Search results for: Instruction effectiveness
Page 6/10 96 items
Knowing How to Know: Building Meaningful Relationships Through Instruction That Meets the Needs of Students Learning English
In this article, the authors wish to highlight the need for teachers to build healthy and productive relationships with students while at the same time finding ways to provide them with more effective instruction and programming. Accordingly, the authors present a synopsis of what scholars know about helping preservice teachers learn about students learning English. Finally, the authors provide some specific exercises and procedures that they have employed to help preservice teachers move in the direction of learning about and developing relationships with students.
Updated: Feb. 21, 2012
The current study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, and (c) changes in classroom organization.
Updated: Feb. 07, 2012
Understanding Affordances and Challenges of Three Types of Video for Teacher Professional Development
In this article, the authors examined the affordances and challenges of three types of video - published video, teacher's own video, and peers’ video- when they were used in a Problem-Based Learning professional development program. It was found that teachers learned from watching video multiple times and discussing video with peers. The authors conclude that PBL can be a promising discourse structure for guiding video-based discussion.
Updated: Dec. 06, 2011
Teacher Learning from Analysis of Videotaped Classroom Situations: Does It Make a Difference whether Teachers Observe their own Teaching or that of Others?
The current study uses an experimental approach to investigate effects that analyzing videos of one’s own versus others’ teaching and experience with video has on teacher learning. The study particularly focuses on the influences of these videos analysis on knowledge activation and professional vision.
Updated: Nov. 17, 2011
In describing state policy environments along several dimensions, the authors examine which types of policies are more or less influential in moving teachers into the types of professional development that research has shown to be most effective for improved teaching and learning. The authors conclude that both state- and school-level policy environments are associated with teachers taking high-quality professional development, but these findings are most pronounced in high-stakes subject areas.
Updated: Nov. 01, 2011
The Role of Teachers’ Cognitive Support in Motivating Young Hong Kong Chinese Children to Read and Enhancing Reading Comprehension
The present study investigated the relationship between young Chinese children’s motivation, teachers’ use of motivating instructional strategies and children’s reading comprehension. The theoretical framework of the present study was based Motivating Instructional Contexts Inventory that postulated that teachers’ cognitive support could motivate Chinese students to learn. In conclusion, this study indicates how teachers can provide cognitive support in reading classrooms through providing students with challenging tasks, stimulating students’ curiosity about the reading materials, and recognising students’ efforts in reading comprehension.
Updated: Nov. 01, 2011
So NOT Amazing! Teach For America Corps Members’ Evaluation of the First Semester of Their Teacher Preparation Program
The purposes of this study were (1) to explore the aforementioned differences in quality ratings of courses and instructors and (2) to examine what items on the student evaluation instrument could be used to identify salient constructs that are most necessary to meet the needs of Teach For America (TFA) students. The participants were TFA students who were teaching on an alternative teaching certificate, as compared with traditional students who were enrolled in the same methods courses with the same instructors. The findings reveal that TFA students did in fact rate their courses and instructors significantly lower than did their non-TFA peers.
Updated: Oct. 24, 2011
The goal of this article is to generate a portrait of the evidence on instruction that identifies strengths and gaps in the literature and that summarizes what this research base says about the relationship between classroom instruction and student outcomes. It was found that more than half the studies used data more than a decade old; few studies examined instruction during important transition years such as sixth and ninth grade; and subject area emphasis was lopsided, with mathematics and science instruction receiving much greater attention than English/Language Arts and Social Studies. The summary also revealed a repeated finding of low-SES students receiving diminished learning opportunities than more affluent peers.
Updated: Oct. 23, 2011
The Impact of Immersive Virtual Reality on Educators’ Awareness of the Cognitive Experiences of Pupils with Dyslexia
The purpose of this study was to test the effectiveness of VR technology in enhancing the teacher’s knowledge and awareness of dyslexia, a phenomenon that is very difficult to explain. Eighty teachers of various subjects from a variety of schools in the Tel Aviv metropolitan area participated in this study. The research results clearly suggested that experiencing a variety of simulated types of dyslexia via virtual reality can bring about a greater improvement in teacher awareness of the dyslexic pupil’s cognitive experiences than is achieved by viewing a film about dyslexia.
Updated: Oct. 10, 2011
This paper proposes a relatively radical hypothesis: Textbooks as educational tools are outdated and in need of reconceptualization. Furthermore, the authors believe that present technology affords us the opportunity to experiment with this reconceptualization in ways that not only facilitate teaching and learning but also redefine the role of the teacher in the classroom. The authors investigate one example of the intersection between technology and pedagogy, describing a college course in which students compose the course text using the wiki platform. This initiative is taking place at Old Dominion University in Norfolk Virginia.
Updated: Aug. 28, 2011