Search results for: Program effectiveness
Page 7/17 168 items
In this article, the authors examine the degree of effectiveness in the application of the tutorial action programme at the University of Alicante. The results demonstrated that the tutorial intervention has adapted to students in accordance with their training process, as they need different study techniques as well as different cognitive and attitudinal learning strategies depending on the degrees and on their own personality. The tutorial spaces also generated an atmosphere where reflection was permanently encouraged.
Updated: Mar. 04, 2013
This qualitative study describes how the coach program works and analyzes key aspects that may explain its positive relationship with college enrollment outcomes. Interviews were conducted between the spring of 2006 and spring of 2007 with nine current and former college coaches, two postsecondary specialists, and 30 high school seniors in two coach schools, which serve students who are predominantly African American or Latino and low-income.
Updated: Feb. 27, 2013
Impact of Curriculum Training on State-Funded Prekindergarten Teachers' Knowledge, Beliefs, and Practices
This study examines the impact of an 8-week curriculum course on state-funded prekindergarten teachers' knowledge about developmentally appropriate curriculum, their beliefs about best practice, and their actual observed classroom instructional performance. Nine teachers attended the course and were evaluated before and after the training. A control group of 8 teachers was also assessed during the same time frame. The impact of this focused professional-development initiative was not mediated by the participating teachers' level of education.
Updated: Dec. 30, 2012
This study aimed to explore the relationship between student teachers’ sense of efficacy and their teaching concerns. The participants were three hundred and thirty-nine prospective teachers enrolled in the secondary science and mathematics education departments of two universities in Turkey. Two instruments were used to collect data: ‘Teachers’ Concerns Checklist’ and Teachers’ Sense of Efficacy’. The results of this study reveal that pre-service teachers in this study had moderate senses of efficacy in terms of their efficacy in student engagement, instructional strategies and classroom management.
Updated: Dec. 04, 2012
Prospective Teacher Beliefs about Liberative and Oppressive Mathematics Teaching Practices: A First Step toward Equitable Instruction
The current paper reports findings from a study conducted within a teacher education program to help highlight the importance of equitable instruction of mathematics for all students. The researcher developed four scenarios of her oppressive and liberative teaching practices. Prospective teachers were then asked to write scenarios describing their oppressive and liberative teaching practices. Results showed that prospective teachers found it easier to write liberative teaching practices of themselves than oppressive examples.
Updated: Oct. 22, 2012
Training Teachers to Use Pivotal Response Training With Children With Autism: Coaching as a Critical Component
This investigation examined the efficacy of a 6-hour group workshop plus individual coaching for training 20 teachers to use PRT. Results indicate that the workshop alone was only effective in training 15% of the teachers to meet mastery criteria for PRT. The majority of teachers, however, showed additional improvement following individual coaching.
Updated: Sep. 27, 2012
Effects of Inservice Teacher Training on Correct Implementation of Assessment and Instructional Procedures for Teachers of Students With Profound Multiple Disabilities
A multicomponent training package (live training, video modeling, role playing, and feedback) was used to train teachers to conduct assessment and to instruct students with profound multiple disabilities. The first part of the study involved training seven teachers to conduct assessment in three areas: (a) preference assessment, (b) controlled body movement assessment, and (c) access skill assessment. Four teacher-student pairs from the first part of the study participated in the second part, where teachers were trained to use one of instructional strategies.
Updated: Sep. 27, 2012
This study aimed to explore how a professional development cohort functions as a resource for new teacher support. The authors analyzed the data by using Wenger’s (1998) Communities of Practice social learning framework. The authors analyzed observation field notes of a single cohort which documented by the second author during one school year. The findings reveal three key insights for relating Wenger’s theory particularly to new and alternatively certified teachers in urban group induction experiences.
Updated: Sep. 12, 2012
In this evaluation study, the authors compared the effectiveness of a distance and an on-campus teacher education program for teachers of students with severe disabilities. Teacher candidates in the distance cohort received the same program of study as candidates in the on-campus program except that the coursework was delivered through videoconferencing technology instead of traditional, face-to-face instruction. The results indicate that there were no significant differences between students in the distance and on-campus teacher education cohorts on the measures of learning.
Updated: Aug. 30, 2012
Intensive Mentoring that Contributes to Change in Beginning Elementary Teachers’ Learning to Lead Classroom Discussions
In this article, the authors examined whether intensive mentoring program that is devoted to a specific and important aspect of teaching can have an effect on classroom practice. The authors compared between two groups of beginning teachers.The results show that teachers in the district treatment group improved as compared to a similar group of beginning teachers in the district who did not participate in the treatment.
Updated: Aug. 29, 2012