer Look at Mathematics Instruction","authors":"J. Hall","doi":"10.3776/JOCI.%Y.V4I2P9","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V4I2P9","url":null,"abstract":"This case study uses multiple methods and gathers perspectives from administrators, teachers, and students to examine how a middle school develops internal accountability (Elmore, 2004) to address the needs of its diverse learners and external accountability mandates. Building on Newmann, King, and Rigdon’s (1997) framework for collective capacity, the school’s capacity to enact its internal accountability is explored. An in-depth investigation within the context of the school’s mathematics program, focusing on the academic needs of low-income, African American learners is conducted to further explore collective capacity as primarily enacted vis-a-vis teachers’ instructional strategies. The data presented contribute to a more complex and contextual perspective of teaching and learning within a high-stakes testing environment. The findings of this study show that despite tensions around student accountability and curricular demands, the school successfully incorporates internally-generated accountability and mandated strategies into their internal accountability system and demonstrates leadership capacity at multiple levels.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"79 1","pages":"9"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89920053","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}
引用次数: 5
Tell Me about It! How Preservice Teachers Interpret U.S. History 告诉我吧!职前教师如何解读美国历史
International Journal of Curriculum and Instruction Pub Date : 2010-09-28 DOI: 10.3776/JOCI.%Y.V4I2P71
Thomas A. Lucey, Douglas D. Hatch, Duane M. Giannangelo
{"title":"Tell Me about It! How Preservice Teachers Interpret U.S. History","authors":"Thomas A. Lucey, Douglas D. Hatch, Duane M. Giannangelo","doi":"10.3776/JOCI.%Y.V4I2P71","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V4I2P71","url":null,"abstract":"The design and delivery of programs that prepare social studies teachers to meet the needs of diverse learners should (a) interpret teachers’ understandings of history; (b) clarify and remedy these understandings where necessary; and (c) facilitate their awareness of methods enabling their students’ understandings. This research paper presents the interpretations of five aspects of pre-1877 U.S. history (1492-1877) by early childhood, elementary education, and middle level preservice teachers at three institutions of higher learning. The researchers collected data as part of an online survey instrument that contained 25 multiple choice items and a pool of five open response prompts. The findings raise concerns about the inability of preservice teachers to articulate the content knowledge that they are responsible for teaching to P-8 students.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"84 1","pages":"71"},"PeriodicalIF":0.0,"publicationDate":"2010-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73106474","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}
引用次数: 11
Third Grade Reading Performance and Teacher Perceptions of the Scott Foresman Reading Street Program in Title I Schools in South Mobile County 南莫比尔县第一标题学校Scott Foresman阅读街计划的三年级阅读表现与教师认知
International Journal of Curriculum and Instruction Pub Date : 2010-06-10 DOI: 10.3776/JOCI.%Y.V4I2P51
Jamie Ladnier-Hicks, Rose Mcneese, James T. Johnson
{"title":"Third Grade Reading Performance and Teacher Perceptions of the Scott Foresman Reading Street Program in Title I Schools in South Mobile County","authors":"Jamie Ladnier-Hicks, Rose Mcneese, James T. Johnson","doi":"10.3776/JOCI.%Y.V4I2P51","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V4I2P51","url":null,"abstract":"This study was conducted to determine if third grade reading performance improved as a result of first year implementation of the Scott Foresman Reading Street program, obtain the overall satisfaction level of the certified instructional personnel using the new curriculum, and identify predictors that may improve future student performance. Reading performance was measured using the Stanford Achievement Test-10 (SAT-10). Although slight improvements in student outcome data were noted during the initial implementation year, no statistically significant differences between the performance of third grade participants before and after the implementation of Reading Street were found. A literature review revealed that it is common for reading achievement to remain the same or decrease following curriculum change. These findings appear characteristic of the reported curvilinear nature of reading curriculum implementation. Questionnaire data indicated that educators were very satisfied with Reading Street , and no specific predictors that may improve future performance within the participating population were revealed.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"25 1","pages":"51"},"PeriodicalIF":0.0,"publicationDate":"2010-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78604035","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}
引用次数: 12
Journal of Curriculum and Instruction Wins National Award 《课程与教学》杂志获国家级优秀期刊
International Journal of Curriculum and Instruction Pub Date : 2010-04-22 DOI: 10.3776/JOCI.2010.V4N1P96
Diane D. Kester
{"title":"Journal of Curriculum and Instruction Wins National Award","authors":"Diane D. Kester","doi":"10.3776/JOCI.2010.V4N1P96","DOIUrl":"https://doi.org/10.3776/JOCI.2010.V4N1P96","url":null,"abstract":"","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"13 1","pages":"96"},"PeriodicalIF":0.0,"publicationDate":"2010-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80267208","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}
引用次数: 0
Editorial Board and Board of Reviewers 编辑委员会和审稿人委员会
International Journal of Curriculum and Instruction Pub Date : 2010-04-19 DOI: 10.3776/JOCI.%Y.V4I1P97-98
Diane D. Kester
{"title":"Editorial Board and Board of Reviewers","authors":"Diane D. Kester","doi":"10.3776/JOCI.%Y.V4I1P97-98","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V4I1P97-98","url":null,"abstract":"","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"55 1","pages":"97-98"},"PeriodicalIF":0.0,"publicationDate":"2010-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75822485","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}
引用次数: 0
The Commitment and Retention Intentions of Traditional and Alternative Licensed Math and Science Beginning Teachers 传统和另类持牌数学和科学初级教师的承诺和保留意向
International Journal of Curriculum and Instruction Pub Date : 2010-04-17 DOI: 10.3776/JOCI.%Y.V4I1P50-69
K. A. Corbell, Sherry Booth, A. Reiman
{"title":"The Commitment and Retention Intentions of Traditional and Alternative Licensed Math and Science Beginning Teachers","authors":"K. A. Corbell, Sherry Booth, A. Reiman","doi":"10.3776/JOCI.%Y.V4I1P50-69","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V4I1P50-69","url":null,"abstract":"Teachers often enter the profession through a traditional (four-year teacher education program) or an alternative route without an education degree and appropriate testing credentials. Math teachers entering through an alternative route have a higher rate of attrition than math teachers with a traditional license. In addition, math and science teachers have a higher attrition rate than other teachers. This article looks at specific differences between traditionally and alternatively licensed math and science teachers' commitment to teaching and retention intentions. The differences explored can provide school system leaders with an insight into how to differentiate the induction experiences for math and science teachers with alternative and traditional licenses","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"39 1","pages":"50-69"},"PeriodicalIF":0.0,"publicationDate":"2010-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73810414","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}
引用次数: 10
Getting "Real" About Teaching Effectiveness and Teacher Retention “真实”地看待教学效果和教师留任
International Journal of Curriculum and Instruction Pub Date : 2010-04-17 DOI: 10.3776/JOCI.%Y.V4I1P1-15
Barnett Berry
{"title":"Getting \"Real\" About Teaching Effectiveness and Teacher Retention","authors":"Barnett Berry","doi":"10.3776/JOCI.%Y.V4I1P1-15","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V4I1P1-15","url":null,"abstract":"","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"2012 1","pages":"1-15"},"PeriodicalIF":0.0,"publicationDate":"2010-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86376830","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}
引用次数: 19
Recruiting and Retaining Teachers: Turning Around the Race to the Bottom in High-Need Schools 招聘和留住教师:扭转高需求学校的低水平竞争
International Journal of Curriculum and Instruction Pub Date : 2010-04-17 DOI: 10.3776/JOCI.%Y.V4I1P16-32
L. Darling-Hammond
{"title":"Recruiting and Retaining Teachers: Turning Around the Race to the Bottom in High-Need Schools","authors":"L. Darling-Hammond","doi":"10.3776/JOCI.%Y.V4I1P16-32","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V4I1P16-32","url":null,"abstract":"What is it that keeps some people in teaching and chases others out? What can be done to increase the power of the teaching profession to recruit and retain effective teachers and to create a stable, expert teaching force in all kinds of districts? This issue of the Journal of Curriculum and Instruction explores these questions from a number of different angles, illuminating a range of strategies that can be used to address them. In this article, I examine the central factors affecting teacher recruitment and retention in high-need schools, and the strategies that have been found to be effective in getting and keeping high-quality teachers in the neediest communities.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"142 1","pages":"16-32"},"PeriodicalIF":0.0,"publicationDate":"2010-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88985364","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}
引用次数: 123
The Case for Differentiated Professional Support: Toward a Phase Theory of Professional Development 差异化专业支持案例:走向专业发展阶段理论
International Journal of Curriculum and Instruction Pub Date : 2010-04-17 DOI: 10.3776/JOCI.%Y.V4I1P86-95
Rachael E. Gabriel
{"title":"The Case for Differentiated Professional Support: Toward a Phase Theory of Professional Development","authors":"Rachael E. Gabriel","doi":"10.3776/JOCI.%Y.V4I1P86-95","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V4I1P86-95","url":null,"abstract":"In this perspective article I draw upon interviews with first-, second-, and third-year teachers to develop a phase theory of professional development that accounts for the questions, interests, and preferences of teachers across their first three years in the classroom. I suggest that differentiated professional development has potential to improve the quality of the teaching force by increasing the expertise of teachers in their first few years and providing support that is engaging and rewarding enough to encourage retention.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"94 1","pages":"86-95"},"PeriodicalIF":0.0,"publicationDate":"2010-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83882823","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}
引用次数: 9
Fostering Relationships to Increase Teacher Retention in Urban Schools 培养关系提高城市学校教师留任率
International Journal of Curriculum and Instruction Pub Date : 2010-04-17 DOI: 10.3776/JOCI.%Y.V4I1P70-85
Jennifer H. Waddell
{"title":"Fostering Relationships to Increase Teacher Retention in Urban Schools","authors":"Jennifer H. Waddell","doi":"10.3776/JOCI.%Y.V4I1P70-85","DOIUrl":"https://doi.org/10.3776/JOCI.%Y.V4I1P70-85","url":null,"abstract":"Wong (2003) purports that it takes between five and seven years to develop an effective teacher, yet the attrition rate of teachers in urban schools implies that over half the teachers leave before they are fully developed. Consequently, many students in urban schools are denied the opportunity to learn from master teachers. This study examines critical components that cause teachers to remain teaching in urban schools past the five year attrition mark. The results of this qualitative study indicate the need for school leaders to draw from occupational research and provide environments in which teachers are supported and regarded as valued decision-makers in their schools. The results reveal the importance of human relationships in the retention and growth of urban teachers.","PeriodicalId":31424,"journal":{"name":"International Journal of Curriculum and Instruction","volume":"29 1","pages":"70-85"},"PeriodicalIF":0.0,"publicationDate":"2010-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84334437","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}
引用次数: 56
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