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REPORT #4: Constructivist Compatible Beliefs and Practices among U.S. Teachers

PDF FILE (202 KB) TABLE OF CONTENTS INTRODUCTION Perspectives on Teaching and Learning The Study of Teacher Beliefs and Practices Through Survey Methods Validity of Survey Measures of Teacher Beliefs and Practices Preliminary Validity Study The Teaching, Learning, and Computing 1998 National Survey PART 1. TEACHERS' BELIEFS ABOUT TEACHING AND LEARNING Descriptive Findings Level and Subject-Matter Differences in Teaching Philosophy Elementary Teachers, Particularly Those Who Teach Self-Contained Classes, Have More Constructivist Teaching Philosophies Differences Among Secondary Teachers by Subject Taught Belief Index Scores Beliefs about Methods of Assessing Student Learning PART II. CONSTRUCTIVIST-COMPATIBLE TEACHING PRACTICES Teaching Practices and Teaching Philosophy Constructivist-Compatible Teaching Practices Cognitively Challenging Teaching Practices Reflective Writing Tasks and Questions Calling for Deep Thinking Problem-Solving Activities ACTIVE LEARNING STRATEGIES: Projects and work in small Groups Group Work – Prevalence and Relation to Cognitive Challenge Student Projects and Hands-on Activities Traditional Instruction: Prevalence and Cognitive Challenge PART III. THE RELATIONSHIP BETWEEN TEACHER BELIEFS AND PRACTICES Other Analyses of Teacher Pedagogy Using the TLC Data Determinants of Teacher Pedagogy Outcomes of Teacher Pedagogy REFERENCES APPENDIX A: Supplementary Tables APPENDIX B: Summary of Study Methodology APPENDIX C: Distribution for Individual Teaching Philosophy Items APPENDIX D: Distribution for Individual Teaching Practice Items