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Analyzing the Pedagogical Beliefs and Practices of Texas Teachers to Determine if They Subscribe to a Constructivist Paradigm.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Analyzing the Pedagogical Beliefs and Practices of Texas Teachers to Determine if They Subscribe to a Constructivist Paradigm./
作者:	Oliver, Shirley Dawkins.
面頁冊數:	1 online resource (214 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Pedagogy. -
電子資源:	click for full text (PQDT)
ISBN:	9781369832129

Analyzing the Pedagogical Beliefs and Practices of Texas Teachers to Determine if They Subscribe to a Constructivist Paradigm.
Oliver, Shirley Dawkins.

Analyzing the Pedagogical Beliefs and Practices of Texas Teachers to Determine if They Subscribe to a Constructivist Paradigm. - 1 online resource (214 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)

Includes bibliographical references

Current reforms, such as the No Child Left Behind (NCLB) waivers and the Race to the Top (RTTT) competitive grants, call for states and school districts to revamp their teacher evaluation instruments. After Texas received a waiver from the U.S. Department of Education from certain provisions of NCLB, the state developed, adopted, and piloted the Texas Evaluation and Support System, T-TESS, as the approved teacher evaluation instrument for the state. One of the appraisal models used in the 2-year pilot program was Charlotte Danielson's Framework for Teaching (FFT). Danielson notes on her website that the FFT framework is grounded in a constructivist view of learning and teaching. The constructivist theory of teaching and learning and the Tenets of Constructivism(c) are reflected throughout the T-TESS evaluation rubric.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369832129Subjects--Topical Terms:

1148703
Pedagogy.
Index Terms--Genre/Form:

554714
Electronic books.

Analyzing the Pedagogical Beliefs and Practices of Texas Teachers to Determine if They Subscribe to a Constructivist Paradigm.
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504 $a Includes bibliographical references
520 $a Current reforms, such as the No Child Left Behind (NCLB) waivers and the Race to the Top (RTTT) competitive grants, call for states and school districts to revamp their teacher evaluation instruments. After Texas received a waiver from the U.S. Department of Education from certain provisions of NCLB, the state developed, adopted, and piloted the Texas Evaluation and Support System, T-TESS, as the approved teacher evaluation instrument for the state. One of the appraisal models used in the 2-year pilot program was Charlotte Danielson's Framework for Teaching (FFT). Danielson notes on her website that the FFT framework is grounded in a constructivist view of learning and teaching. The constructivist theory of teaching and learning and the Tenets of Constructivism(c) are reflected throughout the T-TESS evaluation rubric.
520 $a Not everyone is a proponent of constructivism. Teachers have their own theories or paradigms of learning that influence their decisions about instruction. Having insight into teachers' beliefs and practices is vital in understanding and improving educational practices, and their perspectives should be heard on educational change because they are the people who are responsible for implementing the change.
520 $a The purpose of this study was to investigate whether Texas teachers who will be evaluated by a system that is based on a constructivist framework share that same paradigm of teaching and learning, and if they do subscribe to a constructivist paradigm, to what extent are the Tenets of Constructivism (c) reflected in their transcripts. A qualitative directed content analysis study was conducted to explore the theories and beliefs that a representative set of certified teachers in the public schools in the state of Texas have about teaching and learning. The findings revealed that a high percentage of Texas teachers subscribe to a constructivist theory of teaching and learning suggesting that most Texas teachers believe in and use the constructivist theory to some degree. However, findings revealed low percentages of Texas teachers who subscribe to the Tenets of Constructivism(c) suggesting that Texas teachers have a limited knowledge and some misunderstanding about the learning theories that are the foundation of the constructivist theory.
520 $a The information gathered in this study adds to the body of knowledge associated with the constructivist theory of learning. It contributes to the limited research about the pedagogical beliefs and practices of teachers that influence their decisions about instruction. In a reform era that calls for effective teachers in every classroom, this study is significant in that it may provide valuable information to teacher preparation programs, university professors, and school administrators as the state of Texas implements T-TESS.
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