Search results for: K–12 classrooms

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.

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.

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.

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.