Search results for: Education practice
Page 6/11 106 items
Chemistry Teachers’ Emerging Expertise in Inquiry Teaching: The Effect of a Professional Development Model on Beliefs and Practice
The purpose of this study was to examine the influence a yearlong inquiry professional development program had on chemistry teachers’ beliefs and use of inquiry-based teaching practices. The participants in this study were seven high school chemistry teachers who took part in a professional development program for science teachers. In conclusion, this PD program succeeded to change the ways teachers perceived their role in the classroom by the positive experiences in learning through an inquiry approach which engaged teachers to reconstruct their own chemistry content knowledge.
Updated: Jan. 03, 2012
This study aimed to explore student teachers’ views regarding 1) the efficacy and the applicability of a brief teacher education programme in certain counselling skills; and 2) its impact on their competence to adequately apply a SEL intervention programme in their classrooms. The authors consider that the results of this study highlight the need for applying inservice training in counselling skills for teachers.
Updated: Jan. 02, 2012
Collaborative Continuing Professional Development (CPD) for Teachers in Scotland: Aspirations, Opportunities and Barriers
This article investigates stakeholders’ views on the desirability of collaborative continuing professional development (CPD) and examines potential barriers from a Scottish perspective. This article draws on two empirical projects which each investigates the perceptions of Scottish teachers regarding CPD. The research discussed in this article suggests that a greater balance of forms and purpose of CPD is desirable. However, the policy context within which Scottish teachers currently work focuses on an individualized, standards-based framework.
Updated: Dec. 29, 2011
This article presents a particular framework of teachers’ conceptions about assessment in school. Fifty teachers of primary and secondary school were interviewed. The results allowed building a model of conceptions of assessment. This model comprises four dimensions about the effects of assessment on: teaching, learning, accountability of teachers and schools to different audiences and stakeholders, and the certification of achievement.
Updated: Dec. 15, 2011
This article explores what current charter policies govern Cyber charter schools (CCSs). Furthermore, the paper outlines the practices in these schools that might illuminate future policy needs. The study shows how state leadership is vital to coordinate student enrollment across geographic boundaries, funding mechanisms, and conflicts between CCSs and established stakeholders. Finally, CCSs in this study serve unique, niche student populations that opt out of the traditional school system
Updated: Oct. 10, 2011
Crossing Boundaries and Constructing Identities: The Experiences of Early Career Mainland Chinese English Language Teachers in Hong Kong
The current paper reports on a qualitative study that investigated the experiences of a group of English language teachers from the Chinese mainland. The teachers completed their teacher training in Hong Kong and have taken up full-time teaching positions in secondary schools within Hong Kong. The study examines the participants' discursive and participative practices to illustrate how their experiences, both as students in the Chinese mainland and as preservice teachers in Hong Kong, shaped their construction of teacher identities, as well as to show that their employment in Hong Kong schools represented a challenge to this identity formation process.
Updated: Sep. 14, 2011
What Teacher Preparation Programs Can Do to Better Prepare Teachers to Meet the Challenges of Educating Students Living in Poverty
This article highlights the fact that some social issues are excluded from the teacher preparation curriculum. The author argues that if any educational reforms are to be enacted to provide students equal access to quality education, they must place more emphasis on the SES of students, coupled with a determined effort to integrate its impact on socially disadvantaged students. The article points out the necessity for changes to be made to teacher education programs in an effort to better prepare teachers to address the effects of poverty in their classroom.
Updated: Jul. 05, 2011
In this article, the authors examine the National Early Literacy Panel report. The authors explore the report from two complementary vantage points: (a) the historical tradition of research syntheses in reading research, beginning with Chall and extending through the NELP report, and (b) other recent attempts to examine or synthesize early reading development.
Updated: Jul. 05, 2011
Advancing Early Literacy Learning for All Children: Implications of the NELP Report for Dual-Language Learners
In this article, the authors examine the implications and limitations of the National Early Literacy Panel report on the early care of young children who are dual-language learners. The authors explore the relevance of the report for dual-language learners. In particular, the authors examine the practice in this and other national synthesis reports of extrapolating implications for the education of young dual-language learners based on a broader population of children.
Updated: Jul. 05, 2011
Teaching Social Studies in the 21st Century: A Research Study of Secondary Social Studies Teachers' Instructional Methods and Practices
The purpose of this study was to examine how social studies is being taught in 21st-century social studies classrooms. 281 secondary social studies teachers from across the United States completed the online survey regarding their teaching practices. The data indicate that teachers clearly utilize passive methods more frequently than they do methods considered to be active and engaging. The actual classroom teaching practices of social studies teachers do not align with relevant literature supporting more authentic learning strategies, further expanding the gap between theory and research.
Updated: Jun. 26, 2011