Search results for: Instructional strategies
Page 1/2 15 items
This article addresses a growing need to attend to the way teacher professional development (TPD) is enacted in today’s schools. The authors argue that that the physical presence of students is the missing variable in the majority of TPD efforts. In this article, they present a framework for administrators, teacher leaders, and teachers to either evaluate or initiate TPD in relation to levels of physical student presence.
Updated: Jul. 08, 2018
The purpose of this article was to derive a set of descriptive themes that pertained to the development of preservice teachers' mental models of learning and instruction. The findings highlight the importance of exploring preservice teachers' cause-effect conceptualizations.The authors point to several areas of potential concern in their mental model development. The authors believe that preservice teachers' mental models can be represented by a two-level structure.
Updated: Dec. 25, 2014
This study examined preservice teachers’ mental representations through drawing floor plans of an “ideal middle-level mathematics classroom.” Participants designed and described floor plans that encouraged the use of inquiry and hands-on activities and technology as instructional strategies. These floor plans also focused on student learning styles and individual needs, established a comfortable, organized and safe learning environment, demonstrated flexibility in grouping strategies, and encouraged communication between peers and with the teacher.
Updated: Sep. 22, 2014
Examining Physics Graduate Teaching Assistants’ Pedagogical Content Knowledge for Teaching a New Physics Curriculum
In this study, the authors investigated the pedagogical content knowledge that physics graduate teaching assistants developed in the context of teaching a new introductory physics curriculum, Matter and Interactions. This study shows the complexity of adopting curriculum reforms and the necessity to support the faculty’s and teaching assistants’ knowledge development when a novel science curriculum is adopted.
Updated: Feb. 27, 2013
The current study compared the child development content knowledge gains of two classes of undergraduate preservice early childhood teachers. Some of the preservice teachers taught child development with case-based instruction and some of them taught the same content with traditional didactic instruction. The study also sought to determine if students' level of prior knowledge interacted with the type of instruction they received.
Updated: Dec. 27, 2012
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 Use of Evidence-Based Instructional Strategies in Special Education Settings in Secondary Schools: Development, Implementation and Outcomes
This study examined the level of implementation of evidence-based practices by teachers after they participated in a unique training program aimed at enhancing the use of evidence-based practices. The results indicate that five months post-training, 62% of the evidence-based strategies had been implemented and these levels were maintained 13-months post-training.
Updated: Dec. 15, 2009
The study explored whether online professional development courses with different levels of support have different impacts on teacher outcomes. Variations of an online course for middle school algebra teachers were created for four experimental conditions. All conditions showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices.
Updated: Jul. 06, 2009
The purpose of this study was to better understand prospective elementary school teachers’ motivations for working with fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional practices might be related to any changes detected in their motivations. 85 education students were given a motivation questionnaire at the beginning and end of the semester, and observations were made of the 9 days when fractions were taught.
Updated: Jun. 11, 2009
This paper examines a 2-year process of integrating Lesson Study—a form of teacher-led professional development—into an introductory course on the principles of teaching for students majoring in early childhood education. The course is taught in conjunction with beginning practicum work in area schools.
Updated: Jun. 10, 2009