Search results for: Learner engagement
Page 1/3 23 items
Reflections on Tutoring Ancient Greek Philosophy: A Case Study of Teaching First-Year Undergraduates in the UK
The purpose of the study was to assess the author's practices as a teaching tutor and evaluate his students’ learning experiences. This study draws upon the notion of reflective practice as an essential feature of teaching. The author's aim was to show how a critical engagement with his teaching practices and the overall learning experience modified, developed, or strengthened his practices, attitudes, and teaching philosophy during the course of one term. The evidence-based reflective practice conducted during the term had a great impact on the author's teaching. It changed and deepened his understanding of two main relationships. The first is the connection between content/time and depth/breadth; the second is the relationship between learning experiences and beliefs about teaching.
Updated: Jun. 29, 2016
The Effects of a Short-term Professional Development Program on Physical Education Teachers’ Behaviour and Students’ Engagement in Learning
The study examined the effect of a short-term training programme οn in-service physical education teachers’ behaviour and students’ engagement in learning. The participants were 32 teachers, who were randomly divided into an experimental and a control group. The experimental group attended a two-hour lecture followed by a two-hour practicum, and showed significant improvement and learning of all the examined behaviours as well as significantly higher performance than the control group. Also, students of the experimental teacher group presented significantly greater activity time, more practice attempts and more successful ones than their peers in the control group.
Updated: May. 02, 2016
Towards a Whole-School Approach to the Pastoral Care Module in a Postgraduate Certificate of Education Programme: a South African Experience
This study explores the potential of adopting a whole-school approach to the pastoral care module in a Postgraduate Certificate of Education Programme to ensure that all newly qualified teachers practice effective pastoral care in their classrooms and promote the learners’ academic engagement and performance. A group-administered questionnaire was used to collect the opinion of 59 student teachers’ on the competencies they obtain from the module. The student teachers ranked knowledge first, beliefs and values second and skills third.
Updated: Nov. 09, 2015
The Dialogic Space Offered by Curriculum-Making in the Process of Learning to Teach, and the Creation of a Progressive Knowledge-Led Curriculum
In this article, the authors argue for greater conceptual clarity between curriculum and pedagogy, and between the worlds of children’s experience and disciplinary knowledge, in order to deepen teachers’ understanding of the practice of teaching. The article shows how using the conceptual tools of curriculum making is key to becoming, and developing as a teacher.
Updated: Oct. 08, 2015
Novice Mathematics Teachers’ Use of Technology to Enhance Student Engagement, Questioning, Generalization, and Conceptual Understanding
This study aimed to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The findings indicated that the teachers used representations in their planning and instruction to help promote student engagement to facilitate their learning of mathematics.
Updated: Aug. 03, 2015
On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature Between 2001 and 2010
This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of Supplemental instruction (SI). The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.
Updated: May. 18, 2015
This article presents a qualitative case study, which examined the relationship between conversations during formal collaborative experiences and the actual classroom practice of early childhood teachers in a district, Head Start, and university lab school. Three elements related to the development of communities of practice emerged from this study: (a) parallel processes that promoted the transfer of teacher talk into practices that enriched classroom environments; (b) administratively supported collective control of curriculum by teachers promotes a practice-based focus; and (c) use of protocols actively guides the content and process of teachers’ conversations. This study illustrates the importance of group routines and intentions, collective ownership of curriculum, and their role in the development of productive parallel processes.
Updated: Jul. 01, 2014
Six preservice social studies teachers created electronic portfolios to examine techniques believed to promote active student engagement during a 12-week field experience. Results reveal that electronic portfolios evidence facilitated re-examination of teaching and formulation of improvement plans. However, competing time demands and limited technology familiarity influenced preservice teachers to rely on personal coaching.
Updated: Jul. 17, 2013
This article focuses on the exploration of and an explanation of student researchers’ affect and activity in an action research project. The authors argue that the researcher group as a whole constructs a wave process and at the same time each individual researcher in the group creates a wave process that may be similar or different to that of the group. These processes shape each other, through phases of engagement and disengagement in the researcher cycle, and make the research experience richer.
Updated: May. 29, 2013
The purpose of this study was to assess the impact of in-class review methods on student learning outcomes in a course preparing pre-service teachers for the Texas Pedagogy and Professional Responsibilities teacher certification exam. The results reaveled that while the use of clickers in pre-service teacher education programs may contribute to in-class student engagement, the benefit from the use of clickers does not extend to better student learning gains when compared to a traditional review method.
Updated: May. 13, 2013