Search results for: Teaching methods
Page 48/51 503 items
Using Alternative Lenses to Examine Effective Teachers’ Use of Technology with Low-Performing Students
Much of the literature on the use of technology with low-performing students can be seen as contradictory and limited, primarily because it examines technology use through a single lens: the technology itself.This study used two lenses—teachers’ instructional practices and the research on effective technology use—to examine the use of technology by effective teachers.In conclusion, examining the use of technology in the context of teachers’ instructional practices provides a fuller picture of the different roles technology can play to support the learning of low-performing students.
Updated: Dec. 15, 2008
This article chronicles events in the author's secondary education literacy course when she asked students to write in a descriptive, analytical, and reflective way about the experiences that led them to teaching. The stakes were high, and so was the confusion about what it means to write reflectively and how to link such writing to teacher education standards. This forced the author to study her own efforts to encourage reflective practice to discover where the gaps in understanding had occurred and how those gaps might be reduced. The author realized that the only way to know if understanding has occurred is to ask the right questions and then be prepared to adjust her practice accordingly.
Updated: Dec. 08, 2008
One of the main factors which influence the effectiveness of the learning process is the interaction that exists between the teacher and the student. The current research indicates that different interactions have different effects. There are two methods used for implementing distance learning systems, i.e. synchronous and asynchronous. The present study refers to the cognitive interaction and differentiates between surface processes and deep processes. The interaction level between the students and the teacher and among the students was found to be a significant factor in determining the effectiveness of the teaching method.
Updated: Dec. 01, 2008
A MUVE Towards PBL Writing: Effects of a Digital Learning Environment Designed To Improve Elementary Student Writing
This study examined whether game elements could be used along with Problem Based Learning (PBL) in a digital learning environment to improve student writing. Results from this study included statistically significant decreases in teacher time spent answering procedural and directional questions, increased voluntary student writing, and improved standardized achievement scores on writing tasks.
Updated: Nov. 24, 2008
Preservice Teachers' Perceptions of Characteristics of an Effective Teacher as a Function of Discipline Orientation: A Mixed Methods Investigation
This mixed methods study investigated the extent to which preservice teachers' discipline orientations are consistent with their perceptions of what makes an effective teacher. A phenomenological analysis revealed seven characteristics that many preservice teachers considered to reflect effective teaching: student-centered, effective classroom and behavior manager, competent instructor, ethical, enthusiastic about teaching, knowledgeable about subject, and professional. A canonical correlation analysis revealed that the degree of discipline orientation was a predictor of some of these characteristics. Implications are discussed.
Updated: Nov. 10, 2008
For preservice teachers to learn to use science curriculum materials in productive ways, they must develop a conception of themselves as elementary teachers in which the use of science curriculum materials is a valued dimension of science-teaching practice. We define those dimensions of teachers' professional role identities concerned with the use of curriculum materials as curricular role identity. This mixed-methods study examines preservice elementary teachers' development of curricular role identity for science teaching through their use of science curriculum materials. Results suggest preservice teachers articulate important differences between their own and more experienced elementary teachers' curricular role identity for science teaching and make progress toward appropriating the latter.
Updated: Nov. 10, 2008
This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived features of effective, direct instruction in thinking skills and describes a framework for this instruction. The research cited here suggests both students' academic achievement and their quality of thinking can be improved by using these techniques and strategies to teach thinking skills in subject-matter courses.
Updated: Nov. 09, 2008
Learning from Teachers' Conceptions of Technology Integration: What Do Blogs, Instant Messages, and 3D Chat Rooms Have to Do with It?
This study was designed to investigate preservice and practicing teachers' conceptions of the role of new technologies in literacy education. The study documented how these conceptions, as well as the author's conceptions, evolved over time and impacted the content and curriculum of a university course. The study raises questions about the role of the instructor and the purposes and goals of courses like Literacy and Technology. It also points to a number of areas that need to be further explored if teacher educators hope to effectively introduce teachers to the ways in which technology can support literacy learning.
Updated: Nov. 09, 2008
Silent Pedagogy and Rethinking Classroom Practice: Structuring Teaching through Silence rather than Talk
The article considers the value placed on talk as opposed to silence in the classroom and suggests that a cultural bias towards talk means that silence is commonly perceived negatively. It concludes by proposing that classroom observations should take into account the complex skills of 'silent pedagogy' where the teacher makes conscious decisions to abstain from intervention based on continuous sensitive readings of the learning environment.
Updated: Nov. 03, 2008
Moving towards transdisciplinarity: an ecological sustainable focus for science and mathematics pre-service education in the primary/middle years
This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment.
Updated: Aug. 27, 2008