Search results for: Models
Page 19/20 192 items
This study examined the teacher work samples of 197 student teachers to determine their level of technology integration during student teaching. Findings indicated that most student teachers planned to use some kind of technology, although only 40% planned to include computers and less than 20% planned for the use of computers by students.
Updated: Jun. 01, 2008
The article describes a model for skills instruction and implementation of scientific communication. The modular model offers explicit instructions, content integration, contextual practice, and performance tasks. The study explored how science teachers implemented the model for two years. Results sow that teachers customized the program and experienced
Updated: Apr. 08, 2008
Model for teacher mentoring of poor and minority children: a case study of an urban Israeli school mentoring program
The article is written for a fourfold purpose. First, it identifies effective ways to mentor poor minority students towards academic success. Second, it reviews literature on mentoring, as it pertains to this population. Third, it details a case study of an urban Israeli school-mentoring program, and fourth, it highlights and discusses changes that must be made by schools. In order to establish effective mentoring programs.
Updated: Mar. 20, 2008
The article describes a teacher education model that provides a resolution of conflicts resulting from innovative pedagogical theories and their antiquated and inequitable use in school environments. The model can also be used to develop teachers' professional knowledge.
Updated: Feb. 26, 2008
The article describes a report by a science teacher and her mentor, in which a learning cycle model was developed to bridge research and practice in universities and public schools. The model provides teachers with the opportunity to conduct research in scientific laboratories, and then design teacher driven research projects for their students. Students perform science research via their teachers' lessons, and scientists and educators create new questions centered on teaching and learning in authentic scientific environments.
Updated: Feb. 19, 2008
The article describes a cross-cultural professional development model, in which science teachers were mentored by university science education professors from Australia and the United States. The study revealed the importance of one-to-one mentoring; the importance of understanding science content, and the importance of working from the predispositions of the teachers as essential components of effective professional development.
Updated: Feb. 17, 2008
A view of science education is presented from the perspective of art and aesthetics. The authors present a pedagogical model focused on fostering transformative aesthetic experiences, involving methods of crafting ideas out of concepts and methods of modeling and scaffolding transformative aesthetic experiences.
Updated: Jan. 28, 2008
A two-year project was introduced to Hong Kong kindergarten teachers where they were asked to created collaborative videos about models of good practices, following effective teaching episodes with peer teachers. Findings suggest that the use of a collaborative project activated the teachers' creativity and sensitivity in giving the children's learning a first priority in their pedagogy.
Updated: Jan. 24, 2008
Transforming Universal Design for Learning in Early Childhood Teacher Education from College Classroom to Early Childhood Classroom
The article describes studies regarding the application of Universal Design for Learning in early childhood education, which follows teachers from college classroom theory to practice as preservice teachers. According to the authors, the model is designed for diverse populations including students with special needs. Two studies were conducted in order to understand how preservice teachers understand and use the model for lesson planning.
Updated: Jan. 24, 2008
The article discusses school linked models for teacher education in England, France, Germany, the Netherlands and Sweden, and what, if any, are the consequences of the models in terms of teacher quality. The authors note a substantial variation between countries in terms of integration between the institution and the school, emphasis on practical learning, embedding of teacher education and duration of teacher education.
Updated: Jan. 16, 2008