Search results for: Elementary school teachers
Page 13/16 153 items
Data Literacy: Understanding Teachers' Data Use in a Context of Accountability and Response to Intervention
The purpose of this study is to understand the qualitatively different ways that current practicing teachers are using data to inform instruction. Nine elementary schools teachers participated in this study. Findings from teacher interviews are presented through the image of a ladder representing the stages that teachers experience as they engage in data usage to inform their instructional decision making. These findings have implications for teacher educators and school-based practitioners alike in better supporting the professional development of preservice and in-service teachers for this data-driven context of schools.
Updated: Sep. 02, 2010
The main purpose of the study was to evaluate the quality of BEd programme with regard to the internal efficiency of Government Colleges for Elementary Teachers. The study was conducted on a random sample of 600 BEd students in Punjab province. The findings revealed that BEd programme was effective in terms of updating student teachers' knowledge and skills.
Updated: Aug. 17, 2010
An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts. The purpose of ILP was to offer 4–6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. Results indicate that teachers increased their science content knowledge, reported implementing inquiry practices in their classrooms and their students experienced modest gains on 5th grade standardized science achievement exams. While some teachers were transferring knowledge/skills gained in professional development to their classrooms, others encountered barriers to implementing PD.
Updated: Aug. 15, 2010
This research explored the impact upon pre-service teachers' orientations towards the arts of a performing arts week within a one-year postgraduate teacher education programme. Findings indicated that the performing arts week had helped to strengthen participants' self-image as artistic individuals who recognise the value of the arts in children's education.
Updated: Aug. 15, 2010
In this article, the authors investigate whether and how recent graduates of an elementary preservice teacher education program enacted social justice curricula. The authors highlight the stories of three beginning teachers. The authors discuss the struggles the teachers faced when enacting social justice curricula. Furthermore, the authors also discuss the tenuous connection they perceived between their conceptions and their practices. The authors conclude with recommendations for ways in which teacher educators can prepare beginning teachers for the uncertain journey of teaching for social justice.
Updated: Jul. 18, 2010
This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. The participants were 237 elementary and middle school teachers from 11 low-income schools in North Carolina. Researchers found that teachers with sensing-thinking and sensing-feeling learning style preferences had higher levels of resistance to change. Teachers with the ST learning style were also three times more likely to leave their schools, compared to teachers with other learning style preferences.
Updated: Jun. 13, 2010
The purpose of this study was to investigate elementary teachers' attitudes toward the different subjects that they teach. The participants were 490 elementary school teachers from two rural school districts in the southeastern United States. Reading and language arts were consistently ranked among the favorite and most enjoyed subjects to teach, whereas science and writing were consistently ranked among the least favorite and least enjoyed subjects to teach. Implications for teacher preparation and policies related to elementary school teaching assignments are discussed.
Updated: Feb. 21, 2010
Using Educative Curriculum Materials to Support Preservice Elementary Teachers' Curricular Planning: A Comparison Between Two Different Forms of Support
Educative curriculum materials are materials designed to promote both teacher and student learning. These materials may help novice teachers learn how to engage in productive curricular planning. This quasi-experimental study examines the affordances and constraints of two different forms of educative support, general supports and lesson-specific supports, in helping preservice elementary teachers critique and adapt science curriculum materials. Implications for teacher education and curriculum materials design are discussed.
Updated: Jan. 31, 2010
Supporting Preservice Elementary Teachers’ Critique and Adaptation of Science Lesson Plans Using Educative Curriculum Materials
This study examines the use of educative curriculum materials—materials intended to support both teacher and student learning—to help preservice elementary teachers develop their pedagogical design capacity for critiquing and adapting lessons. Preservice teachers received educative supports highlighting pedagogical principles and rationales for those principles. Implications for science teacher education and curriculum design are discussed.
Updated: Jan. 12, 2010
This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher self-disclosure in three dimensions. This study makes an excellent contribution to the theoretical framework of the study of teacher self-disclosure and also provides implications for teaching and teacher education.
Updated: Jan. 12, 2010