Search results for: K–12 classrooms
Page 2/3 28 items
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
In this paper, the authors will present results from a study carried out in one Norwegian municipality among teachers taking part in a two-year intervention study. Seventy-four 8th and 9th grade teachers at six lower secondary schools in one municipality participated in the study. Teachers report that the transition from Elementary to Lower secondary school is problematic for approximately 30% of the pupils. About 70% of the teachers report that 25% or more of pupils transitioning to Grade 8 lack academic experiences and skills and have problems following directions.
Updated: Jan. 31, 2010
Towards Collective Work and Responsibility: Sources of Support within a Freedom School Teacher Community
Alternative and parallel schooling contexts provide educational experiences for U.S. K–12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as “servant-leader interns” are the teachers in this context. In this article, the author examines the nature of the various ways in which servant-leader interns were supported in their development as teachers both at the national training institute and at their local site.
Updated: Dec. 23, 2009
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
This study investigates the demographic nature and experiences of K–12 online teachers. Findings show that online teachers are experienced in the traditional classroom, as indicated by their years of experience and the level of their advanced degrees. These teachers seek a better means to engage with students and a greater sense of community. Furthermore, they also look for the ability to teach without the constraints of traditional teachings, such as a bell schedule or issues of classroom management.
Updated: Jul. 02, 2009
Teacher Participation in Online Communities: Why Do Teachers Want to Participate in Self-generated Online Communities of K-12 Teachers?
The purpose of the study was to examine reasons for teacher participation in online communities of K-12 teachers. The following research question guided this study: Why do teachers want to participate in self-generated online communities of teachers? These online communities of teachers are communities of practice in online environments. 23 teachers participated in the study. The findings indicated five reasons for participation: (a) sharing emotions, (b) utilizing the advantages of online environments, (c) combating teacher isolation, (d) exploring ideas, and (e) experiencing a sense of camaraderie.
Updated: May. 21, 2009
In this study, the author examines the outcomes of the use of a project-based online Professional development (PD) approach with in-service teachers of K-12 students with disabilities. The findings from the qualitative study indicate that each of the four student participants improved in the area of performance that was targeted by the teachers' PD.
Updated: May. 13, 2009
Using Technology as a Tool for Learning and Developing 21st Century Citizenship Skills: An Examination of the NETS and Technology Use by Preservice Teachers With Their K-12 Students
This longitudinal 5-year study explored work samples and reflections of elementary and secondary preservice teachers in a graduate teacher education program. The study examined (a) to what extent did preservice teachers integrate technology into their instructional planning? (b) to what extent did K-12 students use technologies as a result of preservice teachers’ instructional designs? Findings indicated 85% of preservice teachers integrated technology skills and knowledge in instructional practice with their K-12 students.
Updated: May. 04, 2009
This action research project focuses on expected and unexpected outcomes of eighth-grade students working in teams to teach younger students about Japan. The author's purpose was to find out if and how teaching younger students affected eighth graders in her K-8 inner city public school. She was also interested in whether and how the project affected the school community.
Updated: Mar. 17, 2009
Technological Pedagogical Content Knowledge in Action: A Case Study of a Middle School Digital Documentary Project
In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K–12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively integrate technology in classroom work. This case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project.
Updated: Dec. 29, 2008