Teaching Processes in Elementary and Secondary Education

Abstract

This chapter reviews the study of teaching in elementary and secondary schools. Information in the first section summarizes a large body of work by Pressley and his colleagues generated through longitudinal studies and qualitative analyses of classroom observations of teaching behaviors. Findings associated with this naturalistic work have led to a greater understanding of both direct transmission and constructivist teaching processes. The second section examines teachers' thinking about teaching and its associated affects on planning and direct acts of teaching. Motivational processes used by teachers in classrooms to stimulate student learning are the focus of the third section. The fourth section describes what expert teachers do as they teach.

Conceptualization, Measurement, and Improvement of Classroom Processes: Standardized Observation Can Leverage Capacity

“…We readily acknowledge the value of other observational approaches and in fact believe the field undoubtedly benefits from systematic inquiry into competing alternatives-in relation to standardization, replication, and scalability. The CLASS framework is one of several descriptions of classroom environments or quality teaching put forth in the educational and developmental literatures (e.g., Brophy, 1999;Brophy & Good, 1986;Eccles & Roeser, 1999;Gage, 1978;Pressley et al, 2003;Soar & Soar, 1979). For example, Brophy (1999) describes 12 principles of effective teaching, including supportive classroom climates, opportunities to learn, curricular alignment, thoughtful discourse, scaffolding engagement, and achievement expectations, each of which are based on research findings and theories of teaching and learning.…”

The role of a museum‐based science education program in promoting content knowledge and science motivation

“…Although we emphasize the importance and yields of a self‐paced program, we do so with due recognition of a critical distinction between pure and guided discovery. Pure discovery learning tends not to emphasize structure, direct input and direction; students are encouraged to explore and discover concepts for themselves (Pressley et al, ). Guided discovery has more direct input from program developers, involves materials that are explicitly on‐target to ensure essential learning is occurring, and has in‐built task scaffolds to assist the student as he/she proceeds through the learning process (Pressley et al, ).…”

“…Pure discovery learning tends not to emphasize structure, direct input and direction; students are encouraged to explore and discover concepts for themselves (Pressley et al, ). Guided discovery has more direct input from program developers, involves materials that are explicitly on‐target to ensure essential learning is occurring, and has in‐built task scaffolds to assist the student as he/she proceeds through the learning process (Pressley et al, ). Liem and Martin () (see also Martin, ) suggest that there is an appropriate place for guided discovery learning in the learning process.…”

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

“…Selon le National Reading Panel (2000), l'enseignement de la lecture aux élèves qui présentent des difficultés doit être explicite, déployé de manière intensive et accorder une importance à l'aspect affectif dans la relation enseignant-élève. De plus, le temps dédié à des séances individuelles de lecture, de même qu'une rétroaction régulière à ceux qui présentent des difficultés contribueraient à améliorer la fluidité et l'exactitude des mots lus (Pressley, Roehrig, Raphael, Dolezal, Bohn, Mohan, Wharton-McDonald et Bogner, 2003;Allington, 2013). Concernant les interventions en écriture, l'enseignement explicite des stratégies de planification, de révision, l'annonce d'une intention pédagogique claire contribueraient à une amélioration de la compétence à écrire auprès des élèves qui présentent des difficultés (Graham et Harris, 2009;Gillepsie et Graham, 2014).…”