Search results for: Models
Page 9/20 193 items
In this study, the authors empirically tested a theoretical model based on the one suggested by Lamon, who claimed that the development of proportional reasoning relies on various kinds of understanding and thinking processes. The authors also used an extended model which included an additional component of solving missing value proportional problems. To a great extent, the data provided support for the extended model.
Updated: Apr. 16, 2012
Capturing Unique Dimensions of Youth Organized Activity Involvement: Theoretical and Methodological Considerations
This paper investigates the complexities of assessing involvement and focuses specifically on the following organized activity dimensions: (a) breadth, (b) intensity, (c) duration/consistency, and (d) engagement. A conceptual model is presented to describe issues that are important to consider when assessing various dimensions of organized activity involvement in future research.
Updated: Mar. 14, 2012
The current research aims to add to the body of knowledge about different types of feedback. This paper reports the investigation of different types of automated model-based feedback. The study examined three forms of model-based feedback using different methods-concept mapping and written text-for presenting the solution of a task to be solved. Seventy-four students from a German university participated in this experimental study and were randomly assigned to one of the three experimental groups: (a) cutaway feedback, (b) discrepancy feedback, and (c) expert feedback.
Updated: Mar. 13, 2012
The current study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, and (c) changes in classroom organization.
Updated: Feb. 07, 2012
The current paper explores how educators use film to promote critical thinking and develop citizens of character through values analysis. This article provides a model for using film to teach students to be citizens of character are provided for teachers interested in incorporating this approach into their classroom instruction. The authors conclude that teaching students to critically examine and analyze films will empower them to rationalize and defend their values, and allow students to deeply think about what it means to be an effective citizen in the 21st century.
Updated: Jan. 10, 2012
Investigating Pre-service Teacher Motivation across Cultures Using the Teachers’ Ten Statements Test
This article describes a study which examined pre-service teachers' motivations for choosing teaching as a career across cultures. The participants were 200 pre-service teachers from Canada and Oman. The study highlights the importance of attending to cultural factors in building an understanding of motivations for teaching
Updated: Dec. 21, 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 study explores empirically a two-dimensional model of mentor teacher roles in mentoring dialogues, entitled MERID. The findings indicate that there is empirical support for the model. This model provides a viable tool for mentor teachers’ reflections and, subsequently, for changes in and enhancement of mentor teachers’ role repertoires.
Updated: Nov. 17, 2011
The Dilemma of Scripted Instruction: Comparing Teacher Autonomy, Fidelity, and Resistance in the Froebelian Kindergarten, Montessori, Direct Instruction, and Success for All
The author examines how teachers reacted to four different models of scripted instruction. The author focuses on the scripts' theory and research base and teacher training, and on teachers' assessments of the scripts' effectiveness, and ask how these factors might influence teachers' autonomy, fidelity, and resistance when using scripts. It was found that teacher autonomy, fidelity, and resistance varied in these four scripts. Froebelian kindergarten and Montessori teachers autonomously chose to receive scripted, lengthy, intensive, pre-service training and professional development in closed professional learning communities.
Updated: Oct. 23, 2011
From Intuition to Data: Using Logic Models to Measure Professional Development Outcomes for Educators Working With Students on the Autism Spectrum
The purpose of this article is to provide an overview of logic models and their role in the creation of PD programs and in the evaluation of outcomes. The authors provide an example of how a logic model can be used with PD programs by providing a description of its use with the Indiana Resource Center for Autism's (IRCA) School Team Training program. The authors focus on how the use of a logic model allowed the IRCA to restructure the team training program to more systematically evaluate and document the outcomes of the school team training program.
Updated: Sep. 04, 2011