Search results for: Instruction effectiveness
Page 9/10 96 items
This article examined how teacher candidates' thoughts shifted regarding social inequity in a sophomore-level Foundations of Education course located in the mid-Atlantic region of the United States. The authors found that the afore-mentioned experiences successfully supported transformative thinking regarding social justice. By the end of the course, many teacher candidates began to take ownership over their learning and started viewing themselves as responsible change agents.
Updated: May. 25, 2010
Commercial Software Programs Approved for Teaching Reading and Writing in the Primary Grades: Another Sobering Reality
This paper reports the results of a systematic and comprehensive evaluation of the suitability of 13 commercially available, authorized software programs for teaching reading and writing in the primary grades. These programs were assessed on interface design, content, instructional design, and appropriateness to supplement reading and writing instruction.
Updated: Mar. 02, 2010
In this essay, the author takes a serious look at constructivist teaching practices highlighting both the promises and potential problems of these practices. The author argues that constructivist teaching has often been misinterpreted and misused, resulting in learning practices that neither challenge students nor address their needs. The author also presents two examples that illustrate the effective use of constructivist teaching and explains what makes them successful. The author concludes that as evidenced by the examples, constructivist teaching can produce tremendous results when used correctly and judiciously; it can also lead to poor results and ineffective learning when it is misconstrued or misused.
Updated: Jan. 31, 2010
The Effects of Instructional Implementation on Learning With Interactive Multimedia Case-Based Instruction
In this mixed-methods, naturalistic study, the authors examine how and what participants learn from multimedia cases and, in particular, how instructional implementation affects learning outcomes from multimedia cases. Multimedia cases with technology supports were implemented in 20 different higher education courses with varying instructional modes involving 251 pre-service and practicing teacher education students from four different universities. Results indicate that significant learning occurred for all instructional implementation groups with one exception--limiting use of cases to context for additional course assignments was not effective. Implications for teacher education are explored.
Updated: Jan. 12, 2010
In this article, the authors describe an innovative capstone course for preservice K-8 teachers integrating action research and a unifying theme in science. The goals of the capstone course are to increase student knowledge of the unifying theme, improve written communication skills, and introduce students to educational research. The analysis of action research reports demonstrates that students are able to connect their action research project results to previous research.
Updated: Dec. 24, 2009
The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an intervention to foster their Adaptive Teaching Competency based on content-focused coaching whilst 18 teachers formed the control group.
Updated: Dec. 21, 2009
Improving Preservice Middle Grades Science Teachers’ Understanding of the Nature of Science Using Three Instructional Approaches
The purpose of this study was to examine changes in preservice teachers’ understanding of the nature of science (NOS) as a result of four activity-based interventions. These interventions represent three instructional approaches used in a middle grades science methods course. 10 participants’ understanding of NOS and their perceptions about the activity-based interventions were investigated.
Updated: Jun. 15, 2009
In this article, the literature related to collaboration in teacher education programs is reviewed. The authors discuss the benefits for teacher educators who collaboratively plan and develop team-taught coursework and monitor the impact of their collaboratively developed pedagogy.
Updated: May. 27, 2009
The study compared learning for fifth grade students in two math homework conditions. The paper-and-pencil condition represented traditional homework, with review of problems in class the following day. The Web-based homework condition provided immediate feedback in the form of hints on demand and step-by-step scaffolding. The authors analyzed the results for students who completed both the paper-and-pencil and the Web-based conditions.
Updated: May. 21, 2009
Rehearsing to Teach: Content-Specific Deconstruction of Instructional Explanations in Pre-Service Teacher Training
The article proposes the importance of rehearsing instructional explanations. It also suggest fine-tuning the coherence and meaningfulness of instructional explanations before pre-service teachers start practice teaching. The article presents actual examples of such rehearsals in which the pre-service teachers demonstrated the need for developing deeper pedagogical understanding of the ways their elementary school students construct their content knowledge.
Updated: Apr. 30, 2009