Concept
Discussion on teacher’s experience affecting results (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
- Researchers predicted that more experienced teachers would generate better differentiated maps with greater attention to child affect, individual differences, and instructional Strategies. Surprisingly, we found inverse correlations between years of teaching experience and affect at time 3 and, as a trend, at time 2.
- Results do seem to be consistent with the contention (e.g., Berliner, 1986; Felder, Hollis, Piper, & Houston, 1979) that years of teaching is not an adequate predictor of teacher effectiveness.
- For content measures teachers with the most experience generally produced maps with the lowest percentage of references to affect, individual differences, and instructional outcomes For structural measures, the findings were more robust. For number of nodes at time 1 and 2, number of links at times 1 and 2, number of chunks at time 2, average depth at time 1, and total depth at times 1 and 2, teachers with the most experience generated maps with the lowest scores.
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Updated 2021-07-02
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Psychology
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Empirical Science
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Discussion on teacher theoretical orientations results (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)
Discussion on teacher’s experience affecting results (Concerning the Relationship between teachers’ theoretical orientations towards reading and their concept maps)