Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement
Reformed undergraduate instruction and its subsequent impact on secondary school teaching practice and student achievement
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DOI：
10.1002/tea.10117
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发表时间：
2003-12-01
影响因子：
4.6
通讯作者：
Lawson, AE
中科院分区：
文献类型：
--
作者：
Adamson, SL;Banks, D;Lawson, AE
亚利桑那州教师准备卓越合作（ACEPT）计划是国家科学基金会支持的几项改革努力之一。ACEPT的主要改革机制是为期一个月的暑期讲习班，在讲习班上，大学和社区学院的科学和数学教师了解教学改革，然后试图将其应用于课程。以前的ACEPT评估工作表明，当实施时，改革提高了本科生的成绩。本研究的最初目的是发现是否招生的副教师在一个或多个这些改革后的本科课程是链接到他们毕业后，成为在职教师的教学方式。假设找到了联系，第二个目的是发现假定的积极影响是否反过来与学生的成绩有关。简而言之，答案似乎是肯定的，至少在接受调查的生物教师和学生中是这样。与对照组相比，生物教师谁参加了一个或多个ACEPT改革课程在他们的教师准备计划表现出显着更高的分数改革教学的措施，他们的学生表现出显着更高的成就，在科学推理，科学的本质，和生物概念。这些结果支持了这样一个假设，即教师教他们被教导。此外，教师培训计划的教学改革，包括方法和专业课程，似乎可以提高中学学生的成绩。(C)2003 Wiley Periodicals，Inc.
The Arizona Collaborative for Excellence in the Preparation of Teachers (ACEPT) Program is one of several reform efforts supported by the National Science Foundation. The primary ACEPT reform mechanism has been month-long summer workshops in which university and community college science and mathematics faculty learn about instructional reforms and then attempt to apply them in their courses. Previous ACEPT evaluation efforts suggest that, when implemented, the reforms boost undergraduate student achievement. The initial purpose of the present study was to discover whether enrollment of preservice teachers in one or more of these reformed undergraduate courses is linked to the way they teach after they graduate and become in-service teachers. Assuming that a link is found, a second purpose was to discover whether the presumed positive effect is in turn linked to their students' achievement. In short, the answer appears to be yes, at least among the biology teachers and students surveyed. Compared with controls, the biology teachers who had enrolled in one or more ACEPT reformed course during their teacher preparation program demonstrated significantly higher scores on the measure of reformed instruction and their students demonstrated significantly higher achievement in terms of scientific reasoning, nature of science, and biology concepts. These results support the hypothesis that teachers teach as they have been taught. Furthermore, it appears that instructional reform in teacher preparation programs including both methods and major's courses can improve secondary school student achievement. (C) 2003 Wiley Periodicals, Inc.