Search results for: Individualized instruction
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Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers’ Ability to Plan Differentiated Instruction in an Urban Elementary School
The purpose of this research is to understand alternative certification candidates’ development as planners and implementers of Differentiated Instruction. This article presents three cases which introduces three female apprentices. The important role of self-regulation in apprentice development is an overarching conclusion in this study because the development of each of the other conditions (collegial relationships, classroom management, planning for a standard and student need, accepting feedback) was greatly influenced by the apprentice’s ability to self-regulate. Apprentices with strong self-regulatory capabilities demonstrated a stronger ability to plan and implement Differentiated Instruction. This stronger ability is possibly due to the fact that teachers who engage in self-regulatory behaviors are more likely to know what is going on with students, and lessons.
Updated: Mar. 01, 2017
This article reports on the progress of users through 16 Coursera courses taught by University of Pennsylvania faculty for the first time between June 2012 and July 2013. This study advances knowledge by considering two definitions of massive open online course (MOOC) users - registrants and starters.Furthermore, the study compared two approaches to measuring student progress through a MOOC course, and examined several measures of MOOC outcomes and milestones.
Updated: Mar. 15, 2015
Reflective Teaching as Self-Directed Professional Development: Building Practical or Work-related Knowledge
The purpose of this self-study is two-fold. Firstly, to aid in redressing the lack of attention given to the professional development of teacher educators; and secondly, to show that an attitude of self-directed inquiry combined with elements of reflective teaching enabled the author’s professional development. Specifically, the report shows how the author built practical or work-related knowledge in how to encourage the participation of a language-minority student in classroom discussions, differentiated instruction and learning and collaboration with colleagues.
Updated: Apr. 11, 2010
The research project Adaptive Teaching Competency seeks to conceptualise the processes of tuning teaching to individual students' learning needs and to empirically test, within the field of science teaching, to what extent Adaptive Teaching Competency can be fostered through teacher education. 32 primary and secondary teachers took part in an intervention to foster their Adaptive Teaching Competency based on content-focused coaching whilst 18 teachers formed the control group.
Updated: Dec. 21, 2009
This investigation examines the success, pitfalls, and lessons learned from incorporating videogame-like components into an educational technology class. The students in this class chose various levels at which to complete assignments but had to earn a certain number of points before being able to move on to the next assignment. Findings reveal parallels between the students' cognitive, motivational, and affective processes and those of gamers.
Updated: Nov. 17, 2009
The study explored whether online professional development courses with different levels of support have different impacts on teacher outcomes. Variations of an online course for middle school algebra teachers were created for four experimental conditions. All conditions showed significant impact on teachers’ mathematical understanding, pedagogical beliefs, and instructional practices.
Updated: Jul. 06, 2009