Search results for: Interaction
Page 3/7 62 items
Reducing Discrepancies between Teachers’ Espoused Theories and Theories-In-Use: An Action Research Model of Reflective Professional Development
The author reports on an action research project in which two New Zealand classroom teachers worked with a university researcher. The participants were interested to investigate the effects of their knowledge, thinking, and beliefs on the ways in which they mediated students’ learning in teacher–student interactions.
Updated: May. 27, 2013
Promoting Teacher and School Development through Co-enquiry: Developing Interactive Whiteboard use in a ‘Dialogic Classroom’
The authors explore the relationship between the use of interactive whiteboard (IWB) and the pre-existing and developing pedagogies of three teachers in a teacher–researcher collaborative group in UK. The authors focused on one teacher from this group and considered how the developing understandings of her became evident in her practice and influenced the group’s deliberations about uses of the IWB. This research indicates that teachers with approaches grounded in a good understanding of how to promote children’s learning will gradually and iteratively integrate the use of a new technology to serve their well-founded pedagogical intentions.
Updated: May. 08, 2013
An Alternative Research and Science Teacher Preparation Agenda for Urban Science Education: An Insider’s Call for a Focus on Success
There are some small urban high schools that have high levels of student engagement in science. Those schools who have created these effective environments for science show that it is only in the whole school context in which these effective science classrooms exist and the matrix of interactions organized by the teachers outside the science classroom that leads to this success.
Updated: Mar. 24, 2013
The Role of Single-Sex Education in the Academic Engagement of College-Bound Women: A Multilevel Analysis
This study compares levels of self-reported academic engagement between female graduates of single-sex and coeducational private high schools using nationwide data on these students at the point of college entry. This study demonstrates that school gender remains a significant predictor of self-reported academic engagement when controlling for other school characteristics. The results reveal that women attending all-girls high schools report higher levels of academic engagement across numerous fronts: studying individually or in groups, interacting with teachers, tutoring other students, and getting involved in student organizations.
Updated: Mar. 06, 2013
Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development
This qualitative case study examined K-8 in-service teachers’ interactions with pedagogical contexts in a chemistry professional development course.
Updated: Feb. 27, 2013
Tracing Discourses of Health and the Body: Exploring Pre-service Primary Teachers' Constructions of ‘Healthy’ Bodies
The current article examines pre-service teachers' positions in relation to the health discourses. Specifically, the authors were interested to better understand what beginning teachers bring to their teaching of Health and Physical Education (HPE)
Updated: Dec. 25, 2012
Professional Development at a Distance: A Mixed-Method Study Exploring Inservice Teachers’ Views on Presence Online
This article examined surveys from online courses that used a unique 5-week distance learning model designed for K–12 educators. This mixed-method study examined the concepts of presence, online interaction, participant satisfaction, and the impact of this online professional development experience on teaching. The findings illustrate a unique portrait of teacher, social, and cognitive presence as they related to this online professional development experience. The authors conclude that the data supports that the online learning environment, quality of instruction, interactions and resources, and design of the model contributed to participant learning and overall satisfaction with this online professional development experience.
Updated: Aug. 23, 2011
Classroom Interaction Studies as a Source for Teacher Competencies: The Use of Case Studies with Multiple Instruments for Studying Teacher Competencies in Multicultural Classes
The current study reports on the multiple instruments used to study the practical knowledge and behaviour of experienced teachers in multicultural schools. The findings demonstrate how small-scale studies with multiple data collection techniques can help in providing an empirical foundation for the formulation and specification of teacher competencies in multicultural settings.
Updated: Jul. 05, 2011
The current study explored the perceptions of classroom response systems, or “clickers,” by teacher-candidates of diverse ages and both genders. 63 teacher education students participated in the study. The results suggested that teacher candidates of all ages and both genders responded overwhelmingly positive to clickers in the university classroom. For males and female teacher education students of all ages, clickers improve interaction with peers and the instructor.
Updated: May. 30, 2011
Challenges of Critical Colleagueship: Examining and Reflecting on Mathematics Teacher Study Group Interactions
The current paper examines mathematics teacher collegiality. The article focuses on both the ways in which teachers interacted as critical colleagues in a long-term professional development project and the evolving role of the teacher–educator–researcher as the facilitator of this project. The authors examine how a study group of middle-grades mathematics teacher–researchers took a more critical stance toward their own teaching practice and that of their colleagues.
Updated: May. 26, 2011