Search results for: Longitudinal studies
Page 5/5 47 items
The authors argue that part of the difficulty in studying the teaching of reading in elementary classrooms is determining where 'the action' occurs in reading instruction. Based on their 5-year longitudinal study, they describe three challenges: (a) determining key factors in the complex instructional environment that should be the focus of study, (b) determining who teaches reading to specific students, and (c) determining the boundaries of reading instruction or when it occurs during the school day and year.
Updated: Jun. 02, 2009
Discourses of Inclusion in Initial Teacher Education: Unravelling a New Zealand ‘Number Eight Wire’ Knot
The article provides a methodological justification for a longitudinal study of the experience of developing an integrated ‘inclusive education’ curriculum in one initial teacher education program. The research focus is on the day-to-day practicalities of how teacher education program reform is attempted.
Updated: May. 27, 2009
This trend study was designed to investigate a development of teachers' concerns about technology integration in the curriculum. The study was conducted by repeated cross-sectional studies, applying the same research instrument to different samples of subjects at different points, over a period of four years during 2004-2007. 275 in-service teachers participated in the study.The study found patterns of concern typical for teachers at different levels of their professional development as well as distinct and stable differences between technology user sub-groups over four years.
Updated: Apr. 23, 2009
A Longitudinal Study of Effects of A Developmental Teacher Preparation Program on Elementary Prospective Teachers’ Mathematics Beliefs
This is a longitudinal, mixed methods study. It presents a thorough examination of the effects of a distinctive teacher preparation program on important constructs related to prospective teacher preparedness to teach mathematics for understanding, including mathematics pedagogical and teaching efficacy beliefs, mathematics anxiety, and specialized content knowledge for teaching mathematics. The results indicate that the programmatic features experienced by the prospective teachers in this study, including a developmental two-course mathematics methods sequence and coordinated developmental field placements, provided a context supporting teacher change.
Updated: Apr. 06, 2009
A Primary Teacher’s Mathematics Teaching: The Development of Beliefs and Practice in Different “Supportive” Contexts
The article refers to a longitudinal case study of a primary school teacher over a period of 4 years. The study focuses on the development of the teacher’s beliefs regarding mathematics teaching and learning from the last year of her university studies up to the third year of teaching mathematics in school. This development has been examined within three different contexts, which have been distinguished in terms of the kind of support provided to this teacher.
Updated: Apr. 06, 2009
Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration
The purpose of the study is to explore the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology.
Updated: Mar. 16, 2009
Teachers’ Conceptions of Teacher-research and Self-perceptions as Enquiring Practitioners—A Longitudinal Case Study
The article explores a study engaged in teachers-research and the student being able to be requiring practitioners. A group of Britain student teachers were studied, utilizing questionnaires, semi-structured interviews and field notes from direct observation. Using a grounded theory methodology, the result follow that reporting research does not providies teachers the skills and tools for reflection, that are easily transferable to practice.
Updated: Jun. 24, 2008