Search results for: Program evaluation
Page 5/6 51 items
The purpose of this article is to examine using interactive videoconferencing (IVC) to provide preservice teachers with a model of exemplary reading instruction to transfer their learning and implement effective reading instruction. Findings show that, when using IVC technology to prepare new teachers to become more effective reading teachers, teacher candidates expressed improvements in both their ability to, and confidence for, providing better reading instruction.
Updated: Dec. 26, 2010
Developing Understanding of the Nature of Science Within a Professional Development Program for Inservice Elementary Teachers: Project Nature of Elementary Science Teaching
The current article describes and evaluates an inservice program designed to build elementary teachers’ understanding of Nature of Science (NOS) and an awareness of how NOS impacts science classroom instruction. Program participants linked positive experiences in the program to the explicit and activity-based NOS instruction provided. Yet, participation in the professional development project might not have been equally beneficial for all teachers. Implications for improvements to further develop teacher understanding of NOS are discussed.
Updated: Dec. 26, 2010
This two-year research study examined the usefulness of the induction programme for newly recruited teachers in Bedouin schools in the Negev as a unique environment and home for the Bedouin. The results indicate that local teachers value the contribution of the components of the induction programme better than the non-locals and males more than females.In general, the inductees highly valued the contribution of the mentor in the three fields; however, the local new teachers valued the contribution of the mentor more than the non-local ones.
Updated: Sep. 19, 2010
The main purpose of the study was to evaluate the quality of BEd programme with regard to the internal efficiency of Government Colleges for Elementary Teachers. The study was conducted on a random sample of 600 BEd students in Punjab province. The findings revealed that BEd programme was effective in terms of updating student teachers' knowledge and skills.
Updated: Aug. 17, 2010
This article considers the professional development of 75 primary and secondary teachers in Melbourne, who had been charged with the responsibility of leading the professional learning of their colleagues in their schools. To support these leaders in their roles, the Victorian state government’s Department of Education applied to the Pedagogy and Professional Learning Research Group at Monash University to develop and implement an appropriate Professional Learning program. The participants in the program reflected on their learning through the formalised process of case writing. The article offers insights into the journey of these educators of teachers as they have developed deeper understandings of what it means to be a teacher educator.
Updated: Apr. 06, 2010
Commercial Software Programs Approved for Teaching Reading and Writing in the Primary Grades: Another Sobering Reality
This paper reports the results of a systematic and comprehensive evaluation of the suitability of 13 commercially available, authorized software programs for teaching reading and writing in the primary grades. These programs were assessed on interface design, content, instructional design, and appropriateness to supplement reading and writing instruction.
Updated: Mar. 02, 2010
This paper makes the case that study of artworks in the service of developing perceptive and imaginative capacities is critical to K-12 education, and begins in the elementary grades.Recently, as Lincoln Center Institute began to further define and explore its work, its people developed the Capacities for Imaginative Learning, which can be cultivated not only through the study of artworks, but across the curriculum. This paper describes the beginnings of research on the nature and efficacy of the Capacities in fostering learning across the curriculum.
Updated: Dec. 01, 2009
Providing Qualified Teachers for Urban Schools: The Effectiveness of the Accelerated Collaborative Teacher Preparation Program in Recruiting, Preparing, and Retaining Teachers
In this article, the authors examine the effectiveness of the ACT program over a 6-year period in providing qualified teachers for urban schools. The program was designed to restructure teacher education as a shared school-university responsibility and to reflect best teacher preparation practices that address the diverse needs of students in urban communities. Demographic and survey data were gathered from 6 years of program graduates. Overall, graduates reported satisfaction with their preparation and teaching careers.
Updated: Nov. 18, 2009
The schools' inspection regime in England has shifted in recent decades from a focus on external assessment of practice to a scrutiny of external data and schools' self-evaluation.It was culminated in a normative system based on self-surveillance by school senior managers. This model of inspection is now being extended to providers of initial teacher education. A qualitative analysis of this template demonstrates its attempt to normalize and manage the development of initial teacher education programs.
Updated: Nov. 09, 2009
In light of the current federal intent to evaluate the Individuals with Disabilities Education Act Personnel Preparation program and the potentially high stakes of this evaluation, the purpose of this paper is to review previous evaluation studies and offer recommendations for the future. The authors present a summary of previous efforts and pose issues and questions for those who seek to understand the impact of the program. Furthermore, they provide recommendations for future research.
Updated: Jun. 29, 2009