Search results for: Secondary school teachers
Page 9/11 101 items
The goal of this article was to examine secondary mathematics cooperating teachers’ perceptions of the primary purposes of student teaching and their roles in accomplishing those purposes. The most common purposes were interacting with an experienced, practising teacher, having a real classroom experience, and experiencing and learning about classroom management. The most common roles were providing the space for experience, modeling, facilitating reflection, and sharing knowledge. The findings provided insights into the cooperating teachers’ perceptions about both what should be learned through student teaching and how it should be learned
Updated: Sep. 05, 2010
Prospective Teachers’ Views on the Use of Calculators with Computer Algebra System in Algebra Instruction
This study aimed to investigate the views of prospective teachers on the use of advanced calculators with Computer Algebra Systems (CAS) in algebra instruction. Participants in this study were secondary prospective mathematics teachers at a university in Ankara, Turkey. The students in this study had no prior experience with CAS. An open-ended questionnaire and group interviews revealed prospective teachers’ views and beliefs about when and why they prefer three possible uses of CAS— black box, white box, or Symbolic Math Guide (SMG).
Updated: Aug. 24, 2010
This article reports on a collaborative research study regarding the practice and impacts of assessment for learning in science, geography and history classes. Three secondary teachers and two university researchers participated in the study. The research provides insights into how teachers and researchers can collaborate to develop a research and practice agenda.
Updated: Aug. 22, 2010
Dimensions of Diversity: Challenges to Secondary School Teachers with Implications for Intercultural Teacher Education
The purpose of this study was to determine the level of intercultural sensitivity of Hong Kong secondary school teachers. Three hundred and eighty-six serving teachers were surveyed. Findings revealed that the majority of the teachers were operating in the beginning stage, denial/defense, of the Developmental Model of Intercultural Sensitivity (DMIS). They saw the world from an ethnocentric perspective and held a negative view on evaluating cultural differences.
Updated: Aug. 17, 2010
This study was conducted to reveal teachers' views of the effectiveness of the INSET courses they attended on the new curriculum and to evaluate the courses based on the teachers' views and the effective INSET characteristics reported in the literature.The participants were 20 primary and 18 secondary school teachers. According to the findings, the INSET courses were found to be ineffective, mainly in terms of the quality of the instructors, teaching methods employed, duration of the courses and support after training. The authors conclude with suggestions to conduct effective INSET courses.
Updated: Jul. 25, 2010
A HOUSSE Built on Quicksand? Exploring the Teacher Quality Conundrum for Secondary Special Education Teachers
In this study, the authors focus on one highly contested provision of the No Child Left Behind Act, which allows states flexibility in how the quality of teachers is defined and evaluated: the high, objective, uniform state standard of evaluation (HOUSSE) option. The authors conducted a national survey of representatives from each state to explore how HOUSSE is being interpreted for secondary special education teachers. Findings indicate that significant variability in the interpretation and implementation of the HOUSSE provision exists across states and that numerous challenges with the implementation of federal teacher quality requirements persist and difficulties with holding districts accountable for teacher quality provisions.
Updated: Jun. 15, 2010
Teacher Identity in the Context of Literacy Teaching: Three Explorations of Classroom Positioning and Interaction in Secondary Schools
This article presents the results of three separate studies of literacy teaching and learning in the U.S. that explore the social functions of language, specifically focused on the identity development of literacy learners and teachers.
Updated: May. 09, 2010
This article considers the professional development of 75 primary and secondary teachers in Melbourne, who had been charged with the responsibility of leading the professional learning of their colleagues in their schools. To support these leaders in their roles, the Victorian state government’s Department of Education applied to the Pedagogy and Professional Learning Research Group at Monash University to develop and implement an appropriate Professional Learning program. The participants in the program reflected on their learning through the formalised process of case writing. The article offers insights into the journey of these educators of teachers as they have developed deeper understandings of what it means to be a teacher educator.
Updated: Apr. 06, 2010
In this paper, the authors will present results from a study carried out in one Norwegian municipality among teachers taking part in a two-year intervention study. Seventy-four 8th and 9th grade teachers at six lower secondary schools in one municipality participated in the study. Teachers report that the transition from Elementary to Lower secondary school is problematic for approximately 30% of the pupils. About 70% of the teachers report that 25% or more of pupils transitioning to Grade 8 lack academic experiences and skills and have problems following directions.
Updated: Jan. 31, 2010
This article presents findings from an ethnographic study that explored how participation in an educator network contributed to the production of meaning, identity, and agency among the teachers and school district administrators involved. The author's research focused on the practitioner cohort, which included primary and secondary school teachers, as well as district-level administrators. Prominent in this process were the differences between practice in the network, consisting of dialogue informed by theory, inquiry, and reflection on professional experience, and the practice of participants' workplace communities.
Updated: Jan. 12, 2010