Search results for: Student attitudes
Page 9/19 184 items
A Mixed Methods Comparison of Teacher Education Faculty Perceptions of the Integration of Technology into their Courses and Student Feedback on Technology Proficiency
The authors compare the results from previous studies on pre-service teacher technology integration and faculty perceptions of technology integration within the teacher education program at a medium-sized Midwestern university to the account for the self-reported lack of confidence pre-service teachers have integrating technology into their teaching. It was determined that the policies of the College as displayed through faculty perceptions and actions were producing students who were competent in the use of technology, but who were not then integrating technology during their student teaching at the level expected by the College.
Updated: Jun. 05, 2013
Modeling the Interrelationships among Pre-service Science Teachers’ Understanding and Acceptance of Evolution, Their Views on Nature of Science and Self-Efficacy Beliefs regarding Teaching Evolution
The authors proposed a path model of relationships among understanding and acceptance of evolution, views on nature of science, and self-efficacy beliefs regarding teaching evolution. The findings reveal that the higher level of understanding of evolution was related to the higher level of acceptance of evolution. Besides, higher levels of both understanding and acceptance of the theory and naïve views on NOS were found to be associated with stronger self-efficacy beliefs for teaching evolution effectively.
Updated: May. 29, 2013
The paper describes how field studies can be useful in teacher education. Students teachers participated in a specialty area called Play, learning and development. During this activity, the student teachers collected data about their own and young children's experience and perception of the outdoor environment. The results showed that the student teachers were positive about the involvement of children, teachers, and parents in the data collection process. They also perceived that their knowledge had increased about children's ways of using the outdoor space.
Updated: May. 28, 2013
The authors empirically examine the impact that students’ backgrounds, academic experiences, and attitudes have on their likelihood of selecting a STEM major in college. The findings revealed significant effects in relation to race, academic preparation, attitudes and dispositions toward math and science, college choice considerations, and postsecondary experiences.
Updated: Apr. 28, 2013
Bridging the Gap Between Preservice Early Childhood Teachers’ Cultural Values, Perceptions of Values Held by Scientists, and the Relationships of These Values to Conceptions of Nature of Science
This study examined preservice teachers’ views of their own cultural values, the cultural values they believed scientists hold, and the relationships of these views to their conceptions of nature of science (NOS). The authors found that from the beginning to the end of the semester, preservice teachers perceived fewer differences between their own cultural values and those they perceived scientists held, though they did not change their own cultural values.
Updated: Apr. 22, 2013
This paper reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students’ perceptions, about their classroom environments. This case study helped the authors to gauge the extent to which action research based on students’ perceptions of the learning environment was useful in guiding teachers’ improvements of their classroom learning environments.
Updated: Mar. 24, 2013
Student Response Systems in the College Classroom: An Investigation of Short-term, Intermediate, and Long-term Recall of Facts
The author investigated the effects of student response system (SRS) use during lecture-style instruction on short-term, intermediate, and long-term retention of facts in an undergraduate teacher preparation course. Findings regarding short-term recall were mixed, while performance on quiz questions testing intermediate and long-term recall were significantly improved with use of the SRS.
Updated: Feb. 27, 2013
The purpose of this study was to examine the schooling experiences of five Black college reentry mothers. This study also aimed to explicate the ways in which the participants theorize and make meaning of the complexities of their lives, particularly in regard to the intersections of race, college reentry, and motherhood. The findings reveal that the participants believed their college reentry served as counterpoint to the three stereotypes about Black mothers discussed in this article: the mammy, the matriarch, and the welfare mother/welfare queen.
Updated: Feb. 26, 2013
Hopes and Fears for Science Teaching: The Possible Selves of Preservice Teachers in a Science Education Program
The goal of this study was to explore science preservice teachers’ views of themselves as a future teacher, in particular their hopes and fears for science teaching and the experiences that help to shape their possible selves. Eleven preservice teachers who enrolled in a secondary science teacher preparation program participated. Findings showed six categories of future selves with the most frequent category being for effective/ineffective science teaching.
Updated: Jan. 28, 2013
Their Portfolios, Our Role: Examining a Community College Teacher Education Digital Portfolio Program From the Students' Perspective
In this article, the authors describe an implementation of digital portfolio development for all of the preservice early childhood educators registered in the infant-toddler and preschool–early elementary programs at a large, urban community college. Three years after implementation of the program, the authors conducted survey research to assess our students' perceptions of their preservice digital portfolio and their experience constructing it.
Updated: Dec. 30, 2012