A Psychological Approach to Research on Teachers' Classroom Decision‐making

Calderhead, James

doi:10.1080/0141192810070105

Cited by 72 publications

(37 citation statements)

References 22 publications

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“…Photographs reflect both their cultural context and at the same time constitute a cultural practice. In contrast to, for example, stimulated recall interviews, where the stimulants are produced and selected by the researcher, here photos act as 'stimulants' that children themselves produce and reflect upon (see also Calderhead, 1981;Cook & Hess, 2007;Smith et al, 2005).…”

Section: Introductionmentioning

confidence: 95%

Building on the positive in children's lives: a co-participatory study on the social construction of children's sense of agency

Kumpulainen

Lipponen

Hilppö

et al. 2013

Early Child Development and Care

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This study is grounded on the argument that agentic experiences and their reflection in supportive social contexts are crucial protective elements mediating children's socio-emotional well-being. Drawing on the socio-cultural perspective, we investigate the ways in which agency is manifested in children's social interactions while they reflect upon their self-taken photos of positive events in their lives. The empirical data were collected with primary school children via the 'children as co-researchers' methodology, and were examined via a microlevel interaction analysis of video-recorded photo-reflection situations. The results illuminate interactions in which the children are constructing, maintaining and contesting the cultural practices of what it means to have agency in their social settings in and outside school. The study contributes towards a more nuanced understanding of the relationship between co-participatory practices upon positive in children's lives and the promotion of children's sense of agency that engenders their socio-emotional well-being.

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Section: Introductionmentioning

confidence: 95%

Building on the positive in children's lives: a co-participatory study on the social construction of children's sense of agency

Kumpulainen

Lipponen

Hilppö

et al. 2013

Early Child Development and Care

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“…The notion that teachers make decisions during instructional situations, and adapt instructional actions to meet the individual needs of students has been discussed by many researchers (Borko & Putnam, 1996;Corno, 2008). Early studies in the field, focusing on teacher decision making, found that teachers made decisions in response to classroom management concerns (Calderhead, 1981;Shavelson, 1983) or in response to student cues (Clark & Peterson, 1986). More recently, Nurmi et al, (2013) in their quantitative study with over 300 Finnish first graders explored the extent to which instructional adaptations supported student literacy achievement.…”

Section: Related Literaturementioning

confidence: 98%

Adaptive teaching: reflective practice of two elementary teachers’ visions and adaptations during literacy instruction

Vaughn

2014

Reflective Practice

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Adaptive teachers are considered visionary and effective in their teaching. These teachers apply a flexible approach to instruction as they build upon students' interests and inquiries. However, despite the intuitive and appealing nature of adaptive teaching, there is limited empirical data on teachers' adaptations and rationales for adapting. Moreover, although adaptive teachers are considered visionary, there is little research that explores teacher visioning in relation to adaptive decisions. To meet this need, the current study provides an in-depth analysis of two teachers' instructional visions, adaptations, and rationales for adapting their literacy instruction. Two upper elementary teachers were selected for this study based on teacher and principal recommendations. Classroom observations and interviews were used to gather data; qualitative methods were utilized to analyze the interviews and the field notes. Findings suggest teachers adapted their instruction to scaffold student understanding and to promote instructional tasks to engage and support student learning. Evidence was found for the influence of visioning on instructional adaptations. Theoretical and practical implications of the study are discussed.

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“…Ce n'était donc pas une procédure stricte de «rappel stimulé» (Calderhead, 1981;Yinger, 1986). La rétroaction vidéoscopique servait autant à comprendre un contexte qu'à comprendre le développement même de la stagiaire.…”

Section: Devis De La Rechercheunclassified

Les ressources structurantes de la classe et le développement des pratiques de stagiaires : une étude à l’aide de rétroactions vidéoscopiques

Martín¹

2007

rse

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Cet article rapporte des résultats d'une recherche ethnographique1 dans laquelle le développement des pratiques de stagiaires a été examiné à l'aide de rétroactions vidéoscopiques. Cette recherche s'appuie sur des études qui traitent du savoir enseignant et sur d'autres études relatives aux stages. Aussi a-t-elle puisé d'abord dans l'anthropologie sociale, notamment dans les travaux de Jean Lave, puis dans ceux de Walter Doyle qui abordent la tâche scolaire et le fonctionnement des groupes classes. L'auteur décrit enfin les ressources structurantes qui sont imbriquées dans le contexte de la classe de stage et analyse leur rapport avec le développement des pratiques des deux stagiaires participantes.This article presents the results of an ethnographic research examining the development of teacher interns practices through videotape feedback. The theoretical frame includes studies of teacher knowledge and teacher internship, and well as studies in social anthropology, specifically the works of Jean Lave and Walter Doyle who examine school tasks and classroom group dynamics. The author describes the structural resources involved in the classroom context and analyses their relationship to the development of practices for two interns involved in this study.Este articulo resena los resultados de una investigacion etnografica en la que se examiné, con ayuda de retroacciones videoscopicas, el desarrollo de la prâtica de internos. Esta investigacion se apoya en estudios del saber docente y sobre los internados; se apoya también en la antropologia social, particularmente en los trabajos de Jean Lave y de Walter Doyle sobre el trabajo escolar y el funcionamiento de clases. El autor describe los recursos estructurantes contenidos en el contexto de la clase-internado y analiza sus relaciones con el desarrollo de la prâctica de dos internos.Dieser Artikel legt die Ergebnisse einer ethnographischen Forschung- sarbeit vor, bei der die Entwicklung der Verhaltensweisen von Praktikanten mit Hilfe der Méthode des Video-Feedbacks untersucht wurde. Dièse Arbeit beruft sich auf die Studien, die von den vom Lehrer verlangten Kenntnisse handeln, und auf andere, die sich mit dem Praktikum befassen. AufSerdem stûtzte sie sich auf die soziale Anthropologie, vor allem auf die Arbeiten von Jean Lave, dann auch auf die von Walter Doyle, die die den Schulern aufgegebene Arbeit und das Vorgehen der Klassen/Gruppen behandeln. Schliefilich beschreibt der Verfasser die strukturierenden Mittel, die den Hintergrund der Praktikums- klasse markieren, und deren EinfluE auf die Verhaltensweisen der Praktikanten

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A Psychological Approach to Research on Teachers' Classroom Decision‐making

Cited by 72 publications

References 22 publications

Building on the positive in children's lives: a co-participatory study on the social construction of children's sense of agency

Building on the positive in children's lives: a co-participatory study on the social construction of children's sense of agency

Adaptive teaching: reflective practice of two elementary teachers’ visions and adaptations during literacy instruction

Les ressources structurantes de la classe et le développement des pratiques de stagiaires : une étude à l’aide de rétroactions vidéoscopiques

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