Beliefs and Instructional Practices

Beliefs and Instructional Practices among Secondary Teachers within Selected High- and Low- Performing High Schools
http://education.ufl.edu/fjeap/files/2011/05/FJEAP_Summer_Spr_2011_Peabody.pdf
Florida Journal of Educational
Administration & Policy
Spring 2011
Volume 4, Issue 2
Dayle Peabody
Orange County Public Schools, Orlando, Florida

This article is on the impact of teacher beliefs and instructional practices on students’ performance. This is based on the Florida Comprehensive Reading Assessment Test in 10th grade. The findings revealed a positive relationship between student-centered learning and Florida Comprehensive Reading Assessment Test performance, and a negative correspondence between Florida Comprehensive Reading Assessment Test emphasis and student success.

According to the article, the effect on learning among students is impacted by how teachers think about and practice teaching. The article delineates researches that claim the use of more student-centered or student empowered teaching models produces more effective learning, and is more likely to contribute to higher test scores. It is important for pre-service teachers to recognize the importance of student-centered teaching as an effective strategy to be employed in the classroom to enhance teaching and learning.

The article highlights the increased cultural diversity present in 21st century US, as well as the importance of school cultures on teaching beliefs and efficacy. A good teacher should be cognizant of the culturally responsive teaching concept. This concept requires the use of the cultural knowledge, prior experiences, and performance styles of diverse students to make learning both more appropriate and effective. Culturally responsive teaching teaches to and through the strengths of diverse students.

The article presents several strategies for teachers to utilize to help students develop competency. Teachers should take into consideration cultural variances when designing, planning and delivering for example, English language arts instruction. Cultural scaffolding, interactive technology and an awareness of “ethno-sensitivity,” in order to develop fully functional communication and teaching norms in today’s diverse classroom should be considered in the instructional efforts. Teachers strive to get students more involved in lesson planning and curriculum activities. Generating interest in reading and writing on their own, without emphasizing on assessment would engender student-centered instruction and learning.