Search results for: Elementary school teachers
Page 6/16 153 items
This article investigates primary school teachers’ reflections on addressing the topic of same-sex families and relationships in their classrooms. Specifically, the authors examine teachers’ potential use of texts, such as picture storybooks, which introduce representations of same-sex relationships and desire. Attention is drawn to the regulatory surveillance of the parental gaze and the silencing and marginalization of sexual identity issues. The authors are interested to illuminate the ways in which the micro politics of teaching about queer families and relationships are inextricably linked to broader macro processes governing the institutionalizing influences of heteronormativity, heterosexism and homonegativity.
Updated: May. 11, 2015
This study aimed to examine the participants' existent familiarity with literacy aligned technologies and the impact structured exposure might have on candidates’ reported knowledge of these tools. Furthermore, it examined which digital technologies candidates saw as most valuable in supporting student literacy development and whether level of licensure made an impact on their receptiveness to the presented technologies. This study has shown that teacher education candidates can increase their level of comfort with showcased technologies. However, candidates can be supported in their knowledge of these technologies through structured exposure to these tools. In addition, these candidates were considering how best to apply these technologies in their future classroom contexts to tap into the concept of new literacies and to support their students’ literacy development.
Updated: Mar. 30, 2015
Teachers’ Awareness of Their Diverse Classrooms: The Nature of Elementary Teachers’ Reflections on Their Science Teaching Practice
This article examines in-service elementary teachers’ reflections on their science teaching when working with diverse students. The findings provide an understanding of how these teachers examined their teaching and beliefs about their science teaching practice. Participants’ reflections indicated that knowledge of their students’ culture and backgrounds influenced their teaching practices and the focus of their reflections. The authors also found that the participants examined five themes of teaching: (1) navigating the school world, (2) managing the technical classroom, (3) negotiating barriers, (4) nurturing all students, and (5) understanding learning.
Updated: Mar. 25, 2015
This study investigates the effects of eCoaching, delivered through online bug-in-ear technology, on co-teachers as they planned and carried out co-teaching. The data revealed that eCoaching increased participants’ use of varied co-teaching models and student-specific accommodations, while co-teachers’ interviews and students’ time samples verified social validity.
Updated: Feb. 17, 2015
Integrating Physics and Literacy Learning in a Physics Course for Prospective Elementary and Middle School Teachers
In this article, the authors aimed to document how they are teaching the course and to share examples of what students are learning. They describe a course, involving collaboration among physics, science education, and literacy faculty members and two graduate assistants. The course emphasized questioning, predicting, exploring, observing, discussing, writing, and reading in physical science contexts. The authors conclude that integrating physics and literacy learning can help students perceive science to be an ideal context to foster learning across the disciplines.
Updated: Sep. 09, 2014
This article reports on the evaluation of a model for assessment of content knowledge used by researchers in the Problem-Based Learning (PBL) Project for Teachers of Science. These assessment strategy and scoring methodology result in scores for each teacher about the quality of their understanding of each Big Idea before and after PD. The compilation of scores by teacher facilitates assessment of the strength of teachers’ incoming knowledge and changes in their knowledge both in terms of number of Big Ideas and the clarity, accuracy, and completeness of that use. The assessment strategy offers advantages and limitations of this method.
Updated: Jul. 23, 2014
In this longitudinal study, the authors investigate changes in teachers’ mathematics knowledge during a mathematics content course focused on real-world applications and during a content/pedagogy hybrid course designed specifically for elementary teachers. The authors used two popular assessments in the United States: (1) Learning Mathematics for Teaching (LMT) and (2) Diagnostic Teacher Assessments in Mathematics and Science (DTAMS). The findings reveal that teachers made large gains on both measures. However, the LMT better captured gains made during the hybrid course, whereas DTAMS better detected gains during the mathematics course. Furthermore, the patterns of change differed during the two courses, with the LMT scores increasing during the hybrid course only and the DTAMS scores increasing over the two courses.
Updated: Jul. 02, 2014
This study was an exploration of the conceptions of inquiry science held by exemplary elementary teachers. The study explored the ideas, understandings, and the recommendations for teaching inquiry science of exemplary elementary teachers and the ways that they use inquiry science in their classrooms. The findings reveal that the six exemplary teachers held ideas about inquiry as ‘‘finding things out’’ and all described themselves as having been children who explored and experimented with the world around them. The teachers in this group all recommended that when encouraging other teachers to implement inquiry, they need to first recognize its importance, and certainly this will take involving teachers in authentic inquiry experiences as learners so that they will be able to begin to view themselves, as these focus group teachers did, as problem-solvers and experimenters.
Updated: May. 25, 2014
This article examines prospective elementary teachers’ difficulties and growth with language for defining the whole. Thirty-three prospective teachers participated in a semester-long classroom teaching experiment conducted in a content course focusing on mathematics for teaching elementary school. The results of this study indicate that three mathematical ideas became taken-as-shared as prospective elementary teachers developed an understanding of language use for defining the whole. The first was that fractional solutions depend on a group or whole. The second included defining an of what. The third was developing language in terms of what the denominator represents.
Updated: May. 20, 2014
Preservice Elementary Teachers’ Understandings of Competing Notions of Academic Achievement Coexisting in Post-NCLB Public Schools
In this article, the authors focus on the coexisting discourses of academic achievement circulating within in the participants’ teaching credential preparation experience. Analysis and interpretation of the participants’ transcripts revealed the presence of two separate, distinct discourses, both of which shared the name academic achievement. The first notion, called “academic progress”, reflects a developmental viewpoint. In this perspective, students are understood to have experienced academic achievement when they demonstrate levels of skill and knowledge more advanced than they held previously. The second notion, called “academic success”, reflects a mastery orientation. In this perspective, students are understood to be achieving academically when they master the knowledge and skills designated for their grade level at an appropriate pace.
Updated: May. 20, 2014