International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Students’ needs
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17 items
11
The purposes of this study were (1) to explore the aforementioned differences in quality ratings of courses and instructors and (2) to examine what items on the student evaluation instrument could be used to identify salient constructs that are most necessary to meet the needs of Teach For America (TFA) students. The participants were TFA students who were teaching on an alternative teaching certificate, as compared with traditional students who were enrolled in the same methods courses with the same instructors. The findings reveal that TFA students did in fact rate their courses and instructors significantly lower than did their non-TFA peers.
Published: 2011
Updated: Oct. 24, 2011
12
The current article delineates the many problems experienced by English language learners (ELLs) students within special education. The article also describes a set of preservice modules that were designed for special education teacher candidates to learn about and develop strategies for working with students of diverse language backgrounds. The authors conclude that only by infusing these principles into special education teacher training programs can we hope that future generations of ELLs will not repeat the experiences that past generations have had to endure.
Published: 2011
Updated: Sep. 14, 2011
13
The aim of the project was to explore the impact of a small-scale, personalized professional learning project on the opportunities that teachers provided for students to communicate and on their responsiveness to potentially communicative behavior. The project activity was based on the principles described by Gersten and colleagues. It was found that there was an increase in the opportunities teachers offered, with larger effects in two of the classes.
Published: 2011
Updated: Aug. 29, 2011
14
Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. This article describes a prospective, mixed-method study conducted in the United States. 34 teachers participated in the study and were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills.
Published: 2010
Updated: Aug. 15, 2010
15
The goal of this study was to examine the effects of inserting laptops and science technology tools in middle school environments. Working together with a local university, middle school science teachers wrote and aligned curricula, explored relevant science education literature, and prepared evaluation measures for their year-long implementation of laptops, probeware, and other scientific hardware and software. The findings revealed differences in student achievement, responses to pedagogy, and effectiveness of tools implemented by teachers over the course of the year.
Published: 2009
Updated: Jun. 13, 2010
16
Multiple policy strategies exist to promote equity and inclusion in education and training systems. Across countries, the provision of additional resources to students with special educational needs is a common strategy; previous research indicates that providing extra resources to students with special educational needs can help those students make progress in schools.
Published: 2008
Updated: Oct. 27, 2008
17
One method underutilized in training teachers to use technology is to use live modeling sessions. This study qualitatively investigates how the use of modeling sessions impacted students. In this study we found that modeling was perceived by most students to be effective at teaching technology skills and ideas for integrating technology as teachers.
Published: 2007
Updated: Apr. 27, 2008