Search results for: Elementary school teachers
Page 9/16 155 items
Use of the Outdoor Classroom and Nature-Study to Support Science and Literacy Learning: A Narrative Case Study of a Third-Grade Classroom
The author describes a case study of an exemplary third grade teacher’s use of the outdoor classroom for meeting both state science and language arts standards. The data reveal that this teacher’s early life experiences supported her strong interest in science and nature in the outdoors and experiencing it with her children.
Updated: Mar. 21, 2013
Promoting Creative Thinking and Expression of Science Concepts Among Elementary Teacher Candidates Through Science Content Movie Creation and Showcasing
The authors examined the use of video editing technology as a tool to support candidates’ conceptual understanding and expression of science content knowledge, as well as the potential to support creative thinking. The participants were 121 elementary teacher candidates in both sections of an elementary science methods course. The candidates found that the process gave them an opportunity to explore, assemble, and communicate a story of their concept in a creative and engaging way that was meaningful for them. Furthermore, many teacher candidates reported that learning to use the software had distinct advantages that included increasing their confidence in using the software and having to figure out how the software could support their ideas.
Updated: Jan. 30, 2013
The paper is aimed to describe the progression in the conceptions of prospective primary teachers about school science content while they were participating in three teacher education courses following the same constructivist oriented strategy.
Updated: Jan. 28, 2013
The purpose of the study was to determine how learning about the integrated use of technology, pedagogy, mathematics content, and cognitive complexity would affect elementary school teachers' knowledge structure base and help them in constructing instructional units. The instructional units produced by the teachers portray a clear picture of student involvement.
Updated: Jan. 23, 2013
Field-Based Teacher Education in Elementary Media Literacy as a Means to Promote Global Understanding
This article describes a university-school partnership that supports the professional development of preservice teachers and elementary teachers. The authors introduced the instructional principles and practices of media literacy education. The authors wanted to support children's critical thinking and communication skills while deepening their understanding of the peoples and cultures of the Middle East. This case study of a university-school partnership shows how a partnership between preservice teachers and elementary educators may help combat stereotypes, support critical thinking about media and technology, develop composition and creative skills, and promote children's global understanding of the people and cultures of the Middle East.
Updated: Jan. 14, 2013
This paper describes the findings from two focus groups conducted with preschool and elementary preservice teachers during which participants examined their attitudes towards writing that have developed over time and their plans for future writing instruction.
Updated: Dec. 30, 2012
We Learned All About That in College”: The Role of Teacher Preparation in Novice Kindergarten/Primary Teachers' Practice
The current case study reports how 5 first-year kindergarten/primary teachers utilized knowledge and skills from their teacher preparation program as a means of approaching curricular decision-making for instructional practice.
Updated: Nov. 28, 2012
‘Taking A Cross‐Country Journey with A World Map’: Examining the Construction of Practitioner Researcher Identities through One Case Study
This article explores how one fourth‐grade teacher constructed her practitioner researcher identities over two years. The article draws upon data gathered from a year‐long Teacher as Researcher course and a monthly practitioner researcher group (Triad Teacher Researchers) associated with a Southeastern university in the United States.
Updated: Nov. 26, 2012
Supporting the Technology-Enhanced Collaborative Inquiry and Design Project: A Teacher’s Reflections on Practices
This study aims to analyze how an elementary school teacher supported the collaborative inquiry practices within her classroom. The Artifact Project was designed to support students’ developing an understanding of Finnish culture and the role and diversity of artifacts, and it was divided into three phases – ‘The Past, the Present, and the Future of Artifacts.’ The researchers and the teacher designed the overall frame of learning by setting up the basic infrastructure. However, the teacher was responsible for the implementation of the projects and its specific activities.
Updated: Oct. 22, 2012
Increasing Teachers’ Metacognition Develops Students’ Higher Learning during Content Area Literacy Instruction: Findings from the Read-Write Cycle Project
This article describes one aspect of the Read-Write Cycle (RWC) Project. This article focuses on the RWC Project’s effect on teachers’ metacognition about their own practice leading to upper elementary grade students’ higher learning by developing students’: (1) metacognition and reflection; (2) exploration and depth in content domains; and (3) integration of literacy in content areas. This study pointed to three key areas in which teachers’ metacognition about their own practice lead to an increase in higher order thinking in their respective classrooms.
Updated: Oct. 16, 2012