Search results for: Instruction
Page 2/3 29 items
Shared Planning Time: A Novel Context for Studying Teachers’ Discourse and Beliefs About Learning and Instruction
The purpose of the study was to examine teacher talk during shared planning time to provide insight into the rationales behind teachers’ decision making that may be related to their underlying beliefs about subject matter, teaching, learning, and their students. A team of 4 eighth-grade mathematics teachers at a suburban middle school in the southern part of the United States agreed to participate in this study. The study supported the hypothesis that teachers’ collaborative planning time discourse provides a unique lens for understanding teachers’ beliefs.
Updated: Mar. 16, 2009
The paper examines the long-term effectiveness of in-service teacher training courses for English as a Foreign Language (EFL) teachers in the Greek educational context.The data are discussed in relation to strategies for optimizing teacher training services. Furthermore, implications are drawn for the implementation of change in a broader educational context.
Updated: Feb. 02, 2009
W(h)ither the Sense of Wonder of Pre-Service Primary Teachers’ When Teaching Science?: A Preliminary Study of Their Personal Experiences
This preliminary study seeks to explore whether wonder-based reflections are sources of inspiration for future teachers of science. What experiences have brought them personally a sense of wonder and when, if at all, do they employ scientific explanations of those events? In all 140 pre-service primary teachers, when questioned, described 240 separate events or occasions in which they had participated or observed that evoked a heightened sense of wonder. Three different types of wonder described all the events cited: physical, personal and metaphysical wonder.
Updated: Jan. 19, 2009
Rethinking Classroom-Oriented Instructional Development Models to Mediate Instructional Planning in Technology-Enhanced Learning Environments
Adopting an activity theoretical perspective towards instructional planning in the technology-enhanced learning environments (TELE), this paper examines two existing classroom-oriented instructional development (ID) models: the model of Reiser and Dick (1996) and the model of Morrison, Ross, and Kemp (2004). It then constructs a classroom-oriented expansive and reflective ID model.
Updated: Jan. 19, 2009
Leaving No Child Behind Yet Allowing None Too Far Ahead: Ensuring (In)Equity in Mathematics Education Through the Science of Measurement and Instruction
This inquiry raises questions about the manner in which the No Child Left Behind Act aims to improve mathematics education through an increased reliance on “objective” science. Specifically, the argument put forth here is that the policies of the No Child Left Behind Act leverage and intensify the “dividing practices” instituted in the early 20th century as a means of justifying the differential stratification of students in schools, thereby making equitable educational outcomes less likely than not.
Updated: Dec. 17, 2008
Tracking In The Era of High Stakes State Accountability Reform: Case Studies Of Classroom Instruction In North Carolina
Considerable controversy surrounds the issue of whether high-stakes statewide accountability programs have led to more equitable educational opportunities for all students.The central question is: What is the nature of curriculum and instruction for different groups of students in the new school reform context of high-stakes, statewide accountability programs, and what are the implications for equity? The author focuses on the nature of classroom instruction for students in the “regular” classes, which are disproportionately populated by students of color from low socioeconomic backgrounds, with that of their peers in “academically gifted” classes and considers the implications for equity in this new policy context.
Updated: Dec. 15, 2008
This article reviews the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. 87 studies met these criteria. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.
Updated: Dec. 14, 2008
As collaborative instruction for students with disabilities becomes a prominent practice, teacher educators must examine prospective educators' views on these practices. Researchers analyzed reflective journal entries of 41 masters-level teacher certification students in a class on collaboration. Several themes emerged through content analysis including self-evaluation of skills and general communication skills of teams. Results indicate issues in collaboration and areas of concern among preservice and certification students. Further, teacher educators may use the analysis process to provide a concentrated focus on areas of concern to students. As many programs require prospective teachers to journal about their teaching experiences, the categories used in the analysis may provide a basis for examining those journal entries in greater depth.
Updated: Nov. 10, 2008
This summary identifies various types of thinking skills and skill components recommended for classroom instruction. The author describes and cites research-derived features of effective, direct instruction in thinking skills and describes a framework for this instruction. The research cited here suggests both students' academic achievement and their quality of thinking can be improved by using these techniques and strategies to teach thinking skills in subject-matter courses.
Updated: Nov. 09, 2008
Learning from Teachers' Conceptions of Technology Integration: What Do Blogs, Instant Messages, and 3D Chat Rooms Have to Do with It?
This study was designed to investigate preservice and practicing teachers' conceptions of the role of new technologies in literacy education. The study documented how these conceptions, as well as the author's conceptions, evolved over time and impacted the content and curriculum of a university course. The study raises questions about the role of the instructor and the purposes and goals of courses like Literacy and Technology. It also points to a number of areas that need to be further explored if teacher educators hope to effectively introduce teachers to the ways in which technology can support literacy learning.
Updated: Nov. 09, 2008