School counseling graduate programs can fall short of preparing students with authentic and systems‐focused skills in classroom instruction. We offer three problem‐based learning assignments for ...counselor educators to help school counselors‐in‐training develop pedagogical skills and deliver lessons that address authentic problems facing students and schools.
Multi-tiered Systems of Support (MTSS) are widely implemented throughout the U.S., and according to the literature, school counselors are one school-based staff member who supports and even leads ...MTSS implementation, along with other school-based staff. At the same time, there exists limited research examining school counselors' leadership roles in MTSS. In this study, researchers conducted an exploratory phenomenological investigation to learn of school counselors' leadership experiences in MTSS (N = 10). According to the results, school counselors reported (a) commonalities between school counseling and MTSS, and (b) benefits and challenges of their MTSS leadership roles.
This study examined effective means of preparatory learning for upcoming classroom instructions. In a summer seminar on history, 76 junior high school students were assigned to three experimental ...groups: the answering pre-questions group, the rating confidence group, and the answering and rating confidence group. The results showed that answering pre-questions enabled students to integrate information in classroom lessons, while the rating confidence directed students' attention to information in classroom lessons related to pre-questions. This study also revealed that, especially for students with low meaningful learning belief, rating confidence is effective. Suggestions for educational practices and future studies are discussed.
The importance of deep understanding is well-known in education. Especially when students learn complex and difficult contents such as high school mathematics, it is hard to completely understand the ...knowledge only during classroom lessons. In such cases, we need to promote deep understanding throughout a learning cycle including after-class review. The purpose of this research was to develop homework tasks that can promote understanding of the reasoning behind mathematical formulae and/or theorems, to extract an effective way of task designing, and to examine feasibility in a real educational setting. The authors implemented the practice in a high school and placed emphasis on i) clarifying the definition of deep understanding for each lesson, ii) linking classroom lessons and homework in terms of how to promote students’ explanation, and iii) designing tasks/questionswhich can avoid rote memorization and/or copying. The analysis results of quantitative data suggest a positive effect from the intervention. However, for some students, the effectiveness and value of the intervention seemed not to be clear enough. The limitations of and future directions for this research are discussed.
The importance of deep understanding is well-known in education. Especially when students learn complex and difficult contents such as high school mathematics, it is hard to completely understand the ...knowledge only during classroom lessons. In such cases, we need to promote deep understanding throughout a learning cycle including after-class review. The purpose of this research was to develop homework tasks that can promote understanding of the reasoning behind mathematical formulae and/or theorems, to extract an effective way of task designing, and to examine feasibility in a real educational setting. The authors implemented the practice in a high school and placed emphasis on i) clarifying the definition of deep understanding for each lesson, ii) linking classroom lessons and homework in terms of how to promote students’ explanation, and iii) designing tasks/questions which can avoid rote memorization and/or copying. The analysis results of quantitative data suggest a positive effect from the intervention. However, for some students, the effectiveness and value of the intervention seemed not to be clear enough. The limitations of and future directions for this research are discussed.
The present study investigated a teacher's response to her pupils' disruption of the structure of classroom lessons. In an elementary school second grade classroom (19 boys and 16 girls), arithmetic ...and Japanese lessons were observed for 44 hours, from May to December (the school year started in April). The teacher was in her forties, and had taught for approximately 20 years. From the observational records, classroom disruptions were analyzed quantitatively by categories and qualitatively by content. The categorical analysis showed that associative disruptions were presented by many children, whereas unrelated disruptions and rejections were presented by particular children. The teacher's response was related to the kind of disruption. Reprimands increased when children chatted and disrupted the structure of the class. She usually responded to unrelated disruptions and rejections, but rarely paid attention to associative disruptions. Qualitative analysis indicated that the teacher changed her way of responding based on the level of structure of the lesson, usage of the pupils' ideas, and management of relationships in the classroom. These results suggest that this teacher did not conduct teaching and classroom management separately, but rather shifted back and forth between those two.
PDF
