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The Impacts of a Research-Based Model for Mentoring Elementary Preservice Teachers in Science
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 3-4) |
| Halaman | : | 357–378 |
| Abstrak | : | This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. The mentor preparation program was grounded in research on effective science instruction and learning focused mentoring. The goals of the mentoring professional devel opment were to (a) develop mentors’ knowledge of what is impor tant to talk about in effective mentoring conversations and (b) develop their skills with regard to how to structure and facilitate effective mentoring conversations about observed science lessons enacted by the mentees. We describe the impacts of the program on mentors’ and mentees’ beliefs about effective science instruction and their ability to facilitate and engage in effective mentoring conversations. Our analysis reveals that cooperating teachers who participated in the professional development sequence showed sta tistically significant increases in their beliefs about effective science instruction and their ability to facilitate effective mentoring conversa tions. Furthermore, the preservice mentees showed statistically greater gains in their beliefs about effective science instruction than their nonmentored peers |
(Mis)Alignments in Mentorship: Exploring Challenges to Preservice Science Teacher Preparation
| Pengarang | : | Biggers, Mandy,Miller, Alison Riley,Zangori, Laura,Whitworth, Brooke A. |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 3-4) |
| Halaman | : | 344–356 |
| Abstrak | : | The mentoring relationships between preservice teachers and their cooperating teachers have been established as critical to the reten tion or attrition of novice teachers (Clarke, Triggs, & Nielsen, 2014), yet little research has been conducted to examine what factors around mentor teacher selection and support are most salient to creating strong mentoring structures. In this study, we investigated how four U.S. states (one in the Southwest, one in the Northeast, one in the Midwest, and one in the South) recruit mentor teachers for secondary science preservice teachers, what requirements the men tor teachers must possess, how mentor teachers are incentivized to serve in this role, and whether the use of science standards influences decisions related to preservice teacher placement. Our results show that (a) mentor placements are often found through word-of-mouth versus more formalized systems, (b) there is a wide variety of incen tives offered to mentor teachers, (c) there is a common minimum standard for teachers to qualify as mentor teachers, and (d) that science standards, including individual state standards or the Next Generation Science Standards, are central to preservice teacher edu cation programs but are not frequently considered by these same programs when they place a preservice teacher with a mentor tea cher. Our findings indicate the need for further research to identify what factors are most salient in strong mentoring relationships and what steps can be taken to support and strengthen the mentoring between preservice teachers and their mentor teachers. |
Using the Case Method to Foster Preservice Biology Teachers’ Content Knowledge and Pedagogical Content Knowledge Related to Models and Modeling
| Pengarang | : | Günther, Sarah Lena,Fleige, Jennifer ,Belzen, Annette Upmeier zu |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 3-4) |
| Halaman | : | 321–343 |
| Abstrak | : | Pedagogical content knowledge (PCK) and content knowledge (CK) are important dimensions of teachers’ professional knowledge that are addressed in education programs for science teachers. In this article we present the structure, content, and evaluation of a preservice biology teachers’ training program (N=173) to develop an elaborate understand ing of models and modeling for scientific inquiry. Teachers need a pro found understanding of this content as well as knowledge how to teach their students in this field. This implemented teachers training program uses the case method to foster both: knowledge concerning models and modeling as part of CK (as precondition) and contentrelated diagnostic and teaching knowledge as part of PCK. The effect of the program on the preservice biology teachers’ knowledge in both areas was evaluated with a pre-post-experimental-control group design using open-ended items for the assessment of model competence and semi-open-ended items and test cases, assessing both diagnostic and teaching knowledge. The quantitative analyses of the open-ended items reveal a significant positive development of model competence from pre- to post-assessment. The qualitative analyses of the test case data reveal a positive development of diagnostic and teaching knowledge (PCK) in the experimental group. Thus, these results give some evidence for using the case method in preservice biology teacher training programs. |
Closing the Experience Gap: The Influence of an Immersed Methods Course in Science
| Pengarang | : | Thompson, Stephen L,Emmer, Ed |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 3-4) |
| Halaman | : | 300–319 |
| Abstrak | : | This exploratory case study centered on 3 beginning elementary science teachers who experienced variations in practice-based instructional approaches within their elementary teacher development sequence. We define practice-based instructional approaches as engaging with teaching approximations that occur in authentic classroom settings with students and center on teaching practices such as formative assessment and craft ing responsive instruction using supportive curriculum materials. We examinedtheteacher preparation and induction experiences that shaped the teachers’ confidence and perceived competency as science teachers. Study trends highlighted 4 factors that were especially impactful: engage ment in reform-based instruction, immersed guided practice, school based collaborative support for reform-based instruction, and alignment of preservice and induction period instructional practices. We posit that these 4 types of experiences form the basis of a practice-based model for elementary science teacher development that spans the preservice and induction periods and has the potential to alleviate pressing issues in elementary science teacher development. This exploratory case study captured data via teachers’ written and interview responses as well as narrative summary member checking. |
Science Teachers’ Ability to Self-Calibrate and the Trustworthiness of Their Self-Reporting
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 3-4) |
| Halaman | : | 280–299 |
| Abstrak | : | National and international standards documents are calling for science teachers to teach their students how to engage in the practices of science. Previous studies have found that most science teachers do not have the knowledge and skill to do this because they have not had experience engaging authentically in science. One way to overcome this problem is for science teachers to participate in short-term Research Experiences for Teachers. However, few studies have looked at teachers’ learning of science skills and practices in such experiences, and almost all have relied primarily on data self reported by the teachers. In our previous studies we found that there is good reason to find these self-reported data suspect. Therefore, in this study we investigated the low calibration of teachers’ self-reports of their abilities to engage in research skills and practices and their abilities as measured by knowledgeable others, and here we suggest several reasons for this low calibration. |
Dimensionality Reduction and Variable Selection in Multivariate Varying-Coefficient Models With a Large Number of Covariates
| Pengarang | : | Kejun He |
| Nama Majalah/Jurnal | : | Journal of the American Statistical Association |
| Volume / Edisi | : | 113 (No. 522) |
| Halaman | : | 746-754 |
| Abstrak | : | Motivated by the study of gene and environment interactions, we consider a multivariate response varying-coefficient model with a large number of covariates. The need of nonparametrically estimating a large number of coefficient functions given relatively limited data poses a big challenge for fitting such a model. To overcome the challenge, we develop a method that incorporates three ideas: (i) reduce the number of unknown functions to be estimated by using (noncentered) principal components; (ii) approximate the unknown functions by polynomial splines; (iii) apply sparsity-inducing penalization to select relevant covariates. The three ideas are integrated into a penalized least-square framework. Our asymptotic theory shows that the proposed method can consistently identify relevant covariates and can estimate the corresponding coefficient functions with the same convergence rate as when only the relevant variables are included in the model. We also develop a novel computational algorithm to solve the penalized least-square problem by combining proximal algorithms and optimization over Stiefel manifolds. Our method is illustrated using data from Framingham Heart Study. Supplementary materials for this article are available online. |
MENGUAK DIMENSI YANG TERLEWATKAN
| Pengarang | : | Hariyono .P |
| Nama Majalah/Jurnal | : | Pranata |
| Volume / Edisi | : | I-1, AGUSTUS (No. 0) |
| Halaman | : | 101-110 |
| Abstrak | : | - |
From Frustration to Insights: Experiences, Attitudes, and Pedagogical Practices of Preservice Science Teachers Implementing PBL in Elementary School
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Science Teacher Education |
| Volume / Edisi | : | 30 (No. 3-4) |
| Halaman | : | 259–279 |
| Abstrak | : | The current research is based on the phenomenological-qualitative paradigm. The goal was to examine the significant experiences, attitudes, and pedagogical practices of 17 Israeli student teachers in the science-teaching track regarding the use of project-based learn ing (PBL) as a pedagogical method, which they implemented in elementary schools during their practicum. During the first semester of the practicum, the student teachers were instructed to implement a PBL approach as part of their teaching assignment. During the second semester, they were instructed to teach the science lessons using any teaching method of their choice. Data were collected via in-depth interviews, reflective reports, lesson plans, and lesson obser vations, and analyzed using a qualitative content analysis method. Findings indicate that the quality of student-teachers’ experiences changed throughout the practicum, from frustration and difficulty, to coping with and overcoming the difficulties, which led to a sense of success and satisfaction. Additionally, it was found that student teachers developed positive attitudes towards the principles of PBL pedagogy, as a result of their implementing a PBL approach earlier in the practicum. Finally, findings indicate that the experience of imple menting PBL in the course of the teaching practicum is an important step, which led science student-teachers to experience success and satisfaction, develop positive attitudes towards student-centered, inquiry-based learning, and adopt several principles and aspects of PBL pedagogy in their pedagogical practices. |
On Reject and Refine Options in Multicategory Classification
| Pengarang | : | Chong Zhang |
| Nama Majalah/Jurnal | : | Journal of the American Statistical Association |
| Volume / Edisi | : | 113 (No. 522) |
| Halaman | : | 730-745 |
| Abstrak | : | In many real applications of statistical learning, a decision made from misclassification can be too costly to afford; in this case, a reject option, which defers the decision until further investigation is conducted, is often preferred. In recent years, there has been much development for binary classification with a reject option. Yet, little progress has been made for the multicategory case. In this article, we propose margin-based multicategory classification methods with a reject option. In addition, and more importantly, we introduce a new and unique refine option for the multicategory problem, where the class of an observation is predicted to be from a set of class labels, whose cardinality is not necessarily one. The main advantage of both options lies in their capacity of identifying error-prone observations. Moreover, the refine option can provide more constructive information for classification by effectively ruling out implausible classes. Efficient implementations have been developed for the proposed methods. On the theoretical side, we offer a novel statistical learning theory and show a fast convergence rate of the excess ?-risk of our methods with emphasis on diverging dimensionality and number of classes. The results can be further improved under a low noise assumption and be generalized to the excess 0-d-1 risk. Finite-sample upper bounds for the reject and reject/refine rates are also provided. A set of comprehensive simulation and real data studies has shown the usefulness of the new learning tools compared to regular multicategory classifiers. Detailed proofs of theorems and extended numerical results are included in the supplemental materials available online. |
RUMAH DALAM PANDANGAN PSIKOLOGIS
| Pengarang | : | Widyorini Endang |
| Nama Majalah/Jurnal | : | Pranata |
| Volume / Edisi | : | I-1, AGUSTUS (No. 0) |
| Halaman | : | 95-100 |
| Abstrak | : | - |