Search results for: Elementary school teachers
Page 14/16 156 items
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
In this article, the authors describe an innovative capstone course for preservice K-8 teachers integrating action research and a unifying theme in science. The goals of the capstone course are to increase student knowledge of the unifying theme, improve written communication skills, and introduce students to educational research. The analysis of action research reports demonstrates that students are able to connect their action research project results to previous research.
Updated: Dec. 24, 2009
The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an intervention to foster their Adaptive Teaching Competency based on content-focused coaching whilst 18 teachers formed the control group.
Updated: Dec. 21, 2009
This mixed method study examined how elementary school teachers define and use rewards in their classrooms and how various motivational constructs such as goal orientation, self-efficacy, and autonomy relate to teachers' use of rewards. Results revealed that all teachers in the sample use some form of rewards in their classrooms and the majority use some form of tangible rewards.
Updated: Dec. 09, 2009
In this paper, the authors describe a model for systematically improving the mathematics preparation of elementary teachers, one lesson at a time. They begin by identifying a serious obstacle for teacher educators: the absence of mechanisms for developing a shareable knowledge base for teacher preparation. They propose their model as a way to address this challenge. The authors conclude by presenting data indicating that the model is effective in generating and vetting knowledge that helps to improve the mathematics program over time.
Updated: Dec. 01, 2009
This study examines the knowledge of PA instruction of 223 first-year teachers initially certified in special education, early childhood education, and elementary education. Results indicate that significant numbers of beginning special and general education teachers in this sample appear to be inadequately prepared with respect to PA instruction. They have limited knowledge of PA, confuse PA with phonics, are generally unable to select task-appropriate materials or activities, and lack skill in analyzing written words into phonemes.
Updated: Nov. 24, 2009
In this study, five elementary teachers and a university researcher developed and implemented problem-based learning (PBL) experiences in the context of science teaching and learning. A variety of qualitative methods were used to examine the engagement and development of teachers' pedagogical content knowledge (PCK).Implications for how teachers may be supported when adopting instructional innovations are discussed.
Updated: Nov. 16, 2009
The Internet has become one of the most common instructional tools because of recent developments in telecommunications and Internet technology. Accordingly, educators increasingly support the use of the Internet in the social studies classroom. Thus, the purpose of this study was to investigate pre-service elementary teachers' beliefs about the use of the Internet in the social studies classroom.
Updated: Oct. 11, 2009