Search results for: Models
Page 3/20 192 items
Changing Pre-service Mathematics Teachers’ Beliefs about Using Computers for Teaching and Learning Mathematics: The Effect of Three Different Models
The purpose of this study is to determine the effect of three different computer integration models on Turkish pre-service mathematics teachers’ beliefs about using computers in mathematics education. The results indicated a remarkable change in beliefs within the Exploring Mathematical Relationships with Mathematical Software (EMReMaS) and Integrated Model (IM) groups concerning computer use in teaching and learning mathematics. Another significant result is that the beliefs of the students in the IM group are statistically higher than the ones from the EMReMaS group. The author suggests that pre-service mathematics teacher education programmes should give their students opportunities to learn about mathematical software and relevant instructional technologies and opportunities to use these technologies and software to design and implement reform-based mathematics lessons.
Updated: May. 01, 2016
Distinguishing Models of Professional Development: The Case of an Adaptive Model’s Impact on Teachers’ Knowledge, Instruction, and Student Achievement
In this article, the authors examine specific learning outcomes—notably, increases in teachers’ knowledge, changes in their practice, and the impact on student achievement—as a result of teachers’ participation in a situative-based, adaptive professional development (PD) program. The findings suggest that participation in the Problem-Solving Cycle (PSC) model of PD can support at least modest improvements in teachers’ knowledge and classroom instruction within a relatively short time frame. This study of the PSC highlights one way to examine the effectiveness of adaptive PD using longitudinal data and quantitative analyses. Based on those analyses, the PSC does appear to have the potential to substantially affect teachers’ knowledge and instruction and, perhaps, their students’ achievement.
Updated: Apr. 17, 2016
This article reported on a study focuses on student teachers’ evaluations of a university teacher training programme in the context of a university–school partnership model. This model was integrated for the first time into the academic programme of a university teacher education department in Israel. The presented local case of a clinical, practice-driven professional programme within a research university model reflects the dual structural complexity described above, both pragmatically -in terms of allotting appropriate resources- and politically -in terms of its academic recognition. In addition, the findings of this study suggest that besides bridging theory and practice, the university coordinator functioned as a legitimate mediator between the university and the workplace.
Updated: Dec. 07, 2015
Collaborative Application of the Adaptive Mentorship© Model: The Professional and Personal Growth within a Research Triad
This article aims to describe a qualitative action research study into the collective experiences of establishing a mentoring culture within a research triad consisting of a university professor together with a doctoral student and a master’s level student who served as research assistants (RA). The authors believe the establishment of the mentoring culture facilitated the identification of individual needs within the triad, which in turn allowed for increased confidence, adaptive support, and appropriate skills development necessary for all members to contribute to the successful completion of the project. The authors concluded that the application of the model to graduate RAships with multiple participants might lead to enhancement of working environments and professional growth due to multiple contact-points and exposures to specific tasks or skill-sets around which the work is organized.
Updated: Dec. 06, 2015
The present study applied an Integrated Triadic Model (ITM) to a social studies methods course and measured the extent that preservice teachers’ TPACK changed. The study also gathered beliefs about the effectiveness of course activities for developing TPACK. The application of the ITM created and enhanced course activities that contributed to the development of preservice teachers’ TPACK.
Updated: Nov. 10, 2015
This paper aims to briefly describe an apprenticeship model of clinical supervision. This model may be well suited to preparing Speech–language pathologists (SLPs) to significantly contribute to school teams serving children with autism spectrum disorder (ASD). The article presents a case illustration of the use of this model within university graduate program. It briefly discusses implications for pre- and post-professional education and development.
Updated: Nov. 02, 2015
Based on new cloud technology and related learning theories, this article presents a new e-learning model called the collaborative learning cloud to solve the problem of instructor–student imbalance in current e-learning applications, especially in China. The authors conclude that students can receive learning support services according to their needs from the collaborative learning cloud in which other students and instructors are connected with each other as a kind of virtual learning resources. By applying the knowledge modelling technique and the economic model of free market in the collaborative learning cloud, virtual resources can be dispatched in the most reasonable and effective way. This design alleviates the tension between limited instructional resources and too many learning support demands.
Updated: Oct. 28, 2015
This article aims to develop a deeper understanding of how to implement a professional development training strategy for the Adaptive Mentorship (AM) model. It also interested to explore how cooperating teachers used the model, not only to assist pre-service teachers in their development, but also to reflect on their role as a mentor. The findings reveal that by the end of the second year 84 percent of the cooperating teachers said they “did or mostly did” understand the AM model after the seminar. Less than half of the cooperating teachers recommended that the AM model should be used at seminar. Of the rest, while 21 percent were not in favor of the AM model being used, 37 percent would consider using it at seminar. The findings in this study suggest that for many cooperating teachers the notion of reciprocal development had not yet permeated their consciousness.
Updated: Sep. 21, 2015
Exploring a Community of Practice Model for Professional Development to Address Challenges to Classroom Practices in Early Childhood
This study examined whether and how an on-site and research–teacher community of practice model for professional development addressed challenges to classroom practices in a Head Start program. The findings revealed several challenges to classroom practice that aligned with previous research: existing practices did not always cohere with research-based practice, lack of planning between the lead and assistant teachers, and high teacher turnover. The authors suggest recommendations for establishing an on-site teacher-researcher community of practice model for professional development.
Updated: Aug. 12, 2015
Inclusion Seen by Student Teachers in Special Education: Differences among Finnish, Norwegian and Swedish Students
This paper describes various views of special teacher students towards inclusion. The specific aims were to see how these views can be seen as supportive or challenging for inclusion in schools. The results show that students in similar Nordic countries have different views about inclusion. Norwegian students mostly supported inclusion while the special teachers in Finland and in Sweden have more reservations. To sum up, Scandinavian countries are similar yet different. Teacher education needs to be a place to explore inclusion critically as well as a place to prepare for it.
Updated: Jul. 07, 2015