Search results for: Middle school
Page 2/3 21 items
The present study explores the ways in which participating in a study group helped five US middle school teachers alter their construction of knowledge. The members came together to improve their knowledge on assessment for learning in response to school-level and district-level pressures.
Updated: Jan. 12, 2009
Technological Pedagogical Content Knowledge in Action: A Case Study of a Middle School Digital Documentary Project
In recent years researchers in educational technology have begun to look closely at the complexity of integrating technology in K–12 classrooms. The development of the notion of Technological Pedagogical Content Knowledge (TPCK) provides a useful theoretical framework to explore the requisite forms of teacher knowledge required to effectively integrate technology in classroom work. This case study explores the three domains of teacher knowledge and their intersections in a sixth grade digital documentary project.
Updated: Dec. 29, 2008
Effects of Multimedia Software on Achievement of Middle School Students in an American History Class
This study investigated social studies achievement as a result of utilizing a multimedia-based American history software program (Ignite Early American History, 2003) to augment textbook and lecture materials for seventh-grade middle school history students. The instructional software used was an interactive multimedia program designed to teach middle school students through video, song, animation, text, and other media to develop critical thinking skills while acquiring knowledge of required content strands (Ignite Learning, 2003).
Updated: Dec. 29, 2008
Blended Learning For Professional Development: An Evaluation Of A Program For Middle School Mathematics And Science Teachers
Improving the subject matter knowledge and pedagogical skills of teachers of mathematics and science is a key priority for many jurisdictions.In this study, the authors examine two one-year professional development programs for middle-school mathematics and science/technology teachers that employed blended learning.The results indicate that the program appeared to influence positively teacher attitudes and content knowledge in certain curricular areas and motivated many to transform their classroom practice to varying degrees.
Updated: Dec. 15, 2008
Getting Real: Exploring the Perceived Disconnect between Education Theory and Practice in Teacher Education
The authors conducted this year-long self-study to answer the question: What could the college’s education program do to improve preparation for teaching in inner-city schools? Through their year-long collaboration in a middle-school writing classroom in an inner-city charter school, the authors examined what a prospective teacher learned in his education program that helped and hindered him. Then, they explored how the successful approaches he developed as a new teacher could be incorporated into the college’s preservice program.
Updated: Dec. 08, 2008
The article examines student and teachers expectations and experiences in a reading undergraduate teacher education course. Students in the course were middle-school education majors and speech pathology majors; the educational backgrounds and identities of these students presented lack of fit with each other and, for some, with the inquiry-based nature of the course pedagogy.
Updated: Nov. 26, 2008
This mixed method case study provides insights about how the professional development of middle school teachers is facilitated through their participation in content-focused online communities of practice. A key finding from this research reveals that the online community provided teachers with enhanced opportunities to share ideas, to discuss issues, and to make new connections with colleagues as well as with their principal.
Updated: Nov. 03, 2008
The article examines the value added to public middle school education by pedagogically trained college student. 680 middle schools were randomly selected and assigned groups. University arts and sciences students were put into two groups on the basis of those with formal teacher training and those without. Each student was thought four lessons to his instructional group. Results indicated that pupils' achievement was influenced by their perceptions of task difficulty and that teaching behaviors had a statistically significant influence on adjusted pupil achievement outcomes among students with formal pedagogical training.
Updated: Oct. 29, 2008
The article examines what science content teachers need to know in order to teach what students need to learn. Four standards documents and analysis of all four are identified in the article.
Updated: Oct. 06, 2008
This study investigated how middle school students’ comprehension was impacted by reading social studies texts online with a pop-up dictionary function for every word in the text. A quantitative counterbalance design was used to determine how 129 middle school students’ reading comprehension test scores for the pop-up dictionary reading differed from test scores for reading hard-copy texts or an online text without the dictionary.
Updated: Mar. 09, 2008