Search results for: Secondary schools
Page 5/6 51 items
Changes to a Chinese pre-service language teacher education program: analysis, results and implications
The article examines a research study into the Chinese primary and secondary schools reforms, regarding English instruction. This project was developed in two stages: first, it sought data from in-service English teachers, using questionnaires and interviews with English teachers from schools differentiated by geographical context and system; and second, these data were used to inform the design of a new pre-service English teacher education program.
Updated: Aug. 27, 2008
Researchers examined roles and actions of members of 'co-teaching' teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93[percent] of observed intervals; special educators presented material in less than 1[percent] of observed intervals.
Updated: Jul. 20, 2008
An examination of knowledge prioritisation in secondary physical education teacher education courses
The article describes a study designed to examine which knowledge is prioritized by student-teachers, school-based mentors and university tutors, working on three secondary education physical education teacher education courses. Results reveal that content knowledge was seen as having greater importance for student-teachers and mentors. University tutors conceptualized knowledge more broadly. The authors suggest that student-teachers may focus excessively on subject content knowledge and not enough on other knowledge bases.
Updated: Mar. 31, 2008
The article describes a content area reading and writing course designed for secondary preservice teachers who are in a wide range of disciplines. Most students have not completed a methods course modeling integration of technology that demonstrates possibilities for their own classroom teaching. The course is designed for multiple objectives emphasizing the uniqueness of each subject and the need to construct a technology model that is discipline specific.
Updated: Mar. 25, 2008
This article draws on Czech teachers’ ideas about multicultural education at a time when the teaching of multicultural education has become obligatory for primary and secondary schools. The authors present results of a qualitative research study of Czech teachers’ ideas about multicultural education.
Updated: Mar. 23, 2008
The Impossibility of Minority Ethnic Educational ‘Success’? An Examination of the Discourses of Teachers and Pupils in British Secondary Schools
This article argues that in Britain dominant educational discourses of ‘the ideal pupil’ exclude minority ethnic pupils and prevent them from inhabiting a position of authentic ‘success’. It suggests that ‘the successful pupil’ is a desired yet refused subject position for many minority ethnic young people – even for those who are (to some extent) performing educational success.
Updated: Mar. 23, 2008
The study explores major factors effecting mentoring support in China and investigates first-year secondary school teachers. Findings revealed that mentors provide four forms of support: provision of information, mutual lesson observation, collaborative lesson preparation and discussion in the office. The focus of mentoring tends to be on teaching content rather than curriculum or pedagogy.
Updated: Mar. 20, 2008
The article contradicts the notion that teaching and learning in practice are forms of applied science. Using middle school science classrooms, the authors argue that the true process driving both teaching and learning is inquiry. As teachers experimented directly with the working notions of seeing, relational knowing, mindful embodiment, and assessment as interrelated and interdependent with inquiry, the teaching/learning outcomes authorized more and more inquiry in teachers' - and then students' – practices.
Updated: Mar. 14, 2008
The study describes an apprenticeship course designed to provide preservice secondary science teachers opportunities to engage in an authentic, extended, open-ended scientific inquiry. The model included placing preservice teachers with scientists in expert/novice roles where each teacher would be actively engaged in constructing knowledge. Findings indicated that participants acquired scientific skills and content knowledge; however, they expressed limited use of these in their classrooms.
Updated: Feb. 19, 2008
Regardless of learning style preference, the use of case study was found to be the preferred learning method. These findings were the result of a study conducted on students enrolled in elementary/secondary science methods course. Students completed a survey indicating their learning style preference and rated the eight identified teaching methods used throughout the semester for effectiveness.
Updated: Feb. 19, 2008