Search results for: Educational strategies
Page 4/5 48 items
The current paper discusses the potential positive and problematic influences of the National Early Literacy Panel report on prekindergarten and kindergarten classroom instructional practice. The authors support the instructional importance of the majority of the foundational skills identified in the NELP report. However, the authors argue that the NELP report is both insufficiently clear and overly narrow with respect to what preschool teachers should be focusing on instructionally in early literacy.
Updated: Jul. 05, 2011
The authors discuss the 19 individual studies included in chapter 4 of the report of the National Early Literacy Panel (NELP). The authors offer more nuanced conclusions than the report’s authors do. The authors also emphasize the need for more comprehensive approaches to shared story reading in preschool than those found in the studies available to the NELP for its meta-analysis.
Updated: Jul. 05, 2011
Improving Preservice Teacher Preparation Through the Teacher Work Sample: Exploring Assessment and Analysis of Student Learning
This study describes how pre-service teachers performed on a Teacher Work Sample, a high-stakes instrument completed during student teaching. The study reviewed other available teacher preparation program data as possible confirmation that preservice teachers find the skills associated with assessment challenging to master. This study reveals that the lack of focus on assessment and analysis leads to preservice teachers having lesser concern about these skills. The review of preservice teacher performance on TWS indicators suggests a lack of consensus on how to teach preservice teachers to achieve the skills, particularly in the Assessment Plan and Analysis for Student Learning.
Updated: Jun. 18, 2011
This paper discusses the gap between theory and practice which has made teacher education a difficult enterprise. Central to the argument of the article is the presentation of a three-level model of teacher learning that helps to frame the relationship between practice and theory in a specific manner. Based on this model, the so-called 'realistic approach' to teacher education is described. The authors conclude that teacher education can make a difference, but that this may require a careful programme design.
Updated: May. 26, 2011
The current study investigates how elementary teachers perceive and use engaging oral strategies. The findings reveal that a kindergarten teacher viewed such strategies negatively and employed only a few figurative directives. However, fourth-grade teachers viewed them positively, frequently resorting to a variety of speech figures, parallel repetition and engaging questions. It is argued that teachers’ engaging oral strategies are multifunctional, serving important social and cognitive functions.
Updated: May. 13, 2011
This paper describes the networks of experts involved in the fabrication of indicators and benchmarks supporting the Open Method of Coordination led by the European Commission. In studying international expertise ,the article explores the policy borrowing process and the transfer of knowledge between several agents and institutions at global level.
Updated: Jan. 25, 2011
The goal of this review was to summarize studies that examined the effects of coaching on improvements in preservice and in-service teachers' implementation of evidence-based practices. The authors identified a total of 13 studies from the 20 years of literature they searched. The results show that coaching improved the extent to which teachers accurately implement evidence-based practices in classrooms or practicum settings. The article suggests implications for preservice and in-service teacher education.
Updated: Jan. 23, 2011
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
Closing the Gap between the Theory and Practice of Teaching: Implications for Teacher Education Programmes in Hong Kong
This article examines the gap between the theory and practice of teaching by reporting a study that researched the inconsistencies between student teachers' best teaching strategies and their most commonly employed ones. Specifically, the authors investigated: (1) the considerations that contribute to the inconsistencies in the student teachers' conceptions of teaching; and (2) the enhancing factors of the teacher education programme which help to close the gap between the theory and practice of teaching. The findings revealed three main dimensions of consideration attributing to the inconsistencies in the conceptions of teaching: pre-training experience, teaching context and student needs.
Updated: Sep. 27, 2010