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A Formative Evaluation of Differentiation Practices in Elementary Cluster Classrooms
Roeper Review Pub Date : 2020-07-02 , DOI: 10.1080/02783193.2020.1765921
Susan K. Johnsen , Danielle Fearon-Drake , Lynn W. Wisely

ABSTRACT This article focuses on cluster teachers’ differentiation of their classroom instructional practices within an urban setting. Data were gathered from classroom observations of the learning task, questioning, and the classroom environment; ratings of observations using the Classroom Instructional Practices Scale; and interviews with teachers, parents, and students. Ten observers assessed the differentiation of classroom instructional practices in literacy and mathematics of 79 cluster classrooms in 18 different elementary/intermediate schools. Results indicated the majority of cluster teachers used a standardized guide in structuring their curriculum, created positive learning environments, and varied their learning activities. Teachers appeared to need permission for flexibility and professional development for implementing acceleration, varying activities for individual students within small groups, varying time for learning, managing behavior of multiple groups and independent learning, making connections across subject areas to learning outside of school, and understanding the characteristics and role of gifted students in the classroom. Some system practices were also identified as creating obstacles for differentiation.

中文翻译:

小学集群课堂差异化实践的形成性评价

摘要 本文关注集群教师在城市环境中课堂教学实践的差异化。数据来自对学习任务、提问和课堂环境的课堂观察;使用课堂教学实践量表对观察结果进行评分;以及与老师、家长和学生的访谈。10 名观察员评估了 18 所不同小学/中学的 79 个集群教室在读写和数学方面课堂教学实践的差异。结果表明,大多数集群教师在构建课程时使用标准化指南,创造积极的学习环境,并改变他们的学习活动。教师似乎需要获得灵活性和专业发展的许可才能实施加速,为小组内的个别学生提供不同的活动,不同的学习时间,管理多个小组的行为和独立学习,将跨学科领域与校外学习联系起来,并了解天才学生在课堂上的特征和作用。一些系统实践也被确定为差异化的障碍。
更新日期:2020-07-02
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