The perceptions of urban middle school teachers of the relationship between cognitive teaching strategies and school achievement: Implications for educational leadership.

摘要

Instructional methodology is progressive and ever-changing. Urban middle school teachers perceive that their instructional strategies are working within their classroom. Many professional development workshops have been attended and created; yet reading articles about brain-based teaching strategies and keeping abreast of nontraditional approaches to teaching has been infrequent. As a result, this study investigates and explores teachersu27 perceptions of cognitive teaching strategies and their use of these strategies in the classroom. Some of the cognitive teaching strategies are explained through the Collins-Brown Model of Cognitive Apprenticeship. The strategies are also explained through the philosophies of Constructivism and Progressivism. In addition, school achievement may or may not be successful when cognitive teaching strategies are used. The stratagems should be followed by teachers who know Gardneru27 1 Intelligences Theory and brain-based teaching instructional strategies. This paper discusses cognitive teaching strategies and school achievement. It also explores whether teachers have teacher quality thereby implementing the strategies that they perceive that they are performing in their classroom. In addition, the paper discusses how educational leaders and policymakers should offer support to instructional staff. Educational leaders should know and observe cognitive teaching in classrooms as well as policymakers making decisions to support the instructional component and personnel.