The Perception and Implementation of Challenging Instruction by Middle School Teachers: Overcoming Pressures from Students

Autor/inn/en	Fulmer, Sara M.; Turner, Julianne C.
Titel	The Perception and Implementation of Challenging Instruction by Middle School Teachers: Overcoming Pressures from Students
Quelle	In: Elementary School Journal, 114 (2014) 3, S.303-326 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/674053
Schlagwörter	Middle School Teachers; Difficulty Level; Instruction; Teacher Attitudes; Teaching Methods; Grounded Theory; Observation; Middle School Students; Scaffolding (Teaching Technique); Personal Autonomy; Faculty Development + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Schwierigkeitsgrad; Teaching process; Unterrichtsprozess; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Student; Students; Schüler; Schülerin; Individuelle Autonomie
Abstract	Current education policy and reform advocate for increasing the level of challenge in K-12 classrooms in order to maximize students' learning and academic success. This study examined middle school teachers' views about implementing challenging instruction while participating in a whole-school professional development initiative. A grounded theory analysis revealed teachers' feelings about challenge, the pressures that affected their decision to implement challenging instruction, and teachers' use of instructional practices to challenge students. Classroom observations were also analyzed to explore whether teachers' comments were related to differences in their use of challenging instruction. Teachers perceived 19 different pressures related to implementing challenging instruction, with pressures from students the most common across all subject areas. Some teachers were able to resolve pressures from students by having conversations with students about challenge, providing emotional and motivational support, scaffolding students' thinking, and increasing student autonomy. Implications for teachers' practice and professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10