Search results for: K–12 classrooms
Page 1/3 27 items
The article explores the theoretical underpinnings surrounding quality teaching in online settings as well as practical considerations for what teachers should know and be able to do in online environments. The authors examine state level policy from across the nation aimed toward establishing mechanisms to ensure online teacher quality.
Updated: Aug. 25, 2014
In this article, the authors discuss what K-12 teachers should know about blended learning environments. This review suggests that effective teacher preparation for blended instruction must integrate three broad components—contextual, instructional, and technological—each of which is closely aligned with common instructional design processes familiar to most teachers.
Updated: Aug. 25, 2014
The present article explores how researchers’ social identities influence data gathered through ethnographic research in multiracial K-12 educational settings. The authors examine how the processes of conducting, interpreting, and analyzing ethnographic fieldwork are impacted when researchers belong to marginalized social groups. The authors suggest that researchers can act as critical participants to create opportunities for dialog about racism, sexism, and other inequities in educational settings.
Updated: Jan. 19, 2014
This article presents a technology integration model designed to assist pre-service teachers to learn meaningful uses of technology in K-12 classrooms. The authors define five essential characteristics necessary for pre-service teacher education: (a) providing concrete experience, (b) promoting reflection, (c) assisting knowledge application to actual practice, (d) creating communities of learners, and (e) developing Technological Pedagogical and Content Knowledge.
Updated: Jun. 13, 2011
The current study of 54 articles from the research literature examines how argument interventions promote scientific literacy. Articles were classified across three domains to determine structural patterns of the various argument interventions. The three orientations toward argument instruction are discussed in light of the epistemic nature of science and scientific literacy. The orientations can serve as an opportunity to refine understanding of argument interventions, particularly with regard to the pursuit of scientific literacy.
Updated: Feb. 21, 2011
The current study examined teacher-learners’ use of video production in their K-12 classrooms and connections between students’ content learning and teacher-learners’ practice. Findings demonstrated positive content learning outcomes as measured by objective tests, rubrics, and anecdotal evidence. Integrating video production facilitated connections to content, student motivation and engagement, the use of alternative assessment, and shifts in teacher identity. The study concludes that video production, when understood as an instructional strategy and not as an object of study, has an important role to play in K-12 content learning.
Updated: Oct. 20, 2010
The purpose of the study was to examine relationships between 10th-grade science proficiency and school context factors related to school environment, courses, and teachers. The moderating or interaction effects were examined for the school demographic composition variables of free/reduced lunch and minority percentages on variable relationships with science proficiency scores. This study suggests that teacher quality in high poverty, majority-minority school settings remains an important policy target for reform and improvement.
Updated: May. 30, 2010
In this article, the authors discuss three trends that are reshaping our world and the ways we get work done. The authors then discuss the implications of these trends, both for how we educate our young and how we train and develop our teachers. To that end, the authors propose an approach to teacher training and professional development situated entirely in K-12 schools. The authors outline design principles for such an approach. The authors illustrated with examples from the High Tech High Graduate School of Education.
Updated: Mar. 14, 2010
This paper explores the role of online discussion in the ways it fosters critical literacy by analyzing the online discourse of the teachers in an online literature course. The 13 participants were mostly in-service teachers in K-12 settings throughout New England. Implications relating to both the online nature of teaching and the various strategies to foster critical literacy in everyday classrooms are described.
Updated: Feb. 21, 2010
This study examines the knowledge of 596 K-12 online teachers with respect to three key domains as described by the TPACK framework: technology, pedagogy, content, and the combination of each of these areas. Findings indicate that knowledge ratings are highest among the domains of pedagogy, content, and pedagogical content, indicating that responding online teachers felt very good about their knowledge related to these domains and were less confident when it comes to technology.
Updated: Feb. 21, 2010