Search results for: Program implementation
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In this study, the authors were interested to understand how lesson study (LS) protocols were adapted to suit local school conditions and contexts and the kinds of problems and constraints the schools faced in the implementation process. The Sixty-four schools responded to three survey questionnaires. The findings reveal that 56 schools implemented LS. Twenty-nine schools indicated that they would definitely continue implementing LS. The results show that in 22 schools LS was initiated by school leaders such as principals and vice-principals.
Updated: Jan. 21, 2013
Their Portfolios, Our Role: Examining a Community College Teacher Education Digital Portfolio Program From the Students' Perspective
In this article, the authors describe an implementation of digital portfolio development for all of the preservice early childhood educators registered in the infant-toddler and preschool–early elementary programs at a large, urban community college. Three years after implementation of the program, the authors conducted survey research to assess our students' perceptions of their preservice digital portfolio and their experience constructing it.
Updated: Dec. 30, 2012
Master's Programs in Israeli Colleges of Education: A New Learning Opportunity in Early Childhood Education
The goal of this article is to highlight the importance of advanced studies for the professional staff working in the field of early childhood education (ECE). The program is unique in its category in the state of Israel and has been authorized by the Council for Higher Education.
Updated: Dec. 27, 2012
The current case study investigates how several universities in the state of Connecticut responded to teacher education accreditation policy between 2002 and 2006. Using a cognitive perspective on policy implementation and a purposeful sample, the authors describe three common responses: articulation of a programme-wide conceptual framework, greater focus on teacher candidate assessment, and the creation of data collection systems.
Updated: Nov. 17, 2011
Examining Authentic Intellectual Work with a Historical Digital Documentary Inquiry Project in A Mandated State Testing Environment
In this case study, the authors examine whether student construction of digital documentaries on curriculum-based topics may offer potential to both support students’ acquisition of content knowledge and their engagement in authentic intellectual work. To explore this potential, the authors document two teachers’ efforts to engage their students in a 5-day digital documentary project to challenge their students to more fully understand Irish immigration in the early 19th century. In the end, the authors were encouraged that digital documentaries provided opportunities for students to engage in authentic intellectual work in the context of this standards-based curriculum.
Updated: Sep. 04, 2011
A Study of Greek Teachers’ Satisfaction with the Implementation of the European Pedagogical ICT License Pilot Course
This study presented a survey which examines Greek teachers’ satisfaction with the implementation of the European Pedagogical Information and Communication Technology License (EPICT) pilot course. The results demonstrated that course content, facilitators’ support, and collaboration among facilitators and teachers and among teachers themselves had a positive impact on teachers’ satisfaction.
Updated: Jul. 26, 2011
A Study of Teacher-Mediated Enhancement of Students’ Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device
The research examined teacher implementation of a novel teaching strategy called “web diagramming”. This teaching strategy is a form of network mapping, in a secondary school earth science class. The authors report evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process of implementation, including implications for teacher education.
Updated: May. 13, 2011
Essential Characteristics for a Professional Development Program for Promoting the Implementation of a Multidisciplinary Science Module
The purpose of this study was to theoretically and empirically identify essential characteristics for a professional development program that promotes the acquisition of teachers’ competences involved in the implementation of an ASMaT module. A 3-step approach was used to identify the essential characteristics: (1) evidence produced in the classroom settings of the schools; (2) specific curriculum features of the ASMaT subject were taken into account; and (3) evidence generated by curriculum implementation literature pertaining to effective characteristics of implementing an innovation. Five characteristics were identified as essential characteristics that should be incorporated into a professional development program.
Updated: May. 10, 2011
Competence-Based Teacher Education: Illusion or Reality? An Assessment of the Implementation Status in Flanders from Teachers’ and Students’ Points of View
This study examines whether teacher education institutions in Flanders have succeeded to implement competences in teacher education programs. An online survey inquiry was set up in eight elementary teacher education institutions. Findings reveal that whereas some competences are clearly present in the institutions’ policies and practices, others, such as teacher as partner of parents, external parties and as a member of the educational community, are poorly represented, .
Updated: Apr. 12, 2011
The Chinese Ministry of Education proposed recently reforms in professional experience for pre-service teachers. The current study explores the attitudes of teacher educators in China toward these educational reforms and their perception of the challenges facing the implementation of the proposed reforms. The findings indicate that some of the challenges reflect the unique context in China, where supply of teachers now exceeds demand, the management of professional experience is marginalized, and there is minimal contact between schools used for professional experience placements and teacher education institutions.
Updated: Mar. 22, 2011