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Sample records for additional teachers instructional

  1. Management. Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Hutnyak, Dana

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year management programs for Texas high school students. The following are among the items included: (1) introductory…

  2. Individualized Additional Instruction for Calculus

    ERIC Educational Resources Information Center

    Takata, Ken

    2010-01-01

    College students enrolling in the calculus sequence have a wide variance in their preparation and abilities, yet they are usually taught from the same lecture. We describe another pedagogical model of Individualized Additional Instruction (IAI) that assesses each student frequently and prescribes further instruction and homework based on the…

  3. Teacher's Perceptions of Instructional Design.

    ERIC Educational Resources Information Center

    Dana, Ann S.

    The theory and practice of the instructional design system includes the categories of design, development, utilization, evaluation, and management; instructional designers and teachers need to determine an appropriate balance of structural knowledge and detailed knowledge acquisition. The purpose of this study was to determine what teachers'…

  4. Individualized additional instruction for calculus

    NASA Astrophysics Data System (ADS)

    Takata, Ken

    2010-10-01

    College students enrolling in the calculus sequence have a wide variance in their preparation and abilities, yet they are usually taught from the same lecture. We describe another pedagogical model of Individualized Additional Instruction (IAI) that assesses each student frequently and prescribes further instruction and homework based on the student's performance. Our study compares two calculus classes, one taught with mandatory remedial IAI and the other without. The class with mandatory remedial IAI did significantly better on comprehensive multiple-choice exams, participated more frequently in classroom discussion and showed greater interest in theorem-proving and other advanced topics.

  5. Interior Design: Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Hays, Tricia

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year interior design programs for Texas high school students. The following are among the items included: (1) introductory…

  6. Child Development. Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Cheatham, Joyce

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year child development programs for Texas high school students. The following are among the items included: (1) introductory…

  7. Characterizing Teacher Feedback to Student Miscues During Oral Reading Instruction.

    ERIC Educational Resources Information Center

    Hoffman, James V.; Baker, Christopher J.

    Noting that the verbal interactions that transpire between teacher and student in the classroom setting are central to the instructional process, this paper offers reading teachers a systematic means of examining their own interactive patterns in the context of oral reading instruction. In addition, it provides teachers with a way of inspecting…

  8. Apparel. Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Rambo, Patti

    This instructional guide for a one-half credit technological laboratory course for grades 10-12 focuses on apparel from the perspectives of personal decision making related to apparel, the apparel industry, and career preparation. Introductory materials are a course description; overview of course design; facilities, equipment, and resources; and…

  9. Effective Instructional Leadership through the Teachers' Eyes.

    ERIC Educational Resources Information Center

    Blase, Jo; Blase, Joseph

    1999-01-01

    A survey of teachers revealed that principals who want to promote classroom instruction must talk openly and freely with teachers about teaching and learning, provide time and encourage peer connections for teachers, empower teachers, embrace the challenge of teachers' professional development, and lead and motivate teachers. (MLH)

  10. Elementary General Music Teachers' Reflections on Instruction

    ERIC Educational Resources Information Center

    Delaney, Diane W.

    2011-01-01

    A qualitative study was completed to identify and study the content of selected elementary general music teachers' evaluations of their own instruction and the instruction of another elementary general music teacher. Participants represented a variety of educational backgrounds and teaching experience: Teacher A (9 years teaching Grades 4-6 at…

  11. The Future of Instructional Teacher Leader Roles

    ERIC Educational Resources Information Center

    Mangin, Melinda M.; Stoelinga, Sara Ray

    2010-01-01

    In response to increased performance expectations, schools and districts are turning to nonsupervisory, school-based, instructional teacher leader roles to help improve teachers' instruction and enhance student learning. Increased opportunities to learn about teacher leadership may facilitate the implementation and institutionalization of…

  12. Differentiating Science Instruction: Secondary Science Teachers' Practices

    ERIC Educational Resources Information Center

    Maeng, Jennifer L.; Bell, Randy L.

    2015-01-01

    This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI)…

  13. A Functional Analysis of Teachers' Instructions

    ERIC Educational Resources Information Center

    Todd, Richard Watson; Chaiyasuk, Intisarn; Tantisawetrat, Nuantip

    2008-01-01

    Instructions are an under-researched aspect of classroom discourse. In this paper, we attempt to describe the functional structure of teacher instructions using the framework proposed by Sinclair and Coulthard (1975). We examine nine directing transactions or sets of instructions from four lessons taught on an English for Academic Purposes course…

  14. DIMENSIONS OF TEACHER'S ATTITUDES TOWARD INSTRUCTIONAL MEDIA.

    ERIC Educational Resources Information Center

    TOBIAS, SIGMUND

    TEACHERS' RATINGS ON SIX 7-POINT SEMANTIC DIFFERENTIAL SCALES (GOOD-BAD, WORTHLESS-VALUABLE, FAIR-UNFAIR, MEANINGLESS-MEANINGFUL, WISE-FOOLISH, DISREPUTABLE-REPUTABLE) WERE OBTAINED FOR THE FOLLOWING TERMS--AUTOMATED INSTRUCTION, SELF-INSTRUCTIONAL PROGRAM, TEACHING MACHINE, MECHANIZED TUTOR, PROGRAMED TEST, PROGRAMED INSTRUCTION, TUTOR TEXT, WORK…

  15. Teachers' instructions and children's compliance in preschool classrooms: a descriptive analysis.

    PubMed

    Atwater, J B; Morris, E K

    1988-01-01

    This study presents a methodology for collecting detailed naturalistic data on preschool teachers' instructions and children's compliance and a descriptive analysis of variables related to instruction rate and compliance probability. In preschools, teachers and children were observed across a variety of classroom activities. Kindergarten and first-grade teachers also were observed to permit a comparison of instructional behavior between preschool and early elementary settings. Among teachers, instructions varied in frequency but displayed consistencies in form. For example, teachers more often phrased instructions as imperatives than as questions or declaratives and directed more instructions to individuals than to groups. Teachers' instructional behavior varied across preschool activities and between preschool and elementary grades. Children's compliance was related to the context of an instruction, but not to its form. In addition to providing information about naturally occurring instructional events, the results illustrate the effects of context on teacher and child behavior and suggest directions for future descriptive and experimental research.

  16. Students' and Mathematics Teachers' Perceptions of Teacher Enthusiasm and Instruction

    ERIC Educational Resources Information Center

    Kunter, Mareike; Tsai, Yi-Miau; Klusmann, Uta; Brunner, Martin; Krauss, Stefan; Baumert, Jurgen

    2008-01-01

    This article investigates teacher enthusiasm and how it relates to instructional behaviours. We distinguished teachers' enthusiasm for the subject matter of mathematics from their enthusiasm for teaching mathematics. A total of 323 teachers and their 9th-grade classes participated in the study. Questionnaires were used to assess teachers'…

  17. Helping teachers change science instruction

    SciTech Connect

    Consuegra, G.F.

    1994-12-31

    Scientists and science educators jointly believe that science is important to society. So strong are these beliefs that many educational and scientific organizations have issued reports and recommendations calling for systemic revisions to science education. Collectively these documents describe an enlightened view of science and science education. Such a view includes identifying key concepts, skills, and attitudes in science for the scientifically literate citizen, and describes effective instructional strategies, delineates characteristics of successful science programs for others to imitate and emulate, and lists resources for educators, scientists, and parents to use. The effects of these resources have been clearly visible over the past five years. Science process-based objectives provide infrastructure and promote modern and traditional science teachers` efforts to provide science programming that supports scientific literacy needed for the 21st century.

  18. Elementary Teachers Negotiating Discourses in Writing Instruction

    ERIC Educational Resources Information Center

    McCarthey, Sarah J.; Woodard, Rebecca; Kang, Grace

    2014-01-01

    Using Ivanic's (2004) framework, the study of 20 elementary teachers examines the relationships among teachers' beliefs about writing, their instructional practices, and contextual factors. While the district-adopted curriculum reflected specific discourses, teachers' beliefs and practices reflected a combination of discourses. The…

  19. Differentiating Science Instruction: Secondary science teachers' practices

    NASA Astrophysics Data System (ADS)

    Maeng, Jennifer L.; Bell, Randy L.

    2015-09-01

    This descriptive study investigated the implementation practices of secondary science teachers who differentiate instruction. Participants included seven high school science teachers purposefully selected from four different schools located in a mid-Atlantic state. Purposeful selection ensured participants included differentiated instruction (DI) in their lesson implementation. Data included semi-structured interviews and field notes from a minimum of four classroom observations, selected to capture the variety of differentiation strategies employed. These data were analyzed using a constant-comparative approach. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified, which captured both the extent to which critical indicators of DI were present in teachers' instruction and the performance levels at which they engaged in these components of DI. Results indicated participants implemented a variety of differentiation strategies in their classrooms with varying proficiency. Evidence suggested all participants used instructional modifications that required little advance preparation to accommodate differences in students' interests and learning profile. Four of the seven participants implemented more complex instructional strategies that required substantial advance preparation by the teacher. Most significantly, this study provides practical strategies for in-service science teachers beginning to differentiate instruction and recommendations for professional development and preservice science teacher education.

  20. Middle School Teachers' Perceptions of Instructional Leadership

    ERIC Educational Resources Information Center

    Whiteman, Karen Marie

    2013-01-01

    Ensuring student learning and success is the primary goal of any school administrator, so their leadership must embody and champion this. Therefore, strong instructional leadership skills are necessary for administrators to possess and be able to apply. However, teachers often have negative perceptions of instructional leadership which make the…

  1. Measuring Teacher Attitudes toward Instruction in Writing.

    ERIC Educational Resources Information Center

    Gere, Anne Ruggles; And Others

    Data were obtained from 311 teachers in order to sample a wide domain of attitudes toward writing instruction and writing anxiety. The subjects' responses were organized along four attitudinal dimensions: (1) the importance of standard English in writing instruction (SE), (2) the importance of defining and evaluating writing tasks (DE), (3) the…

  2. Teacher Aide Individually Prescribed Instructional Modules.

    ERIC Educational Resources Information Center

    Livingston Univ., AL. Coll. of Education.

    This document contains 59 individually prescribed instructional modules for use in teacher aide education programs. Each module has six sections: 1) Behavioral objectives, 2) purpose, 3) performance criteria, 4) experiences, 5) resources, and 6) taxonomy. The subjects covered include the use of instructional equipment such as language master,…

  3. Differentiated Instruction: Making Informed Teacher Decisions

    ERIC Educational Resources Information Center

    Watts-Taffe, Susan; Laster, B. P.; Broach, Laura; Marinak, Barbara; Connor, Carol McDonald; Walker-Dalhouse, Doris

    2013-01-01

    This article addresses approaches to differentiating instruction to meet the needs of students whose literacy needs, interests, and strengths vary widely. This article was designed to support classroom teachers who understand the importance of differentiating instruction, but are unsure of how best to design and implement differentiation within…

  4. Computer Assisted Instruction in English Teacher Education.

    ERIC Educational Resources Information Center

    Golub, Lester S.

    The changes expected to take place in the professional education of English teachers are discussed. Within the next decade, computer-assisted instructional English teacher education programs will be available in the following areas: (1) eliciting textual response to literature, (2) grammar, usage, and spelling, (3) composition skills to…

  5. Teachers' Perceptions of Their Own Instructional Effectiveness

    ERIC Educational Resources Information Center

    Satterwhite, Zarinaha N.

    2013-01-01

    The focus on measuring student growth based on teacher effectiveness has presented new challenges for an urban school in Massachusetts. The purpose of this general interpretive qualitative study was to examine the instructional practices of a group of middle school teachers, the practices they perceived to be effective for ensuring student…

  6. Consumer and Family Economics: Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Dennis, Bobbye

    This teacher's instructional guide, which is part of a family and consumer sciences education series focusing on a broad range of employment opportunities, is intended to assist teachers responsible for teaching one- and two-year consumer and family economics programs for Texas high school students. The following are among the items included: (1)…

  7. Examining First Grade Teachers' Handwriting Instruction

    ERIC Educational Resources Information Center

    Arslan, Derya

    2012-01-01

    The purpose of this study is to examine the first grade teachers' practices of handwriting instructions in terms of teaching, evaluation and handwriting difficulties. From qualitative research patterns, phenomenology was used. The study was applied to the 54 First grade teachers who work at central Burdur and Burdur county centre primary education…

  8. Transforming teacher knowledge: Modeling instruction in physics

    NASA Astrophysics Data System (ADS)

    Cabot, Lloyd H.

    I show that the Modeling physics curriculum is readily accommodated by most teachers in favor of traditional didactic pedagogies. This is so, at least in part, because Modeling focuses on a small set of connected models embedded in a self-consistent theoretical framework and thus is closely congruent with human cognition in this context which is to generate mental models of physical phenomena as both predictive and explanatory devices. Whether a teacher fully implements the Modeling pedagogy depends on the depth of the teacher's commitment to inquiry-based instruction, specifically Modeling instruction, as a means of promoting student understanding of Newtonian mechanics. Moreover, this commitment trumps all other characteristics: teacher educational background, content coverage issues, student achievement data, district or state learning standards, and district or state student assessments. Indeed, distinctive differences exist in how Modeling teachers deliver their curricula and some teachers are measurably more effective than others in their delivery, but they all share an unshakable belief in the efficacy of inquiry-based, constructivist-oriented instruction. The Modeling Workshops' pedagogy, duration, and social interactions impacts teachers' self-identification as members of a professional community. Finally, I discuss the consequences my research may have for the Modeling Instruction program designers and for designers of professional development programs generally.

  9. Factors impacting teachers' argumentation instruction in their science classrooms

    NASA Astrophysics Data System (ADS)

    McNeill, Katherine L.; Katsh-Singer, Rebecca; González-Howard, María; Loper, Suzanna

    2016-08-01

    Science education research, reform documents and standards include scientific argumentation as a key learning goal for students. The role of the teacher is essential for implementing argumentation in part because their beliefs about argumentation can impact whether and how this science practice is integrated into their classroom. In this study, we surveyed 42 middle school science teachers and conducted follow-up interviews with 25 to investigate the factors that teachers believe impact their argumentation instruction. Teachers responded that their own learning goals had the greatest impact on their argumentation instruction while influences related to context, policy and assessment had the least impact. The minor influence of policy and assessment was in part because teachers saw a lack of alignment between these areas and the goals of argumentation. In addition, although teachers indicated that argumentation was an important learning goal, regardless of students' backgrounds and abilities, the teachers discussed argumentation in different ways. Consequently, it may be more important to help teachers understand what counts as argumentation, rather than provide a rationale for including argumentation in instruction. Finally, the act of trying out argumentation in their own classrooms, supported through resources such as curriculum, can increase teachers' confidence in teaching argumentation.

  10. Teacher Training in Instructional Technology.

    ERIC Educational Resources Information Center

    Ryan, Kevin

    Of the major professional groups, there is probably none that is as undertrained as teachers. For this reason, teachers and administrators will be responsive to relevant, superior training, especially if it helps them to perform with a greater competence and sense of achievement. A quantum jump can probably be made in the use of technology if the…

  11. Teacher Effectiveness and Reading Instruction.

    ERIC Educational Resources Information Center

    Robinson, Richard D.

    Recognizing that classrooms are complex settings in which effective teaching cannot be the end result of merely following a list of rules and regulations, this monograph provides practicing reading teachers with appropriate information based on current teacher-effectiveness research so that they can be informed by the best of current thinking to…

  12. Adaptive Teaching in Literacy Instruction: Case Studies of Two Teachers

    ERIC Educational Resources Information Center

    Parsons, Seth A.

    2012-01-01

    Researchers frequently suggest that effective teachers adapt their teaching to navigate the complexity of classroom literacy instruction. However, little research has examined how teachers adapt their instruction, teachers' reflections on their adaptations, or the instructional conditions in which they adapt. To address this gap in the research…

  13. Examining Differentiated Instruction: Teachers Respond

    ERIC Educational Resources Information Center

    Logan, Brenda

    2011-01-01

    Today's classrooms are more diverse than ever. In fact, research shows that there will be a steady increase in Hispanic, Asian Americans, and African American students in the coming years. Therefore, differentiated instruction may be the panacea that educators are searching for. This paper commences with an introduction and then segways into a…

  14. Differentiated Instruction, Professional Development, and Teacher Efficacy

    ERIC Educational Resources Information Center

    Dixon, Felicia A.; Yssel, Nina; McConnell, John M.; Hardin, Travis

    2014-01-01

    Teachers often struggle to provide all students access to specific learning activities that work best for them--and what works best for some students will not work for others. Differentiating instruction makes sense because it offers different paths to understanding content, process, and products, considering what is appropriate given a…

  15. The Roles of Teacher Efficacy in Instructional Innovation: Its Predictive Relations to Constructivist and Didactic Instruction

    ERIC Educational Resources Information Center

    Nie, Youyan; Tan, Gim Hoon; Liau, Albert Kienfie; Lau, Shun; Chua, Bee Leng

    2013-01-01

    Constructivist instruction has been implemented in the current instructional innovation in Singapore. Large scale survey study was conducted to examine the roles of teacher efficacy in implementing the innovative constructivist instruction. The results showed that the positive correlation between teacher efficacy and constructivist instruction was…

  16. General Education Teachers' Differentiated Instruction in Elementary Inclusion

    ERIC Educational Resources Information Center

    Deason, Jennifer

    2014-01-01

    Inclusion teachers at the elementary level face challenges in differentiating instruction for all students. Despite inclusion teachers' willingness to use differentiated instruction (DI), many teachers struggle implementing DI because of teachers' understanding of DI, insufficient time for planning, and insufficient training and resources. The…

  17. Modeling Secondary Instructional Strategies in a Teacher Education Class

    ERIC Educational Resources Information Center

    Watson, Sandy White; Bradley, Janetta Fleming

    2009-01-01

    In most teacher education courses, instructional strategies are merely listed and explained. Students rarely have the opportunity to see these strategies in use until they become student teachers. What better way to teach secondary instructional strategies to pre-service teachers than by modeling these strategies using teacher education content?…

  18. Teacher and Student Behaviors in the Contexts of Grade-Level and Instructional Grouping

    ERIC Educational Resources Information Center

    Hollo, Alexandra; Hirn, Regina G.

    2015-01-01

    Teacher behaviors such as providing frequent opportunities to respond and feedback are known to promote student engagement. In addition, contextual variables such as grade-level and instructional grouping may affect engagement. However, less is known about teacher behavior in these instructional contexts. This study aimed to examine active…

  19. Teacher knowledge, instructional expertise, and the development of reading proficiency.

    PubMed

    Reid Lyon, G; Weiser, Beverly

    2009-01-01

    Teacher knowledge and instructional expertise have been found in correlational and pre- and posttest studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content are preliminary at best. Future studies of the effect of essential reading content knowledge must be extended beyond word-level skills to vocabulary, reading comprehension, and writing.

  20. Principals' instructional management skills and middle school science teacher job satisfaction

    NASA Astrophysics Data System (ADS)

    Gibbs-Harper, Nzinga A.

    The purpose of this research study was to determine if a relationship exists between teachers' perceptions of principals' instructional leadership behaviors and middle school teacher job satisfaction. Additionally, this study sought to assess whether principal's instructional leadership skills were predictors of middle school teachers' satisfaction with work itself. This study drew from 13 middle schools in an urban Mississippi school district. Participants included teachers who taught science. Each teacher was given the Principal Instructional Management Rating Scale (PIMRS; Hallinger, 2011) and the Teacher Job Satisfaction Questionnaire (TJSQ; Lester, 1987) to answer the research questions. The study was guided by two research questions: (a) Is there a relationship between the independent variables Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program and the dependent variable Work Itself?; (b) Are Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program predictors of Work Itself? The Pearson's correlation and multiple regression analysis were utilized to examine the relationship between the three dimensions of principals' instructional leadership and teacher satisfaction with work itself. The data revealed that there was a strong, positive correlation between all three dimensions of principals' instructional leadership and teacher satisfaction with work itself. However, the multiple regression analysis determined that teachers' perceptions of principals' instructional management skills is a slight predictor of Defining the School's Mission only.

  1. Teaching Instructional Design: Reframing the Relationships between Teachers and Designers.

    ERIC Educational Resources Information Center

    Magliaro, Susan G.; Shambaugh, R. Neal

    This paper presents the results of the implementation of an instructional approach that supports teachers' learning of instructional design (ID) and honors their beliefs and concerns within the ID process; participants included two instructors and 23 practicing K-12 teachers enrolled in an instructional design course as part of a masters program.…

  2. Description of Success: A Four-Teacher Instructional Model.

    ERIC Educational Resources Information Center

    Reed, Dianne

    This study described a four-teacher instructional model in operation at an elementary school, noting the perceptions of fourth grade students, parents, and teachers regarding the model. The model encompassed teaming, block scheduling, departmentalization of subjects, integrated/interdisciplinary instruction, and in-depth instruction in each…

  3. In Their Words: Teachers' Journeys to Sustainable Direct Instruction Implementation

    ERIC Educational Resources Information Center

    Errthum, Tina

    2013-01-01

    A highly proficient Direct Instruction (DI) teacher is a teacher who is able to demonstrate the effective use of Direct Instruction curriculum and teaching practices, resulting in sustainability and high student achievement. In this qualitative case study investigation, I describe and, when possible, explain how two teachers reflected on the…

  4. Studying Reading Instruction with Teacher Logs: Lessons from the Study of Instructional Improvement

    ERIC Educational Resources Information Center

    Rowan, Brian; Correnti, Richard

    2009-01-01

    This article describes some of the conceptual and methodological issues that arise when researchers use teacher logs to measure classroom instruction. Data and examples come from the Study of Instructional Improvement, which used teacher logs to study patterns of literacy instruction in schools implementing three comprehensive school reforms. Over…

  5. Building Measures of Instructional Differentiation from Teacher Checklists

    ERIC Educational Resources Information Center

    Williams, Ryan; Swanlund, Andrew; Miller, Shazia; Konstantopoulos, Spyros; van der Ploeg, Arie

    2012-01-01

    Differentiated instruction is commonly believed to be critical to improving the quality and efficiency of teachers' instructional repertoires (Fischer & Rose, 2001; Tomlinson, 2004). Tomlinson (2000) describes differentiation in four domains: content, process, product, and learning environment. Content differentiation involves varying…

  6. Emerging Technology for Writing Instruction: New Directions for Teachers.

    ERIC Educational Resources Information Center

    Pan, Alex C.; Zbikowski, John M.

    1997-01-01

    Explores teachers' perceptions about computer use in writing instruction. Topics include emerging computer technology, including telecommunications and hypermedia; evolution of software, including word processing, desktop publishing, and multimedia; issues related to implementing technology, including the teacher's role; and suggested learning…

  7. Instructional Microcomputer Applications by Business Teachers in Minnesota.

    ERIC Educational Resources Information Center

    Lambrecht, Judith J.

    Data were collected from Minnesota secondary and postsecondary business teachers regarding their instructional microcomputer applications and their attitudes about several instructional computing issues. Usable surveys were returned by 342 teachers in 236 schools. The predominant brand of computer at the secondary level was the Apple II; most…

  8. Differentiating Science Instruction: Success Stories of High School Science Teachers

    ERIC Educational Resources Information Center

    Maeng, Jennifer Lynn Cunningham

    2011-01-01

    This study investigated the characteristics and practices of high school science teachers who differentiate instruction. Specifically teachers' beliefs about science teaching and student learning and how they planned for and implemented differentiated instruction in their classrooms were explored. Understanding how high school science teachers…

  9. A Look at Differentiating Instruction: Tips for Teachers. Newsletter

    ERIC Educational Resources Information Center

    Center for Comprehensive School Reform and Improvement, 2009

    2009-01-01

    The Center for Comprehensive School Reform and Improvement's January 2007 newsletter, "A Teacher's Guide to Differentiating Instruction," [ED495740] summarized the following four planning stages teachers can use to effectively differentiate instruction: (1) A thorough understanding of content; (2) Use of preassessments and regular formative…

  10. Student Teachers' Use of Instructional Choice in Physical Education

    ERIC Educational Resources Information Center

    Xiang, Ping; Gao, Zan; McBride, Ron E.

    2011-01-01

    Guided by self-determination theory and research on teacher beliefs, we examined student teachers' (STs) use of instructional choices in teaching physical education classes. Participants included 131 STs (52 men and 79 women) from a major university in the United States. STs completed questionnaires assessing three types of instructional choices…

  11. Training and Sustaining Effective Teachers of Sheltered Instruction

    ERIC Educational Resources Information Center

    Short, Deborah

    2013-01-01

    This article provides guidelines for programs to deliver and sustain effective professional development on sheltered instruction to teachers who teach content to English learners. Many content area teachers have not had university coursework on second-language acquisition or the integration of language and content instruction in teacher…

  12. Personalizing Reading Instruction: A Systems Model for Teachers.

    ERIC Educational Resources Information Center

    Casteel, Carolyn P.; Johnson, Lowell E.

    1989-01-01

    Discussion of personalized instruction focuses on reading education and presents a systems model for teachers called a Teacher System for Personalized Instruction (TSPI). Topics discussed include diagnosing the needs of the learner; self-paced learning; motivation; achievement; mastery learning; evaluation plan; and cognitive, affective,…

  13. Teacher Candidate Technology Integration: For Student Learning or Instruction?

    ERIC Educational Resources Information Center

    Clark, Cynthia; Zhang, Shaoan; Strudler, Neal

    2015-01-01

    Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…

  14. "Theoretical Inclinations": How One Teacher's Beliefs Influenced Reading Comprehension Instruction

    ERIC Educational Resources Information Center

    Kaback, Susanne

    2006-01-01

    This article examines the year-long experience of one fourth grade teacher, Anne, as she learned about comprehension strategy instruction and attempted to integrate the approach in her reading program. The goal of the study was to extend current understanding of the factors that support or inhibit an individual teacher's instructional decision…

  15. How Portuguese and American Teachers Plan for Literacy Instruction

    ERIC Educational Resources Information Center

    Spear-Swerling, Louise; Lopes, Joao; Oliveira, Celia; Zibulsky, Jamie

    2016-01-01

    This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers…

  16. Writing Instruction for Teacher Candidates: Strengthening a Weak Curricular Area

    ERIC Educational Resources Information Center

    Grisham, Dana L.; Wolsey, Thomas Devere

    2011-01-01

    In this case study, two teacher educators in literacy examined teacher candidates' (N = 24) learning of writing instruction across a three-course sequence of literacy methods. Data collected included a survey of candidates' knowledge of writing instruction, their formal observations of writing lessons in their student-teaching placements, a…

  17. Identification of Science Teacher Competencies for Implementing ISIS Minicourse Instruction.

    ERIC Educational Resources Information Center

    Chiappetta, Eugene L.; Collette, Alfred T.

    1980-01-01

    Identified and ranked in this study are such teacher competencies for successful implementation of the ISIS program as: uses a variety of instructional strategies, promotes individualized instruction, provides humanistic learning environment, controls the classroom, and organizes the classroom to facilitate instruction. The appendix lists…

  18. Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies

    ERIC Educational Resources Information Center

    Ness, Molly

    2011-01-01

    The purpose of this observational study was to identify the frequency of reading comprehension instruction in elementary classrooms. Additional objectives were to determine which reading comprehension instructional strategies were most employed by teachers in elementary classrooms. In 3,000 minutes of direct classroom observation in 20 first-…

  19. Factors Influencing Junior High School Teachers' Computer-Based Instructional Practices Regarding Their Instructional Evolution Stages

    ERIC Educational Resources Information Center

    Hsu, Ying-Shao; Wu, Hsin-Kai; Hwang, Fu-Kwun

    2007-01-01

    Sandholtz, Ringstaff, & Dwyer (1996) list five stages in the "evolution" of a teacher's capacity for computer-based instruction--entry, adoption, adaptation, appropriation and invention--which hereafter will be called the teacher's computer-based instructional evolution. In this study of approximately six hundred junior high school science and…

  20. Opinions of Mathematics Teacher Candidates towards Applying 7E Instructional Model on Computer Aided Instruction Environments

    ERIC Educational Resources Information Center

    Yenilmez, Kursat; Ersoy, Mehmet

    2008-01-01

    The purpose of this study was to determine opinions of mathematics teacher candidates towards applying 7E instructional model on computer aided instruction environments. The descriptive case study model was used in this study. The sample of the study consists of 52 mathematics teacher candidates which were selected randomly from Eskisehir…

  1. Addressing the Missing Instructional Data Problem: Using a Teacher Log to Document Tier 1 Instruction

    ERIC Educational Resources Information Center

    Kurz, Alexander; Elliott, Stephen N.; Roach, Andrew T.

    2015-01-01

    Response-to-intervention (RTI) systems posit that Tier 1 consists of high-quality general classroom instruction using evidence-based methods to address the needs of most students. However, data on the extent to which general education teachers provide such instruction are rarely collected. This missing instructional data problem may result in RTI…

  2. How does high stakes testing influence teachers' classroom instruction?: Institutional pressures and classroom instruction

    NASA Astrophysics Data System (ADS)

    Yamashita, Mika Yoder

    2011-12-01

    This study examined how a total of eight math and science elementary school teachers changed their classroom instruction in response to high stakes and low stakes testing in one school district. The district introduced new assessment in the school year of 2005--06 to meet the requirement set forth by the No Child Left Behind Act (NCLB)---that the assessment should be aligned with the state academic standards. I conducted interviews with teachers and school administrators at two elementary schools, district officials, and a representative of a non-profit organization during the school year 2007--08 to examine how the new assessment introduced in 2005--06 had shaped classroom instruction. Concepts from New Institutional Theory and cognitive approaches to policy implementation guided the design of this study. This study focused on how materials and activities associated with high stakes testing promoted ideas about good instruction, and how these ideas were carried to teachers. The study examined how teachers received messages about instruction and how they responded to the messages. The study found that high stakes testing influenced teachers' classroom instruction more than low stakes testing; however, the instructional changes teachers made in response to state testing was at the content level. The teachers' instructional strategies did not change. The teachers' instructional changes varied with the degree of implementation of existing math curriculum and with the degree of support they received in understanding the meaning of assessment results. The study concluded that, among the six teachers I studied, high stakes testing was not a sufficient intervention for changing teachers' instructional strategies. The study also addressed the challenges of aligning instructional messages across assessment, standards, and curriculum.

  3. Predicting Teacher Job Satisfaction Based on Principals' Instructional Supervision Behaviours: A Study of Turkish Teachers

    ERIC Educational Resources Information Center

    Ilgan, Abdurrahman; Parylo, Oksana; Sungu, Hilmi

    2015-01-01

    This quantitative research examined instructional supervision behaviours of school principals as a predictor of teacher job satisfaction through the analysis of Turkish teachers' perceptions of principals' instructional supervision behaviours. There was a statistically significant difference found between the teachers' job satisfaction level and…

  4. Preparing Preservice Teacher Candidates to Differentiate Instructional Practices

    ERIC Educational Resources Information Center

    Ochoa, Bianca R.

    2013-01-01

    This action research study focused on how various grouping strategies influenced preservice teachers' differentiation of instruction. The participants included a third grade mentor teacher and three preservice teacher candidates. The candidate preparation curriculum consisted of seminars, daily field-based learning experiences, and ongoing…

  5. The Impact of Scripted Literacy Instruction on Teachers and Students

    ERIC Educational Resources Information Center

    Dresser, Rocio

    2012-01-01

    Today, effective and creative teacher designed instruction is being replaced by scripted reading programs. These programs are changing the role of the teacher in the classroom from professionals to mere transmitters of knowledge. The idea that the role of the teacher had changed became evident while conducting a study with elementary school…

  6. Measuring Teachers' Knowledge of Vocabulary Development and Instruction

    ERIC Educational Resources Information Center

    Duguay, Annie; Kenyon, Dorry; Haynes, Erin; August, Diane; Yanosky, Tiffany

    2016-01-01

    This article describes the development of an instrument to measure teachers' knowledge of vocabulary development and instruction, the Teacher Knowledge of Vocabulary Survey (TKVS). This type of knowledge has become increasingly important as all classroom teachers are expected to help students meet language and literacy standards that include…

  7. Concordance between Preservice Teachers' Personal Responsibilities and Intended Instructional Practices

    ERIC Educational Resources Information Center

    Daniels, Lia M.; Radil, Amanda; Wagner, Amanda K.

    2016-01-01

    During their education, preservice teachers begin to assume professional responsibilities and gain pedagogical knowledge. However, the question remains whether preservice teachers intend to use instructional practices that are effective in meeting their assumed responsibilities. Thus, we examined the concordance between preservice teachers'…

  8. Special Education Teachers' Nature of Science Instructional Experiences

    ERIC Educational Resources Information Center

    Mulvey, Bridget K.; Chiu, Jennifer L.; Ghosh, Rajlakshmi; Bell, Randy L.

    2016-01-01

    Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial…

  9. Teacher's Survival Guide: Differentiating Instruction in the Elementary Classroom

    ERIC Educational Resources Information Center

    Roberts, Julia L.; Inman, Tracy F.

    2012-01-01

    "Teacher's Survival Guide: Differentiating Instruction in the Elementary Classroom" answers the most common questions about differentiation, including what it is, how teachers can set up a classroom that promotes differentiation, which topics should be differentiated, what strategies are most effective, and how teachers can assess students engaged…

  10. Teachers' Instructional Decision-Making: Is It Gender-Biased?

    ERIC Educational Resources Information Center

    Voyles, Martha M.; Fossum, Tim; Haller, Susan

    2009-01-01

    This study examines teacher interactions with boys and girls in single-gender technology classes. We analyzed transcripts of videotapes of instruction, interviews with the teachers and students, student questionnaires, and final robot programs. Girls and boys differed in a number of ways, and teachers explained their differing interactions with…

  11. Instructional Improvement and Student Learning through Good Teacher Evaluation.

    ERIC Educational Resources Information Center

    Speicher, A. Dean; Schurter, Wayne A.

    An Indiana district's teacher evaluation plan developed cooperatively by teachers and administrators is described and its implementation outlined. Based on the shared responsibility of teacher and supervisor, the plan is intended to provide a positive approach to stimulating self-growth, instructional effectiveness, and overall improvement in…

  12. How Portuguese and American teachers plan for literacy instruction.

    PubMed

    Spear-Swerling, Louise; Lopes, Joao; Oliveira, Celia; Zibulsky, Jamie

    2016-04-01

    This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers (N = 186) completed Portuguese versions of a background questionnaire and LAAG electronically, in Survey Monkey; American teachers (N = 102) completed identical English measures using paper and pencil. Results showed that teachers in both groups usually addressed comprehension and reading fluency on their LAAGs and that they also allocated the most time to these two areas. However, American teachers were more likely to include teacher-directed fluency activities, whereas Portuguese teachers were more likely to include fluency activities that were not teacher directed. Significantly more American than Portuguese teachers addressed phonics in their planning, whereas significantly more Portuguese than American teachers addressed writing processes such as revision. Both groups of educators demonstrated large variability in planning, with many teachers omitting important components of literacy identified by researchers, for writing as well as reading. The study highlights the importance of providing teachers with comprehensive, research-based core literacy curricula as well as professional development on key components of literacy. Study findings also suggest significant relationships between orthographic transparency and teachers' instructional planning. PMID:26271914

  13. How Portuguese and American teachers plan for literacy instruction.

    PubMed

    Spear-Swerling, Louise; Lopes, Joao; Oliveira, Celia; Zibulsky, Jamie

    2016-04-01

    This study explored American and Portuguese elementary teachers' preferences in planning for literacy instruction using the Language Arts Activity Grid (LAAG; Cunningham, Zibulsky, Stanovich, & Stanovich, 2009), on which teachers described their preferred instructional activities for a hypothetical 2-h language arts block. Portuguese teachers (N = 186) completed Portuguese versions of a background questionnaire and LAAG electronically, in Survey Monkey; American teachers (N = 102) completed identical English measures using paper and pencil. Results showed that teachers in both groups usually addressed comprehension and reading fluency on their LAAGs and that they also allocated the most time to these two areas. However, American teachers were more likely to include teacher-directed fluency activities, whereas Portuguese teachers were more likely to include fluency activities that were not teacher directed. Significantly more American than Portuguese teachers addressed phonics in their planning, whereas significantly more Portuguese than American teachers addressed writing processes such as revision. Both groups of educators demonstrated large variability in planning, with many teachers omitting important components of literacy identified by researchers, for writing as well as reading. The study highlights the importance of providing teachers with comprehensive, research-based core literacy curricula as well as professional development on key components of literacy. Study findings also suggest significant relationships between orthographic transparency and teachers' instructional planning.

  14. Instructional support and implementation structure during elementary teachers' science education simulation use

    NASA Astrophysics Data System (ADS)

    Gonczi, Amanda L.; Chiu, Jennifer L.; Maeng, Jennifer L.; Bell, Randy L.

    2016-07-01

    This investigation sought to identify patterns in elementary science teachers' computer simulation use, particularly implementation structures and instructional supports commonly employed by teachers. Data included video-recorded science lessons of 96 elementary teachers who used computer simulations in one or more science lessons. Results indicated teachers used a one-to-one student-to-computer ratio most often either during class-wide individual computer use or during a rotating station structure. Worksheets, general support, and peer collaboration were the most common forms of instructional support. The least common instructional support forms included lesson pacing, initial play, and a closure discussion. Students' simulation use was supported in the fewest ways during a rotating station structure. Results suggest that simulation professional development with elementary teachers needs to explicitly focus on implementation structures and instructional support to enhance participants' pedagogical knowledge and improve instructional simulation use. In addition, research is needed to provide theoretical explanations for the observed patterns that should subsequently be addressed in supporting teachers' instructional simulation use during professional development or in teacher preparation programs.

  15. Instructional decision making of high school science teachers

    NASA Astrophysics Data System (ADS)

    Carver, Jeffrey S.

    The instructional decision-making processes of high school science teachers have not been well established in the literature. Several models for decision-making do exist in other teaching disciplines, business, computer game programming, nursing, and some fields of science. A model that incorporates differences in science teaching that is consistent with constructivist theory as opposed to conventional science teaching is useful in the current climate of standards-based instruction that includes an inquiry-based approach to teaching science. This study focuses on three aspects of the decision-making process. First, it defines what factors, both internal and external, influence high school science teacher decision-making. Second, those factors are analyzed further to determine what instructional decision-making processes are articulated or demonstrated by the participants. Third, by analyzing the types of decisions that are made in the classroom, the classroom learning environments established as a result of those instructional decisions are studied for similarities and differences between conventional and constructivist models. While the decision-making process for each of these teachers was not clearly articulated by the teachers themselves, the patterns that establish the process were clearly exhibited by the teachers. It was also clear that the classroom learning environments that were established were, at least in part, established as a result of the instructional decisions that were made in planning and implementation of instruction. Patterns of instructional decision-making were different for each teacher as a result of primary instructional goals that were different for each teacher. There were similarities between teachers who exhibited more constructivist epistemological tendencies as well as similarities between teachers who exhibited a more conventional epistemology. While the decisions that will result from these two camps may be different, the six step

  16. Pre-Service Teachers' Perceptions of Effective Inquiry Instruction: Are Effective Instruction and Effective Inquiry Instruction Essentially the Same?

    ERIC Educational Resources Information Center

    Aulls, Mark W.; Ibrahim, Ahmed

    2012-01-01

    This multiple case study examined pre-service teachers perceptions of effective post-secondary instruction. Pre-service teachers were asked to write essays describing an effective teacher of their choice. Twenty-one essays were randomly selected. Data analysis involved open coding of each essay, content analysis of each essay using Anderson and…

  17. A Study of Additional Costs of Second Language Instruction.

    ERIC Educational Resources Information Center

    McEwen, Nelly

    A study was conducted whose primary aim was to identify and explain additional costs incurred by Alberta, Canada school jurisdictions providing second language instruction in 1980. Additional costs were defined as those which would not have been incurred had the second language program not been in existence. Three types of additional costs were…

  18. Chemistry Teachers' Journey through Modeling Instruction: From Workshop to Classroom

    NASA Astrophysics Data System (ADS)

    Frick, Tasha

    This presentation will feature case study research that describes the difficulties that four high school chemistry teachers faced while implementing Modeling Instruction into their classrooms. Modeling Instruction is characterized by the development of understanding through cooperative inquiry and collective discourse on a path from concrete to abstract. The complications in transforming a classroom from traditional teacher centered methods to one which focuses on the use of student-centered Modeling Instruction will be thoroughly investigated through the stories of each of the participants. The study begins with observations of the teachers prior to the introduction of Modeling Instruction and follows them into the professional development in the summer, the initial use in the fall term, a follow-up workshop, and finally back into the classrooms. The enlightening findings highlight the difficulties teachers had in aligning the standards, and developing a scope and sequence, as well as reconciling their beliefs about student ability.

  19. Teachers' Basic Knowledge of Reading Instruction: Insights from a Teacher Preparation Program

    ERIC Educational Resources Information Center

    Berkeley, Sheri; Regan, Kelley; Dimitrov, Dimiter; Guckert, Mary; Ray, Sharon

    2016-01-01

    Effective reading instruction is essential for all students, and especially students with disabilities; however, studies have indicated that both pre-service and in-service teachers lack an adequate knowledge of reading. To ensure adequate teacher knowledge, teacher preparation reform advocates suggest purposeful alignment of teacher preparation…

  20. Preparing Preservice Teachers to Make Instructional Decisions: An Examination of Data from the Teacher Work Sample

    ERIC Educational Resources Information Center

    Kohler, Frank; Henning, John E.; Usma-Wilches, Jaime

    2008-01-01

    The purpose of this American study was to examine student teachers' ability to make instructional decisions as they engaged in teaching. We examined the narrative accounts provided by 150 student teachers within their teacher work samples (TWSs). Results indicated that most student teachers were able to implement some aspects of instructional…

  1. The Teacher-Student Role in Instructional Telecommunications.

    ERIC Educational Resources Information Center

    Scollon, Suzanne

    Teacher-student classroom relationships and behaviors at the University of Alaska's Fairbanks campus are compared with instruction by audioconference and computer conference, with attention to instruction of Native Alaskan students. Classroom behaviors of Natives and non-Natives are contrasted, particularly with regard to participation and signs…

  2. Dynamic Synchronization of Teacher-Students Affection in Affective Instruction

    ERIC Educational Resources Information Center

    Zhang, Wenhai; Lu, Jiamei

    2011-01-01

    Based on Bower's affective network theory, the article links the dynamic analysis of affective factors in affective instruction, and presents affective instruction strategic of dynamic synchronization between teacher and students to implement the best ideal mood that promotes students' cognition and affection together. In the process of teaching,…

  3. A Proposed Instructional Theory for Integer Addition and Subtraction

    ERIC Educational Resources Information Center

    Stephan, Michelle; Akyuz, Didem

    2012-01-01

    This article presents the results of a 7th-grade classroom teaching experiment that supported students' understanding of integer addition and subtraction. The experiment was conducted to test and revise a hypothetical learning trajectory so as to propose a potential instructional theory for integer addition and subtraction. The instructional…

  4. Coaching Teachers on Instruction: Developing Instructional Leadership Capacity within a Principal Preparation Program

    ERIC Educational Resources Information Center

    Franey, John J.

    2013-01-01

    Over the last several decades, the role of the school site principal has shifted from a focus on school management to one on school leadership. Integral to this new focus is the ability of the principal to be an instructional leader, tasked with improving the instructional practices of teachers. Many principal preparation programs have adopted new…

  5. Impact of Technology on Teacher Efficacy and Instruction Time

    ERIC Educational Resources Information Center

    VanderNoor, Jeffrey Michael

    2014-01-01

    In light of the emerging emphasis on interpreting technology, this study investigated how teachers' technology self-efficacy influenced their use of technology in the classroom technology use. The secondary purpose was to examine the extent teacher technology self-efficacy was related to instructional time. The study findings answered questions of…

  6. School Culture: Teachers' Beliefs, Behaviors, and Instructional Practices

    ERIC Educational Resources Information Center

    Hongboontri, Chantarath; Keawkhong, Natheeporn

    2014-01-01

    This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a…

  7. The Role of Teacher Instructional Practices in Student Collaboration

    ERIC Educational Resources Information Center

    Webb, Noreen M.; Franke, Megan L.; Ing, Marsha; Chan, Angela; De, Tondra; Freund, Deanna; Battey, Dan

    2008-01-01

    Prior research on collaborative learning identifies student behaviors that significantly predict student achievement, such as giving explanations of one's thinking. Less often studied is the role of teachers' instructional practices in collaboration among students. This article investigates the extent to which teachers engage in practices that…

  8. Experiences of Kindergarten Teachers Implementing Instructional Practices for Diverse Learners

    ERIC Educational Resources Information Center

    Hughes, Marie Tejero; Valle-Riestra, Diana Martinez

    2007-01-01

    The purpose of this study was to determine what instructional practices that enhance outcomes for diverse learners do kindergarten teachers see as desirable and feasible to implement and which do they report implementing in their general education classroom. Ninety-five kindergarten teachers were asked about their perceptions and use of…

  9. Kindergarten Time: Kindergarten Teachers' Considerations when Setting Instructional Priorities

    ERIC Educational Resources Information Center

    Baker, Julie; Dever, Martha T.

    2005-01-01

    The purpose of this phenomenological study was to obtain an in-depth understanding of kindergarten teachers' instructional time allocations and the factors that influenced their decisions. A maximum variation sample of six kindergarten teachers was chosen representing variations in gender, socioeconomic status of the school where they taught, and…

  10. Teacher Education, Experience, and the Practice of Aligned Instruction

    ERIC Educational Resources Information Center

    Polikoff, Morgan S.

    2013-01-01

    Research over the past two decades has shown the alignment of teachers’ instruction with state standards is generally weak. Proposing that alignment is a useful measure of teachers' curricular knowledge (Shulman, 1986), this study uses a large database of teacher reports of their content coverage to understand the relationship of teacher…

  11. The Development of a Teacher Observation Instrument for Reading Instruction.

    ERIC Educational Resources Information Center

    Quirk, Thomas J.; And Others

    This report describes the observer's manual and the corresponding trainer's manual for the classroom observation instrument which was designed to code the behavior of the teacher during reading instruction. The "Reading: Teacher Observation Scale (TOS)" has been designed to be used with a corresponding observation instrument which focuses on the…

  12. Instructional Approaches: Differences between Kindergarten and Primary School Teachers

    ERIC Educational Resources Information Center

    Uibu, Krista; Kikas, Eve; Tropp, Kristiina

    2011-01-01

    The article discusses kindergarten and primary school teachers' preferences for instructional approaches and teaching practices. One hundred and thirty-three teachers from Estonia completed questionnaires. The results showed that the promotion of students' comprehension and independence, enhancing practical application and individualisation of…

  13. The Preschool Instructional Context and Child-Teacher Relationships

    ERIC Educational Resources Information Center

    Howes, Carollee; Fuligni, Allison Sidle; Hong, Sandra Soliday; Huang, Yiching D.; Lara-Cinisomo, Sandraluz

    2013-01-01

    Research Findings: The purpose of this article is to examine how dimensions of the preschool instructional context predict child-teacher relationship quality. A total of 118 low-income, predominantly Latino/a children and their teachers participated in this study. Children were observed in their 1st preschool classroom. Measures of instructional…

  14. In-Service Teachers' Perspectives on Adolescent ELL Writing Instruction

    ERIC Educational Resources Information Center

    Kibler, Amanda K.; Heny, Natasha A.; Andrei, Elena

    2016-01-01

    As writing has assumed increasing importance in discussions of pedagogy for diverse classrooms, attention to the contexts in which secondary teachers develop and implement writing instruction for adolescent English language learners (ELLs) is of great importance. Drawing on ecological language learning theories and situated teacher learning theory…

  15. Teachers' Perspective on Using Technology as an Instructional Tool

    ERIC Educational Resources Information Center

    Davidson, Leavery Y. Jefferson; Richardson, Martha; Jones, Don

    2014-01-01

    Federal mandates require technology use in the classroom, but not all English language arts (ELA) teachers have implemented technology as an integral part of teaching. The purpose of this qualitative case study was to investigate why ELA teachers in 2 local high schools rarely or never use technology as an instructional tool. The study was…

  16. Infrastructure for Teacher Reflection and Instructional Change: An Exploratory Study

    ERIC Educational Resources Information Center

    Camburn, Eric M.; Han, Seong Won

    2015-01-01

    In the US, instruction reforms, especially those intended to help teachers move beyond typical teaching practices, have regularly fallen short of aspirations. An important reason for this state of affairs is that reforms, often fail to provide teachers sufficient infrastructure they need to overcome fundamental uncertainties of teaching. Progress…

  17. Teacher Evaluation, Performance-Related Pay, and Constructivist Instruction

    ERIC Educational Resources Information Center

    Liang, Guodong; Akiba, Motoko

    2015-01-01

    Using statewide longitudinal teacher survey data collected in 2009 and 2010, this study examined the characteristics of teacher evaluation used to determine performance-related pay (PRP), and the association between PRP and improvement in the practice of constructivist instruction. The study found that 10.9% of middle school mathematics teachers…

  18. Sultan Qaboos University's Student-Teacher Attitude Toward Instructional Media.

    ERIC Educational Resources Information Center

    El-Hmaisat, Hamad

    1996-01-01

    Investigates the effects of specific courses offered at the college of education of Sultan Qaboos University (Oman) on student-teacher attitudes toward instructional media in practice teaching. Results showed that female student-teachers have a more positive attitude than males; the students' majors (i.e., Arabic or English) did not have any…

  19. Teachers Adapt Their Instruction According to Students' Academic Performance

    ERIC Educational Resources Information Center

    Nurmi, Jari-Erik; Viljaranta, Jaana; Tolvanen, Asko; Aunola, Kaisa

    2012-01-01

    This study examined the extent to which a student's academic performance in first grade contributes to the active instruction given by a teacher to a particular student. To investigate this, 105 first graders were tested in mathematics and reading in the fall and spring of their first school year. At the same time points, their teachers filled in…

  20. Partners in Learning: Teacher Leaders Drive Instructional Excellence

    ERIC Educational Resources Information Center

    Duff, Victoria; Islas, M. René

    2013-01-01

    New educator evaluation systems demand a focus on effective teaching and learning while promoting the professional growth of all teachers. By identifying and leveraging the contributions of high-performing teachers as instructional leaders, problem solvers, and decision-makers to lead improvement at the classroom level, the system builds capacity…

  1. Assisting Preservice Teachers toward More Motivationally Supportive Instruction

    ERIC Educational Resources Information Center

    Perlman, Dana

    2015-01-01

    The purpose of this study was to examine the influence of an intervention grounded in Self-Determination Theory on preservice teachers' instructional behaviors and the motivational responses of their students. A total of 62 preservice physical education teachers enrolled in a secondary physical education content and methods course were randomly…

  2. Visualizing Classroom Instruction: Creating Visual Images for Preservice Teacher Education.

    ERIC Educational Resources Information Center

    Thompson, Thomas E.; Wiegmann, Beth A.

    A project on videodisc technology sponsored by the Illinois State Board of Education has captured classroom teachers teaching in their own classrooms to their own students. By digitizing this video instruction onto videodiscs preservice teachers and instructors have a visual learning tool that provides instant access to a variety of pedagogical…

  3. Teacher Training: Music Methods for an Internationalized Approach to Instruction

    ERIC Educational Resources Information Center

    VanAlstine, Sharri

    2016-01-01

    How can music teachers and students connect with music and cultures in an honest and meaningful manner? Can music instruction increase intercultural skills and international-mindedness? If these initiatives are important, pre-service teachers need to know how to address these issues in their classroom content and pedagogy. In an effort to assist…

  4. Second Grade Teachers' Literacy Instruction: Linking Beliefs to Practice

    ERIC Educational Resources Information Center

    Smith, Tracy Marie

    2010-01-01

    Teachers hold beliefs about how children best learn how to read. It is clear from the literature how beliefs are acquired, and that it is possible for beliefs to change. What is not clear is if teachers' beliefs are connected to classroom practices as they relate to teaching reading, and if legislation mandates impact instructional practices. The…

  5. Teacher Collaboration in Instructional Teams and Student Achievement

    ERIC Educational Resources Information Center

    Ronfeldt, Matthew; Farmer, Susanna Owens; McQueen, Kiel; Grissom, Jason A.

    2015-01-01

    This study draws upon survey and administrative data on over 9,000 teachers in 336 Miami-Dade County public schools over 2 years to investigate the kinds of collaborations that exist in instructional teams across the district and whether these collaborations predict student achievement. While different kinds of teachers and schools report…

  6. Supporting Sustainability: Teachers' Advice Networks and Ambitious Instructional Reform

    ERIC Educational Resources Information Center

    Coburn, Cynthia E.; Russell, Jennifer L.; Kaufman, Julia Heath; Stein, Mary Kay

    2012-01-01

    Scaling up instructional improvement remains a central challenge for school systems. While existing research suggests that teachers' social networks play a crucial role, we know little about what dimensions of teachers' social networks matter for sustainability. Drawing from a longitudinal study of the scale-up of mathematics reform, we use…

  7. Effects of Coaching on Teacher Use of Sociocultural Instructional Practices

    ERIC Educational Resources Information Center

    Teemant, Annela; Wink, Joan; Tyra, Serena

    2011-01-01

    This study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Elementary teachers (N = 21) participated in a 30-h workshop and seven individual coaching sessions across an academic year. The coaching model promoted use of the…

  8. Professional Development and Instruction for Teachers of ESL Students

    ERIC Educational Resources Information Center

    Fradi, Najat

    2012-01-01

    The demographics of the American K-12 student body population have changed and include a growing number of students with limited English proficiency (LEP). These students require special instruction, but the prevalence of specialized English as Second Language (ESL) teachers is in short supply. This shortage has lead to general education teachers-…

  9. Sexuality education instructional techniques: teacher usage and student preference.

    PubMed

    Hammonds, M M; Schultz, J B

    1984-08-01

    This paper identifies instructional techniques utilized by 89 secondary school teachers and those preferred by 334 secondary school students when 20 sexuality education topics are taught in the classroom. Instructional techniques most often utilized by teachers and preferred by students include large group discussion, educational media, guest speakers, case study, lecture, small group work, and role play. The findings indicate that large group discussion was most often employed by teachers and preferred by students when teaching social and emotional aspects of sexuality such as self-awareness, feelings and emotions, building relationships, and communicating with others. Educational media and guest speakers were the instructional techniques used and preferred to address some of the physiological aspects of sexuality such as reproductive systems, conception, childbirth, and birth control. Significant differences using the chi-square test of independence were found between teacher and student responses for 16 of the 20 topics.

  10. Self-Instructional Course in Business Machines. Teacher Edition and Student Edition.

    ERIC Educational Resources Information Center

    Andrews, Frances K.

    The self-instruction office machines course provides both student's and teacher's manuals and includes, in the teacher's edition, scripts to be used with 21 instructional sound films for the machines covered. These may be used without the films as detailed operating instructions. The teacher's manual also contains instructions on operating each…

  11. Reading instruction in science: Teachers' practices, beliefs, & self-efficacy

    NASA Astrophysics Data System (ADS)

    Morales, Christina M.

    The Common Core State Standards (CCSS, 2010) and the Next Generation Science Standards (NGSS, 2013) call on science teachers to play a stronger role in helping students learn from informational science texts. Curriculum implementation efforts aimed at addressing these new standards should build on what teachers are already doing to help students with reading in their classrooms and the pedagogical issues that they feel are important to science learning. However, few current studies have gathered these important insights from science teachers. Aiming to fill this gap in the literature, this study attempted to describe middle school science teachers' current practices, beliefs, and self-efficacy regarding reading and reading instruction in their classrooms. A conceptual model hypothesizing that self-efficacy mediates the relationship between teachers' beliefs about how important reading instruction is to science learning and how often they provide reading instruction in their science classes was also tested. Participants (N = 247) reported that students regularly engaged in reading-related tasks in science class. Somer's D correlation analyses highlighted positive associations between the frequency with which teachers reported that students engaged in various reading-related tasks and the frequency with which they reported providing reading instruction for those tasks, suggesting that students tended to receive explicit instruction or coaching for the reading-related tasks they engaged in most often. Middle school science teachers also expressed positive beliefs about the importance of reading-related tasks and explicit instruction or coaching for reading in science and tended to take on responsibility for helping students become better readers of science texts. Last, a path analysis confirmed that the association between teachers' beliefs and practices was mediated through teachers' self-efficacy (beta = .07, p < .001). This suggests that self-efficacy can influence

  12. Preservice Elementary Teachers' Conceptions of Moon Phases before and after Instruction.

    ERIC Educational Resources Information Center

    Trundle, Kathy Cabe; Atwood, Ronald K.; Christopher, John E.

    2002-01-01

    Focuses on the conceptual understanding held by (n=78) preservice elementary teachers about moon phases before and after instruction. Compares instructive effect between two groups--inquiry-based physics instruction and no instruction. Reports that without the instruction, most preservice teachers were likely to hold alternative conceptions of the…

  13. The Instructional Planning Experiences of Beginning Teachers

    ERIC Educational Resources Information Center

    Ball, Anna L.; Knobloch, Neil A.; Hoop, Sue

    2007-01-01

    The purpose of this collective case study was to understand the nature of planning and the influences on planning among intern and novice teachers in Illinois. Sixteen intern teachers and 15 novice teachers participated in reflections, focus group interviews, and individual interviews. In regard to the nature of planning, both intern and novice…

  14. Effects of Sustained Teacher Professional Development on the Classroom Science Instruction of Elementary School Teachers

    ERIC Educational Resources Information Center

    Hauck, Nancy

    2012-01-01

    The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a 3-year period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas.…

  15. Family and Career Management. Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Mathieson, Mary

    This instructional guide for a one-half credit course for grades 11-12 emphasizes preparation for family and career roles, effective management, and personal and career effectiveness. Introductory materials are a course description; overview of course design; facilities, equipment, and resources; and how to use the instructional guide. Texas…

  16. Differentiating science instruction: Success stories of high school science teachers

    NASA Astrophysics Data System (ADS)

    Maeng, Jennifer Lynn Cunningham

    This study investigated the characteristics and practices of high school science teachers who differentiate instruction. Specifically teachers' beliefs about science teaching and student learning and how they planned for and implemented differentiated instruction in their classrooms were explored. Understanding how high school science teachers differentiate instruction fills a gap in the literature. Participants included 7 high school science teachers purposefully selected from 4 different schools located in three school districts in a mid-Atlantic state. Data was collected during the spring of 2010 and fall of 2011 and occurred in two phases. For all 7 participants, data included one one-hour semi-structured interview and field notes from a minimum of four 90-minute classroom observations. Each classroom observation was scored using the validated Differentiated Instruction Implementation Matrix-Modified (DIIM-M), which evaluated participants' proficiency in differentiating instruction. The DIIM-M was analyzed using descriptive statistics and triangulated with field notes. This analysis led to the identification of a single teacher, Diane, for in-depth case study. Case study data included approximately two hours of semi-structured interview responses, 37.5 hours of classroom observations of Diane's Ecology and Biology classes, relevant instructional materials, and other artifacts. This variety of data allowed for triangulation of the evidence. Data were analyzed using a constant comparative approach (Lincoln & Guba, 1985). Results indicated that Diane consistently integrated complex learning profile differentiation strategies; however, she differentiated less frequently for readiness and interest. Technology-enhanced formative assessment played an integral role in planning and implementing lessons differentiated for readiness. Diane's content knowledge, self-efficacy, administrative support, and alignment between beliefs and the philosophy of differentiated

  17. Using Instructional Activities Game to Promote Mathematics: Teachers' Innovative Instruction

    ERIC Educational Resources Information Center

    Matsuda, Toshiki

    2008-01-01

    NIER (National Institute of Educational Research, 2004) survey revealed that the most common attitude of Japanese high school students to mathematics is that "it is not useful in daily life but must be learnt for entrance examinations". It was also clarified that only 3.2 percent of mathematics teachers use computers in their classes. Therefore, a…

  18. High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction

    NASA Astrophysics Data System (ADS)

    Williams, Theresa

    In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of the 10 participants believed that it is their responsibility to provide reading comprehension. However, the findings also revealed that the participants provided varying levels of reading comprehension instruction as an integral part of their science instruction. The potential for positive social change could be achieved by teachers and administrators. Teachers may use the findings to reflect upon their own personal feelings and beliefs about providing explicit reading comprehension. In addition to teachers' commitment to reading comprehension instruction, administrators could deliberate about professional development opportunities that might improve necessary skills, eventually leading to better comprehension skills for students and success in their education.

  19. Professional Development to Differentiate Kindergarten Tier 1 Instruction: Can Already Effective Teachers Improve Student Outcomes by Differentiating Tier 1 Instruction?

    ERIC Educational Resources Information Center

    Al Otaiba, Stephanie; Folsom, Jessica S.; Wanzek, Jeanne; Greulich, Luana; Waesche, Jessica; Schatschneider, Christopher; Connor, Carol M.

    2016-01-01

    Two primary purposes guided this quasi-experimental within-teacher study: (a) to examine changes from baseline through 2 years of professional development (Individualizing Student Instruction) in kindergarten teachers' differentiation of Tier 1 literacy instruction; and (b) to examine changes in reading and vocabulary of 3 cohorts of the teachers'…

  20. Chapter 4: Measuring Pupil Learning--How Do Student Teachers Assess within Instructional Models?

    ERIC Educational Resources Information Center

    Lund, Jacalyn L.; Veal, Mary Lou

    2008-01-01

    Given the agreement of pedagogy experts about the importance of assessment in teaching and learning, this chapter focuses on the kinds of assessments used by student teachers as they planned lessons using five instructional models (IMs), for their models assessment project. In addition, the planned learning targets are examined by analyzing lesson…

  1. Measuring Reading Instruction with Teacher Logs

    ERIC Educational Resources Information Center

    Rowan, Brian; Correnti, Richard

    2009-01-01

    The authors argue that the criticisms of their earlier article on teacher logs ("Educational Researcher," March 2009) by Smagorinsky and Willis do not address, much less undermine, the evidence they presented as part of their validation argument about the teacher logs. Moreover, they argue that their method for studying classrooms is not nearly as…

  2. Auto Technician: An Instructional Guide for Teachers.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

    This guide is designed to help teachers in automotive technician programs for grades 11 and 12 teach the critical competencies of the program. The critical competencies covered are the Priority 1 competencies in Ohio Occupational Competency Assessment Profile (OCAP) for Automotive Technician. Teacher materials include program/instructor resources,…

  3. Assessing Teacher Quality: Understanding Teacher Effects on Instruction and Achievement

    ERIC Educational Resources Information Center

    Kelly, Sean, Ed.

    2011-01-01

    Recent educational reforms have promoted accountability systems which attempt to identify "teacher effects" on student outcomes and hold teachers accountable for producing learning gains. But in the complex world of classrooms, it may be difficult to attribute "success" or "failure" to teachers. In this timely collection, leading education…

  4. Reading Comprehension Strategies in Secondary Content Area Classrooms: Teacher Use of and Attitudes towards Reading Comprehension Instruction

    ERIC Educational Resources Information Center

    Ness, Molly K.

    2009-01-01

    The purpose of this mixed methodology study was to identify the frequency of reading comprehension instruction in middle and high school social studies and science classrooms. An additional purpose was to explore teachers' perceptions of and beliefs about the need for reading comprehension instruction. In 2,400 minutes of direct classroom…

  5. An Analysis of Instructional Facilitators' Relationships with Teachers and Principals

    ERIC Educational Resources Information Center

    Range, Bret G.; Pijanowski, John C.; Duncan, Heather; Scherz, Susan; Hvidston, David

    2014-01-01

    This study examines the perspectives of Wyoming instructional facilitators, concerning three coaching constructs--namely, their instructional leadership roles, teachers' instructional practices, and the support that they receive from principals and teachers. Findings suggest that instructional facilitators were positive about their…

  6. Incorporating Spatial Ability Instruction in Teacher Preparation

    ERIC Educational Resources Information Center

    Sundberg, Sue E.; Goodman, Terry A.

    2005-01-01

    This article provides a picture of the learning environment that is created for the preservice mathematics teacher and how development of spatial abilities can be incorporated into courses for these students. (Contains 3 figures.)

  7. The Effects of Teacher Instructional Efficacy on Mathematical Skill Acquisition: The Students Viewpoint

    ERIC Educational Resources Information Center

    Yack, Dennis R.; Shaw, Eugene R.

    2007-01-01

    Teacher instructional efficacy is an essential part of the mathematics learning process. When a mathematics teacher possesses a high level of instructional efficacy they can effectively influence a mathematics student's skill acquisition. This researcher examined what extent 5th-grade mathematics students perceive teacher instructional efficacy to…

  8. Spelling Instruction in the Primary Grades: Teachers' Beliefs, Practices, and Concerns

    ERIC Educational Resources Information Center

    Doyle, Antoinette; Zhang, Jing; Mattatall, Chris

    2015-01-01

    This study examined Canadian teachers' beliefs, practices and concerns about spelling instruction in the primary grades. Data from surveys (n = 56) indicated that most teachers believe that spelling is important and plan for spelling instruction. For most teachers, the spelling words and activities used, and the instructional resources they chose,…

  9. Mediators of a Preservice Teacher's Use of the Inquiry-Application Instructional Model

    ERIC Educational Resources Information Center

    Gunckel, Kristin L.

    2011-01-01

    This paper reports on one preservice teacher's use of the Inquiry-Application Instructional Model (I-AIM) to plan and teach an instructional sequence on photosynthesis to 5th-grade students. Analysis of the preservice teacher's planned and enacted instructional sequences and interviews shows that the preservice teacher was successful in leveraging…

  10. Balanced Reading Instruction: Teachers' Visions and Voices.

    ERIC Educational Resources Information Center

    Johns, Jerry L., Ed.; Elish-Piper, Laurie, Ed.

    The 18 articles in this collection represent a view from the classroom regarding balanced reading instruction in the early stages of what is likely to become a widespread movement. The articles are intended to stimulate educators to reduce, or perhaps boldly eliminate, one-way thinking about methods, skills, grouping, and assessment. Articles in…

  11. Teacher Utilization of Instructional Consultation Teams

    ERIC Educational Resources Information Center

    Berger, Jill; Yiu, Ho Lam; Nelson, Deborah; Vaganek, Megan; Rosenfield, Sylvia; Gravois, Todd; Gottfredson, Gary; Vu, Phuong; Shanahan, Kate; Hong, Vanessa

    2014-01-01

    Data regarding intervention utilization among the target population are critical to interpret evidence from efficacy trials for school-based interventions. When use of the intervention is voluntary, intervention diffusion becomes a particularly critical variable. We examined the use of Instructional Consultation Teams (IC Teams), a voluntary…

  12. Personal and Family Development. Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

    This instructional guide for a one-credit comprehensive laboratory course for grades 9-12 provides a broad range of knowledge and skills related to personal development and management, promotion of strong families, and preparation for adult roles. Introductory materials consist of a course description; overview of course design; facilities,…

  13. Preparation for Parenting. Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

    This instructional guide for a one-half-credit technical laboratory course for grades 10-12 teaches parental responsibilities; child guidance techniques; positive role modeling and parenting practices that promote child development, health, safety, and well-being. Introductory materials consist of a course description; overview of course design;…

  14. Individual and Family Life. Teacher's Instructional Guide.

    ERIC Educational Resources Information Center

    Texas Tech Univ., Lubbock. Home Economics Curriculum Center.

    This instructional guide for a one-half-credit technical course for grades 10-12 focuses on personal development, interpersonal relationships, effective individual and family functioning, and career preparation. Introductory materials consist of a course description; overview of course design; facilities, equipment, and resources; and a section on…

  15. Beginning English: An Instructional Guide for ESL Teachers.

    ERIC Educational Resources Information Center

    Brower, Lynne

    An instructional guide for English as a Second Language (ESL) teachers is presented in this volume. The 18-week program contains the following modules, each of which includes sections on civics and structure: human relations; general information; housing; consumer education (money, banking, and shopping modules); occupations; health (two modules…

  16. Review of "Teachers in the Age of Digital Instruction"

    ERIC Educational Resources Information Center

    Huerta, Luis A.

    2012-01-01

    The Fordham Institute's "Teachers in the Age of Digital Instruction" is an advocacy document outlining a vision for how technology might transform the teaching profession. The report's rationale is based on claims that the current education system lacks the capacity to support the revolutionary changes needed to unleash the technological…

  17. Early Career Teachers' Self-Efficacy for Balanced Reading Instruction

    ERIC Educational Resources Information Center

    Hastings, Petra

    2012-01-01

    According to Bandura (1986; 1997), perceptions of efficacy are based on four sources: enactive attainment; vicarious experience; physiological and emotional states; and verbal persuasion. The factors affecting Early Career Teachers' self-efficacy for reading instruction are closely related to these four sources. It is not difficult to imagine an…

  18. An Instructional System for Consumer Decision-Making: Teacher's Manual.

    ERIC Educational Resources Information Center

    Suchman, J. Richard; DiSario, Martha R.

    An instructional system is presented for building the competencies of adult basic education students in making consumer decisions, and offers a guide to teachers who wish to design their own decision-making problems for students. The first four chapters provide a brief introduction, discuss the rational consumer decision-making process and the…

  19. Health Occupations Education. Units of Instruction. Teacher's Guide. Volume II.

    ERIC Educational Resources Information Center

    Williams, Catherine

    This manual is the second part of a two-volume teacher's guide to a series of instructional units for use in health occupations education programs in Texas. Covered in the 10 units included in this volume are the following topics: special procedures (administering oxygen to patients; using elastic bandages; assisting with postural drainage; and…

  20. Media and Sexism (An Instructional Manual for Secondary School Teachers).

    ERIC Educational Resources Information Center

    Byerly, Carolyn M.

    This manual presents background information and teaching activities for secondary school instruction on the relationship of sex roles and the media in American society. Section I provides background for teachers by defining basic terms, presenting a brief history of the mass media, and discussing why media are thought to play a strong role in…

  1. Learning about Teachers' Literacy Instruction from Classroom Observations

    ERIC Educational Resources Information Center

    Kelcey, Ben; Carlisle, Joanne F.

    2013-01-01

    The purpose of this study is to contribute to efforts to improve methods for gathering and analyzing data from classroom observations in early literacy. The methodological approach addresses current problems of reliability and validity of classroom observations by taking into account differences in teachers' uses of instructional actions…

  2. Instructional Resources for Teachers of the Culturally Disadvantaged and Exceptional.

    ERIC Educational Resources Information Center

    Anderson, Robert M., Ed.; And Others

    Designed as a reference for general educators, a resource book for teachers of the disadvantaged and exceptional, a textbook, a tool for administrators, and a resource for librarians, the book contains a list of instructional resources which the authors or experienced others had used with positive impression, plus recent materials. An introduction…

  3. Differential Effects of Three Teachers Over a Unit of Instruction.

    ERIC Educational Resources Information Center

    Rink, Judith E.; And Others

    1986-01-01

    The purpose of this study was to describe the effects of three teachers on psychomotor, affective, and cognitive outcomes over a 15-lesson volleyball unit taught to junior high school classes. Results indicate a lack of sensitivity to instructional characteristics in the instrumentation. (Author/MT)

  4. Connecting Instructional Technology Professional Development to Teacher and Student Outcomes

    ERIC Educational Resources Information Center

    Martin, Wendy; Strother, Scott; Beglau, Monica; Bates, Lauren; Reitzes, Timothy; Culp, Katherine McMillan

    2010-01-01

    This article presents findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts. In this multiphase evaluation, evaluators examined the program, determined whether variations in program implementation had an impact on teacher outcomes, and then looked at…

  5. Food Science and Technology. Teacher's Instructional Guide [and] Reference Book.

    ERIC Educational Resources Information Center

    Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences.

    This reference book and teacher's instructional guide are intended for use in one- and two-year food science and technology programs for Texas high school students. The reference book provides information needed by employees in the food science and technology occupational area. Each chapter includes the following components: (1) a list of the…

  6. Empowerment Zone: Coaching Academy Primes Teachers to Become Instructional Leaders

    ERIC Educational Resources Information Center

    Mayer, Linda

    2013-01-01

    This article describes a program instituted by the Northern Valley Schools (New Jersey, USA) Curriculum Consortium's Coaching Academy. This program was born in mid-2012 with the goal of building a cadre of instructional coaches who could provide increased classroom support for teachers to navigate 21st-century educational demands. Planning…

  7. Health Occupations Education. Units of Instruction. Teacher's Guide. Volume I.

    ERIC Educational Resources Information Center

    East Texas State Univ., Commerce. Occupational Curriculum Lab.

    This manual is the first part of a two-volume teacher's guide to a series of instructional units for use in health occupations education programs in Texas. Covered in the 10 units included in this volume are the following topics: taking and recording vital signs; job applications and interviews; grooming and personal hygiene; health careers;…

  8. An Instructional System in Physical Science, Teacher's Guide and Keys.

    ERIC Educational Resources Information Center

    Washington State Univ., Pullman.

    This manual is a teacher's guide to a self-instructional program in basic physical science, designed for high school students who have not had a course in chemistry or physics. There are six units in the manual relating to these areas: problem solving and experimental procedures; universal standards, metric system and conversion; mechanics; the…

  9. Preservice Teachers' Conceptions and Enactments of Project-Based Instruction

    ERIC Educational Resources Information Center

    Marshall, Jill A.; Petrosino, Anthony J.; Martin, Taylor

    2010-01-01

    We present results of an investigation of preservice secondary mathematics and science teachers' conceptions of project-based instruction (PBI) and their enactments of PBI in apprentice (student) teaching. We evaluated their thinking and implementations within a composite framework based on the work of education researchers. We analyzed survey…

  10. The Abacus: Instruction by Teachers of Students with Visual Impairments

    ERIC Educational Resources Information Center

    Amato, Sheila; Hong, Sunggye; Rosenblum, L. Penny

    2013-01-01

    Introduction: This article, based on a study of 196 teachers of students with visual impairments, reports on the experiences with and opinions related to their decisions about instructing their students who are blind or have low vision in the abacus. Methods: The participants completed an online survey on how they decide which students should be…

  11. General Metal Trades. Book II. Units of Instruction. Teacher's Guide.

    ERIC Educational Resources Information Center

    Hohhertz, Durwin

    This teacher's guide was developed to aid in presenting units on general metal trades to students in Texas. The units are intended to provide students with basic knowledge and skills for each area of instruction in the general metal trades, and with the basic entry-level skills they will need to have in order to enter industry as trained workers.…

  12. Does Johnny's Reading Teacher Love to Read? How Teachers' Personal Reading Habits Affect Instructional Practices

    ERIC Educational Resources Information Center

    McKool, Sharon S.; Gespass, Suzanne

    2009-01-01

    This article investigates the relationship between teachers' personal reading habits and their instructional practices. Teachers responded to a questionnaire that revealed their attitudes toward reading, the amount of time they spent reading per day and the kind of literacy practices that they used in their classrooms. Results indicate: (1) while…

  13. Teacher Knowledge and Instructional Quality of Beginning Teachers: Growth and Linkages

    ERIC Educational Resources Information Center

    Desimone, Laura; Hochberg, Eric D.; McMaken, Jennifer

    2016-01-01

    Background/Context: We lack strong and consistent information about which measures of knowledge matter most for good teaching and student learning, and what are trajectories of improvement for novice teachers. Research Questions: We explore the level, variation, and change in teacher knowledge and instruction in the first two years of teaching,…

  14. Preparing Content Area Teachers for Disciplinary Literacy Instruction: The Role of Literacy Teacher Educators

    ERIC Educational Resources Information Center

    Fang, Zhihui

    2014-01-01

    The recent call for secondary reading instruction to move away from a focus on generic literacy strategies to discipline-specific language and literacy practices presents new challenges for secondary teacher preparation. This column identifies some of the roles literacy teacher educators can play in helping address these challenges.

  15. Music Performance Teachers' Conceptions about Learning and Instruction: A Descriptive Study of Spanish Piano Teachers

    ERIC Educational Resources Information Center

    Bautista, Alfredo; Echeverria, Ma Del Puy Perez; Pozo, J. Ignacio

    2010-01-01

    There has been little research into the conceptions music performance teachers have about learning and instruction, by either psychological or educational researchers. The main aim of this study was to describe the conceptions of 45 Spanish piano teachers from music conservatories, by analysing their differences according to the variable "Years of…

  16. Teachers' Attitudes toward Technology: Considerations for Designing Preservice and Practicing Teacher Instruction

    ERIC Educational Resources Information Center

    Banas, Jennifer R.

    2010-01-01

    To best design technological pedagogical content knowledge (TPCK) related instruction for preservice teachers or for practicing teachers, community college librarians must have an accurate assessment of their audience's attitudes towards technology. A summary, analysis, and excerpts from 225 student responses to a course reflection regarding…

  17. The Influence of the Instruction of Visual Design Principles on Improving Pre-Service Teachers' Visual Literacy

    ERIC Educational Resources Information Center

    Yeh, Hsin-Te; Cheng, Yi-Chia

    2010-01-01

    This study investigated whether the instruction of visual design principles had an influence on pre-service teachers' perception and analysis (interpretation) of visual materials. In addition, the relationships between pre-service teachers' visual intelligence and their perception and analysis (interpretation) of visual materials were also…

  18. A Study of Secondary Science Teacher Efficacy and Level of Constructivist Instructional Practice Implementation in West Virginia Science Classrooms

    ERIC Educational Resources Information Center

    Knapp, Amanda Kristen

    2013-01-01

    The purpose of this study was to investigate the level of use of selected constructivist instructional practices and level of teacher efficacy in West Virginia secondary science classrooms. The study next sought to determine if a relationship existed between level of use of the constructivist practices and teacher efficacy. In addition the study…

  19. Patterns of Teacher's Instructional Moves: What Makes Mathematical Instructional Practices Unique?

    ERIC Educational Resources Information Center

    Pinter, Holly Henderson

    2013-01-01

    The purpose of this study was to examine patterns in fourth-grade teachers' use of instructional moves in the implementation of standards-based mathematical teaching practices. Using a mixed methods sequential explanatory design, the study consisted of two phases: quantitative selection and qualitative analysis. The first phase of the study…

  20. Generalizing from Observations of Mathematics Teachers' Instructional Practice Using the Instructional Quality Assessment

    ERIC Educational Resources Information Center

    Wilhelm, Anne Garrison; Kim, Sungyeun

    2015-01-01

    One crucial question for researchers who study teachers' classroom practice is how to maximize information about what is happening in classrooms while minimizing costs. This report extends prior studies of the reliability of the Instructional Quality Assessment (IQA), a widely used classroom observation toolkit, and offers insight into the often…

  1. How Teachers' Self-Efficacy Is Related to Instructional Quality: A Longitudinal Analysis

    ERIC Educational Resources Information Center

    Holzberger, Doris; Philipp, Anja; Kunter, Mareike

    2013-01-01

    This study extends previous research on teachers' self-efficacy by exploring reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation,…

  2. Changing Classroom Instruction: One Teacher's Perspective

    ERIC Educational Resources Information Center

    Tolle, Penelope P.

    2015-01-01

    This article addresses the struggles teachers face when they attempt to change their teaching style in order to achieve an ideal mathematics classroom. With the implementation of the Common Core State Standards, many of the behaviors associated with an ideal mathematics classroom appear within the Standards for Mathematical Practice, on which…

  3. Legal Instruction within Initial Teacher Training

    ERIC Educational Resources Information Center

    Hunter-Jones, John

    2006-01-01

    England's Training and Development Agency for Schools (TDA) requires that students, in order to qualify for teacher status, must undertake the study of law. This article reviews the TDA standards and considers its rationale for the selection of law. Such selection and the need, if any, to study law are contrasted with texts written for teachers…

  4. New Literacies Instruction in Teacher Education

    ERIC Educational Resources Information Center

    McPherson, Sarah; Wang, Shiang-Kwei; Hsu, Hui-Yin; Tsuei, Mengping

    2007-01-01

    Information and Communication Technologies (ICTs) are transforming the priorities of the International Reading Association (IRA) and the National Council of Teachers of English (NCTE) to focus on preparing for the "new literacies." According to the Partnership of 21st Century Skills, "new literacy" is the ability to use ICTs to develop 21st…

  5. Enhancing Teacher Utilization of Complex Instructional Systems.

    ERIC Educational Resources Information Center

    Shore, Ann; Daniel, Dan

    This paper describes a research and development effort by Jostens Learning Corporation that resulted in the Renaissance Information Management System (RIMS), an information-management user interface for an integrated learning system that is designed to overcome two major obstacles to the use of computer systems by classroom teachers--limited…

  6. Transitioning from Teacher to Instructional Leader

    ERIC Educational Resources Information Center

    Yost, Deborah S.; Vogel, Robert; Rosenberg, Michael D.

    2009-01-01

    Research has documented that skilled and highly effective teachers make a positive difference in student learning and achievement. Research has also shown that more time spent on quality professional development means more effective teaching. Hence, the National Middle School Association (NMSA) asserts that more research is needed that connects…

  7. How the Best Teachers Differentiate Instruction

    ERIC Educational Resources Information Center

    Breaux, Elizabeth; Magee, Monique Boutte

    2010-01-01

    This accessible and practical guide shows teachers how to provide their students with a variety of ways to strengthen their understanding of new material. A selection of assessments is also available to ensure that students have mastered classroom content, regardless of their individual learning styles, abilities, and needs. This book contains 4…

  8. In Classroom Mentor Teachers: An Addition to Mentor Teachers

    ERIC Educational Resources Information Center

    Carney, Paul; Crilley, Elizabeth; Fala, John T.; Tully, Christopher; Strouse, Kathryn; Viviano, Thomas

    2012-01-01

    There have been numerous studies done on the impact that mentor teachers and new teacher induction plans have on the new teachers' success in the first couple of years. A lot of these studies were done in an attempt not only to determine how to attract good teachers, but to retain them. It is our hope in this article to also determine if by having…

  9. Effects of sustained teacher professional development on the classroom science instruction of elementary school teachers

    NASA Astrophysics Data System (ADS)

    Hauck, Nancy

    The purpose of this study was to determine the extent to which sustained teacher professional development in science education affects the classroom instruction of elementary school teachers in third through sixth grade over a 3-year period. The teachers in the study were all elementary endorsed and prepared to be generalists in the content areas. Science reform has led to more content-specific science standards that are difficult for most elementary teachers to address without professional development. Recent studies on improving elementary science instruction suggest the need for professional development to be long term, embedded in teaching practice in the classroom, and rooted in research on how children learn science. The researcher examined changes in classroom instruction over a 3-year period of teachers who participated in a professional development program designed to meet the elementary science education reform based on recommendations from the National Research Council's report, Taking Science to School: Learning and Teaching Science in Grades K-8. The data that were analyzed to determine the effects of the professional development came from classroom observations of two sets of teachers, one of which was the control set (n = 20). The other was the experimental set (n =22). Classroom observations were administered one time each year over 3 years of treatment to determine whether sustained professional development in science impacted teacher practices in the classroom. This study suggested that classroom science instruction did significantly change through sustained professional development intervention. It also suggested that teaching practices improved in the areas of talk and argument, investigation and inquiry, modeling and representations, alignment with science core concepts, and addressing science misconceptions. Furthermore, findings indicated that teachers who received sustained professional development were more likely to have higher overall

  10. Selection of Instructional Methods and Techniques: The Basic Consideration of Teachers at Secondary School Level

    ERIC Educational Resources Information Center

    Ahmad, Saira Ijaz; Malik, Samina; Irum, Jamila; Zahid, Rabia

    2011-01-01

    The main objective of the study was to identify the instructional methods and techniques used by the secondary school teachers to transfer the instructions to the students and to explore the basic considerations of the teachers about the selection of these instructional methods and techniques. Participants of the study included were 442 teachers…

  11. Efficacy Beliefs, Background Variables, and Differentiated Instruction of Israeli Prospective Teachers.

    ERIC Educational Resources Information Center

    Wertheim, Cheruta; Leyser, Yona

    2002-01-01

    Examined efficacy beliefs and choices of differentiated instructional strategies needed for effective teaching in inclusive classrooms. Israeli preservice teachers completed teacher efficacy scale and instructional strategy scales. Overall, personal teaching efficacy related to choice of instruction, but teaching efficacy did not. Participants…

  12. Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

    ERIC Educational Resources Information Center

    Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L.

    2013-01-01

    This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in…

  13. College Teachers' Instructional Practices: Exploratory and Confirmatory Factor Analyses

    ERIC Educational Resources Information Center

    Behar-Horenstein, Linda S.; Niu, Lian

    2013-01-01

    The purpose of this study was to develop and validate an instrument, the College Teachers' Instructional Practices (CTIP), which was designed to measure college teachers' instructional practices in terms of teacher-centered or student-centered teaching preferences. An initial survey was administered among dental faculty members.…

  14. Factors Associated with Alignment between Teacher Survey Reports and Classroom Observation Ratings of Mathematics Instruction

    ERIC Educational Resources Information Center

    Kaufman, Julia Heath; Stein, Mary Kay; Junker, Brian

    2016-01-01

    We investigated the alignment between a teacher survey self-report measure and classroom observation measure of ambitious mathematics instructional practice among teachers in two urban school districts using two different standards-based mathematics curricula. Survey reports suggested mild differences in teachers' instructional practices between…

  15. Arts Integration Professional Development: Teacher Perspective and Transfer to Instructional Practice

    ERIC Educational Resources Information Center

    Garrett, Jo Ann

    2010-01-01

    Limited data connect teacher training in arts integration (AI) to evidence that students benefit from arts integrated instruction. As teachers are challenged to facilitate instruction for a wide continuum of learning needs, and students are challenged to demonstrate learning through high-stakes testing, more data are needed on how teachers learn…

  16. Preservice Early Childhood Teachers' Self-Efficacy and Outcome Expectancy for ICT Integration in Science Instruction

    ERIC Educational Resources Information Center

    Worch, Eric A.; Li, Lan; Herman, Terry L.

    2012-01-01

    Although research on the integration of information and communication technology (ICT) with science instruction has identified significant benefits to students and teachers, K-12 teachers tend to underutilize ICT in their science instruction. This study used a quasi-experimental design to measure preservice early childhood teachers' attitudes…

  17. The Relationship between Early Elementary Teachers' Instructional Practices and Theoretical Orientations and Students' Growth in Writing

    ERIC Educational Resources Information Center

    Ritchey, Kristen D.; Coker, David L., Jr.; Jackson, Allison F.

    2015-01-01

    We investigated the relationship between 28 teachers' theoretical orientations to writing instruction and self-reported instructional practices and student writing performance. First-, second-, and third-grade teachers completed the Teacher Writing Orientation Scale developed by Graham, Harris, MacArthur, and Fink (2002) and reported the frequency…

  18. A Multiple Case Study of Two Teachers' Instructional Adaptations

    ERIC Educational Resources Information Center

    Parsons, Seth A.; Vaughn, Margaret

    2013-01-01

    Scholars contend that effective teachers adapt their instruction to meet the particular needs of each student. However, little research has studied the ways in which teachers adapt their instruction or their reflections on these adaptations. This article describes a yearlong multiple case study focused on two teachers from different contexts: a…

  19. One Teacher's Instructional Adaptations and Her Students' Reflections on the Adaptations

    ERIC Educational Resources Information Center

    Parsons, Seth A.; Vaughn, Margaret

    2016-01-01

    Currently, much debate exists nationally regarding how to define and measure teacher effectiveness. Educators and researchers agree that adaptability is an important aspect of teacher effectiveness. Teachers must adapt their instruction to navigate the complexity of classroom instruction. However, little research has specifically examined teacher…

  20. High School Teachers' Perceptions of Using Achievement Data to Improve Instructional Practices

    ERIC Educational Resources Information Center

    Quezada, Edwin M.

    2012-01-01

    In the Yonkers Public Schools district, teachers who are trained in data-driven instruction often fail to use their training to plan and deliver the instructional program. Identifying the reasons why this is the case from the teachers' perspective is important to district school leaders, school administrators, and teachers who desire to…

  1. Learning Classroom Management through Web-Based Case Instruction: Implications for Early Childhood Teacher Education

    ERIC Educational Resources Information Center

    Lee, Kyunghwa; Choi, Ikseon

    2008-01-01

    In this article, we report a research project on web-based case instruction that was developed and implemented to allow prospective early childhood teachers to be exposed to various dilemmas faced by practicing teachers. The goal of this project was to design an instructional tool and method that could help prospective teachers expand their notion…

  2. Teachers' Personal Agency: Making Sense of Slope through Additive Structures

    ERIC Educational Resources Information Center

    Walter, Janet G.; Gerson, Hope

    2007-01-01

    In the context of a three-year professional development program in mathematics, practicing elementary teachers persistently engaged in collaborative inquiry and reflection to build connected meanings for slope. One teacher invented a compelling representation for slope as a process of repeated addition, using Cuisenaire rods, based on teachers'…

  3. Using inquiry-based instruction with Web-based data archives to facilitate conceptual change about tides among preservice teachers

    NASA Astrophysics Data System (ADS)

    Ucar, Sedat

    The purpose of this mixed methods study was to describe and understand preservice teachers' conceptions of tides and to explore an instructional strategy that might promote the learning of scientific concepts. The participants were preservice teachers in three initial licensure programs. A total of 80 graduate students, in secondary, middle, and early childhood education programs completed a multiple choice assessment of their knowledge of tides-related concepts. Thirty of the 80 participants were interviewed before the instruction. Nineteen of the 30 students who were interviewed also participated in the instruction and were interviewed after the instruction. These 19 students also completed both the pre-test and 18 of them completed the post-test on tides and related content. Data regarding the participants' conceptual understandings of tides were collected before and after the instruction using both qualitative and quantitative data collection methods. A multiple choice pre-test was developed by the researcher. The same test was used before and after the instructional intervention. Structured interviews were conducted with participants before and after instruction. In addition to interviews, participants were asked to write a short journal after instruction. The constant comparative method was used to analyze the qualitative data. Preservice teachers' conceptual understandings of tides were categorized under six different types of conceptual understandings. Before the instruction, all preservice teachers held alternative or alternative fragments as their types of conceptual understandings of tides, and these preservice teachers who held alternative conceptions about tides were likely to indicate that there is one tidal bulge on Earth. They tried to explain this one tidal bulge using various alternative conceptions. After completing an inquiry-based and technology-enhanced instruction of tides, preservice teachers were more likely to hold a scientific conceptual

  4. Argumentation and Equity in Inquiry-Based Science Instruction: Reasoning Patterns of Teachers and Students

    NASA Astrophysics Data System (ADS)

    Irish, Tobias E. L.

    This multiple case study explores issues of equity in science education through an examination of how teachers' reasoning patterns compare with students' reasoning patterns during inquiry-based lessons. It also examines the ways in which teachers utilize students' cultural and linguistic resources, or funds of knowledge, during inquiry-based lessons and the ways in which students utilize their funds of knowledge, during inquiry-based lessons. Three middle school teachers and a total of 57 middle school students participated in this study. The data collection involved classroom observations and multiple interviews with each of the teachers individually and with small groups of students. The findings indicate that the students are capable of far more complex reasoning than what was elicited by the lessons observed or what was modeled and expected by the teachers, but that during the inquiry-based lessons they conformed to the more simplistic reasoning patterns they perceived as the expected norm of classroom dialogue. The findings also indicate that the students possess funds of knowledge that are relevant to science topics, but very seldom use these funds in the context of their inquiry-based lessons. In addition, the teachers in this study very seldom worked to elicit students' use of their funds in these contexts. The few attempts they did make involved the use of analogies, examples, or questions. The findings from this study have implications for both teachers and teacher educators in that they highlight similarities and differences in reasoning that can help teachers establish instructional congruence and facilitate more equitable science instruction. They also provide insight into how students' cultural and linguistic resources are utilized during inquiry-based science lessons.

  5. The Instructional Dynamics of a Bilingual Teacher: One Teacher's Beliefs about English Language Learners

    ERIC Educational Resources Information Center

    Delgado, Rocio

    2008-01-01

    This article discusses the qualitative study of a bilingual teacher's practice in working with a student with a learning disability. The author first examines student demographics as they specifically relate to the achievement of Latino school children and then segues to an examination of the nature of instruction provided to English language…

  6. Students' Evocative Impact on Teacher Instruction and Teacher-Child Relationships

    ERIC Educational Resources Information Center

    Nurmi, Jari-Erik; Kiuru, Noona

    2015-01-01

    Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a…

  7. Linking Teacher Instruction and Student Achievement in Mathematics: The Role of Teacher Language

    ERIC Educational Resources Information Center

    Grammer, Jennie K.; Coffman, Jennifer L.; Sidney, Pooja; Ornstein, Peter A.

    2016-01-01

    Although high-quality early educational environments are thought to be related to the growth of children's skills in mathematics, relatively little is known about specific aspects of classroom instruction that may promote these abilities. Data from a longitudinal investigation were used to investigate associations between teachers' language while…

  8. Using a motivation-based instructional model for teacher development and students' learning of science

    NASA Astrophysics Data System (ADS)

    Bae, Min-Jung

    2009-10-01

    Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class

  9. Documenting Elementary Teachers' Sustainability of Instructional Practices: A Mixed Method Case Study

    NASA Astrophysics Data System (ADS)

    Cotner, Bridget A.

    years (2008 and 2013). Additionally, a classroom observation was conducted with one of the interviewed teachers in 2013. Qualitative analyses were conducted following the constant comparative method and were facilitated by ATLAS.ti v. 6.2, a qualitative analysis software program. Qualitative findings identified themes at the district level that influenced teachers' use of Teaching SMARTRTM strategies. All the themes were classified as obstacles to sustainability: economic downturn, turnover of teachers and lack of hiring, new reform policies, such as Race to the Top, Student Success Act, Common Core State Standards, and mandated blocks of time for specific content. Results from the survey data showed no statistically significant difference through time in perceived instructional practices except for a perceived decrease in the use of hands-on instructional activities from 2008 to 2013. Analyses conducted at the individual teacher level found change scores were statistically significant for a few teachers, but overall, teachers reported similarly on the teacher survey at both time points. This sustainability study revealed the lack of facilitating factors to support the continuation of reform practices; however, teachers identified strategies to continue to implement some of the reform practices through time in spite of a number of system-wide obstacles. This sustainability study adds to the literature by documenting obstacles to sustainability in this specific context, which overlap with what is known in the literature. Additionally, the strategies teachers identified to overcome some of the obstacles to implement reform practices and the recommendations by district level administrators add to the literature on how stakeholders may support sustainability of reform through time.

  10. Teachers' Reactions to and Use of the Florida Nursery Operations Instructional Materials.

    ERIC Educational Resources Information Center

    Curry, Thomas L.; Cheek, Jimmy G.

    1982-01-01

    This study was conducted to determine the reactions of selected agribusiness and natural resources education teachers in Florida to the Nursery Operations Instructional Materials and to identify how the teachers used these materials. (SSH)

  11. Differentiated instructional practices: A case study of science teachers in a suburban middle school setting

    NASA Astrophysics Data System (ADS)

    Halpin-Brunt, Shannon Ann

    2007-12-01

    The purpose of this study was to enhance our understanding of differentiated instructional practices in middle school science classrooms using a case study methodology to examine the following aspects of differentiated instruction as exhibited by six participating teachers: the role of the teacher in the implementation of differentiated instruction; the forms of differentiated instructional strategies used by the science teachers to engage students of varying ability levels; and the teachers' beliefs about differentiation and its influence on instruction. Major principles of differentiated learning were exemplified in the teachers' implementation of differentiated instructional strategies including: student interest and need, comfortable and supportive learning environment, and connections between curriculum and life experiences. These philosophical principles were demonstrated through teacher reflection, adjustment of lessons, diversified teaching methods, appealing to students' multiple intelligences, and active student involvement in learning throughout the lessons. Constructivist theory associated with differentiation suggests that student thinking needs to be valued and lessons should invite students to explore science themes. The teachers exhibited practices consistent with this perspective by creating a positive learning environment, valuing student ideas, encouraging student questions, and designing lessons with multiple opportunities for students to interact with other students. The teachers implemented interactive lessons, sought students' views and real world connections, focused on main ideas, and modified lessons around the main ideas based on student needs. Effective implementation of differentiated instruction was marked by lesson planning, reflection, and adjustment by the teachers. The results indicated that teachers assessed students by using constant assessment whether it was formal or informal, and used the information to adapt instructional

  12. Conceptualizing Relations between Instructional Guidance Infrastructure (IGI) and Teachers' Beliefs about Mathematics Instruction: Regulative, Normative, and Cultural-Cognitive Considerations

    ERIC Educational Resources Information Center

    Hopkins, Megan; Spillane, James P.

    2015-01-01

    Scholars have become increasingly interested in what is often referred to as the instructional guidance infrastructure (IGI). Research has identified the characteristics of infrastructures that make them more or less influential in guiding teachers' instruction, such as alignment, authority, and prescriptiveness. Although these are important, a…

  13. Outcomes of Nature of Science Instruction along a Context Continuum: Preservice Secondary Science Teachers' Conceptions and Instructional Intentions

    ERIC Educational Resources Information Center

    Bell, Randy L.; Mulvey, Bridget K.; Maeng, Jennifer L.

    2016-01-01

    This investigation examined outcomes associated with nature of science (NOS) instruction along a science-content context continuum on the development of secondary preservice science teachers' conceptions of and plans to teach NOS, moving beyond the common dichotomy of contextualized versus noncontextualized instruction. Participants comprised six…

  14. Enabling Secondary Level Teachers to Integrate Technology through ICT Integrated Instructional System

    ERIC Educational Resources Information Center

    Bose, Sutapa

    2010-01-01

    Institutions providing pre-service teacher education are responsible for preparing teachers capable of functioning in the knowledge society, which India aspires to be. Schools of a knowledge society would require teachers to integrate technology into the instructional system and they are to be prepared for it accordingly through teacher education…

  15. Adapted Action Research as an Instructional Strategy in a Music Teacher Education Programme in Hong Kong

    ERIC Educational Resources Information Center

    Wong, Marina W. Y.

    2011-01-01

    This study explores how adapted action research could act as a catalyst for change in curriculum development and be used as an instructional strategy in a music teacher education programme to enhance the reflective practice of student-teachers. Two cases of in-service, part-time student-teachers of a music teacher programme who conducted an…

  16. Factors in Instructional Decision-Making, Ratings of Evidence and Intended Instructional Practices of Australian Final Year Teacher Education Students

    ERIC Educational Resources Information Center

    Carter, Mark; Stephenson, Jennifer; Hopper, Toni

    2015-01-01

    There has been increasing interest in an evidence-based approach to education in Australia, but relatively little research has provided relevant data on knowledge of the evidence base for instructional practices among teachers preparing to enter the profession. Final year teacher education students (N = 290) in 15 Australian tertiary institutions…

  17. Teacher Perception on Differentiated Instruction and its Influence on Instructional Practice

    ERIC Educational Resources Information Center

    Burkett, Jacquelyn Ann

    2013-01-01

    Differentiated Instruction is an approach to teaching which meets the diverse academic needs of students by considering learner readiness, interest and learning style. The approach is grounded in the socio-cultural, multiple intelligence and learning style theories. In addition, differentiation is a research based method for meeting the…

  18. Is Teacher Knowledge Associated with Performance? On the Relationship between Teachers' General Pedagogical Knowledge and Instructional Quality

    ERIC Educational Resources Information Center

    König, Johannes; Pflanzl, Barbara

    2016-01-01

    Researchers have identified general pedagogical knowledge (GPK) as a relevant category of teacher knowledge. However, hardly any study has examined the relationship between GPK of teachers and the instructional quality delivered to their students. This article therefore investigates the relationship between teachers' GPK assessed via a…

  19. What Teachers Want: A Statewide Survey of Reading and English Language Arts Teachers' Instructional Materials, Preferences, and Practices

    ERIC Educational Resources Information Center

    Lenski, Susan; Larson, Mindy; McElhone, Dot; Davis, Dennis S.; Lauritzen, Carol; Villagómez, Amanda; Yeigh, Maika; Landon-Hays, Melanie; LeJeune, Marie; Scales, W. David

    2016-01-01

    This study reports the results of a survey of a representative sample of 1,206 elementary reading and English Language Arts teachers in Oregon to learn (1) what materials are currently being used, (2) what materials teachers would prefer, and (3) what instructional practices teachers use. Qualitative data included 365 comments and 34 interviews…

  20. High School Teachers with Significant Teaching Experience Support the Effectiveness of Direct Instructional Strategies

    ERIC Educational Resources Information Center

    Nikolaros, John

    2014-01-01

    This research study was conducted to examine the effectiveness of direct instructional strategies regarding the achievement of students with ED. High school teachers with significant years of teaching experience in an urban setting support the effectiveness of direct instructional strategies. Teachers with 11-20 and 21-30 years of teaching…

  1. An Analysis of Instructional Planning Skills of Social Studies Teacher Trainees

    ERIC Educational Resources Information Center

    Napier, John D.; Klingensmith, Charles F.

    1977-01-01

    Planned instructional units developed by 60 teacher trainees were evaluated to determine how closely cognitive and affective objectives would be met by suggested activities. The conclusion is that programs in teacher education institutions have little effect on instructional planning skills of their trainees. (Author/DB)

  2. A Teacher's Perception: Perception of the Impact of Differentiated Instruction

    ERIC Educational Resources Information Center

    Gilbert, Donna Latrice

    2012-01-01

    This qualitative case study explored teachers' perceptions regarding how differentiated instruction can impact elementary school students' learning in a school in upper east Tennessee. When implemented correctly, differentiated instruction enables teachers to give all students an opportunity to have academic progress within a diverse…

  3. Physics Instruction in Secondary Schools: An Investigation of Teachers' Beliefs towards Physics Laboratory and ICT

    ERIC Educational Resources Information Center

    Siorenta, Anastassia; Jimoyiannis, Athanassios

    2008-01-01

    This paper reports on the examination of physics teachers' beliefs and perceptions of laboratory and ICT supported physics instruction. The findings indicate that the teachers in the sample were generally positive about the affordances offered by the physics lab and ICT in physics instruction. However, school culture context, mainly the need to…

  4. English Reading Instruction in China: Chinese Teachers' Perspectives and Comments

    ERIC Educational Resources Information Center

    Hu, Ran; Baumann, James F.

    2014-01-01

    The purpose of this study was to describe teachers' perspectives and comments about their reading curriculum and instruction at different school levels. A brief historical examination of the English instruction and the contemporary education policies in China was provided. Twelve Chinese teachers of English at different schools levels…

  5. The Translation of Teachers' Understanding of Gifted Students into Instructional Strategies for Teaching Science

    ERIC Educational Resources Information Center

    Park, Soonhye; Oliver, J. Steve

    2009-01-01

    This study examined how instructional challenges presented by gifted students shaped teachers' instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and…

  6. Improving Teacher Effectiveness through the Use of Interactive Microcomputer Videodisc Instruction.

    ERIC Educational Resources Information Center

    Pollak, Richard A.; Breault, Gene

    1987-01-01

    Describes an interactive microcomputer videodisc package, Improving Teacher Effectiveness, that was developed to help teachers improve their effectiveness and to demonstrate videodisc use in learning. Highlights of the system include models of good classroom instruction techniques, four principles of effective instruction, and the opportunity to…

  7. Effects of Teachers' Instructional Development on Students' Study Approaches in Higher Education

    ERIC Educational Resources Information Center

    Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter

    2013-01-01

    Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class…

  8. Impacts of Contextual and Explicit Instruction on Preservice Elementary Teachers' Understandings of the Nature of Science

    ERIC Educational Resources Information Center

    Bell, Randy L.; Matkins, Juanita Jo; Gansneder, Bruce M.

    2011-01-01

    This mixed-methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional…

  9. What Makes Teacher Professional Development Work? The Influence of Instructional Resources on Change in Physical Education

    ERIC Educational Resources Information Center

    McCaughtry, Nate; Martin, Jeffrey; Kulinna, Pamela Hodges; Cothran, Donetta

    2006-01-01

    The purpose of this study was to understand factors that make teacher professional development successful and what success might mean in terms of teachers' instructional practices and feelings about change. Specifically, this study focused on the impact of instructional resources on the large-scale curricular reform of 30 urban physical education…

  10. Explore Elementary Teachers' Professional Knowledge of Guiding Science Fair Product by Using Different Instruction Model

    ERIC Educational Resources Information Center

    Lu, Chow-Chin

    2013-01-01

    This research is about using two different instruction models, "theory course combined with sample introduction" and "theory course combined with case method teaching", to instruct elementary teachers on how to guide the science fair product in two courses (16 and 12 teachers in each class) and observe their guiding tactics after the instructed…

  11. Exemplary Social Studies Teachers Use of Computer-Supported Instruction in the Classroom

    ERIC Educational Resources Information Center

    Acikalin, Mehmet

    2010-01-01

    Educators increasingly support the use of computer-supported instruction in social studies education. However few studies have been conducted to study teacher use of computer-supported instruction in social studies education. This study was therefore designed to examine the use of exemplary social studies teachers' computer-supported instruction…

  12. A Comparison of the Integration of Instructional Technology between American and Chinese High School Teachers

    ERIC Educational Resources Information Center

    Zhang, Chenfeng; Liu, Xiaohong

    2006-01-01

    This article deals with a survey of technology skills levels, integration of instructional technology in high school classrooms, with both American and Chinese high school teachers. The purpose of the survey is to understand the integration and technology skills of these teachers. The similarity in the use of instructional technology between…

  13. Examining the Instructional Planning Process Taught in Agricultural Education Teacher Preparation Programs: Perspectives of University Faculty

    ERIC Educational Resources Information Center

    Greiman, Bradley C.; Bedtke, Mary Anne

    2008-01-01

    Instructional planning is a curricular topic in teacher preparation programs, but limited research in agricultural education has been conducted in this area. The purpose of this study was to examine aspects of the instructional planning process that are taught to agricultural education preservice teachers. Survey research and content analysis of…

  14. Examining the Beliefs and Instructional Practices of Technology Teachers Regarding Copyright Laws

    ERIC Educational Resources Information Center

    Parker, Zachari. A.

    2012-01-01

    The influence that teacher beliefs have on classroom instructional practices in areas such as science and mathematics have been studied and documented by researchers. However, only a few researchers were found to have specifically investigated the influence of technology teachers' beliefs on instructional practices, relating to the teaching…

  15. Supporting Teachers to Implement Contextualized and Interactive Practices in Vocabulary Instruction

    ERIC Educational Resources Information Center

    Rimbey, Michelle; McKeown, Margaret; Beck, Isabel; Sandora, Cheryl

    2016-01-01

    This descriptive study explored how teachers implemented interactive practices during vocabulary instruction after participating in a professional development initiative comprised of an initial workshop to provide an overview of vocabulary research and instruction, opportunities for teachers to receive targeted feedback on audiotaped classroom…

  16. Towards Evidence of Visual Literacy: Assessing Pre-Service Teachers' Perceptions of Instructional Visuals

    ERIC Educational Resources Information Center

    Yeh, Hsin-Te; Lohr, Linda

    2010-01-01

    This research describes how eight pre-service teachers interpreted and analyzed instructional visuals, defined visual literacy, and assessed the effectiveness of four instructional images. A phenomenological procedure was used to collect, organize, and analyze the data. Findings suggest that pre-service teachers in this study were able to define…

  17. Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

    ERIC Educational Resources Information Center

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

    2016-01-01

    The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

  18. Teacher-Coordinator's Guide for Related Instruction in Multi-Occupation Cooperative Programs.

    ERIC Educational Resources Information Center

    Spooner, Kendrick, Ed.; Mutter, Marylouise, Ed.

    The product of two teacher-coordinator workshops, the guide represents the cooperative efforts of the teacher participants and provides supplementary instructional materials for secondary school multioccupational cooperative programs. The first section of the guide is intended for use in large group classroom instruction and deals with the goals,…

  19. Experimental Evaluation of Instructional Consultation Teams on Teacher Beliefs and Practices

    ERIC Educational Resources Information Center

    Vu, Phuong; Shanahan, Katherine Bruckman; Rosenfield, Sylvia; Gravois, Todd; Koehler, Jessica; Kaiser, Lauren; Berger, Jill; Vaganek, Megan; Gottfredson, Gary D.; Nelson, Deborah

    2013-01-01

    Instructional Consultation Teams (IC Teams) are an early intervention service intended to support teachers in working with struggling students. This is a large-scale experimental trial investigating the effects of IC Teams on teacher efficacy, instructional practices, collaboration, and job satisfaction. Public elementary schools (N = 34) were…

  20. Elementary School Teachers Adapt Their Instructional Support According to Students' Academic Skills

    ERIC Educational Resources Information Center

    Kiuru, Noona; Nurmi, Jari-Erik; Leskinen, Esko; Torppa, Minna; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Niemi, Pekka

    2015-01-01

    This study examined the longitudinal associations between children's academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they…

  1. Instructional Materials Commonly Employed by Foreign Language Teachers at Elementary Schools

    ERIC Educational Resources Information Center

    Çakir, Ismail

    2015-01-01

    This study aimed to determine the teachers' choices of instructional materials in teaching English at elementary schools. The reasons behind preferring or not preferring some certain instructional materials specified within the research were analysed. To this end, during the course of School Experience, 68 prospective English teachers observed 38…

  2. The Impact of Mode of Instructional Delivery on Second Language Teacher Self-Efficacy

    ERIC Educational Resources Information Center

    Kissau, Scott; Algozzine, Bob

    2015-01-01

    Research has called into question the suitability of fully-online instruction for certain teacher preparation courses. Methodology coursework, in particular, has been singled out in research as ill-suited to online instruction. Recent research, for example, involving second language (L2) teacher candidates has demonstrated that aspiring teachers…

  3. Use of Direct Instruction to Teach Reading to Students with Significant Cognitive Impairments: Student Outcomes and Teacher Perceptions

    ERIC Educational Resources Information Center

    Kanfush, Philip Michael, III.

    2010-01-01

    The purpose of this study was to determine whether students with significant cognitive impairments make measurable gains in reading skills as measured by the Woodcock Reading Mastery Tests--Revised when taught using Direct Instruction reading programs. Additionally, the study explored teacher perceptions of the effectiveness of Direct Instruction…

  4. Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Guide for Teachers

    ERIC Educational Resources Information Center

    Jayanthi, Madhavi; Gersten, Russell; Baker, Scott

    2008-01-01

    This guide for teachers is a companion piece to the meta-analysis from the Center on Instruction, "Mathematics Instruction for Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention Research". Based on the findings of this report, seven effective instructional practices were identified for teaching…

  5. Professional Values from Reading: The Influence of Reading on the Instructional Methodology of Teachers.

    ERIC Educational Resources Information Center

    Shirley, Fehl L.

    The purposes of this study were to discover whether teachers can report the ways in which books, stories, poems, or articles have changed their concepts, attitudes, or behavior in relation to reading instruction, to learn the kinds of reading materials which have influenced their reading instruction, and to ascertain the instructional areas which…

  6. Specialized Reading Instruction for Adolescents with Learning Disabilities: What Special Education Co-Teachers Say

    ERIC Educational Resources Information Center

    King-Sears, Margaret E.; Bowman-Kruhm, Mary

    2011-01-01

    In this exploratory study, secondary special education co-teachers report about specialized reading instruction for students with learning disabilities in co-taught classes. Almost half of the respondents were concerned that reading instruction was not occurring in co-taught classes. One-third were concerned reading instruction was not occurring…

  7. Teacher's Guide to Accompany "Artes Latinae," the Encyclopaedia Britannica Latin Instructional System.

    ERIC Educational Resources Information Center

    Masciantonio, Rudolph; And Others

    This guide, a supplement to the "Artes Latinae Level One Teacher's Manual," prepared for use in the School District of Philadelphia, focuses primarily on how to adapt this course, intended for individualized instruction, to group instruction. Discussion of the multisensory instructional system includes remarks concerning the use of films, study…

  8. Exploring first-grade teachers' use of children's literature in science instruction

    NASA Astrophysics Data System (ADS)

    Rish, Melany

    The purpose of this study is to explore, through the use of case studies, two early childhood teachers' methods of teaching science using children's literature and how it effects their students' conceptions of science concepts. Four research questions guided this study: how do teachers use children's literature to address science concepts during instruction? how are children's understandings of science concepts affected when teachers use children's trade books that provide inaccurate information on a particular topic/concept? how are children's understandings of a particular science concept clarified when teachers address a misconception presented on the topic in a children's book? when children have misconceptions about science concepts, how are those misconceptions corrected? Data sources included classroom observations, teacher interviews, student interviews, and document surveys. All interviews were transcribed, and field notes were taken and expanded on. These interview transcriptions and expanded field notes were coded; patterns and themes were identified. A comparison of the experience of these two classrooms was made with the research literature. Recurrent themes confirmed from multiple data sources provide validity for this study (triangulation). The teacher participants in this study chose books that contained many inaccuracies. The teachers utilized open-ended questions and discussion to address science concepts during instruction while using children's literature. After sharing the stories with students, the teachers almost always extended the book sharing experience with additional activities to reinforce concepts. Though the teachers used books with inaccuracies, it was difficult to distinguish the influence of the children's book, especially the fiction stories, since many of the first grade students are still learning to distinguish reality and fantasy. The results from this study do not provide enough information to say whether or not it is the

  9. Knowledge about epilepsy and confidence in instructing students with epilepsy: teachers' responses to a new scale.

    PubMed

    Wodrich, David L; Jarrar, Randa; Buchhalter, Jeffrey; Levy, Roy; Gay, Catherine

    2011-02-01

    Knowledgeable and confident teachers are crucial for students with epilepsy. In this study, 91 current teachers of a student with epilepsy (CTs) and 203 teachers in general (TiGs) were surveyed using a new scale. CTs knew more school-relevant epilepsy facts than TiGs, even after controlling for special education background, F(1, 293)=5.75, P=0.017, η(2)=0.02. Both groups of teachers, however, knew less than one-half of the facts (means=10.6 [CTs] 8.7 [TiGs] of 25 items). CTs also expressed greater confidence than TiGs in their ability to meet an array of instructional, safety, and psychosocial requirements, even when between-group differences in teachers' background in special education were controlled, F(1, 293)=34.97, P<0.001, η(2)=0.11. Still, neither group communicated a high absolute level of confidence. As expected, more knowledgeable teachers expressed greater confidence (r=0.43, P<0.001). Results suggest that some facts about epilepsy require additional dissemination to educators.

  10. Instructional and behavior management practices implemented by elementary general education teachers.

    PubMed

    Reddy, Linda A; Fabiano, Gregory A; Dudek, Christopher M; Hsu, Louis

    2013-12-01

    This investigation examined 317 general education kindergarten through fifth-grade teachers' use of instructional and behavioral management strategies as measured by the Classroom Strategy Scale (CSS)-Observer Form, a multidimensional tool for assessing classroom practices. The CSS generates frequency of strategy use and discrepancy scores reflecting the difference between recommended and actual frequencies of strategy use. Hierarchical linear models (HLMs) suggested that teachers' grade-level assignment was related to their frequency of using instructional and behavioral management strategies: Lower grade teachers utilized more clear 1 to 2 step commands, praise statements, and behavioral corrective feedback strategies than upper grade teachers, whereas upper grade teachers utilized more academic monitoring and feedback strategies, content/concept summaries, student focused learning and engagement, and student thinking strategies than lower grade teachers. Except for the use of praise statements, teachers' usage of instructional and behavioral management strategies was not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. HLMs suggested that teachers' grade level was related to their discrepancy scores of some instructional and behavioral management strategies: Upper grade teachers had higher discrepancy scores in academic performance feedback, behavioral feedback, and praise than lower grade teachers. Teachers' discrepancy scores of instructional and behavioral management strategies were not found to be related to years of teaching experience or to the interaction of years of teaching experience and grade-level assignment. Implications of results for school psychology practice are outlined. PMID:24295143

  11. The Special Education Teacher as an Instructional Designer. Rational, Content, and Strategy for an Innovative Individualized Course on Instructional Design in Special Education. Working Paper 9.14.

    ERIC Educational Resources Information Center

    Thiagarajan, Sivasailam

    Provided are the rationale, content and strategy for an introductory course in instructional design for special education teachers. The teacher's need for varied competencies in instructional design, management and interaction are discussed. It is recommended that teacher training include development of such design skills as task analysis, learner…

  12. A phenomenological study on the impacts of embedding disciplinary literacy during science instruction on elementary teachers' metacognition of instructional techniques

    NASA Astrophysics Data System (ADS)

    Weiss, Kelley

    The educational community has been increasing its focus on literacy for several years. The modern definition of literacy requires students to be an informed and integrated thinker, synthesizing new information beyond the mere ability to read and write (Guzzetti & Bang, 2011). This qualitative phenomenological study focused on how teachers of science view literacy and how that view changes when they implement the concept of disciplinary literacy into science instruction. This phenomenological study examined how teachers became more metacognitive of their instructional methods after implementation of the Question-Answer Relationship strategy (QAR) and direct vocabulary instruction into their science instruction. Teachers utilized schema theory and social cognitive theory to integrate the two strategies into their science lessons throughout the study. This phenomenological study collected data during a six-week implementation period through interviews, observations, teacher journals and collection of artifacts from 12 teachers who taught students in grades one through five and three literacy specialists in a rural central Maine school. These data sources were analyzed using Moustakas' (1994) seven steps to discover themes that were identified from the data. Findings from this study, as viewed through the pragmatic lens, suggested that teachers benefit from systematic reflection of their teaching to develop literacy rich content area lessons that address all of the students' learning needs.

  13. Teaching science to English Language Learners: Instructional approaches of high school teachers

    NASA Astrophysics Data System (ADS)

    Frank, Betty-Vinca N.

    Students who are English Language Learners (ELLs) form the fastest growing segment of the American school population. Prompted by the call for scientific literacy for all citizens, science educators too have investigated the intersection of language and science instruction of ELLs. However these studies have typically been conducted with elementary students. Few studies have explored how high school science teachers, particularly those who have not received any special training, approach science instruction of ELLs and what supports them in this endeavor. This was a qualitative case study conducted with five science teachers in one small urban high school that predominantly served ELLs. The purpose of this study was to examine instructional approaches used by teachers to make science accessible to ELLs and the factors that supported or inhibited them in developing their instructional approaches. This goal encompassed the following questions: (a) how teachers viewed science instruction of ELLs, (b) how teachers designed a responsive program to teach science to ELLs, (c) what approaches teachers used for curriculum development and instruction, (d) how teachers developed classroom learning communities to meet the needs of ELLs. Seven instructional strategies and five perceived sources of support emerged as findings of this research. In summary, teachers believed that they needed to make science more accessible for their ELL students while promoting their literacy skills. Teachers provided individualized attention to students to provide relevant support. Teachers engaged their students in various types of active learning lessons in social contexts, where students worked on both hands-on and meaning-making activities and interacted with their peers and teachers. Teachers also created classroom communities and learning spaces where students felt comfortable to seek and give help. Finally, teachers identified several sources of support that influenced their instructional

  14. Authoritative and Authoritarian-Inconsistent Teachers' Preferences for Teaching Methods and Instructional Goals

    ERIC Educational Resources Information Center

    Uibu, Krista; Kikas, Eve

    2014-01-01

    Preferences for teaching methods are influenced by several factors, including instructional goals, teacher's management style, experience and education. To discover in which ways primary school teachers with different management styles vary in their preferences for students' cognitive and social development, 128 teachers of Estonia were…

  15. What about Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs

    ERIC Educational Resources Information Center

    Myers, Joy; Scales, Roya Q.; Grisham, Dana L.; Wolsey, Thomas DeVere; Dismuke, Sherry; Smetana, Linda; Yoder, Karen Kreider; Ikpeze, Chinwe; Ganske, Kathy; Martin, Susan

    2016-01-01

    This small scale, exploratory study reveals how writing instruction is taught to preservice teachers across the United States in university-based preservice teacher education programs based on online survey results from 63 teacher educators in literacy from 50 institutions. Despite the growing writing demands and high stakes writing sample testing…

  16. Metrics Matter: How Properties and Perceptions of Data Shape Teachers' Instructional Responses

    ERIC Educational Resources Information Center

    Farrell, Caitlin C.; Marsh, Julie A.

    2016-01-01

    Purpose: Supporting teachers' use of data has become a large part of educational leaders' instructional leadership. Drawing on sensemaking theory, we explore how features of data and teachers' perceptions of them may matter when teachers consider student learning data. Design: The article draws on a 1-year, comparative case study of five…

  17. How Teachers Link Ideas in Mathematics Instruction Using Speech and Gesture: A Corpus Analysis

    ERIC Educational Resources Information Center

    Alibali, Martha W.; Nathan, Mitchell J.; Wolfgram, Matthew S.; Church, R. Breckinridge; Jacobs, Steven A.; Johnson Martinez, Chelsea; Knuth, Eric J.

    2014-01-01

    This research investigated how teachers express links between ideas in speech, gestures, and other modalities in middle school mathematics instruction. We videotaped 18 lessons (3 from each of 6 teachers), and within each, we identified "linking episodes"--segments of discourse in which the teacher connected mathematical ideas. For each…

  18. Videos as an Instructional Tool in Pre-Service Science Teacher Education

    ERIC Educational Resources Information Center

    Sonmez, Duygu; Hakverdi-Can, Meral

    2012-01-01

    Problem Statement: Student teaching is an integral part of teacher education. While it provides preservice teachers with real classroom experience, though, it is limited in that it does not provide shared experience. Used as instructional tools, videos provide a shared common experience in a controlled environment to pre-service teachers in…

  19. Delving Deeper into the Construct of Preservice Teacher Beliefs about Reading Instruction for Students with Disabilities

    ERIC Educational Resources Information Center

    Leko, Melinda M.; Kulkarni, Saili; Lin, Meng-Chuan; Smith, Shane A.

    2015-01-01

    The purpose of this study was to complete an in-depth examination of the construct of teacher beliefs by investigating preservice teachers' beliefs about reading instruction for students with disabilities. Interview and artifact data were collected for 11 preservice teachers during a 10-month period. Dimensions of beliefs investigated were…

  20. An Analysis of Teacher Efficacy and Perspectives about Elementary Literacy Instruction

    ERIC Educational Resources Information Center

    Abernathy-Dyer, Joy; Ortlieb, Evan; Cheek, Earl H., Jr.

    2013-01-01

    At the core of every teacher is a set of beliefs and knowledge regarding teaching and learning. As a teacher develops her expertise, curricular practices are refined and self-efficacy is enhanced. Teachers possess varying degrees of efficacy and perceptions that impact literacy instruction within their classrooms. Yet, often times they are…

  1. Differentiated Instruction in the Work Sample: A Study of Preservice Teacher Practice

    ERIC Educational Resources Information Center

    Dee, Amy Lynn

    2009-01-01

    Successfully implementing the practice of inclusion by differentiating instruction is dependent upon both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and exemplary preservice teacher education programs must…

  2. Children Evoke Similar Affective and Instructional Responses from Their Teachers and Mothers

    ERIC Educational Resources Information Center

    Silinskas, Gintautas; Dietrich, Julia; Pakarinen, Eija; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Hirvonen, Riikka; Muotka, Joona; Nurmi, Jari-Erik

    2015-01-01

    In the present study, we examined the extent to which the responses of teachers and mothers toward a particular child are similar in respect to their instructional support and affect, and whether child characteristics predict these responses. The data of 373 Finnish child-teacher-mother triads (178 girls, 195 boys) were analysed. Teachers and…

  3. Turkish Mathematics and Science Teachers' Technology Use in Their Classroom Instruction: Findings from TIMSS 2011

    ERIC Educational Resources Information Center

    Tas, Yasemin; Balgalmis, Esra

    2016-01-01

    The goal of this study was to describe Turkish mathematics and science teachers' use of computer in their classroom instruction by utilizing TIMSS 2011 data. Analyses results revealed that teachers most frequently used computers for preparation purpose and least frequently used computers for administration. There was no difference in teachers'…

  4. Vocational Education Approach: New TEL Settings--New Prospects for Teachers' Instructional Activities?

    ERIC Educational Resources Information Center

    Hämäläinen, Raija; De Wever, Bram

    2013-01-01

    This study focuses on vocational education teachers' instructional activities in a new technology-enhanced learning (TEL) setting. A content analysis is applied to investigate teachers' and students' interactions in a 3D game context. The findings illustrate that when teachers' and students' interactions are mediated by a…

  5. Using Instructional Technology to Improve Preservice Teachers' Knowledge of Phonological Awareness

    ERIC Educational Resources Information Center

    Driver, Melissa K.; Pullen, Paige C.; Kennedy, Michael J.; Williams, Mira Cole; Ely, Emily

    2014-01-01

    Teacher understanding of phonological awareness (PA) and how to teach PA is related to student outcomes; however, many teachers have an inadequate understanding of PA. The purpose of this study is to describe an intervention intended to improve preservice teachers' understanding of PA, using an example of instructional technology called…

  6. Beginning Secondary Science Teachers' Conceptualization and Enactment of Inquiry-Based Instruction

    ERIC Educational Resources Information Center

    Ozel, Murat; Luft, Julie A.

    2013-01-01

    This study investigates the conceptions and use of inquiry during classroom instruction among beginning secondary science teachers. The 44 participants were beginning secondary science teachers in their first year of teaching. In order to capture the participants' conceptions of inquiry, the teachers were interviewed and observed during the…

  7. Factors Influencing Entering Teacher Candidates' Preferences for Instructional Activities: A Glimpse into Their Orientations towards Teaching

    ERIC Educational Resources Information Center

    Talanquer, Vicente; Novodvorsky, Ingrid; Tomanek, Debra

    2010-01-01

    The present study was designed to identify and characterize the major factors that influence entering science teacher candidates' preferences for different types of instructional activities, and to analyze what these factors suggest about teacher candidates' orientations towards science teaching. The study involved prospective teachers enrolled in…

  8. Teachers' Beliefs and Technology: Calculator Use in Mathematics Instruction in Junior Secondary Schools in Botswana

    ERIC Educational Resources Information Center

    Salani, End

    2013-01-01

    Lesson starts are transitional events which may cause management problems for teachers. This study sought junior secondary school mathematics teachers' beliefs about calculator use in mathematics instruction in Botswana and was descriptive in nature adopting a survey design. The sample of seventeen (17) mathematics teachers from four (4) junior…

  9. Walk-Throughs: Teachers' Perceptions of Feedback and How Feedback Is Used to Improve Instruction

    ERIC Educational Resources Information Center

    Antonis, Krista M.

    2014-01-01

    Teacher accountability has gained attention since the reauthorization of the Elementary and Secondary Education Act, also known as, No Child Left Behind (NCLB), enacted in 2002 by then President George W. Bush. Research shows a strong correlation between effective teacher instruction and student achievement, yet the area of feedback to teachers on…

  10. Conducting Talk in Secondary Science Classrooms: Investigating Instructional Moves and Teachers' Beliefs

    ERIC Educational Resources Information Center

    Pimentel, Diane Silva; McNeill, Katherine L.

    2013-01-01

    Whole-class discussion is a common instructional approach used by secondary science teachers. When orchestrated well, such an approach can provide students with opportunities to engage in extensive science talk with the benefit of teacher guidance and feedback. Our study investigated teachers' approaches to discussion during the piloting of…

  11. Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

    ERIC Educational Resources Information Center

    Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

    2015-01-01

    This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

  12. Using Anchored Instruction to Teach Preservice Teachers to Integrate Technology in the Curriculum

    ERIC Educational Resources Information Center

    Kariuki, Mumbi; Duran, Mesut

    2004-01-01

    This case study addresses the use of the "anchored instruction approach" to restructure educational computing courses to enhance future teachers' learning of technology applications in the classroom. A cohort group of 22 preservice teachers from a typical teacher education institution in Southeastern Ohio was involved in the study. The preservice…

  13. Teacher change in beliefs and practices in science and literacy instruction with English language learners

    NASA Astrophysics Data System (ADS)

    Lee, Okhee

    2004-01-01

    This study examined patterns of change in beliefs and practices as elementary teachers learned to establish instructional congruence, a process of mediating academic disciplines with linguistic and cultural experiences of diverse student groups. The study focused on six bilingual Hispanic teachers working with fourth-grade, mostly Hispanic students. The results indicated that teacher learning and change occurred in different ways in the areas of science instruction, students' language and culture, English language and literacy instruction, and integration of these areas in establishing instructional congruence. The results also indicated that establishing instructional congruence was a gradual and demanding process requiring teacher reflection and insight, formal training, and extensive support and sharing. Implications for further research in promoting achievement for all students are discussed.

  14. Beyond strategies: teacher beliefs and writing instruction in two primary inclusion classrooms.

    PubMed

    Berry, Ruth A Wiebe

    2006-01-01

    Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teachers shared similar views on inclusion and were convinced of the uniqueness of their respective instructional approaches, they nuanced their writing instruction to conform to their implicit theories about teaching, learning, and disability. One set of teachers believed that the writing "breakdowns" of students with disabilities required a structural approach-sequenced, individualized, phonics-based instruction targeting individual performance levels. Another set of teachers advocated a relational approach, wherein students with disabilities are "protected" and "empowered" in learning communities characterized by shared activities, student choice, and interpersonal communication.

  15. Supporting Teachers' Use of Technology in Science Instruction Through Professional Development: A Literature Review

    NASA Astrophysics Data System (ADS)

    Higgins, Tara E.; Spitulnik, Michele W.

    2008-10-01

    Professional development is critical in supporting teachers' use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers' beliefs about science and technology; supporting teacher learning by supporting teachers' examination of students' work; using technology to support teacher communities and social networks; and sustaining teachers' learning beyond formal professional development programs.

  16. Outcomes of nature of science instruction along a context continuum: preservice secondary science teachers' conceptions and instructional intentions

    NASA Astrophysics Data System (ADS)

    Bell, Randy L.; Mulvey, Bridget K.; Maeng, Jennifer L.

    2016-02-01

    This investigation examined outcomes associated with nature of science (NOS) instruction along a science-content context continuum on the development of secondary preservice science teachers' conceptions of and plans to teach NOS, moving beyond the common dichotomy of contextualized versus noncontextualized instruction. Participants comprised six teacher cohorts (n = 70) enrolled in a two-year Master of Teaching program. Participants were explicitly taught current NOS conceptions using activities that incorporated varied degrees of contextualization and were informed by conceptual change principles during the first program year. Participants' pre- and post-instruction conceptions were assessed using VNOS-C questionnaire written responses and follow-up interviews. Participants' views were classified by degree of alignment (non, partially, or fully aligned) with current NOS conceptions. Interview transcripts were analyzed using analytic induction to verify/refine VNOS responses and to identify patterns in NOS instructional plans and rationales. Wilcoxon signed ranks tests were run to assess possible statistical significance of pre- to post-instruction changes. Participants' responses shifted markedly toward more aligned NOS conceptions post-instruction, with substantial and statistically significant gains for each assessed tenet (all p-values <.001). All participants planned future NOS instruction and most expressed a sophisticated rationale for this choice, including that NOS supported the teaching of key concepts such as evolution. These results indicate that teaching and scaffolding NOS lessons along a context continuum can be effective in eliciting desired changes in preservice teachers' NOS conceptions and instructional intentions within the confines of the science methods course. Future research will examine post-methods course and post-program NOS instruction.

  17. Examining elementary teachers' knowledge and instruction of scientific explanations for fostering children's explanations in science

    NASA Astrophysics Data System (ADS)

    Wiebke, Heidi Lynn

    This study employed an embedded mixed methods multi-case study design (Creswell, 2014) with six early childhood (grades K-2) teachers to examine a) what changes occurred to their subject matter knowledge (SMK) and pedagogical content knowledge (PCK) for teaching scientific explanations while participating in a professional development program, b) how they planned for and implemented scientific explanation instruction within a teacher developed unit on properties of matter, and c) what affordances their instruction of scientific explanations had on fostering their students' abilities to generate explanations in science. Several quantitative and qualitative measures were collected and analyzed in accordance to this studies conceptual framework, which consisted of ten instructional practices teachers should consider assimilating or accommodating into their knowledge base (i.e., SMK & PCK) for teaching scientific explanations. Results of this study indicate there was little to no positive change in the teachers' substantive and syntactic SMK. However, all six teachers did make significant changes to all five components of their PCK for teaching explanations in science. While planning for scientific explanation instruction, all six teachers' contributed some ideas for how to incorporate seven of the ten instructional practices for scientific explanations within the properties of matter unit they co-developed. When enacting the unit, the six teachers' employed seven to nine of the instructional practices to varying levels of effectiveness, as measured by researcher developed rubrics. Given the six teachers' scientific explanation instruction, many students did show improvement in their ability to formulate a scientific explanation, particularly their ability to provide multiple pieces of evidence. Implications for professional developers, teacher educators, researchers, policy makers, and elementary teachers regarding how to prepare teachers for and support students

  18. Whose Perception of Principal Instructional Leadership? Principal-Teacher Perceptual (Dis)agreement and Its Influence on Teacher Collaboration

    ERIC Educational Resources Information Center

    Park, Joo-Ho; Ham, Seung-Hwan

    2016-01-01

    This study examines teacher collaboration across three Asia-Pacific countries (Australia, Malaysia, and South Korea), focusing on the possibility that principal-teacher perceptual disagreement regarding principal instructional leadership performance may impede progress toward a school organizational condition conducive to collaborative teacher…

  19. An Exploratory Study of Teacher Perception of Social Presence: Design and Instructional Practices for New Online Teachers

    ERIC Educational Resources Information Center

    Pugsley, Mark

    2010-01-01

    The purpose of this qualitative study was to explore the perceptions of high school teachers regarding social presence in online instruction. Participants were nine teachers, all new to teaching online. The influence of an Online Social Presence Rubric was studied along with other variables that affected understanding of social presence during one…

  20. Factors that Affect Elementary Teachers' Ability to Conduct Inquiry-Based Science Instruction

    NASA Astrophysics Data System (ADS)

    Loesing, Mary L.

    Science education reform, including the recently released Next Generation Science Standards, places a clear emphasis on student learning through inquiry-based science instruction. Inquiry enables students to construct meaning and understanding based on their own experience and connected to prior knowledge. The factors that enhance and detract from suburban third, fourth and fifth grade teachers' ability to conduct inquirybased science investigations were examined through a qualitative case study. The availability of supplies and materials through science kits, student engagement in science, and teacher's enjoyment in teaching science were factors that enhanced teachers' ability to conduct inquiry. The teachers in this study believe in the importance of science instruction and carried out guided inquiries in their classrooms. Time required to implement the Common Core Learning Standards, new accountability policies; lack of preservice preparation and lack of professional development were factors that detracted from teachers' ability to conduct inquiry. In order to provide students and teachers with the time that is needed for inquiry-based science instruction, New York State is urged to mandate time for science instruction in the elementary curriculum. New York State must require that science content and methods courses be part of the curriculum in colleges and universities that grant degrees in elementary education. School districts must help their teachers by providing professional development that embeds science content with science and engineering practices so that teachers can help their students to build explanatory models, engage in argumentation, compare competing ideas and reach consensus. Keywords: Science education, inquiry, science instruction, accountability, STEM..

  1. Teacher Learning through Self-Regulation: An Exploratory Study of Alternatively Prepared Teachers' Ability to Plan Differentiated Instruction in an Urban Elementary School

    ERIC Educational Resources Information Center

    Tricarico, Katie; Yendol-Hoppey, Diane

    2012-01-01

    Differentiated Instruction (DI) is an approach that recognizes the strengths and weaknesses of diverse learners and requires the teacher to base instructional accommodations on student strengths and weaknesses. Specifically, teachers use DI strategies to adjust the content, process, or product of instruction depending on student needs. Given the…

  2. Towards a TPACK-Fostering ICT Instructional Process for Teachers: Lessons from the Implementation of Interactive Whiteboard Instruction

    ERIC Educational Resources Information Center

    Koh, Joyce Hwee Ling; Divaharan, Shanti

    2013-01-01

    This paper describes an on-going design-based research project that aims to develop an instructional process to facilitate pre-service teachers' technological pedagogical content knowledge (TPACK) development as they learn to integrate information and communication technology (ICT) in their teaching content subjects. In conjunction with an…

  3. From Teacher-Centered Instruction to Peer Tutoring in the Heterogeneous International Classroom: A Danish Case of Instructional Change

    ERIC Educational Resources Information Center

    Lueg, Klarissa; Lueg, Rainer

    2014-01-01

    This case study documents a seminar redesign from a teacher-centered instruction format to collaborative "reciprocal peer tutoring" (RPT) at Aarhus University, Denmark. Departing from concepts by Bourdieu and Vertovec, we argue that teaching concepts should meet the needs of students within Higher Education (HE). Our student sample is…

  4. Teachers' instructional goals for science practice: Identifying knowledge gaps using cultural-historical activity theory (CHAT)

    NASA Astrophysics Data System (ADS)

    Farrar, Cynthia Hamen

    In AP Biology, the course goal, with respect to scientific acts and reasoning, has recently shifted toward a reform goal of science practice, where the goal is for students to have a scientific perspective that views science as a practice of a community rather than a body of knowledge. Given this recent shift, this study is interested in the gaps that may exist between an individual teacher's instructional goal and the goals of the AP Biology course. A Cultural-Historical Activity Theory (CHAT) methodology and perspective is used to analyze four teachers' knowledge, practice, and learning. Teachers have content knowledge for teaching, a form of knowledge that is unique for teaching called specialized content knowledge. This specialized content knowledge (SCK) defines their instructional goals, the student outcomes they ultimately aim to achieve with their students. The study employs a cultural-historical continuum of scientific acts and reasoning, which represents the development of the AP Biology goal over time, to study gaps in their instructional goal. The study also analyzes the contradictions within their teaching practice and how teachers address those contradictions to shift their instructional practice and learn. The findings suggest that teachers have different interpretations of the AP Biology goals of science practice, placing their instructional goal at different points along the continuum. Based on the location of their instructional goal, different micro-communities of teachers exist along the continuum, comprised of teachers with a shared goal, language, and culture of their AP Biology teaching. The in-depth study of one teacher's AP Biology teaching, using a CHAT perspective, provides a means for studying the mechanisms that connect SCK to classroom actions and ultimately to instructional practice. CHAT also reveals the nature and importance of contradictions or cognitive dissonance in teacher learning and the types of support teachers need to

  5. Historical short stories as nature of science instruction in secondary science classrooms: Science teachers' implementation and students' reactions

    NASA Astrophysics Data System (ADS)

    Reid-Smith, Jennifer Ann

    This study explores the use of historical short stories as nature of science (NOS) instruction in thirteen secondary science classes. The stories focus on the development of science ideas and include statements and questions to draw students' and teachers' attention to key NOS ideas and misconceptions. This study used mixed methods to examine how teachers implement the stories, factors influencing teachers' implementation, the impact on students' NOS understanding, students' interest in the stories and factors correlated with their interest. Teachers' implementation decisions were influenced by their NOS understanding, curricula, time constraints, perceptions of student ability and resistance, and student goals. Teachers implementing stories at a high-level of effectiveness were more likely to make instructional decisions to mitigate constraints from the school environment and students. High-level implementers frequently referred to their learning goals for students as a rationale for implementing the stories even when facing constraints. Teachers implementing at a low-level of effectiveness were more likely to express that constraints inhibited effective implementation. Teachers at all levels of implementation expressed concern regarding the length of the stories and time required to fully implement the stories. Additionally, teachers at all levels of implementation expressed a desire for additional resources regarding effective story implementation and reading strategies. Evidence exists that the stories can be used to improve students' NOS understanding. However, under what conditions the stories are effective is still unclear. Students reported finding the stories more interesting than textbook readings and many students enjoyed learning about scientists and the development of science idea. Students' interest in the stories is correlated with their attitudes towards reading, views of effective science learning, attributions of academic success, and interest in

  6. Principles of Instruction: Research-Based Strategies that All Teachers Should Know

    ERIC Educational Resources Information Center

    Rosenshine, Barak

    2012-01-01

    This article presents 10 research-based principles of instruction, along with suggestions for classroom practice. The principles come from (a) research in cognitive science, (b) research on master teachers, and (c) research on cognitive supports. The instructional principles are: (1) Begin a lesson with a short review of previous learning to…

  7. Becoming a Library Teacher: Power Strategies for Delivering Instruction. The New Library Series, Number 3.

    ERIC Educational Resources Information Center

    LaGuardia, Cheryl; Oka, Christine K.

    This book, on the process of becoming a library teacher at the postsecondary level, is divided into two parts. Part 1, "Library Instruction as Performance," is devoted to the presentation techniques that are the basis for good instruction. Chapters in this part cover performance anxiety, taming teaching terror, preparing oneself physically, mental…

  8. Prospective Mathematics Teachers' Views about Using Computer-Based Instructional Materials in Constructing Mathematical Concepts

    ERIC Educational Resources Information Center

    Bukova-Guzel, Esra; Canturk-Gunhan, Berna

    2011-01-01

    The purpose of the study is to determine prospective mathematics teachers' views about using computer-based instructional materials in constructing mathematical concepts and to reveal how the sample computer-based instructional materials for different mathematical concepts altered their views. This is a qualitative study involving twelve…

  9. Exploring Collaboration between Teachers and the School Library Information Specialist on the Instructional Design of Curriculum

    ERIC Educational Resources Information Center

    Allen, Lorraine

    2013-01-01

    The purpose of this research was to provide a qualitative study exploring the collaboration between three teachers and the School Library Information Specialist (SLIS) on the instructional design of curriculum. In this study, collaboration means working together to meet standards and guidelines. The SLIS, in the role of instructional consultant to…

  10. Instructional Development in Higher Education: Impact on Teachers' Teaching Behaviour as Perceived by Students

    ERIC Educational Resources Information Center

    Stes, Ann; Coertjens, Liesje; Petegem, Peter

    2013-01-01

    Although instructional development has become an important topic in higher education, little is known about the impact on teaching practice. In this study we investigate the impact of instructional development on teachers' teaching behaviour as perceived by students. Quantitative student data were assembled for 15 experimental and 12 control…

  11. Examining Administrators' Instructional Feedback to High School Math and Science Teachers

    ERIC Educational Resources Information Center

    Lochmiller, Chad R.

    2016-01-01

    Purpose: The purpose of this study was to explore high school administrators' instructional leadership in math and science. Specifically, the study explored the feedback administrators provided to math and science teachers as part of their instructional supervision. A central goal for this study was to determine how differences in these content…

  12. Student and Teacher Ratings of Instructional Quality: Consistency of Ratings over Time, Agreement, and Predictive Power

    ERIC Educational Resources Information Center

    Wagner, Wolfgang; Göllner, Richard; Werth, Sarah; Voss, Thamar; Schmitz, Bernhard; Trautwein, Ulrich

    2016-01-01

    Prior research has shown that the agreement between teacher and student ratings of instructional quality is, at best, moderate, and the associations between measures of instructional quality and outcomes such as standardized achievement are typically small and somewhat mixed across both perspectives. One explanation for these low-to-moderate…

  13. A Phenomenological Investigation of Instructional Practices of General Education Teachers for English Language Learners

    ERIC Educational Resources Information Center

    DeLozier, Cynthia K.

    2014-01-01

    This qualitative hermeneutical phenomenological study was designed to describe general education elementary teachers' perceptions of effective instructional strategies, methods, and models of instruction to enhance the learning of core content curriculum of the English Language Learners (ELLs) in the classroom. Through questionnaires and…

  14. Cognitively Demanding Learning Materials with Texts and Instructional Pictures: Teachers' Diagnostic Skills, Pedagogical Beliefs and Motivation

    ERIC Educational Resources Information Center

    McElvany, Nele; Schroeder, Sascha; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

    2012-01-01

    Learning materials incorporating written texts as well as instructional pictures are the basis for learning in many subjects. However, text-picture integration makes high cognitive demands of learners, and it seems plausible that the development of this competence is influenced by teachers' instructional skills. The present studies investigated…

  15. Infrastructure Redesign and Instructional Reform in Mathematics: Formal Structure and Teacher Leadership

    ERIC Educational Resources Information Center

    Hopkins, Megan; Spillane, James P.; Jakopovic, Paula; Heaton, Ruth M.

    2013-01-01

    Designing infrastructures to support instruction remains a challenge in educational reform. This article reports on a study of one school system's efforts to redesign its infrastructure for mathematics instruction by promoting teacher leadership. Using social network and interview data from 12 elementary schools, we explore how the…

  16. Information Communication Technology Pedagogical Integration in Mathematics Instruction among Teachers in Secondary Schools in Kenya

    ERIC Educational Resources Information Center

    Wanjala, Martin

    2016-01-01

    This paper reports finding of the study that sought to ascertain the extent of ICT-pedagogical integration in mathematics instruction among secondary school teachers in Kenya. Information was sought on professional development experiences and needs in computer technology use in mathematics instruction, the type of computer software used in…

  17. A Competency Based Instructional Program for Teachers of Deaf-Blind Children.

    ERIC Educational Resources Information Center

    Caldwell, Erin Kent; And Others

    Described is a 9-week, summer, competency-based, instructional program for teachers of deaf blind children. Information provided includes the background and rationale for the program, a list of administrative and instructional staff members, program goals, and a sample scheduling sequence. Goals, session topics, texts and materials, session…

  18. Teachers' Quality, Instructional Strategies and Students' Performance in Secondary School Science

    ERIC Educational Resources Information Center

    Okoye, Nnamid S.; Momoh, Solomon O.; Aigbomian, Daniel O.; Okecha, Rita Ebele

    2008-01-01

    The study examined the instruction between two independent variables of Teacher Quality and Instructional Strategy on Students Performance in Secondary School Science. In trying to examine the problem of this study, three null hypotheses were generated for testing at 0.05 level of significance Factorial Analysis of variance design with one…

  19. Teachers' Initial and Sustained Use of an Instructional Assistive Technology Tool: Exploring the Mitigating Factors

    ERIC Educational Resources Information Center

    Bouck, Emily C.; Flanagan, Sara; Heutsche, Anne; Okolo, Cynthia M.; Englert, Carol Sue

    2011-01-01

    This qualitative research project explored factors that mitigated teachers implementing an instructional assistive technology and factors that mitigated its sustained use. Specifically, it explored these issues in relation to a social studies based instructional assistive technology (Virtual History Museum [VHM]), which was originally implemented…

  20. Teacher Self-Efficacy as a Long-Term Predictor of Instructional Quality in the Classroom

    ERIC Educational Resources Information Center

    Künsting, Josef; Neuber, Victoria; Lipowsky, Frank

    2016-01-01

    In this longitudinal study, we examined teachers' self-efficacy as a long-term predictor of their mastery goal orientation and three dimensions of instructional quality: supportive classroom climate, effective classroom management, and cognitive activation. Mastery goal orientation was also analyzed as a predictor of instructional quality.…

  1. Beginning Teachers' Use of Resources to Enact and Learn from Ambitious Instruction

    ERIC Educational Resources Information Center

    Stroupe, David

    2016-01-01

    I investigated how five first-year teachers--all peers from the same science methods class framed around ambitious instruction--used resources to plan and learn in schools that promoted pedagogy anchored around information delivery. The participants engaged in different cycles of resource-driven learning based on the instructional framework they…

  2. Teachers' and Students' Perceptions of Gender-Differentiated Reading Instruction at the High School Level

    ERIC Educational Resources Information Center

    Taylor, Luke N., III

    2014-01-01

    In a rural Alabama school district, 38.46% of the students failed the reading portion of the high school graduation examination. While the teachers in the school district were trained to differentiate instruction according to ability and gender, the impact of gender-differentiated reading instruction was unknown. The purpose of this case study was…

  3. The Pedagogical Orientations of South African Physical Sciences Teachers towards Inquiry or Direct Instructional Approaches

    ERIC Educational Resources Information Center

    Ramnarain, Umesh; Schuster, David

    2014-01-01

    In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school…

  4. Inservice Education of Vocational Agriculture Teachers on New Curriculum Materials for Adult Class Instruction: Final Report.

    ERIC Educational Resources Information Center

    McCracken, J. David, Ed.; Newcomb, L. H., Ed.

    Twenty-two field-tested instructional units were developed for use in adult and young farmer education by 20 specially trained agriculture teachers in Ohio. The resource units were developed in the following agriculture areas of instruction: corn and soybean production, agriculture mechanics, swine production, farm management, and horticulture.…

  5. An Integral ASIE ID Model: The 21st Century Instructional Design Model for Teachers

    ERIC Educational Resources Information Center

    Zain, Ismail Md.; Muniandy, Balakrishnan; Hashim, Wahid

    2016-01-01

    Design of instruction is an important feature in teacher education at fulfilling the needs of 4Cs ("critical thinker," "communicator," "collaborator," "creator") developing "a globally competitive learners". As Instructional design models (ID) need to move from adopting a standard approach to…

  6. Relationship between the Instructional Leadership Behaviors of High School Principals and Teachers' Organizational Commitment

    ERIC Educational Resources Information Center

    Sarikaya, Nuray; Erdogan, Çetin

    2016-01-01

    The purpose of the current study is to investigate the relationship between the instructional leadership behaviors of high school principals and teachers' perceptions of organizational commitment and to test the extent to which instructional leadership behaviors predict organizational commitment. The study is designed in relational method. The…

  7. Examining Shifts in Preservice Teachers' Beliefs and Attitudes toward Writing Instruction

    ERIC Educational Resources Information Center

    Hall, Anna H.

    2016-01-01

    The purpose of this study was to examine the effectiveness of integrating self-reflection, focused instruction, and field practice in a semester-long language arts course in order to shift early childhood preservice teachers' (PSTs) beliefs and attitudes about writing instruction, as well as their development and planned use of tools for…

  8. Exploring Arts Instruction Models and Correlates with Teacher Satisfaction and Educational Outcomes

    ERIC Educational Resources Information Center

    Randall, Kristen Leigh

    2012-01-01

    The purpose of this study was to explore uses of arts instruction in regular K-5 elementary school classrooms in a large southeastern school district to determine which arts instruction models were being employed and whether or not any particular model had a greater perceived impact on students and teachers. The mixed-methods study combined…

  9. The Impact of Internet-Based Instruction on Teacher Education: The "Paradigm Shift."

    ERIC Educational Resources Information Center

    Lan, Jiang JoAnn

    This study incorporated Internet-based instruction into two education technology courses for preservice teachers. One was a required, undergraduate, beginning-level educational computing course. The other was a graduate, advanced-level computing course. The experiment incorporated Internet-based instruction into course delivery in order to create…

  10. A Correlational Study of Special Education Teachers' Qualifications and Preferred Writing Instructional Strategy

    ERIC Educational Resources Information Center

    Holzhauer, Kim Elaine

    2013-01-01

    The purpose of the current quantitative correlational study was to investigate the relationship the qualifications of special education teachers and their preferred writing instruction method either formulaic or process writing. The study investigated the relationship between professional development in writing instruction, years of experience,…

  11. Theorizing Teacher Agency and Reform: How Institutionalized Instructional Practices Change and Persist

    ERIC Educational Resources Information Center

    Bridwell-Mitchell, E. N.

    2015-01-01

    One reason reform does not dramatically change public schools is because instructional practices are highly institutionalized. This article advances a theory for how teacher agency can both change and maintain institutionalized instructional practices in schools. Based on findings from one U.S. urban public school undergoing state-mandated reform,…

  12. Teachers' Awareness and Perceived Effectiveness of Instructional Activities in Relation to the Allocation of Time in the Classroom

    ERIC Educational Resources Information Center

    Kaya, S.; Kablan, Z.; Akaydin, B. B.; Demir, D.

    2015-01-01

    The current study examined the time spent in various types of science instruction with regard to teachers' awareness of instructional activities. The perceived effectiveness of instructional activities in relation to the allocation of time was also examined. A total of 30 4th grade teachers (17 female, 13 male), from seven different primary…

  13. Social Studies Teachers' Use of the iPad for Computer Assisted Instruction: An Examination of Practice and Standards Support

    ERIC Educational Resources Information Center

    Hansard, Stephen C.

    2013-01-01

    As social studies teachers integrate emerging technologies into instruction, there is a need to determine their perceptions of how emerging computer devices impact their instruction. A clearer picture of how teachers' perceptions relate to their instructional use of technology can be gained by analyzing their responses through the lens of…

  14. The effects of computer-assisted instruction and locus of control upon preservice elementary teachers' acquisition of the integrated science process skills

    NASA Astrophysics Data System (ADS)

    Wesley, Beth Eddinger; Krockover, Gerald H.; Devito, Alfred

    The purpose of this study was to determine the effects of computer-assisted instruction (CAI) versus a text mode of programmed instruction (PI), and the cognitive style of locus of control, on preservice elementary teachers' achievement of the integrated science process skills. Eighty-one preservice elementary teachers in six sections of a science methods class were classified as internally or externally controlled. The sections were randomly assigned to receive instruction in the integrated science process skills via a microcomputer or printed text. The study used a pretest-posttest control group design. Before assessing main and interaction effects, analysis of covariance was used to adjust posttest scores using the pretest scores. Statistical analysis revealed that main effects were not significant. Additionally, no interaction effects between treatments and loci of control were demonstrated. The results suggest that printed PI and tutorial CAI are equally effective modes of instruction for teaching internally and externally oriented preservice elementary teachers the integrated science process skills.

  15. Chinese and US Middle-School Science Teachers' Autonomy, Motivation, and Instructional Practices

    NASA Astrophysics Data System (ADS)

    Robertson, Laura; Jones, M. Gail

    2013-06-01

    This study examined Chinese and US middle-school science teachers' perceptions of autonomy support. Previous research has documented the link between teachers' perceptions of autonomy and the use of student-oriented teaching practices for US teachers. But is not clear how the perception of autonomy may differ for teachers from different cultures or more specifically how motivation factors differ across cultures. The survey measured teachers' motivation, perceptions of constraints at work, perceptions of students' motivation, and level of autonomy support for students. Exploratory factor analysis of responses for the combined teacher sample (n = 201) was carried out for each of the survey assessments. Significance testing for Chinese (n = 107) and US (n = 94) teachers revealed significant differences in teachers' motivation and perceptions of constraints at work and no significant differences for perceptions of students' motivation or their level of autonomy support for students. Chinese teachers' perceptions of constraints at work, work motivation, and perceptions of student motivation were found to significantly predict teachers' autonomy support. For the US teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of teachers (n = 19) was interviewed and results showed that teachers in both countries reported that autonomy was important to their motivation and the quality of science instruction they provided to students. The primary constraints on teaching reported by the US teachers related to materials and laboratory space while the Chinese teachers reported constraints related to the science curriculum and standards.

  16. A Study of Factors That Contribute to Pre-Service Teachers' Sense of Efficacy for Literacy Instruction

    ERIC Educational Resources Information Center

    Martin, Charlene

    2012-01-01

    The three-fold purpose of this mixed methods study was to (a) analyze how preservice teachers' perceptions of teacher preparation program variables affect preservice teachers self-efficacy for literacy instruction, (b) determine how preservice teachers describe their teacher preparation program with regard to self-efficacy beliefs for…

  17. What Drives Alignment between Teachers' Survey Self-Reports and Classroom Observations of Standards-Based Mathematics Instruction?

    ERIC Educational Resources Information Center

    Kaufman, Julia; Junker, Brian

    2011-01-01

    Research on whether teachers can give accurate self-reports in surveys about their mathematics instruction is fairly mixed. Some of that research indicates that teachers can provide some general approximation of their mathematics instruction in survey self-reports, while other studies find very little correlation between teachers' survey responses…

  18. Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

    ERIC Educational Resources Information Center

    Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

    2013-01-01

    This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience,…

  19. Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

    ERIC Educational Resources Information Center

    Reddy, Linda A.; Dudek, Christopher M.

    2014-01-01

    In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…

  20. Teachers Perspective of Using English as a Medium of Instruction in Mathematics and Science Subjects

    ERIC Educational Resources Information Center

    Mansor, Norudin; Badarudin, Mohamed Ishak; Mat, Azman Che

    2011-01-01

    The policy of changing the medium of instruction in the teaching of mathematics and science from Bahasa Melayu to English is an important innovation affecting teachers of mathematics and science. It poses special challenges not only for teachers who have been trained in the Malay medium but also for those trained in English. This investigation…

  1. STEM Teachers' Planned and Enacted Attempts at Implementing Engineering Design-Based Instruction

    ERIC Educational Resources Information Center

    Capobianco, Brenda M.; Rupp, Madeline

    2014-01-01

    This study investigates grades 5 and 6 science, technology, engineering, and mathematics (STEM) teachers' planned and actualized engineering design-based instruction, the instruments used to characterize their efforts, and the implications this work has for teachers' implementations of an integrated approach to STEM education.…

  2. Rural High School Teachers' Self-Efficacy in Student Engagement, Instructional Strategies, and Classroom Management

    ERIC Educational Resources Information Center

    Shoulders, Tori L.; Krei, Melinda Scott

    2015-01-01

    The purpose of this study was to compare the differences in rural high school teachers' (n = 256) self-efficacy in student engagement, instructional practices, and classroom management using selected teacher characteristics. Analysis of variance showed significant mean differences between different levels of education in self-efficacy for…

  3. Using Argumentation to Investigate Science Teachers' Teaching Practices: The Perspective of Instructional Decisions and Justifications

    ERIC Educational Resources Information Center

    Lee, Sung-Tao; Lin, Huann-Shyang

    2005-01-01

    Adopting the concept that "decisions can be seen as argument-driven actions," the purpose of this study was to apply the argumentation structure raised by Stephen Toulmin (1958) to capture two science teachers' instructional decision-making mechanisms in their teaching practices. The two case teachers were chosen because of their close estimations…

  4. Integrated Language and Content Instruction in Qatar Independent Schools: Teachers' Perspectives

    ERIC Educational Resources Information Center

    Ellili-Cherif, Maha

    2014-01-01

    The aim of this study is to explore teachers' attitudes towards the shift to English as a medium of instruction in Qatari Independent schools. It focuses on the advantages and disadvantages of this approach for teachers and students, and the challenges they face in the process of its implementation. Data for the study were collected by means…

  5. A Qualitative Case Study of Prospective Chemistry Teachers' Knowledge about Instructional Strategies: Introducing Particulate Theory

    ERIC Educational Resources Information Center

    Boz, Nihat; Boz, Yezdan

    2008-01-01

    The purpose of this study was to investigate prospective chemistry teachers' knowledge about instructional strategies, one component of pedagogical content knowledge about introducing particulate theory, as well as sources of this knowledge. Twenty-two prospective chemistry teachers participated in the study. Data were collected by the means of a…

  6. Building Shared Instructional Leadership: Emerging Roles and Relationships of Teacher Leaders

    ERIC Educational Resources Information Center

    Evans-Pierce, Valeria

    2009-01-01

    The purpose of this study was to explore teacher leaders' and principals' perceptions of instructional leadership in a shared context. The multi-stage multiple-case study examined roles and relationships of teacher leaders and principal teams across four schools within a Midwestern urban school district engaging in what has been identified in…

  7. Data-Driven Decision-Making: Facilitating Teacher Use of Student Data to Inform Classroom Instruction

    ERIC Educational Resources Information Center

    Schifter, Catherine C.; Natarajan, Uma; Ketelhut, Diane Jass; Kirchgessner, Amanda

    2014-01-01

    Data-driven decision making is essential in K-12 education today, but teachers often do not know how to make use of extensive data sets. Research shows that teachers are not taught how to use extensive data (i.e., multiple data sets) to reflect on student progress or to differentiate instruction. This paper presents a process used in an National…

  8. Investigating the Sources of Teachers' Instructional Technology Use through the Decomposed Theory of Planned Behavior

    ERIC Educational Resources Information Center

    Shiue, Ya-Ming

    2007-01-01

    Based on the decomposed theory of planned behavior, this study used path analysis to examine the relative strength of the factors that influence teachers' use of instructional technology. The study focused on teachers' use of word processors, spreadsheets, presentation software, e-mail, and Web browsers. A path analysis was performed on…

  9. Blind Man's Bluff: Instructional Leadership, Teacher Selection and Rational Decision-Making.

    ERIC Educational Resources Information Center

    Mertz, Norma T.; McNeely, Sonja R.

    Little research has been done to discover the process of selection of teachers by principals. This paper reports the results of a small study in which 29 principals in 11 districts in Tennessee were interviewed to determine the process used to hire a teacher, with the results analyzed for instructional leadership and rational decision making. If…

  10. Relationship between Pre-Service Music Teachers' Personality and Motivation for Computer-Assisted Instruction

    ERIC Educational Resources Information Center

    Perkmen, Serkan; Cevik, Beste

    2010-01-01

    The main purpose of this study was to examine the relationship between pre-service music teachers' personalities and their motivation for computer-assisted music instruction (CAI). The "Big Five" Model of Personality served as the framework. Participants were 83 pre-service music teachers in Turkey. Correlation analysis revealed that three…

  11. Parents' and Teachers' Preferred Medium of Instruction in Primary Schools in Enugu, Nigeria

    ERIC Educational Resources Information Center

    Amadi, Eugenia Ada

    2012-01-01

    This study which investigated parents' and teachers' preferred medium of instruction in primary schools was conducted in Enugu, South East, Nigeria. It employed the descriptive survey research method. 500 respondents were used for the study. 250 teachers were selected through simple random sampling technique. Two researcher-designed questionnaires…

  12. Social Studies Teachers' Attitudes Concerning Controversial Public Issues Instruction and State Mandated Tests

    ERIC Educational Resources Information Center

    Nance, Starlynn Raenae

    2012-01-01

    This transcendental phenomenological qualitative study examines attitudes toward Controversial Public Issue instruction by teachers who used mandated standards and state tests. After the interviews of 11 social studies teachers (high school, middle school and junior high) five distinct themes emerged in the study. Overall, participants execute…

  13. The Influence of Pedagogical Content Knowledge on AP Psychology Teachers' Classroom Instruction

    ERIC Educational Resources Information Center

    Kopish, Michael A.

    2011-01-01

    This study seeks to understand the ways AP Psychology teachers' pedagogical content knowledge (PCK) affects instruction and contributes to student understanding in a challenging and exemplar unit of the AP Psychology curriculum. Data sources include interviews, observations, and document analysis of professionally recommended teachers (n=5) and…

  14. Inquiry-Based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers

    ERIC Educational Resources Information Center

    Ucar, Sedat; Trundle, Kathy Cabe; Krissek, Lawrence

    2011-01-01

    This mixed methods study described preservice teachers' conceptions of tides and explored the efficacy of integrating online data into inquiry-based instruction. Data sources included a multiple-choice assessment and in-depth interviews. A total of 79 participants in secondary, middle, and early childhood teacher education programs completed the…

  15. Teachers' Perspective on Using Technology as an Instructional Tool

    ERIC Educational Resources Information Center

    Davidson, Leavery Y. Jefferson

    2012-01-01

    Federal mandates require technology use in the classroom, but not all English language arts (ELA) teachers have implemented technology as an integral part of teaching. The purpose of this qualitative case study was to investigate why ELA teachers in 2 local high schools rarely or never use technology as an instructional tool. The study was…

  16. Studying the Impact of Three Different Instructional Methods on Preservice Teachers' Decision-Making

    ERIC Educational Resources Information Center

    Cevik, Yasemin Demiraslan; Andre, Thomas

    2014-01-01

    This study compared the impact of three types of instructional methods (case-based learning, worked example and faded worked example) on preservice teachers' (n?=?72) decision-making about classroom management. A quasi-experimental study was conducted to investigate both the outcomes and the processes of preservice teachers'…

  17. Physical Education Teacher Training in Fundamental Movement Skills Makes a Difference to Instruction and Assessment Practices

    ERIC Educational Resources Information Center

    Lander, Natalie Jayne; Barnett, Lisa M.; Brown, Helen; Telford, Amanda

    2015-01-01

    The purpose of this study was to investigate instruction and assessment of fundamental movement skills (FMSs) by Physical Education (PE) teachers of Year 7 girls. Of 168 secondary school PE teachers, many had received little FMSs professional development, and although most assessed student FMSs proficiency, the quality of assessment was variable.…

  18. Brain-Based Learning and Classroom Practice: A Study Investigating Instructional Methodologies of Urban School Teachers

    ERIC Educational Resources Information Center

    Morris, Lajuana Trezette

    2010-01-01

    The purpose of this study was to examine the implementation of brain-based instructional strategies by teachers serving at Title I elementary, middle, and high schools within the Memphis City School District. This study was designed to determine: (a) the extent to which Title I teachers applied brain-based strategies, (b) the differences in…

  19. Writing Instruction in Elementary Classrooms: Why Teachers Engage or Do Not Engage Students in Writing

    ERIC Educational Resources Information Center

    Harward, Stan; Peterson, Nancy; Korth, Byran; Wimmer, Jennifer; Wilcox, Brad; Morrison, Timothy G.; Black, Sharon; Simmerman, Sue; Pierce, Linda

    2014-01-01

    This qualitative study explored reasons K-6 teachers did or did not engage students regularly in writing. Interviews with 14 teachers, classified as high, transitional, and low implementers of writing instruction, revealed three themes: hindrances and helps, beliefs concerning practice, and preparation and professional development. Both high and…

  20. Teachers' Perceptions of Their RTI Skills as They Relate to Assessment, Instruction, and Intervention

    ERIC Educational Resources Information Center

    Christian, Karyn Spann

    2013-01-01

    The purpose of this study was to examine teachers' perceptions of their Response to Intervention (RTI) skills as they relate to assessment, instruction, and intervention. "The Perceptions of RTI Skills Survey" was distributed to 138 elementary general education teachers in ten elementary schools in six rural school districts, and…

  1. Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development

    ERIC Educational Resources Information Center

    Greenhaus, Karen Larsen

    2014-01-01

    This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this study was to determine how a long-term hybrid professional development experience influenced, if at all, math teachers' instructional…

  2. Teacher-Mediated Instructional Strategies for Students with Emotional or Behavioral Disorders

    ERIC Educational Resources Information Center

    Hirn, Regina Gilkey; Park, Kristy L.

    2012-01-01

    Students with emotional and behavioral disorders (E/BD) may exhibit both learning and behavioral needs that affect the teacher's ability to provide effective instruction. Extending beyond simple academic content knowledge, effective teacher-based interventions include preventive and predictive actions that manage the disruptive behaviors often…

  3. Preschool Teachers' Sense of Community, Instructional Quality, and Children's Language and Literacy Gains

    ERIC Educational Resources Information Center

    Guo, Ying; Kaderavek, Joan N.; Piasta, Shayne B.; Justice, Laura M.; McGinty, Anita

    2011-01-01

    Research Findings: This study investigated relations among preschool teachers' (n = 75) sense of community, classroom language and literacy instructional quality, and children's (n = 398) gains in vocabulary and print concept knowledge during an academic year. Hierarchical linear modeling (HLM) results indicated that teachers' language and…

  4. Teacher Sense of Efficacy for Literacy Instruction and Student Reading Achievement in Grades Three through Eight

    ERIC Educational Resources Information Center

    Poggio, Jennifer M.

    2012-01-01

    This study investigated the effects of teacher sense of efficacy for literacy instruction on reading achievement in grades three through eight. In previous studies, a teacher's sense of efficacy was shown to be correlated to student achievement (Ashton & Webb, 1986; Moore & Esselman, 1992). However, research attempting to uncover the…

  5. Preparing Preservice Teachers for Instruction on English-Language Development with Video Lesson Modules

    ERIC Educational Resources Information Center

    Liu, Ping

    2011-01-01

    This study explored the use of video lesson modules in a teaching methodology course to prepare preservice teachers for supporting the English-language development of pupils at K-8 schools. The basic material of a lesson module is a video lesson featuring instruction of an experienced classroom teacher in an English-language development setting of…

  6. A Phenomenological Investigation of Elementary School Teachers Who Successfully Integrated Instructional Technology into the Curriculum

    ERIC Educational Resources Information Center

    Walker, Lori Raquel

    2010-01-01

    Technology integration in school curricula promotes student achievement, yet a gap exists in the research demonstrating strategies of teachers who overcome barriers to successfully integrate instructional technology. This phenomenological study explored the strategies of 10 elementary teachers who overcame barriers to technology integration to…

  7. Scientific Explanations: Characterizing and Evaluating the Effects of Teachers' Instructional Practices on Student Learning

    ERIC Educational Resources Information Center

    McNeill, Katherine L.; Krajcik, Joseph

    2008-01-01

    Teacher practices are essential for supporting students in scientific inquiry practices, such as the construction of scientific explanations. In this study, we examine what instructional practices teachers engage in when they introduce scientific explanation and whether these practices influence students' ability to construct scientific…

  8. Learning Study: Nurturing the Instructional Design and Teaching Competency of Pre-Service Teachers

    ERIC Educational Resources Information Center

    Cheng, Eric C. K.

    2014-01-01

    This paper presents an evaluation study of an innovative and theory-based initial teacher education course entitled Learning Study, the aim of which is to develop the instructional design and teaching competency of pre-service teachers in Hong Kong. The Learning Study course is offered to all second year students as part of the Bachelor of…

  9. Preparing Physical Education Preservice Teachers to Design Instructionally Aligned Lessons through Constructivist Pedagogical Practices

    ERIC Educational Resources Information Center

    MacPhail, Ann; Tannehill, Deborah; Karp, Grace Goc

    2013-01-01

    Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to…

  10. Literacy Teachers' Perceptions of Professional Development that Increases Integration of Technology into Literacy Instruction

    ERIC Educational Resources Information Center

    Hutchison, Amy

    2012-01-01

    A national survey of 1441 literacy teachers in the US was conducted to understand the integration of digital technology into instruction. This paper reports results from open-ended questions in the survey aimed at determining teachers' perceptions about how to improve professional development in the area of technology integration. Data were…

  11. Place-Based Essay Writing and Content Area Literacy Instruction for Preservice Secondary Teachers

    ERIC Educational Resources Information Center

    Lesley, Mellinee; Matthews, Marian

    2009-01-01

    As teacher educators, we discuss the ways place-based inquiry can be incorporated into content area literacy instruction with preservice secondary teachers to strengthen an understanding of discipline-specific applications for content area literacy. We begin with a discussion of content area literacy as a situated experience and examine the ways…

  12. The Concept of Slope: Comparing Teachers' Concept Images and Instructional Content

    ERIC Educational Resources Information Center

    Nagle, Courtney; Moore-Russo, Deborah

    2013-01-01

    In the field of mathematics education, understanding teachers' content knowledge (Grossman, 1995; Hill, Sleep, Lewis, & Ball, 2007; Munby, Russell, & Martin, 2001) and studying the relationship between content knowledge and instructional decisions (Fennema & Franke, 1992; Raymond, 1997) are both crucial. Teachers need a robust…

  13. Use of Instructional Technologies in Science Classrooms: Teachers' Perspectives

    ERIC Educational Resources Information Center

    Savasci Açikalin, Funda

    2014-01-01

    The purpose of this study was to investigate how science teachers use instructional technologies in science classrooms. Participants were 63 teachers who have just completed an alternative teaching certificate program in one of the largest universities in Turkey. They were asked to make a lesson plan based on any topic by assuming that they had an…

  14. Balancing Content and Language in Instruction: The Experience of Immersion Teachers

    ERIC Educational Resources Information Center

    Cammarata, Laurent; Tedick, Diane J.

    2012-01-01

    Research on immersion teaching has consistently shown that immersion teachers tend to focus on subject matter content at the expense of language teaching. The response to that research has often entailed suggestions for teachers on how better to integrate language and content in their instruction. However, missing from the discussion are rich…

  15. Relationships of New Teachers' Beliefs and Instructional Practices: Comparisons across Four Countries

    ERIC Educational Resources Information Center

    Shi, Qingmin; Zhang, Shaoan; Lin, Emily

    2014-01-01

    Drawing on large-scale international teachers' data from Hungary, Korea, Norway, and Turkey in the Teaching and Learning International Survey in 2008 assessment, this study examined the relationships between new teachers' beliefs about instruction (direct transmission and constructivist beliefs) and teaching practices (structured,…

  16. An Examination of Teacher Instruction and Student Engagement Involving Adolescents with and without Challenging Behavior

    ERIC Educational Resources Information Center

    Hirn, Regina Gilkey

    2011-01-01

    The interactions between teachers and students provide a venue for instructional delivery and ultimately student achievement in the school setting. However, not all students experience positive interactions with teachers in the typical classroom setting, especially those students exhibiting behavioral challenges. These students are observed with…

  17. The Impact of No Child Left Behind on Teachers' Writing Instruction

    ERIC Educational Resources Information Center

    McCarthey, Sarah J.

    2008-01-01

    The study uses Foucault's framework of governmentality to understand the impact of No Child Left Behind (NCLB) on teachers' writing instruction and attitudes toward writing in high- and low-income schools. Using interviews and observations of 18 teachers, the study identified four themes: emphasis on testing, curricular effects, awareness of…

  18. A Mixed-Method Study of EFL Teachers' Internet Use in Language Instruction

    ERIC Educational Resources Information Center

    Chen, Yu-Li

    2008-01-01

    Information and communication technology has affected language instruction in Taiwanese higher education. Varieties of assorted Internet tools are incorporated in educational settings to engage students in learning. To facilitate the improvement of teacher preparation for Internet use, it is important to study the factors influencing teachers in…

  19. Shared Planning Time: A Novel Context for Studying Teachers' Discourse and Beliefs about Learning and Instruction

    ERIC Educational Resources Information Center

    Gill, Michele Gregoire; Hoffman, Bobby

    2009-01-01

    Background/Context: Although teachers' core instructional beliefs are difficult to accurately measure, they provide a framework for understanding the thinking that underlies important curricular and pedagogical decisions made in the classroom. Previous research has primarily used self-report to study teacher beliefs, but self-report is better for…

  20. The Relationship between Teachers' Beliefs of Grammar Instruction and Classroom Practices in the Saudi Context

    ERIC Educational Resources Information Center

    Alghanmi, Bayan; Shukri, Nadia

    2016-01-01

    Teacher cognition (Borg, 2015) of grammar instruction is a relatively new phenomenon that has yet to be explored in the Saudi context. While many studies have focused on the teaching of grammar in general (Ellis, 2006; Corzo, 2013; Braine, 2014), further research needs to be done - particularly when it comes to understanding teachers' beliefs of…

  1. Student Teachers' Perceptions of Instructional Technology: Developing Materials Based on a Constructivist Approach.

    ERIC Educational Resources Information Center

    Sahin, Tugba Yanpar

    2003-01-01

    Describes the development of a course in Turkey for preservice teacher education for elementary school teachers that focused on instructional technologies and material development using a constructivist approach. Discusses research outcomes, including the positive impact of constructivist practices, active learning, the importance of prior…

  2. What Expert Teachers Think: A Look at Principal Leadership Behaviors That Facilitate Exemplary Classroom Instructional Practice

    ERIC Educational Resources Information Center

    Goodwin, Janet; Babo, Gerard

    2014-01-01

    The purpose of this study was to rank order 21 leadership behaviors originally identified by the work of Waters, Marzano & McNulty (2003) and the impact they have on teacher instructional practice using questionnaire responses provided by past recipients of the National Teacher of the Year award at the state level (n=178) in order to expand…

  3. Exploring ESL/EFL Teachers' Pedagogical Content Knowledge on Reading Strategy Instruction

    ERIC Educational Resources Information Center

    Xu, Wei

    2015-01-01

    Any instructional practice must be derived from a teacher's knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers' practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of…

  4. Literacy That Matters: How Teachers' Instructional Decisions Shape Students' Reading Identities and Learning Outcomes

    ERIC Educational Resources Information Center

    Morefield, Vickie McEwen

    2013-01-01

    This research focused on students' reading identities and literacy learning and their potential relationships to teachers' instructional decisions in the support of these. The study included two experienced teachers from an ethnically diverse urban school district. This middle school setting included two classes each from one sixth-grade language…

  5. Computer Education and Instructional Technology Teacher Trainees' Opinions about Cloud Computing Technology

    ERIC Educational Resources Information Center

    Karamete, Aysen

    2015-01-01

    This study aims to show the present conditions about the usage of cloud computing in the department of Computer Education and Instructional Technology (CEIT) amongst teacher trainees in School of Necatibey Education, Balikesir University, Turkey. In this study, a questionnaire with open-ended questions was used. 17 CEIT teacher trainees…

  6. Student Groupings and Instructional Strategies of Kindergarten and First-Grade Teachers.

    ERIC Educational Resources Information Center

    Lawler, S. Dianne

    Examined were differences between 36 Tennessee kindergarten and first-grade teachers' us of student groupings and instructional time. Teachers were observed twice at the beginning of the school year and once again approximately 8 weeks later. Eight observers collected data using the Stallings Observation Instrument, a measure consisting of: (1) a…

  7. Prospective Teacher Beliefs about Liberative and Oppressive Mathematics Teaching Practices: A First Step toward Equitable Instruction

    ERIC Educational Resources Information Center

    Yow, Jan A.

    2012-01-01

    This article reports findings from a study conducted within a teacher education program to help highlight the importance of equitable instruction of mathematics for all students. The researcher developed four scenarios of her oppressive and liberative teaching practices. Prospective teachers were then asked to write scenarios describing their…

  8. Instruction Strategies Work out by Mathematics Teachers: Evaluating the Affect on Bachelor of Education

    ERIC Educational Resources Information Center

    Khan, Sumaira; Haider, Syed Zubair; Bukhari, Amjad Ali

    2016-01-01

    The main objective of this research is to study the different instruction strategies implemented by Mathematics teachers and evaluating its affect on Bachelor of Education (B.Ed) level. To complete the study, two samples 34 teachers and 217 students were taken randomly. A five point Likert scale comprising 40 statements was prepared and…

  9. Microteaching to Assist Geography Teacher-Trainees in Facilitating Learner-Centered Instruction

    ERIC Educational Resources Information Center

    Golightly, Aubrey

    2010-01-01

    This article reports the findings of a case study where microteaching was implemented to assist geography teacher-trainees in the planning, design, and implementation of learner-centered instruction in the classroom. The data were collected via questionnaires completed by B.Ed. Geography teacher-trainees (n = 24); structured interviews with some…

  10. EQUIPping Teachers: A Protocol to Guide and Improve Inquiry-Based Instruction

    ERIC Educational Resources Information Center

    Marshall, Jeff; Horton, Robert; White, Chris

    2009-01-01

    For many years, publications such as the "National Science Education Standards" (NRC 1996) and "The Science Teacher" (TST) have encouraged teachers to focus science classes more heavily on inquiry-based instructional practice. One way to improve our teaching practice is to use a benchmark assessment to obtain a solid point of reference that…

  11. Urban Third Grade Teachers' Practices and Perceptions in Science Instruction with English Language Learners

    ERIC Educational Resources Information Center

    Lewis, Scott; Maerten-Rivera, Jaime; Adamson, Karen; Lee, Okhee

    2011-01-01

    The study examined relationships among key domains of science instruction with English language learning (ELL) students based on teachers' perceptions of their classroom practices (i.e., what they think they do) and actual classroom practices (i.e., what they are observed doing). The four domains under investigation included: (1) teachers'…

  12. Discipline in the Music Class. Competency-Based Music Teacher Education Instructional Module.

    ERIC Educational Resources Information Center

    Brand, Manny

    A unit to aid music teachers in developing classroom management techniques is presented. It is appropriate for teacher education classes or for inservice programs. The focus of the course is based on five readings which include essays from "Instrumentalist,""Today's Education,""Instructor," and "Systematic Instruction," plus a book, "Dynamics in…

  13. Secondary Preservice Teachers Remember Their Favorite Reading Experiences: Insights and Implications for Content Area Instruction

    ERIC Educational Resources Information Center

    Daisey, Peggy

    2010-01-01

    Teacher educators need to identify course pedagogy to improve instructional use of reading. Thus, the purpose of this study was to describe the favorite reading experiences of 82 secondary preservice teachers of diverse subject areas through their drawings and words. Another purpose was to report their reflections regarding the implications of…

  14. Instructional Planning and Beginning Teacher Assessment: Taking the Anxiety out of Accountability.

    ERIC Educational Resources Information Center

    Williamson, Ronald E.; Osborne, Debra C.

    The purposes of this paper were to: (1) demonstrate prinicples of sound classroom level instructional planning at a time when there is increasing concern for teacher accountability; (2) present a sample seventh-grade social studies lesson that illustrates portfolio planning competencies as stipulated by the Georgia beginning teacher assessment…

  15. Co-Constructing Pragmatic Awareness: Instructional Pragmatics in EFL Teacher Development in Japan

    ERIC Educational Resources Information Center

    Ishihara, Noriko

    2011-01-01

    While some recent pioneering work (e.g., Eslami-Rasekh, 2005; Eslami & Eslami-Rasekh, 2008; Yates & Wigglesworth, 2005) has begun to investigate the effects of instructional pragmatics in teacher education, little has been explored in depth as to the way in which teacher cognition develops in the classroom discourse of language teacher…

  16. Teacher Perceptions and Use of Data-Driven Instruction: A Qualitative Study

    ERIC Educational Resources Information Center

    Melucci, Laura

    2013-01-01

    The purpose of this study was to determine how teacher perceptions of data and use of data-driven instruction affect student performance in English language arts (ELA). This study investigated teachers' perceptions of using data in the classroom and what supports they need to do so. The goal of the research was to increase the level of knowledge…

  17. Critical Issues in Reading Instruction Among Black Teachers and Students: Personnel and Training.

    ERIC Educational Resources Information Center

    Vick, Marian Lee

    Research studies agree that the teacher, above any other factor, is the key to successful reading instruction. Therefore, in order to improve reading achievement of pupils in any ethnic group, one should look first at the teacher, paraprofessional, tutor or volunteer and his training. New developments such as microteaching, self-analysis of one's…

  18. Dynamic Variables of Science Classroom Discourse in Relation to Teachers' Instructional Beliefs

    ERIC Educational Resources Information Center

    Kaya, Sibel

    2014-01-01

    The current study examines if the occurrence of dynamic variables namely, authentic questions, uptake, high-level evaluation and student questions in primary science classrooms vary by teachers' instructional beliefs. Twelve 4th grade teachers from two different schools volunteered to participate in the study. Data was collected through…

  19. Coaching Teachers for Emergent Literacy Instruction Using Performance-Based Feedback

    ERIC Educational Resources Information Center

    McCollum, Jeanette A.; Hemmeter, Mary Louise; Hsieh, Wu-Ying

    2013-01-01

    Coaching has garnered support as a professional development approach that helps teachers use research-based instruction to teach emergent literacy skills to young children. However, approaches to coaching vary widely, as do the backgrounds and training of the teachers included in different studies. This study investigated the influence of…

  20. Secondary Preservice Teachers Remember Their Favorite Writing Experience: Insights and Implications for Content Area Instruction

    ERIC Educational Resources Information Center

    Daisey, Peggy L.

    2010-01-01

    (Purpose) The purpose of this study was to describe secondary preservice teachers' (N = 113) past favorite writing experiences and its implications for including writing in their future instruction. (Methodology) Data was collected through a survey and drawings. (Results) Preservice teachers' written answers were helpful to inform specifically…

  1. Applying Effective Instruction Research Findings in Teacher Education: Six Influencing Factors.

    ERIC Educational Resources Information Center

    Gee, Elsie W.

    This preliminary report provides an overview of the Applying Research to Teacher Education (ARTE) Research Utilization in Elementary Teacher Education (RUETE) study which began in 1982 and will continue through 1985. ARTE: RUETE explores specific processes for incorporating recent research findings of effective instruction into preservice…

  2. Special Education Teachers' Perceptions and Instructional Practices in Response to Intervention Implementation

    ERIC Educational Resources Information Center

    Swanson, Elizabeth; Solis, Michael; Ciullo, Stephen; McKenna, John W.

    2012-01-01

    This study reports on the perceptions and instructional practices of Grades 3 through 5 special education teachers in a school district that implemented a multitiered response to intervention (RTI) framework for the previous 5 years. The authors used focus groups and interviews to examine special education teachers' perceptions of RTI. In…

  3. Learning to Do Concept-Based Pragmatics Instruction: Teacher Development and L2 Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    van Compernolle, Rémi A.; Henery, Ashlie

    2015-01-01

    This article explores the development of pedagogical content knowledge in relation to one teacher's experience in learning to engage in a Vygotskian approach to teaching second language (L2) pragmatics known as "concept-based pragmatics instruction" (CBPI). The teacher, Mrs. Hanks, was a PhD candidate in second language acquisition at…

  4. Elementary Teachers' Experiences and Perceptions of Departmentalized Instruction: A Case Study

    ERIC Educational Resources Information Center

    Strohl, Alecia; Schmertzing, Lorraine; Schmertzing, Richard

    2014-01-01

    This case study investigated elementary teachers' experiences and perceptions during a trial year of departmentalized instruction in a rural south Georgia elementary school. To inform their decision about whole-school departmentalization for the future, school administrators appointed twelve first through third grade teachers to pilot the…

  5. Puppets and Puppeteers: External Mandates and the Instructional Practice of Two First-Year Teachers

    ERIC Educational Resources Information Center

    Bengtson, Ed; Connors, Sean P.

    2014-01-01

    This longitudinal study examined how the approach leaders in two schools took to implementing the Common Core State Standards shaped the way that two first-year teachers constructed meaning related to being a teacher. Instructional leadership constructs and threat rigidity theory were used to analyze qualitative data gathered over a nine-month…

  6. Teacher Learning within Literacy Instruction: Reflective & Refractive Considerations on Community, Interpersonal, and Individual Planes

    ERIC Educational Resources Information Center

    Steeg, Susanna M.

    2011-01-01

    This qualitative study explores the learning experiences of two first-grade teachers in a progressive public elementary school in the southwestern U.S. Participants inquired into their literacy instruction practices within their reading-workshops. Weekly inquiry group conversations between teachers and researcher informed a perspective of learning…

  7. Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

    ERIC Educational Resources Information Center

    Whitacre, Michael; Diaz, Zulmaris; Esquierdo, Joy

    2013-01-01

    Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004). The student teaching…

  8. Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

    ERIC Educational Resources Information Center

    Whitacre, Michael; Diaz, Zulmaris; Esquierdo, Joy

    2013-01-01

    Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004). The student teaching experience…

  9. Primary Grades Teachers' Instructional Decisions during Online Mathematics Professional Development Activities

    ERIC Educational Resources Information Center

    Polly, Drew; Martin, Christie S.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.

    2016-01-01

    This study examines primary grades teachers' instructional decisions in their mathematics classroom during their participation in a year-long professional development program on formative assessment. Teachers participated in 40 h of face-to-face workshops followed by 40 h of classroom-embedded activities that were facilitated in an asynchronous…

  10. Opportunities for Professional Learning in Mathematics Teacher Workgroup Conversations: Relationships to Instructional Expertise

    ERIC Educational Resources Information Center

    Horn, Ilana Seidel; Kane, Britnie Delinger

    2015-01-01

    Increasingly, instructional improvement efforts include teacher communities as part of their overall strategy, yet the relationship between teachers' talk and professional learning remains underspecified. Using a discourse perspective on learning, this article compares opportunities to learn (OTLs) in the collaborative conversations of 3…

  11. Understanding Video as a Tool for Teacher Education: Investigating Instructional Strategies to Promote Reflection

    ERIC Educational Resources Information Center

    Blomberg, Geraldine; Sherin, Miriam Gamoran; Renkl, Alexander; Glogger, Inga; Seidel, Tina

    2014-01-01

    There is a general consensus among researchers and teacher educators that classroom video can be a valuable tool for pre-service teacher education. Media such as video are not, however, in themselves effective. They have to be embedded in an instructional program to be useful. Yet, little empirical research examines how specific instructional…

  12. Developing a Community of Practice to Support Preservice Elementary Teachers' Nature of Science Instruction

    ERIC Educational Resources Information Center

    Akerson, Valarie L.; Donnelly, Lisa A.; Riggs, Morgan L.; Eastwood, Jennifer L.

    2012-01-01

    This study explored "To what extent will preservice teachers with adequate nature of science (NOS) conceptions and who participate in a community supporting NOS instruction teach NOS in their internship settings?" Using a combination of focus group discussions and peer feedback, five preservice teachers met with university personnel bi-monthly…

  13. Teachers' Cooperative Design of Instruction with Media for Social and Environmental Studies.

    ERIC Educational Resources Information Center

    Saga, Hiroo

    This study examines how a group of Japanese teachers cooperatively designed lessons using a television program and other materials for social and environmental studies. Teachers started the design by identifying their aims of instruction through examining the contents of an educational television program. This program described how a group of…

  14. Prospective Teachers' Views about Video-Enhanced General Biology Instruction

    ERIC Educational Resources Information Center

    Çetin, Gülcan

    2014-01-01

    The aim of the study is to determine the views of the prospective physics and chemistry teachers about the video-enhanced General Biology instruction. The participants included 19 second-year prospective teachers (10 in Physics and 9 in Chemistry Education) at Necatibey Faculty of Education, Balikesir University, Turkey in the 2011-2012 academic…

  15. A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners

    ERIC Educational Resources Information Center

    Teemant, Annela

    2014-01-01

    This longitudinal mixed-methods study investigates the efficacy and sustainability of instructional coaching outcomes among urban elementary teachers (N = 36) using focus group and quantitative pre-, post-, and 1 year-after intervention data. Coached teachers participated in a 30-hr workshop and then seven cycles of coaching (15 hr) targeting use…

  16. Teacher Views about Constructivist Instruction and Personal Epistemology: A National Study in Taiwan

    ERIC Educational Resources Information Center

    Yang, Fang-Ying; Chang, Chun-Yuan; Hsu, Ying-Shou

    2008-01-01

    This study investigated the views about constructivist instruction and personal epistemology of the secondary earth science teachers in Taiwan. Participants were assessed through a paper-and-pencil survey and a "Learning environment preference questionnaire" (LEP) designed to explore personal epistemology. On a five-point Likert scale, teachers,…

  17. Supporting Teachers in Integrating Digital Technology into Language Arts Instruction to Promote Literacy

    ERIC Educational Resources Information Center

    Colwell, Jamie; Hutchison, Amy C.

    2015-01-01

    A systematic review of relevant literature was conducted to provide a source of information and practical guidelines for teachers and teacher educators to consider instructional methods for using digital tools in elementary language arts classrooms to promote literacy. Focal studies are highlighted to provide rich descriptions of practical uses…

  18. Head Start Teachers' Beliefs about Language and Literacy Instruction

    ERIC Educational Resources Information Center

    Hindman, Annemarie H.; Wasik, Barbara A.

    2008-01-01

    This study investigated the nature of Head Start teachers' beliefs about early literacy and the teacher background factors that relate to these beliefs. Twenty-eight Head Start teachers were given the Preschool Teacher Literacy Beliefs Questionnaire (TBQ) and a background questionnaire. Reliable belief subscales reflecting code, oral language,…

  19. Differentiated Instruction: Hong Kong Prospective Teachers' Teaching Efficacy and Beliefs

    ERIC Educational Resources Information Center

    Wan, Sally Wai-Yan

    2016-01-01

    Catering for learner diversity is one of the key areas in the recent educational reform in Hong Kong. Pre-service teacher education acts as a fundamental way to equip pre-service teachers ready for accommodating diverse learning needs and to build up pre-service teachers' self-efficacy. The purpose of the study is to examine prospective teachers'…

  20. The Computational Estimation and Instructional Perspectives of Elementary School Teachers

    ERIC Educational Resources Information Center

    Tsao, Yea-Ling; Pan, Ting-Rung

    2013-01-01

    The purpose of this study is to investigate teachers' understanding and knowledge of computational estimation, and teaching practice toward to computational estimation. There are six fifth-grade elementary teachers who participated in this study; three teachers with mathematics/ science major and three teachers with non-mathematics/science major.…

  1. An evaluation of computer-based programmed instruction for promoting teachers' greetings of parents by name.

    PubMed

    Ingvarsson, Einar T; Hanley, Gregory P

    2006-01-01

    Although greeting parents by name facilitates subsequent parent-teacher communication, baseline measures revealed that 4 preschool teachers never or rarely greeted parents by name during morning check-in. To promote frequent and accurate use of parents' names by teachers, the effects of a fully automated computerized assessment and programmed instruction (CAPI) intervention were evaluated in a multiple baseline design. The CAPI intervention involved assessment and training of relations among parents' and children's pictures and names, and produced rapid learning of parent names. The CAPI intervention also resulted in substantial improvements in the classroom use of parents' names for 3 of the 4 teachers; however, a supervisor-mediated feedback package (consisting of instructions, differential reinforcement, and error correction) was necessary to maintain name use for 2 of those teachers. The practical strengths and limitations of computer-based teacher training are discussed.

  2. The Effects of a Master's Program on Teachers' Science Instruction: Results from Classroom Observations, Teacher Reports, and Student Surveys

    ERIC Educational Resources Information Center

    Copur-Gencturk, Yasemin; Hug, Barbara; Lubienski, Sarah Theule

    2014-01-01

    This study examines the impact of a new master's degree program on the instructional practices of K-8 in-service teachers. This 2.5-year master's program was designed to deepen in-service teachers' knowledge in science and mathematics and promote greater use of reform-oriented instruction. Teachers' instructional practices were…

  3. The Role of Teachers' Pedagogical and Subject-Matter Knowledge in Planning and Enacting Science-Inquiry Instruction, and in Assessing Students' Science-Inquiry Learning

    NASA Astrophysics Data System (ADS)

    Birlean, Camelia

    when the inquiry-based projects were compared across participants. The inquiry-based science projects varied in their degree of complexity, sophistication, originality of the topic, and method of investigation. The projects originating from Edward teacher's instruction were qualitatively superior to those assessed by the Novice-Expert and Novice-Novice teachers. In addition, these inquiry-based projects were the only projects that addressed the criterion of originality. The instructional model depicted within the Expert-Expert teacher's case provide the beginning of a model of instructional alignment in which planning, teaching, and assessing are examined as three interconnected processes that mutually informed and continuously enhance each other.

  4. Interaction between assessment and instruction in science: A teacher's decision-making process

    NASA Astrophysics Data System (ADS)

    Brownstein, Erica Marie

    This study describes the interaction between assessment and instruction in a secondary science classroom. This research examines a chemistry teacher in an AP class in a midwestern urban setting interactively assessing his students and how knowledge gained during that assessment affected his instructional decision-making. The theoretical framework includes reflection-in-action, the zone of proximal development, and social constructivism. The primary question that guided the study was: What is the interaction between assessment and instruction in a science classroom? The three sub questions were: How does a teacher gain knowledge of students' thinking? How does a teacher use knowledge of his students' thinking in interactive instructional decisions? What are the components of his interactive instructional decisions? Participant observation of the classroom occurred over a four month period. The elicit interview technique was used immediately following class to discuss interactive instructional decisions with the teacher. Data sources included videotapes, interviews, field notes, classroom documents, intern journal, and member checking from which triangulation was possible. The goal was to examine and understand interactive decisions that had an impact on instruction. The results indicated that the students were in a safe, accepting environment and that student levels of understanding chemistry were indeterminate, low, medium, and high. Impacts on teacher decision making were pedagogical content knowledge, assessing context, and knowledge of the student. It was found that to gain knowledge of student thinking, the teacher listened, examined student work, asked questions, and made statements. Questions the teacher asked were to probe, lead, or clarify student knowledge. Statements the teacher made would clarify or restate student words. The teacher used his understanding of student knowledge to make instructional decisions by recognizing student knowledge, connecting

  5. Supporting Inquiry-based Earth System Science Instruction with Middle and High School Earth Science Teachers

    NASA Astrophysics Data System (ADS)

    Finkel, L.; Varner, R.; Froburg, E.; Smith, M.; Graham, K.; Hale, S.; Laura, G.; Brown, D.; Bryce, J.; Darwish, A.; Furman, T.; Johnson, J.; Porter, W.; von Damm, K.

    2007-12-01

    The Transforming Earth System Science Education (TESSE) project, a partnership between faculty at the University of New Hampshire, Pennsylvania State University, Elizabeth City State University and Dillard University, is designed to enrich the professional development of in-service and pre-service Earth science teachers. One goal of this effort is to help teachers use an inquiry-based approach to teaching Earth system science in their classrooms. As a part of the TESSE project, 42 pre-service and in-service teachers participated in an intensive two-week summer institute at UNH taught by Earth scientists and science educators from TESSE partnership institutions. The institute included instruction about a range of Earth science system topics as well as an introduction to teaching Earth science using an inquiry-based approach. In addition to providing teachers with information about inquiry-based science teaching in the form of sample lesson plans and opportunities to revise traditional lessons and laboratory exercises to make them more inquiry-based, TESSE instructors modeled an inquiry- based approach in their own teaching as much as possible. By the end of the Institute participants had developed lesson plans, units, or year-long course overviews in which they were expected to explain the ways in which they would include an inquiry-based approach in their Earth science teaching over the course of the school year. As a part of the project, graduate fellows (graduate students in the earth sciences) will work with classroom teachers during the academic year to support their implementation of these plans as well as to assist them in developing a more comprehensive inquiry-based approach in the classroom.

  6. The implementation and evaluation of teacher training in gaming instruction for secondary science: An action research project

    NASA Astrophysics Data System (ADS)

    Sanders, Veronica

    This study implemented and evaluated gaming instruction as a professional development for science teachers at a Georgia high school. It was guided by four research questions that (a) assessed the impact of training in gaming instruction and evaluation of that training on science teachers' ability to use games; (b) examined evidence showing that science teachers used games; (c) assessed the impact of the implementation and subsequent evaluation of games-based training on how science teachers instruct their students; and (d) explored the use of change management principles to help teachers transition from traditional to gaming instruction. The study included a purposive sampling of 10 volunteer science teachers who received the professional development of training in gaming instruction and were observed as they used games to instruct their students. Quantitative data were collected from interviews, observations, and reviews of student assignments and teacher plans, and were statistically analyzed to answer the research questions. These same methods were used to obtain qualitative data, which were also analyzed to answer the research questions as well as to understand the meaning, beliefs and experience behind the numbers. Ultimately, data analysis revealed that the science teachers not only used gaming instruction but also that the training helped them to use gaming instruction and that they considered gaming instruction a viable instruction methodology. Finally, data analysis revealed that change management was successfully used in the study.

  7. Using Instructional Logs to Study Teachers' Adaptation to Curricular Reform

    ERIC Educational Resources Information Center

    Stickles, Paula R.

    2011-01-01

    In this study, the characteristics of teachers that motivate their implementation of reform curriculum, and the factors that influence the teachers' success in implementing the curriculum are investigated. In particular, teachers' internal struggles, frustrations, collegiality, and classroom successes during the implementation of the reform…

  8. Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

    ERIC Educational Resources Information Center

    Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

    2016-01-01

    Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

  9. Adapting Math Instruction to Support Prospective Elementary Teachers

    ERIC Educational Resources Information Center

    LeSage, Ann

    2012-01-01

    Purpose: Elementary teachers' understanding of mathematics is a significant contributor to student success with mathematics. Consequently, teacher educators are frequently charged with the responsibility of supporting the development of prospective elementary teachers' mathematics content knowledge as they re-learn concepts in ways they are…

  10. Exploring Mental Models of Learning and Instruction in Teacher Education

    ERIC Educational Resources Information Center

    Wilke, Ryan A.; Losh, Susan Carol

    2012-01-01

    The authors examine conceptual change in preservice teachers through a synthesis and application of mental models theory. They analyzed longitudinal data in the form of lesson plans, interviews, and written rationales from eight, social science preservice teachers. Findings that illustrate how preservice teachers' mental models changed during…

  11. The INSTRUCT Project: Web Professional Development for Mathematics Teachers.

    ERIC Educational Resources Information Center

    Shotsberger, Paul G.

    1999-01-01

    Reports on implementation of a World Wide Web site for teacher professional development. Presents results of pilot project involving four high school and middle school mathematics teachers. Highlights three specific ways in which teachers can benefit from Web: (1) consistent opportunities for reflection and sharing; (2) shortened cycle for…

  12. Teacher Lust: Reconstructing the Construct for Mathematics Instruction

    ERIC Educational Resources Information Center

    Tyminski, Andrew M.

    2010-01-01

    Two collegiate mathematics courses for prospective elementary and middle grades teachers provide the context for the examination of Mary Boole's construct of teacher lust. Through the use of classroom observations and instructor interviews, the author presents a refined conception of teacher lust. Two working aspects of the construct were…

  13. Developing a Community of Practice to Support Preservice Elementary Teachers' Nature of Science Instruction

    NASA Astrophysics Data System (ADS)

    Akerson, Valarie L.; Donnelly, Lisa A.; Riggs, Morgan L.; Eastwood, Jennifer L.

    2012-06-01

    This study explored 'To what extent will preservice teachers with adequate nature of science (NOS) conceptions and who participate in a community supporting NOS instruction teach NOS in their internship settings?' Using a combination of focus group discussions and peer feedback, five preservice teachers met with university personnel bi-monthly during their internships to share NOS teaching and assessment ideas and ask questions. Field notes and voice recordings were used to track conversations at focus group settings and videotapes were made of science instruction in each internship setting. None of the preservice teachers had cooperating teachers who taught NOS, yet results showed that all five preservice teachers were able to explicitly teach NOS in their science lessons, albeit in different ways and to different degrees.

  14. Meeting the Needs of High School Science Teachers in English Language Learner Instruction

    NASA Astrophysics Data System (ADS)

    Cho, Seonhee; McDonnough, Jacqueline T.

    2009-08-01

    This survey study explored high school science teachers’ challenges and needs specific to their growing English language learning (ELL) student population. Thirty-three science teachers from 6 English as a Second language (ESL)-center high schools in central Virginia participated in the survey. Issues surveyed were (a) strategies used by science teachers to accommodate ELL students’ special needs, (b) challenges they experienced, and (c) support and training necessary for effective ELL instruction. Results suggest that language barriers as well as ELL students’ lack of science foundational knowledge challenged teachers most. Teachers perceived that appropriate instructional materials and pedagogical training was most needed. The findings have implications for science teacher preservice and inservice education in regard to working with language minority students.

  15. Transforming Reading Comprehension Instruction through Student Conferencing and Teacher Journaling

    ERIC Educational Resources Information Center

    Costello, David

    2014-01-01

    When I was asked to teach the entire literacy curriculum to my grade six students in only five months, I implemented reading conferences as an instructional practice to deepen students' reading comprehension. Classroom events related to reading conferences, student decision-making, and instructional planning were recorded in a journal. This…

  16. Principal Instructional Leadership Behaviors: Teacher vs. Self-Perceptions

    ERIC Educational Resources Information Center

    Gurley, D. Keith; Anast-May, Linda; O'Neal, Marcia; Dozier, Randy

    2016-01-01

    In response to ever-increasing accountability of school principals to demonstrate higher levels of student achievement, instructional leadership continues to be an important focus among educational researchers. In this paper, researchers briefly review the literature base regarding instructional leadership, then present the conceptual framework…

  17. Choosing Blindly: Instructional Materials, Teacher Effectiveness, and the Common Core

    ERIC Educational Resources Information Center

    Chingos, Matthew M.; Whitehurst, Grover J.

    2012-01-01

    Evidence shows that instructional materials have large effects on student learning. However, little research exists on the effectiveness of most instructional materials, and very little systematic information has been collected on which materials are being used in which schools. In this new report, Russ Whitehurst and Fellow Matthew Chingos argue…

  18. Improving Science and Mathematics Instruction: The SINUS Project as an Example for Reform as Teacher Professional Development

    ERIC Educational Resources Information Center

    Ostermeier, Christian; Prenzel, Manfred; Duit, Reinders

    2010-01-01

    This article presents an example of teacher professional development based on a perspective of situated learning and implemented on a large scale. We consider teacher professional development from three perspectives. First, teacher professional development is a key factor in improving classroom instruction. Second, teacher professional development…

  19. Planning for Mathematics Instruction: A Model of Experienced Teachers' Planning Processes in the Context of a Reform Mathematics Curriculum

    ERIC Educational Resources Information Center

    Superfine, Alison Castro

    2008-01-01

    Planning is an important phase of teaching, during which teachers make decisions about various aspects of instruction that ultimately shape students' opportunities to learn. Prior research on teacher planning, however, fails to adequately describe experienced teachers' planning decisions, and is unclear about the extent to which teachers use…

  20. The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

    NASA Astrophysics Data System (ADS)

    Park, Soonhye; Steve Oliver, J.

    2009-08-01

    This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

  1. Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

    NASA Astrophysics Data System (ADS)

    Beaver, Melanie S.

    This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

  2. Instructional Coaching and the Effective Teacher. Q&A with Jim Knight, Ph.D. REL Mid-Atlantic Teacher Effectiveness Webinar Series

    ERIC Educational Resources Information Center

    Regional Educational Laboratory Mid-Atlantic, 2014

    2014-01-01

    Instructional coaching can help teachers adopt new practices. In this webinar, participants explored how instructional coaching can encourage teachers to adopt new practices and whether coaching has lasting effects. This webinar featured Jim Knight, Ph.D., a Research Associate at the University of Kansas, who has been studying and writing about…

  3. Teacher Quality Indicators as Predictors of Instructional Assessment Practices in Science Classrooms in Secondary Schools in Barbados

    NASA Astrophysics Data System (ADS)

    Ogunkola, Babalola J.; Archer-Bradshaw, Ramona E.

    2013-02-01

    This study investigated the self-reported instructional assessment practices of a selected sample of secondary school science teachers in Barbados. The study sought to determine if there were statistically significant differences in the instructional assessment practices of teachers based on their sex and teacher quality (teaching experience, professional qualification and teacher academic qualification). It also sought to determine the extent to which each of these four selected variables individually and jointly affected the teachers' report of their instructional assessment practices. A sample of 55 science teachers from nine secondary schools in Barbados was randomly selected to participate in this study. Data was collected by means of a survey and was analyzed using the means and standard deviations of the instructional assessment practices scores and linear, multiple and binary logistic regression. The results of the study were such that the majority of the sample reported good overall instructional assessment practices while only a few participants reported moderate assessment practices. The instructional assessment practices in the area of student knowledge were mostly moderate as indicated by the sample. There were no statistically significant differences between or among the mean scores of the teachers' reported instructional assessment practices based on sex ( t = 0.10; df = 53; p = 0.992), teaching experience ( F[4,50] = 1.766; p = 0.150), the level of professional qualification (F[3,45] = 0.2117; p = 0.111) or the level of academic qualification (F[2,52] = 0.504; p = 0.607). The independent variables (teacher sex, teaching experience, teacher professional qualification or teacher academic qualification) were not significant predictors of the instructional assessment practices scores. However, teacher sex was a significant predictor of the teachers' report of good instructional assessment practices. The study also found that the joint effect of the

  4. A narrative study of novice elementary teachers' perceptions of science instruction

    NASA Astrophysics Data System (ADS)

    Harrell, Roberta

    It is hoped that, once implemented, the Next Generation Science Standards (NGSS) will engage students more deeply in science learning and build science knowledge sequentially beginning in Kindergarten (NRC, 2013). Early instruction is encouraged but must be delivered by qualified elementary teachers who have both the science content knowledge and the necessary instructional skills to teach science effectively to young children (Ejiwale, 2012, Spencer, Vogel, 2009, Walker, 2011). The purpose of this research study is to gain insight into novice elementary teachers' perceptions of science instruction. This research suggests that infusion of constructivist teaching in the elementary classroom is beneficial to the teacher's instruction of science concepts to elementary students. Constructivism is theory that learning is centered on the learner constructing new ideas or concepts built upon their current/past knowledge (Bruner, 1966). Based on this theory, it is recommended that the instructor should try to encourage students to discover principles independently; essentially the instructor presents the problem and lets students go (Good & Brophy, 2004). Discovery learning, hands-on, experimental, collaborative, and project-based learning are all approaches that use constructivist principles. The NGSS are based on constructivist principles. This narrative study provides insight into novice elementary teachers' perceptions of science instruction considered through the lens of Constructivist Theory (Bruner, 1960).

  5. Inquiry-based instruction in secondary science classrooms: A survey of teacher practice

    NASA Astrophysics Data System (ADS)

    Gejda, Linda Muggeo

    The purpose of this quantitative investigation was to describe the extent to which secondary science teachers, who were certified through Connecticut's BEST portfolio assessment process between 1997 and 2004 and had taught secondary science during the past academic year, reported practicing the indicators of inquiry-based instruction in the classroom and the factors that they perceived facilitated, obstructed, or informed that practice. Indicators of inquiry-based instruction were derived from the Biological Sciences Curriculum Study (BSCS) 5E model (Bybee, 1997). The method for data collection was a researcher-developed, self-report, questionnaire entitled "Inquiry-based Instruction in Secondary Science Classrooms: A Survey", which was developed and disseminated using a slightly modified Dillman (2000) approach. Almost all of the study participants reported practicing the 5Es (engage, explore, explain, elaborate, and evaluate) of inquiry-based instruction in their secondary science classrooms. Time, resources, the need to cover material for mandatory assessments, the science topics or concepts being taught, and professional development on inquiry-based instruction were reported to be important considerations in participants' decisions to practice inquiry-based instruction in their science classrooms. A majority of the secondary science teachers participating in this study indicated they had the time, access to resources and the professional development opportunities they needed to practice inquiry-based instruction in their secondary classrooms. Study participants ranked having the time to teach in an inquiry-based fashion and the need to cover material for mandated testing as the biggest obstacles to their practice of inquiry-based instruction in the secondary classroom. Classroom experience and collegial exchange informed the inquiry-based instruction practice of the secondary science teachers who participated in this study. Recommendations for further research

  6. Roles, intents, and actions: First-year teachers' uses of discourse during elementary science instruction

    NASA Astrophysics Data System (ADS)

    Newman, William J., Jr.

    In this study, I examined how three first-year elementary teachers constructed and used classroom discourse during science instruction. The three participants, though graduates from different universities, learned to teach science through similar science methods courses, which stressed the importance of inquiry-based science instruction. The participants taught different grade levels, and two of them taught at the same school. Data sources included field notes, videotapes, audiotapes, and semi-structured teacher interviews. While monologic and dialogic discourse existed in all three classrooms, monologic discourse was more prominent, especially when the discourse was teacher controlled. Dialogic discourse occurred most often during student-centered activities. The teachers constructed discourse with authoritative function to present science content and determine student comprehension. Generative function was most likely during student-based small group discussions. Monologic character often aligned with authoritative function, and dialogic character often aligned with generative function. However, monologic/generative and dialogic/authoritative discourse events did occur, contributing to the development of a discourse theory model. The teacher explanations for discourse included classroom control, inadequate planning, time constraints, life experiences, science education standards, and assessment. The teachers relied on their texts, kits, and state science standards to determine the content and methods for science instruction. They rarely reported that their science methods courses influenced how they taught science. The observed lessons rarely aligned with science education reform descriptions of appropriate science instruction. Implications include the need for in-service programs for beginning science teachers, curricular reform for science texts and kits, and explicit instruction of discourse strategies in science methods courses and in-service programs.

  7. Instructional Development for Teachers in Higher Education: Effects on Students' Perceptions of the Teaching-Learning Environment

    ERIC Educational Resources Information Center

    Stes, Ann; De Maeyer, Sven; Gijbels, David; Van Petegem, Peter

    2012-01-01

    Background: Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce. Aims: The impact of an instructional…

  8. Teacher Effectiveness in First Grade: The Importance of Background Qualifications, Attitudes, and Instructional Practices for Student Learning

    ERIC Educational Resources Information Center

    Palardy, Gregory J.; Rumberger, Russell W.

    2008-01-01

    This study uses Early Childhood Longitudinal Study data to investigate the importance of three general aspects of teacher effects--teacher background qualifications, attitudes, and instructional practices--to reading and math achievement gains in first grade. The results indicate that compared with instructional practices, background…

  9. A Study of the Relationship between Middle School and High School Teachers Instructional and Behavior Management Practices and Demographic Variables

    ERIC Educational Resources Information Center

    Santiago, Deborah Albright

    2012-01-01

    Although teachers implement differentiated instructional techniques to provide students with enriching hands-on activities related to real life experiences, the implementation of instructional techniques has required teachers to rethink and revise their approaches to classroom management (CM). While a gap in research exists on current practices in…

  10. Pre-Service Teachers' Perceptions on Game Based Learning Scenarios in Primary Reading and Writing Instruction Courses

    ERIC Educational Resources Information Center

    Karadag, Ruhan

    2015-01-01

    The aim of this study was to explore pre-service teachers' perceptions on the use of game-based learning in a Primary Reading and Writing Instruction Course. A mixed method research was used in the study. Participants were composed of a total of 189 pre-service teachers taking the Primary Reading and Writing Instruction course during the fall term…

  11. Examining the Content of Head Start Teachers' Literacy Instruction within Two Activity Contexts during Large-Group Circle Time

    ERIC Educational Resources Information Center

    Zhang, Chenyi; Diamond, Karen E.; Powell, Douglas R.

    2015-01-01

    Large-group circle time is an important component of many preschool classrooms' daily schedules. This study scrutinized the teaching content of Head Start teachers' literacy instruction (i.e., the types of literacy concept embedded within the instruction, lexical characteristics of teachers' talk, and elaborations on literacy knowledge) in two…

  12. Teachers' Use of Assessment Data to Inform Instruction: Lessons from the Past and Prospects for the Future

    ERIC Educational Resources Information Center

    Datnow, Amanda; Hubbard, Lea

    2015-01-01

    Background: Data use has been promoted as a panacea for instructional improvement. However, the field lacks a detailed understanding of how teachers actually use assessment data to inform instruction and the factors that shape this process. Purpose: This article provides a review of literature on teachers' use of assessment data to inform…

  13. The Growth of Instructional Coaching Partner Conversations in a PreK-3rd Grade Teacher Professional Development Experience

    ERIC Educational Resources Information Center

    Thomas, Earl E.; Bell, David L.; Spelman, Maureen; Briody, Jennifer

    2015-01-01

    Instructional coaching that supports teachers' with revising teaching practices is not understood. This study sought to understand the impact of the instructional coaching experience by recording coaching conversations/interactions with teachers. The purpose was to determine if the type of coaching conversations changed overtime during three…

  14. Revisiting the Translation of Nature of Science Understandings into Instructional Practice: Teachers' Nature of Science Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Wahbeh, Nader; Abd-El-Khalick, Fouad

    2014-01-01

    This study (a) assessed the influence of an integrated nature of science (NOS) instructional intervention on inservice secondary science teachers' understandings, retention of those understandings, and their NOS instructional planning and practices; and (b) examined factors that mediated the translation of teachers' NOS understandings…

  15. Implementing the Next Generation Science Standards: How Instructional Coaches Mediate Standards-Based Educational Reform to Teacher Practice

    NASA Astrophysics Data System (ADS)

    Laxton, Katherine E.

    This dissertation takes a close look at how district-level instructional coaches support teachers in learning to shifting their instructional practice, related to the Next Generation Science Standards. This dissertation aims to address how re-structuring professional development to a job-embedded coaching model supports individual teacher learning of new reform-related instructional practice. Implementing the NGSS is a problem of supporting professional learning in a way that will enable educators to make fundamental changes to their teaching practice. However, there are few examples in the literature that explain how coaches interact with teachers to improve teacher learning of reform-related instructional practice. There are also few examples in the literature that specifically address how supporting teachers with extended professional learning opportunities, aligned with high-leverage practices, tools and curriculum, impacts how teachers make sense of new standards-based educational reforms and what manifests in classroom instruction. This dissertation proposes four conceptual categories of sense-making that influence how instructional coaches interpret the nature of reform, their roles and in instructional improvement and how to work with teachers. It is important to understand how coaches interpret reform because their interpretations may have unintended consequences related to privileging certain views about instruction, or establishing priorities for how to work with teachers. In this dissertation, we found that re-structuring professional development to a job-embedded coaching model supported teachers in learning new reform-related instructional practice. However, individual teacher interpretations of reform emerged and seemed to be linked to how instructional coaches supported teacher learning.

  16. Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

    ERIC Educational Resources Information Center

    Henrichs, Lotte F.; Leseman, Paul P. M.

    2014-01-01

    Early science instruction is important in order to lay a firm basis for learning scientific concepts and scientific thinking. In addition, young children enjoy science. However, science plays only a minor role in the kindergarten curriculum. It has been reported that teachers feel they need to prioritize language and literacy practices over…

  17. Behavioral Characteristics and Instructional Patterns of Selected Music Teachers.

    ERIC Educational Resources Information Center

    Hendel, Catherine

    1995-01-01

    Study correlated teacher characteristics derived from qualitative methods (interviews, observation, etc.) with results produced by quantitative methods (measurement of eye contact, facial expressions, voice level). The teachers' commitment to their students' learning was reflected in their adaptable and effective classroom behavior. (MJP)

  18. Instructional Coherence: The Changing Role of the Teacher.

    ERIC Educational Resources Information Center

    Finley, Sandra J.

    This paper shows that policymakers and researchers have changed their views about school improvement and the role of teachers in the process, suggesting that educational reform initiatives challenge classroom teachers to make sense of new policies, ideas, programs, and their own work. It examines calls for reform, highlighting: the 1957 launch of…

  19. Preparing Teachers for Online Instruction with a Graduate Certificate Program

    ERIC Educational Resources Information Center

    Shepherd, Craig E.; Bolliger, Doris U.; Dousay, Tonia A.; Persichitte, Kay

    2016-01-01

    Online education for K-12 students has grown rapidly over the past decade. Approximately four million K-12 students enroll in one or more online courses each year. Because online learning is expanding into K-12 settings, teacher education programs need to prepare preservice teachers to be successful in these areas. This paper describes the design…

  20. Teachers' Use of Student Data Systems to Improve Instruction

    ERIC Educational Resources Information Center

    Means, Barbara; Gallagher, Lawrence; Padilla, Christine

    2007-01-01

    Using data from national surveys of teachers and school districts, this brief provides the first national estimates of the prevalence of K-12 teachers' access to and use of electronic student data management systems. Specifically, the brief seeks to determine how broadly student data systems are being implemented in districts and schools; the…

  1. Teacher Incentive Pay Programs: Characteristics and Association with Instructional Practices

    ERIC Educational Resources Information Center

    Liang, Guodong

    2011-01-01

    This dissertation research examined the characteristics of teacher incentive pay programs in the state of Missouri and across the nation in the United States. The purposes of this study were (a) to examine the characteristics of districts that offered performance-related pay (PRP) programs and teachers who received PRP awards in 2007 using the…

  2. An Instructional Challenge through Problem Solving for Physics Teacher Candidates

    ERIC Educational Resources Information Center

    Nashon, Samson Madera; Anderson, David; Nielsen, Wendy S.

    2009-01-01

    The teaching of science, especially at pre-college and teacher education levels has undergone tremendous transformation over the years: from teacher-centred transmission to student-centred approaches rooted in constructivism. Whereas constructivism has been charged with all manner of shortfalls, it still can be of benefit to the way physics…

  3. Instruction, Perception, and Reflection: Transforming Beginning Teachers' Habits of Mind

    ERIC Educational Resources Information Center

    Fenderson, Sandra

    2010-01-01

    Graduates from three Northern California private universities K-12 teacher preparation programs were invited to participate in an online survey to share their perceptions of the California Teaching Performance Assessment (CalTPA) as it influenced their K-12 beginning teacher practice. Self-selected respondents further volunteered to discuss their…

  4. Graphic Novels: What Elementary Teachers Think about Their Instructional Value

    ERIC Educational Resources Information Center

    Lapp, Diane; Wolsey, Thomas DeVere; Fisher, Douglas; Frey, Nancy

    2012-01-01

    Survey methods were employed to learn more about teachers' attitudes toward graphic novels and how graphic novels are used in their classrooms. Questions explored participants' attitudes and actual classroom use. The survey research sought to determine if teachers are open to using graphic novels and the extent of their willingness to do so.…

  5. Teaching Keyboarding: Instructional Practices of Elementary School Teachers.

    ERIC Educational Resources Information Center

    Sormunen, Carolee; And Others

    1990-01-01

    A national survey of 753 elementary teachers found that only 13 percent (95) teach keyboarding, there is insufficient time for mastery of touch typing, access to equipment is limited, teachers do not have thorough knowledge of theory related to psychomotor skill development, and no formal evaluation is used. (SK)

  6. An Instructional Model for Preparing Teachers for Fieldwork

    ERIC Educational Resources Information Center

    Hughes, Jacqueline

    2009-01-01

    Teacher education and the teaching profession are adapting to innovative methods to ensure the professional longevity and effectiveness of those who become educators. This is particularly important because of the early, and sometimes abrupt, exit of beginning teachers from the profession. Clearly, to mitigate such early exodus from the profession,…

  7. Supporting Teachers' Use of Research-Based Instructional Sequences

    ERIC Educational Resources Information Center

    Cobb, Paul; Jackson, Kara

    2015-01-01

    In this paper, we frame the dissemination of the products of classroom design studies as a process of supporting the learning of large numbers of teachers. We argue that high-quality pull-out professional development is essential but not sufficient, and go on to consider teacher collaboration and one-on-one coaching in the classroom as additional…

  8. Practical Motivational Techniques for Preservice Teachers and Instructional Design Strategies.

    ERIC Educational Resources Information Center

    Schnackenberg, Heidi L.

    This paper describes educational units for preservice teachers that pertain to specific practical motivational techniques for the preservice teachers to use in their classrooms (grades K-12). The units are designed so that students will be able to name four motivational techniques, select the strategy that exemplifies a motivational technique, and…

  9. Teacher Candidates' Understandings of Instructional Strategies in a Changing Field

    ERIC Educational Resources Information Center

    Wasburn-Moses, Leah

    2008-01-01

    The Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act of 2001 require that students with disabilities be included in statewide assessments and general education accountability systems, thereby placing increased demands on special education teachers. At issue is how new teachers are prepared to respond to…

  10. Developing an Attitude Scale towards Using Instructional Technologies for Pre-Service Teachers

    ERIC Educational Resources Information Center

    Metin, Mustafa; Yilmaz, Gul Kaleli; Coskun, Kerem; Birisci, Salih

    2012-01-01

    The aim of this study is to develop an attitude scale towards using instructional technologies (USIT) for pre-service teachers. The research was carried out with 1235 pre-service teachers that 567(45.9%) were freshman; 401 (32.5%) were sophomore; 151 (12.2%) were junior and 116 (9.4%) were senior students at different universities in Turkey. The…

  11. The Relationships between Teachers' Instructional Practices and Their Learners' Level of Geometrical Thinking

    ERIC Educational Resources Information Center

    Bleeker, Cheryl; Stols, Gerrit; Van Putten, Sonja

    2013-01-01

    This case study describes and investigates the instructional practices of Grades 1 to 5 teachers and the levels of geometry thinking of the learners, according to the Van Hiele model, with a view to determining whether there is a match between the instructional practice and the learners' level of thinking. The instructional practices of the…

  12. The effects of inquiry-based science instruction training on teachers of students with significant disabilities

    NASA Astrophysics Data System (ADS)

    Courtade, Ginevra Rose

    Federal mandates (A Nation at Risk, 1983 and Project 2061: Science for all Americans, 1985) as well as the National Science Education Standards (NRC, 1996) call for science education for all students. Recent educational laws (IDEA, 1997; NCLB, 2002) require access to and assessment of the general curriculum, including science, for all students with disabilities. Although some research exists on teaching academics to students with significant disabilities, the research on teaching science is especially limited (Browder, Spooner, Ahlgrim-Delzell, Harris, & Wakeman, 2006; Browder, Wakeman, et al., 2006; Courtade, et al., 2006). The purpose of this investigation was to determine if training teachers of students with significant disabilities to teach science concepts using a guided inquiry-based method would change the way science was instructed in the classroom. Further objectives of this study were to determine if training the teachers would increase students' participation and achievement in science. The findings of this study demonstrated a functional relationship between the inquiry-based science instruction training and teacher's ability to instruct students with significant disabilities in science using inquiry-based science instruction. The findings of this study also indicated a functional relationship between the inquiry-based science instruction training and acquisition of student inquiry skills. Also, findings indicated an increase in the number of science content standards being addressed after the teachers received the training. Some students were also able to acquire new science terms after their teachers taught using inquiry-based instruction. Finally, social validity measures indicated a high degree of satisfaction with the intervention and its intended outcomes.

  13. Determinants of Benin elementary school science teachers' orientation toward inquiry-based instructional practices

    NASA Astrophysics Data System (ADS)

    Gado, Issaou

    The Republic of Benin (West Africa) undertook a nationwide curriculum reform that put an emphasis on inquiry-based instructional practices. Little, if any, research has been conducted to explore factors that could be related to teachers' orientation toward inquiry instructional practices. The purpose of this research study was to investigate factors and concerns that determine Benin elementary school teachers' orientation toward the use of inquiry-based instruction in the teaching of science. The study followed a naturalistic inquiry methodology combining a correlational ex post facto design and an observational case-study design. The theory of Planned Behavior was the conceptual framework used to design the study. Two hundred (N = 200) elementary school teachers and three (n = 3) case study participants were purposively selected. Data was gathered via the Revised Science Attitude Scale (Thompson & Shrigley, 1986), the Science Teachers' Ideological Preference Scale (Jones & Harty, 1978), open-ended questions, interviews, and classroom observations using audiorecorders, videorecorders, and the researcher-contextualized version of the Observational System for the Analysis of Classroom Instruction (Hough, 1966). Qualitative and quantitative data provided a deeper understanding of participants' responses. Quantitative measures indicated that Benin elementary school teachers have positive attitudes toward school science, significant positive orientation toward both inquiry-based instruction and traditional non inquiry-based instruction, and higher orientation toward inquiry-based instruction than traditional non inquiry-based instruction. Attitude toward handling materials for investigations was found to significantly contribute to the prediction of participants' inquiry orientation. Qualitative analyses of participants' responses indicated that the expectations of educational leaders, individual motivation to comply with the program, a perceived control of the

  14. Assessing life science conceptions: The interplay among children's ideas, teachers' assessments and elementary classroom instruction

    NASA Astrophysics Data System (ADS)

    Endreny, Anna Henderson

    Science education reform efforts recommend constructivist-based science teaching and authentic assessment. This case study examines a third-grade classroom where the teacher had been trained as a lead teacher for this science reform, and participated in an assessment study group with other elementary teachers. As the teacher taught a unit on adaptations and habitats, the researcher examined the connections between the students' ideas, the instruction, assessment and the teacher's work with her study group. A qualitative case study design was used for this research because it tried to answer the following descriptive research questions: (1) What were the children's conceptions about adaptations and habitats throughout this unit, and how were their conceptions affected by instruction? (2) How did the teacher's assessment of her students' ideas inform her instruction, and how did the study group influence the teacher's assessments? (3) How did the study group change their views of assessment over the course of this unit? Interviews with children and teachers were triangulated with classroom and study group observations as well as assessment documents. During classroom instruction, the children engaged in hands-on tasks related to crustaceans and their habitats. The children were also encouraged to discuss their ideas, and thus co-construct knowledge. At times, their teacher would assess her students' ideas and scaffold them. However, this tended to occur with very concrete concepts and not for more complex concepts. The teacher's method of assessment, which she designed in her study group, did not help her assess complex concepts. Thus, authentic assessment was the missing link in her classroom instruction. The study group's goal was to create assessments to inform the teaching of this unit. However, they viewed assessment as standardized, quantitative and for grading purposes. Because their goal did not match their initial view, they experienced frustration and

  15. Comparison of Effects of Teaching English to Thai Undergraduate Teacher-Students through Cross-Curricular Thematic Instruction Program Based on Multiple Intelligence Theory and Conventional Instruction

    ERIC Educational Resources Information Center

    Rattanavich, Saowalak

    2013-01-01

    This study is aimed at comparing the effects of teaching English to Thai undergraduate teacher-students through cross-curricular thematic instruction program based on multiple intelligence theory and through conventional instruction. Two experimental groups, which utilized Randomized True Control Group-Pretest-posttest Time Series Design and…

  16. Characterizing Teacher Feedback to Student Miscues during Oral Reading Instruction.

    ERIC Educational Resources Information Center

    Hoffman, James V.; Baker, Christopher

    1981-01-01

    Describes the feedback to oral reading miscue analysis system (FORMAS), a systematic procedure for teachers to use in examining the characteristics and effects of their own feedback to students' oral reading miscues. (FL)

  17. The Pedagogical Orientations of South African Physical Sciences Teachers Towards Inquiry or Direct Instructional Approaches

    NASA Astrophysics Data System (ADS)

    Ramnarain, Umesh; Schuster, David

    2014-08-01

    In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers' science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong `active direct' teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents' expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science.

  18. Brain Based Instruction in Correctional Settings: Strategies for Teachers.

    ERIC Educational Resources Information Center

    Becktold, Toni Hill

    2001-01-01

    Brain-based learning strategies (learner choice, movement, small groups) may be inappropriate in corrections for security reasons. Problems encountered in correctional education (attention deficit disorder, learned helplessness) complicate the use of these strategies. Incorporating brain-based instruction in these settings requires creativity and…

  19. Health Instruction Suggestions for Teachers. Revised Edition 1969.

    ERIC Educational Resources Information Center

    Oberteuffer, Delbert, Ed.

    1969-01-01

    This report on health instruction offers suggestions to stimulate the development of other activities tailored to specific situations. Content outlines suggesting concepts, learning activities, and discussion questions for evaluation are presented for each of the five sections that include preschool through senior high school levels. Topics…

  20. Instructional Technology versus the Traditional Teacher: An Evaluation.

    ERIC Educational Resources Information Center

    Guilar, Joshua

    1994-01-01

    Describes the development of an instructional technology-based training course for a Hewlett Packard manufacturing plant. The environment, an appropriately trained staff, and a development strategy with measurable goals are discussed; a comparison of conventional training with self-paced courseware is described; and learning effectiveness and…

  1. Student/Teacher Satisfaction with Interactive Instructional Technologies.

    ERIC Educational Resources Information Center

    O'Neill, Patrick H., Jr.

    Southeastern Regional Vocational-Technical High School located in South Easton, Massachusetts, and which serves approximately 1,300 students from multicultural backgrounds and various socioeconomic communities, is currently using several types of interactive instructional technologies. The school's graphic communication program is a laboratory…

  2. Building Maintenance: Introduction. Units of Instruction. Teacher's Guide. First Edition.

    ERIC Educational Resources Information Center

    Barnes, Bill

    This volume, the first in a series of publications that will provide entry-level competencies in the area of building maintenance, is designed as an introduction. The seven instructional units cover these areas in the shop program: (1) introduction to building maintenance, (2) leadership development, (3) personal development, (4) job application…

  3. Incorporating English Language Learner Instruction within Special Education Teacher Preparation

    ERIC Educational Resources Information Center

    More, Cori M.; Spies, Tracy Griffin; Morgan, Joseph John; Baker, Joshua N.

    2016-01-01

    The number of students who are English language learners (ELL) is increasing significantly across the United States. As this number increases, so does the number of students who are ELL and being identified as having disabilities. The intersection of English language instruction and special education is an emerging field of scholarship, and it is…

  4. The Perception and Implementation of Challenging Instruction by Middle School Teachers: Overcoming Pressures from Students

    ERIC Educational Resources Information Center

    Fulmer, Sara M.; Turner, Julianne C.

    2014-01-01

    Current education policy and reform advocate for increasing the level of challenge in K-12 classrooms in order to maximize students' learning and academic success. This study examined middle school teachers' views about implementing challenging instruction while participating in a whole-school professional development initiative. A…

  5. Instructional Supervision: A Descriptive Study Focusing on the Observation and Evaluation of Teachers in Cyberschools

    ERIC Educational Resources Information Center

    Farley, Gregory Charles

    2010-01-01

    Since 1996, K-12 schools are increasingly moving from a traditional, face-to-face educational environment to an online learning environment utilizing technologies to deliver instruction primarily via the Internet. As this trend continues, administrators familiar with traditional supervisory methods will observe and evaluate teachers of online…

  6. The Impact of Interdisciplinary Lesson Study on Teachers' Instructional Decisions and Technology Use

    ERIC Educational Resources Information Center

    Whisenhunt, Teresa Glenne

    2009-01-01

    Schools are complex institutions in which change occurs almost constantly. As each new piece of information is learned, the learner is changed, never to return to the same state they were prior to the act of learning, (Morrison, 2002). This study investigates the impact of interdisciplinary lesson study on teachers' instructional decisions and…

  7. Improving Mathematics Instruction and Supporting Teacher Learning in Korea through Lesson Study Using Five Practices

    ERIC Educational Resources Information Center

    Pang, JeongSuk

    2016-01-01

    Given the effect of lesson study on improving the quality of mathematics instruction and supporting teachers' professional development, this paper describes how a lesson study using five practices for mathematics discussion was implemented in the Korean context. This paper then analyzes how the lessons were changed through the lesson study cycle…

  8. Naturalistic Observations of Elicited Expressive Communication of Children with Autism: An Analysis of Teacher Instructions

    ERIC Educational Resources Information Center

    Chiang, Hsu-Min

    2009-01-01

    This study observed expressive communication of 17 Australian and 15 Taiwanese children with autism who were mute or had limited spoken language during 2 hour regular school routines and analyzed teacher instructions associated with elicited expressive communication. Results indicated: (a) the frequency of occurrence of elicited expressive…

  9. The Effects of Response Cards on Student and Teacher Behavior during Vocabulary Instruction

    ERIC Educational Resources Information Center

    Munro, David W.; Stephenson, Jennifer

    2009-01-01

    The use of response cards during whole-class English vocabulary instruction was evaluated. Five low-participating students were observed during hand-raising conditions and response-card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were…

  10. Results of Co-Teaching Instruction to Special Education Teacher Candidates in Tanzania

    ERIC Educational Resources Information Center

    Frey, Laura M.; Kaff, Marilyn S.

    2014-01-01

    This mixed-method descriptive pilot investigation addressed co-teaching as an inclusive school practice for special education teacher candidates at Sebastian Kolowa Memorial University (SEKOMU) in Tanzania. The investigation results, though preliminary, indicate that course content and instruction in co-teaching had a positive impact on the…

  11. Preservice Teachers Integrate Understandings of Diversity Into Literacy Instruction: An Adaptation of the ABC's Model.

    ERIC Educational Resources Information Center

    Xu, Hong

    2000-01-01

    Investigated preservice teachers' understandings of their own and their students' cultural backgrounds, examining how they integrated those understandings into literacy instruction. The ABC model (autobiographies, biographies of students, cross-cultural analysis, analysis of cultural differences, and classroom practices) helped stimulate students…

  12. Teachers' Pedagogical Content Knowledge and Students' Learning Outcomes in Ball Game Instruction

    ERIC Educational Resources Information Center

    Creasy, Julia A.; Whipp, Peter R.; Jackson, Ben

    2012-01-01

    Pedagogical content knowledge (PCK) has particular relevance for understanding the factors that contribute to high-quality teaching behaviors. This study sought to explore the relationship between teachers' PCK and students' opportunities related to learning outcomes in primary school physical education (PE), during ball game instruction. Data…

  13. Working within the System: Teachers of English Learners Negotiating a Literacy Instruction Mandate

    ERIC Educational Resources Information Center

    Pease-Alvarez, Lucinda; Samway, Katharine Davies; Cifka-Herrera, Carrie

    2010-01-01

    In an effort to reverse the reading crisis purported to plague public education, schools and districts are mandating prescriptive reading programs and teacher-centered instructional practices in hopes of improving the academic achievement of minority students, including English learners (ELs). The wide-spread implementation of these programs in…

  14. Student-Centered Literacy Instruction: An Examination of an Elementary Teacher's Experience

    ERIC Educational Resources Information Center

    Wiezorek, Carolyn Marie

    2012-01-01

    In this qualitative study, I examined and interpreted the literacy instruction of a fourth grade instructor who identified herself as a student-centered teacher. I sought to understand and interpret the beliefs and attitudes of my participant, Julie. Through seven unstructured interviews and five observations, I collected, and simultaneously…

  15. Instructional Practices Related to Prospective Elementary School Teachers' Motivation for Fractions

    ERIC Educational Resources Information Center

    Newton, Kristie Jones

    2009-01-01

    This study was undertaken in order to better understand prospective elementary school teachers' motivations for working with fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional practices might be related to any changes detected in their motivations. Eighty-five education…

  16. In-Service Teacher Training and Coaching on Marzano's Instructional Strategies: An Action Research Study

    ERIC Educational Resources Information Center

    Miller, Shenequa C.

    2014-01-01

    The focus of this action research study was the implementation of a professional development initiative comprised of two phases: a training program for teachers on Marzano's nine research-based instructional strategies, and the implementation, supported by follow-up coaching, during "Pear Mountain" High School's (a pseudonym) six-week…

  17. A "Tools for Teachers" Approach for Infusing Social Skills Instruction into Daily Teaching Activities

    ERIC Educational Resources Information Center

    Leffert, James S.; Brady, Mary E.; Siperstein, Gary N.

    2009-01-01

    Students participate in a "social community" of learners. For children with learning problems, mastering the skills needed to actively participate in this community can be a challenge. How can teachers find time to provide social skills instruction, given the pressures to teach academic subjects first and foremost? This article shows school…

  18. Exploring K-3 Teachers' Implementation of Comprehension Strategy Instruction (CSI) Using Expectancy-Value Theory

    ERIC Educational Resources Information Center

    Foley, Laura S.

    2011-01-01

    This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K-3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through…

  19. Elementary Teachers' Science Knowledge and Instructional Practices: Impact of an Intervention Focused on English Language Learners

    ERIC Educational Resources Information Center

    Lee, Okhee; Llosa, Lorena; Jiang, Feng; Haas, Alison; O'Connor, Corey; Van Booven, Christopher D.

    2016-01-01

    As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation. The P-SELL (Promoting Science Among English Language Learners) intervention comprised…

  20. Organizational Culture and Instructional Innovations in Higher Education: Perceptions and Reactions of Teachers and Students

    ERIC Educational Resources Information Center

    Zhu, Chang; Engels, Nadine

    2014-01-01

    This study examines teachers' and students' perceptions of the organizational culture of their universities and their views about and reactions to instructional innovations with regard to student-centred learning, collaborative learning and use of innovative educational technologies. Six Chinese universities were involved and in total…

  1. Perception and Use of Instructional Technology: Teacher Candidates as Adopters of Innovation

    ERIC Educational Resources Information Center

    Chong, Han Nee

    2012-01-01

    Education has been slow to catch up on the use of instructional technology. Despite the fact that billions of dollars have been spent in purchasing, equipping and supporting technology, increased access has not translated into significant educational gain (McGrail, 2005; Selfe, 1999). One of the reasons for this is because teachers are not…

  2. Middle School Special Education Teachers' Perceptions and Use of Assistive Technology in Literacy Instruction

    ERIC Educational Resources Information Center

    Flanagan, Sara; Bouck, Emily C.; Richardson, Jennifer

    2013-01-01

    In this research the authors examined middle school special education teachers' perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results…

  3. The Impact of Mandated Statewide Testing on Teachers' Classroom Assessment and Instructional Practices.

    ERIC Educational Resources Information Center

    McMillan, James H.; Myran, Steve; Workman, Daryl

    The impact of the new Virginia statewide Standards of Learning (SOL) testing program on classroom instructional and assessment practices was studied through surveys before and after implementation of the testing program. The sample represented responses from 570 secondary school teachers (of mathematics, social studies, English, and science) and…

  4. Arizona's Teacher Policies and Their Relationship with English Learner Instructional Practice

    ERIC Educational Resources Information Center

    Hopkins, Megan

    2012-01-01

    In response to the passage of a state English-only policy and a newly mandated instructional model for English learners that focuses on English acquisition, Arizona introduced training requirements for all of the state's educators related to English learners. This policy coincided with changes in the training Arizona teachers opted to pursue,…

  5. Middle School Mathematics Teachers' Perceptions of Differentiated Instruction for English Language Learners

    ERIC Educational Resources Information Center

    Murray, Vicki

    2013-01-01

    English language learner (ELL) mathematics students at a California middle school did not meet Adequate Yearly Progress (AYP) toward state standards in 2010. The purpose of this project study was to examine 6th and 7th grade mathematics teachers' perceptions regarding differentiated instruction for ELL students' specific academic needs and to…

  6. An Investigation of Teacher Expectancies of Instructional Materials. Research Report #2.

    ERIC Educational Resources Information Center

    Bogatz, Boris E.

    This study investigated the possibility that a teacher's preconceived idea of the worth of an instructional material would affect the academic achievement of the students with whom the material was used. Twenty-four classes of educable retarded children were randomly assigned to one of three groups. Groups I and II were experimenta; group III was…

  7. The Motivational Effect of Televised Instruction on Teacher Directed Science Learning.

    ERIC Educational Resources Information Center

    Ganguly, Indrani

    It has been suggested that in science education the immediacy and pervasiveness of television and its ability to bring the world into the classroom could be effectively used by the teacher. The motivational uses of instructional television in a high school environmental science class were studied with 57 tenth graders at a suburban high school.…

  8. Empowering Instructional Practices of Technology Using Teachers of Low-Income African American Students

    ERIC Educational Resources Information Center

    Cuby Richardson, Crystal

    2013-01-01

    The purpose of this case study was to investigate the empowering instructional practices of three technology-using teachers in an elementary school populated by low-income African American students. The participants, from Ladson ES, had been teaching a variety of grade levels and had between six and ten years of experience. Over the course of six…

  9. Forage Handling. An Instructional Unit for Teachers of Adult Vocational Education in Agriculture.

    ERIC Educational Resources Information Center

    Greer, Jerry W.; Iverson, Maynard J.

    The unit of instruction is designed for use by teachers in planning and conducting young farmer and adult farmer classes. The purpose of this course is to develop the effective ability of farmers to efficiently handle forages for economic livestock feed on Kentucky farms. The unit is divided into five lessons. The lessons deal with the following…

  10. Case-Based Instruction in Early Childhood Teacher Preparation: Does It Work?

    ERIC Educational Resources Information Center

    Florez, Ida Rose

    2011-01-01

    Case analysis is often used in early childhood teacher education as a constructivist method for developing students' professional skills and knowledge. Although case-based instruction is popular, the professional literature contains little empirical evidence that it effectively helps students develop professional knowledge. Indeed, some empirical…

  11. Integrating Instructional Technology into a Teacher Education Program: A Three-Tiered Approach

    ERIC Educational Resources Information Center

    Truesdell, Elizabeth; Birch, Rebecca

    2013-01-01

    This project description examines how a teacher education program integrated new instructional technology through the creation of a Technology Facilitator position in the department. The project proceeded through a three-tiered system of learning "literacy" to establish a knowledge base amongst faculty members, "augmenting"…

  12. Rapport Building in Language Instruction: A Microanalysis of the Multiple Resources in Teacher Talk

    ERIC Educational Resources Information Center

    Nguyen, Hanh thi

    2007-01-01

    Current guidelines on teacher--student rapport, while providing helpful suggestions, fail to address the question of how rapport building can be achieved in contextualised classroom interaction in which a balance needs to be reached between rapport and instructional tasks. Using discourse analysis informed by a conversation analytic approach and…

  13. Sod Production and Marketing. Instructional Materials Developed for Iowa Vocational Agriculture Teachers.

    ERIC Educational Resources Information Center

    Iowa State Univ. of Science and Technology, Ames. Dept. of Agricultural Education.

    Developed for use by vocational agriculture teachers in Iowa, this instructional unit provides information about the growing and marketing of sod for lawns. This document is one of three manuals making up a single package. (The other two are Christmas Tree Production and Marketing and Sod Production and Marketing). The manual includes an…

  14. Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers

    ERIC Educational Resources Information Center

    Yoder, Nicholas

    2014-01-01

    Social and emotional learning (SEL) is crucial for improved educational attainment. As teachers help students achieve new college and career readiness standards, they need to use teaching practices that promote student social and emotional learning in the classroom. Our new resource, "Self-Assessing Social and Emotional Instruction and…

  15. Parents and Teachers' Perceptions of Mother-Tongue Medium of Instruction Policy in Nigerian Primary Schools

    ERIC Educational Resources Information Center

    Iyamu, Ede O. S.; Ogiegbaen, Sam E. Aduwa

    2007-01-01

    Many inadequacies of Nigeria's schools derived from their religious and colonial past. One in particular is studied in this paper, namely opposition to the use of the mother tongue as the medium of instruction. Questionnaires on the subject were administered to samples of 1000 primary school teachers and 1500 parents of primary school children.…

  16. Agricultural Pesticides. An Instructional Unit for Teachers of Adult Vocational Education in Agriculture.

    ERIC Educational Resources Information Center

    Harrison, Kenneth M.; Iverson, Maynard J.

    The proper use of agricultural pesticides is the major emphasis on the unit of instruction developed as a guide for use by teachers in planning and conducting young farmer and adult farmer classes. Seven lessons are included in the unit covering topical areas related to the utilization of pesticides, herbicides, insecticides, fungicides, and the…

  17. Professional Competence of Teachers: Effects on Instructional Quality and Student Development

    ERIC Educational Resources Information Center

    Kunter, Mareike; Klusmann, Uta; Baumert, Jürgen; Richter, Dirk; Voss, Thamar; Hachfeld, Axinja

    2013-01-01

    This study investigates teachers' pedagogical content knowledge, professional beliefs, work-related motivation, and self-regulation as aspects of their professional competence. Specifically, it examines how these aspects impact instruction and, in turn, student outcomes. In a nationally representative sample of 194 German secondary school…

  18. An Analysis of the Integration of Instructional Technology in Pre-Service Teacher Education in Zimbabwe

    ERIC Educational Resources Information Center

    Chitiyo, Rodwell; Harmon, Stephen W.

    2009-01-01

    In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this study explored the integration of instructional technology (IT) by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examined how lecturers integrate…

  19. Instructional Effectiveness in the SHL Classroom: Comparing Teacher and Student Perceptions

    ERIC Educational Resources Information Center

    Beaudrie, Sara M.

    2015-01-01

    This article reports on a comparative study of teacher and student perceptions on effective instructional practices in the Spanish heritage language classroom. The data were collected through an online questionnaire administered to 460 students in different Spanish courses and 9 instructors at a large university as well as focus groups. Based on…

  20. Preferred Instructional Design Strategies for Preparation of Pre-Service Teachers of Integrated STEM Education

    ERIC Educational Resources Information Center

    Roberts, Amanda Shackleford

    2013-01-01

    The purpose of this study was to identify the preferred instructional design strategies for the preparation of pre-service teachers who will deliver integrated STEM lessons. The research objectives were threefold and included identifying a preferred definition of integrated STEM education, developing its purpose statement, and creating a list of…

  1. Examining the Relationship between Teachers' Instructional Practices and Students' Mathematics Achievement

    ERIC Educational Resources Information Center

    Firmender, Janine M.; Gavin, M. Katherine; McCoach, D. Betsy

    2014-01-01

    The purpose of this study was to determine whether relationships existed between teachers' implementation of two specific discourse-related instructional practices and students' mathematics achievement in geometry and measurement as part of a research study on the effectiveness of an advanced mathematics curriculum for kindergarten and…

  2. Teacher Skill Guide for Combatting Sexism. Module 2: Sex Bias in Language and Instructional Materials.

    ERIC Educational Resources Information Center

    Mulvihill, Allie Mooney; And Others

    The objectives of this workshop module are to increase teachers' awareness of the sex role stereotyping that exists in language and instructional materials and to provide instructors with strategies for increasing student awareness of sex bias and for countering the effects of stereotyping in their classroom materials. Workshop handouts for use in…

  3. Differentiated Instruction: A Survey Study of Teacher Understanding and Implementation in a Southeast Massachusetts School District

    ERIC Educational Resources Information Center

    Whipple, Kerri Ann

    2012-01-01

    Given the implementation of the federal initiative Response to Intervention (RtI) many districts are exploring teaching philosophies and strategies to help close the achievement gap. Differentiated instruction is a teaching philosophy that has been known to help teachers assist students in reaching their highest academic potential. The purpose of…

  4. Preparation for Practice: Elementary Preservice Teachers Learning and Using Scientific Classroom Discourse Community Instructional Strategies

    ERIC Educational Resources Information Center

    Lewis, Elizabeth; Dema, Oxana; Harshbarger, Dena

    2014-01-01

    Despite historical national efforts to improve elementary science education, science instruction continues to be marginalized, varying by state. This study was designed to address the ongoing challenge of educating elementary preservice teachers (PSTs) to teach science. Elementary PSTs are one of the science education community's major links…

  5. Rural Elementary Teachers and Place-Based Connections to Text during Reading Instruction

    ERIC Educational Resources Information Center

    Waller, Rachael; Barrentine, Shelby J.

    2015-01-01

    Schooling can play a role in bolstering a sense of community, but research suggests that curriculum may serve to isolate teachers and students from their rural surroundings. In this qualitative case study, we asked if the literacy curriculum and instruction supported readers to make connections to their rural setting. We analyzed curriculum…

  6. Investigating Primary English Immersion Teachers in China: Background, Instructional Contexts, Professional Development, and Perceptions

    ERIC Educational Resources Information Center

    Song, Xiaomei; Cheng, Liying

    2011-01-01

    Despite the fast growth of English immersion in China, only limited research has been conducted regarding immersion teachers' educational background, instructional contexts, professional development, and their perceptions about English immersion. This study explored the above key issues from three primary immersion schools. Results indicated that…

  7. Teacher Leadership: A Promising Paradigm for Improving Instruction in Science and Mathematics.

    ERIC Educational Resources Information Center

    Pellicer, Leonard O.; Anderson, Lorin W.

    Without question teacher leadership is more important today to the success of America's schools than it has ever been before. As schools and the populations they serve have grown in size and complexity, principals can no longer be expected to be the sole, or even the primary, source of instructional leadership. This realization has come about as a…

  8. Relating Student Recall to Expert and Novice Teachers' Instructional Communication: An Investigation Using Receiver Selectivity Theory

    ERIC Educational Resources Information Center

    Webster, Collin A.

    2010-01-01

    Background: Research indicates expert and novice teachers communicate differently during instruction. However, these differences have yet to be investigated in relation to student learning. Receiver selectivity theory offers an interpretive framework for understanding how expert-novice communication differences might function to discriminate…

  9. Investigating the Effect of Origami Instruction on Preservice Teachers' Spatial Ability and Geometric Knowledge for Teaching

    ERIC Educational Resources Information Center

    Akayuure, Peter; Asiedu-Addo, S. K.; Alebna, Victor

    2016-01-01

    Whereas origami is said to have pedagogical benefits in geometry education, research is inclusive about its effect on spatial ability and geometric knowledge among preservice teachers. The study investigated the effect of origami instruction on these aspects using pretest posttest quasi-experiment design. The experimental group consisted of 52…

  10. Teachers' and Students' Perception of Instructional Supervision on Capacity Building in Electrical Installation Trade

    ERIC Educational Resources Information Center

    Eze, Ogwa Christopher

    2015-01-01

    This research was conducted to ascertain teachers' and students perception of instructional supervision in relation to capacity building in electrical installation trade in technical colleges. Three research questions and a null hypothesis were employed to guide the study. Descriptive survey was adopted. A 23-item questionnaire was used to elicit…

  11. Building a Framework for Determining the Authenticity of Instructional Tasks within Teacher Education Programs

    ERIC Educational Resources Information Center

    Iverson, Heidi L.; Lewis, Mark A.; Talbot, Robert M., III

    2008-01-01

    We propose a framework for evaluating the degree of authenticity of instructional tasks used within a teacher education program. First, we provide a defense for authenticity as an exemplary aspect of education. Second, we synthesize the theoretical literature on authenticity into conceptual codes. Using these codes, we build our authenticity…

  12. Adult ESL Instruction: A Challenge and a Pleasure. An Orientation Guide for Adult ESL Teachers.

    ERIC Educational Resources Information Center

    Guglielmino, Lucy M.; Burrichter, Arthur W.

    This guide, written in narrative format by several adult English as a second language (ESL) experts, presents an overview of ESL instruction. The manual is organized in six sections. The first section, an introduction to ESL, contains definitions, describes adult ESL students, and provides tips for new ESL teachers. The second section sketches a…

  13. Constructivist-Centered Professional Development in Vocabulary Instruction for Upper Grade Elementary Teachers

    ERIC Educational Resources Information Center

    Samson, Beatrice

    2012-01-01

    This research study was designed to investigate the impact of constructivist-centered professional development in vocabulary instruction for 14 upper-grade elementary school teachers. The researcher facilitated 10 training sessions held in small groups, during grade level meetings at an urban public school, to develop individual and collective…

  14. Whither Instructional Design and Teacher Training? The Need for Experimental Research

    ERIC Educational Resources Information Center

    Gropper, George L.

    2015-01-01

    This article takes a contrarian position: an "instructional design" or "teacher training" model, because of the sheer number of its interconnected parameters, is too complex to assess or to compare with other models. Models may not be the way to go just yet. This article recommends instead prior experimental research on limited…

  15. Melodic Dictation Instruction: A Survey of Advanced Placement Music Theory Teachers

    ERIC Educational Resources Information Center

    Buonviri, Nathan O.; Paney, Andrew S.

    2015-01-01

    Based on relevant literature and recent qualitative findings, the purpose of this survey research was to identify pedagogical approaches to melodic dictation employed by Advanced Placement (AP) Music Theory teachers across the United States. The researcher-designed survey questions focused on pitch and rhythm skills, instructional resources,…

  16. Individualization of Instruction: A Programmed Approach. Description of Teacher Inservice Education Materials.

    ERIC Educational Resources Information Center

    National Education Association, Washington, DC. Project on Utilization of Inservice Education R & D Outcomes.

    An inservice teacher education program is described in which participants experience one method of individualizing instruction through use of programmed learning workbooks and in the presence of a group leader. Inservice topics covered include self-appraisal, analysis tools, and Kurt Lewin's theory of force field analysis. Objectives are to deal…

  17. Sociocultural Perspectives on Teacher Language Awareness in Form-Focused EFL Classroom Instruction

    ERIC Educational Resources Information Center

    Luk, Jasmine C. M.; Wong, Ruth M. H.

    2010-01-01

    A teacher's language awareness (TLA) is generally believed to have a significant impact on grammar or form-focused (FonF) instruction. TLA has traditionally been assumed to be a cognitive construct. A more recent view on TLA argues for its sociocultural significance in second language learning. This paper builds on this recent view and attempts to…

  18. Creating Non-Instructional Time for Elementary School Teachers: Strategies from Schools in North Carolina

    ERIC Educational Resources Information Center

    Reeves, Cynthia; Emerick, Scott; Hirsch, Eric

    2006-01-01

    Governor Mike Easley signed into law House Bill 1151 in July 2006, requiring schools to develop a plan to provide at least five hours of duty-free instructional planning time per week and a daily duty-free lunch period for every teacher. Acknowledging the difficulties in creating school schedules that incorporate sufficient non-instructional…

  19. [The Computing Teacher. Selected Articles on the use of Microcomputers in Language Arts Instruction.

    ERIC Educational Resources Information Center

    Computing Teacher, 1985

    1985-01-01

    This document consists primarily of a compilation of nine articles, on the use of microcomputers in language arts instruction, that have been extracted from 1983-1985 issues of the journal "The Computing Teacher". Also included are various software reviews from the same period. The articles include: "Keyboarding Skills: Elementary, My Dear?"…

  20. Instructional Decision Making and Reading Teacher Effectiveness. Occasional Paper No. 69.

    ERIC Educational Resources Information Center

    Duffy, Gerald G.; Ball, Deborah

    A review of the literature reveals little evidence that classroom decision making is an important component in teaching effectiveness. Studies investigating decision making before (preactive) and during (interactive) instruction indicate that teachers are preoccupied with activity flow and procedural concerns rather than with increasing student…