The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers

Bianchini, Julie A.; Brenner, Mary E.

doi:10.1002/sce.20353

Cited by 40 publications

(52 citation statements)

References 47 publications

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“…Differentiated instruction allows teachers to provide choices to the students concerning content, learning processes, and products by, for example, using varied resource materials, tasks, and texts or adapting curriculum to students' learning processes [68]. Specifying these general characteristics of differentiated instruction, the two extreme subtypes as well as the mixed subtypes found in the present study indicate that mathematics teachers should differentiate content, learning processes, and products by considering students' different levels of perceived structuredness, support, and discursive effectiveness.…”

Section: Implications For Educational Practicementioning

confidence: 99%

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Lazarides

Ittel

2012

Child Development Research

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Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those students reported particular low self-concept and interest in mathematics. Compared to male students, female students were significantly more likely to belong to this "challenging pattern." Consequences for educational practice are discussed and suggest that instruction in mathematics should take into account learners' highly individual ways of perceiving and evaluating their learning environment.

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Section: Implications For Educational Practicementioning

confidence: 99%

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Lazarides

Ittel

2012

Child Development Research

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“…Although a seemingly straightforward recommendation, listening to students' interests, experiences and ideas is challenging for teachers to do. In my own study of two beginning teachers learning to teach toward equity and diversity (Bianchini and Brenner 2010), I found attending to students' experiences and interests the weakest dimension of equitable practices implemented. Kristen, a beginning high school mathematics teacher, for example, identified starting instruction from students' lives as an important instructional goal; however, she rarely integrated students' experiences into her lessons.…”

Section: The Individual and The Group In Learning Sciencementioning

confidence: 98%

How to foster student–student learning of science? The student, the teacher and the subject matter

Bianchini

2011

Cult Stud of Sci Educ

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In this response to Konstantinos Alexakos, Jayson K. Jones, and Victor H. Rodriguez's study, I discuss ways attending to student membership in groups can both inform research on equity and diversity in science education and improve the teaching of science to all students. My comments are organized into three sections: how underrepresented students' experiences in science classrooms are shaped by their peers; how science teachers can help students listen to and learn from one another; and how the subject matter can invite or discourage student participation in science. More specifically, I underscore the need for teachers and students to listen to one another to promote student learning of science. I also highlight the importance of science education researchers and science teachers viewing students both as individuals and as members of multiple groups; women of color, for example, should be understood as similar to and different from each other, from European American women and from ethnic minorities in general.

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“…In contrast, Long (2010) suggests the key to a successful process of matching beginning teachers to suitable coaches is based on similar professional content areas, learning styles, age, gender and culture, as well as personality variables. Bianchini and Benner (2009) concluded that having a coach in the same field is essential for deep knowledge to be shared and developed. In a five-year longitudinal study started in the [2007][2008] school year, conducted by Gray and Taie (2015), the percentage of beginning teachers who were currently teaching in each subsequent year was larger among those who were assigned a first-year mentor than among those not assigned a first year mentor.…”

Section: Induction Coachingmentioning

confidence: 99%

“…In the middle of his story, Henry is finally placed with an induction coach who happens to be a Special Education Teacher. His hesitation about this pairing is clearly apparent, and he wonders how she will be able to support him in an automotive class (Bianchini & Benner, 2009). …”

Section: Big Narrative #1: Henry's Story Of Self-identitymentioning

confidence: 99%

“…Based on the stories of these beginning teachers, it did not seem necessary that an induction coach possess the same certification as the beginning teacher. The research of Bianchini and Benner (2009) indicates that in order to be most effective, coaches should be paired with teachers with like certifications. I did not find this to be true in my research.…”

Section: Qualities Of Induction Coachesmentioning

confidence: 99%

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Teachers' Experiences of Induction: A Narrative Retrospective Inquiry

Clark¹

2017

Preprint

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It is well established that beginning teachers need support to bridge the gap from college teacher preparation to the classroom setting (Fletcher & Strong, 2009; Wong, 2003). In fact, lack of support in this transition has been identified as a leading factor that causes beginning teachers to leave the profession at high rates early in their careers (Andrews, Gilbert & Martin, 2006). Research suggests that coaching is an effective way to support beginning teacher’s learning (Ingersoll & Strong, 2011). The purpose of this qualitative research is to tell the lived experiences of nine teachers who took part of in a statewide induction coaching program. Using narrative inquiry methodology with semi-structured interviews, the study sought to gain the individual stories of past beginning teachers who worked with an induction coach, identify common themes across beginning teachers’ narratives, and to understand what their retrospective stories tell us about working with their induction coach. Four main implications of the findings include the needs of beginning teachers in the field, phases of coaching in reaction to the needs of beginning teachers, qualities of an induction coach, and the need for coaches to mediate the identities of the beginning teacher.

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The role of induction in learning to teach toward equity: A study of beginning science and mathematics teachers

Cited by 40 publications

References 47 publications

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

How to foster student–student learning of science? The student, the teacher and the subject matter

Teachers' Experiences of Induction: A Narrative Retrospective Inquiry

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