Search results for: Classroom techniques
Page 4/10 97 items
This article examines how future teachers perceive the acoustic contamination and its deleterious effects. It analyses their acoustic habits, with the aim of raising their awareness concerning this problem. The authors designed a number of activities, applied during a practical lesson, in which students evaluated some of their perceptions and attitudes towards noise, and recorded their hearing capacity. The results suggest that most students are unaware of the risks of many of their activities. However, the perception of noise as a contaminant and the appreciation of its danger increased in the students after the performing of the practice.
Updated: Feb. 24, 2015
This article argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. The analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model.
Updated: Jan. 15, 2015
The purpose of this study was to determine how teachers rate themselves as compared to how students rate teachers. The authors used the Teacher Efficacy the External Influences Scale. This study demonstrates the utility of asking students to rate their teachers. In addition, the results indicate that students and teachers might perceive what influences students from different perspectives.
Updated: Sep. 01, 2014
The aim of this study was to investigate the views and actual practices related to inquiry and nature of science (NOS) of a group of highly motivated and well-qualified teachers from classrooms across the United States. The findings indicated that most of these teachers held fairly limited views and misconceptions on inquiry and NOS. Data analyses indicated an association between teachers’ views and classroom practice. That is, teachers with more robust views were more likely to teach science as inquiry, whereas teachers who held more limited views were less likely to teach science in this way. This study provides empirical evidence for the claim that although reform documents in the United States highlight the importance of inquiry and NOS and refer to inquiry as a central teaching strategy, some of the best teachers currently struggle to enact reformed-based teaching.
Updated: Aug. 05, 2014
This article focuses on what beginning teachers learned about planning; the nature of that planning; and the development of their awareness as to what planning could and could not achieve. This study is based on the analysis of 10 post-lesson interviews with 17 beginning teachers in England across three years (the PGCE year and the first two years in teaching). The findings demonstrate that learning how to plan clearly emerges as the most prominent feature in the PGCE year. It remains a strong feature in the newly qualified teacher year. Furthermore, ongoing learning about planning can be a powerful vehicle for ongoing learning about teaching as a whole.
Updated: Feb. 10, 2014
The author reviews studies that focus on classroom management. This article shows that classroom management is now more about understanding the class as a social system. The author states that classroom management is just as much about managing learning processes when an activity is taking place as it is about creating peace and quiet so pupils can get down to work.
Updated: Jan. 19, 2014
Collaboration by Design: Integrating Core Pedagogical Content and Special Education Methods Courses in a Preservice Secondary Education Program
The purpose in this article was to describe key aspects of the design, implementation, and initial evaluation of the innovative preservice secondary education teacher education program. The authors focused on the collaborative efforts of faculty in general education and special education departments to prepare future secondary teachers to use inclusive instructional practices to meet the needs of students with disabilities. The collaborative instructional design was based on a Universal Design for Learning (UDL) perspective to give preservice teachers opportunities to explore models of both inclusionary teaching and UDL lesson design. This collaboration between general education and special education teacher education faculty enhanced both the teaching of the methods courses and the candidates learning related to meeting the diverse learning needs of students within their teaching.
Updated: Jan. 19, 2014
This paper reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content. Stand-alone units were offered in 68% of programmes and embedded in 96% of programmes. They commonly included applied behaviour analysis, decisive discipline, positive behaviour intervention and support, and choice theory/reality therapy, among the 36 approaches/models listed. More than half of the stand-alone units and only 20% of embedded units were coordinated by an academic with a stated CBM research interests.
Updated: Nov. 25, 2013
Does Training Matter? Comparing the Behaviour Management Strategies of Pre-service Teachers in a Four-year Program and Those in a One-year Program
The purpose of this study was to identify the classroom management strategies that Australian pre-service teachers would employ, their confidence in employing them, and the effectiveness of the strategies. Furthermore, the study aimed to identify significant differences in these variables between pre-service teachers in the final year of a four-year teacher training course and pre-service teachers undertaking a one-year, stand-alone teaching program. The results of this study indicate that the most frequently reported strategies by all the Australian pre-service primary teachers surveyed were rewards and initial corrections.
Updated: Oct. 23, 2013
The purpose of this article is to provide an overview of a classroom-based child-centered elementary classroom management approach and compare and contrast a teacher-led approach using a vignette. The authors conclude that the benefits of child-centered classroom management include reducing classroom disruptions, child emotional distress, teacher stress, and facilitating development of positive relationships between teachers and students.
Updated: Aug. 28, 2013