Search results for: Cheesman Elaine A.
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The current study explored the perceptions of classroom response systems, or “clickers,” by teacher-candidates of diverse ages and both genders. 63 teacher education students participated in the study. The results suggested that teacher candidates of all ages and both genders responded overwhelmingly positive to clickers in the university classroom. For males and female teacher education students of all ages, clickers improve interaction with peers and the instructor.
Updated: May. 30, 2011
This study examines the knowledge of PA instruction of 223 first-year teachers initially certified in special education, early childhood education, and elementary education. Results indicate that significant numbers of beginning special and general education teachers in this sample appear to be inadequately prepared with respect to PA instruction. They have limited knowledge of PA, confuse PA with phonics, are generally unable to select task-appropriate materials or activities, and lack skill in analyzing written words into phonemes.
Updated: Nov. 24, 2009