Constructivist Teaching Practices Used by Five Teacher Leaders for the Iowa Chautauqua Professional Development Program

Autor/inn/en	Singh, Abha; Yager, Stuart O.; Yutakom, Naruemon; Yager, Robert E.; Ali, Mohmaed Moustafa
Titel	Constructivist Teaching Practices Used by Five Teacher Leaders for the Iowa Chautauqua Professional Development Program
Quelle	In: International Journal of Environmental and Science Education, 7 (2012) 2, S.197-216 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3065
Schlagwörter	Educational Environment; Evidence; Teaching Methods; Professional Development; Constructivism (Learning); Teacher Leadership; Educational Practices; Instructional Improvement; Teacher Improvement; Instructional Leadership; Teacher Education Programs; Performance Factors; Teacher Evaluation; Evaluation Methods; Aptitude Treatment Interaction; Profiles; Teacher Characteristics; Iowa; Constructivist Learning Environment Survey + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Evidenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerfunktionsstelle; Bildungspraxis; Unterrichtsqualität; Instruction; Leadership; Bildung; Erziehung; Führung; Leistungsindikator; Teacher appraisal; Lehrerbeurteilung; Charakterisierung; Profilanalyse
Abstract	There has been a wealth of research examining learning environments as one of the variables that contributes to academic success for students studying science. A constructivist learning environment has been explored as one way to assist students in achieving greater success with science learning. There is a lack of research concerning how and if successful teachers continue to change over time. This study was designed to address such research gaps. The teacher leaders involved served as staff members for Iowa Chautauqua and continue to develop and improve in their use of constructivist practices. There has been a lack of evidence focusing specifically on how participation in the Iowa Chautauqua Professional Development Program actually increases use of constructivist teaching practices. Results of the research indicate that the teacher leaders continue to develop further in their use of constructivist practices over time. The Constructivist Learning Environment Survey (CLES) scores were used to indicate improvement. There are implications for planning and improving classroom learning environments for enrollees in new efforts that were suggested by teacher leaders. (Contains 1 table.) (As Provided).
Anmerkungen	International Consortium for the Advancement of Academic Publication. Abant Izzet Baysal University, Faculty of Education, 14280 Golkoy-Bolu, Turkey. e-mail: editorijese@gmail.com; Web site: http://www.ijese.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10