The first days of school in the classrooms of two more effective and four less effective primary-grades teachers
The first days of school in the classrooms of two more effective and four less effective primary-grades teachers
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DOI：
10.1086/499753
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发表时间：
2004-03-01
影响因子：
1.7
通讯作者：
Pressley, M
中科院分区：
文献类型：
--
作者：
Bohn, CM;Roehrig, AD;Pressley, M
本研究以六位公私立小学教师为研究对象。根据年中的观察，这些教师中的2个比其他4个更有效地产生更大的学生参与度和识字进步，确定了多个内容领域的视频和观察数据，并由课堂AIMS工具。这两个更有效的教师开始学年不同于其他教师，再次通过观察他们的教学记录。与以前的研究一致，2个更有效的教师做了更多的建立例程和程序在年初。此外，与效率较低的教师相比，在开学的第一天，效率较高的教师会提供更多吸引人的活动，更热情地介绍阅读和写作，表示更高的期望，赞扬学生的具体成就，指出特定学生的行为值得称赞，并鼓励学生自我调节。简而言之，在学校的第一天，由效率较高的教师和效率较低的教师所教的班级有很大的不同。
We observed 6 primary-grades teachers in public and private schools in this study. Based on midyear observations, 2 of these teachers were much more effective compared to the other 4 in producing greater student engagement and literacy progress, as determined by video and observation data of multiple content areas and as rated by the Classroom AIMS instrument. These 2 more effective teachers began the school year differently than the other teachers, again documented through observation of their teaching. Consistent with previous studies, the 2 more effective teachers did more to establish routines and procedures at the beginning of the year. In addition, compared to the less effective teachers, on the first days of school the more effective teachers offered more engaging activities, more enthusiastically introduced reading and writing, indicated higher expectations, praised specific accomplishments of students, pointed out when specific students were behaving in a praiseworthy fashion, and encouraged student self-regulation. In short, the first days of school were very different in the classes taught by the more effective teachers from those taught by the less effective teachers.