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This study utilised the theoretical framework of instrumental orchestrations to analyse changes in types, frequencies, and sequences of orchestrations of two co-teachers in a 3rd grade Integrated Collaborative Teaching (ICT) classroom in New York City public school. The teachers implemented mathematics activities that used Finch robot and native block-based coding App to address topics in the standards-based curriculum while also attending monthly professional development (PD) sessions to support their implementation of these activities. Analysis of six videos collected over a period of one year indicated that as time progressed, the teachers felt more confident in using Finch to support mathematics instruction. They shifted from mostly teacher-centred orchestrations towards more student-centred ones. At the same time, they started using more types of orchestrations which also led on average to a larger orchestration frequency.
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Disconnected Development? The Importance of Specific Human Capital in the Transition From Student Teaching to the Classroom
We use a novel database of student teaching placements in Washington State to investigate teachers’ transitions from student teaching classrooms to first job classrooms and the implications for student achievement. We find first-year teachers are more effective when they teach in the same or an adjacent grade, in the same school type, or in a classroom with student demographics similar to their student teaching classroom. We document that only 27% of first-year teachers are teaching the same grade they student taught, and that first-year teachers tend to begin their careers in higher poverty classrooms than their student teaching placements. This suggests that better aligning student teacher placements with first-year teacher hiring could be a policy lever for improving early-career teacher effectiveness.
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- Award ID(s):
- 1660948
- PAR ID:
- 10358824
- Date Published:
- Journal Name:
- Educational Evaluation and Policy Analysis
- Volume:
- 44
- Issue:
- 1
- ISSN:
- 0162-3737
- Page Range / eLocation ID:
- 29 to 49
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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Viberg, O.; Jivet, I.; Muñoz-Merino, P.; Perifanou, M.; Papathoma, T. (Ed.)Past research shows that teachers benefit immensely from reflecting on their classroom practices. At the same time, adaptive and artificially intelligent (AI) tutors are shown to be highly effective for students, especially when teachers are involved in supporting students’ learning. Yet, there is little research on how to support teachers to reflect on their practices around AI tutors. We posit that analytics built on multimodal data from the classroom (e.g., teacher position, student-AI interaction) would be beneficial in providing effective scaffolding and evidence for teachers’ collaborative reflection on human-AI hybrid teaching. To better understand the design opportunities and constraints of a future tool for teacher reflection, we conducted storyboarding sessions with seven in-service teachers. Our analysis revealed that certain modalities (e.g., position v. video) might be more beneficial and less constrained than others in identifying reflection-worthy moments and trends. We discuss teachers’ needs for reflection in classrooms with AI tutors and their boundaries in using multimodal analytics.more » « less
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Abstract This article explores the challenges of enacting reform‐oriented curriculum in science classrooms. We use the concept of figured worlds to analyze a case study of an eighth‐grade science class where the teacher reported that the students were resistant to changes she was trying to make. By examining stimulated recall interviews with the teacher (including the associated classroom episodes) and post‐unit interviews with a subset of the students, we found that the students and the teacher constructed different figured worlds about the science learning in the classroom. These differences centered on the goals that students and teachers had for the class and the roles of the teacher and students in the learning environment. Specifically, we found that there was a lack of alignment around how students and the teacher viewed the purpose of student agency and collaboration and therefore they had different ideas about how they should interact with one another in the classroom. We conclude by discussing the implications of our findings for science education. We believe that the concept of figured worlds allows researchers and teachers to better understand the challenges of implementing reform‐oriented practices in science classrooms. This understanding can help teachers and professional development providers to create strategies for bridging the gap between different figured worlds and creating more collaborative and productive learning environments for all students.more » « less
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Teachers' efforts to support students, both academically and socially, can play a role in how high school students productively engage with mathematics in the moment. To examine the connection between teacher support and student engagement, we conducted an exploratory mixed-methods study combining data from 20 high school classroom observations with student self-reports taken during the observed activity. Our findings indicate that when teachers provide academic support to their students during a lesson, they are also likely to provide social support. Higher teacher support of both kinds correlates with higher student self-efficacy, as well as social and cognitive engagement. Investigating relationships between observations of teaching and students' self-reports of engagement in-the-moment is a potentially revealing approach for uncovering engaging instructional strategies in secondary mathematics classrooms.more » « less
- Free Publicly Accessible Full Text
-
Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.3102/01623737211025306
