Search results for: Skills
Page 2/2 18 items
The article examines the use of metacognitive monitoring to enhance learning. It describes an intervention program, aimed at evaluating third-grade students metacognitive monitoring during everyday teaching. Results of the intervention confirmed the relationship between the skill of monitoring knowledge and children's performance. It also found that children with limited skills are those best served by the intervention programs.
Updated: Mar. 06, 2008
The article describes a study of peer assessment of science teaching skills. Preservice teachers taught science topics as a team to their peers and were assessed by them and their instructor, according to an assessment form provided by their instructor. Peer scores were analyzed and although the assessment scores were higher than the scores given by the instructor, reliability analysis revealed that the students assessed their peers' science teaching performance reliably.
Updated: Feb. 17, 2008
The importance of attention skills is explored in a new theoretical model of expert practice. The article describes a small-scale pilot study of experienced teachers of mathematics, based on this model. The study took place in England and raises issues about relationships between the different of knowledge that we see as constituting expert service.
Updated: Jan. 28, 2008
The Observation, Documentation, and Shared Reflection Process: Preparing Early Childhood Educators to Teach in Alaska Native Communities
The article describes a study of early childhood teachers in rural school districts in Alaska. The purpose of the study was to provide the teachers with observation skills that would enable them to make decisions that foster appropriate development and cultural responses to the children's needs. The study relied on the principle that intrinsic changes can occur in program management, curriculum development, and teacher practice when teachers learn how to use observation of children rather than external evaluation to make decisions about their programs.
Updated: Jan. 27, 2008
The article reports that teacher educators recommend performance related assessments for teachers over standard tests. The study examined the relation between preservice teachers' scores on authentic measures and their scores on certification exams required by the state of Texas. The authentic measures of evaluation included scores on the Professional Attributes Questionnaire, which measures teachers' dispositions, and on Teaching Performance Portfolios which measure knowledge and skills. Scores on the Professional Roles and Responsibilities (PPR) and the Generalist Elementary Comprehensive (GEC) exams served as the measures for the high-stakes, minimum-competency tests. Findings indicate a significant relationship between the PAQ and both the PPR and the GEC exams. No significant relationship was found between the Teaching Performance Portfolios and either one of the state-mandated tests.
Updated: Jan. 22, 2008
The article describes a project which aimed to explore the implementation of a new model of pedagogy to the education of severely disabled students. The study included an analysis of the development of communication skills relating to deep knowledge, deep understanding and high order thinking. The study results point at a pedagogy framework that can be applied to teach cognitive skills that are usually taught by teachers of normally developing students.
Updated: Jan. 10, 2008
The study explores the use of portfolios for teacher education students. Findings revealed that the portfolio provides pre-service teachers with productive learning experiences which help them develop their library use, knowledge, skills, attitudes, personal traits, motivation to learn, interpersonal relationships and an information source.
Updated: Jan. 09, 2008
The article examines the impact NCLB has had on teacher education programs and criticizes the increased focus on testing to determine who can teach. The author claims that the current NCLB program pushes out and alienates potential teachers whose strengths and interests do not show op on the tests, and that it has, in effect created a system of privilege and inequality.
Updated: Jan. 02, 2008