An Evaluation of the Teaching Process of Elementary School Math Teachers on the Basis of Differentiated Instruction Approach

Subject Areas :

Mohammad AhmadidehGhotboddini ¹ ( عضو هیات علمی )
Jafar Najafi Zand ² ( عضو هیات علمی )

Received: 2012-04-24 Accepted : 2012-05-18 Published : 2012-06-20

Keywords: Keywords: evaluation, differentiated instruction, teaching-learning process observation,

Abstract :

  Abstract The present study aimed to evaluate the teaching process of the elementary school math teachers on the basis of the differentiated instruction approach. A field study was applied and the needed data were collected through purposive sampling using the Tomlinson’s class observation and collected data analyzed by weighed mean method and then fit on favorite continuum. The study findings showed that the teachers were on average level in respect to such factors as: students'' comfortable feeling when asking questions or asking for help, showing effective management and leadership in classes, having relationship with students individually during the teaching process, assessing the students to insure understanding and the student’s awareness of the teaching objectives. Meanwhile the teachers were at a low level in the other aspects like providing guidance for focusing on learning objectives, paying attention to student’s questions during teaching, helping students in understanding their points of strength, stating clear instructions for doing homework, emphasizing on competing with selves and not with others, introducing proper standards for learning and paying attention to students with physical and behavioral disorders. These findings indicate a lack of familiarity of the teachers in this study with the constructive approaches and their applications is teaching and learning in classes.  

References:

 

منابع

سیف، ع، ا. (1389). روانشناسی پرورشی نوین: روان شناسی یادگیری و آموزش. تهران، انتشارات نشر دوران.

سانتراک، ج. (1385). روانشناسی تربیتی، ترجمه مرتضی امیدیان، یزد، انتشارات دانشگاه یزد.

 بازرگان، ع. (1380). ارزشیابی آموزشی. تهران، انتشارات سمت.

 

Akinsola, M. K., Tella, A., & Tella, A. (2007). Correlates of academic procrastination and mathematics achievement of university undergraduate students. Eurasia Journal of Mathematics, Science & Technology Education, 3(4), 363-370.

Banks, T. (2000). Teaching- learning process: Plan implement evaluate document. Retrieved on November 20, 2011 from http:// www.ncdhhs. gov/dhsr/hcpr pdf/ Principles of Adult Learning 2007. pdf

Burggraf, K.(2005). Differentiated instruction: Best practices in education. Retrieved on April 17, 2011, from: http://www. Dayonepublishing. com/ Educational/ Differentiation Card/ Index. html

Desimone, L. M., Smith, T. M., & Frisvold, D. E. (2010). Survey measures of classroom instruction comparing student and teacher reports. Educational Policy, 24(2), 267-329.

Fromboluti, C.S.(1999). Early childhood: Where learning begins – mathematics, Retrieved on March 26, 2009 from http://www.ed.gov/pubs/EarlyMath/ whatis.html

Goldhaber, D., & Hansen, M. (2010). Race, gender, and teacher testing: How informative a tool is teacher licensure testing?. American Educational Research Journal, March, 47(1), 218–251.

Kaplan, A & Maehr, M. L.(1999). Achievement goals and student well-being: Contemporary Educational Psychology, 24, 330-358.

Kyriakides, L., Creemers, B. P. M., & Antoniou, P. (2009). Teacher behavior and student outcomes: Suggestions for research on teacher training and professional development, Teaching and Teacher Education, 25, 12–23.

Moreno, R. (2010). Educational psychology. Hoboken, NJ:  John Wiley & Sons Inc.

O’Sullivan, M. (2006). Lesson observation and quality in primary education as contextual teaching and learning processes, International Journal of Educational Development, 26, 246–260.

Roeser, R. W., Midgley, C., & Urdan, T. C. (1996). Perceptions of the school psychological environment and early adolescents'' psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408-422.

Smith, L., & Sinclair, K. E. (2005). Empirical evidence for multiple goals: A gender-based, senior high school student perspective. Australian Journal of Educational & Developmental Psychology, 5, 55 – 70.

Subban, P. (2006). A research basis supporting differentiated instruction. Retrieved on November 20, 2011 from http://www. aare.edu.au/06pap/sub06080.pdf

Tella, A.(2008). Teacher variables as predictors of academic achievement of primary school pupils mathematics, International Electronic Journal of Elementary Education, 1(1), Retrieved on June 17, 2009, from: www.iejee. com/1_1_2008/tella. pdf

Tomlinson, C. A.(2001). Differentiation of instruction in the elementary grades. Retrieved on March 26, 2009 from http://www.ericdigests.org/2001-2/ elementary. html

VanTassel-Baska., J., Quek., C., & Feng., A. (2005). Classroom observation scale-revised. Retrieved on April 17, 2011, from: cfge.wm.edu/Documents/COS%20 R%20manual%20revised.pdf

Walker, M. (2000). Differentiated instruction, Retrieved on April 17, 2011, from: www 2. ed.go v /teachers/ how/tools/initiative/walker/walker. pdf