Search results for: Elementary school teachers
Page 15/16 155 items
This descriptive study examined urban elementary school teachers’ perceptions of their science content knowledge, science teaching practices, and support for language development of English language learners. The study also examined teachers’ perceptions of organizational supports and barriers associated with teaching science to nonmainstream students. 221 third- through fifth-grade teachers from 15 urban elementary schools in a large school district participated in this study.
Updated: Jul. 08, 2009
The purpose of this study was to better understand prospective elementary school teachers’ motivations for working with fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional practices might be related to any changes detected in their motivations. 85 education students were given a motivation questionnaire at the beginning and end of the semester, and observations were made of the 9 days when fractions were taught.
Updated: Jun. 11, 2009
An Adult Attachment Perspective on The Student–Teacher Relationship and Classroom Management Difficulties
To maintain a professional identity, teachers are to some degree dependent on their student's mental representations of, and interactions with, them. The attachment styles of 291 pre-service and experienced elementary and secondary school teachers were examined in this article. Significant differences were found for teacher type (elementary versus secondary), experience, age and gender.
Updated: Jun. 03, 2009
Development and Evaluation of A Case-Based Digital Learning Tool about Children's Mathematical Thinking for Elementary School Teachers (L-TEST)
This study reports the development processes of a digital learning tool (Learning Tool for Elementary School Teachers (L-TEST)) that shows children's mathematical thinking for the ages of 4-11 years across certain problem situations. L-TEST is designed as a support tool to be used in teacher education. A case-based instructional model was used in designing the instructional tool.
Updated: May. 25, 2009
The authors describe an innovative master’s program. They show how the faculty who taught in a cohort for students earning a master of arts degree in K–8 mathematics education created a coherent program by (a) identifying unifying themes that cut across courses, (b) building on ideas from one semester to the next, and (c) linking assignments for courses taught within the same semester.
Updated: May. 13, 2009
Rehearsing to Teach: Content-Specific Deconstruction of Instructional Explanations in Pre-Service Teacher Training
The article proposes the importance of rehearsing instructional explanations. It also suggest fine-tuning the coherence and meaningfulness of instructional explanations before pre-service teachers start practice teaching. The article presents actual examples of such rehearsals in which the pre-service teachers demonstrated the need for developing deeper pedagogical understanding of the ways their elementary school students construct their content knowledge.
Updated: Apr. 30, 2009
Assessing In-service Teachers' Instructional Beliefs about Student-centered Education: A Turkish Perspective
The main purpose of this research is to investigate in-service teachers' instructional beliefs about student-centered education. The inventory was designed to measure teachers' student-centered educational beliefs based on four components of the educational curriculum. A quantitative research analysis showed that in-service teachers held positive beliefs about student-centered education.
Updated: Mar. 30, 2009
The paper examines data from nine statewide administrations of the Idaho Comprehensive Literacy Assessment (ICLA) over three-years. The purpose of this paper was first to examine pre-service candidates' performance on areas of literacy knowledge. A second purpose of this paper was to highlight the challenges and benefits for faculty and programs interested in adopting a similar testing model. The article also points out the organizational and political constraints that can delay adoption and use.
Updated: Mar. 25, 2009
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
In 1997, English became a compulsory subject in Korean elementary schools. The education of English teachers for the elementary school was accelerated. This article is based on the actual situation promoting English education. It explores the characteristics of English education vis-a-vis the Japanese situation, which is said to lag behind Korea's.
Updated: Mar. 04, 2009