Teachers’ Rationale and Procedures used during Lesson Script Deviations

Abstract

This study addressed the rationale that teachers of students with emotional or behavioral disorders, specific learning disabilities, and moderate to severe academic difficulties offer for deviating from mathematics lesson scripts and the alternative procedures they use during script deviations. Results from analysis of interviews indicated that teachers deviated from lesson scripts so that lessons would become “their own” and they could employ their own personal style of delivery. However, when these instructors deviated from scripts, they primarily engaged in academic behaviors and delivered instruction using wording similar to the lesson scripts, and they maintained a similar style of lesson presentation. The rationales that teachers offered for engaging in script deviations were grouped into four distinct themes: student level of performance, set-up for success, prevention, and management. Teachers’ supplementary procedures were categorized into (a) academic and (b) disciplinary. This study provided insight into the thought processes that teachers engaged in as they considered script deviations and the methods they used to integrate effective instructional and management practices into their mathematics instruction.

A qualitative study of primary teachers’ classroom feedback rationales

“…In line with a constructivist grounded theory approach, symbolic interactionism was used as an open-ended theoretical perspective combined with curiosity and openness (see Charmaz 2014). Accordingly, definition of situation was used in terms of how the participants interpret a situation they are in which influences their actions (Thomas and Thomas and Thomas 1928); main concern addresses what the participants are mainly occupied with (Glaser 1978) in relation to feedback; and rationales were regarded as the participants' motives or logical explanations for acting in different ways (Alvarado 2003). We also adopted various categories of teacher feedback strategies, including deliberating, i.e.…”

Secondary School Teachers Rationale for giving Formative Feedback

“…Accordingly, the definition of the situation was used in terms of how the participants interpret a problem that influences their actions. The main concern addresses what the participants are mainly occupied with (Glaser 1978) about feedback; rationales were regarded as the participants' encourage or motivate logical explanations for acting differently (Alvarado 2003).…”

Återkoppling i lågstadieklassrum

“…"main concern", Glaser, 1978Glaser, , 1998aGlaser, , 1998b användes för att beskriva vad lärarna huvudsakligen var upptagna av i sina beskrivningar av sin egen återkopplingspraktik. För att beskriva lärares val av återkopplingsstrategier baserade på upplevelser av förutsättningar och behovlärarnas bakomliggande motiv och inre logiker till hur de återkopplade till sina eleveranvändes begreppet "rationaler" (Alvarado, 2003). Vidare användes de kategorier som konstruerats i observationsstudien för beskrivande av återkopplingsfokus.…”