Professional Knowledge of Teachers, Instructional Quality and Second Grade Student Progress in Reading and Writing

教师专业知识、教学质量与二年级学生读写进步

• 批准号: 407456863
• 负责人: Professorin Dr. Petra Hanke
• 金额: --
• 依托单位: Department für Heilpädagogik und Rehabilitation
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/407456863?language=en
• 关键词: Professional; Knowledge; Teachers; Instructional; Quality

Research on teaching reading and writing in primary schools has repeatedly dealt with the question which overall teaching approach (e.g. "reading through writing") is effective for student learning.The project "WibaLes" (Professional Knowledge of Teachers, Instructional Quality and Second Grade Student Progress in Reading and Writing) investigates whether subject-specific instructional quality and the subject-specific professional knowledge of teachers effect second grade student progress in reading and writing, rather than the specific overall teaching approach.For this, the research on the basic dimensions of instructional quality will be used and further elaborated in the project with a subject-specific focus. A thorough measurement and scale inventory will be developed and applied, comprising various instruments such as an observational instrument. Professional teacher knowledge will be differentiated into content knowledge, pedagogical content knowledge, and general pedagogical knowledge and captured using a novel test instrument assessing teacher knowledge for teaching second grade reading and writing.Student reading and writing skills will be assessed at three time points during second grade using an established test instrument. Control variables such as intelligence will be captured as well. We aim at a sample of 120 teachers and their students at 60 primary schools in the Cologne region in order to come to solid interpretation of findings on the correlations of teacher knowledge, instructional quality, and student learning. In addition to that, our data and findings will be validated using additional data from national student assessment (VERA-3) regularly taking place one year later when the students attend their third grade.Two overall research questions guide the project:1) Can aspects of instructional quality (classroom management, subject-specific cognitive activation, and constructive support) better predict second grade student gain in reading and writing than the overall teaching approach?2) Can aspects of instructional quality be predicted by the professional knowledge of teachers and can therefore be provided evidence for the indirect effect of teacher knowledge on the students’ learning gain?We expect significant insights into early teaching of reading and writing in primary school. Due to their domain-specific and target-specific focus, these insights should be particularly relevant for the research on teacher professionalism and teaching on the primary school level in general. The project will also be important due to the increase in primary school student diversity and enrich the discussion of how to deal with heterogeneity of students.

小学阅读与写作教学的研究一直在探讨整体教学法（例如“通过写作进行阅读”）对学生的学习是有效的。（教师专业知识，教学质量和二年级学生阅读和写作的进步）调查是否特定学科的教学质量和学科-教师的专业知识影响二年级学生的阅读和写作的进步，而不是具体的整体教学方法。将制定和应用一个全面的测量和尺度清单，其中包括各种工具，如观测工具。教师专业知识将被区分为内容知识、教学内容知识和一般教学知识，并使用一种新的测试工具来评估教师教授二年级阅读和写作的知识。学生的阅读和写作技能将在二年级的三个时间点使用一种既定的测试工具进行评估。智能等控制变量也将被捕获。我们的目标是在科隆地区的60所小学的120名教师和他们的学生的样本，以得出坚实的解释的教师知识，教学质量和学生学习的相关性的研究结果。除此之外，我们的数据和研究结果将验证使用额外的数据，从国家学生评估（VERA-3）定期举行的一年后，当学生参加他们的第三年级。两个整体的研究问题指导该项目：1）方面的教学质量（课堂管理，特定学科的认知激活，建设性的支持）可以更好地预测二年级学生在阅读和写作的增益比整体教学方法？2)教师的专业知识能否预测教学质量的各个方面，从而为教师的专业知识对学生学习成绩的间接影响提供证据？我们期待着对小学早期阅读和写作教学的重要见解。由于这些见解针对特定领域和特定目标，因此对教师专业和小学教学的研究尤其重要。由于小学生的多样性增加，该项目也将是重要的，并丰富了关于如何处理学生异质性的讨论。