Search results for: Comparative analysis
Page 8/11 105 items
Comparing Teachers’ Views on Morality and Moral Education, A Comparative Study in Turkey and the United States
The authors examined how K-8 teachers approach morality, moral education, and the moral development of children in Turkey and in the United States. It was found that Turkish and American teachers had different views on the definition of morality. Turkish teachers emphasized societal values and global values, which have implications for the sustainability of the Turkish nation-state. On the other hand, American teachers emphasized moral action and morality in context rather than global values.
Updated: Nov. 30, 2011
So NOT Amazing! Teach For America Corps Members’ Evaluation of the First Semester of Their Teacher Preparation Program
The purposes of this study were (1) to explore the aforementioned differences in quality ratings of courses and instructors and (2) to examine what items on the student evaluation instrument could be used to identify salient constructs that are most necessary to meet the needs of Teach For America (TFA) students. The participants were TFA students who were teaching on an alternative teaching certificate, as compared with traditional students who were enrolled in the same methods courses with the same instructors. The findings reveal that TFA students did in fact rate their courses and instructors significantly lower than did their non-TFA peers.
Updated: Oct. 24, 2011
The Dilemma of Scripted Instruction: Comparing Teacher Autonomy, Fidelity, and Resistance in the Froebelian Kindergarten, Montessori, Direct Instruction, and Success for All
The author examines how teachers reacted to four different models of scripted instruction. The author focuses on the scripts' theory and research base and teacher training, and on teachers' assessments of the scripts' effectiveness, and ask how these factors might influence teachers' autonomy, fidelity, and resistance when using scripts. It was found that teacher autonomy, fidelity, and resistance varied in these four scripts. Froebelian kindergarten and Montessori teachers autonomously chose to receive scripted, lengthy, intensive, pre-service training and professional development in closed professional learning communities.
Updated: Oct. 23, 2011
This article explores what current charter policies govern Cyber charter schools (CCSs). Furthermore, the paper outlines the practices in these schools that might illuminate future policy needs. The study shows how state leadership is vital to coordinate student enrollment across geographic boundaries, funding mechanisms, and conflicts between CCSs and established stakeholders. Finally, CCSs in this study serve unique, niche student populations that opt out of the traditional school system
Updated: Oct. 10, 2011
In this paper, the author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. The author used several research questions to organize this review. In the end, the author concludes his comments from the review regarding these questions.
Updated: Sep. 27, 2011
Reliability of Pre-service Physical Education Teachers' Coding of Teaching Videos Using Studiocode Analysis Software
The current study investigates the coding reliability and accuracy of pre-service teachers in a teaching methods class using digital video-based teaching episodes and Studiocode analysis software. Implications include (a) students can reliably learn to self-code within a reasonably short period of time making these technologies manageable in teaching methods courses and (b) digital video analysis may provide additional, accurate and reliable sources of feedback beyond traditional evaluative techniques.
Updated: Jun. 13, 2011
Students as Learners and Teachers: Taking Responsibility, Transforming Education, and Redefining Accountability
In this comparative analysis, the author calls for rethinking how we conceptualize student role and responsibility. This call frames the author's comparison of two programs, which she designed: One program involves secondary students in the preparation of high school teachers and the other program involves college students in the professional development of college faculty. The author then draws on the perspectives of student participants across these two programs to address a series of educational ideals that span K–12 and college contexts: inspiring lasting learning, celebrating humanity and diversity, and engaging in meaningful assessment.
Updated: Mar. 17, 2011
International Organisations and the Shared Construction of Policy ‘Problems’: Problematisation and Change in Education Governance in Europe
Thispaper develops the idea that IOs, and particularly the Organisation for Economic Co-operation and Development (OECD), have had significant policy influence within the context of education policy development in the European education space. The article focuses on an examination of the OECD’s Programme for International Student Assessment (PISA) and the more recent Programme for the International Assessment of Adult Competencies (PIAAC) in order to discuss processes of problematisation and normalisation of the notions of ‘skills’ and ‘competencies’ by the two major European IOs, the OECD and the European Commission. The article examines the ways both concepts have turned into a policy problem in need of soft governance through new data, standards and policy solutions.
Updated: Jan. 25, 2011
Twice-Exceptional Learners: Effects of Teacher Preparation and Disability Labels on Gifted Referrals
The purpose of this study was to examine the differences among three groups of teachers on their perceptions of students with disabilities and their willingness to refer students with disability to a gifted and talented program. Data reveal that all teachers are much less willing to refer students with disability labels to gifted programs than identically described students with no disability labels. The findings hold several important implications for teacher training at the college and university level, as well as the state and local district professional development level.
Updated: Jan. 23, 2011
The purpose of this study was to investigate how alternative certification programs may affect special education teacher retention. The authors compared the University of Memphis's alternative Special Education Institute program to the university's traditional certification program. It was found that a larger percentage of the alternatively prepared teachers were employed at local school districts than the traditional program graduates . Furthermore, a larger percentage of African American students were employed by area school districts than were their White counterparts. The findings of this study support the use of alternative certification programs.
Updated: Jan. 04, 2011