Search results for: Elementary education
Page 2/5 49 items
Foreseeing the Unforeseen through Collaborative Self-Study by a Teacher Educator and Two Teacher Candidates
The study presents the collaborative reflection process of a teacher educator and two elementary teacher candidates during their university mathematics teaching class and subsequent student teaching experiences. This self-study paid particular attention to the unforeseen negativity created in the practice of teaching as a starting point for reflective thinking and how it eventually led to a renewed level of teaching practice and thinking. This collaborative self-study provided an opportunity for each researcher to notice the differences between her intention for practice and her actual practice, from her own perspective as well as those of others, working with a view of teaching as disciplined inquiry. The authors conclude that the results suggest that collaborative self-study by a teacher educator and teacher candidates can generate effective learning experiences for all participants.
Updated: Jan. 20, 2014
The Consequences of International Comparisons for Public Support of K–12 Education: Evidence From a National Survey Experiment
The authors investigate the consequences of international comparisons in education on the support of public schooling in the United States. The results suggest that framing educational policy with the goal of enhancing international competitiveness lowers subjective assessments of the quality of local schooling without increasing interest in additional spending to improve the nation’s education system.
Updated: Sep. 11, 2013
This study investigated the effectiveness of an approach to information and media literacy instruction for elementary preservice teachers. The authors trained the participants in a systematic research process of searching for, evaluating, and using information resources, specifically journal articles and Websites, to increase their content knowledge. The results demonstrate the importance of formative assessment and the need to provide preservice teachers with information and media literacy training so they are better able to navigate and evaluate digital-age resources to expand their content mastery and teach their students 21st-century skills.
Updated: Jul. 29, 2013
One-to-One Laptop Teacher Education: Does Involvement Affect Candidate Technology Skills and Dispositions?
The authors examine differences in student technology outcomes between a pilot 1:1 program with ubiquitous technology use and a more traditional program in which our candidates are expected to complete specific technology requirements in each course. The authors found that after the post-test that the beliefs of laptop candidates about educational uses of technology and skill level with educational technology significantly increased. The results also indicated that teacher candidates who were not given ubiquitous access did not improve in skill level, nor did their beliefs about educational technology change.
Updated: Jun. 05, 2013
The Excitement and Wonder of Teaching Science: What Pre-service Teachers Learn from Facilitating Family Science Night Centers
The author describes how pre-service teachers facilitated stations at a family science night as a context to learn to identify, assess, and use children’s science ideas. The pre-service teachers in this study experienced success at teaching science and developed understandings about children’s science ideas.
Updated: Apr. 22, 2013
Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms
In this study, the authors examined teachers’ instructional moves to elicit and develop students’ ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The authors present three contrasting cases of teachers to highlight evidence that shows teachers’ differing strategies for eliciting students’ ideas and questions, and for developing their ideas, questions and questioning skills. The authors found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them.
Updated: Mar. 24, 2013
This article explores how a group of pre-service elementary science student teachers came to understand the development of their Pedagogical Content Knowledge over the course of a semester’s study in a science methods course. The results illustrate real possibilities for ways of enhancing student teachers’ ongoing professional learning in teacher preparation and offer a window into how the nature of Pedagogical Content Knowledge in pre-service education might be better understood and developed.
Updated: Mar. 21, 2013
Epistemological Predictors of “Self Efficacy on Learning Biology” and “Test Anxiety Related to Evaluation of Learning on Biology” for Pre-service Elementary Teachers
The goal of this study was to investigate the relationship between components of epistemological beliefs and self-refulation (self-efficacy and test-anxiety) on learning biology. The results showed that only the belief about “existence of one truth” was a significant predictor of test anxiety while there was no epistemological predictor of self-efficacy.
Updated: Jan. 28, 2013
Additive and Disruptive Pedagogies: The Use of Slowmation as an Example of Digital Technology Implementation
The goal of this study was to explore the experiences of 35 preservice teachers as they were introduced to a new digital technology, “Slowmation”, as a “disruptive” pedagogy over a period of 12 months. The participants in the study were 35 preservice teachers from an elementary cohort. This study highlights the challenges inherent in introducing “disruptive” pedagogies in a teacher education program.
Updated: Jul. 30, 2012
The current study examines teachers’ attitudes toward pedagogical changes. Teachers’ attitudes toward such changes are examined at different stages of their professional development. The participants were 520 teachers in primary schools, junior high schools, and high schools. Significant differences were found between teachers at different stages of their professional development.
Updated: Jun. 25, 2012