Search results for: Barriers
Page 4/5 44 items
The current paper discusses the potential positive and problematic influences of the National Early Literacy Panel report on prekindergarten and kindergarten classroom instructional practice. The authors support the instructional importance of the majority of the foundational skills identified in the NELP report. However, the authors argue that the NELP report is both insufficiently clear and overly narrow with respect to what preschool teachers should be focusing on instructionally in early literacy.
Updated: Jul. 05, 2011
The current paper reports on research which explored the experiences of six digitally able beginning teachers during their first year in secondary schools. The author used a complexity theoretical framework to examine the barriers and enablers that influenced the integration of digital technologies into teaching practice.
Updated: Apr. 04, 2011
An Examination of Pre-service Teachers' Attitudes towards the Inclusion of Development Education into Irish Post-Primary Schools
This study was conducted following the return of pre-service teachers from the teaching practice. The study also examines the attitudes of the pre-service teachers towards development education, the extent to which they included development education issues in their teaching while on teaching practice and their attitudes towards including such issues in the future. Results indicate that while pre-service teachers were positive towards integrating development education into post-primary schools and indicated their hope to include such issues in the future, they face a number of barriers that prevent them from doing so.
Updated: Dec. 03, 2010
The first part of this work describes three scripts employed by a novice science teacher within the topic of The Structure of Flowers. This part offers a detailed illustration of how these scripts were derived by means of a Modelling Instrument. In the second part, the relationships between beliefs and actions are explored through tree diagrams. Finally, there is a discussion of how entrenched scripts may act as obstacles to professional development.
Updated: Nov. 30, 2010
Fact or Fiction? Analyzing Institutional Barriers and Individual Responsibility to Advance the Internationalization of Teacher Education
This article concentrates on the extent to which teacher education programs support, advocate, and broadcast an opportunity for increased global awareness - overseas student teaching. The article also examines whether state laws prohibit such experience, and the degree to which our states are open to foreign teachers. Through survey of states and content analysis of websites of 409 NCATE accredited institutions, conclusions are drawn regarding institutional commitment to internationalization in teacher education.
Updated: Oct. 12, 2010
International Education in Higher Education: A Developing Process of Engagement in Teacher Preparation Programs
The current article provides a brief discussion of the contextual need for global perspectives in teacher preparation programs for preparing teachers to acquire global perspectives. The paper identifies important proposals that address exposing prospective teachers to international experiences and integrating international global education into the process of their preparation as teachers. The article also points to tensions that need resolution as the field of teacher preparation works to promote and integrate international global education in preparing globally minded educators and cosmopolitan educators.
Updated: Oct. 10, 2010
Technological Constraints and Implementation Barriers of Using Videoconferencing for Virtual Teaching in New Zealand Secondary Schools
This article reports findings from a study conducted between 2001 and 2004 to evaluate the effectiveness of OtagoNet. Nine New Zealand secondary schools participated in the OtagoNet project, using videoconferencing technologies to deliver courses to multiple sites. It was found that videoconferencing technology had a significant impact on pedagogy and teaching styles. The importance of the teacher in implementing and integrating technology into the learning environment was highlighted in this project.
Updated: Sep. 27, 2010
Gaining Research Access into the Lives of Muslim Girls: Researchers Negotiating Muslimness, Modesty, Inshallah, and Haram
This article explores the process of gaining research access into the lives of Muslim girls in the southwest USA. The authors discuss four emerging 'entry markers' that challenged the process of gaining and sustaining access over a period of 14 months. These included being Muslim enough, being modest enough, inshallah, and haram.
Updated: Jul. 13, 2010
Using the case of a secondary English department, this paper demonstrates how historical barriers to effectively educating diverse students have been reinforced by the current educational climate of curriculum standardization and high stakes accountability. The paper claims that educational strategies for responding to diversity should be internally developed by schools and teachers.
Updated: Nov. 17, 2009
This survey study investigated high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed.
Updated: Nov. 03, 2009