Search results for: Instructional development
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This study presents a comparison of lesson plans by teacher candidates in a teacher preparation program before and after universal design for learning (UDL) training. After training, 45 teachers incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms.
Updated: Feb. 19, 2014
Technological Pedagogical Content Knowledge (TPACK) in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning
In this study, the authors were interested to examine the nature and development of teachers’ TPACK as it is applied in instructional planning. The authors also examined how planning changes when professional development focuses upon the design of content-based learning activities that are supported by selective and purposeful integration of educational technologies. The participants in this study were seven experienced social studies teachers from six different U.S. states. The results indicate that a content-based, activity-types approach to technologically inclusive instructional planning is compatible with existing approaches to teaching.
Updated: Sep. 23, 2012
Videotape and participant observation were used to document an American high school teacher workgroup's experience with collaborative teacher inquiry and to monitor changes in practice. Detectable changes in practice were observed, including a substantial improvement for two of the four teachers in fidelity of implementation of an instructional innovation.
Updated: Aug. 01, 2010
How the Structure and Focus of Teachers' Collaborative Activities Facilitate and Constrain Teacher Learning
This study looks within and across different collaborative activities that occurred among one teacher team. Observational data analyzed through a socio-cultural theoretical framework suggest how the structure and intended focus of collaborative activity can influence (1) how often and how concretely teachers discuss their teaching with colleagues; (2) which aspects of schooling collaboration will address; and (3) what opportunities for teacher learning are afforded and constrained.
Updated: Aug. 01, 2010
Teaching for Understanding in Earth Science: Comparing Impacts on Planning and Instruction in Three Professional Development Designs for Middle School Science Teachers
This article compares and contrasts the impacts of three professional development designs. These designs aimed at middle school Earth science teachers on how teachers plan and enact instruction. Evidence from teacher survey and observation data indicated that all programs had positive impacts on how teachers planned and enacted teaching for understanding. However, differences among programs was more evident in their impacts on instructional planning.
Updated: Nov. 03, 2009
Moving towards transdisciplinarity: an ecological sustainable focus for science and mathematics pre-service education in the primary/middle years
This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment.
Updated: Aug. 27, 2008