Search results for: Teaching methods
Page 49/51 503 items
When Theory Meets Practice: What Student Teachers Learn from Guided Reflection on their Own Classroom Discourse
This article explores the impact of an innovative methods course designed around the activity of student teachers’ reflections on their own classroom discourse, for their understandings of the connections between theory and practice. It engages in a foreign language pre-service teacher education in Israel, and a larger study abroad.
Updated: Jul. 30, 2008
This study focuses on teachers’ perceptions of a Dutch innovative learning environment called the “Second Phase”, as well as their desires and their dissatisfaction /satisfaction with this environment. The results show that teachers are reserved about student autonomy and productive learning.
Updated: Jun. 26, 2008
The article explores small-group problem-based learning (PBL), which has been a widely embraced method of study of in many levels of education. The author looks at complex adaptive system (CAS) and tries to compare them to small-group problem-based systems, and implications for health professions education are discussed.
Updated: Jun. 19, 2008
Cognitive Strategy Instruction for Adolescents : What We Know about the Promise, What We Don’t Know about the Potential
'Strategy instruction” is quickly becoming one of the most common — and perhaps the most commonly misunderstood — components of adolescent literacy research and practice. In this essay, the author - a veteran teacher educator - argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents’ reading, writing, and thinking across content areas.
Updated: Jun. 16, 2008
In this article, the authors argue that “disciplinary literacy” — advanced literacy instruction embedded within content-area classes such as math, science, and social studies — should be a focus of middle and secondary school settings.
Updated: Jun. 16, 2008
Benefits and Constraints of Distributed Cognition in Foreign Language Learning: Creating a Web-based Tourist Guide for London
The purposes of this paper are (a) to describe how the open-ended knowledge construction and communication tools TEE (The Electronic Exercise) and EF-editor (Exercise Format Editor) can serve socialconstructive language learning from a distributed cognition point of view, (b) to report how TEE and EF-editor have been used in a foreign language classroom with 25 seventh grade students for creating a Web-based tourist guide to London, and (c) to present the results of an evaluative study investigating the benefits and constraints the teacher and students experienced through this learning scenario.
Updated: Apr. 12, 2008
The article explores on-the-job professional development programs. The authors suggest that the higher the control teachers have over professional development, student learning and resemblance to typical teaching culture in classrooms, the more beneficial the programs are for teachers. The authors also discuss the factors affecting teachers' satisfaction with instructional programs.
Updated: Mar. 31, 2008
Enhancing Case-Based Learning in Teacher Education Through Online Discussions: Structure and Facilitation
This multi-case study compares the experiences of students and instructors participating in three different online discussion formats used to support the collaborative and social aspects of case-based instruction. Results supported prior research findings that online chats and discussions provided opportunities for the students to share, discuss, and modify their case understanding and to support each other in using that knowledge to solve case and classroom problems. Practical implications for instructors using discussion groups in case-based instruction are provided.
Updated: Mar. 23, 2008
The study examined collaborative learning activities which are presumed to be powerful learning tools for preservice teachers. Learning activities were examined in relation to changes in cognition and/or behavior of six teachers and consisted of interviews and reports. Qualitative analyses of the data showed that the collaborative learning activities resulted mostly in changes in cognition that mat be due to a high number of confirmations of own ideas or teaching methods.
Updated: Mar. 04, 2008
This article employs Phillips' (1995) analytic framework that divides the pedagogical applications of constructivism into three distinct categories: the good, the bad, and the ugly. The primary objective in this article is to provide teacher educators and teachers with a richer understanding of constructivism - its limitations and its strengths - while offering concrete pedagogical strategies for its classroom application.
Updated: Mar. 02, 2008