Search results for: K–6 classrooms
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This article describes a 4-year study which identifies the differences between a coteaching and a non-coteaching model of student teaching. The study of academic impact took place in the St. Cloud Area School District over 4 years. The participants were teacher candidates placed with cooperating teachers in which both members had participated in the two coteaching workshops. This study clearly establishes the positive impact of the coteaching model of student teaching. Teacher candidates, when paired with cooperating teachers and trained in coteaching, increase the academic achievement of students in the classroom.
Updated: Jun. 13, 2011
Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development
This article describes how the authors designed activities to assist K-6 teachers in conducting action research on their NOS instruction to enable them to better assess their students’ NOS understandings and the lessons learned by the professional development staff about this process. The data suggest that action research can be a valuable tool to engage classroom teachers in inquiry and to promote NOS instruction and assessment, thus changing how they taught.
Updated: May. 19, 2011
In this article the possibility of developing authentic project work in a sixth-grade classroom of a Venezuelan school is examined, by means of action research (AR) methodology. Two AR cycles with two different projects were carried out. The results show that on the one hand student participation increased in all stages of the project work. On the other hand, students encountered some difficulties carrying out empirical research activities and also relating them to theoretical content, although progress in this regard was made.
Updated: Oct. 05, 2008
The purpose of this study was to investigate the use of action research by ten preservice teachers in early childhood from a small university in the West. Their goal was to assess the impact of their teaching on student learning with children birth to 8 years of age. The preservice teachers studied the effects of specific learning strategies or activities, first upon the development and learning of the young children they taught, and then upon the results from the assessments in order to guide further instruction.
Updated: Sep. 04, 2008
Implementing a Structured Reading Program in an Afterschool Setting: Problems and Potential Solutions
In this article, the authors present results from their implementation study of a structured reading program for fourth, fifth, and sixth graders in an afterschool setting. As the authors explain, schools and districts often view an extended school day as a promising way to address the literacy needs of their lowest-performing students by devoting more time to reading instruction.
Updated: Jun. 26, 2008
This manuscript describes the efforts of several instructors who incorporated videoconferencing in their teacher education courses at two large universities in the southeastern United States. Professors preparing teachers to teach elementary and middle school examined their interactive videoconference experiences linking preservice teachers with students in real classroom settings.
Updated: Jun. 01, 2008
Distributed Cognition in a Sixth-Grade Classroom: An Attempt to Overcome Alternative Conceptions About Light and Color
In this study, we discuss the scaffolded design of ODRES (Observe, Discuss, and Reason with Evidence in Science), a computer tool that was designed to be used with elementary school children in science, and report on the effects of learning with ODRES on students’ conceptual understandings about light, color, and vision.
Updated: Apr. 12, 2008