Search results for: Comparative analysis
Page 6/11 105 items
This article uses research-based criteria to analyze and compare seven faculty development models for teacher education technology integration. The comparative analysis reveals that some models are distinctly more effective than others. The analysis also shows that not a single study describes a faculty development model that meets all of the fundamental criteria for excellence in faculty development.
Updated: May. 27, 2013
The purpose of this study was to assess the impact of in-class review methods on student learning outcomes in a course preparing pre-service teachers for the Texas Pedagogy and Professional Responsibilities teacher certification exam. The results reaveled that while the use of clickers in pre-service teacher education programs may contribute to in-class student engagement, the benefit from the use of clickers does not extend to better student learning gains when compared to a traditional review method.
Updated: May. 13, 2013
General Pedagogical Knowledge of Future Middle School Teachers: On the Complex Ecology of Teacher Education in the United States, Germany, and Taiwan
This article reports how the general pedagogical knowledge test was conceptualized in the context of Teacher Education and Development Study in Mathematics. The researchers from the United States, Germany, and Taiwan worked together and used representative samples of future middle school teachers in these countries from a survey which conducted on 2008. Findings revealed that U.S. future middle school teachers were significantly outperformed by future teachers in Germany and Taiwan. Furthermore, the data revealed that U.S. future middle school teachers had a relative strength in generating classroom strategies but a weakness in recalling knowledge and analyzing problems.
Updated: Apr. 08, 2013
The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis
This study compares levels of self-reported academic engagement between female graduates of single-sex and coeducational private high schools using nationwide data on these students at the point of college entry. This study demonstrates that school gender remains a significant predictor of self-reported academic engagement when controlling for other school characteristics. The results reveal that women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations.
Updated: Mar. 06, 2013
Mathematics Teacher Education Quality in TEDS-M: Globalizing the Views of Future Teachers and Teacher Educators
This article seeks to explore teacher education quality in terms of effectiveness among various countries. This study shows that future teachers report that they benefit from both academic and school-based instructors in every participating country. Data indicate that United States have well-organized programs and the most synchronized teaching in TEPs at both the lower secondary and primary levels.
Updated: Feb. 18, 2013
The study examines differences between preservice and inservice teachers’ knowledge of, perceived skills in, and attitudes toward educational measurement. The participants were preservice and inservice teachers teaching grades 5 to 10 in Oman. Results showed that inservice teachers demonstrated a lower level of knowledge, a higher level of perceived skilfulness, and a more favourable attitude toward educational measurement than preservice teachers.
Updated: Nov. 27, 2012
The Mathematics Education of Future Primary and Secondary Teachers: Methods and Findings from the Teacher Education and Development Study in Mathematics
The current paper reports on the Teacher Education and Development Study in Mathematics (TEDS-M). The TEDS-M surveyed selected samples from four populations in teacher education systems: future primary teachers; future secondary teachers; teacher preparation institutions; and teacher educators. TEDS-M shows that it is possible to design sampling plans for teacher education that are sensitive to local conditions and meet high technical quality standards for comparative research. In conclusion, the authors recommend that teacher educators and policy makers should pay attention to the emphasis, kind, and depth of the opportunities to learn provided to future teachers.
Updated: Oct. 29, 2012
Intensive Mentoring that Contributes to Change in Beginning Elementary Teachers’ Learning to Lead Classroom Discussions
In this article, the authors examined whether intensive mentoring program that is devoted to a specific and important aspect of teaching can have an effect on classroom practice. The authors compared between two groups of beginning teachers.The results show that teachers in the district treatment group improved as compared to a similar group of beginning teachers in the district who did not participate in the treatment.
Updated: Aug. 29, 2012
This study focused on the views of middle and secondary teacher education students from various content areas. The author interviewed 77 teacher education candidates from mathematics, English, science, and social studies education. The author concludes that citizenship preparation can show how subject area issues and citizenship preparation can be used as ways to examine content and take action on domestic or international issues.
Updated: Aug. 06, 2012
This article provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology, on discourse, on curriculum, and on interpersonal relationships. This article then presents an analysis of the six approaches across countries and cultures.
Updated: Jul. 30, 2012