Search results for: Elementary school teachers
Page 8/16 153 items
‘‘I Don't Feel Comfortable Reading Those Books in my Classroom’’: A Qualitative Study of the Impact of Cultural and Political Vignettes in a Teacher Education Course
The current paper reports on a qualitative study of the impact of a pedagogical practice called cultural and political vignettes (CPVs) on graduate students enrolled in a teacher education course. CPVs are cultural and political ‘‘situations’’ that are presented to preservice and inservice teachers, so that they can practice first-hand the decision-making skills that they will use in the diverse classrooms of New York City public schools. The preliminary findings of this qualitative inquiry indicate that responding to, creating, exchanging, and engaging in situated performances of CPVs provide teachers with occasions to practice their written, verbal, and nonverbal communication skills in a supportive classroom environment where they can discuss cultural and political issues that are rarely addressed in teacher preparation courses.
Updated: Oct. 16, 2013
An Analysis of the Factors That Influence Preservice Elementary Teachers’ Developing Dispositions about Teaching All Children
The goal of this study is to determine the factors that influence dispositions. The study examines experiences that influence candidates’ dispositions, the role that teacher education plays in dispositional development, and the ways in which these findings can inform teacher preparation programs in their efforts to prepare candidates to work with diverse students.The authors found that teacher preparation courses were the most influential factor in influencing candidates’ responses to issues of diversity. However, the research suggests that candidates’ field experiences have mixed impacts on their situational responses.
Updated: Oct. 07, 2013
Student Teaching for a Specialized View of Professional Practice? Opportunities to Learn in and for Urban, High-Needs Schools
This study explores opportunities to learn within and across student teaching placements.The authors analyze the degree to which placement experiences present equitable opportunities for PSTs to build a specialized knowledge base. The authors found that all participants repeatedly praised student teaching for nurturing emerging professional identities and conferring new self-confidence. Specifically, the authors address three core strands of opportunity reportedly experienced by participants. These include opportunities to learn about curriculum and content; opportunities to see and participate in, but usually not plan for, “what’s possible”; and opportunities to struggle with and for youth.
Updated: Jul. 22, 2013
Linking Student Achievement Growth to Professional Development Participation and Changes in Instruction: A Longitudinal Study of Elementary Students and Teachers in Title I Schools
This study examines relationships between teachers’ participation in professional development and changes in instruction, and between instruction and student achievement growth, from third to fifth grade. The findings reveal that when teachers participated in professional development that focused on math content or instructional strategies in mathematics, they were more likely to teach in ways associated with student achievement growth.
Updated: Jul. 03, 2013
Promoting Teacher and School Development through Co-enquiry: Developing Interactive Whiteboard use in a ‘Dialogic Classroom’
The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions.
Updated: May. 08, 2013
The authors examined the perceptions of 136 elementary school beginning teachers across a Rocky Mountain state in the US regarding the mentoring support they received during their first year teaching. Results indicate that beginning teachers who received both common planning time with a mentor and release time to observe other teachers rated the mentoring experiences they had as significantly more helpful than beginning teachers who were not provided these mentoring supports.
Updated: Apr. 24, 2013
The authors explored practicing elementary school teacher’s conceptions of teaching in ways that foster inquiry-based learning in the science curriculum. The analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions.
Updated: Apr. 22, 2013
Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom
The author describes a case study of an exemplary third grade teacher’s use of the outdoor classroom for meeting both state science and language arts standards. The data reveal that this teacher’s early life experiences supported her strong interest in science and nature in the outdoors and experiencing it with her children.
Updated: Mar. 21, 2013
The authors describe the dynamic discourse interactions between a teacher and her students in a third-grade science classroom. The authors focused on how the teacher and students initiate, prompt, respond, and provide feedback; use questioning and power strategies; and how questions are associated with power dynamics. Results revealed that teacher talk was twice as frequent as students’ talk; questions were primarily closed-ended and task-oriented; and students asked few questions. The teacher exercised power by keeping activities organized and conventional, and utilizing subject matter.
Updated: Mar. 21, 2013
Promoting Creative Thinking and Expression of Science Concepts Among Elementary Teacher Candidates Through Science Content Movie Creation and Showcasing
The authors examined the use of video editing technology as a tool to support candidates’ conceptual understanding and expression of science content knowledge, as well as the potential to support creative thinking. The participants were 121 elementary teacher candidates in both sections of an elementary science methods course. The candidates found that the process gave them an opportunity to explore, assemble, and communicate a story of their concept in a creative and engaging way that was meaningful for them. Furthermore, many teacher candidates reported that learning to use the software had distinct advantages that included increasing their confidence in using the software and having to figure out how the software could support their ideas.
Updated: Jan. 30, 2013