Search results for: Instruction effectiveness
Page 4/10 96 items
The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge
The authors examined teachers’ perceived impact of the curriculum materials to support their pedagogical content knowledge related to teaching science with geospatial technologies. Results indicated that the educative curriculum materials supported science teachers’ professional growth related to their geospatial science pedagogical content knowledge during the curriculum enactment.
Updated: Jun. 26, 2013
The authors examine six pre-service language teachers’ development of multiple components of corpus literacy during a semester-long introductory grammar course through which corpus linguistics was threaded. Results showed that while corpus literacy training was generally effective, that effectiveness varied among subjects.
Updated: Jun. 26, 2013
The authors examined shifts in secondary preservice teachers’ belief orientations as they progressed through a science methods course. The authors found that overall many of the preservice teachers progressed in their orientation beliefs from a teacher-centered orientation to more student-centered orientation. The authors characterized four trajectories of change or clusters that describe how preservice teachers’ beliefs changed over the course of the semester. The authors also describe the different ways in which preservice teachers reacted to specific instructional activities, and how those activities influenced their belief orientation.
Updated: May. 29, 2013
Engaging with Research through Practitioner Enquiry: The Perceptions of Beginning Teachers on a Postgraduate Initial Teacher Education Programme
The authors focus on the perceptions of student-teachers towards their engagement in small-scale research projects undertaken whilst on a one-year postgraduate initial teacher education programme.
Updated: May. 29, 2013
This study attempts to understand the roles and discourse of preservice teachers engaged in literature discussion with elementary students through e-mail exchanges. After local fourth graders chose books from a list appropriate for their reading ability, they were paired with a preservice teacher for an online experience involving email exchanges about the book. Thematic qualitative analysis indicated that the preservice teachers took on different roles when interacting with young students and those roles seemed associated with the kind and success of the discussion that ensued.
Updated: May. 27, 2013
Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education
This study examined the implementation of a standardized course combining content related to effective teacher–child interactions and language and literacy across three institutions of higher education. The results included instructor perspectives about design and delivery as well as students’ perspectives of content and delivery and their associated changes in beliefs and knowledge. The results indicated that the course was successfully implemented in three institutions, and the course content was viewed positively by instructors and students.
Updated: May. 22, 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
An Alternative Research and Science Teacher Preparation Agenda for Urban Science Education: An Insider’s Call for a Focus on Success
There are some small urban high schools that have high levels of student engagement in science. Those schools who have created these effective environments for science show that it is only in the whole school context in which these effective science classrooms exist and the matrix of interactions organized by the teachers outside the science classroom that leads to this success.
Updated: Mar. 24, 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
Increasing Teachers’ Metacognition Develops Students’ Higher Learning during Content Area Literacy Instruction: Findings from the Read-Write Cycle Project
This article describes one aspect of the Read-Write Cycle (RWC) Project. This article focuses on the RWC Project’s effect on teachers’ metacognition about their own practice leading to upper elementary grade students’ higher learning by developing students’: (1) metacognition and reflection; (2) exploration and depth in content domains; and (3) integration of literacy in content areas. This study pointed to three key areas in which teachers’ metacognition about their own practice lead to an increase in higher order thinking in their respective classrooms.
Updated: Oct. 16, 2012