Section archive - Programs & Practicum
Page 35/36 358 items
A faculty–librarian collaboration for developing information literacy skills among preservice teachers
The article on reports on a case study comparison of citation analyses. The first group of students received a reading material rubric that was developed solely by the instructor, and the second groups of students received rubrics developed as a joint effort between the instructor and a librarian. Findings indicate that the number of scholarly resources cited increased with the librarian's assistance and so did the quality of student research.
Updated: Mar. 31, 2008
A study was conducted to examine the changing demography of teachers. The study examined secondary teachers' initial notions of careers, and through third and fourth year of professional experience. Results suggest a typology of teachers: the 'career' teacher, the 'classroom' teacher and the 'portfolio' teacher, whose commitment to teaching may be temporary. In addition, the commercialization of the education and intensification of teachers' work challenge teachers' 'moral purpose' and professional identity and adversely affect not only their retention but also new teachers' intentions to remain in teaching.
Updated: Mar. 14, 2008
A study conducted to examine how teaching experience and teachers' perceptions of school environment influence collaboration between teachers. The study consisted of questionnaires collected from 118 elementary schools teachers from six schools. Three schools were implementing a responsive classroom (RC) approach and three schools were used for comparison. Teachers in the RC group reported more frequent collaboration. In addition, teachers valued collaboration to a higher degree, and perceived greater involvement in the decision-making processes at school.
Updated: Mar. 14, 2008
A study is conducted to examine Swedish teachers' work outside of the classroom. The article describes what teachers do in their out of class time, and gathers data from 1166 reports from K-12 teachers. The study reveals that approximately 10 hours of the weekly 45 teaching hours in unregulated, and this time roughly corresponds to the non-regulated working time, where teachers do not have to be at school.
Updated: Mar. 13, 2008
The article explores the preparation of teaching professionals to respond to resistance. The study examined three clinical psychology programs and two teacher education programs. Data was drawn from classroom observations, interviews and observations of field experiences. Results reveal that although both programs prepare students to respond to resistance, the clinical psychology programs provided students with more opportunities to rehearse responses to client resistance in the moment, through the use of role-play and other simulations.
Updated: Mar. 13, 2008
The effect of school-based practice on student teachers' attitudes towards inclusive education in Northern Ireland
The study aimed at exploring attitudes of preservice teachers toward inclusive education in Northern Ireland. The study employed a survey of attitudes towards a range of issues related to the topic. Findings indicate positive attitudes towards the principles of inclusion. However teachers also showed strong attachment to current organizational structure.
Updated: Feb. 26, 2008
The importance of attention skills is explored in a new theoretical model of expert practice. The article describes a small-scale pilot study of experienced teachers of mathematics, based on this model. The study took place in England and raises issues about relationships between the different of knowledge that we see as constituting expert service.
Updated: Jan. 28, 2008
The article describes a cross cultural study of early education professionals regarding their perceptions of status, working conditions, and public appreciation. The study was conducted in Guatemala, Hong, Kong, Hungary, India, Mexico, Peru and the United States. Cross cultural data indicate high agreement on the professionals' perceptions. Participants felt discouraged and unappreciated and needed greater financial and emotional support.
Updated: Jan. 27, 2008
The article describes an independent reading research project of an early childhood education graduate student, who taught in a school district that was heavily impacted by Hurricane Katrina. The survey-study voices the personal feelings and challenges of teachers who taught in the aftermath of the storm.
Updated: Jan. 24, 2008
Learning to Speak with a Professional Voice: Initiating Preservice Teachers into Being a Resource for Parents
Despite the available literature stressing the importance of involving parents in their children's early education, beginning teachers have often expressed that their professional training has not prepared them to work with families. The article describes a project designed to assist preservice teachers to work with the families of the young children they teach. The project gave the preservice teachers a hands-on opportunity to become a resource for the families, while giving the students confidence, competence and communication skills.
Updated: Jan. 23, 2008