Yazar "Hand, Brian" seçeneğine göre listele

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    Aligning teaching to learning: a 3-year study examining the embedding of language and argumentation into elementary science classrooms
    (Springer, 2016) Hand, Brian; Norton-Meier, Lori A.; Günel, Murat; Akkuş, Recai
    How can classrooms become communities of inquiry that connect intellectually challenging science content with language-based activities (opportunities to talk, listen, read, and write) especially in settings with diverse populations? This question guided a 3-year mixed-methods research study using the Science Writing Heuristic (SWH) approach in cooperation with 2 universities, area education agencies, 6 school districts, 32 elementary teachers, and over 700 students each year. The participating teachers engaged in a yearly summer institute, planned units, implemented this curriculum in the classroom, and contributed to ongoing data collection and analysis. Findings demonstrate that critical embedded language opportunities contribute to an increase in student Iowa Tests of Basic Skills (ITBS) scores in science and language based on level of implementation particularly for elementary students who receive free and reduced lunch (an indicator of living at the poverty level).
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    Comparing an Inquiry-based approach known as the Science Writing Heuristic to traditional science teaching practices: Are there differences?
    (2007) Akkuş, Recai; Günel, Günel; Hand, Brian
    Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry-based approaches. Arguments are often made about the effectiveness of these traditional strategies. The purpose of this study was to compare the effectiveness of the inquiry-based approach known as the Science Writing Heuristic approach as a treatment to traditional teaching practices on students' post-test scores in relation to students' achievement level and teacher's implementation of the approach. A mixed-method research approach was used to analyze the teacher observational data and students' test results. The major findings of this study are that the quality of the implementation does have an impact on student performance on post-test scores and that high-quality implementation of the Science Writing Heuristic approach has significant advantages in closing the achievement gap within science classrooms.
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    Examining teachers' struggles as they attempt to implement dialogical interaction as part of promoting mathematical reasoning within their classrooms
    (Springer, 2011) Akkuş, Recai; Hand, Brian
    This study examines the changes in teaching practices during the implementation of a pedagogical model called the mathematics reasoning approach (MRA), which was founded on 2 critical areas in mathematics, problem solving, and writing to learn. Three algebra teachers implemented the approach with their classes, which were divided into control (traditional) and treatment (student-centered approach) groups, with their levels of implementation measured by the Reformed Teaching Observation Protocol (RTOP) instrument. The implementation of the model resulted in positive changes in teachers' pedagogical practices and yet showed the struggles they faced. In the control classes (traditional classes), the level of teaching remained the same throughout the study, whereas in the treatment classes (MRA classes), a significant improvement in the level of teaching was observed. Even though the teachers' implementation levels differed from each other, the patterns of the change for all 3 teachers showed similarities; that is, their MRA teaching level was initially equivalent to their control teaching, but as the semester progress, there was a separation between the 2 approaches. This separation between the 2 approaches appeared to be dependent upon the pedagogical area on which the teacher put emphasis. The skill of questioning seemed to be 1 which each teacher first changed.
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    Pedagogy, implementation, and professional development for teaching science literacy: How students and teachers know and learn
    (Springer, 2009) Norton-Meier, Lori; Hand, Brian; Cavagnetto, Andy; Akkuş, Recai; Günel, Murat
    As this young learner points out, researchers and scientists alike must plan carefully to ask good questions and then collect data in such a way to answer the research question. This is the focus of this chapter: to explore how the very methodology selected to investigate teacher practices and student learning helped to answer our broad, overarching research question: What is the impact on student learning when teachers are supported as learners during professional development and through the process of implementing an innovative approach to science and literacy?