Search results for: National surveys
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The present article describes one element of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. This element focused on how technology is integrated within the context of English teacher education programs. Specifically, this article focuses on how English teacher educators viewed recent changes in English teacher preparation and how these changes affected their work. The authors conclude that technology is already changing the understanding of content in the English language arts (ELA) classroom. Hence, the teaching and learning of technology is regarded as essential other content in English. The authors argue that the availability of technology in higher education, as well as in school districts, continues to be problematic and dependent upon a community’s commitment to it.
Updated: Feb. 07, 2018
This study reports on the extent to which teacher education programs in the United States have begun to integrate maker principles and technologies. It also explores the factors which contribute to their decisions to include or not to include maker elements into their programs. Results indicate that approximately half of teacher education programs have at least some opportunities for undergraduates and graduates to learn about teaching and learning with maker technologies and principles.
Updated: May. 10, 2017
Who Teaches Mathematics Content Courses for Prospective Elementary Teachers in the United States? Results of a National Survey
The goal of this research was to answer the question, ‘‘Who teaches mathematics content courses for prospective elementary teachers at colleges and universities in the United States, and what are these instructors’ academic and teaching backgrounds?’’ The authors decided to conduct a survey of all higher institutions in the United States. They surveyed 1,926 institutions, and a faculty member from each of 825 institutions participated in the survey. The survey results point out that most institutions are not meeting the recommendation of requiring prospective elementary teachers to complete nine credits hours of mathematics content courses designed specifically to support them in thinking carefully about elementary mathematical ideas.
Updated: Apr. 13, 2014
The goal of this article is to generate a portrait of the evidence on instruction that identifies strengths and gaps in the literature and that summarizes what this research base says about the relationship between classroom instruction and student outcomes. It was found that more than half the studies used data more than a decade old; few studies examined instruction during important transition years such as sixth and ninth grade; and subject area emphasis was lopsided, with mathematics and science instruction receiving much greater attention than English/Language Arts and Social Studies. The summary also revealed a repeated finding of low-SES students receiving diminished learning opportunities than more affluent peers.
Updated: Oct. 23, 2011
National Educational Technology Standards and Technology Beliefs and Practices of Social Studies Faculty: Results From a Seven-Year Longitudinal Study
This article describes the third administration of a survey of technology use among social studies teacher education faculty members across United States. The study explores the beliefs, practices, and efficacy of social studies faculty members in terms of instructional technology use. The findings demonstrate that familiarity with the National Educational Technology Standards, as well as confidence with technology, are related to the frequency and type of technology that social studies faculty members utilize in their courses.
Updated: Aug. 23, 2011
The Initial Training of Teachers to Teach Children with Special Educational Needs: A National Survey of English Post Graduate Certificate of Education Programmes
This article outlines initial training in England within an international context. The paper then reports findings of a recent national survey of Programme directors and subject tutors of Post Graduate Certificate in Education programmes (PGCE) for primary and secondary teachers about the initial training provision regarding inclusive education.
Updated: Apr. 04, 2011
The degree to which special educators serve in a meaningful collaborative capacity in inclusive classrooms has come under scrutiny, and hence, the quality of collaboration training afforded requires examination. This article describes the results of a survey conducted with 53 undergraduate pre-service special education training programs representing 25 states.Results suggest that many of the concerns related to collaboration in public schools are paralleled by those between special and general education in college and university training programs.
Updated: Jan. 12, 2010