Search results for: Educational strategies
Page 5/5 48 items
When Being Able is not Enough. The Combined Value of Positive Affect and Self-Efficacy for Job Satisfaction in Teaching
The authors examine the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Hence, this study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction. Self-assessment scales, designed to assess the use of efficient teaching strategies and praxes, self-efficacy in teaching, positive affect and job satisfaction, were completed by 399 teachers.
Updated: Sep. 05, 2010
Pattern of Classroom Activities during Students’ Use of Computers: Relations between Instructional Strategies and Computer Applications
This study was aimed to identify instructional strategies used by teachers to support technology integration. In addition, relations between types of computer applications and teachers' classroom practices were examined. Results reflect use of student-centered practices such as teacher as a facilitator, project-based learning, and independent inquiry.
Updated: Aug. 03, 2010
This paper deals with how the increasing use of notions such as ‘risk awareness’ and ‘blame’ in relation to school affects the daily work of Swedish teachers. The authors provide examples of how the introduction of the risk society and audit cultures encourages the creation of new strategies for coping. Two of these strategies concern the mediation of ‘safe school’ images and preventions in order to avoid future blame. The authors depict them as strategies of assurance and insurance.
Updated: Feb. 21, 2010
Alignment is a means for understanding the degree to which different components of an educational system work together to support a common goal. Alignment research is one method to demonstrate that state organizations, districts, and schools send a consistent message to teachers and students about what is required. The authors (1) discuss the importance of alignment for facilitating proper assessment and instruction, (2) describe the three most common methods for evaluating the alignment between state content standards and assessments, (3) discuss the relative strengths and limitations of these methods, and (4) discuss examples of applications of each method.
Updated: Feb. 21, 2010
Strategies for Preparing Preservice Social Studies Teachers to Integrate Technology Effectively: Models and Practices
This article describes strategies used by the authors to assist preservice social studies teachers with understanding and applying models and practices for effectively integrating technology into their future classrooms—thus, strengthening the link between technology, pedagogy and content. Efforts with preservice teachers described here have been informed by the authors’ successes assisting in-service teachers with understanding how technology can empower inquiry-based teaching practices in social studies classrooms, as well as efforts to more fully integrate technology into the overall teacher education programs at the authors’ institutions.
Updated: Feb. 21, 2010
Scaffolded Support Systems: Examining a Multi-Tiered Support Plan Protocol for Struggling Teacher Candidates
The tensions and challenges that preservice teachers experience are a reality for teacher education programs and must be planned for. The authors from a teacher preparation program describe the steps they have taken to support more authentic and integrated work with teacher candidates who struggle in their performance during their licensure program. The authors conclude with recommendations to support teacher candidates in acquiring the conceptual and technical knowledge, skills, and disposition needed to teach in today's classrooms.
Updated: Jan. 31, 2010
This research sheds light on the realities for teachers who have small numbers of EAL students in their mainstream classes, and the factors that influence their practice decisions with regard to these students. The inquiry was undertaken in four primary schools in the central North Island of New Zealand. In each school, 1 teacher in a Year 1-2 class and 1 in a Year 5-6 class participated in the research. The 8 class teachers had a range of general and EAL teaching experience. It was found that some teachers generated strategies for EAL students within the context of regular class instruction, whereas others worked with individual EAL students within the class.
Updated: Mar. 18, 2009
Drawing on their experiences as high school writing instructors, researchers, and teacher trainers, David Coker and William Lewis examine an often overlooked dimension of adolescent literacy: writing proficiency. The authors explore recent research on the skills and strategies students need in order to write with competence and describe analyses of interventions that help students attain writing mastery.
Updated: Jun. 26, 2008