Search results for: Elementary school teachers
Page 5/16 155 items
The Influence of University Courses and Field Experiences on Chinese Elementary Candidates’ Mathematical Knowledge for Teaching
In this study, the authors investigate associations between Chinese elementary teaching candidates’ mathematical knowledge for teaching (MKT) and their experiences in mathematics courses, mathematics methods courses, and student teaching. This study provides evidence that candidates who were exposed to greater numbers of topics in general pedagogy courses had higher levels of MKT in number and operations (N&O). The study also found that exposure in general pedagogy courses to two specific topics, classroom management and collaborative group work, was especially valuable for teaching candidates’ MKT. Finally, this study found that the extent to which a teaching candidate engages in student teaching with full responsibility for instruction was directly related to their level of MKT in N&O while the overall length of student teaching did not seem to matter.
Updated: Feb. 23, 2016
This study aims to develop the professional noticing abilities of prospective elementary school teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective elementary school teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. A Wilcoxon signed ranks test was conducted and found the prospective elementary school teachers demonstrated significant growth in all three components. Selected prospective elementary school teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective teachers’ abilities to professionally notice.
Updated: Jan. 26, 2016
The authors analyze a particular pedagogy for learning to interact productively with students and subject matter, which they call “rehearsal.” Their goal is to specify a way in which teacher educators (TEs) and novice teachers (NTs) can interact around teaching that is both embedded in practice and amenable to analysis. The results of the quantitative analyses characterize how typical rehearsals were structured and what was worked on. Furthermore, the results show how NTs and TEs worked together to enable novices to study principled practice through qualitative analyses of a particularly salient aspect of ambitious teaching, namely, eliciting and responding to students’ performance.
Updated: Jan. 26, 2016
Intertwining Digital Content and a One-To-One Laptop Environment in Teaching and Learning: Lessons from the Time To Know Program
This research provides a comprehensive look at a constructivist one-to-one computing program’s effects on teaching and learning practices as well as student learning achievements. Findings indicated consistent and highly positive findings of the efficacy of a constructivist one-to-one computing program in terms of student math and reading achievement, differentiation in teaching and learning, higher student attendance, and decreased disciplinary actions.
Updated: Dec. 30, 2015
Preservice Teachers’ Learning to Generate Evidence-Based Hypotheses About the Impact of Mathematics Teaching on Learning
The present study examines the development of a specific sub-skill for studying and improving teaching—the generation of hypotheses about the effects of teaching on student learning. The authors compared between two groups of elementary preservice teachers (PSTs): one group that attended a typical mathematics-methods course and one that attended a course integrating analysis skills for learning from teaching. Findings reveal that PSTs at the beginning of the program struggled to generate hypotheses with relevant evidence, often equating teacher behavior or student correct answers as evidence of student understanding.
Updated: Dec. 28, 2015
The present research examined the influence of a professional development program based around commercially available inquiry science curricula on the teaching practices of 27 beginning elementary school teachers and their teacher mentors over a 2 year period. Data indicated that education students assigned to inquiry-based classrooms during their methods course or student teaching year outperformed students without this experience. There was also a significant positive effect of multi-year access to the kit-based program on mentor teaching practice.
Updated: Dec. 27, 2015
In this study, the authors examined primary school teacher candidates’ ability to use their existing pedagogical and mathematical knowledge to incorporate social justice into the content of mathematics lessons. The findings revealed that Grades 1-6 elementary Teacher candidates had foremost trouble articulating their understandings of social justice, its role in mathematics education, and its meaning in mathematics classrooms. They were unable to provide explicit and relevant examples of social justice teaching in the context of mathematics classroom, nor were they able to incorporate social justice into the mathematics lesson.
Updated: Sep. 08, 2015
This study examined the technology integration practices of teachers involved in a statewide initiative via one cycle of action research (AR). The findings revealed that thematic analysis yielded five themes: content and objectives, audience, classroom implementation, hardware and software use, and outcomes.
Updated: Aug. 05, 2015
Designing and Incorporating Mathematics-Based Video Cases Highlighting Virtual and Physical Tool Use
This study examines preservice teachers’ preferences in relation to mathematics video cases that integrate tools. The study revealed two primary clusters and minor third cluster. The first cluster indicated that preservice teachers are concerned about the integrated teaching of multiple subjects with mathematics and the use of visuals to facilitate teaching and catch students’ attention. In the second cluster, preservice teachers recognized elements that would facilitate their own teaching, making clear connections between theory and practice and lesson preparation guidelines. The third cluster focused on technical issues of the distribution of educational materials and could be linked to an emerging issue of curricular materials and ways to use it in mathematics teaching.
Updated: Aug. 03, 2015
The purpose of this study was to develop an understanding of the process that preservice teachers use to select activities for a week-long summer science camp for upper elementary students, their rationale for choosing them, and their perception of implementation. The findings revealed that counselors developed lessons for the students based on their own goal orientation, which was to avoid science content because it was boring. Additionally, the counselors began to depend upon variable manipulation activities, where the camper used trial and error to solve a problem to avoid the possibility of students asking questions they couldn’t answer. The results of this study highlight the critical role teacher preparation programs play in developing content specific pedagogy and student outcomes from the learning environment.
Updated: Jul. 01, 2015