Search results for: Elementary education
Page 3/5 49 items
The purpose of this article is to describe the authors' iterative design work in teacher education around one authentic scientific practice—namely, the practice of scientific modeling. The authors describe their instructional designs, which they have incorporated into three different teacher education programs, and they present their struggles and successes with the students in these programs, who are tomorrow’s teachers.
Updated: Jun. 18, 2012
In this article the authors analyze three episodes from an elementary mathematics teacher education class: two where students were positioned as children learning mathematics and a more extended one where students were positioned as teachers. The instructors presented the figured world of reform pedagogy in at least two ways over the course of the semester: by describing it and approximating it in class activities. The authors propose that by recognizing certain models of identity for children learning math, students in Mathematics for Elementary Teachers drew on corresponding models of identity for elementary mathematics teachers.
Updated: May. 13, 2012
The current study reports the relationship of an undergraduate course in family and community relations to the teaching practices of 1st-, 2nd-, and 3rd-year elementary and early childhood education graduates of a mid-sized Midwestern university. Quantitative measures indicated minimal differences between groups. Qualitatively, however, treatment group members reported engaging families in creative, less standardized levels of involvement than members of the control group.
Updated: Apr. 22, 2012
This study is examines how a critical-inquiry exercise in a social studies methods class transforms the content knowledge base related to a select group of historical figures for the preservice teachers. The findings reveal that preservice teachers have limited content knowledge bases. The author concludes that Preservice teachers must reach a level of critical consciousness before they can transform their social studies understandings and become transformative social studies educators.
Updated: Jan. 16, 2012
The current paper explores how educators use film to promote critical thinking and develop citizens of character through values analysis. This article provides a model for using film to teach students to be citizens of character are provided for teachers interested in incorporating this approach into their classroom instruction. The authors conclude that teaching students to critically examine and analyze films will empower them to rationalize and defend their values, and allow students to deeply think about what it means to be an effective citizen in the 21st century.
Updated: Jan. 10, 2012
Prospective Elementary Teachers Gone Wild? An Analysis of Facebook Self-Portrayals and Expected Dispositions of Preservice Elementary Teachers
This study explores how elementary education majors at a Midwestern university portray themselves on social networking sites. Results indicate that of the 471 students in the elementary education major, 76% had a profile on Facebook at the time of data collection. Of the 471 elementary education majors, 153 students had an active, fully accessible profile on Facebook. Of the 153 fully accessible profiles that were examined, 56% contained inappropriate material. The authors recommend that teacher educators must explicitly and forcefully teach their students that their behavior in and out of the classroom does matter.
Updated: Aug. 23, 2011
The purpose of this study is to describe the extent to which elementary teaching in Turkey exhibits the characteristics of a profession. Evidence was drawn primarily from a Delphi methodology. It is concluded from this study that, on the basis of the criteria used in this study, teaching does not qualify fully as a profession. According to the expert panel that participated in this study, elementary teaching met only two of the 11 characteristics analyzed.
Updated: Jul. 26, 2011
Assessment of, for, and as Learning Within Schools: Implications for Transforming Classroom Practice
The current study explored teachers' and administrators understanding and use of “assessment of, for, and as learning”. The sample consisted of 18 administrators and 20 teachers from two school districts in southern Ontario, Canada. One of the key findings from this study is that teachers in both panels tended to over-emphasize assessment of learning techniques, whereas a minority used assessment for and as learning on a consistent basis.
Updated: Jul. 26, 2011
The current study examined parental interest and attitudes in science. Furthermore, the study explored the nature of parent-to-child questioning during an interactive home, school, and community collaboration in the southeastern United States. Study results revealed largely positive family interactions and attitudes about science learning and increased parental interest toward involvement in elementary science. Results suggest that successful home, school, and community partnerships may elevate levels of parental participation in their children’s science education and the parents’ perception of themselves as being competent in assisting in science.
Updated: May. 19, 2011
If We Teach Them, They Can Learn: Young Students Views of Nature of Science Aspects to Early Elementary Students During an Informal Science Education Program
The goal of this study was to investigate how explicit-reflective instruction could improve young students’ understanding of Nature of Science (NOS). During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects.
Updated: May. 19, 2011