Search results for: Elementary school teachers
Page 7/16 153 items
The Impact of Professional Development on Elementary Teachers’ Strategies for Teaching Science with Diverse Student Groups in Urban Elementary Schools
The purpose of this study was to examine teachers’ reported instructional strategies for promoting science learning while supporting English language development during science instruction with diverse student groups, especially English Language Learners (ELLs), in urban elementary schools. The findings reveal that teachers across three grade levels consistently indicated similar strategies to promote science learning, such as making connections to prior knowledge or real world experiences and engaging in hands-on activities. However, teachers at all three grade levels did not report more sophisticated inquiry-based strategies. Although the reported strategies were similar in frequency across grade levels, there were significant differences among grade level and by years of teacher participation.
Updated: May. 12, 2014
In this article, the authors focused on findings from qualitative research on the effects of action research by reporting two linked quantitative studies. The authors' first goal was to triangulate the findings from their quantitative inquiry with the results from qualitative studies in order to increase the generalizability of claims previously reported. Their second goal was to identify potential moderators of action research impact on teachers. The contribution of these two studies to the corpus of action research literature is twofold. First, the authors confirmed two important benefits of action research participation reported by qualitative researchers, improved teacher attitudes to educational research and increased self-efficacy. Second, they found moderators of the impact of action research that help identify conditions in which action research is particularly likely to benefit teachers.
Updated: Apr. 29, 2014
The authors reviewed coursework related to inclusion provided to pre-service elementary teachers during their teacher preparation programs. Results suggest that many teacher preparation programs provide instruction related to characteristics of disabilities and some form of classroom management. However, few programs offer courses specifically related to differentiation of instruction for students with disabilities or collaboration between general and special education teachers.
Updated: Mar. 19, 2014
Supporting Children’s Mathematical Understanding: Professional Development Focused on Out-of-school Practices
This study describes the Reflection Connection Cycle professional development program. The author chose to develop a program that would help teachers find ways to draw on the knowledge students gained from their out-of-school experiences for the explicit goal of using those understandings to support classroom mathematics learning. The participants were 14 female elementary school teachers. The findings revealed that while initial lessons focused solely on the context of practices, subsequent lessons show a greater concern for the mathematics in which children were engaged within a practice. The author argues that specific support in making connections to informal understanding in lesson design may need to be addressed directly.
Updated: Mar. 19, 2014
This article reports on a study aimed to identify aspects of university coursework and assigned field experiences that contribute to teachers' ability to define, identify, and implement inclusion. The participants were 125 preservice elementary, secondary, and special education teachers who completed a self-report survey. Results indicated a lack of consistency across teacher preparation programs within one college and a disconnectness between knowledge of inclusion as presented through university coursework and students’ real-world field experience observations of inclusion.
Updated: Mar. 17, 2014
Purposeful Preparation: Longitudinally Exploring Inclusion Attitudes of General and Special Education Pre-Service Teachers
This longitudinal study explored elementary and special education pre-service teachers’ perceptions of inclusion as they partnered for a classroom management course and a field placement in K-5 classrooms. The findings indicate statistically significant changes in the elementary pre-service teachers, but no change in the special education pre-service teachers.
Updated: Mar. 05, 2014
Imagining, Becoming, and Being a Teacher: How Professional History Mediates Teacher Educator Identity
The context of this self-study is a professional development project involving primary-grade teachers in one public school and two university teacher educators. The authors are two teacher educators who are both former public school elementary-grade teachers.The aim of this self-study was to illuminate their understanding of their own professional identities as teachers. Analysis of their narratives revealed that fundamental aspects of their teacher identity have remained constant as their careers have evolved. Regardless of the setting, the age of their students, or the expanded expectations of the university to engage in research and professional service, the authors are, first and foremost, teachers.
Updated: Jan. 08, 2014
Examining the Impact of Educational Technology Courses on Pre-Service Teachers’ Development of Technological Pedagogical Content Knowledge
The present study aimed to examine the impact of educational technology courses on pre-service teachers’ development of knowledge of technology integration in a teacher preparation program in the USA. The findings identified knowledge of technology integration the pre-service teachers developed and identified knowledge of technology integration needed in the technology integration courses.
Updated: Nov. 25, 2013
This article describes a school-based professional development project, which established collaboration between two teacher educators and a group of elementary public school teachers. This collaborative project was called “Book in a Bag” (BIB), which was launched this project as a way to promote curriculum integration in classrooms and at the same time to provide a venue for research. The authors used a self-study to collect data. The authors came to understand that the tensions they experienced in the BIB project were evidence of real differences between the discourses of teacher educators and teachers. The authors identified competing discourses of teachers, teacher educators, and partnership, noting paradoxes that focused on discourse-bound knowledge, discourse-driven motivation, and discourse-limited aspirations.
Updated: Nov. 25, 2013
This article describes the students’ experiences and the author's practice around one major course assignment, The Neighborhood Alphabet Book, developed to effectively demonstrate course objectives. This project began as a way for me to create opportunities for teachers to learn from experience-based lessons as the author continued to investigate the potential of photography for education.
Updated: Oct. 28, 2013