Search results for: Classroom techniques
Page 7/10 97 items
Studying the Impact of the Lesson Analysis Framework on Preservice Teachers’ Abilities to Reflect on Videos of Classroom Teaching
This study investigates the impact of the Lesson Analysis Framework (LAF) on preservice teachers’ abilities to analyze lessons through an experimental design. The intervention was implemented as part of a course in the teacher preparation program for secondary teaching at a large public university in Italy. The participants were randomly assigned to LAF group and Teaching Rating Framework (TRF) group. The findings revealed that participants who used the LAF as a lens for reflecting on a videotaped lesson during an intervention improved their unprompted analysis of a novel lesson after the intervention, whereas the reflections of participants who used an alternative framework, the TRF, did not change over time.
Updated: Sep. 25, 2011
This article describes Te Kotahitanga which is a research and professional development project. This project aims to support teachers to raise the achievement of New Zealand’s indigenous Māori students in public/mainstream classrooms. The article focuses on the professional learning opportunities developed for classroom teachers within this project to support the development of more effective classroom relationships and interactions with Māori students.
Updated: Jul. 26, 2011
‘Lights, Camera, Reflection’: Using Peer Video to Promote Reflective Dialogue among Student Teachers
The current article examines the use of peer‐videoing in the classroom as a means of promoting reflection among student teachers. The study examined the capacity for peer‐video analysis to facilitate student teachers to move from focusing on the technical aspects of their practice to an examination of the theoretical constructs underpinning their practice.
Updated: Jul. 26, 2011
The purpose of this study was to understand in what ways a teacher negotiated her relationship with a behaviorally challenging student throughout the school year. Four relationship phases, which are constantly revisited while establishing and maintaining relationships, were identified. Understandings of how relationships work, the effort required to maintain them and the support necessary for teachers are discussed.
Updated: Apr. 27, 2011
The purpose of this study was to investigate the effects of PORT, an intervention comprising explicit training and performance feedback for teachers on implementation of three critical classroom management skills: presentation of prompts, OTRs, and specific praise. The results indicate that there was not a functional relationship between explicit training and teachers' demonstration of classroom management skills; however, introducing performance feedback following training was functionally related to an increase in the level, trend, or stability of teachers' use of each skill.
Updated: Jan. 23, 2011
This article is a critical examination of the ideologies and practices that educators bring to bear on their classrooms in order to create inclusive, safe, and welcoming environments for all children, but particularly for children with gender variant behaviors and interests. Using a feminist perspective, this article offers a new conceptual lens with which to examine classroom practices that reinforce the heteronormative classroom and, as such, restrict and constrain alternate forms of gender expression. Finally, the authors contend that the classroom must be places where children with non-conforming gender interests and expression are given the opportunity to take risks and test their unique ideas and ways of being.
Updated: Jan. 11, 2011
In this article, the authors examine the content of reflective journals as written by Deaf pre-service teachers during their semester of student-teaching practicum in a general education classroom with hearing students. The authors found that these student teachers focused on many of the same issues mentioned in the literature on reflective teaching with hearing student teachers-pedagogy, teaching strategies, and relationships with students-and these student teachers often did so by incorporating key elements of Deaf culture into these categories.
Updated: Jan. 09, 2011
Conceptions of Effective Mathematics Teaching within a Cultural Context: Perspectives of Teachers from China and the United States
This study examines Chinese and U.S. teachers’ beliefs concerning effective teaching within a cultural context. Nine Chinese teachers and 11 U.S. teachers were selected for the study.The findings from this study reveal that although sharing some common beliefs, the two groups of teachers think differently about both mathematics understanding and the features of effective teaching. These differences of teachers’ beliefs are discussed in a cultural context. Finally, the findings of this study have a number of implications for future studies that examine cross-cultural beliefs of effective teaching from teachers’ perspectives.
Updated: Dec. 21, 2010
Success and Near Misses: Pre-service Teachers’ Use, Confidence and Success in Various Classroom Management Strategies
This study examines the management strategies which employed by pre-service teachers. 336 Canadian pre-service teachers were surveyed. It was found that pre-service teachers report most frequently employing initial corrective strategies (for example, physical proximity), even though preventative strategies (such as establishing regular routines) were reported to be as successful as these initial corrective strategies.
Updated: Nov. 29, 2010
The current study examined pre-service teachers' efficacy in relation to the utilisation of microteaching as an assessment tool for postgraduate education students in Australia. The qualitative data revealed that pre-service teachers enter teaching in order to positively impact on children, yet are concerned about behaviour management in the classroom. In addition, this data highlighted the positive impact that microteaching had on their developing teacher identity.
Updated: Oct. 12, 2010