Search results for: Teaching and learning
Page 2/5 44 items
Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers
In this article, the authors aimed to document how they are teaching the course and to share examples of what students are learning. They describe a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. The course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. The authors conclude that integrating physics and literacy learning can help students perceive science to be an ideal context to foster learning across the disciplines.
Updated: Sep. 09, 2014
Learning to Integrate New Technologies into Teaching and Learning through a Design-based Model of Professional Development
This article argues that in order for teachers to be prepared to use such technologies, the structure of teacher professional development (TPD) is critical. The Teaching Using Technology Studio was designed as a design-based professional development program for sixteen upper elementary teachers in California. This study addressed the following question: What is the impact of a design-based TPD model on teachers’ knowledge, attitudes and behaviors regarding integration of technology into teaching and learning? Data analysis showed significant changes in teachers reported knowledge and integration of technology into teaching, an increase in technology literacy of teachers and students, and students’ use of technology for learning.
Updated: Jun. 23, 2014
This work presents an integrative review on school climate research. The review focuses on five essential dimensions of school climate: Safety, Relationships, Teaching and Learning, Institutional Environment, and the School Improvement Process.
Updated: May. 25, 2014
This qualitative study examines seven pre-service teachers’ epistemological beliefs, their beliefs about learning and teaching, and their perceptions about the use of ICT. Seven pre-service teachers attending a one-year Postgraduate Diploma for Education program at the National Institute of Education in Singapore were randomly selected to participate in this study. The findings suggest that pre-service teachers’ beliefs about learning seem to align with their epistemological beliefs, while their beliefs about teaching are inconsistent with their epistemological beliefs. On the other hand, the pre-service teachers in this study would use ICT in ways that are more aligned with their beliefs in teaching rather than their beliefs in learning.
Updated: Feb. 05, 2014
Reflection on the Teaching-Learning Process in the Initial Training of Teachers. Characterization of the Issues on which Pre-service Mathematics Teachers Reflect
The purpose of this article was to highlight the issues of the reflections of pre-service mathematics teachers in their learning portfolio about the teaching-learning process taking place in a university teacher-training classroom. The pre-service teachers referred more to Teaching than to Learning. The pre-service teachers found that the knowledge learned is difficult to apply.
Updated: Aug. 29, 2012
In describing state policy environments along several dimensions, the authors examine which types of policies are more or less influential in moving teachers into the types of professional development that research has shown to be most effective for improved teaching and learning. The authors conclude that both state- and school-level policy environments are associated with teachers taking high-quality professional development, but these findings are most pronounced in high-stakes subject areas.
Updated: Nov. 01, 2011
This article investigates teaching and learning science from two different perspectives transformative, aesthetic experience and a cognitive, rational framework. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts.
Updated: May. 13, 2011
Teaching Together and Learning Together – Primary Science Student Teachers’ and Their Mentors’ Joint Teaching and Learning in the Primary Classroom
This article examines what and how primary science student teachers and their mentors learn from planning and reflecting together on each other’s science lessons for pupils aged 7–9. Throughout the process of teaching and reflecting together the student teachers and the mentors expressed several specific examples of their joint learning.
Updated: Dec. 03, 2010
This paper explores compassionate listening as a creative spiritual activity. Such listening recognizes the suffering of others in ways that open up possibilities for healing and transformative communication. The article mixes some of the basic ideas of Eastern thought revolving around the image of the Bodhisattvas. The article concludes that we can only relieve suffering if we attend carefully to the needs, desires, interests, and purposes of others and respond in terms of their best possibility in the situation.
Updated: Nov. 23, 2010
This article discusses the questions of whether and how technologies have influenced teaching and learning, and what paths are open (and closed) for future impact. The authors argue that technologies have fundamentally transformed schools – but not in ways anticipated by classroom technology enthusiasts. The authors propose a contrast between technologies for learning and technologies for learners to explain how technologies influence teaching and learning in and out of schools. The article considers how these contrasting models of technology use will come to shape schools and learning in a pluralistic society.
Updated: Feb. 21, 2010