Search results for: Imig Scott R.
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In this article, The authors identify half a dozen challenges that confront the schooling of children and youth and appeal for teacher educators to lead efforts to address each of these needs. The authors recommend that teacher educators should rethink continually the content of programmes, the way courses are delivered, the suitability of the clinical component and the student teaching experience, and the best ways to assess the impact of the programme.
Updated: Feb. 06, 2013
In this study, the researchers investigated the possible relationship between mentoring and intentionality with respect to beginning teachers' intentions to remain in the profession. Beginning teachers who were matched by grade level, who received assistance with the supports investigated, and who met with mentors at least once monthly for the specified activities were more likely to commit to remaining in the profession than their peers who had received less support.
Updated: Feb. 21, 2010
The article examines the value added to public middle school education by pedagogically trained college student. 680 middle schools were randomly selected and assigned groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student was thought four lessons to his instructional group. Results indicated that pupils' achievement was influenced by their perceptions of task difficulty and that teaching behaviors had a statistically significant influence on adjusted pupil achievement outcomes among students with formal pedagogical training.
Updated: Oct. 29, 2008