Search results for: Student attitudes
Page 17/19 184 items
This study examined the effects of students' characteristics (gender, age, and first-language spoken at home) on their perceptions about problem-based learning (PBL). The study revealed that students from the fifth, sixth and seventh grades perceived PBL in a positive way but there were significant differences between the grades.
Updated: Dec. 21, 2009
This study examines the effect of the author’s modeling processes as evidenced by education students’ assessments of his courses. The author addresses the particular question, what benefits do his students perceive receiving from his personal literacy practices in class? He collected data from 75 pre-service and in-service teachers enrolled in four different courses. Responses revealed perceptions of five primary benefits, underscoring both academic and affective components.
Updated: Oct. 20, 2009
Which Characteristics of a Reciprocal Peer Coaching Context Affect Teacher Learning as Perceived by Teachers and Their Students?
The main purpose of this article was to explore which characteristics of a reciprocal peer coaching program stimulated or inhibited the professional learning of 28 experienced teachers (14 coaching dyads). A mixed-method approach was adopted combining quantitative and qualitative data. It was found that teachers learn when they are intrinsically motivated to take part in professional development programs; when they feel a certain pressure toward experimenting with new instructional methods; and when they are able to discuss their experiences within a safe, constructive, and trustworthy environment.
Updated: Sep. 21, 2009
This collective case study focuses on two teachers who use documentary film to teach about controversial events. The goal of the study is to better understand teacher selection and use of film as part of pedagogy and the experiences of students who are engaged in deliberative activities with film. In this case, teachers utilized film to help students examine two controversial events in U.S. history. The teachers utilize film as a neutral source for students to use as evidence for taking a position, despite the value-laden perspectives included in the films. Implications for teachers, teacher educators, and especially democratic and social studies education researchers are examined.
Updated: Jul. 06, 2009
The outcomes of a two-pronged 'real-world' learning project in Australia, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this article. Using Butin's conceptual framework for service learning, the authors show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers.
Updated: Jun. 03, 2009
Mentors' Written Lesson Appraisals: The Impact of Different Mentoring Regimes on the Content of Written Lesson Appraisals and the Match with Pre-Service Teachers' Perceptions of Content
Written lesson appraisals (WLAs) by mentors 30 of pre-service teachers experiencing two different mentoring regimes in an English university teacher education program were selected for analysis. The WLAs were analyzed for their length and content using professional knowledge categories derived from pre-service teacher perceptions of the content of WLAs.
Updated: Jun. 01, 2009
Using Activity Theory to Understand Prospective Teachers' Attitudes to and Construction of Special Educational Needs and/or Disabilities
The research is concerned with prospective teachers' conceptualizations of terms such as ‘disability’ and ‘special education’. Activity theory is proposed as a lens through which to consider the complexities involved. In the context of the English systems, this research, using data collected through word association and analyzed using activity theory, explored the trainees' conceptualizations.
Updated: May. 27, 2009
Much of the research explains school dropout using statistical relationships between dropout rates and a variety of 'risk factors' attributed to student' such as income, race/ethnicity, academic achievement and behaviors and attitudes. In contrast, this study investigates two Latino adolescents' everyday experiences of dropping out in the context of cultural and structural aspects of school. Implications for practice and further research are examined.
Updated: May. 25, 2009
One of the main problems faced by several educational systems around the world is educational exclusion. It is recognized that those who drop out of education are at risk of social exclusion, with reduced opportunities to participate in society. In order to understand this, the authors reconceptualiszed the school as a community of practice. The paper's purpose is to better understand educational exclusion from the perspective of at-risk students.
Updated: May. 18, 2009
The authors explored the beliefs of teacher candidates, from various levels of training, regarding the effectiveness of potential interventions for childhood disorders. They were primarily interested in participants’ responses to three categories of interventions: (a) evidence-based, (b) controversial, and (c) primarily anecdotal. 351 Students from three educational levels participated in this study. The authors found that the participants’ endorsement levels across three types of disorders (autism, Attention Deficit Hyperactivity Disorder [ADHD], and dyslexia) varied but not in a consistent manner, with only a few noticeable trends across interventions.
Updated: May. 13, 2009