Search results for: Models
Page 2/20 193 items
In order to overcome the pedagogical limitations in distance learning environments and to lead the process of change and innovation by means of distance teaching and learning, the 'Mediating Teacher' Model for Distance Teaching and Learning was developed and tested on Israeli high-school students in the framework of the present writer's doctoral dissertation during the years 2010-2015. According to this model, in addition to the distance teacher, a 'mediating teacher' is present in the classroom. From the writer's own personal experience with the project, both the high-school teachers and the students display a great deal of interest in and satisfaction with the course.
Updated: Jan. 30, 2017
21st Century Change Drivers: Considerations for Constructing Transformative Models of Special Education Teacher Development
In this paper, the authors briefly address persistent and unresolved challenges. They identify contemporary change drivers, and discuss ways in which teacher education professionals could leverage the drivers to inform the development of 21st century models for special education teacher development aimed at improving outcomes for students with disabilities.
Updated: Jan. 30, 2017
Features of Effective Professional Learning: A Case Study of the Implementation of a System-Based Professional Learning Model*
This research broadly focuses on two distinct concerns: the first relates to what constitutes high-quality professional learning; and the second relates to the implementation of professional learning at the classroom level. This paper addresses each of these concerns by identifying the features of effective professional learning: focus, learning components, feedback, collaborative practices, temporal elements and coherence. The analysis of the three-case study schools suggests that the greatest benefit of system-based professional learning is the level of coherence it can provide.
Updated: Jan. 09, 2017
This study aimed to construct and validate a tool to measure the supportive behaviors of mentors participating in school-based mentoring programs. The mentor behavior scale (MBS) was developed drawing on the premises of the mentoring sociomotivational model. The questionnaire has good internal consistency coefficients and adequate factorial structure, with the exception of the factor autonomy support. Moreover, three dimensions of the MBS predict mentoring relationship quality and the perceived usefulness of the intervention.
Updated: Jan. 01, 2017
The notion of the continuum is applied to special education in diverse contexts across many nations. This article explores its conceptual underpinnings, drawing on a systematic search of the literature to review recurring ideas associated with the notion and to explicate both its uses and shortcomings.
Updated: Dec. 06, 2016
Final Thesis Models in European Teacher Education and Their Orientation towards the Academy and the Teaching Profession
The present study concerns different final thesis models in the research on teacher education in Europe and their orientation towards the academy and the teaching profession. The author found that in scientific journals, 33 articles support the occurrence of three models: the portfolio model, with a mainly teaching-professional orientation; the thesis model, with a mainly academic orientation; and the action research model, related to both orientations. All models had some relationship with both orientations.
Updated: Dec. 06, 2016
Over the last two years, a unique model for exploring teaching and learning has been created at Achva Academic College. This model, which is based on brain research findings and is called 'The Achva Neuropedagogy Model', focuses on teachers' teaching processes and on pupils' learning processes. It works toward implementing the brain research findings so as to ameliorate teaching and learning via a dialogue between neuropedagogy and educators, teachers, and principals. The experts, who hail from the fields of psychology, pedagogy, and brain research, present educators with relevant biological-neurological-psychological information, and the educators propose possible applications based on this information.
Updated: Dec. 04, 2016
The Development of an Implementation Model for ICT in Education: An Example of the Interaction of Affordances and Multimodality
This article explores issues staff and students in initial teacher education (ITE) organisations faced in implementing a series of information and communication technology (ICT) projects.To help those implementing ICT projects in education to unravel the nature of these interactions, the authors used their cross-case analysis to develop an implementation model. The model is based on data from a national evaluation of ICT-based projects in initial teacher education, which included a large-scale questionnaire survey and six in-depth case studies.
Updated: Nov. 28, 2016
This article aims to provide a concrete illustration of a practice-based teacher education strategy. This strategy applied to the preparation of high school biology teachers learning to enact lab lessons that enhance opportunities for students to engage in reasoning with scientific concepts. The authors conclude that the tools of the bridging approach presented in the article—the heuristic goal system and the teaching impact analysis— allow teachers to construct their own authentic representations of the components of their practice and the values and goals that hold their practice in place. As a result, the path to improvement can be made both concrete and attainable.
Updated: Nov. 01, 2016
The purpose of this study was (a) to examine the manner in which teachers who were experiencing the implementation of an organisational reform perceived their own professional development process, and (b) to observe the manifestations of these perceptions in the development patterns exhibited among the teachers. The findings identified two dimensions that characterise teachers’ professional- development perceptions and goals: teachers differ from each other in terms of the source of their motivation for professional development (intrinsic or extrinsic), and in the type of development they aim for (lateral or vertical).
Updated: Jul. 12, 2016