Search results for: Elementary school teachers
Page 7/16 156 items
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
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