Search results for: Surveys
Page 4/4 38 items
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This article addresses the need for a survey instrument designed to assess TPACK for preservice teachers. The article describes survey development process and results from a pilot study on 124 preservice teachers.
Updated: Mar. 02, 2010
Investigating Teachers' Educational Beliefs in Chinese Primary Schools: Socioeconomic and Geographical Perspectives
This empirical study investigates the nature of and profiles in primary teachers' educational beliefs in the Chinese educational settings. A survey of 820 primary school teachers was conducted. Results show that gender and subject domain affect traditional educational beliefs. Significant differences appear considering economic and geographical context variables.
Updated: Jan. 31, 2010
Assessment Policy and Practice Effects on New Zealand and Queensland Teachers' Conceptions of Teaching
Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the Teaching Perspectives Inventory (TPI). Two surveys were conducted among 241 New Zealand and 784 Queensland primary teachers and 614 Queensland secondary teachers. The results from the surveys found acceptably fitting models.
Updated: Apr. 30, 2009
The purpose of this study was to explore the relationship among a broader range of emotions (anger, anxiety, happiness, and sadness) and the acquisition of nine computer related skills.Pre- and post-surveys were given to 184 preservice education students (123 females, 61 males) enrolled in 8 month, integrated laptop program.Happiness was expressed most of the time – anxiety, anger, and sadness were reported sometimes. Anxiety and anger levels decreased significantly, while computer knowledge increased. Happiness and anxiety were the only emotions significantly related to change in computer knowledge.
Updated: Dec. 07, 2008
The article describes a qualitative and quantitative studies regarding practicum in New Zealand. This research interprets data from a beginning teacher survey to examine school-level variation within the semi-structured national guidelines for induction programs. A discussion of survey design and distribution, pedagogical practices reported in New Zealand induction are reviewed. Interesting patterns surfaced regarding mid-year entrants and older beginning teachers in their second year of practicum studies.
Updated: Sep. 21, 2008
Effects of International Comparative Studies on Educational Quality on the Quality of Educational Research
Strengths and weaknesses of different research approaches are discussed, and it is proposed that the dichotomy between qualitative and quantitative approaches should be replaced with distinctions between low- and high-level inference approaches with respect to data, generalization and explanation. It is concluded that while the international studies easily invite misuse and misinterpretation, they also offer possibilities for improving the quality of educational research, because the high-quality data generated by these studies can be taken advantage of in research on causal effects of factors in and out of educational systems.
Updated: Mar. 23, 2008
Survey data from 222 student teachers at a small, liberal arts college were used to address the following three questions: Do university supervisors add value to the student teaching experience? Do student teachers distinguish between the roles played by supervisors and those played by cooperating teachers? How do student teachers characterise good supervision?
Updated: Jan. 26, 2008
The article examines a study into early childhood education in Singapore regarding language and literacy development, given its importance to subsequent academic achievement. 79 teachers of 4-6 year-old children were surveyed. Findings indicate that almost all teachers viewed their primary goal as fostering the children's ability to communicate and express themselves.
Updated: Jan. 09, 2008