Search results for: Reviews of the literature
Page 8/11 108 items
This article describes a review of publications in Teaching and Teacher Education over ten years (2000–2010) on teacher professional development. The article concludes that what underlies the thematic emphasis of the studies reviewed is a recognition that teacher learning and development is a complex process. This process brings together a host of different elements and is marked by an equally important set of factors. But also, that at the center of the process, teachers continue to be both the subjects and objects of learning and development.
Updated: Sep. 27, 2011
In this paper, the author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. The author used several research questions to organize this review. In the end, the author concludes his comments from the review regarding these questions.
Updated: Sep. 27, 2011
This article reviews the existing literature on mathematics coaching. The paper focuses on coaches, their work, their preparation, the conditions needed for an effective coaching program, and the impact of coaching in US schools.
Updated: Jul. 26, 2011
In this article, the authors present the construction of a conceptual guide for teacher education faculty considering various experiences. The guide assists in the selection of the most appropriate learning experiences in order to achieve the specific intended goals of the faculty member. The conceptual guide addresses three main elements of technology experiences: approaches, technology content goals, and the broader context.
Updated: May. 29, 2011
Attention has been directed toward extended school time as a measure to improve academic achievement. past reviewers have argued that any positive relation between allocated time and achievement is tentative and instructional quality needs to be addressed first. After a comprehensive search of the literature, 15 empirical studies of various designs conducted since 1985 were found. The findings suggest that extending school time can be an effective way to support student learning.
Updated: Feb. 28, 2011
The present systematic review of algebra instructional improvement strategies identified 82 relevant studies with 109 independent effect sizes representing a sample of 22,424 students. Five categories of improvement strategies emerged: technology curricula, nontechnology curricula, instructional strategies, manipulatives, and technology tools. All five of these strategies yielded positive, statistically significant results.
Updated: Feb. 24, 2011
The goal of this review was to summarize studies that examined the effects of coaching on improvements in preservice and in-service teachers' implementation of evidence-based practices. The authors identified a total of 13 studies from the 20 years of literature they searched. The results show that coaching improved the extent to which teachers accurately implement evidence-based practices in classrooms or practicum settings. The article suggests implications for preservice and in-service teacher education.
Updated: Jan. 23, 2011
The purpose of this project was to review existing literature and draw on two longitudinal research studies to understand the functions and uses of silence in everyday classroom practice. This article seeks to add to educators’ and researchers’ tools for interpreting classroom silence. The author concludes that an understanding of the meanings of silence through the practice of careful listening and inquiry shifts a teacher’s practice and changes a teacher’s understanding of students’ participation. The author suggests that teachers redefine participation in classrooms to include silence.
Updated: Nov. 23, 2010
The authors reviewed all peer-reviewed studies with participants from preschool to Grade 8 for this meta-analysis of morphological interventions. Results indicate that (a) morphological instruction benefits learners, (b) it brings particular benefits for less able readers, (c) it is no less effective for younger students, and (d) it is more effective when combined with other aspects of literacy instruction. Implications of these findings are discussed in light of current educational practice and theory.
Updated: Nov. 02, 2010
Our Teachers Want To Be the Best: On the Necessity of Intra-Professional Reflection about Moral Ideals of Teaching
Teaching is a significant social good and therefore teachers as well as the state have to take responsibility for guarding the moral quality of the teaching practice. Based on this premise, the article describes and defends the view that these parties have their own particular role by means of literature review and theoretical and practical arguments. The authors’ first claim is that the role of the state is necessarily limited to articulating the minimal moral rules and obligations. The authors’ second claim is that teachers have to take responsibility for defining the optimal dimension of their professional morality. The article ends with some practical implications of the theoretical exposé.
Updated: Oct. 12, 2010