Search results for: Elementary education
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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
This article presents dispositions supporting the teaching of science as structured inquiry by four elementary candidates. Supportive dispositions included curiosity and questioning, investigating first-hand, learning together, and active learning. These dispositions supported early science teaching despite candidates limited science content knowledge, and may contribute to candidates’ further learning of science.
Updated: May. 13, 2011
This article investigates teaching and learning science from two different perspectives transformative, aesthetic experience and a cognitive, rational framework. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts.
Updated: May. 13, 2011
The Design of Pre-service Inclusive Education Courses and their Effects on Self-efficacy: A Comparative Study
The current study compared two versions of a 13-week mandatory undergraduate inclusive education course to determine their effects on the self-efficacy of pre-service elementary education teachers. The study sought to determine whether there were differential effects of the two approaches - one based on a field-based placement and the other employing a course design approach derived from complex adaptive systems. The results showed statistically significant gains in self-efficacy for both approaches, although there were no statistically significant differences between versions of the course.
Updated: Nov. 29, 2010
This paper makes the case that study of artworks in the service of developing perceptive and imaginative capacities is critical to K-12 education, and begins in the elementary grades.Recently, as Lincoln Center Institute began to further define and explore its work, its people developed the Capacities for Imaginative Learning, which can be cultivated not only through the study of artworks, but across the curriculum. This paper describes the beginnings of research on the nature and efficacy of the Capacities in fostering learning across the curriculum.
Updated: Dec. 01, 2009
Moral Reasoning of Education Students: The Effects of Direct Instruction in Moral Development Theory and Participation in Moral Dilemma Discussion
The purpose of the present study was to test an educational intervention designed to advance moral reasoning scores of undergraduate elementary and secondary education students. 94 undergraduate elementary and 98 secondary education majors and 42 undergraduate students majoring in English literature and philosophy participated in the study.Results of the present study support findings of previous studies providing evidence that principled moral reasoning can be advanced by deliberate educational interventions.
Updated: Oct. 14, 2009
This article reports a self-study conducted during the author's four-year tenure as head of the elementary school department within a college of education. During that period, she explored her developing understanding of the role of relationships in the processes of her professional and personal growth. The author describes the three cycles of action that comprise the process of change she instigated in the department. She also describes the three phases she identified retrospectively.
Updated: Dec. 14, 2008
The article explores mathematics anxieties and mathematics teacher efficacy among 156 elementary pre-service teachers from a university in the southeastern United States. Data included tests and interviews. Findings revealed a significant, negative relationship between mathematics anxiety and mathematics teachers' efficacy (r = -.475, p<.05). Specifically, the pre-service teachers with the lowest degree of mathematics anxiety had the highest levels of mathematics teacher efficacy.
Updated: Nov. 24, 2008
The article examines the professional identity of a reading specialist. It offers an inside look at the pressures at her elementary school and practices, and tensions between her personal beliefs, and knowledge about effective reading instruction and district based pressures to help her students pass the 'test.'
Updated: Nov. 23, 2008
A scale was created to examine preservice elementary teachers comfort about reforms teaching methods, assessment techniques, classroom management techniques, and science content. The study included 166 participants from three American universities. Analysis revealed correlations among confidence levels with assessment techniques, classroom management, teaching methods' and science methods.
Updated: Oct. 24, 2008