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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. Informed Additive Literacy Instruction for ELLs

    ERIC Educational Resources Information Center

    Bauer, Eurydice Bouchereau

    2009-01-01

    There are numerous reasons why schools struggle to provide English-language learners (ELLs) with additive literacy instruction. One reason for this is the lack of available trained bilingual teachers, mainstream teachers who have not received adequate training on how to teach ELLs, and the current political climate that appears to support an…

  3. 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…

  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. Preparing Teachers for Instruction

    ERIC Educational Resources Information Center

    Crum, J. Wesley

    1977-01-01

    Reviews effective ways to provide preservice and inservice education for elementary school and secondary school teachers regarding aerospace education. Concludes that aerospace education has a relatively low priority in most teacher education programs. (CS)

  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. 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…

  10. Elementary Teachers' Instructional Practices Involving Graphical Representations

    ERIC Educational Resources Information Center

    Coleman, Julianne

    2010-01-01

    The goal of this study was to gather data on US elementary school teachers' (K-5) instructional practices with graphical representations. The results revealed high percentages of usage for graphical representations but with varying levels of frequency. Overall, the most frequently reported instructional practices by teachers included 1) pointing…

  11. 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)…

  12. 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…

  13. Teacher Leaders: A Catalyst for Instructional Leadership

    ERIC Educational Resources Information Center

    Pate, James L.; James, Lori; Leech, Donald

    2005-01-01

    The concept of the principal as the sole instructional leader of a school is quickly changing. Substantial evidence from schools with successful instructional programs indicate this responsibility has been spread among many staff members. Teachers who have been trained in the functions of leadership, instruction, and student learning are becoming…

  14. 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…

  15. 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'…

  16. 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.

  17. 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…

  18. 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.

  19. 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…

  20. 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…

  1. 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…

  2. 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…

  3. Latina Teachers' Pathways in Literacy Instruction.

    ERIC Educational Resources Information Center

    Walker, Nancy T.

    This study examined the impact of three forms of literacy training (teacher education, professional development in literacy, and mentoring) on four Latina teachers in two urban elementary schools in Los Angeles, California. Data came from a larger study that examined how Latinas' own school experiences related to their instructional practices.…

  4. Teachers Using Data to Improve Mathematics Instruction

    ERIC Educational Resources Information Center

    Wieman, Robert Morgan

    2012-01-01

    Many stakeholders have long argued that teachers should use data from their own teaching as a way to improve their performance. The first chapter of this dissertation is a summary of the literature that advises mathematics teachers about what data they should gather and how they should use those data to improve instruction. The literature is…

  5. 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)…

  6. 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.

  7. 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…

  8. A Teacher's Guide to Differentiating Instruction. Newsletter

    ERIC Educational Resources Information Center

    Center for Comprehensive School Reform and Improvement, 2007

    2007-01-01

    Differentiation is modified instruction that helps students with diverse academic needs and learning styles master the same challenging academic content. This month's newsletter examines the characteristics of differentiation and offers suggestions for how teachers can use it to improve student achievement. [This document was produced by The…

  9. 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…

  10. 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…

  11. 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…

  12. Reading Instruction by Classroom, Remedial, and Resource Room Teachers.

    ERIC Educational Resources Information Center

    Gelzheiser, Lynn M.; Meyers, Joel

    A study compared the reading instruction provided by classroom, remedial reading, and resource room teachers. Subjects, 31 classroom teachers, 7 resource room teachers and 10 remedial reading teachers from 6 upstate New York elementary schools were observed during reading instruction using a structured classroom observation procedure. Results…

  13. Personalizing Instruction Through Competency-Based Teacher Education.

    ERIC Educational Resources Information Center

    Western Carolina Univ., Cullowhee, NC.

    The pilot program is designed to implement individualized instruction for the prospective teacher (Competency-Based Teacher Education Model) and public school children (Personalized Instruction Model). Students participate in an individualized learning program while aspiring teachers complete their teacher training competencies through knowledge…

  14. 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?…

  15. 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…

  16. 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. PMID:19675317

  17. A Study of the Effects on Student Achievement in Elementary Science Programs Resulting from Teacher In-Service Training and Additional Instructional Aids, Final Report.

    ERIC Educational Resources Information Center

    Smith, George F.

    Twenty-four teachers, from a school system not using the new elementary science programs, taught representative new units to 544 students, with variations in their inservice training and the amount of classroom science equipment provided. Classrooms at three grade levels (1, 3, and 6) were used twice under opposing conditions. For each unit, the…

  18. 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.

  19. Teacher's Perceived Instructional Needs in the Northwest Region.

    ERIC Educational Resources Information Center

    Lilly, M. Stephen; Kelleher, John

    A survey was conducted to determine teachers' perceived needs in direct instruction and related professional activities and to determine teachers' familiarity with 14 sets of instructional materials, which were said to represent materials available through Special Education Instructional Materials Centers (SEIMC). Data indicated consistency of…

  20. 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…

  1. Special education teachers' perceptions of factors influencing their instructional practices.

    PubMed

    Sartawi, Abdelaziz; Alghazo, Emad M

    2006-06-01

    The study examined the variables associated with the effective instructional practices of teachers of students with learning disabilities. Subjects were 146 female special education teachers, working in the special education classroom. Demographic information was gathered from all participants (e.g. years of experience, collaboration in school and job satisfaction). Participants responded to a 63-item questionnaire about effective instructional practices. The questionnaire consisted of four sub-scales (i.e. planning instruction, managing instruction, delivering instruction and evaluating instruction). In general, the effectiveness of instructional practices of teachers was moderate (mean=2.08, SD=0.55). No significant correlation was found between years of experience and effective instructional practice or between collaboration and effective instructional practices. A significant correlation was, however, found between job satisfaction and effective instructional practices. PMID:16609329

  2. Instructional Preferences of Cree, Inuit, and Mohawk Teachers.

    ERIC Educational Resources Information Center

    McAlpine, Lynn; Taylor, Donald M.

    1993-01-01

    Forty-five Canadian Native teachers (Cree, Inuit, and Mohawk) completed the Canfield Instructional Styles Inventory and Teaching Styles Instrument. Results show that these teachers share instructional preferences that differ from those of mainstream teachers. Furthermore, there were differences among Native groups, particularly in overall typology…

  3. 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…

  4. Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures

    ERIC Educational Resources Information Center

    Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

    2011-01-01

    This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…

  5. Middle Grades Teachers' Characterizations of Integrated Mathematics and Science Instruction

    ERIC Educational Resources Information Center

    Meyer, Helen; Stinson, Kevin; Harkness, Shelly Sheats; Stallworth, James

    2010-01-01

    The research reported here addresses 2 aspects of integrated mathematics and science instruction. First we provide insights into how middle grades teachers' characterize integrated mathematics and science instruction. Then we discuss how middle grades teachers see an integrated curriculum fitting into their teaching contexts and how these contexts…

  6. 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…

  7. 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…

  8. "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…

  9. 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…

  10. 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…

  11. 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…

  12. Individualized Instruction in Teacher Education. Part I and II.

    ERIC Educational Resources Information Center

    Fall, Charles; And Others

    This two-part manual for college teachers of education is designed to provide information about individualized instruction along with resources for teaching a unit on it. Part 1, a general introduction to individualized instruction in teacher education, contains discussion of background historical development in the area of independent study;…

  13. 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…

  14. Instructional Development for Training Teachers of Exceptional Children: A Sourcebook.

    ERIC Educational Resources Information Center

    Thiagarajan, Sivasailam; And Others

    Presented in the sourcebook for the teacher educator is the Four-D model (define, design, develop, and disseminate) to be used for developing instructional materials for training teachers of exceptional children. Listed at the beginning of chapters are instructional objectives; included when appropriate are guidelines, checklists, and flow charts.…

  15. 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-…

  16. 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…

  17. 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…

  18. Chinese Language Teachers' Orientation to Reading Instruction and Their Instructional Practices

    ERIC Educational Resources Information Center

    Lau, Kit-ling

    2007-01-01

    This study aimed to develop a set of quantitative instruments to investigate Hong Kong Chinese language teachers' orientation to reading instruction, their instructional practices and the relation between these two constructs under the implementation of the new curriculum. A total of 493 Chinese language teachers from 170 secondary schools in Hong…

  19. 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…

  20. 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…

  1. The Influence of Teachers' Technology Use on Instructional Practices

    ERIC Educational Resources Information Center

    Rakes, Glenda C.; Fields, Valerie S.; Cox, Karee E.

    2006-01-01

    This study investigated the relationship between technology use and skills and the use of constructivist instructional practices among teachers in rural schools. Teachers in this study responded to Moersch's instrument, the Levels of Technology Implementation (LoTi). The LoTi was administered to the fourth and eighth grade teachers in 11 school…

  2. 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…

  3. 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…

  4. 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…

  5. 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'…

  6. 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…

  7. 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

  8. 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…

  9. 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

  10. 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…

  11. Inquiry-based Instruction with Archived, Online Data: An Intervention Study with Preservice Teachers

    NASA Astrophysics Data System (ADS)

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

    2011-03-01

    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 multiple-choice assessment of their baseline knowledge of tides-related concepts. A sub-group of 29 participants also was interviewed to explore their understanding of tides in more detail before instruction. Eighteen of those 29 teachers participated in the instruction, were interviewed again after the instruction, and completed the multiple-choice assessment as a posttest. The interview data sets were analyzed via a constant comparative method in order to produce profiles of each participant's pre- and post-instruction conceptual understandings of tides. Additional quantitative analysis consisted of a paired-sample t-test, which investigated the changes in scores before and after the instructional intervention. Before instruction, all participants held alternative or alternative fragments as their conceptual understandings of tides. After completing the inquiry-based instruction that integrated online tidal data, participants were more likely to hold a scientific conceptual understanding. After instruction, some preservice teachers continued to hold on to the conception that the rotation of the moon around the Earth during one 24-hour period causes the tides to move with the moon. The quantitative results, however, indicated that pre- to post-instruction gains were significant. The findings of this study provide evidence that integrating Web-based archived data into inquiry-based instruction can be used to effectively promote conceptual change among preservice teachers.

  12. Multimedia Instruction Puts Teachers in the Director's Chair.

    ERIC Educational Resources Information Center

    Trotter, Andrew

    1990-01-01

    Teachers can produce and direct their own instructional videos using computer-driven multimedia. Outlines the basics in combining audio and video technologies to produce videotapes that mix animated and still graphics, sound, and full-motion video. (MLF)

  13. 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.

  14. Individualized Instruction--Where Are We? A Guide for Teachers

    ERIC Educational Resources Information Center

    Blake, Howard E.; McPherson, Ann W.

    1969-01-01

    This article discusses the nature of individualized instruction, focusing on its advantages and on current trends in the field. Emphasis is constantly placed on the teacher's responsibilities in the process. (LS)

  15. Health Instruction Packages: Instructional Development & Other Information for Teachers.

    ERIC Educational Resources Information Center

    White, Douglas; And Others

    Text, illustrations, and exercises are utilized in a set of five learning modules designed to instruct college faculty and education students in selected instructional development skills, the characteristics of adult learners, and the effects of frequently abused drugs. The first module, "How to Write Structured Response Test Items" by Douglas…

  16. 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…

  17. 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,…

  18. 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…

  19. 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…

  20. 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…

  1. A Word of Caution on Individualized Instruction in Teacher Education.

    ERIC Educational Resources Information Center

    Pearson, Robert P.

    This paper expresses the fear that competency-based teacher education, with its use of individualized instructional modules, may neglect the central skill of teaching--the communicative process. Communicative experience cannot be packaged. Subjects peripheral to the act of teaching are best suited to modules for individual learning. Teachers,…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. Dishing Direct Instruction: Teachers and Parents Tell All!

    ERIC Educational Resources Information Center

    Kanfush, Philip M.

    2014-01-01

    This qualitative study assessed overall parent and teacher satisfaction with Direct Instruction reading for students having low incidence disabilities at an approved, private-licensed school for exceptional children in the Commonwealth of Pennsylvania. Results of four parent and four teacher interviews coupled with document analysis disclosed…

  8. 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…

  9. 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…

  10. Historical Evolution of Instructional Technology in Teacher Education Programs.

    ERIC Educational Resources Information Center

    Betrus, Anthony K.; Molenda, Michael

    2002-01-01

    Reviews the evolving content and methods of technology training in teacher education from the 1920s to the present. Highlights include the effect of computer technology; teacher use versus student use of technology; and the need to teach how to use and integrate traditional media in classroom instruction as well as computer media. (LRW)

  11. 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…

  12. Lutheran School Teachers' Instructional Usage of the Interactive Whiteboard

    ERIC Educational Resources Information Center

    Powers, Jillian R.

    2014-01-01

    The purpose of this mixed methods study was twofold. First, the study assessed whether Davis' (1989) Technology Acceptance Model (TAM) was useful in predicting instructional usage of the interactive whiteboard (IWB), as reported by K-8 teachers. Second, the study set out to understand what motivated those teachers to use the IWB for classroom…

  13. 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…

  14. High School Teachers' Use of Data to Inform Instruction

    ERIC Educational Resources Information Center

    Datnow, Amanda; Park, Vicki; Kennedy-Lewis, Brianna

    2012-01-01

    The expectation that teachers will use student achievement data to improve their instruction is a major feature of national and local reform agendas. The theory of action behind data-driven decision making is a mostly causal model of professional action, whereby teachers diagnose weaknesses and implement solutions. The purpose of this article is…

  15. 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…

  16. 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-…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. Teachers' Learning While Constructing Technology-Based Instructional Resources

    ERIC Educational Resources Information Center

    Polly, Drew

    2011-01-01

    Grounded in a constructionist paradigm, this study examined elementary school teachers' learning while creating technology-rich instructional materials. Sixteen teachers at an elementary school were interviewed about their experience. Using the components of Technological Pedagogical and Content Knowledge as an analytical framework, inductive…

  2. 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…

  3. 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…

  4. 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…

  5. Teacher Learning Opportunities in a Shifting Policy Environment for Instruction

    ERIC Educational Resources Information Center

    Heath Kaufman, Julia; Stein, Mary Kay

    2010-01-01

    We bring together education research on factors shaping teacher learning with institutional research on policy shifts and conflicts to explore an instructional policy shift in one school district. Specifically, we compare mathematics teacher learning opportunities in three elementary schools over a three-year period during which a district policy…

  6. Simulation as an Instructional Alternative in Teacher Education.

    ERIC Educational Resources Information Center

    Cruickshank, Donald R.

    This paper brings together and examines several of the better known developments in the field of simulation as an instructional alternative in teacher education. Six examples of simulation in preservice and inservice teacher education are described. Each description includes information on the purpose and form of the simulation, how to use it, its…

  7. Teacher's Role and Autonomy in Instructional Planning: The Case of Secondary School History Teachers with regard to the Preparation and Implementation of Annual Instructional Plans

    ERIC Educational Resources Information Center

    Ozturk, Ibrahim Hakki

    2012-01-01

    This study seeks to analyze the role of history teachers in instructional planning and their areas of autonomy in Turkey. The concept of teacher autonomy briefly refers to the authority and freedom of teachers in the planning and implementation of the instructional activities and the decisions made during the instructional process. The objective…

  8. The Effects of Instruction by Teachers and Teacher Aides Upon the Performance of Pupils in a Direct Instructional Program.

    ERIC Educational Resources Information Center

    Mahan, James Maurice

    After training in a direct instructional program can teacher aides teach cognitive skills in reading and arithmetic as competently as do classroom teachers who have been similarly trained? The subjects in this investigation were part of the Englemann-Becker Follow Through Program, an academic program for disadvantaged children in the early…

  9. 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…

  10. 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

  11. At the Elbows of Scientists: Shaping Science Teachers' Conceptions and Enactment of Inquiry-Based Instruction

    NASA Astrophysics Data System (ADS)

    McLaughlin, Cheryl A.; MacFadden, Bruce J.

    2014-12-01

    This study stemmed from concerns among researchers that reform efforts grounded in promoting inquiry as the basis for teaching science have not achieved the desired changes in American science classrooms. Many science teachers assume that they are employing inquiry-based strategies when they use cookbook investigations with highly structured step-by-step instructions. Additionally, most science teachers equate hands-on activities with classroom inquiry and, as such, repeatedly use prepackaged, disconnected activities to break the monotony of direct instruction. Despite participation in numerous professional development activities, many science teachers continue to hold misconceptions about inquiry that influence the way they design and enact instruction. To date, there is very limited research exploring the role of inquiry-based professional development in facilitating desired changes in science teachers' conceptions of inquiry. This qualitative study of five high school science teachers explores the ways in which authentic inquiry experiences with a team of scientists in Panama shaped their conceptions and reported enactments of inquiry-based instruction. Our findings suggest that professional development experiences engaging science teachers in authentic research with scientists have the potential to change teachers' naïve conceptions of inquiry, provided that necessary supports are provided for reflection and lesson design.

  12. 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…

  13. Immersion Teachers' Perceptions of Learning Strategies Instruction.

    ERIC Educational Resources Information Center

    National Capital Language Resource Center, Washington, DC.

    Researchers worked with French, Japanese, and Spanish immersion teachers in metropolitan Washington, DC elementary schools (grades 1-6) to implement language learning strategies in their classrooms. Workshops, materials, and observations were provided for professional support. Teachers were debriefed on the effectiveness of the teacher training…

  14. Teachers' Efficacy Perceptions about Individualized Instruction

    ERIC Educational Resources Information Center

    Karadag, Ruhan

    2010-01-01

    The population of the study consists of primary school teachers working in the province of Eskisehir. The sample of the study consists of 321 primary school teachers working at 40 primary schools. In the present study, a questionnaire, an instrument to collect data, was used to determine teachers' perceptions of efficacy about individualized…

  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. 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.

  18. 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…

  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. Teachers' instructional efficacy and teachers' efficacy toward integration of information technologies in the classroom.

    PubMed

    Dussault, Marc; Deaudelin, Colette; Brodeur, Monique

    2004-06-01

    The aim of the study was to investigate the relationship between teachers' instructional efficacy and their efficacy toward integration of technologies in the classroom. A sample of 309 French Canadian elementary school teachers volunteered and were administered a French Canadian version of the Teacher Efficacy Scale and Teachers' efficacy scale toward integration of technologies in the classroom. Analysis yielded, as expected, a positive and significant partial correlation between the two types of self-efficacy beliefs (.27 and .36). PMID:15362419

  1. 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…

  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. A Comparative Analysis of the Effects of Instruction on the Analytical Proficiency of Physical Education Teachers and Undergraduates.

    ERIC Educational Resources Information Center

    Beveridge, Sandy K.; Gangstead, Sandy K.

    The relationships among teaching experience, gender, and selected factors involved in qualitative skill analysis were explored in addition to the effects of systematic analytical instruction. Prior to and after 30 hours of instruction, 31 experienced physical education teachers and 29 physical education undergraduates were administered the Utah…

  4. 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…

  5. Cross-Ethnic, Cross-Racial Dynamics of Instruction: Implication for Teacher Education.

    ERIC Educational Resources Information Center

    Manson, Tony J.

    The extent to which teacher education programs had prepared teachers for working with diverse groups of students was studied through responses of 40 California teachers and 35 Kansas teachers to an inventory of teacher attitudes about instructional relations, the Manson Teacher Inventory. The California teachers were from diverse backgrounds and…

  6. 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…

  7. 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,…

  8. 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…

  9. 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…

  10. 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…

  11. 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…

  12. Competency Based Instruction for Teacher Preparation in Developing Countries.

    ERIC Educational Resources Information Center

    Andersen, Hans O.

    The need to modernize teacher education procedures is a universal problem. This need is particularly evident in developing countries where adherence to the old syllabi and the "tried and true" methods of instruction is strong and where highly trained personnel capable of leading a reform are in short supply. This model for a competency approach to…

  13. Masonry. Teacher's Guide. Building Maintenance Units of Instruction.

    ERIC Educational Resources Information Center

    Barnes, Bill

    This teaching guide on masonry building maintenance, one in a series of six publications designed for building maintenance instructors in Texas, is designed to give students an understanding of masonry construction. Introductory material provides teachers with information on use of the units of instruction and personalization and localization of…

  14. 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…

  15. 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…

  16. Teacher Training Designs for Improving Instruction in Interracial Classrooms.

    ERIC Educational Resources Information Center

    Chesler, Mark A.

    Teachers in racially desegregated classrooms often need special instruction or retraining for the peculiar academic and social problems of their students. Planning such training programs involves identifying change "targets" (persons or relations the change efforts will focus on) and choosing appropriate "strategies" or training methods. Targets…

  17. Computer Assisted Instruction: A Handbook for ESL Teachers.

    ERIC Educational Resources Information Center

    Yuen, Steve Chi-Yin

    This handbook for computer-assisted instruction in English as a Second Language (ESL) is designed to guide teachers unfamiliar with computer hardware and software through the basic procedures of using the Apple IIe system and ESL software. The handbook begins with introductory sections on the growth of microcomputer use in schools, the advantages…

  18. 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…

  19. Reading Instruction by Classroom, Remedial, and Resource Room Teachers.

    ERIC Educational Resources Information Center

    Gelzheiser, Lynn M.; Meyers, Joel

    1991-01-01

    Reading instruction provided by classroom, remedial, and resource teachers (n=48) in six schools was observed. Findings showed that the three groups did not differ in the proportion of time devoted to management, discipline, or proactive teaching techniques. Comparable time was also devoted to comprehension, decoding, and indirect reading…

  20. 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…

  1. 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.…

  2. 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…

  3. Instructional Note: Rotating Teacher Participation in Workshop Groups

    ERIC Educational Resources Information Center

    Casey, Moira E.

    2005-01-01

    This instructional note describes the process of rotating teacher participation in peer workshop groups and how this practice can enhance the workshop group dynamics, ease instructors' grading loads, and improve the level of peer feedback and draft revision in composition courses. (Contains 1 end note.)

  4. English Teacher Candidates Developing Dialogically Organized Instructional Practices

    ERIC Educational Resources Information Center

    Caughlan, Samantha; Juzwik, Mary M.; Borsheim-Black, Carlin; Kelly, Sean; Fine, Jodene Goldenring

    2013-01-01

    Although mounting research evidence suggests that dialogic teaching correlates with student achievement gains and with high levels of student engagement, little work in English education addresses the challenge of supporting new teachers in developing dialogically organized instructional practices. In a design-based study, we examine a curricular…

  5. 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;…

  6. Science Teachers' Perceptions of Implementing Constructivist Principles into Instruction

    ERIC Educational Resources Information Center

    Saunders, Saundra M.

    2009-01-01

    The purpose of this research study was to examine the differences in beliefs and perceptions about the implementation of constructivist principles into instruction, in support of the National Science Education Standards, for science teachers who adopt constructivist principles and those who do not. The study also examined correlations between a…

  7. 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…

  8. New Roles for Teachers: Instructional Team Leaders.

    ERIC Educational Resources Information Center

    Porod, Gregory N.

    1993-01-01

    Instructional teams, an integral part of the middle school philosophy, need strong leadership from the administration and the team leader. Ensuring that team leaders have the necessary skills requires careful selection, appropriate training, regular meetings, decision making, communication, motivation, follow-up, and easy transition. To lead…

  9. 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…

  10. 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…

  11. 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,…

  12. 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;…

  13. 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…

  14. 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…

  15. 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…

  16. 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,…

  17. Classroom-Language Use in Teacher-Led Instruction and Teachers' Self-Perceived Roles

    ERIC Educational Resources Information Center

    Chavez, Monika

    2006-01-01

    Many learners, especially those in a foreign-language setting, draw on the classroom as their primary forum for using and experiencing the target language, still for the most part during teacher-led instruction. Nevertheless, communicative language teaching does not provide a decisive definition of "good language use." Teachers usually take an…

  18. 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…

  19. 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.

  20. 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…

  1. 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…

  2. 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…

  3. 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,…

  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. 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…

  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. Improving Teacher Questions in Reading Instruction.

    ERIC Educational Resources Information Center

    Ediger, Marlow

    Teachers need to be able to ask quality questions in the teaching of reading--questions to assess student comprehension and to clarify content, questions to enable learners to engage in higher levels of cognition such as creative and critical thinking, questions to help students engage in meaningful reading experiences and become lifelong…

  8. 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…

  9. New Tools for Research on Instruction and Instructional Policy: A Web-Based Teacher Log. A CTP Working Paper.

    ERIC Educational Resources Information Center

    Ball, Deborah Loewenberg; Camburn, Eric; Correnti, Richard; Phelps, Geoffrey; Wallace, Raven

    This paper discusses the initial development and testing of a Web-based instrument for collecting daily data on instruction. This teacher log was developed for use in the Study of Instructional Improvement, a longitudinal study on school improvement in high poverty areas. The researchers wanted to further develop the potential of teacher logs by…

  10. A Year in the Writing Workshop: Linking Writing Instruction Practices and Teachers' Epistemologies and Beliefs about Writing Instruction

    ERIC Educational Resources Information Center

    Troia, Gary A.; Lin, Shin-ju Cindy; Cohen, Steven; Monroe, Brandon W.

    2011-01-01

    This article reports the findings from a year-long study of 6 writing teachers in an urban elementary school who also received intensive professional development in writing instruction from a nonprofit organization. Repeated observations demonstrated that the teachers displayed consistency in their use of the core instructional elements associated…

  11. What Happens when First Year Teachers Close Their Classroom Doors? An Investigation into the Instructional Practices of Beginning Teachers

    ERIC Educational Resources Information Center

    Smeaton, Patricia S.; Waters, Faith H.

    2013-01-01

    This study provides a picture of the instructional practices of a selected sample of first year secondary teachers in two rural school districts with large at-risk student populations. The instructional practices of the beginning teachers were compared to the curriculum of the research-based teacher preparation program by which all were trained.…

  12. 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…

  13. 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

  14. SER-LARS, Volume 6. Instructional Materials, Teacher Made and Commercially Adapted. 1975-76 Edition.

    ERIC Educational Resources Information Center

    Montgomery County Intermediate Unit 23, Blue Bell, PA.

    The sixth of nine volumes in the Special Education Resources Location Analysis and Retrieval System (SER-LARS), a diagnostic-prescriptive instructional data bank for teachers of handicapped children, presents an inventory of teacher-made and commercially adapted instructional materials. The instructional materials are organized by accession number…

  15. 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…

  16. 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…

  17. Teachers' Perspectives on Literacy Instruction for Students with Severe Disabilities Who Use Augmentative and Alternative Communication

    ERIC Educational Resources Information Center

    Ruppar, Andrea L.; Dymond, Stacy K.; Gaffney, Janet S.

    2011-01-01

    The purpose of this study was to investigate teachers' perspectives on the appropriate skills and settings for literacy instruction, the factors influencing their decisions about literacy instruction, and the barriers to literacy instruction in general education classrooms. A sample of special education teachers (n = 69) of students taking the…

  18. 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…

  19. Development of Preservice Teachers' Ability to Critique and Adapt Inquiry-Based Instructional Materials

    ERIC Educational Resources Information Center

    Duncan, Ravit Golan; Pilitsis, Vicky; Piegaro, Melissa

    2010-01-01

    Current standards emphasize student engagement with inquiry practices. However, implementing inquiry instruction is a formidable challenge for teachers as they often lack models for using and adapting inquiry-based instructional materials. Teacher education programs can provide scaffolded contexts for developing teachers' ability to critique,…

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. 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.…

  5. Instructional Leadership Influence on Collective Teacher Efficacy to Improve School Achievement

    ERIC Educational Resources Information Center

    Fancera, Samuel F.; Bliss, James R.

    2011-01-01

    The purpose of this study was to examine whether instructional leadership functions, as defined in Hallinger's Principal Instructional Management Rating Scale, positively influence collective teacher efficacy to improve school achievement. Teachers from sample schools provided data for measures of collective teacher efficacy and instructional…

  6. Elementary School Teachers' Perspectives on Health Instruction: Implications for Health Education.

    ERIC Educational Resources Information Center

    Thackeray, Rosemary; Neiger, Brad L.; Bartle, Heidi; Hill, Susan C.; Barnes, Michael D.

    2002-01-01

    Investigated elementary school teachers' perspectives on barriers and enablers to teaching health in the classroom. Data from teacher interviews and focus groups revealed several barriers and few enablers, with three general thematic areas: existing policies or guidelines for instruction, limited instruction time, and teacher preferences. Overall,…

  7. 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…

  8. Promoting the Development of a Conceptual Change Model of Science Instruction in Prospective Secondary Biology Teachers.

    ERIC Educational Resources Information Center

    Yip, Din Yan

    2001-01-01

    Reports on a study of the impact of an initial teacher education program on the development of a conceptual change model of instruction in prospective biology teachers. Analyzes the performance of prospective teachers in teaching practices and achievement in the skills related to the instructional model. (Contains 22 references.) (Author/YDS)

  9. 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…

  10. Effects of Professional Development on Teachers' Instruction: Results from a Three-year Longitudinal Study.

    ERIC Educational Resources Information Center

    Desimone, Laura M.; Porter, Andrew C.; Garet, Michael S.; Yoon, Kwang Suk; Birman, Beatrice F.

    2002-01-01

    Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…

  11. 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

  12. 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.

  13. 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

  14. 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…

  15. Teacher Knowledge about Technology Integration: An Examination of Inservice and Preservice Teachers' Instructional Decision-Making

    ERIC Educational Resources Information Center

    Greenhow, Christine; Dexter, Sara; Hughes, Joan E.

    2008-01-01

    This study compared the abilities of inservice and preservice teachers to demonstrate an understanding of technology integration and to apply such knowledge to instructional decision-making. Using a set of online content-specific multimedia scenarios to resolve complex problems of teaching with technology in a simulated school environment,…

  16. Certification Regulations for Teachers and Qualifications for Administrative, Supervisory, and Related Instructional Positions.

    ERIC Educational Resources Information Center

    Virginia State Dept. of Education, Richmond.

    The regulations governing the certification of teachers, qualifications for administrative, supervisory and related instructional positions, and administrative procedures for the state of Virginia are given. (JD)

  17. 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.

  18. 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)

  19. 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

  20. 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…

  1. 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…

  2. 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…

  3. 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…

  4. Importance in Instructional Text: Teachers' and Students' Perceptions of Task Demands.

    ERIC Educational Resources Information Center

    Broekkamp, Hein; van Hout-Wolters, Bernadette H. A. M.; Rijlaarsdam, Gert; van den Bergh, Huub

    2002-01-01

    History teachers and their 11th-grade students rated the relative importance of sections of instructional text on which teachers would be giving a test. Multilevel analysis revealed only a moderate correspondence between teachers in importance ratings. This suggested there were large differences between task demands of individual teachers,…

  5. Chapter 7: Influences on Cooperating Teachers' Adoption of Model-Based Instruction

    ERIC Educational Resources Information Center

    Lund, Jacalyn L.; Gurvitch, Rachel; Metzler, Michael W.

    2008-01-01

    This article considers another group of educators involved with the adoption of model-based instruction (MBI)--the cooperating teachers, who supervise physical education teacher education (PETE) student teachers in the Georgia State University (GSU) program. The university spends several semesters educating preservice teachers about the skills and…

  6. Sex Differences in Teacher-Pupil Interaction in First Grade Reading Instruction.

    ERIC Educational Resources Information Center

    Felsenthal, Helen

    The patterns of teacher-pupil interaction during first-grade reading instruction as a function of pupil sex were investigated. A total of 439 boys and girls and 71 teachers comprised the sample. The study involved three major phases: measurement of teacher attitudes, classroom observation of teacher-pupil interaction, and measurement of pupils'…

  7. A study of secondary science teacher efficacy and level of constructivist instructional practice implementation in West Virginia science classrooms

    NASA Astrophysics Data System (ADS)

    Knapp, Amanda Kristen

    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 sought to determine if differences existed in level of use of the selected constructivist practices and/or teacher efficacy based on selected demographic variables. The study was a mixed-methods design. First, a researcher-developed survey instrument was used to collect data regarding the level of use of constructivist instructional practices. Efficacy data were collected using an adapted (with permission) version of the Teacher Self-Efficacy Scale ( TSES) by Tschannen-Moran, Hoy, and Hoy (1998). The study population consisted of secondary science teachers (middle, junior, and high school) in the state of West Virginia. The last survey question allowed educators to volunteer for a short follow-up interview to clarify the quantitative data. Overall, West Virginia science teachers reported frequent use of the selected constructivist instructional practices. Few significant differences were found based on the selected demographic variables. West Virginia science teachers reported moderately high efficacy levels. Few significant differences were found based on selected demographic variables. A moderate but significant correlation was found between teacher efficacy level and the level of use of the selected constructivist practices. The follow-up interviews clarified concepts and revealed barriers to implementation of new practices in the science classroom.

  8. 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…

  9. Beginning secondary science teachers' instructional use of educational technology during the induction year

    NASA Astrophysics Data System (ADS)

    McNall, Rebecca Lee

    This study explored how 10 beginning secondary science teachers who had completed the newly revised technology-integrated science teacher education program at the University of Virginia used educational technology in their science instruction during the induction year. Nine of the beginning teachers taught in Virginia or Maryland high schools, while one taught overseas in an international school. Participants taught biology, earth science, chemistry, physics, or general science. A revised version of the Technology Usage and Needs of Science Teachers survey (Pedersen & Yerrick, 2000) was administered to all 10 participants in early fall 2002 and late spring 2003 to assess their confidence using educational technology tools in teaching science. Follow-up interviews were conducted with all participants subsequent to survey administration to explore their views toward educational technology as an instructional tool, their use of educational technology in science instruction, and factors influencing their use. In addition, four participants were purposefully selected to characterize participants' instructional use of educational technology and to increase the likelihood of observing its use. Selection criteria of this subgroup included factors summarized from the research literature: (a) high confidence using educational technology, (b) strong intent to use educational technology instructionally, (c) access to technology tools, and (d) collegial or technology support. Survey responses were analyzed using descriptive statistics, and interview and classroom observation data were analyzed using analytic induction methods developed by Erickson (1986). Analysis of survey responses indicated that participants were confident using educational technology tools in science instruction and were most confident using word processing, spreadsheets, PowerPoint, and telecommunications applications. Classroom observations and interview responses indicated that participants used

  10. 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…

  11. 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…

  12. 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…

  13. Select Novice Elementary Teachers' Perceived Knowledge and Implementation of High-Quality Reading Instruction

    ERIC Educational Resources Information Center

    Bumstead, Stacey

    2012-01-01

    The purpose of this mixed methods study was to examine select novice teachers' perceived knowledge of high-quality reading instruction, explore the extent that select novice teachers implemented high-quality reading instruction into their own classrooms, and to investigate any factors that explain the similarities and differences between…

  14. Guided Field Observations: Variables Related to Preservice Teachers' Knowledge about Effective Primary Reading Instruction

    ERIC Educational Resources Information Center

    Roehrig, Alysia D.; Guidry, Lisa O.; Bodur, Yasar; Guan, Qun; Guo, Ying; Pop, Margareta

    2008-01-01

    Relations between preservice teachers' guided field observations of primary literacy instruction and knowledge about effective beginning reading practices were explored. Preservice teachers (n = 48) participated in a Directed Field Experience course including instruction on and observations of exemplary teaching practices promoting student…

  15. 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,…

  16. 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…

  17. 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…

  18. 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…

  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. Teacher and Student Beliefs on Constructivist Instructional Design: A Case Study

    ERIC Educational Resources Information Center

    Altun, Sertel; Buyukduman, F. Ilke

    2007-01-01

    The main purpose of this research is to evaluate the effects of a constructivist instructional design on a group of students and their teacher. The sample consisted of 26 students and one teacher. The research was conducted at Istanbul Technical University, School of Foreign Languages, English Preparatory Program. The instructional design based on…

  1. Spelling-Related Teacher Knowledge: The Impact of Professional Development on Identifying Appropriate Instructional Activities

    ERIC Educational Resources Information Center

    Carreker, Suzanne; Joshi, R. Malatesha; Boulware-Gooden, Regina

    2010-01-01

    Informed instruction that adjusts content, materials, or intensity to student needs is critical for students with learning disabilities. Informed literacy instruction requires teachers to have thorough knowledge of literacy-related content, which includes phonemes, syllables, and morphemes. The current study investigated whether teachers who…

  2. 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…

  3. 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…

  4. Assessing Teachers' Beliefs Regarding Issues Pertaining to Instruction of Higher Order Thinking.

    ERIC Educational Resources Information Center

    Shwartzer, Noa; Zohar, Anat

    The purposes of this study are to describe the development and validation of a research instrument for assessing teachers' beliefs regarding issues pertaining to the instruction of higher order thinking, and to explore the beliefs of Israeli science teachers regarding issues pertaining to instruction of higher order thinking. This paper describes…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. Using Multimedia Questionnaires to Study Influences on the Decisions Mathematics Teachers Make in Instructional Situations

    ERIC Educational Resources Information Center

    Herbst, Patricio; Chazan, Daniel; Kosko, Karl W.; Dimmel, Justin; Erickson, Ander

    2016-01-01

    This paper describes instruments designed to use multimedia to study at scale the instructional decisions that mathematics teachers make as well as teachers' recognition of elements of the context of their work that might influence those decision. This methodological contribution shows how evidence of constructs like instructional norm and…

  11. 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)

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction

    ERIC Educational Resources Information Center

    Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.

    2011-01-01

    Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers.…

  17. Driving Classroom Instruction with Data: From the District to the Teachers to the Classroom

    ERIC Educational Resources Information Center

    Furlong-Gordon, Jean Marie

    2009-01-01

    One of the challenges confronting teachers today is effectively using data to drive instructional decisions-making in their classrooms. The purpose of this study was to examine whether professional development and the use of coaches in the area of data-driven instruction impacts classroom instructional practices and how student achievement could…

  18. 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…

  19. 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

  20. 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

  1. A Comparison of Attitudes Held by Traditionally Prepared Teachers and Teacher Corps (Cycle 5: 1968-70) Prepared Teachers Regarding Subject-Oriented Instruction and Student-Oriented Instruction.

    ERIC Educational Resources Information Center

    Johnson, Olin Chester

    This study was conducted to show how a teacher's training affects his or her attitudes toward teaching. Twelve statements dealing with various aspects of education in relation to subject and student oriented instruction were distributed to 15 traditionally prepared teachers and 15 Teacher Corps prepared teachers. Each participant indicated in…

  2. 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…

  3. 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

  4. The impact of online curriculum instruction on teachers and students in alternative school settings

    NASA Astrophysics Data System (ADS)

    Wimbish, Margrite Echols

    2011-12-01

    This project evaluated the impact of online curriculum software on the performance and academic achievement of students in biology and physical science courses enrolled in alternative school settings. The researcher utilized qualitative and quantitative methodology and sought to determine student and teacher attitudes toward computer-assisted instructional software-based curriculum by means of surveys. In addition, this study assessed the rate of student progress and knowledge acquisition based on pre-post test results and Georgia End-of-Course Test (EOCT) scores.

  5. The Efficacy of a Research-based Training Regimen on the Instructional Clarity of Preservice Teachers.

    ERIC Educational Resources Information Center

    Metcalf, Kim K.

    The purpose of this study was to determine whether preservice teachers can be trained to be more clear during instruction and whether a causal relationship exists between teacher clarity and student achievement. A review of literature in teacher education, business, and industrial training revealed that no intact, empirically verified training…

  6. 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…

  7. 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…

  8. 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…

  9. 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…

  10. 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…

  11. Mathematics Teachers' Instructional Practices in an Era of High-Stakes Testing

    ERIC Educational Resources Information Center

    Vogler, Kenneth E.; Burton, Megan

    2010-01-01

    This study explored mathematics teachers' instructional practices in the context of high-stakes testing. Data were obtained from a survey instrument given to a stratified sample of Mississippi and Tennessee teachers who teach the same content tested on their state's high school graduation examination. An analysis showed teachers using a balance of…

  12. Relationships between Grade Levels, Personal Factors, and Instructional Variation among 4th-12th Grade Teachers

    ERIC Educational Resources Information Center

    White, Jacquelyn M.

    2011-01-01

    The purpose of this quantitative correlational study was to investigate relationships between grade levels, personal factors of teachers, and instructional variety used by 4th-12th grade teachers in Kern County, California. The population under investigation included 2,844 teachers. 235 elementary, middle school/junior high, and secondary teachers…

  13. Achievement Goals for Teaching and Teachers' Reference Norms: Relations with Instructional Practices

    ERIC Educational Resources Information Center

    Retelsdorf, Jan; Gunther, Catharina

    2011-01-01

    This study is connected to recent research that introduced achievement goal theory as a framework for research on teacher motivation. We aimed at investigating teachers' goals' indirect effects on their instructional practices through their reference norms. Drawing on a sample of 206 teachers, structural equation modeling revealed that mastery…

  14. Personal Characteristics of Teachers, Situational Variables and Deliberations in Planning Instruction.

    ERIC Educational Resources Information Center

    Kremer, Lya

    This study reveals possible relationships among teachers' personality traits, situational variables, and deliberation characteristics in planning instruction. Dogmatism and locus of control perceptions were the personality traits studied, and the situations compared student teachers with elementary and secondary school teachers. Both groups were…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. Instructional Change in Preschool Classrooms: A Study of Empirically-Based Teacher Support

    ERIC Educational Resources Information Center

    Boat, Mary B.; Carr, Victoria; Barnett, David; Macmann, Gregg; Moomaw, Sally; Pan, Wei; Nichols, Angela

    2009-01-01

    This study examined the effects of staff development and support on Head Start teachers' use of instructional and managerial strategies. Specific research questions were (a) What variables were selected by teachers? and (b) What changes were indicated by the method of support? Observations were conducted for teachers randomly assigned to…

  20. 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…

  1. 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…

  2. 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…

  3. Literacy and Children Who Are Blind and Who Have Additional Disabilities--the Challenges for Teachers and Researchers.

    ERIC Educational Resources Information Center

    McCall, Steve; McLinden, Mike

    2001-01-01

    This article describes an innovative action research project based at the University of Birmingham in the United Kingdom that involved the professional development of teachers and instruction using specially developed Moon tactile code materials to teach literacy to pupils who are blind and who have additional disabilities. (Contains references.)…

  4. Teachers' Perspectives of Improvement of Instruction When Engaging in Self-Assessment in a Standards-Based Appraisal Process

    ERIC Educational Resources Information Center

    Davis, Amanda L.

    2013-01-01

    The purpose of this study is to contribute to existing research on teacher supervision, instructional leadership, and teacher reflectivity and teacher reflexivity by examining: teachers' personal perceptions and reflections about improving instructional effectiveness through observations of their own lessons when using a standards-based appraisal…

  5. Addressing the Need for Special Education Teachers: The Impact of Online Instruction on Preservice Teachers' Attitudes toward Inclusion

    ERIC Educational Resources Information Center

    Reeves, Clarence Eugene, Jr.; Robertson, Janna Siegel; Taylor, Shanon S.

    2011-01-01

    This study involved undergraduate preservice education teachers enrolled in online-instructed and lecture-instructed introductory courses in special education. Pre- and postsurveys were administered to obtain information on the students' attitudes toward making accommodations in regular classrooms for students with special needs--physical,…

  6. Teacher Use of Computer-Assisted Instruction for Young Inattentive Students: Implications for Implementation and Teacher Preparation

    ERIC Educational Resources Information Center

    Murray, Desiree W.; Rabiner, David L.

    2014-01-01

    Teacher preparation and training appear limited in the area of computer-assisted instruction (CAI) as well as more general instruction and management for students with disabilities including those with attention problems. Research suggests that CAI is a promising intervention for young inattentive students, with several inherent advantages;…

  7. 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.

  8. 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

  9. 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…

  10. Examination of Relationships between Instructional Leadership of School Principals and Self-Efficacy of Teachers and Collective Teacher Efficacy

    ERIC Educational Resources Information Center

    Calik, Temel; Sezgin, Ferudun; Kavgaci, Hasan; Cagatay Kilinc, Ali

    2012-01-01

    The purpose of this study was to examine the relationships between school principals' instructional leadership behaviors and self-efficacy of teachers and collective teacher efficacy. In this regard, a model based on hypotheses was designed to determine the relationships among variables. The study sample consisted of 328 classroom and branch…

  11. 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…

  12. The PISCES Project: How Teacher-Scientist Partners can Enhance Elementary Science Instruction

    NASA Astrophysics Data System (ADS)

    Reif, C.; Oechel, W.

    2003-12-01

    The PISCES Project (Partnerships Involving the Scientific Community in Elementary Schools www.sdsa.org/pisces) is an innovative program that brings high quality standards-based elementary science curriculum and hands-on laboratory materials into San Diego County's classrooms. The project is funded by the NSF Graduate Teaching Fellows in K-12 Education (GK-12) program. The project was designed and is administered through cooperation among faculty at San Diego State University and the Science Department of the San Diego County Office of Education. Undergraduate and graduate students enrolled in science programs in San Diego area universities including San Diego State University, California State University San Marcos, and University of California San Diego partner with elementary school teachers. Through this partnership, the scientist brings scientific expertise to the classroom while the teacher delivers the lesson using current pedagogic methods. This is accomplished during a 3 month partnership in which the scientist joins the teacher in the classroom a few days each week to complete professional kit-based curriculum such as that available from FOSS (Full Option Science System) and STC (Science and Technology for Children). The teachers remain in the program for two years during which they have continuous access to the kit-based curriculum as well as two to three partnership cycles. Teachers receive assistance outside of the classroom as well attending professional development institutes three times a year to establish and maintain effective science teaching methods. The San Diego Science Alliance and other community and industry supporters provide the additionalfunding necessary to provide this teacher professional development Currenty, PISCES is present in over 40 schools and is able to provide partnerships to over 100 classrooms each year. In addition to the work done in San Diego, the project has expanded to Barrow, Alaska with plans to expand to La Paz

  13. Meeting the needs of deaf and hard of hearing students with additional disabilities through professional teacher development.

    PubMed

    Bruce, Susan; DiNatale, Patrice; Ford, Jeremiah

    2008-01-01

    According to even the most conservative estimates, at least a quarter of deaf children have additional disabilities. Most teacher preparation programs do not sufficiently prepare teacher candidates for the challenges posed by these children. This article describes a professional development effort to prepare in-service educators of the deaf to work with students with additional disabilities. Over a 3-year period, teachers selected these in-service topics: etiologies, vision conditions, behavior, transition, sensory integration, seizures, alternate assessment, and instructional strategies. In-class consultation was requested for support in the areas of formal assessment instruments, behavior, and student performance. Elements of effective professional development programs, such as honoring teachers' choices about topics and participation, responding to teachers' immediate classroom concerns, and providing in-class follow-up support, facilitated the success of this effort. PMID:19146073

  14. 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..

  15. 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…

  16. 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…

  17. 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…

  18. 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

  19. 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

  20. 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…

  1. 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…

  2. Nonsymbolic, Approximate Arithmetic in Children: Abstract Addition Prior to Instruction

    ERIC Educational Resources Information Center

    Barth, Hilary; Beckmann, Lacey; Spelke, Elizabeth S.

    2008-01-01

    Do children draw upon abstract representations of number when they perform approximate arithmetic operations? In this study, kindergarten children viewed animations suggesting addition of a sequence of sounds to an array of dots, and they compared the sum to a second dot array that differed from the sum by 1 of 3 ratios. Children performed this…

  3. Perceptions of Elementary Teachers on the Instructional Leadership Role of School Principals

    ERIC Educational Resources Information Center

    Yavuz, Mustafa; Bas, Gokhan

    2010-01-01

    In this research, elementary school principals' instructional leadership behavior was evaluated based on the perceptions of elementary school teachers. The research is believed to contribute to the development of instructional leadership behavior of elementary school principals for the development of school organization. A "semi-structured…

  4. 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…

  5. 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…

  6. 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…

  7. 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,…

  8. 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,…

  9. Assigning Student Leaders: Decreasing Interruptions during Teacher-Led Small-Group Instruction

    ERIC Educational Resources Information Center

    Coles, Jeremy T.; Skinner, Christopher H.; Best, Tiffany L.; Wood, Allison; Luna, Elisa; Adcock, Wes

    2013-01-01

    The authors used a withdrawal design to evaluate an intervention designed to decrease interruptions during small-group instruction in a Kindergarten class. A new rule was put into place; during teacher-led small-group instruction, those not in the small group were required to address questions to designated student leaders, as opposed to…

  10. 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…

  11. 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…

  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. 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.…

  14. Model-Based Instruction: Theory and Application in a Teacher Education Program.

    ERIC Educational Resources Information Center

    Steinley, Gary; Reisetter, Marcy; Penrod, Kathryn; Haar, Jean; Ellingson, Janna

    Model-Based Instruction (MBI) plays a significant role in the undergraduate teacher education program at South Dakota State University. Integrated into the program 8 years ago, the understandings and applications of MBI have evolved into a powerful and comprehensive framework that leads to rich and varied instruction with students directly in the…

  15. 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…

  16. 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…

  17. 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.…

  18. 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…

  19. Improving Elementary Teachers' Comfort and Skill with Instructional Technology through School-Based Training.

    ERIC Educational Resources Information Center

    Brennan, Elizabeth C.

    This practicum report describes a program designed to increase elementary teachers' comfort and skill in the use of computer related technology for the purpose of establishing effective integration of instructional technology. Other stated ancillary goals included improved instructional effectiveness in the classroom through the development of an…

  20. 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…

  1. 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…

  2. The Presence of Reflective-Practice Indicators in Special Education Resource Teachers' Instructional Decision Making.

    ERIC Educational Resources Information Center

    Bartelheim, Frederick J.; Evans, Susan

    1993-01-01

    Four expert high school special education resource teachers were observed providing classroom instruction. Content analysis of postobservation interview transcripts was used to identify the presence of 124 reflective practice indicators in the subjects' instructional decisions: 49 for personal responsibility, 39 for testing, and 36 for problem…

  3. 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…

  4. 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…

  5. 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…

  6. An Investigation on Experienced Teachers' Knowledge and Perceptions of Instructional Theories and Practices

    ERIC Educational Resources Information Center

    Liu, Leping; Jones, Paul E.; Sadera, William A.

    2010-01-01

    Instructional practices in schools have been constantly changing over the years, and educators' knowledge about these practices is an important factor that influences their effective use. This paper presents an examination of teachers' knowledge and perception of 24 instructional practices commonly used in the field of education, especially in the…

  7. 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…

  8. Analysis of Differentiated Instruction in ELL Teachers' Professional Development: A Case Study

    ERIC Educational Resources Information Center

    Chien, Grace Chin-Wen

    2012-01-01

    Starting in the fall of 2009, ELL (English-language learner) instructional coaches began to provide workshops to ELL and general education teachers in a northwest American city. This article aims to analyze the differentiated instruction provided in the workshops. Data in this study include observational field notes, interviews, and documents.…

  9. Teaching to the Task: Preservice Teachers' Instruction for Cognitively Demanding Writing Tasks

    ERIC Educational Resources Information Center

    Benko, Susanna Latham

    2012-01-01

    In this study, I examine the instruction of four preservice English teachers (PSTs) for cognitively demanding literature-based writing tasks in order to investigate the types of tasks that PSTs identify as cognitively demanding, how PSTs' instruction for such tasks maintains or degrades the task's intellectual rigor, and possible…

  10. 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…

  11. Business Education Teachers Perceptions of the Effect of Technology Training on Instructional Practices

    ERIC Educational Resources Information Center

    Gaytan, Jorge

    2006-01-01

    The purpose of this study was to determine the perceptions held by business education teachers regarding the effect of technology training on instructional practices. A causal-comparative research design was used in this study to determine the relationship, if any, between technology training and instructional practices of business education…

  12. 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.

  13. 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…

  14. 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…

  15. An Administrative Concern: Science Teachers' Instructional Efficacy Beliefs regarding Racially, Culturally, Economically, and Linguistically Diverse Student Populations

    ERIC Educational Resources Information Center

    Tuck Bonner, Natalie Christine

    2009-01-01

    A teacher's sense of {instructional} efficacy has been considered a critical variable in student academic performance. Researchers Tschannen-Moran and Hoy Woolfolk (2001, p.783) defined teachers' {instructional} efficacy as a teacher's judgment of his or her capabilities to bring about desired outcomes of student engagement and learning, even…

  16. 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,…

  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. From Perception to Practice: The Impact of Teachers' Scoring Experience on Performance-based Instruction and Classroom Assessment.

    ERIC Educational Resources Information Center

    Goldberg, Gail Lynn; Roswell, Barbara Sherr

    2000-01-01

    Studied the impact of experience scoring the Maryland School Performance Assessment tasks on teachers' instructional and classroom assessment practice. Interview data, questionnaires, classroom observation, and classroom artifacts from approximately 5 teacher-scorers demonstrated that teachers' appropriation of performance-based instruction may be…

  19. The Influence of Tier One of RtI[superscript 2] and Instructional Coaching on Teacher Instruction and Student/ELL Learning: A Multiple Case Study

    ERIC Educational Resources Information Center

    Valadez, Frances E.

    2012-01-01

    The purpose of this case study was to demonstrate the influence of Tier 1 of Response to Intervention and Instruction (RtI[superscript 2]) and instructional coaching on teachers' instruction and on students' and English Language Learners' (ELL) learning. Research was conducted in one large urban elementary school. The unit of study…

  20. The preservice microteaching course and science teachers' instructional decisions: A qualitative analysis

    NASA Astrophysics Data System (ADS)

    Gess-Newsome, Julie; Lederman, Norman G.

    The purpose of this investigation was to qualitatively investigate the effects of a microteaching course on preservice science teachers' perceptions of teaching, instructional decisions, and changes in beliefs which occur throughout the course. A total of 17 preservice teachers constituted the sample for this investigation. In addition to viewing and self-critiquing the videotapes of their lessons, students received both oral and written feedback from peers and instructors. Subjects were also required to complete a reaction questionnaire concerning their beliefs/perceptions prior to the first presentation as well as following each of the four required presentations. Systematic comparisons among students' self-critiques and reaction questionnaires yielded a total of 12 categories of concerns/beliefs about teaching. These categories pertained to either Concerns for Self or Concerns for Students. Although the subjects appeared to proceed through a developmental process beginning with concerns for self and moving toward concerns for students, analyses of subjects' comments about students revealed that such remarks were actually egocentric. Additionally, the data indicated that preservice teachers view planning as a complex, two-component process (i.e., the physical act of writing a plan and the subsequent mental rehearsal of that plan.).

  1. 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…

  2. The Relationship between Instructional Domain and the Content of Reflection among Preservice Teachers.

    ERIC Educational Resources Information Center

    Bainer, Deborah L.; Cantrell, Diane

    This study was conducted to examine the relationship between the nature of the structured reflective experience provided in preservice teacher education and the content of preservice teachers' reflection. The study investigated whether the amount of reflection varied based on the instructional domain of a reflective teaching lesson (RTL) or…

  3. 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…

  4. 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…

  5. Teacher Qualification and Instructional Delivery Modes at the Preschool Level in Nigeria

    ERIC Educational Resources Information Center

    Odinko, Monica N.; Williams, Joanne M.; Donn, Gari

    2009-01-01

    Through this study researchers sought to evaluate the effects of qualification on instructional delivery modes of practicing preschool teachers in Nigeria. The sample consisted of 93 preschool teachers and 2,859 pupils aged 4 to 5 years. Schools were selected through stratified random sampling to ensure adequate representation of private, public,…

  6. Preparing Urban Teachers to Integrate Technology for Instruction: Challenges and Strategies

    ERIC Educational Resources Information Center

    Javeri, Manisha; Chen, Pearl

    2006-01-01

    This paper focuses on the challenges faced by faculty in the urban teacher preparation programs, particularly in the area of technology integration by pre-service and in-service teachers in their classroom instruction. The paper discusses the issues of first-order barriers (access to technology, infrastructure support) and second-order barriers…

  7. 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…

  8. Emerging Teacher Strategies for Mediating "Technology-Integrated Instructional Conversations": A Socio-Cultural Perspective

    ERIC Educational Resources Information Center

    Hennessy, Sara; Deaney, Rosemary; Ruthven, Kenneth

    2005-01-01

    This article draws on socio-cultural learning theory as a conceptual framework for analysing how teachers structure classroom activities and interactions during "Technology-integrated Instructional Conversations" (TICs). It reports on a collaborative programme of small-scale projects undertaken by 15 teacher-researchers using various forms of…

  9. 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…

  10. Teacher Educators' Perceptions and Use of Differentiated Instruction Practices: An Exploratory Investigation

    ERIC Educational Resources Information Center

    Santangelo, Tanya; Tomlinson, Carol Ann

    2012-01-01

    Using a cross-sectional survey design, this study was conducted to explore teacher educators' perceptions and use of differentiated instruction practices. Data were collected using an original questionnaire that was designed to reflect Tomlinson's model of differentiation. Although the results suggest some congruence between teacher educators'…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. Proficiency-Based Instruction in Reading: A Teacher Education Module. Applications Packet.

    ERIC Educational Resources Information Center

    Phillips, June K.

    A packet of materials designed for an inservice course for teachers of reading in another language translates the theory of second-language reading and the insights gained through a simulated activity into a practical plan for classroom teachers. The five-step plan represents an instructional framework providing the student with opportunities to…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Teachers' Perceptions of Geometry Instruction and the Learning Environment in Years 9-10 ESL Classrooms

    ERIC Educational Resources Information Center

    Ly, Rinna K.; Malone, John A.

    2010-01-01

    This paper describes the development of an instrument to assess teachers' views on their geometry instruction and their classroom learning environments in six government high schools in southwest Sydney. The sample consisted of 18 Years 9/10 ESL teachers from participating schools. The study involved completion of a survey form using a modified…

  3. The Head-Teacher's Instructional Role in Academic Achievement in Secondary Schools in Vihiga District, Kenya

    ERIC Educational Resources Information Center

    Musungu, L. L.; Nasongo, J. W.

    2008-01-01

    The head teachers' role is to promote academic performance. It is therefore important that the performance of a school is appraised against the performance of the person who leads it. The purpose of the study was to investigate the instructional role of the head-teacher in academic achievement in Kenya Certificate of Secondary Education (KCSE)…

  4. A Cross-Cultural Study of Teachers' Instructional Practices in Singapore and the United States

    ERIC Educational Resources Information Center

    VanTassel-Baska, Joyce; Feng, Annie; MacFarlane, Bronwyn; Heng, Mary Anne; Teo, Chua Tee; Wong, Marie Linda; Quek, Chwee G.; Khong, Beng Choo

    2008-01-01

    This cross-cultural study, utilizing a structured instructional behavior rating form, examined distinguishing and comparable teaching practices in secondary gifted classrooms in Singapore and the United States. Teachers from Singapore (n = 67) and teachers from the United States (n = 33) in 5 subject domains including math, science, English,…

  5. 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…

  6. 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…

  7. 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…

  8. 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…

  9. The Effects of Teacher Certification on Student Achievement of Music Instruction Goals and Objectives.

    ERIC Educational Resources Information Center

    Zirkle, Janet E.

    This study focused on the extent to which teacher certifications influence student achievement in the elementary music curriculum. It examined the roles of music specialists, classroom teachers, and visiting artists in the instruction of elementary school music, hypothesizing that students taught by a music specialist will attain higher…

  10. 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…

  11. Impact of a High School Graduation Examination on Social Studies Teachers' Instructional Practices

    ERIC Educational Resources Information Center

    Vogler, Kenneth E.

    2005-01-01

    The purpose of this study was to explore the impact of high-stakes tests on teachers' instructional practices. Data were obtained from a survey instrument given to a stratified random sample of Mississippi social studies teachers who teach the same content that is tested on their state's high school graduation examination. An analysis found…

  12. Exploring Two Classroom Teachers' Experiences as They Aspire to Become Literacy Instructional Leaders

    ERIC Educational Resources Information Center

    Espania, Denise Yoshie

    2012-01-01

    Classroom teacher leadership has encompassed both formal and informal leadership roles--from organizational roles, such as department head, to instructional roles, such as literacy coach or facilitating a book study group. In an era of Race to the Top and challenging economic times, states like Washington have revised their teacher evaluation…

  13. Improving Instruction in Head Start Preschool Classrooms through Feedback and Support to Teachers

    ERIC Educational Resources Information Center

    Boat, Mary B.; Carr, Victoria; Barnett, David; Macmann, Gregg; Moomaw, Sally; Pan, Wei; Nichols, Angela

    2009-01-01

    This article discusses the use of data-based feedback and support to teachers in Head Start classrooms to facilitate increased use of effective instructional and managerial practices. The authors conducted a study to examine the impact of providing Head Start preschool classroom teachers with data regarding their use of established instructional…

  14. 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'…

  15. Coaching: Impacting Teacher Behavior to Improve the Quality of Classroom Instruction

    ERIC Educational Resources Information Center

    Black, Melanie R.

    2012-01-01

    This study addressed the extent to which coaching, as a specific type of professional development, impacted teacher behavior and instructional quality. Specifically, this study sought to determine the extent to which teachers understood and used Marzano's nine high-yield strategies as a result of their participation in six weeks of on-site…

  16. The Effects of Instruction on Elementary Teacher's Realistic and Idealistic Attitudes Toward Selected Science Related Concepts.

    ERIC Educational Resources Information Center

    Bogut, Thomas L.; McFarland, Bruce L.

    Reported is a study designed to determine (1) if there was any significant relationship between elementary teachers' realistic and idealistic attitudes toward selected science-related concepts, (2) if the degree of open- or closed-mindedness of the teachers had any relationship to these realistic or idealistic attitudes, and (3) if instruction had…

  17. 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…

  18. ESL and Content Area Teacher Responses to Discussions on English Language Learner Instruction

    ERIC Educational Resources Information Center

    Pawan, Faridah; Craig, Daniel A.

    2011-01-01

    The current study compares the responses and statements of English as a second language (ESL) and content area teachers in discussions about the instruction of English language learners (ELLs). A study on how these two sets of teachers understand the field is important because commonalities and differences in their opinions may have an impact on…

  19. 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…

  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. 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…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. 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…

  7. 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.…

  8. Who Is the Expert? Construct and Criteria Validity of Student and Teacher Ratings of Instruction

    ERIC Educational Resources Information Center

    Kunter, Mareike; Baumert, Jurgen

    2006-01-01

    In this article, we examine the construct and criteria validity of student and teacher ratings as indicators of instructional features. As parsimonious measures, student and teacher reports are frequently used to assess aspects of the learning environment. From a methodological perspective, however, both approaches have been questioned. Whereas…

  9. 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…

  10. 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…

  11. 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…

  12. 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…

  13. 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…

  14. 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…

  15. 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…

  16. 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…

  17. 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…

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Instructional Conversations: A Qualitative Exploration of Differences in Elementary Teachers' Team Discussions

    ERIC Educational Resources Information Center

    Henry, Susan F.

    2012-01-01

    Despite increasing opportunities for teachers' teamwork in schools (MetLife, 2010; Wei, Darling-Hammond, & Adamson, 2010), few studies have examined how teachers' team discussions generate benefits that may support instructional improvement or how and why teams may vary in their capacity to generate such benefits. In this study, I…

  3. 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…

  4. 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.…

  5. Beliefs and Instructional Practices among Secondary Teachers within Selected High- and Low-Performing High Schools

    ERIC Educational Resources Information Center

    Peabody, Dayle

    2011-01-01

    Previous research has demonstrated a correlation between student demographic factors and standardized test scores in Florida. The researcher examined the impact teacher beliefs and instructional practices had on students' performance on Florida Comprehensive Reading Assessment Test in 10th grade. Teachers at four schools with a majority of at-risk…

  6. 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…

  7. 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…

  8. An Identification of Fluid Power Instructional Goals and Content for Industrial Education Teacher Preparation.

    ERIC Educational Resources Information Center

    Wolansky, William D.

    This study, designed to determine the appropriate goals and to identify, codify, and outline the core content for the industrial education teacher preparation in fluid power instruction, has the following four objectives: (1) to determine the specific and appropriate goals for the preparation of industrial education teachers to teach fluid power…

  9. 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…

  10. 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…

  11. 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…

  12. 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,…

  13. 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…

  14. 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…

  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. 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…

  17. 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…

  18. 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…

  19. 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…

  20. Impact of an Action Research Instructional Model: Student Teachers as Reflective Thinkers

    ERIC Educational Resources Information Center

    Ostorga, Alcione N.; Estrada, Veronica Lopez

    2009-01-01

    In an effort to promote a critical reflective stance in the beginning teacher, this study developed an instructional model for preservice teachers at the undergraduate level. Its sample consisted of students in two sections of a student teaching seminar course taken during their last semester of undergraduate course work. The work took place at a…

  1. 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…

  2. Examining Teachers' Goals and Classroom Instruction Around the Science and Engineering Practices in the Next Generation Science Standards

    NASA Astrophysics Data System (ADS)

    Kawasaki, Jarod

    This qualitative study examined teachers' described and observed classroom instruction around the science and engineering practices in the Next Generation Science Standards (NGSS). Seven secondary science teachers were surveyed and interviewed about their understanding and use of the science and engineering practices in their classroom teaching and then were observed to document their actual use of these practices. This study sought to describe (1) the variety of goals that teachers pursue in their classroom instruction and (2) the variety of instructional strategies teachers use to pursue those goals. Findings suggest that there were varying degrees of alignment between the teachers' described and observed classroom instruction and between their classroom instruction and the goals of the NGSS. For example, it was easier for many teachers to describe instruction around the science and engineering practices that aligned with the goals of the NGSS than it was to enact instruction that aligned with the NGSS. I suggest that the difficulty teachers experienced with enacting these practices emerged from teachers' misunderstanding of and misalignment with the goals of the NGSS. In order to address the challenges teachers faced in incorporating the science and engineering practices into their classroom instruction, I recommend some key features of professional development that may support teachers in refining their understanding, goals, and classroom instruction around these practices.

  3. 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…

  4. Exploring Teacher Talk during Mathematics Instruction in an Inclusion Classroom

    ERIC Educational Resources Information Center

    Wiebe Berry, Ruth A.; Kim, Namsook

    2008-01-01

    The authors examined aspects of teacher talk during mathematics lessons in a 1st-grade inclusion classroom. Using content analytical coding methods, they analyzed 4 lessons--each taught by a different teacher in the classroom. Results showed that the patterns of teacher talk across all 4 teachers were chiefly recitational and lacking…

  5. 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,…

  6. 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'…

  7. 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.…

  8. 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.

  9. Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

    NASA Astrophysics Data System (ADS)

    Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

    2015-06-01

    To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

  10. 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.

  11. 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.

  12. 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

  13. Teacher interaction in psychosocial learning environments: cultural differences and their implications in science instruction

    NASA Astrophysics Data System (ADS)

    Khine, Myint Swe; Fisher, Darrell L.

    2004-01-01

    The purpose of this study was to examine interpersonal behaviour in psychosocial learning environments and to determine the associations between science students' perceptions of their interactions with their teachers, the cultural background of teachers and their attitudinal outcomes. A sample of 1188 students completed the Questionnaire on Teacher Interaction instrument. The responses to two subscales of Test of Science-related Attitudes were used as attitudinal measures. Significant associations between students' perceptions of teacher interpersonal behaviour and the cultural background of teachers were detected. The results showed that students perceived a more favourable interpersonal relationship with Western teachers in the secondary science classrooms. The students in the classes of Western teachers indicated that they enjoyed science lessons more than those in the classes of Asian teachers. Some implications for science instruction in this context are discussed.

  14. 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.

  15. 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.

  16. Chapter 2: Adoption of Instructional Innovation across Teachers' Career Stages

    ERIC Educational Resources Information Center

    Metzler, Michael W.; Lund, Jacalyn; Gurvitch, Rachel

    2008-01-01

    Teachers are regularly exposed to a number of new and innovative technologies, ideas, philosophies, systems, and experiences from the time they enter teacher education to the time they leave the profession. A predictable result of this increased exposure is that teachers are regularly faced with decisions about whether to incorporate one or more…

  17. 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,…

  18. Case Study of Instructional Innovation among Elementary Teachers

    ERIC Educational Resources Information Center

    McCracklin, Patricia

    2012-01-01

    In one mid-western elementary school, teachers received training designed to change their teaching methods in their classrooms. Research has shown teachers have difficulty changing teaching behaviors. The research questions addressed teachers' beliefs and understandings of teaching in a new way. The theoretical framework for this study is…

  19. 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…

  20. 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…

  1. Issues in Instructional Supervision: The Lead Teacher vs. the Supervisor.

    ERIC Educational Resources Information Center

    Lindle, Jane C.

    Excellence in teaching, the reform reports tell us, depends at least partially on "professionalizing" teaching. The "new" positions of master or lead teacher are proposed as a method of improving the status of our best teachers and placing them in positions to mentor other teachers. Are these new positions any different than the "old" positions of…

  2. 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…

  3. 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…

  4. 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…

  5. 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…

  6. Science teachers' understanding and use of instructional strategies within the 4 x 4 block schedule

    NASA Astrophysics Data System (ADS)

    Grosshans, Kurt

    The primary purpose of this researcher was to investigate how science teachers engage students under the 4 x 4 block schedule and how the teachers' understanding of how they use instructional strategies influenced their lessons. As an inquiry-based approach has been adopted by the National Science Standards, research has suggested that block scheduling provides more time for teachers to incorporate varied strategies such as inquiry-based and cooperative learning teaching which have philosophical roots in a social constructivist philosophy. This research investigated the questions: What instructional strategies do science teachers use to engage students on the 4 x 4 block schedule? How do science teachers understand their use of instructional strategies? The methodology was qualitative in nature and involved a multiple case study of three high school science teachers at a large rural county high school. Data sources included pre-observation interviews, classroom observations, post-observation interviews, and the collection of documents and artifacts such as lesson plans, student hand-outs, worksheets, laboratory exercises, homework and other document(s) the teacher used to prepare for or implement a lesson. The evidence observed in this study, suggests that the strategies used by these three science teachers remain mostly didactic in nature. Although the teachers reported in the interview phase of this research that they use a wide variety of strategies, what was observed within the 4 x 4 block structure was the use of different didactic strategies, not different holistic strategies. Although the teachers were aware of more holistic strategies such as inquiry-based and cooperative learning, they were not adopted nor adapted within the lesson. The three teachers used strategies that were consistent with their scientific realist views concerning the nature of science. These scientific realist philosophies are antithetical to a social constructivist approach to

  7. Science Teacher Efficacy and Outcome Expectancy as Predictors of Students' End-of-Instruction (EOI) Biology I Test Scores

    ERIC Educational Resources Information Center

    Angle, Julie; Moseley, Christine

    2009-01-01

    The purpose of this study was to compare teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the statewide End-of-Instruction (EOI) Biology I test met or exceeded the state academic proficiency level (Proficient Group) to teacher efficacy beliefs of secondary Biology I teachers whose students' mean scores on the…

  8. 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…

  9. 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…

  10. 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.

  11. 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…

  12. 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.

  13. Teacher leadership in mathematics and science: Subject content knowledge and the improvement of instruction

    NASA Astrophysics Data System (ADS)

    Manno, Christopher M.

    This study explores the role of teacher leader subject content knowledge in the promotion of professional development and instructional reform. Consistent with a distributed leadership perspective, many have asserted that the promotion of school effectiveness can be enhanced through the application of teacher leadership (Frost & Durrant, 2003; Harris, 2002a; Sherrill, 1999; Silva, Gimbert, & Nolan, 2000; York-Barr & Duke, 2004). There has been much discussion in the research about the significance of teachers' subject content knowledge in teaching and learning which has generally asserted a positive relationship with instructional practice and student achievement (Darling-Hammond, 2000; Newton & Newton, 2001; Parker & Heywood, 2000). The role of content knowledge in teacher leader work has been less researched. This study focused on deepening understanding of perceptions regarding teacher leaders' roles in improving instructional practice. Based on a framework of common teacher leader tasks, qualitative methods were used to investigate the relationship between teacher leader subject content knowledge and perceptions of effectiveness in promoting professional development and instructional reform. The study indicates that content experts behave differently than their non-expert counterparts. Content experts recognize deficiencies in colleagues' content knowledge as a primary problem in the implementation of math or science reform. Content experts view their work as advocacy for improved curriculum and instruction for all children, and work within a small set of task categories to promote discussions about teaching, learning, and content. Content experts develop trust and rapport with colleagues by demonstrating expertise, and are respected for their deep knowledge and efforts to help teachers learn the content. They also differ from non-content experts in the professional growth experiences in which they engage. The consideration of content expertise as an influence

  14. 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

  15. A case study of secondary teachers facilitating a historical problem-based learning instructional unit

    NASA Astrophysics Data System (ADS)

    Pecore, John L.

    Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or "problem," is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum. The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers' understandings, successes and obstacles. By identifying teachers' possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations. Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers' current systems into reform-based teacher instruction. While participating teachers

  16. 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).

  17. 24 CFR 1710.200 - Instructions for Statement of Record, Additional Information and Documentation.

    Code of Federal Regulations, 2014 CFR

    2014-04-01

    ... 24 Housing and Urban Development 5 2014-04-01 2014-04-01 false Instructions for Statement of Record, Additional Information and Documentation. 1710.200 Section 1710.200 Housing and Urban Development Regulations Relating to Housing and Urban Development (Continued) OFFICE OF ASSISTANT SECRETARY FOR...

  18. 43 CFR 3250.13 - What additional BLM orders or instructions govern exploration?

    Code of Federal Regulations, 2014 CFR

    2014-10-01

    ... 43 Public Lands: Interior 2 2014-10-01 2014-10-01 false What additional BLM orders or instructions govern exploration? 3250.13 Section 3250.13 Public Lands: Interior Regulations Relating to Public Lands (Continued) BUREAU OF LAND MANAGEMENT, DEPARTMENT OF THE INTERIOR MINERALS MANAGEMENT (3000) GEOTHERMAL RESOURCE LEASING...

  19. Diversity Knowledge in Science Teacher Education-Translating Concept to Instruction: An Example Specific to African Americans

    NASA Astrophysics Data System (ADS)

    Parsons, Eileen Carlton; Foster, Stephanie; Gomillion, Crystall Travis; Simpson, Jamila Smith

    2008-02-01

    Science education reforms promote access to quality science education for all students. Outcome disparities in various measures indicate that such access remains elusive for African Americans. Cultural incongruence is one among many explanations for this previously described inaccessibility. The intent of this article is not to report additional research findings, but to translate the information provided in the literature into an instructional form that science teacher educators can employ in the preparation of prospective science teachers or the further development of practicing ones. Pivoting around a role play, the authors discuss communication within African American communities, its incongruence with the discourse patterns typically valued and reinforced in school science, and the importance of such knowledge for science teacher educators.

  20. 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…

  1. 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…

  2. 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…

  3. Drop Out or Persist? The Influence of Differentiated Instruction and Teacher Behavior on College Freshmen and GED Students

    ERIC Educational Resources Information Center

    Robertson, Vera Strickland

    2009-01-01

    The purpose of this research was to provide information to school administrators about the impact differentiated instruction and teacher behavior have on students' decision to drop out of high school or persist. The ultimate goal of this study is to determine if a significant relationship exists between differentiated instruction, teacher behavior…

  4. 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…

  5. Relationship between teacher preparedness and inquiry-based instructional practices to students' science achievement: Evidence from TIMSS 2007

    NASA Astrophysics Data System (ADS)

    Martin, Lynn A.

    The purpose of this study was to examine the relationship between teachers' self-reported preparedness for teaching science content and their instructional practices to the science achievement of eighth grade science students in the United States as demonstrated by TIMSS 2007. Six hundred eighty-seven eighth grade science teachers in the United States representing 7,377 students responded to the TIMSS 2007 questionnaire about their instructional preparedness and their instructional practices. Quantitative data were reported. Through correlation analysis, the researcher found statistically significant positive relationships emerge between eighth grade science teachers' main area of study and their self-reported beliefs about their preparedness to teach that same content area. Another correlation analysis found a statistically significant negative relationship existed between teachers' self-reported use of inquiry-based instruction and preparedness to teach chemistry, physics and earth science. Another correlation analysis discovered a statistically significant positive relationship existed between physics preparedness and student science achievement. Finally, a correlation analysis found a statistically significant positive relationship existed between science teachers' self-reported implementation of inquiry-based instructional practices and student achievement. The data findings support the conclusion that teachers who have feelings of preparedness to teach science content and implement more inquiry-based instruction and less didactic instruction produce high achieving science students. As science teachers obtain the appropriate knowledge in science content and pedagogy, science teachers will feel prepared and will implement inquiry-based instruction in science classrooms.

  6. 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…

  7. The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction

    ERIC Educational Resources Information Center

    Hao, Yungwei; Wang, Shiou-ling; Chang, Su-jen; Hsu, Yin-hung; Tang, Ren-yen

    2013-01-01

    Studies indicated Web 2.0 technologies can support learning. Then, integration of innovation may create concerns among teachers because of the innovative features. In this study, the innovation refers to Web 2.0 technology integration into instruction. To help pre-service teachers make the best use of the innovation in their future instruction, it…

  8. 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…

  9. 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…

  10. 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…

  11. Establishing Instructional Technology Benchmarks for Teacher Preparation Programs.

    ERIC Educational Resources Information Center

    Northrup, Pamela Taylor; Little, Wesley

    1996-01-01

    Examines technology use in teacher preparation, emerging state and national standards for educators and technology, and benchmarks for teacher preparation programs (including faculty preparation), and notes the importance of creating school-business partnerships to help finance this costly venture. (SM)

  12. 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…

  13. 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…

  14. Districts, Teacher Leaders, and Distributed Leadership: Changing Instructional Practice

    ERIC Educational Resources Information Center

    Firestone, William A.; Martinez, M. Cecilia

    2007-01-01

    Using case studies of four schools in three districts, this article explores how leadership is distributed in districts and asks about the role of teacher leaders. It proposes that teacher leaders and districts can share three leadership tasks: procuring and distributing materials, monitoring improvement, and developing people. The district and…

  15. Types of Instructional Strategies Modeled in Urban Teacher Education Courses.

    ERIC Educational Resources Information Center

    Ellsworth, Nancy J.

    A study was done to investigate the organization of teaching and learning activities experienced in teacher preparation courses in an urban university. A survey instrument developed for the study was administered to 254 trainees in 20 regular and special education courses. The graduate teacher education courses were stratified by educational…

  16. 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…

  17. 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.…

  18. The Components of Number Sense: An Instructional Model for Teachers

    ERIC Educational Resources Information Center

    Faulkner, Valerie N.

    2009-01-01

    At the heart of the recent focus on mathematics has been an increased emphasis on developing students' "number sense." Ironically, although growing as a force in the education literature, number sense has not been clearly defined for teachers. Teachers need specific support in understanding how to develop number sense in students, to guide their…

  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. Mathematics Coaching Handbook: Working with Teachers to Improve Instruction

    ERIC Educational Resources Information Center

    Hansen, Pia

    2009-01-01

    This book serves as a reference to help prepare and support effective math content coaches. It provides insight into the leadership skills necessary to mentor other teachers, establish collaborative teacher teams, influence school culture positively, and improve student achievement. Contents include: (1) Examining the Role of a Math Content Coach;…

  1. 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…

  2. 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…

  3. 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.

  4. Factors Influencing Entering Teacher Candidates' Preferences for Instructional Activities: A glimpse into their orientations towards teaching

    NASA Astrophysics Data System (ADS)

    Talanquer, Vicente; Novodvorsky, Ingrid; Tomanek, Debra

    2010-07-01

    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 the introductory science teaching course in an undergraduate science teacher preparation program. Our analysis was based on data collected using a teaching and learning beliefs questionnaire, together with structured interviews. Our results indicate that entering science teacher candidates have strong preferences for a few activity types. The most influential factors driving entering science teacher candidates' selections were the potential of the instructional activities to motivate students, be relevant to students' personal lives, result in transfer of skills to non-science situations, actively involve students in goal-directed learning, and implement curriculum that represents what students need to know. This set of influencing factors suggests that entering science teacher candidates' orientations towards teaching are likely driven by one or more of these three central teaching goals: (1) motivating students, (2) developing science process skills, and (3) engaging students in structured science activities. These goals, and the associated beliefs about students, teaching, and learning, can be expected to favor the development or enactment of three major orientations towards teaching in this population of future science teachers: "motivating students," "process," and "activity-driven."

  5. 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…

  6. Professional Teacher Education Module Series. Provide Instruction for Slower and More Capable Learners, Module C-14 of Category C--Instructional Execution.

    ERIC Educational Resources Information Center

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This fourteenth in a series of twenty-nine learning modules on instructional execution is designed to give secondary and postsecondary vocational teachers help in understanding the unique learning characteristics of different groups of students and in planning instruction so that the specific needs of slower and more capable learners can be…

  7. Elementary, General-Education Teachers' Reports of Self-Efficacy in Using Evidenced-Based Instructional Strategies to Differentiate Instruction for Students with Disabilities

    ERIC Educational Resources Information Center

    Stevens, Kimberly Y.

    2012-01-01

    The purpose of this exploratory study was to describe elementary, general-education teachers' reports of self-efficacy (Bandura, 1997) in using Marzano et al.'s (2010) evidenced-based instructional strategies to differentiate instruction for students with disabilities. The two frameworks that guided this investigation were Bandura's…

  8. Computer Skills and Instructional Activities of Student Teachers and Cooperating Teachers.

    ERIC Educational Resources Information Center

    McCoy, Leah P.

    This study examined the computer skills of secondary student teachers and cooperating teachers. Participants were 22 student teachers and 24 cooperating teachers from 8 high schools in 1 district. Participants completed the "Teacher Computer Skill Survey," which assessed their computer skills, focusing on: general computer use, creating written…

  9. A response to reform: Teachers' attitudes and practice of inquiry-oriented instruction

    NASA Astrophysics Data System (ADS)

    Thomas, Jeffrey D.

    The intention of the current reform effort in Connecticut is to influence the way science is taught to improve student achievement. To meet this goal, the State aligned curriculum, instruction, and assessment practices with the most recent versions of the Core Science Curriculum Framework, CAPT Handbook for Science, and the Connecticut Aptitude Performance Test (CAPT). The lack of widespread and sustainable implementation of instructional reforms, such as implementing inquiry-oriented standards-based curriculum, is an issue that has evolved out of reform efforts similar to the one in Connecticut. A possible explanation for this problem might be traced back to teacher attitudes towards the proposed instructional changes. The purpose of this qualitative case study was to explore the attitudes of six high school earth science teachers toward reform in one Connecticut suburban school district and the impact these attitudes may have had on the implementation of inquiry-oriented instructional reforms. Initially, semi-structured interviews were conducted to assess teacher attitudes toward the reform and the expected impact on the way they would enact inquiry-oriented instruction. This was followed by classroom observations of each teacher's implementation of one of the State released inquiry-oriented labs found in the CAPT Handbook for Science, so as to determine whether the labs were carried out as the teachers had intended and as was expected by the State. At the end of year, semi-structured interviews were also conducted to verify whether their attitudes changed over the course of the year. Originally, it was thought that teacher attitudes would impact the way they would carry out the State recommended labs. However, teacher attitudes in this study were only one predictor of the way the inquiry-oriented labs were implemented. Teacher experience, familiarity with the content, and knowledge of inquiry-based pedagogy also were found to be possible influences on how they

  10. 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.

  11. What Affects Instructional Choice?: Profiles Of K-2 Teachers' Use Of Reading Instructional Strategies and Methods

    ERIC Educational Resources Information Center

    Nichols, William D.; Zellner, Luana J.; Rupley, William H.; Willson, Victor L.; Kim, Yeonhee; Mergen, Sandra; Young, Carl A.

    2006-01-01

    This study examined kindergarten, first-grade, and second-grade teachers' intended and reported classroom use, as well as perceptions and knowledge of reading strategies and methods, before and after their participation in a 120-hour professional development workshop. A cluster analysis was conducted on the teachers' (N = 33) responses to a…

  12. Expanding Instructional Horizons: A Case Study of Teacher Team-Outside Expert Partnerships

    ERIC Educational Resources Information Center

    Ermeling, Bradley A.; Yarbo, Jessica

    2016-01-01

    Background: Despite increasing popularity and mounting evidence for teacher collaboration as a lever for school improvement, reported changes in teaching associated with collaboration are often subtle and incremental, rarely involving substantial shifts in instructional practice called for by advocates of deeper learning and next-generation…

  13. Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

    ERIC Educational Resources Information Center

    Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

    2015-01-01

    To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…

  14. 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…

  15. Farm Record Keeping: An Instructional Unit for Teachers of Adult Education in Agriculture.

    ERIC Educational Resources Information Center

    Thomas, Steven D.

    This instructional unit on farm recordkeeping is intended as a guide for use by teachers in planning and conducting young farmer and/or adult education classes. The unit consists of thirteen problems on the following topics: planning for farm recordkeeping, recording inventories, recording depreciable items, recording farm expenses, recording cash…

  16. 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…

  17. 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…

  18. Secondary School Student Teacher Classroom Control Ideologies and Amount of Engaged Instructional Activities.

    ERIC Educational Resources Information Center

    Jones, Dan R.; Harty, Harold

    1980-01-01

    After their student teaching experience, 19 student teachers completed the Pupil Control Ideology (PCI) Form. The significant positive correlation between individual PCI scores and the number of hours spent in instructional activities during student teaching suggests that the more time spent teaching a class, the more custodial classroom…

  19. What On Earth? Teacher's Guide. An Instructional Television Series for Eighth-Grade Earth Science.

    ERIC Educational Resources Information Center

    Beyer, Fred L.

    This publication is intended to serve as a teacher's guide for the instructional television series entitled "What On Earth?" The program, a one-year course for eighth-grade students, is composed of units on the earth as a body in space, meteorology, oceanography, and geology. Each topic is covered through a series of television programs. In the…

  20. 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…

  1. 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…

  2. Investigating the Relationship between Science Teachers' Professional Development and Instructional Practices

    ERIC Educational Resources Information Center

    Campbell, Natacia

    2012-01-01

    Some students are not mastering the scientific inquiry skills needed to be ready for postsecondary studies. For students to master these skills, science teachers must implement instructional practices that facilitate scientific inquiry. The purpose of this correlation study was to investigate the relationship between professional development and…

  3. 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…

  4. 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…

  5. First Year Preservice Teachers' Attitudes toward Computers from Computer Education and Instructional Technology Department

    ERIC Educational Resources Information Center

    Yakin, Ilker, Sumuer, Evren

    2007-01-01

    The purpose of the study is to explore the attitudes of first year university students towards computers. The study focuses on preservice teachers (N=46) included 33 male and 12 female from Middle East Technical University, Computer Education and Instructional Technology (CEIT) department. The study is delimited to first grade preservice teachers…

  6. Proposing a Core Set of Instructional Practices and Tools for Teachers of Science

    ERIC Educational Resources Information Center

    Windschitl, Mark; Thompson, Jessica; Braaten, Melissa; Stroupe, David

    2012-01-01

    Recent calls for teacher preparation to become more grounded in practice prompt the questions: Which practices? and perhaps more fundamentally, what counts as a model of instruction worth learning for a new professional--i.e., the beginner's repertoire? In this report, we argue the following: If a defined set of subject-specific high-leverage…

  7. 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…

  8. Two Heads Are Better than One: Inservice Teachers Engaging in Instructional Design 2.0

    ERIC Educational Resources Information Center

    Antonenko, Pavlo D.

    2013-01-01

    This study investigated changes in inservice teachers' technological pedagogical content knowledge and technology integration self-efficacy as a result of engaging in collaborative instructional design with Web 2.0 tools. We collected survey and interview data in the pre/post format, and teaching portfolios served to triangulate survey and…

  9. 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…

  10. Views of Prospective Early Childhood Education Teachers, towards Mathematics and Its Instruction

    ERIC Educational Resources Information Center

    Zacharos, Konstantinos; Koliopoulos, Dimitris; Dokimaki, Maria; Kassoumi, Helen

    2007-01-01

    The questions this paper attempts to answer are related to the attitudes of student teachers of the Department of Early Childhood Education at the University of Patras (Greece) towards mathematics, as well as their views on the instruction of mathematics in Early Childhood Education. The research sample included 52 students in the fourth semester…

  11. 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…

  12. 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…

  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. Increasing Teacher Use of Career-Relevant Instruction: A Randomized Control Trial of CareerStart

    ERIC Educational Resources Information Center

    Rose, Roderick A.; Woolley, Michael E.; Orthner, Dennis K.; Akos, Patrick T.; Jones-Sanpei, Hinckley A.

    2012-01-01

    Student engagement is a critical aspect of the learning process and a known predictor of school success. We report on an evaluation of a classroom intervention, CareerStart, designed to promote engagement through the use of career-relevant instruction whereby teachers use examples to tie the lesson material to knowledge and skills students can see…

  15. 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…

  16. Evaluation of Turkish Grammar Instruction Based on Primary School Teachers' Opinions

    ERIC Educational Resources Information Center

    Anilan, Hüseyin

    2014-01-01

    This study aims to evaluate the effectiveness of the holistic approach to Turkish grammar instruction in the first stage of primary education from the opinions and experiences of Turkish primary school teachers. This study is a qualitative research designed as a phenomenological study. The study participants were selected using maximum variation…

  17. English as a Medium of Instruction in the Gulf: When Students and Teachers Speak

    ERIC Educational Resources Information Center

    Belhiah, Hassan; Elhami, Maha

    2015-01-01

    This study explores the effectiveness of English as a medium of instruction (EMI) in the Arabian/Persian Gulf, with special focus on the situation in the United Arab Emirates. The study, undertaken at six universities located in major cities of Abu Dhabi, Dubai, Al Ain, Sharjah, Ajman, and Ras Al Khaimah, examines students' and teachers'…

  18. The Child, the Text and the Teacher: Reading Primers and Reading Instruction

    ERIC Educational Resources Information Center

    Patterson, Annette Joyce; Cormack, Phillip Anton; Green, William Charles

    2012-01-01

    From the late sixteenth century, in response to the problem of how best to teach children to read, a variety of texts, such as primers, spellers and readers were produced in England for vernacular instruction. This paper describes how these materials were used by teachers to develop, first, a specific religious understanding according to the…

  19. 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…

  20. 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…