Search results for: Instructional strategies
Page 2/2 17 items
The purpose of this study was to better understand prospective elementary school teachers’ motivations for working with fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional practices might be related to any changes detected in their motivations. 85 education students were given a motivation questionnaire at the beginning and end of the semester, and observations were made of the 9 days when fractions were taught.
Updated: Jun. 11, 2009
This paper examines a 2-year process of integrating Lesson Study—a form of teacher-led professional development—into an introductory course on the principles of teaching for students majoring in early childhood education. The course is taught in conjunction with beginning practicum work in area schools.
Updated: Jun. 10, 2009
The research describes a mixed-methods study of preservice teachers' planned instructional strategies. Of special interest were the preservice teachers' most salient strategies and how often these preservice teachers planned to use each one. The results from this study of planned action indicate that preservice teachers in all content areas choose a variety of instructional strategies, although the extent of use for any one strategy differs across content domains.
Updated: Apr. 22, 2009
This article reports on the results of an action research study. The study used reflective teaching of a social studies methods course at a major Southwestern university in 10 course sections over a four-semester period. Throughout the study period, elements of those strategies altered to better meet the needs of preservice teachers and take advantage of technological innovations.
Updated: Mar. 11, 2009
Comprehensive School Reform Instructional Practices Throughout a School Year: The Role of Subject Matter, Grade Level, and Time of Year
The achievement effects of Comprehensive School Reform (CSR) programs have been studied through the use of input-output models, in which type of CSR program is the input and student achievement is the output. This study focuses on observations of math and reading/language arts lessons in classrooms implementing an array of CSR programs to better understand what occurs in CSR classrooms. The authors found that students were productively involved in assigned tasks and that classrooms were pleasant and task oriented in both mathematics and reading/language arts.
Updated: Dec. 22, 2008
Developing Pedagogical Technology Integration Content Knowledge in Preservice Teachers: A Case Study Approach
This research examined the effects of case-based instructional strategies on the development of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher preparation students. The study was part of the Crossroads Project funded by the Preparing Tomorrow’s Teachers for Using Technology (PT3) grant from the United States Department of Education.
Updated: Apr. 28, 2008
Two veteran elementary school educators, a generalist and a music specialist, used a highly condensed overview of creativity in a streamlined action research initiative. From the process, they gained a broad grasp of creativity concepts, discovered some personal creativity strengths and weaknesses, and made some targeted improvements in their classrooms.
Updated: Jan. 07, 2008