Search results for: Elementary school teachers
Page 10/16 155 items
Developing Prospective Elementary Teachers’ Abilities to Identify Evidence of Student Mathematical Achievement
In this study, the authors examined whether a classroom intervention would improve the ability of prospective elementary teachers to identify and evaluate evidence of student understanding of a mathematical lesson. The participants in this study were 192 prospective elementary teachers who enrolled in the first mathematics content course at a Mid-Atlantic University. The prospective teachers completed pre- and posttests individually outside of regular class times, and the interventions were implemented by each of six course instructors during regular course meetings. The results indicate that the intervention was successful in improving at least some of PTs’ analysis skills.
Updated: Sep. 03, 2012
Intensive Mentoring that Contributes to Change in Beginning Elementary Teachers’ Learning to Lead Classroom Discussions
In this article, the authors examined whether intensive mentoring program that is devoted to a specific and important aspect of teaching can have an effect on classroom practice. The authors compared between two groups of beginning teachers.The results show that teachers in the district treatment group improved as compared to a similar group of beginning teachers in the district who did not participate in the treatment.
Updated: Aug. 29, 2012
The goal of this study was to explore the kinds of episodes that challenge comprehensive school teachers’ occupational well-being and cause burnout. The study also examined how teachers perceive the relationship between themselves and their working environment in these episodes. A selected group of 68 primary and secondary school teachers were interviewed. The results suggested that teachers’ working environment provides multiple contexts for burnout.
Updated: Jul. 30, 2012
Teacher Job Satisfaction and Motivation to Leave the Teaching Profession: Relations with School Context, Feeling of Belonging, and Emotional Exhaustion
The current study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems.
Updated: Jun. 27, 2012
The purpose of this article is to focus a philosophical lens on quality teaching in general, and the High-Quality Teaching (HQT) study in particular, an examination of what teachers do to help fourth- and fifth-grade students succeed in reading and mathematics. The authors' intent is to demonstrate how such philosophical scrutiny can lead to a fuller understanding of high-quality teaching in its varied manifestations.
Updated: May. 23, 2012
In recent years, there has been an increasing trend for experienced primary teachers to undertake a degree qualification in New Zealand. This study was interested to examine the question ‘In what ways does the completion of a Bachelor of Education (Teaching) degree contribute to practicing primary teachers’ professional learning?’ Quantitative and Qualitative data were collected through questionnaire, and semi-structured interviews. 202 primary teachers responded to the questionnaire and eight teacher were interviewed. The teachers’ questionnaire and interview responses provided convincing evidence that they perceived that degree study had made a significant contribution to their professional learning.
Updated: May. 14, 2012
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement: A Meta-Analytic Approach
The authors investigated the associations between affective qualities of teacher–student relationships (TSRs) and students’ school engagement and achievement by using a meta-analytic approach. Overall, associations of both positive and negative relationships with engagement were medium to large, whereas associations with achievement were small to medium.
Updated: Apr. 24, 2012
Preservice Elementary Teachers’ Development of Self-Efficacy and Confidence to Teach Science: A Case Study
The current study examines the self-efficacy of one preservice elementary school teacher during and after her participation in an elementary preservice science methods course. The results of these experiences are studied to determine what changes have taken place in the participants’ self-efficacy in science teaching as well as the one preservice teacher in greater detail.
Updated: Apr. 22, 2012
Teachers’ learning goals and their knowledge of students play important roles in influencing exactly how a teacher adapts curriculum materials. The authors asked two elementary teachers to write narratives about their use of and changes to particular reform-oriented science lesson plans. The authors conclude that teachers need support in considering and making productive changes to curriculum materials. This may be particularly true for elementary teachers of science.
Updated: Mar. 01, 2012
Collaborative Action Research Approaches Promoting Professional Development for Elementary School Teachers
This study involved eight action research teacher teams. Analysis of the teams as they conducted action research resulted in the identification of three collaborative action research approaches promoting professional development. The findings showed that collaborative engagement of teachers in these approaches was influenced by three factors: time to engage and collaborate, workload, and group dynamics.
Updated: Feb. 08, 2012