Search results for: Brantley-Dias Laurie

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Examining the Quality of Preservice Science Teachers’ Written Reflections When Using Video Recordings, Audio Recordings, and Memories of a Teaching Event
Authors: Calandra Brendan, Brantley-Dias Laurie, Demir Kadir
This study aimed to explore what happened when a group of preservice teachers (PSTs) used video prompts, audio prompts, or memory alone during a guided reflective writing exercise. The authors conclude that the findings revealed that reflection papers written while referencing video of critical teaching incidents were of significantly higher quality than those written while referencing audio.
Published: 2018
Updated: Dec. 27, 2018
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Development of Pedagogical Technology Integration Content Knowledge in Preparing Mathematics Preservice Teachers: The Role of Instructional Case Analyses and Reflection
Authors: Kinuthia Wanjira, Brantley-Dias Laurie, Junor Clarke Pier Angeli
This case study examines the potential of technology integration teaching cases to develop preservice mathematics teachers’ Pedagogical Technology Integration Content Knowledge (PTICK). A cohort of eight mathematics education students was enrolled in a technology integration course at a large southeastern university that emphasizes pedagogy. The findings indicated the development of PTICK as a whole and individual aspect of PTICK. The researchers observed enhanced pedagogical knowledge and reflective knowledge during the study.
Published: 2010
Updated: May. 27, 2013
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Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom
Authors: Dias Michael, Eick Charles J., Brantley-Dias Laurie
This article describes the self study of Charles, a science teacher educator returned to teaching adolescents in a public school located in a rural area in the southeastern United States. The authors examined his beliefs and his abilities in practice by gaining first-hand, experiential knowledge through his efforts to implement a reform-based curriculum. The authors conclude that teachers must seek creative and varied ways for their students to learn science via relevant experiences that connect to student interests, utilizing more open forms of inquiry where appropriate.
Published: 2011
Updated: Sep. 09, 2012
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Using Video Editing to Cultivate Novice Teachers' Practice
Authors: Calandra Brendan, Brantley-Dias Laurie, Lee John K., Fox Dana L.
This paper reports research concerning the effective use of video editing to help cultivate novice teachers' reflective practice. For this study, the authors used a qualitative research design to examine two guided reflection activities for two groups of novice teachers. Given that both groups used the same reflection guide, the authors found that students who developed video vignettes produced longer and more multifaceted reflections.
Published: 2009
Updated: Dec. 01, 2009
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Developing Pedagogical Technology Integration Content Knowledge in Preservice Teachers: A Case Study Approach
Authors: Brantley-Dias Laurie, Kinuthia Wanjira, Shoffner Mary B., Castro Christopher de, Rigole Neil J.
This research examined the effects of case-based instructional strategies on the development of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher preparation students. The study was part of the Crossroads Project funded by the Preparing Tomorrow’s Teachers for Using Technology (PT3) grant from the United States Department of Education.
Published: 2007
Updated: Apr. 28, 2008