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Science teaching time and practice, and factors influencing elementary teachers' decisions about both in rural, reservation schools.

机译：理科的教学时间和实践，以及影响小学教师在乡村保留学校中做出的决定的因素。

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摘要

An achievement gap exists between White and Native American students in Montana. Extensive research has shown that improving the quality of instruction for minority students is an effective way to narrow this gap. Science education reform movements emphasize that for science to be effective it must first be taught and that when taught, should use a variety of approaches, including inquiry. In Montana it is also essential that programs designed to improve science instruction include strategies recommended by the research that are effective for Native American students including contextualization within the culture, the use of modeling and demonstration, and collaborative engagement in learning. The ten teachers who participated in this study were engaged in such a program, the Big Sky Science Partnership (BSSP). This study investigates three questions. First, how much time are the teachers in the study teaching science? Second, what does this teaching look like in relation to the recommendations for best science practice found in the research? Third, what influences do the teachers feel drive their instructional decisions? The answers to these questions were based on both quantitative and qualitative measures including data from interviews, participant reflections, observations, and surveys. This study provides an in-depth description of the allocation of science teaching time for elementary teachers who work primarily with Native American students as well as providing valuable data regarding teaching practice. The study shows that both time and practice are influenced by many factors. The primary influence cited by the participants in this study was district focus on reading and mathematics instruction. Participants also indicated that their participation in the BSSP had a direct influence on the amount of time they devoted to science instruction as well as the content covered and the strategies used. Teachers' views about these influences provide insight into limitations that schools' physical structure, policy mandates, and culture can place on a teacher's ability to effectively teach science. In light of the results of the study, implications for educators and policy makers are addressed, and recommendations for future research are suggested.
机译：蒙大拿州的白人学生与美国原住民学生之间存在成就差距。大量研究表明，提高少数民族学生的教学质量是缩小这一差距的有效方法。科学教育改革运动强调，要使科学有效，必须首先对其进行授课，并且在授课时应使用多种方法，包括探究。在蒙大拿州，旨在改善科学教学的计划也必须包括该研究推荐的对美国原住民学生有效的策略，包括在文化中进行情境化，使用建模和演示以及在学习中的协作参与。参加这项研究的十位老师参加了“ Big Sky Science Partnership（BSSP）”这样的计划。这项研究调查了三个问题。首先，学习科学的老师要花多少时间？其次，相对于研究中有关最佳科学实践的建议，这种教学是什么样的？第三，教师认为哪些影响力决定了他们的教学决策？这些问题的答案是基于定量和定性指标，包括来自访谈，参与者反映，观察和调查的数据。这项研究对主要与美国原住民学生合作的基础教师的科学教学时间分配进行了深入的描述，并提供了有关教学实践的宝贵数据。研究表明，时间和实践都受许多因素影响。这项研究的参与者所引用的主要影响力集中在阅读和数学教学方面。与会人员还指出，他们对BSSP的参与直接影响到他们致力于科学教学的时间以及所涵盖的内容和所采用的策略。老师对这些影响的观点使我们可以洞悉学校的物理结构，政策要求和文化可能会限制老师有效教授科学的能力。根据研究结果，解决了对教育者和政策制定者的影响，并提出了对未来研究的建议。

著录项

  • 作者

    Jones, Richard Marshall.;

  • 作者单位

    Montana State University.;

  • 授予单位 Montana State University.;
  • 学科 Education Elementary.;Native American Studies.;Education Sciences.;Education Curriculum and Instruction.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 400 p.
  • 总页数 400
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;自然科学教育与普及;教育;
  • 关键词

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