Search results for: Program effectiveness
Page 2/17 168 items
The present study investigated the effect of a mathematics and pedagogy course focused on conceptual understanding on one class of U.S. preservice elementary teachers' beliefs about mathematical knowledge. The course used the Lesh Translation Model to build conceptual understanding through multiple representations. While the change in beliefs from the beginning to the end of the course was investigated, this study also specifically investigated the change in beliefs arising from session activities concerning division by fractions. The course combined difficulties that students can have when taught procedurally, shown with example video, and conceptual understanding that students can display when taught with well-structured activities.
Updated: Sep. 04, 2016
The present study explores the tensions and challenges experienced by new teacher educators in higher education in England, large numbers of whom are coming directly from posts as schoolteachers. The study suggests that new teacher educators may inevitably default to an impoverished pedagogical model in the early stages of their practice, and argues that this is an area which warrants further consideration by the teacher education community as a whole.
Updated: Sep. 04, 2016
The purpose of this study was to examine the attitudes of mentors, mentees, and principals pertaining to the first year of mentoring in an induction program. The findings revealed that principals noted little concern with program components and appeared the most satisfied with the mentoring program as a whole. Subsequently, mentors had more positive attitudes than did mentees across grade span, and mentees at the elementary school level had the most positive attitudes among all mentees across grade span. In addition, it was most important to elementary school teachers to participate in mentoring, and also to observe veteran teachers as part of their mentoring activities.
Updated: Aug. 30, 2016
The purpose of this study was to examine the effectiveness of a program for children and young people who were bullied or at-risk of being bullied with older student mentors. The results revealed that mentored students reported higher levels of bullying and life satisfaction, and statistically significant higher levels of school satisfaction than the comparison group at the end of the school year. These findings suggest that the program was able to facilitate a relationship which made mentees feel better about school.
Updated: Aug. 09, 2016
This article reports on the knowledge for teaching mathematics of 294 pre-service primary teachers from seven Australian universities participating in a project aimed at establishing a culture of evidence-based improvement of teacher education. The authors discuss the relative difficulties of items on each of the three subscales. Furthermore, the authors examine the differences between the participants’ performances on each subscale and the overall scale according to level of education, previous mathematics study, course type, mode of study, and confidence to teach mathematics at the grade levels for which they were being prepared.
Updated: Jul. 28, 2016
Trajectories of Mentors’ Perceived Self-Efficacy during an Academic Mentoring Experience: What They Look Like and What are their Personal and Experimental Correlates?
In this study, mentors matched with college mentees evaluated their self-efficacy nine times, during their participation in an academic mentoring program.
Updated: Jun. 05, 2016
The Effects of a Short-term Professional Development Program on Physical Education Teachers’ Behaviour and Students’ Engagement in Learning
The study examined the effect of a short-term training programme οn in-service physical education teachers’ behaviour and students’ engagement in learning. The participants were 32 teachers, who were randomly divided into an experimental and a control group. The experimental group attended a two-hour lecture followed by a two-hour practicum, and showed significant improvement and learning of all the examined behaviours as well as significantly higher performance than the control group. Also, students of the experimental teacher group presented significantly greater activity time, more practice attempts and more successful ones than their peers in the control group.
Updated: May. 02, 2016
This study examines changes in preservice elementary teachers’ concern and perceptions about climate change after participation in an intervention situated in an elementary science methods course. Framing was used as a guiding principle for the curriculum development. The findings indicate that the framing approach was successful in promoting more scientific perceptions about climate change. Finally, this study provides preliminary support for the value of providing a careful framing of the topic of climate change within the context of the science methods course.
Updated: Mar. 20, 2016
Reflective Practice as “Enrichment”: How New Early Childhood Teachers Enact Preservice Values in Their Classrooms
This study followed a cohort of new early childhood teachers from preparation into their first year of teaching, giving voice to their challenges and triumphs, and insight into the elements of their preparation program which they continued to value and build on in their classroom practice. The findings revealed that participants’ perceptions on those elements of the program which best guided their decisions in practice, such as reflective thinking about their daily work and child observation and inquiry. Overall, although the participants expressed feeling less prepared in terms of specific curricula which aligned with their particular teaching settings, they seemed to feel most prepared in those skills that can be applied broadly across a wide variety of classrooms and educational contexts, such as observation, reflection, and differentiation.
Updated: Mar. 09, 2016
Intertwining Digital Content and a One-To-One Laptop Environment in Teaching and Learning: Lessons from the Time To Know Program
This research provides a comprehensive look at a constructivist one-to-one computing program’s effects on teaching and learning practices as well as student learning achievements. Findings indicated consistent and highly positive findings of the efficacy of a constructivist one-to-one computing program in terms of student math and reading achievement, differentiation in teaching and learning, higher student attendance, and decreased disciplinary actions.
Updated: Dec. 30, 2015