Search results for: Elementary education
Page 5/5 49 items
Moving towards transdisciplinarity: an ecological sustainable focus for science and mathematics pre-service education in the primary/middle years
This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment.
Updated: Aug. 27, 2008
The present article examines the influence of teacher preparation on responses to classroom aggression. A sample of 121 teachers employed in 11 public schools across Southwest Virginia completed measures of teaching characteristics and responded to vignettes depicting student aggression. Results confirmed the importance of prior training in supporting classroom management.
Updated: Jul. 27, 2008
Using Distance Technology to Sustain Teacher Education for Student Teachers in Isolated Areas: The Technology Supported Induction Network
This qualitative study evaluated the Technology Supported Induction Network’s (TSIN) effect on 15 elementary education student teachers in isolated rural schools. The TSIN provided student teachers with professional development opportunities and virtual connections to their peers and university through distance technology, including an online discussion board and compressed video.
Updated: Jun. 01, 2008
Educative experiences and early childhood science education: A Deweyan perspective on learning to observe
This study explores elementary professional development at an urban school. Small animals were used for teaching science inquiry processes, particularly the process of observation. The analysis is qualitative and interpretive, and the data consisted of observations, transcripts of science group meetings, and interviews with five participating teachers. The purpose of the study was to help preservice teachers create effective approaches to real-world science experiences.
Updated: Apr. 08, 2008
Is mentoring throughout the fourth and fifth grades associated with improved psychosocial functioning in children?
The article explores whether mentoring of fourth and fifth grade students influences depression, self-concept, anxiety and relationship with parents and peers. 31 mentored children were examined during an 18-month period, along with 22 non-mentored children. Results reveal that although mentored students showed improvement in self-concept and anxiety, neither mentored nor non-mentored students showed improvement in either depression or relationships.
Updated: Mar. 20, 2008
Field placement within teacher education represents a topic of interest for all preservice teacher programs. Present research addresses a set of important questions regarding field placement: (1) What pedagogical methodologies facilitate deep learning during field experiences? (2) Is there a significant difference in treatment effect for elementary education majors as opposed to secondary education majors?
Updated: Mar. 02, 2008
Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension
The article described the development and validation of the Beliefs about Primary Education Scale (BPES). The 18-item scale for assessing primary school teachers' beliefs toward the nature of good education is subdivided into a transmissive dimension and the developmental dimension. Recent studies (n=381), construct validity of the BPES was confirmed. The BPES’ DD and TD were shown to correlate significantly with constructivist and traditional teaching beliefs.
Updated: Feb. 05, 2008
The article discusses a study regarding the use of Jigsaw II as a technique in cooperative learning among elementary school student teachers in Turkey. The study included a proficiency test, and questionnaires that were issued to the teachers. Findings show that Jigsaw II had a positive effect on the student teachers academic success and their views on the technique itself.
Updated: Jan. 14, 2008
The constructivist learning framework is a foundation for today's K-12 mathematics reform. Many future teachers across the United States are being taught that this is the way students learn best. In this qualitative multi-case study, the teaching methods of 4 university instructors who teach mathematics courses to future elementary teachers were explored. The results of within-case and cross-case analyses demonstrate the constructivist nature of the participants' teaching methods. The results also indicate substantial variation in teaching methods, even though the participants' teaching beliefs are very similar.
Updated: Dec. 27, 2007