Browsing by Subject "Teacher improvement"

Now showing 1 - 2 of 2
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    The Relationship of Teacher Use of Critical Sociocultural Practices with Student Achievement
    (Institute for Critical Education Studies, 2013-04-15) Teemant, Annela; Hausman, Charles S.
    This exploratory study examined whether teacher use of critical sociocultural practices improved student performance on a criterion-referenced English/Language Arts exam or the LAS Links assessments of English language proficiency for English Language Learners. Fifteen urban elementary teachers participated in a year of professional development, which used an instructional coaching model to increase teacher use of critical sociocultural practices. Using a new scale called Critical Stance, observers measured the degree of fidelity teachers exhibited in using critical practices. Teachers’ Critical Stance post-intervention and growth scores were significantly and positively correlated with increased student performance on the English/Language Arts exam as well as on five LAS Links assessments. Both native and non-native English speakers benefited from increased teacher use of Critical Stance. Teacher use of Critical Stance was also a stronger predictor of ELLs’ gains in English proficiency than teacher use of higher order thinking.
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    Tailoring STEM Instruction for Diverse Learners: What Matters Most?
    (2012-10) Teemant, Annela
    This presentation focused on defining a three-tiered transformative approach to differentiating instruction for diverse learners, which includes changing the organization of classrooms, improving the quality of learning activities, and creating a culture of recognition that respects all learners. Using supporting evidence from instructional coaching studies, this paper identifies challenges facing STEM teachers at each tier of differentiation. While coached elementary and secondary teachers make significant gains in implementing this approach to differentiation, STEM teachers, in particular, make significantly less growth and less consistent growth. Implications for increasing STEM teachers’ knowledge and skills for differentiating instruction for diverse learners are addressed.