The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

NASA Astrophysics Data System (ADS)

Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-12-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

Do Classroom Experiments Increase Learning in Introductory Microeconomics?

ERIC Educational Resources Information Center

Dickie, Mark

2007-01-01

Interest in using classroom experiments to teach economics is increasing whereas empirical evidence on how experiments affect learning is limited and mixed. The author used a pretest-posttest control-group design to test whether classroom experiments and grade incentives that reward performance in experiments affect learning of introductory…

From Yeast to Hair Dryers: Effective Activities for Teaching Environmental Sciences.

ERIC Educational Resources Information Center

Nolan, Kathleen A.

2001-01-01

Reports on four experiments and/or activities that were used to stimulate student interest in environmental science. Makes the case that varying classroom activities in the environmental science classroom makes the teaching and learning experience more alive and vital to both instructor and student. (Author/MM)

Experiences of Teachers Using Whole Brain Teaching in Their Classrooms

ERIC Educational Resources Information Center

Silverstein, Andrea Lynn

2013-01-01

This dissertation details the experiences of eight teachers who use Whole Brain Teaching (WBT) in their classrooms. Teachers were asked questions regarding factors that impeded the implementation of WBT, administrators' perceptions prior and after the implementation of WBT, and students' reactions to the implementation of WBT. Since teachers…

Using Classroom Assessment To Change Both Teaching and Learning.

ERIC Educational Resources Information Center

Steadman, Mimi

1998-01-01

Summarizes results of a study on implementation and impact of classroom assessment techniques (CATs) in community colleges, examining how classroom assessment has been applied by teachers, documenting changes in teaching behaviors, and considering costs and benefits. Also examines students' experiences and satisfaction with courses taught using…

Using Tablet PCs in Classroom for Teaching Human-Computer Interaction: An Experience in High Education

ERIC Educational Resources Information Center

da Silva, André Constantino; Marques, Daniela; de Oliveira, Rodolfo Francisco; Noda, Edgar

2014-01-01

The use of computers in the teaching and learning process is investigated by many researches and, nowadays, due the available diversity of computing devices, tablets are become popular in classroom too. So what are the advantages and disadvantages to use tablets in classroom? How can we shape the teaching and learning activities to get the best of…

Strategies to Address Common Challenges When Teaching in an Active Learning Classroom

ERIC Educational Resources Information Center

Petersen, Christina I.; Gorman, Kristen S.

2014-01-01

This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.

Training of Trainers (ToT) Program in Team Teaching

NASA Astrophysics Data System (ADS)

Febrianti, Werry; Wiryanto, Leo Hari

2018-01-01

The first year students in Sumatera Institute of Technology (ITERA) follow the first year program (TPB). They will learn about mathematics, physics, chemistry, and all of the basic subjects that they need for learning in ITERA. They will study in the big classrooms with different background department of their friends. This situation makes the lectures become more challenging in teaching their lessons. Besides the classrooms, the experience of the lecturers is still need to be improved because the lecturers are young and less of experience in teaching so that they need guidance from their senior lecturer. Because of that situation, Training of Trainers (ToT) program in team teaching is one of the solution that can increase the young lecturers’s ability so that they can teach well in the massal conditions of the classrooms. ToT program in team teaching indicated the better result than regular teaching.

Birthing Internal Images: Employing the "Cajita" Project as a Contemplative Activity in a College Classroom

ERIC Educational Resources Information Center

Kanagala, Vijay; Rendon, Laura I.

2013-01-01

Recently, there has been a surge of interest in employing contemplative teaching and learning practices in college classrooms. The authors define contemplative pedagogy as a teaching and learning experience that involves the learner in a participatory epistemology characterized by a deeply immersed, insightful learning experience fostered through…

Literature in a TAFE Institute: The Curriculum, Students and Their Classroom Experiences.

ERIC Educational Resources Information Center

Hatters, Cathy

2001-01-01

Notes that teaching literature in a Technical and Further Education setting presents its own special set of problems and paradoxes not usually encountered by teachers in more conventional classrooms. Discusses students and their literature experiences; impact of the canon on teaching; and influence of modern literary theory on the reader-text…

Characteristics of Successful Co-Teaching Experiences in Classrooms with General and Special Education Students

ERIC Educational Resources Information Center

Abbye-Taylor, Sonya

2014-01-01

Co-teaching, an instructional model serving students with special education needs in the general education classroom, has been proliferating in response to federal requirements and because it has potential in reaching all students. Implementation of co-teaching has been inconsistent and there has been little evidence co-teaching has positively…

Making Room for Group Work I: Teaching Engineering in a Modern Classroom Setting

ERIC Educational Resources Information Center

Wilkens, Robert J.; Ciric, Amy R.

2005-01-01

This paper describes the results of several teaching experiments in the teaching Studio of The University of Dayton's Learning-Teaching Center. The Studio is a state-of-the-art classroom with a flexible seating arrangements and movable whiteboards and corkboards for small group discussions. The Studio has a communications system with a TV/VCR…

"It's a Lot of Hectic in Middle School": Student-Teaching in an Urban Classroom.

ERIC Educational Resources Information Center

Meyer, Jim

1999-01-01

Relates the experience of a college professor who spent two months as a student teacher in an eighth-grade language arts classroom in an urban public school. Discusses middle school teaching verses college teaching, coming to know the students, discipline, student testing, accountability, teaching writing, the failure of teacher-training programs,…

Co-Teaching as an Approach to Enhance Science Learning and Teaching in Primary Schools

ERIC Educational Resources Information Center

Murphy, Colette; Beggs, Jim

2006-01-01

In this article, we explore some of the experiences of student teachers, classroom teachers, science teacher educators, and children in co-teaching contexts in primary schools. The model of co-teaching adopted enabled student teachers (science specialist), classroom teachers, and university tutors to share expertise and work as equals, without…

Balancing Act: Addressing Culture and Gender in ESL Classrooms

ERIC Educational Resources Information Center

Johnson, Michelle A.; Chang, Debbie

2012-01-01

ESL educators find themselves teaching a diverse group of students in today's classroom. This study investigated how ESL instructors address diversity in their teaching. The literature review revealed research on the experiences of teachers using culturally responsive teaching strategies. Using qualitative research methods, this study explores the…

Practicing What We Teach: How Culturally Responsive Literacy Classrooms Make a Difference

ERIC Educational Resources Information Center

Schmidt, Patricia Ruggiano, Ed.; Lazar, Althier M., Ed.

2011-01-01

This readable book features K-12 teachers and teacher educators who report their experiences of culturally responsive literacy teaching in primarily high poverty, culturally nondominant communities. These extraordinary teachers show us what culturally responsive literacy teaching looks like in their classrooms and how it advances children's…

Teaching To Give Students Voice in the College Classroom. Thematic Session.

ERIC Educational Resources Information Center

Koerner, Mari E.; Hulsebosch, Patricia

This study followed six "culturally aware" elementary school teachers through student teaching and their first two years of teaching to look at how their life experiences as minority people affected their classroom practices. The study was a qualitative inquiry based on reciprocal and interactive relationships. The approach was…

An American Professor's Perspective on the Dialectics of Teaching Interpersonal Communication in the Swedish Classroom

ERIC Educational Resources Information Center

Natalle, Elizabeth J.

2012-01-01

This case study of an American professor's teaching experience in Sweden analyzes classroom communication using relational dialectics theory and cultural values theory. Tensions of hierarchy vs. equality and autonomy vs. connection were described through classroom processes such as greeting practices, dress, grading, attendance, gendered language…

Student Teachers' Emotional Teaching Experiences in Relation to Different Teaching Methods

ERIC Educational Resources Information Center

Timoštšuk, I.; Kikas, E.; Normak, M.

2016-01-01

The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We…

Galileo's 'Jumping-Hill' Experiment in the Classroom--A Constructivist's Analysis.

ERIC Educational Resources Information Center

Kubli, Fritz

2001-01-01

Uses Galileo's 'jumping-hill' experiment as an historical element to improve science teaching in the classroom. Illustrates that the experiment can stimulate an animated discussion in the classroom, even if precise historic circumstances are not mentioned. The historical dimensions bring some color into the lesson, which increases attention. (SAH)

Pedagogical Ideas on Sonic, Mediated, and Virtual Musical Landscapes: Teaching Hip Hop in a University Classroom

ERIC Educational Resources Information Center

Dhokai, Niyati

2012-01-01

Based on the experience of teaching the history of American hip hop music to a classroom of Canadian university students, the author considers the disjuncture between the cultural orientations of herself and her students. The author considers teaching methods to solve the place-based disjuncture that often occurs when teaching genres such as hip…

The Web versus the Classroom: Instructor Experiences in Discussion-Based and Mathematics-Based Disciplines

ERIC Educational Resources Information Center

Smith, Glenn Gordon; Ferguson, David; Caris, Mieke

2003-01-01

This study examined the instructor experience of teaching college courses (discussion-based and mathematics) over the Web, versus in the classroom, in terms of teaching, social issues, and emergent issues such as media effects. We interviewed, by e-mail and telephone, 22 college instructors who taught in both formats. We categorized interview…

Teaching Methods and Their Impact on Students' Emotions in Mathematics: An Experience-Sampling Approach

ERIC Educational Resources Information Center

Bieg, Madeleine; Goetz, Thomas; Sticca, Fabio; Brunner, Esther; Becker, Eva; Morger, Vinzenz; Hubbard, Kyle

2017-01-01

Various theoretical approaches propose that emotions in the classroom are elicited by appraisal antecedents, with subjective experiences of control playing a crucial role in this context. Perceptions of control, in turn, are expected to be influenced by the classroom social environment, which can include the teaching methods being employed (e.g.,…

Integrating the Secondary School Foreign Language Classroom through Multiple Learning Activities

ERIC Educational Resources Information Center

DeFalco, Laura

2011-01-01

Foreign language teachers experience difficulties in teaching students with learning disabilities. The challenge is to teach students with and without disabilities in the same classroom while having no background knowledge of how to teach towards all these students. Through observations and interviews with two foreign language teachers, the use of…

Visceral Pedagogies: Pornography, Affect, and Safety in the University Classroom

ERIC Educational Resources Information Center

Paasonen, Susanna

2016-01-01

This article addresses the pedagogical choices and the visceral reverberations involved in teaching porn in the university classroom. The author discusses different aims and goals for teaching pornography, as well as the some key pedagogical considerations and options involved in this, drawing on her own experiences teaching porn in Finnish gender…

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

ERIC Educational Resources Information Center

Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-01-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

Kindergarten to 1st Grade: Classroom Characteristics and the Stability and Change of Children's Classroom Experiences

ERIC Educational Resources Information Center

La Paro, Karen M.; Rimm-Kaufman, Sara E.; Pianta, Robert C.

2006-01-01

This study examines the classroom experiences of 192 children followed longitudinally from kindergarten to 1st grade. Time-sampled observations of children were conducted to compare learning formats, teaching activities, and children's engagement in activities between kindergarten and 1st grade. Classroom observations also were conducted to…

The Effect of Early Classroom Teaching Experience Upon the Attitudes and Performance of Science Teacher Candidates.

ERIC Educational Resources Information Center

Conradson, Diane R.

Reported is a study on effects of early classroom teaching experience upon the attitudes and performance of teacher candidates from a student group primarily composed of science majors or minors. The subjects were paired mainly on their choice of a credential or noncredential program. One of each pair was randomly assigned to the experimental…

Computers in the Classroom: Experiences Teaching with Flexible Tools. Teachers Writing to Teachers Series.

ERIC Educational Resources Information Center

Thompson, Charles, Ed.; Vaughan, Larry, Ed.

First-hand accounts of what teachers have done with students and computers in their classrooms, how students have responded, and what and how teachers have learned from these experiences are discussed in the 19 articles in this book. The articles are presented under these headings: (1) teaching writing with word processors; (2) learning to inquire…

Teaching Students with Special Educational Needs in Inclusive Music Classrooms: Experiences of Music Teachers in Hong Kong Primary Schools

ERIC Educational Resources Information Center

Wong, Marina Wai-yee; Chik, Maria Pik-yuk

2016-01-01

It has been a decade since the implementation of Hong Kong's policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers' experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising 10…

Contextual Complexity: The Professional Learning Experiences of Seven Classroom Teachers When Engaged in "Quality Teaching"

ERIC Educational Resources Information Center

Edge, Ken; Reynolds, Ruth; O'Toole, Mitch

2015-01-01

This research study interrogates the self-reported perceptions of seven experienced Human Society and Its Environment (HSIE) teachers about the professional learning influencing their classroom teaching after being involved in a number of initiatives to improve their teaching in New South Wales (Australia). The results indicated that the teachers'…

On the Road to More Collaborative Teaching: One School's Experience

ERIC Educational Resources Information Center

Magiera, Kathleen; Lawrence-Brown, Diana; Bloomquist, Kristie; Foster, Connie; Figueroa, Andrea; Glatz, Kirstin; Heppeler, Denise; Rodriguez, Pamela

2006-01-01

Co-teaching is undertaken because students with disabilities are more likely to have their needs met if their supports are moved to the general education classroom. In co-taught lessons, a special educator and a general educator teach together in the general education classroom during some portion of the instructional day in order to accommodate…

Investigating the Potential of the Flipped Classroom Model in K-12 ICT Teaching and Learning: An Action Research Study

ERIC Educational Resources Information Center

Kostaris, Christoforos; Sergis, Stylianos; Sampson, Demetrios G.; Giannakos, Michail N.; Pelliccione, Lina

2017-01-01

The emerging Flipped Classroom approach has been widely used to enhance teaching practices in many subject domains and educational levels, reporting promising results for enhancing student learning experiences. However, despite this encouraging body of research, the subject domain of Information and Communication Technologies (ICT) teaching at…

Origin of the Species: An Epistemological Tale of Classroom Management Theory and the Evolution of a Teacher Preparation Course Syllabus

ERIC Educational Resources Information Center

Hertel, Nichole L.

2012-01-01

This dissertation dually explores the topics of classroom management theory as it occurs in teacher preparation programs in American colleges of education and of curriculum syllabus design of undergraduate education classes teaching such. It begins with the classroom management and teaching pedagogical knowledges gained through my experience as a…

Multimedia as an Interactive Platform in Learning Volcanoes in Social Sciences among Upper Primary Students--An Experiment

ERIC Educational Resources Information Center

Ravi, R.; Malathy, V. A.

2010-01-01

Instructional technology is a growing field which uses technology as a means to solve teaching and learning challenges, both in the classroom and outside the classroom that is in distance learning environments. Multimedia is an interactive instructional technology used in the classroom for teaching learning process has a wide significance to the…

Turning the Classroom Upside Down: Experimenting with the Flipped Classroom in American Government

ERIC Educational Resources Information Center

Whitman Cobb, Wendy N.

2016-01-01

With the concept of the flipped classroom taking the teaching world by storm, research into its effectiveness, particularly in higher education, has been lacking. This research aims to rectify this by detailing the results of an experiment comparing student success in American Federal Government in a flipped classroom, a traditional, lecture-based…

Mainstreaming the Teacher.

ERIC Educational Resources Information Center

Barnsley, Roger; And Others

1989-01-01

Describes the practice teaching experience of a profoundly deaf woman in a mainstream junior high science classroom. Although problems had to be solved in communication, classroom management, and teaching methods, students and teachers described the outcome as educationally positive with additional benefits in students' non-academic learning. (DHP)

Service-Learning in Our Classroom

ERIC Educational Resources Information Center

English, Kevin; Moore, Deb

2010-01-01

Many schools use service-learning on their campus to enhance their classroom content. According to Learn and Serve Clearinghouse, "Service-learning is a teaching and learning strategy that integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility and strengthen…

Pura Vida: Teacher Experiences in a Science Education Study Abroad Course in Costa Rica

NASA Astrophysics Data System (ADS)

Medina, Stephanie Rae

The purpose of this study was to explore the experiences of classroom teachers who participated in a science-focused study abroad during their time as a preservice teacher and to explore how they are using their study abroad experiences in science curriculum planning and in classroom instruction. This study is guided by two research questions: 1) what are the study abroad experiences that have influenced classroom teachers; and, 2) how do classroom teachers incorporate study abroad experiences into science curriculum planning and instruction in the classroom? Participants were two in-service science teachers from schools located in the Southwestern United States. The participants were enrolled in the course, Environmental Science and Multicultural Experience for K-8 Teachers offered through the Department of Educational Leadership, Curriculum and Instruction during their time as preservice teachers. The course included a two-week study abroad component in Costa Rica. Participants spent their mornings observing a monolingual, Spanish-speaking elementary classroom followed by a faculty-led multicultural seminar. Afternoons during the study abroad experience were dedicated to field science activities such as quantifying plant and animal biodiversity, constructing elevation profiles, determining nutrient storage in soil, and calculating river velocity. Throughout the course students participated in science-focused excursions. A cross case study design was used to answer the two research questions guiding this dissertation study. Data collection included participant-created concept maps of the science experiences during the study abroad experience, in-depth interviews detailing the study abroad experience and classroom instruction, and participant reflective journal entries. Cross-caseanalysis was employed to explore the uniqueness of each participant's experience and commonalities between the cases. Trustworthiness was established by utilizing multiple sources of data, member checking, documenting the process of identifying themes from findings, and peer de-briefing. Four themes emerged via data analysis, they include: (1) experiencing science in Costa Rica, comprised of the categories of facilitated science experiences, collaborative grouping, and science stressors; (2) studying abroad in Costa Rica, containing the categories Costa Rica is your oyster, background of Costa Rica, foreground of Costa Rica, atmosphere of Costa Rica, and Costa Rican culture; (3) transferability of science experiences including the categories disposition of teaching, pedagogical knowledge, what you teach, and for whom you teach; and (4) the multicultural classroom made up of the categories Costa Rican classroom struggles, positive Costa Rican classroom climate, transferability of instructional approaches, and developing cultural competency. Implications for study abroad decision-makers and stakeholders are included. Additionally, recommendations for future research are also described. Preservice science teachers develop their knowledge of science, confidence to teach science, and ability to instruct students in the field of science in a multicultural classroom, as a product of science-focused study abroad opportunities.

A Quantitative Study of an Interactive Whiteboard Implementation in a Suburban School District: Years of Teaching Experience and Grade Level Taught Compared to Peak Stage of Concern

ERIC Educational Resources Information Center

Kotch, Jason M.

2011-01-01

Integrating technology into the classroom is thought to motivate students, keep them engaged, increase available resources, and improve student achievement. Interactive whiteboards (IWBs) are currently being implemented in many classrooms. The purpose of this causal-comparative quantitative study was to identify if years of teaching experience or…

Study of Turkish Preschool Teachers' Attitudes toward Science Teaching

NASA Astrophysics Data System (ADS)

Erden, Feyza T.; Sönmez, Sema

2011-05-01

This study aims to explore preschool teachers' attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, the study investigates if their attitudes are related to factors such as educational level, years of teaching experience, and the school type they work in. The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara, Turkey. The data were collected by administering the Early Childhood Teachers' Attitudes toward Science Teaching Scale. Our analyses indicate that there is a significant but weak link between preschool teachers' attitudes toward science teaching and the frequency of science activities that they provide in the classroom. Further, while teachers' characteristics such as educational level and experience are found to play an insignificant role on the overall measures of the scale, type of school appears to be a major factor in explaining the attitudes toward science teaching.

Using Valid and Invalid Experimental Designs to Teach the Control of Variables Strategy in Higher and Lower Achieving Classrooms

ERIC Educational Resources Information Center

Lorch, Robert F., Jr.; Lorch, Elizabeth P.; Freer, Benjamin Dunham; Dunlap, Emily E.; Hodell, Emily C.; Calderhead, William J.

2014-01-01

Students (n = 1,069) from 60 4th-grade classrooms were taught the control of variables strategy (CVS) for designing experiments. Half of the classrooms were in schools that performed well on a state-mandated test of science achievement, and half were in schools that performed relatively poorly. Three teaching interventions were compared: an…

What Is the Lived Experience of the Learners in a Coteaching Classroom?

ERIC Educational Resources Information Center

Adams, Janet

2012-01-01

The purpose of this study was to describe the lived experiences of the learners in a fifth grade coteaching classroom. Because the practice of coteaching is gaining popularity in schools, there is increasing use of this teaching method in general education classrooms. If learning in a coteaching classroom is to be meaningful for students, it is…

Teaching Innovation and Entrepreneurship: Building on the Singapore Experiment

ERIC Educational Resources Information Center

Hampden-Turner, Charles

2009-01-01

Is it possible to teach someone to be an entrepreneur? Is innovation something that can be assessed and taught in a classroom? Teaching Innovation and Entrepreneurship answers these and other questions by focusing on a teaching experiment in Singapore at Nanyang Technological University, wherein classes of English-speaking Singaporeans and…

Body of knowledge: Black queer feminist pedagogy, praxis, and embodied text.

PubMed

Lewis, Mel Michelle

2011-01-01

This article examines the "body as text" in the Black women's studies classroom. I transparently name this method of teaching "Black queer feminist pedagogy," an ordered and practical teaching method that relies on both the teaching of realities and teaching through interdisciplinary practices, while recognizing the body as a site of learning and knowledge. Illustrated by autoethnographic narratives drawn from classroom experiences, I discuss how the body inspires teachable moments, and consider how embodiment and subjectivity function as "equipment" for teaching and learning.

A Case Study on Positive and Relational Discipline Techniques

ERIC Educational Resources Information Center

Nuoffer, Marcelle D.

2011-01-01

Many classrooms experience minor disruptions that tend to diminish teaching opportunities for educators. Teachers often impose punitive discipline approaches and consequences in response to classroom disruptions. Using punitive discipline approaches and consequences do not teach students how to change negative behaviors to positive behaviors. The…

Application of Hands-On Simulation Games to Improve Classroom Experience

ERIC Educational Resources Information Center

Hamzeh, Farook; Theokaris, Christina; Rouhana, Carel; Abbas, Yara

2017-01-01

While many construction companies claim substantial productivity and profit gains when applying lean construction principles, it remains a challenge to teach these principles in a classroom. Lean construction emphasises collaborative processes and integrated delivery practices. Consequently, new teaching methods that nurture such values should…

Flipping and Still Learning: Experiences of a Flipped Classroom Approach for a Third-Year Undergraduate Human Geography Course

ERIC Educational Resources Information Center

Graham, Marnie; McLean, Jessica; Read, Alexander; Suchet-Pearson, Sandie; Viner, Venessa

2017-01-01

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped…

"I Just See All Children as Children": Teachers' Perceptions about Inclusion

ERIC Educational Resources Information Center

Leatherman, Jane M.

2007-01-01

This narrative study examined teachers' perceptions of their inclusive classrooms. Eight early childhood teachers responded to open-ended interview questions about their experiences teaching children with and without disabilities in the same classroom environment. The social constructivist view of teaching and learning is highlighted as the…

Lessons Learned Going Back to School

ERIC Educational Resources Information Center

Wernet, Jamie L. W.

2016-01-01

When the author returned to teaching after several years in graduate school, she came armed with knowledge and visions of a student-centered classroom. Her experiences in a doctoral program taught her much about effective mathematics instruction and rekindled her desire to teach. However, a student-centered classroom reflected a major shift in…

Do Academically Able Teachers Leave Education? The North Carolina Case.

ERIC Educational Resources Information Center

Schlechty, Phillip C.; Vance, Victor S.

1981-01-01

To determine whether academically able teachers are more likely than others to leave the classroom, a study was conducted of the data file of all certified regular classroom teachers who entered teaching in North Carolina from 1973 to 1980 and had no prior teaching experience. (Author/WD)

A CAD (Classroom Assessment Design) of a Computer Programming Course

ERIC Educational Resources Information Center

Hawi, Nazir S.

2012-01-01

This paper presents a CAD (classroom assessment design) of an entry-level undergraduate computer programming course "Computer Programming I". CAD has been the product of a long experience in teaching computer programming courses including teaching "Computer Programming I" 22 times. Each semester, CAD is evaluated and modified…

Storyline-Based Videogames in the FL Classroom

ERIC Educational Resources Information Center

Casañ-Pitarch, Ricardo

2017-01-01

The use of videogames in the foreign language (FL) classroom seems to be gradually increasing nowadays. TICs are making the lives of educators easier and their teaching methods more effective; these positive experiences make that researchers in this field are constantly introducing and developing new teaching methods and electronic applications.…

Science, Standards, and Differentiation: It Really Can Be Fun!

ERIC Educational Resources Information Center

Sondergeld, Toni A.; Schultz, Robert A.

2008-01-01

Teaching in a regular classroom has become more complicated than ever with increased student diversity and pressure to connect learning experiences to educational standards and test preparation. Although teaching to the middle is often what occurs in traditional classrooms to meet required standards, it is neither an appropriate nor meaningful…

Creating Lifelong Learners: Fostering Facilitation, Modeling, & Choice in the Classroom

ERIC Educational Resources Information Center

Thomas, Angela Falter

2015-01-01

This article discusses alternatives to the lecture-style teaching that remains a fundamental practice for many middle school classrooms. Information was accumulated by pre-service middle school language arts teachers, who interviewed their mentor for their student teaching experience, focusing on how each teacher attempts to foster lifelong…

The Effect Structured Participation Experiences Have on Pre-Service Teachers' Preparedness to Teach Reading

ERIC Educational Resources Information Center

Brannon, Diana; Fiene, Judy

2013-01-01

Many pre-service teachers express a lack of confidence and preparedness to face the challenges of teaching reading in today's classrooms. The current study looks at whether Structured Participation Experiences (SPE) in reading increase pre-service teachers' preparedness to teach reading compared to more traditional unstructured field experiences.…

Investigating Omani Science Teachers' Attitudes towards Teaching Science: The Role of Gender and Teaching Experiences

ERIC Educational Resources Information Center

Ambusaidi, Abdullah; Al-Farei, Khalid

2017-01-01

A 30-item questionnaire was designed to determine Omani science teachers' attitudes toward teaching science and whether or not these attitudes differ according to gender and teaching experiences of teachers. The questionnaire items were divided into 3 domains: classroom preparation, managing hands-on science, and development appropriateness. The…

Teaching the Mammalian Heart to the Visually Handicapped--A Lesson in Concrete Experience

ERIC Educational Resources Information Center

Francoeur, Pearl; Eilam, Bihah

1975-01-01

Utilizes programmed instruction with concrete experiences and raised diagrams to teach the mammalian heart to an integrated high school classroom (one containing sighted and visually handicapped students). (LS)

An Investigation of the Use of the "Flipped Classroom" Pedagogy in Secondary English Language Classrooms

ERIC Educational Resources Information Center

Yang, Chi Cheung Ruby

2017-01-01

Aim/Purpose: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers' perceptions towards the flipped classroom pedagogy?; (2) How can teachers transfer their flipped classroom experiences to teaching other…

Validating the Early Childhood Classroom Observation Measure in First and Third Grade Classrooms

ERIC Educational Resources Information Center

Tang, Xin; Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Kikas, Eve; Muotka, Joona; Nurmi, Jari-Erik

2017-01-01

The present study reports on the psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM) in Finnish and Estonian first and third grade classrooms. The observation data were collected from 91 first grade teachers and 70 third grade teachers. Teachers' curriculum goals, teaching experience and the classroom size were…

The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers

ERIC Educational Resources Information Center

Unal, Zafer; Unal, Aslihan

2012-01-01

This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than…

Pre-Service Students' Perceptions and Experiences of Digital Storytelling in Diverse Classrooms

ERIC Educational Resources Information Center

Condy, Janet; Chigona, Agnes; Gachago, Daniela; Ivala, Eunice; Chigona, Agnes

2012-01-01

The purpose of this paper is to analyse an innovative teaching and learning practice in which pre-service student teachers at the CPUT used digital stories to reflect on their experiences of diversity in their classroom. Managing diverse classrooms is one of the main challenges for all teachers. Digital storytelling can help manage such…

Differences in Perception of Classroom Teaching Experience for School Counselor Certification Requirements in Montana.

ERIC Educational Resources Information Center

Nowlin, James; Yazak, Daniel L.

Counselor educators and practitioners have debated the necessity of classroom teaching prior to becoming a school counselor. This research seeks to add to the discussion by presenting the perspective of practicing school counselors and administrators in Montana. Additionally, the study was conducted following a Montana Office of Public Instruction…

The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

ERIC Educational Resources Information Center

Ruggiero, Dana; Mong, Christopher J.

2015-01-01

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers,…

Developing Students' Emotional Competency Using the Classroom-as-Organization Approach

ERIC Educational Resources Information Center

Sheehan, Beth J.; McDonald, Mark A.; Spence, Kirsty K.

2009-01-01

In management education, the classroom-as-organization (CAO) approach to teaching has been a topic of much discussion and debate. Given the authors' experiences in teaching sport event management, it is known that the CAO approach helps students develop greater self-confidence, greater self- and social awareness, and a greater understanding of…

The School Ground Classroom: A Curriculum to Teach K-6 Subjects Outdoors. First Edition.

ERIC Educational Resources Information Center

Green, Dan; And Others

Suggesting that outdoor activities can be positive learning experiences, lesson plans and activities were designed to demonstrate that the outdoors is an interdisciplinary classroom, to be used on virtually any school site, and to teach subject matter taught as part of the standard curriculum. Seventeen interdisciplinary ideas with correlated…

Retaining Beginning Special Educators: What Should Administrators Know and Do?

ERIC Educational Resources Information Center

Leko, Melinda M.; Smith, Stephen W.

2010-01-01

The experiences that beginning special education teachers encounter moving from the pre-service environment into the first year of classroom teaching put them in a uniquely tenuous position that could lead to leaving the classroom after only a few years of teaching. District- and school-level administrators can influence the retention rates of…

Marketing Education Cooperative Education Manual. Classroom and Training Station Connecting Activities

ERIC Educational Resources Information Center

Ohio Department of Education, 2004

2004-01-01

Cooperative Education is a teaching method which uses real life work experiences to teach and/or reinforce competencies from the Marketing Content Standards. Direct connections are made between classroom instruction and workplace activities. The activities in this manual can be used to reinforce and contextualize content taught in the classroom…

Teaching Mathematics in Multilingual Classrooms: Developing Intercultural Competence via a Study Abroad Program

ERIC Educational Resources Information Center

Kasmer, Lisa Anne; Billings, Esther

2017-01-01

This study investigated how a study abroad experience teaching mathematics in Tanzania, Africa impacted a group of secondary education pre-service teachers (PSTs) from the United States. In particular we discuss their ability to facilitate the learning of students in multilingual mathematics classrooms while personally developing intercultural…

Randomized Controlled Trial of Teaching Methods: Do Classroom Experiments Improve Economic Education in High Schools?

ERIC Educational Resources Information Center

Eisenkopf, Gerald; Sulser, Pascal A.

2016-01-01

The authors present results from a comprehensive field experiment at Swiss high schools in which they compare the effectiveness of teaching methods in economics. They randomly assigned classes into an experimental and a conventional teaching group, or a control group that received no specific instruction. Both teaching treatments improve economic…

Teaching Experiences of Students with Special Educational Needs in Co-Taught and Non-Co-Taught Classes

ERIC Educational Resources Information Center

Strogilos, Vasilis; Avramidis, Elias

2016-01-01

Co-teaching has gained considerable interest as a service delivery model for promoting the inclusion of students with special educational needs (SEN) in mainstream classrooms. This study examines whether co-teaching has an effect on the teaching experiences of 12 students with autism spectrum disorder (ASD) and 10 students with intellectual…

The Ethical Implications of Genetic Testing in the Classroom

ERIC Educational Resources Information Center

Taylor, Ann T. S.; Rogers, Jill Cellars

2011-01-01

The development of classroom experiments where students examine their own DNA is frequently described as an innovative teaching practice. Often these experiences involve students analyzing their genes for various polymorphisms associated with disease states, like an increased risk for developing cancer. Such experiments can muddy the distinction…

Unit Operation Experiment Linking Classroom with Industrial Processing

ERIC Educational Resources Information Center

Benson, Tracy J.; Richmond, Peyton C.; LeBlanc, Weldon

2013-01-01

An industrial-type distillation column, including appropriate pumps, heat exchangers, and automation, was used as a unit operations experiment to provide a link between classroom teaching and real-world applications. Students were presented with an open-ended experiment where they defined the testing parameters to solve a generalized problem. The…

An optoelectric professional's training model based on Unity of Knowing and Doing theory

NASA Astrophysics Data System (ADS)

Qin, Shiqiao; Wu, Wei; Zheng, Jiaxing; Wang, Xingshu; Zhao, Yingwei

2017-08-01

The "Unity of Knowing and Doing" (UKD) theory is proposed by an ancient Chinese philosopher, Wang Shouren, in 1508, which explains how to unify knowledge and practice. Different from the Chinese traditional UKD theory, the international higher education usually treats knowledge and practice as independent, and puts more emphasis on knowledge. Oriented from the UKD theory, the College of Opto-electric Science and Engineering (COESE) at National University of Defense Technology (NUDT) explores a novel training model in cultivating opto-electric professionals from the aspects of classroom teaching, practice experiment, system experiment, design experiment, research experiment and innovation experiment (CPSDRI). This model aims at promoting the unity of knowledge and practice, takes how to improve the students' capability as the main concern and tries to enhance the progress from cognition to professional action competence. It contains two hierarchies: cognition (CPS) and action competence (DRI). In the cognition hierarchy, students will focus on learning and mastering the professional knowledge of optics, opto-electric technology, laser, computer, electronics and machine through classroom teaching, practice experiment and system experiment (CPS). Great attention will be paid to case teaching, which links knowledge with practice. In the action competence hierarchy, emphasis will be placed on promoting students' capability of using knowledge to solve practical problems through design experiment, research experiment and innovation experiment (DRI). In this model, knowledge is divided into different modules and capability is cultivated on different levels. It combines classroom teaching and experimental teaching in a synergetic way and unifies cognition and practice, which is a valuable reference to the opto-electric undergraduate professionals' cultivation.

Classroom Management Training, Teaching Experience and Gender: Do These Variables Impact Teachers' Attitudes and Beliefs toward Classroom Management Style?

ERIC Educational Resources Information Center

Martin, Nancy K.; Yin, Zenong; Mayall, Hayley

2006-01-01

This study represents a continuation of research efforts to further refine the Attitudes and Beliefs on Classroom Control (ABCC) Inventory. The purposes of this study were to investigate the: (1) impact of classroom management training on classroom management style; (2) differences in attitudes toward classroom management between novice and…

Development of Classroom Management Scale for Science Teachers

ERIC Educational Resources Information Center

Temli-Durmus, Yeliz

2016-01-01

Students cannot learn in chaotic, badly managed classrooms. In the first years of teaching experiences, teachers revealed that novice teachers came to recognize the importance of discipline skills and classroom management for effective instruction. The purpose of the study was (i) to develop Science teachers' views towards classroom management…

Classroom Management. TESOL Classroom Practice Series

ERIC Educational Resources Information Center

Farrell, Thomas S. C., Ed.

2008-01-01

This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…

The Ability of Seventh-Grade Language Arts Teachers' Training, Experience, Willingness to Teach in Inclusion Classrooms, and Perceptions toward Co-Teaching Inclusion to Predict TCAP and TCAP MAAS Performance of Students with Disabilities

ERIC Educational Resources Information Center

Miller, Laurie E.

2012-01-01

The purpose of this study was to investigate if and how teacher's years of experience and perceptions toward co-teaching impacted the success or failure of the students with disabilities in the co-teaching environment. Another purpose was to determine if teacher experience had any significant impact on teacher perceptions about co-teaching and…

Cultivating the scientific research ability of undergraduate students in teaching of genetics.

PubMed

Xing, Wan-jin; Morigen, Morigen

2016-11-20

The classroom is the main venue for undergraduate teaching. It is worth pondering how to cultivate undergraduate's research ability in classroom teaching. Here we introduce the practices and experiences in teaching reform in genetics for training the research quality of undergraduate students from six aspects: (1) constructing the framework for curriculum framework systematicaly, (2) using the teaching content to reflect research progress, (3) explaining knowledge points with research activities, (4) explaining the scientific principles and experiments with PPT animation, (5) improving English reading ability through bilingual teaching, and (6) testing students' analysing ability through examination. These reforms stimulate undergraduate students' enthusiasm for learning, cultivate their ability to find, analyze and solve scientific problems, and improve their English reading and literature reviewing capacity, which lay a foundation for them to enter the field of scientific research.

Thinking as a Student: Stimulating Peer Education with an Undergraduate Teaching Assistant in the Humanities Classroom

ERIC Educational Resources Information Center

Karpenko, Lara; Schauz, Steven

2017-01-01

In this article, I argue that peer educational experiences should be incorporated into the undergraduate humanities classroom by providing a case study of a successful Undergraduate Teaching Assistant (UTA) pilot. In keeping with Topping & Ehly's (2001) criteria for successful peer education, I assigned the UTA a significant role in direct…

Improving Mathematics Teaching and Learning Experiences for Hard of Hearing Students with Wireless Technology-Enhanced Classrooms

ERIC Educational Resources Information Center

Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen

2006-01-01

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school.…

Connected to Learn: Teachers' Experiences with Networked Technologies in the Classroom

ERIC Educational Resources Information Center

Johnson, Matthew; Riel, Richard; Germain-Froese, Bernie

2016-01-01

To get a better understanding of how networked technologies are impacting teachers and their teaching practices, in 2015 MediaSmarts partnered with the Canadian Teachers' Federation to survey 4,043 K-12 teachers and school administrators who were teaching in classroom settings across the country. The survey explored the extent to which networked…

The Use of Collaboration, Authentic Learning, Linking Material to Personal Knowledge, and Technology in the Constructivist Classroom: Interviews with Community College Faculty Members

ERIC Educational Resources Information Center

Zielinski, Dianne E.

2017-01-01

This study explored how faculty members implemented constructivist teaching methods after training. The student-centered teaching methods were interactions and collaborations, authentic learning and real-world experiences, linking material to previously learned information, and using technology in the classroom. Seven faculty members trained in…

"Talking Race" in the College Classroom: The Role of Social Structures and Social Factors in Race Pedagogy.

ERIC Educational Resources Information Center

Rothschild, Teal

2003-01-01

This article examines the role of race in the college classroom. Two types of college institutions in which the author has had personal teaching experience are examined. It is argued that educators should tailor a particular pedagogy on the basis of the unique contexts in which they teach. (Author)

Synchronization as a Classroom Dynamic: A Practitioner's Perspective

ERIC Educational Resources Information Center

Kent, Alexis

2013-01-01

While carefully plotted lesson plans are invaluable in a classroom, tuning into the flow of the moment is just as essential. My experience has shown me that the most effective teaching happens when everyone in the room is in synch with one another. Teaching requires intuiting what each student is experiencing individually and adjusting in order to…

Research into Practice: The Use of Verbal Explanation in Japanese and American Classrooms.

ERIC Educational Resources Information Center

Sowder, Judith, Ed.; Sowder, Larry, Ed.

1988-01-01

Discussed is the difference in the use of verbal explanation, identified by observations of mathematics teaching in first- and fifth-grade classrooms in Japan and the United States. The author suggests we reexamine the role of direct teaching and stress both concrete experiences and verbal explanations at the same time. (MNS)

Teaching the Three R's Through Movement Experiences.

ERIC Educational Resources Information Center

Gilbert, Anne Green

This book, which is geared toward K-6 classroom teachers with little or no experience in movement education, emphasizes the integration of movement with the academic subjects taught in the classroom. Movement experiences are presented through specific problems that children can solve by using their bodies in a variety of ways. The problems can be…

Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

NASA Astrophysics Data System (ADS)

Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

2014-07-01

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more 'context-based' teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to deal with these reforms.

The Impact of Learning Assistance Experience on Teaching Pedagogy

ERIC Educational Resources Information Center

Trammell, Jack; Kourtidis, Joanna

2018-01-01

Many administrators in Learning Assistance Programs (LAPs) have teaching duties, or take on teaching duties at some point in their careers. This study was designed to examine the impact of LAP experience on classroom pedagogy. A pilot study was utilized first through listservs and email chains to ask that question of LAP professionals. After…

Shifting Paradigms: A New Look at Animals in Classrooms.

ERIC Educational Resources Information Center

Huddart, Stephen; Naherniak, Craig

1996-01-01

Cites the benefits of having students care for an animal in the classroom; offers strategies for teaching students the proper care and treatment of animals; and provides guidelines for choosing the right classroom pet and instructions for building a small habitat. Describes a teacher's experience in using a classroom pet to help students learn…

Epistemological Syncretism in a Biology Classroom: A Case Study

NASA Astrophysics Data System (ADS)

Bennett, William D.; Park, Soonhye

2011-02-01

In teaching science, the beliefs of teachers may come into conflict and inhibit the implementation of reformed teaching practice. An experienced biology teacher, Mr. Hobbs, was found to have two different sets of epistemological beliefs while his classroom practice was predominantly teacher-centered. A case study was then performed in order to investigate the underlying issues that contributed to his classroom practice. Data sources included preliminary and follow-up interviews and classroom observations. Data analysis indicated that factors that prevented the epistemological conflict from reaching a resolution included Mr. Hobbs' beliefs about learning, contextual teaching factors, personal experiences as a student, and views of the nature of science. The findings from this case indicate that science teachers possess complex belief systems that are not immediately obvious to either the teacher or science teacher educators, and science teacher educators need to address teacher beliefs when they encourage teachers to implement reformed teaching practices.

An Experience in Using Positive Reinforcement with Children from a Divergent Culture.

ERIC Educational Resources Information Center

Garrett, Jerry E.

Experiences in using positive reinforcement while teaching on an Indian reservation are presented for teachers and administrators. Several "positive reinforcers," intended to prevent potential discipline problems from occurring, are described, including student involvement in deciding on classroom rules, election of classroom officers, class…

Teaching with Videogames: How Experience Impacts Classroom Integration

ERIC Educational Resources Information Center

Bell, Amanda; Gresalfi, Melissa

2017-01-01

Digital games have demonstrated great potential for supporting students' learning across disciplines. But integrating games into instruction is challenging and requires teachers to shift instructional practices. One factor that contributes to the successful use of games in a classroom is teachers' experience implementing the technologies. But how…

TEACHING ADULTS BY TELEVISION, A REPORT OF AN EXPERIMENT IN THE TEACHING OF ELEMENTARY ENGLISH AND ARITHMETIC TO ADULT AFRICANS ON THE COPPERBELT, ZAMBIA, 1963-1965.

ERIC Educational Resources Information Center

CRIPWELL, KENNETH K.R.

THREE EXPERIMENTS WERE DESIGNED TO TEACH ADULT MEN WITH LIMITED EDUCATION A CLOSED-CIRCUIT TELEVISIED COURSE IN ENGLISH AND ARITHMETIC, TO BE REINFORCED BY CONVENTIONAL CLASSROOM INSTRUCTION. BACKGROUND AND GENERAL PROCEDURES OF THE EXPERIMENTS ARE DESCRIBED, AND STATISTICAL DATA REPORTED FOR COMPARISONS ON ABILITY BEFORE AND AFTER INSTRUCTION…

Voice, Identity, and the Organizing of Student Experience: Managing Pedagogical Dilemmas in Critical Classroom Discussions

ERIC Educational Resources Information Center

Yannuzzi, Thomas J.; Martin, Daniela

2014-01-01

The current paper explores the discursive complexities of teaching and learning in inclusive, critically oriented classrooms. It argues that to accomplish the ontological goals of higher learning, we need to focus on the construction of student voice, or the ability to be considered in and have influence on teaching and learning. The paper further…

A Case for Culturally Relevant Teaching in Science Education and Lessons Learned for Teacher Education

ERIC Educational Resources Information Center

Mensah, Felicia Moore

2011-01-01

In this article, the researcher discusses three elementary pre-service teachers' experiences in co-planning and co-teaching a Pollution Unit in a 4th-5th grade science classroom in New York City. The study makes use of microteaching papers, lesson plans, researcher classroom observations, interviews, and informal conversations to elicit lessons…

A Talk Focus for Promoting Enjoyment and Developing Understanding in Science

ERIC Educational Resources Information Center

Dawes, Lyn; Dore, Babs; Loxley, Peter; Nicholls, Linda

2010-01-01

In this paper we suggest a practical, talk-based model for the successful pursuit of teaching science in primary classrooms (Loxley et al., 2010). This model is not only based on our own experience of teaching in primary schools, and of training teachers to do so, but is also based substantially on research on classroom talk, which has built upon…

Facilitating in a Demanding Environment: Experiences of Teaching in Virtual Classrooms Using Web Conferencing

ERIC Educational Resources Information Center

Cornelius, Sarah

2014-01-01

"How to" guides and software training resources support the development of the skills and confidence needed to teach in virtual classrooms using web-conferencing software. However, these sources do not often reveal the subtleties of what it is like to be a facilitator in such an environment--what it feels like, what issues might emerge…

Co-Teaching in the College Classroom

ERIC Educational Resources Information Center

Smith, Katherine K.; Winn, Vanessa G.

2017-01-01

This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a…

Using the Humanities to Teach Neuroscience to Non-majors.

PubMed

McFarlane, Hewlet G; Richeimer, Joel

2015-01-01

We developed and offered a sequence of neuroscience courses geared toward changing the way non-science students interact with the sciences. Although we accepted students from all majors and at all class levels, our target population was first and second year students who were majoring in the fine arts or the humanities, or who had not yet declared a major. Our goal was to engage these students in science in general and neuroscience in particular by teaching science in a way that was accessible and relevant to their intellectual experiences. Our methodology was to teach scientific principles through the humanities by using course material that is at the intersection of the sciences and the humanities and by changing the classroom experience for both faculty and students. Examples of our course materials included the works of Oliver Sacks, V.S. Ramachandran, Martha Nussbaum, Virginia Woolf and Karl Popper, among others. To change the classroom experience we used a model of team-teaching, which required the simultaneous presence of two faculty members in the classroom for all classes. We changed the structure of the classroom experience from the traditional authority model to a model in which inquiry, debate, and intellectual responsibility were central. We wanted the students to have an appreciation of science not only as an endeavor guided by evidence and experimentation, but also a public discourse driven by creativity and controversy. The courses attracted a significant number of humanities and fine arts students, many of whom had already completed their basic science requirement.

Queering the Social Work Classroom: Strategies for Increasing the Inclusion of LGBTQ Persons and Experiences

ERIC Educational Resources Information Center

Wagaman, M. Alex; Shelton, Jama; Carter, Rebecca

2018-01-01

The inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) perspectives and experiences in the social work classroom is necessary to adequately include LGBTQ students and prepare graduates to practice effectively. Drawing from queer theory as a theoretical framework and the authors' experiences in practice and teaching/learning spaces…

Learning through Teaching: A New Perspective on Entering a Discipline

ERIC Educational Resources Information Center

Elmendorf, Heidi G.

2006-01-01

In this essay, the author describes her experience with an experiential model of learning through teaching that gives college students the opportunity to use what they learn in the college classroom to develop curricula and then teach those curricula in an elementary school. Her specific experience was with a science course for non-science majors,…

Teaching and Learning Science through Song: Exploring the Experiences of Students and Teachers

ERIC Educational Resources Information Center

Governor, Donna; Hall, Jori; Jackson, David

2013-01-01

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and…

Mathematical Practices in a Learning Environment Designed by Realistic Mathematics Education: Teaching Experiment about Cone and Pyramid

ERIC Educational Resources Information Center

Özdemir, Burçin Gökkurt

2017-01-01

The purpose of the study is to identify the classroom mathematical practices developed within a learning environment designed by Realistic Mathematics Education for teaching cone and pyramid to preservice teachers. A teaching experiment including five-week instructional sequence by a hypothetical learning trajectory about the solids of cone and…

Classroom-tested Recommendations for Teaching Problem Solving within a Traditional College Course: Genetics.

ERIC Educational Resources Information Center

Smith, Mike U.

Both teachers and students alike acknowledge that genetics and genetics problem-solving are extremely difficult to learn and to teach. Therefore, a number of recommendations for teaching college genetics are offered. Although few of these ideas have as yet been tested in controlled experiments, they are supported by research and experience and may…

Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

PubMed Central

Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J. M.

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. PMID:23222837

Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

PubMed

Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

Facilitating Proportional Reasoning through Worked Examples: Two Classroom-Based Experiments

ERIC Educational Resources Information Center

Bentley, Brendan; Yates, Gregory C. R.

2017-01-01

Within mathematics teaching, ways to help students resolve proportional reasoning problems remains a topical issue. This study sought to investigate how a simple innovative procedure could be introduced to enhance skill acquisition. In two classroom-based experiments, 12-year-old students were asked to solve proportional reasoning mathematics…

Experimental vs. Non-Experimental Research on Classroom Second Language Learning. Bilingual Education Paper Series, Vol. 5 No. 4.

ERIC Educational Resources Information Center

Gaies, Stephen J.

Aims of classroom-centered research on second language learning and teaching are considered and contrasted with the experimental approach. Attention is briefly directed to methodological problems of experiments, such as controlling classroom events in various ways, and to conceptual weaknesses with study variables. In contrast, classroom-centered…

The Impact of Certification Type and Student Teaching Experience on Classroom Management in a Rural South Texas District

ERIC Educational Resources Information Center

Uriegas, Brian

2012-01-01

Teachers are entering the classroom through a variety of certification routes and programs responsible for training prospective teachers in the areas of curriculum, assessment, theory, pedagogy, and classroom management. Once certification is received, these teachers enter the classroom and face many issues, including discipline in the classroom…

Technology and Teaching Philosophy

ERIC Educational Resources Information Center

King, Paul C.

2012-01-01

This article discusses the challenges faced when integrating new technologies into the classroom. Viewing the experiences of teaching a first year learning community through the lens of the principles of the Reflective Teaching Portfolio, the author looks to answer the question: "How should Technology relate to our Teaching Philosophy?"…

Supporting Learning to Teach in Early Field Experiences: The UTE Model

ERIC Educational Resources Information Center

Bieda, Kristen N.; Dillman, Brittany; Gundlach, Michael; Voogt, Kevin

2017-01-01

Most teacher preparation programs require prospective teachers (PTs) to engage in early field experiences (EFEs) prior to completing required coursework. These EFEs, however, may lack meaningful connections to course content and provide limited opportunities to experience the demands of classroom teaching. In this paper, we share evidence from the…

Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple "Cultures of Mind." Research Monograph. NCSALL Reports.

ERIC Educational Resources Information Center

Kegan, Robert; Broderick, Maria; Drago-Severson, Eleanor; Helsing, Deborah; Popp, Nancy; Portnow, Kathryn

This document contains information about and from a study of the experiences of 41 adults enrolled in adult basic education/English for speakers of other languages (ABE/ESOL) programs that was conducted to determine what their learning meant to them and to identify strategies for developing a new pluralism in ABE/ESOL classrooms and teaching to…

Implementation of Co-Teaching Approach in an Inclusive Classroom: Overview of the Challenges, Readiness, and Role of Special Education Teacher

ERIC Educational Resources Information Center

Hamdan, Abdul Rahim; Anuar, Muhammad Khairul; Khan, Aqeel

2016-01-01

The objective of this study was to determine the relationship aspect of the challenge, readiness, and the role of special education teacher (SET) in implementing common approaches in inclusive classrooms. Experiences as a moderator were used to see the effect of the co-teaching component. This study used a sampling method that involved 240…

Effects of Using History as a Tool to Teach Mathematics on Students' Attitudes, Anxiety, Motivation and Achievement in Grade 11 Classrooms

ERIC Educational Resources Information Center

Lim, Siew Yee; Chapman, Elaine

2015-01-01

For decades, educators have advocated using history of mathematics in mathematics classrooms. Empirical research on the efficacy of this practice, however, is scarce. A quasi-experiment was used to investigate the effects of using history as a tool to teach mathematics on grade 11 students' mathematics achievement. Effects in three affective…

Research Experiences in Teacher Preparation: Effectiveness of the Green Bank preservice teacher enhancement program

NASA Astrophysics Data System (ADS)

Hemler, Debra A.

1997-11-01

The purpose of this study was to examine the effectiveness of the preservice teacher component of the Research Experiences in Teacher Preparation (RETP) project aimed at enhancing teacher perceptions of the nature of science, science research, and science teaching. Data was collected for three preservice teacher groups during the three phases of the program: (I) a one week institute held at the National Radio Astronomy Observatory in Green Bank, West Virginia where teachers performed astronomy research using a 40 foot diameter radio telescope; (II) a secondary science methods course; and (III) student teaching placements. Four Likert-type instruments were developed and administered pre and post-institute to assess changes in perceptions of science, attitudes toward research, concerns about implementing research in the classroom, and evaluation of the institute. Instruments were re-administered following the methods course and student teaching. Observations of classroom students conducting research were completed for seven preservice teacher participants in their student teaching placements. Analysis, using t-tests, showed a significant increase in preservice teachers perceptions of their ability to do research. Preservice teachers were not concerned about implementing research in their placements. No significant change was measured in their understanding of the nature of science and science teaching. Concept maps demonstrated a significant increase in radio astronomy content knowledge. Participants responded that the value of institute components, quality of the research elements, and preparation for implementing research in the classroom were "good" to "excellent". Following the methods course (Phase II) no significant change in their understanding of the nature of science or concerns about implementing projects in the classroom were measured. Of the 7 preservice teachers who were observed implementing research projects, 5 projects were consistent with the Green Bank model. Student teachers who had initiated research in their classrooms had fewer concerns about doing them than those that had not. No significant change was measured in their perceptions of science and science teaching. The RETP project serves as a viable constructivist model for exposing preservice teachers to science research and transferring that experience to the classroom.

Crossing cultural borders into science teaching: Early life experiences, racial and ethnic identities, and beliefs about diversity

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Glasson, George E.

2004-02-01

The purpose of this ethnographic study was to explore the development of belief systems as related to racial and ethnic identities of preservice teachers as they crossed cultural borders into science teaching. Data were collected throughout a yearlong teacher preparation program to learn how early life experiences and racial and ethnic identities of preservice teachers influenced both their beliefs about diversity in science classrooms and science teaching pedagogy. Case studies of three preservice teachers from diverse racial and ethnic background are presented: Asian American, African American, and Rural Appalachian. Using Bank's ethnicity typology, findings suggest that racial and ethnic identity, developed in early life experiences of preservice teachers, provided clarity on the rigidity of their beliefs about diversity and how they view science teaching. By learning about the border crossing experiences of preservice teachers in relation to their beliefs about diversity as related to racial and ethnic identities, the researchers hoped to provide insight on preparing preservice teachers for the challenges of working in diverse classrooms.

Using Fictional Sources in the Classroom: Applications from Cognitive Psychology

ERIC Educational Resources Information Center

Marsh, Elizabeth J.; Butler, Andrew C.; Umanath, Sharda

2012-01-01

Fictional materials are commonly used in the classroom to teach course content. Both laboratory experiments and classroom demonstrations illustrate the benefits of using fiction to help students learn accurate information about the world. However, fictional sources often contain factually inaccurate content, making them a potent vehicle for…

Multimodal Scaffolding in the Secondary English Classroom Curriculum

ERIC Educational Resources Information Center

Boche, Benjamin; Henning, Megan

2015-01-01

This article examines the topic of multimodal scaffolding in the secondary English classroom curriculum through the viewpoint of one teacher's experiences. With technology becoming more commonplace and readily available in the English classroom, we must pinpoint specific and tangible ways to help teachers use and teach multimodalities in their…

Developing with Residual Practice in EFL Classrooms

ERIC Educational Resources Information Center

Kivanç Çaganaga, Çagda; Kaymakamoglu, Sibel

2015-01-01

This article explores the concept of residual practice as a means of understanding the importance of daily experience on classroom management. The suggested theory can adequately illuminate the nature and process of learning while teaching in classrooms. This article aims to provide residual practice as a comprehensive framework for evaluating the…

Peer Teaching in a Flipped Teacher Education Classroom

ERIC Educational Resources Information Center

Graziano, Kevin J.

2017-01-01

More and more school administrators are expecting new teachers to flip their classrooms prior to completing their teacher certification. The purpose of this study was to explore the experiences of preservice teachers who facilitated learning in a flipped classroom, to identify the benefits and challenges of flipped instruction on preservice…

Faculty Perceptions of Teaching Nontraditional College Students: A Qualitative Single Descriptive Case Study

ERIC Educational Resources Information Center

Spedding, Lindsey

2016-01-01

Nontraditional students bring to the classroom diversity in age, culture, experience, knowledge, and preparedness. The risk factors that circumstantially define nontraditional students outside the classroom result in transferrable challenges within the classroom. The purpose of this single descriptive case study was to explore and understand…

Promoting Kindergarten Children's Creativity in the Classroom Environment in Jordan

ERIC Educational Resources Information Center

Dababneh, Kholoud; Ihmeideh, Fathi M.; Al-Omari, Aieman A.

2010-01-01

This study aimed at investigating teachers' classroom practices, which either stimulate or inhibit the development of the creative environment of classrooms in Jordan, and determining the differences between practices according to educational level, experience level and type of teaching. The sample of the study consisted of 215 kindergarten…

The Relationship between EFL Teachers' Beliefs and Actual Practices of Classroom Management

ERIC Educational Resources Information Center

Aliakbari, Mohammad; Heidarzad, Mohsen

2015-01-01

This study aimed at analyzing Iranian EFL teachers' beliefs toward classroom management and the relationship between teachers' beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional…

Engaging Diverse Gifted Learners in U.S. History Classrooms

ERIC Educational Resources Information Center

Jones, Jaimon K.; Hebert, Thomas P.

2012-01-01

The strengths and talents of diverse gifted learners must be supported in culturally responsive middle and high school classrooms. Secondary social studies teachers can use teaching strategies to provide an enriched experience in U.S. history classrooms that will engage and intellectually challenge diverse gifted learners. The model proposed by…

Creating Cultures of Teaching and Learning: Conveying Dance and Somatic Education Pedagogy

ERIC Educational Resources Information Center

Dragon, Donna A.

2015-01-01

Often in teaching dance, methods of teaching and learning are silently embedded into dance classroom experiences. Unidentified and undisclosed pedagogic information has impacted the content of dance history; the perpetuation of authoritarian teaching practices within dance technique classes and in some dance classes deemed "somatics";…

I'll Never Do It Again

ERIC Educational Resources Information Center

Clift, Elayne

2009-01-01

While online teaching may be the wave of the future, it is not for this author, who writes "I trained for it, I tried it, and I'll never do it again." An instructor with years of experience successfully teaching in collegiate classrooms, she says online teaching does not compare. So she will chalk up her first and only venture to experience and…

The Practice of Dialogue in Critical Pedagogy

ERIC Educational Resources Information Center

Kaufmann, Jodi Jan

2010-01-01

This paper examines dialogue in the higher education classroom. Instigated by my teaching experiences and the paucity of empirical studies examining dialogue in the higher education classroom, I present a re-examination of data I collected in 1996 for an ethnographic study focusing on the experiences of the participants in an ethnic literature…

The Relationship between Teacher Satisfaction and Frequency of Interaction with Site Administration

ERIC Educational Resources Information Center

Schwartz, Adam G.

2012-01-01

The primary determinant of student achievement is the quality of the classroom teacher. Some teachers are naturally talented, but the majority of teachers become effective through classroom experience. Unfortunately, the teaching profession experiences a high rate of turnover; many teachers leave before reaching the peak of their effectiveness. If…

How Can a Process of Reflection Enhance Teacher-Trainees' Practicum Experience?

ERIC Educational Resources Information Center

Camacho Rico, Diana Zulimay; Durán Becerra, Lucy; Albarracin Trujillo, Judith C.; Arciniegas Vera, Marjorie Verónica; Martínez Cáceres, Magdaleydy; Cote Parra, Gabriel Eduardo

2012-01-01

The present study was an attempt to understand how a process of reflection helped five foreign language student teachers throughout their first teaching experience. This study was conducted in the classrooms of five public schools in Colombia where English was taught to high school students. Data were collected through classroom observations,…

Teaching Experimental Methods: A Framework for Hands-On Modules

ERIC Educational Resources Information Center

Doherty, David

2011-01-01

Experiments provide a simple and engaging framework for familiarizing students with the process of quantitative social research. In this article, I illustrate how experiments can be used in the classroom environment by describing a module that was implemented in four high school classrooms. The module familiarized students with how the scientific…

Teaching Bank Runs with Classroom Experiments

ERIC Educational Resources Information Center

Balkenborg, Dieter; Kaplan, Todd; Miller, Timothy

2011-01-01

Once relegated to cinema or history lectures, bank runs have become a modern phenomenon that captures the interest of students. In this article, the authors explain a simple classroom experiment based on the Diamond-Dybvig model (1983) to demonstrate how a bank run--a seemingly irrational event--can occur rationally. They then present possible…

Hands-on Experiments on Predatory Behaviour with Antlion Larvae

ERIC Educational Resources Information Center

Klokocovnik, Vesna; Šorgo, Andrej; Devetak, Dušan

2016-01-01

One of the innovations in the Slovenian school system has been the introduction of elective subjects in the curricula of primary and secondary schools, thus there is a lack of teaching manuals for practical exercises and hands-on classroom experience. This situation is reflected in the Ethology classroom and for that purpose we prepared…

Implementing Concepts of Pharmaceutical Engineering into High School Science Classrooms

ERIC Educational Resources Information Center

Kimmel, Howard; Hirsch, Linda S.; Simon, Laurent; Burr-Alexander, Levelle; Dave, Rajesh

2009-01-01

The Research Experience for Teachers was designed to help high school science teachers develop skills and knowledge in research, science and engineering with a focus on the area of pharmaceutical particulate and composite systems. The experience included time for the development of instructional modules for classroom teaching. Results of the…

Learning To Learn: New TA Preparation in Computer Pedagogy.

ERIC Educational Resources Information Center

Duffelmeyer, Barb Blakely

2003-01-01

Examines graduate student teaching assistants' (TAs') adjustment to their first teaching experience in first-year composition (FYC) classrooms. Notes that the experience mirrors that of their FYC students. Considers how both new groups work within initially uncomfortable but ultimately developmentally positive levels of ambiguity, multiplicity,…

Program Qualities That Make a Field Research Experience Valuable to Classroom Teachers

NASA Astrophysics Data System (ADS)

Beckendorf, K.; Hammond, J.; McMahon, E.; Williams, E.; Bates, T.

2005-12-01

Numerous programs exists that pair K-12 teachers with scientists for summer research projects, and, overall, these programs are quite beneficial in a variety of ways. Some benefits of these programs to the teacher include providing real-world experiences that can be turned into classroom lessons, increasing the science teacher's own level of knowledge, and helping to reignite the teacher's enthusiasm for teaching. However, teacher research programs are not all created equal. Indeed, a vast gap exists between what a middle school science teacher experiences in his or her classroom and what a teacher experiences among a group of PhD researchers for a few weeks. To be effective, a teacher research program must bridge this gap. During my 14 years of teaching middle school science, I have participated in a number of authentic research experiences. Some of these include NOAA's Teacher at Sea (NEAQS/ICARTT), Teacher in the Woods (Portland State University- Andrew's Experimental Forest), and Teacher on Summer Assignment (Oregon Forest Resource Institute- Ochoco National Forest). During these programs and others, I have encountered various approaches to my preparation, support, and partnering, some of which were quite effective at helping me bridge the gap between the field and the classroom, and others which were less effective at doing so. As a middle school science teacher I have three goals. First, I want to teach in such a way that my students become curious and want to learn more about science. Secondly, I want to help students discover how to learn and process information in the manner that best suites their learning styles. Finally, I want to give students a strong science foundation on which to build future learning. Additionally, I must meet certain state, federal and local standards in my teaching of the sciences. Through my participation in teacher research programs, I have learned that certain aspects of these programs have been more effective than others in helping me bridge the gap between meeting these teaching goals in a middle school science classroom and being able to truly utilize, in the classroom, what I learn in these research programs. Thus, by highlighting these aspects I hope to aid in the ongoing improvement of these teacher research programs.

Teacher Candidates' Experiences with Clinical Teaching in Reading Instruction: A Comparison between the Professional Development School Environment and the Non-Professional Development School Environment

ERIC Educational Resources Information Center

Hopper, Cynthia J.

2016-01-01

Teacher candidates experience a variety of school settings when enrolled in teacher education methods courses. Candidates report varied experiences when in public school classrooms. This dissertation investigated clinical experiences of teacher candidates when placed in two different environments for clinical teaching. The two environments were a…

Using the Humanities to Teach Neuroscience to Non-majors

PubMed Central

McFarlane, Hewlet G.; Richeimer, Joel

2015-01-01

We developed and offered a sequence of neuroscience courses geared toward changing the way non-science students interact with the sciences. Although we accepted students from all majors and at all class levels, our target population was first and second year students who were majoring in the fine arts or the humanities, or who had not yet declared a major. Our goal was to engage these students in science in general and neuroscience in particular by teaching science in a way that was accessible and relevant to their intellectual experiences. Our methodology was to teach scientific principles through the humanities by using course material that is at the intersection of the sciences and the humanities and by changing the classroom experience for both faculty and students. Examples of our course materials included the works of Oliver Sacks, V.S. Ramachandran, Martha Nussbaum, Virginia Woolf and Karl Popper, among others. To change the classroom experience we used a model of team-teaching, which required the simultaneous presence of two faculty members in the classroom for all classes. We changed the structure of the classroom experience from the traditional authority model to a model in which inquiry, debate, and intellectual responsibility were central. We wanted the students to have an appreciation of science not only as an endeavor guided by evidence and experimentation, but also a public discourse driven by creativity and controversy. The courses attracted a significant number of humanities and fine arts students, many of whom had already completed their basic science requirement. PMID:26240533

The third space: The use of self-study to examine the culture of a science classroom

NASA Astrophysics Data System (ADS)

Magee, Dashia M.

Science educators are in the position to create bridges between their students and the world of science (Aikenhead, 1996, 1999). This connection has often been described as the third space (Bhabha, 1994; Moje, Collazo, Carrillo, & Marx, 2001; Wallace, 2004), which is represented as a combination or a meeting of the students' world and the world of science. In this study, I examined my role in creating the third space through the use of self-study. Self-study is a form of research, educators use to understand their practice (Austin & Senese, 2004; Loughran, 2004; Northfield & Loughran, 1996). It is a means of describing, analyzing, and interpreting a teacher's actions within his or her classroom (Tidwell, 2002). The focal point of this self-study is to understand my actions found within my past and present teaching experiences and the underlying beliefs that are expressed through those actions. In this self-study, I collected data from my life history, classroom observations, and member check interview. My life history described my influences that shaped my philosophy of teaching and learning, while the classroom observations provided a means of understanding my interactions with the science curriculum and my English Language Learner (ELL) students. And finally, a member check focus group interview occurred to confirm the results occurring in the classroom observations. Once the data were collected, I used grounded theory methods to analyze my results and answer the research questions. This self-study became the means of exploring my philosophy of teaching and learning and my teaching practices as they occurred in an ELL science classroom. I examined my own practice through a comparison between my past experiences and my current teaching situation and through this exploration, I identified my actions and the beliefs associated with those actions as they informed my teaching practices.

Why Do They Stay? A Phenomenological Study of Secondary Science Teacher Experiences

NASA Astrophysics Data System (ADS)

Lastica, Joelle Ramirez

In 2004, The U.S. Department of Education reported that 20% of schoolteachers (public and private) leave their classrooms during the first year of teaching, and nearly twice as many leave within the first three years of teaching (Koppich, 2004). According to the 2007 Condition of Education report, the U.S. Department of Education estimated there were nearly 380,000 public school math and science teachers during the 2003-2004 school year, and of those, approximately 23,000 left the teaching profession the following school year. Yet despite these reports, in 2004-2005, approximately 360,000 public school math and science teachers remained in their classrooms. In this phenomenological dissertation study, I sought to discover how eight secondary science teachers (whose years of teaching experience range from five to 30 years) make meaning of their decisions to remain in teaching. Through semi-structured interviews, these teacher participants and I discussed how each of them decided to become a science teacher, how each of them think of themselves as a science teacher, and how each of them decided to remain teaching despite the ever-growing list of challenges (s)he faces in and out of his/her classroom. These teacher participants chose to become science teachers because they loved their subject area and working with secondary students. These teachers enjoyed working with their students and their teaching colleagues. However, they acknowledged there were also tensions and frustrations in their work, including not feeling supported by school and district administrators and being overwhelmed with the demands of their workload and time. These eight science teachers chose to remain classroom teachers because they have a profound love for their students, a deep admiration for their colleagues, and a strong sense of mission in their work. It is my intent that the stories shared by the teacher participants in this study will shed light upon concerns, tensions and experiences that are critical in supporting, encouraging and sustaining the work of new and experienced science teachers in their classrooms. This work also contributes to the research literature in the realms of teacher education, teacher attrition and retention, and STEM (science, technology, engineering and math) education.

Multimedia Content Production inside the Classroom--A Teaching Proposal for Journalism and Audiovisual Communication Students

ERIC Educational Resources Information Center

Curiel, Eva Herrero; Serrano, Nieves Limón

2014-01-01

The main objective of this article is to present and describe two multimedia experiences carried out during two practice groups in the Journalism and Audiovisual Communications program. Thirty students participated in Experience A during 14 teaching sessions, and the experience required each student to record a 3-minute interview of someone…

Reconstructing Iconic Experiments in Electrochemistry: Experiences from a History of Science Course

ERIC Educational Resources Information Center

Eggen, Per-Odd; Kvittingen, Lise; Lykknes, Annette; Wittje, Roland

2012-01-01

The decomposition of water by electricity, and the voltaic pile as a means of generating electricity, have both held an iconic status in the history of science as well as in the history of science teaching. These experiments featured in chemistry and physics textbooks, as well as in classroom teaching, throughout the nineteenth and twentieth…

Patterns and Impacts of Short-Term Cross-Cultural Experience in Science and Mathematics Teaching: Benefits, Value, and Experience

ERIC Educational Resources Information Center

Kanyaprasith, Kamonwan; Finley, Fred N.; Phonphok, Nason

2015-01-01

This study evaluates a cross-cultural experience in science and mathematics teaching in Thailand--an internship program. In this study, qualitative data sources including semi-structured interviews, classroom observations, and pre-post questionnaire were collected from five groups of participants, which were: (a) administrators; (b) Thai…

Multiculturalism and FYC Teacher Training: An Examination of GTA Perspectives on Being Trained to Teach in a Multicultural, College Classroom

ERIC Educational Resources Information Center

Recasner, Chantae C.

2010-01-01

This research study was designed to determine graduate teaching assistants' (GTAs) perspective on their preparation to teach First Year Composition (FYC) in a multicultural teaching context and to determine the relevance of culturally responsive teaching to this experience. The study utilized the qualitative research methodology Portraiture and…

Selection and Implementation of Skill Acquisition Programs by Special Education Teachers and Staff for Students With Autism Spectrum Disorder.

PubMed

Kodak, Tiffany; Cariveau, Tom; LeBlanc, Brittany A; Mahon, Jacob J; Carroll, Regina A

2018-01-01

The present investigation examined special education teachers' selection and use of teaching strategies for receptive identification training with children with autism spectrum disorder (ASD) in their classrooms. Teachers first responded to a survey in which they provided examples of receptive identification tasks taught in their classrooms, rated the efficacy of teaching strategies, described how they determined whether skills were mastered, listed any assessments they conducted to identify relevant prerequisite skills prior to receptive identification training, described how they selected teaching strategies for use in their classrooms, and listed their years of experience as a teacher and working with children with ASD. Subsequent observations of implementation of teaching strategies during trial-based instruction occurred in a proportion of teachers' classrooms. The results of the observations showed that participants did not consistently implement components of trial-based instruction as described in the literature, and there were differences in implementation depending on the types of skills targeted during instruction.

Teaching for Scientific Literacy? An Examination of Instructional Practices in Secondary Schools in Barbados

NASA Astrophysics Data System (ADS)

Archer-Bradshaw, Ramona E.

2017-02-01

This study examined the extent to which the instructional practices of science teachers in Barbados are congruent with best practices for teaching for scientific literacy. Additionally, through observation of practice, it sought to determine the teachers' demonstrated role in the classroom, their demonstration of learning through discourse, learning goals and the nature of classroom activities. Five hundred nineteen students from 12 of the 23 secondary schools on the island and 15 teachers across 8 schools participated in the study. Data were collected by means of a questionnaire, an observational schedule and field notes. It was found that while problem-solving and questioning were mainly used in the classroom, the use of experiments was among the least popular teaching strategies. Additionally, results showed that teachers' display of the knowledge of the characteristics of scientific literacy was unsatisfactory. Generally, the findings indicate a gap between teaching for scientific literacy as expressed in the literature and current instructional practices in secondary science classrooms in Barbados.

The Relationship between Critical Thinking Abilities and Classroom Management Skills of High School Teachers

ERIC Educational Resources Information Center

Demirdag, Seyithan

2015-01-01

High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…

Voices in English Classrooms: Honoring Diversity and Change. Classroom Practices in Teaching English, Vol. 28.

ERIC Educational Resources Information Center

Cook, Lenora, Ed.; Lodge, Helen C., Ed.

This book presents a collection of classroom practices that view the personal experiences of diverse student populations as valuable resources for instruction. It offers teachers various responses to the challenges posed by students' cultural, linguistic, and social group affiliations. The book contains essays arranged into three interwoven…

Origami as a Teaching Tool for the Elementary Library

ERIC Educational Resources Information Center

Shoup, Lynda D.

2009-01-01

In this article, the author shares how she uses origami for her elementary students. Using origami in her classroom helps with classroom management. Students are enthralled to watch the paper as it is folded. Every student can feel a part of the experience. Origami can serve many functions in library classrooms: attention grabbers, geometry…

Teachers' Experiences Using Service-Learning in the High School Classroom

ERIC Educational Resources Information Center

Maguire, Lisa

2016-01-01

Teachers are looking for meaningful ways to connect with students and instill in them an understanding and appreciation for academic content that will extend beyond the classroom. Service-learning is a teaching pedagogy that connects classroom content with real-world problems that allow students to practice applying knowledge and skills while…

Exploring the Classroom: Teaching Science in Early Childhood

ERIC Educational Resources Information Center

Dejonckheere, Peter J. N.; de Wit, Nele; van de Keere, Kristof; Vervaet, Stephanie

2016-01-01

This study tested and integrated the effects of an inquiry-based didactic method for preschool science in a real practical classroom setting. Four preschool classrooms participated in the experiment (N = 57) and the children were 4-6 years old. In order to assess children's attention for causal events and their understanding at the level of…

Exploring the Classroom: Teaching Science in Early Childhood

ERIC Educational Resources Information Center

Dejonckheere, Peter J. N.; De Wit, Nele; Van de Keere, Kristof; Vervaet, Stephanie

2016-01-01

This study tested and integrated the effects of an inquiry-based didactic method for preschool science in a real practical classroom setting. Four preschool classrooms participated in the experiment (N= 57) and the children were 4-6 years old. In order to assess children's attention for causal events and their understanding at the level of…

Beyond Decoding: Political Cartoons in the Classroom

ERIC Educational Resources Information Center

Hammett, Daniel; Mather, Charles

2011-01-01

Geographers and other social scientists have argued that cartoons can play an effective role in enhancing the classroom experience and foster the development of critical thinking skills. We confirm the case for the use of cartoons in the classroom while arguing that recent writing underestimates the potential of this medium as a teaching resource.…

Teaching Smarter: An Unconventional Guide to Boosting Student Success

ERIC Educational Resources Information Center

Kelley, Patrick

2015-01-01

This refreshingly frank handbook shows teachers how to close the achievement gap in their classrooms by teaching students innovative paths to academic success. Drawing on over 20 years' experience, Kelley presents straightforward strategies for helping learners improve their grades and test scores and experience greater school engagement--all…

Learning Literature in an Era of Change: Innovations in Teaching.

ERIC Educational Resources Information Center

Hickey, Dona, J. Ed.; Reiss, Donna, Ed.

This essay collection presents a range of teaching strategies developed by teachers of literature who have heard the call from students, employers, and academic administrators for more relevant learning experiences in an ever-changing world. Integrating critical theory and classroom experiences, the essays demonstrate how to foster learning,…

Minimalist Theater and the Classroom: Some Experiments with Shakespeare and Beckett.

ERIC Educational Resources Information Center

Homan, Sidney

1990-01-01

Argues in favor of using minimalist theater when teaching literature. Describes how minimalist theater was used to teach works by William Shakespeare and Samuel Beckett to undergraduate students. (PRA)

Teaching the Virtues.

ERIC Educational Resources Information Center

Sommers, Christina Hoff

1993-01-01

Recommends an approach to the teaching of ethics from the perspective of the philosophy of virtue that begins with the work of the ancient Greek philosopher, Aristotle. Offers guidance on how to prepare and teach such a course based on the author's and other teachers' experiences in the classroom. (JB)

My Classroom: Indonesia

ERIC Educational Resources Information Center

Balazs, Erica

2015-01-01

This article describes the teaching experiences of Alief Noor Farida--a junior lecturer at Indonesia's "Universitas Negeri Semarang" (Semarang State University [UNNES]). Now teaching her fourth semester and an alumna of the English Education program at UNNES, Ms. Farida is an especially motivated and dedicated educator. She teaches 18…

Re-Envisaging the Teaching of Mathematics: One Student Teacher's Experience Learning to Teach Primary Mathematics in a Manner Congruent with the New Zealand Curriculum

ERIC Educational Resources Information Center

Bailey, Judy

2013-01-01

Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline.…

Teaching Science Using Stories: The Storyline Approach

ERIC Educational Resources Information Center

Isabelle, Aaron D.

2007-01-01

Storytelling is an age-old and powerful means of communication that can be used as an effective teaching strategy in the science classroom. This article describes the authors' experiences implementing the Storyline Approach, an inquiry-based teaching method first introduced by Kieran Egan (1986), in the context of teaching the concept of air…

Circuits and pathways of understanding: "I can't believe we're actually figuring out some stuff"

NASA Astrophysics Data System (ADS)

Hughs-McDonnell, Fiona Jane

2000-12-01

Piaget's studies of young children and adolescents are evidence that people construct their own understanding and that action and reflection is at the heart of developing understanding. Yet, most physics teaching is didactic in nature and physics students are rarely free to develop their own understanding of formal curriculum topics. Consequently, interpretive descriptions of how physics students can develop subject matter understanding both in response to their interactions with the objects that make up a subject matter and their active reflection on those interactions are scarce. In this thesis, using a series of classroom vignettes, I reconstruct some of how two groups of high school physics students came to understand the curriculum topic electrical circuits through their exploration of batteries, bulbs, and wires and their active reflections on those explorations. The data sources that inform the classroom vignettes include the transcribed audiotapes of classroom dialogue, student journals and activity sheets, and the fieldnotes that I made during each class session. The study took place in the classroom of Kris Newton, whose teaching of physics is informed by her experiences with teaching-research, a methodology developed by Eleanor Duckworth. Duckworth's experiences with Jean Piaget and Barbel Inhelder in Geneva, Switzerland and her experiences developing curriculum with the Elementary Science Study were both formative for her in developing the notion of teaching-research. The classroom is located in an ethnically diverse urban high school with a student body of approximately 2,000. I conducted the study during the spring of 1997 and 1998. At the time of the study all but two of the students were in their junior year of high school.

Learning Active Citizenship: Conflicts between Students' Conceptualisations of Citizenship and Classroom Learning Experiences in Lebanon

ERIC Educational Resources Information Center

Akar, Bassel

2016-01-01

Education for active citizenship continues to be a critical response for social cohesion and reconstruction in conflict-affected areas. Oftentimes, approaches to learning and teaching in such contexts can do as much harm as good. This study qualitatively examines 435 students' reflections of their civics classroom learning experiences and their…

Fidelity of Implementation of Research Experience for Teachers in the Classroom

ERIC Educational Resources Information Center

Sen, Tapati

2012-01-01

In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson's (1986) interpretive,…

Experience of Education in the International Classroom--A Systematic Literature Review

ERIC Educational Resources Information Center

Safipour, Jalal; Wenneberg, Stig; Hadziabdic, Emina

2017-01-01

In this essay, we investigate the learning and teaching experiences in the international classroom from both the teachers and the students' perspectives. The findings of this study showed that language barriers are one of the difficulties, but academic cultural differences seem to play a more important role that can impact on the learning outcomes…

Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress

ERIC Educational Resources Information Center

Klassen, Robert M.; Chiu, Ming Ming

2010-01-01

The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample…

Immediate Dissemination of Student Discoveries to a Model Organism Database Enhances Classroom-Based Research Experiences

ERIC Educational Resources Information Center

Wiley, Emily A.; Stover, Nicholas A.

2014-01-01

Use of inquiry-based research modules in the classroom has soared over recent years, largely in response to national calls for teaching that provides experience with scientific processes and methodologies. To increase the visibility of in-class studies among interested researchers and to strengthen their impact on student learning, we have…

Design a Contract: A Simple Principal-Agent Problem as a Classroom Experiment

ERIC Educational Resources Information Center

Gachter, Simon; Konigstein, Manfred

2009-01-01

The authors present a simple classroom experiment that can be used as a teaching device to introduce important concepts of organizational economics and incentive contracting. First, students take the role of a principal and design a contract that consists of a fixed payment and an incentive component. Second, students take the role of agents and…

Teaching Through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System–Secondary

PubMed Central

Hafen, Christopher A.; Hamre, Bridget K.; Allen, Joseph P.; Bell, Courtney A.; Gitomer, Drew H.; Pianta, Robert C.

2017-01-01

Valid measurement of how students’ experiences in secondary school classrooms lead to gains in learning requires a developmental approach to conceptualizing classroom processes. This article presents a potentially useful theoretical model, the Teaching Through Interactions framework, which posits teacher-student interactions as a central driver for student learning and that teacher-student interactions can be organized into three major domains. Results from 1,482 classrooms provide evidence for distinct emotional, organizational, and instructional domains of teacher-student interaction. It also appears that a three-factor structure is a better fit to observational data than alternative one- and two-domain models of teacher-student classroom interactions, and that the three-domain structure is generalizable from 6th through 12th grade. Implications for practitioners, stakeholders, and researchers are discussed. PMID:28232770

Chemistry Notes.

ERIC Educational Resources Information Center

School Science Review, 1983

1983-01-01

Presents chemistry experiments, laboratory procedures, demonstrations, teaching suggestions, and classroom materials/activities. These include: game for teaching ionic formulas; method for balancing equations; description of useful redox series; computer programs (with listings) for water electrolysis simulation and for determining chemical…

Beyond the Books: Reflections on Learning and Teaching.

ERIC Educational Resources Information Center

Hart, Francis Russell

A professor of literature recounts and draws on his experiences in the undergraduate English classroom, providing guidance to other teachers through theoretical and anecdotal comments on teaching and learning styles, curriculum, and teaching methods. The first chapter sketches a theoretical framework synthesized from models of learning and…

On Teaching Adaptively

ERIC Educational Resources Information Center

Corno, Lyn

2008-01-01

New theory on adaptive teaching reflects the social dynamics of classrooms to explain what practicing teachers do to address student differences related to learning. In teaching adaptively, teachers respond to learners as they work. Teachers read student signals to diagnose needs on the fly and tap previous experience with similar learners to…

Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments

ERIC Educational Resources Information Center

Panconesi, Gianni, Ed.; Guida, Maria, Ed.

2017-01-01

Modern technology has enhanced many aspects of life, including classroom education. By offering virtual learning experiences, educational systems can become more efficient and effective at teaching the student population. The "Handbook of Research on Collaborative Teaching Practice in Virtual Learning Environments" highlights program…

Student Teachers' Team Teaching: How Do Learners in the Classroom Experience Team-Taught Lessons by Student Teachers?

ERIC Educational Resources Information Center

Baeten, Marlies; Simons, Mathea

2016-01-01

This study focuses on student teachers' team teaching. Two team teaching models (sequential and parallel teaching) were applied by 14 student teachers in a quasi-experimental design. When implementing new teaching models, it is important to take into account the perspectives of all actors involved. Although learners are key actors in the teaching…

Making a Difference in the Classroom: Strategies that Connect with Students

ERIC Educational Resources Information Center

Balli, Sandra J.

2009-01-01

This book is about the energy, substance, hope, and determination that excellent teachers bring to the rhythm of classrooms every day, year in and year out. Balli offers experiences and important lessons about teaching and classroom life at all grade levels, illuminating the perspective of both teachers and students. Knitting teacher and student…

Elementary Classroom Teachers and Physical Education: Change in Teacher-Related Factors during Pre-Service Teacher Education

ERIC Educational Resources Information Center

Fletcher, Tim; Mandigo, James; Kosnik, Clare

2013-01-01

Background: In many contexts, elementary physical education (PE) classes are taught by the classroom teacher rather than by a PE specialist. Elementary classroom teachers often cite negative attitudes resulting from experiences as school pupils and inadequate pre-service PE teacher education as barriers to teaching a quality PE programme. Purpose:…

A Read-Aloud for English Classrooms (Read It Aloud).

ERIC Educational Resources Information Center

Richardson, Judy S.; Cantrell, R. Jeffrey

1996-01-01

Presents a read-aloud from Lois Lowry's novel "Anastasia Krupnik" showing how Anastasia's first experience writing a poem helped form negative attitudes. Discusses the selections and offers suggestions for teaching poetry and for integrating poetry in other classrooms. (SR)

Factors predicting teachers' attitudes towards the use of ICT in teaching and learning

NASA Astrophysics Data System (ADS)

Ayub, Ahmad Fauzi Mohd; Bakar, Kamariah Abu; Ismail, Rohayati

2015-10-01

Technology has revolutionized in the field of Education. The importance of technology in schools cannot be ignored. While it is important that mathematics teachers should have positive attitudes towards adopting ICT in their teaching, various problems can arise when integrating ICT into classroom lessons. This study explored the factors that influence the attitudes of mathematic teachers in the integration of ICT in the teaching and learning process. A total of 187 mathematics teachers from the state of Selangor in Malaysia were randomly selected from a stratified cluster sample. The research examined five factors that were postulated to impact teachers' attitudes towards the integration of ICT in their lessons, viz. teachers' technology competence, school culture, access to ICT, school support, and years of classroom teaching experience. The findings showed that the teachers' attitudes towards using ICT in teaching and learning were positively correlated with the teachers' technology competence [r = .41; p < .01], ICT school culture [r = .261; p < .01], school support [r = .366; p < .01] and access to ICT resources [r = .220; p < .01]. However, a negative relationship existed between years of teaching and attitudes towards using ICT in teaching and learning [r = -0.192; p < .01]. A multiple regression analysis showed that 29.1% of the variation in teachers' attitudes towards using ICT in the classroom was explained by the variation in teachers' technology competence, school support and school culture, with the effects of teaching experience and ICT resource access being negligible.

Close Encounters: Truth, Experience, and Interpretation in Multicultural Teacher Education.

ERIC Educational Resources Information Center

Lesko, Nancy; Bloom, Rebecca Leslie

1998-01-01

Examines the contradictory effects of teaching multicultural education in two U.S. white women's university classrooms. Uses discourse analysis of the course, readings, and a field trip to understand the confusing results of teaching about difference. Concludes with ideas for a post-positivist approach to knowledge and experience that emphasizes…

Let Me Share a Secret with You! Teaching with Computers.

ERIC Educational Resources Information Center

de Vasconcelos, Maria

The author describes her experiences teaching a computer-enhanced Modern Poetry course. The author argues that using computers enhances the concept of the classroom as learning community. It was the author's experience that students' postings on the discussion board created an atmosphere that encouraged student involvement, as opposed to the…

Teaching All the Children: Stories from the Classroom.

ERIC Educational Resources Information Center

Leavitt, Midge, Ed.

This book presents personal narratives from New Brunswick teachers concerning their experiences in trying to meet the academic and social needs of children in multi-level classes. Topics include the first year of teaching, the process of adapting for students who have special needs, cooperative learning in the class, integration experiences,…

Narratives from the Classroom: An Introduction to Teaching

ERIC Educational Resources Information Center

Miller, Paul Chamness, Ed.

2004-01-01

In order for pre-service teachers to fully understand what it means to choose teaching as a career, it is important for them to connect with experienced teachers who can share their experiences of what occurs within the walls of schools. Narrative accounts of teachers' experiences with students, parents, administrators and colleagues are an…

Pre-Service Teachers' Humanistic vs. Custodial Beliefs: Before and After the Student Teaching Experience

ERIC Educational Resources Information Center

Schramm-Possinger, Megan

2016-01-01

The student teaching experience is cited as one of the most critical facets of teachers' professional development. However, teachers' beliefs about pedagogical practices and disciplinary procedures, as well as their perceptions of students, also influence the approaches they use in the classroom. This study uses a humanistic and custodial…

A Simple Inquiry-Based Lab for Teaching Osmosis

ERIC Educational Resources Information Center

Taylor, John R.

2014-01-01

This simple inquiry-based lab was designed to teach the principle of osmosis while also providing an experience for students to use the skills and practices commonly found in science. Students first design their own experiment using very basic equipment and supplies, which generally results in mixed, but mostly poor, outcomes. Classroom "talk…

Children's Thinking: From the Seminar to the Classroom.

ERIC Educational Resources Information Center

Jervis, Kathe

This paper, a teacher's informal account of her own professional growth and teaching experiences over a 10-year period, focuses particularly on her experiences as a participant in a non-credit seminar on children's thinking and on the impact this seminar had on her teaching. The seminar included wide-ranging questions of philosophy, teaching…

Teaching Young Children How to Sing: One School's Experience

ERIC Educational Resources Information Center

Kenney, Susan

2011-01-01

In many schools, classroom teachers are responsible for the music experiences of young children. Children may learn songs, but may not learn "how" to sing. This article outlines simple teaching strategies to help young children develop listening and vocal habits leading to beautiful singing. The article discusses how the kindergarten classes at…

Learning through Process Drama in the First Grade

ERIC Educational Resources Information Center

Barnes, Mary Kathleen; Johnson, Edric C.; Neff, Lois

2010-01-01

A teaching team of three teachers aims to prepare students for 21st Century Learning Outcomes, which includes critical thinking, problem solving, and communication skills. Yet classroom experience has taught them that one of the most difficult aspects of teaching young children is that they have few experiences or prior knowledge to make sense of…

Teaching Culture and Identifying Language Interference Errors through Films

ERIC Educational Resources Information Center

Argynbayev, Arman; Kabylbekova, Dana; Yaylaci, Yusuf

2014-01-01

This study reflects intermediate level learners' opinion about employing films in the EFL classroom for teaching culture and avoiding negative language transfer. A total of 63 participants, aged 21-23, took part in the experiment in the Faculty of Philology at Suleyman Demirel University in Almaty, Kazakhstan. During the experiment the subjects…

An exploration of equitable science teaching practices for students with learning disabilities

NASA Astrophysics Data System (ADS)

Morales, Marlene

In this study, a mixed methods approach was used to gather descriptive exploratory information regarding the teaching of science to middle grades students with learning disabilities within a general education classroom. The purpose of this study was to examine teachers' beliefs and their practices concerning providing equitable opportunities for students with learning disabilities in a general education science classroom. Equitable science teaching practices take into account each student's differences and uses those differences to inform instructional decisions and tailor teaching practices based on the student's individualized learning needs. Students with learning disabilities are similar to their non-disabled peers; however, they need some differentiation in instruction to perform to their highest potential achievement levels (Finson, Ormsbee, & Jensen, 2011). In the quantitative phase, the purpose of the study was to identify patterns in the beliefs of middle grades science teachers about the inclusion of students with learning disabilities in the general education classroom. In the qualitative phase, the purpose of the study was to present examples of instruction in the classrooms of science education reform-oriented middle grades science teachers. The quantitative phase of the study collected data from 274 sixth through eighth grade teachers in the State of Florida during the 2007--2008 school year using The Teaching Science to Students with Learning Disabilities Inventory. Overall, the quantitative findings revealed that middle grades science teachers held positive beliefs about the inclusion of students with learning disabilities in the general education science classroom. The qualitative phase collected data from multiple sources (interviews, classroom observations, and artifacts) to develop two case studies of reform-oriented middle grades science teachers who were expected to provide equitable science teaching practices. Based on their responses to The Teaching Science to Students with Learning Disabilities Inventory, the case study teachers demonstrated characteristics of successful teachers of diverse learners developed by Lynch (2000). Overall, the qualitative findings revealed that the case study teachers were unsure how to provide equitable science teaching practices to all students, particularly to students with learning disabilities. They provided students with a variety of learning experiences that entailed high expectations for all; however, these experiences were similar for all students. Had the teachers fully implemented equitable science teaching practices, students would have had multiple options for taking in the information and making sense of it in each lesson. Teaching that includes using a variety of validated practices that take into account students' individualized learning needs can promote aspects of equitable science teaching practices. Finally, this study provides implications for teacher education programs and professional development programs. As teachers implement science education reform efforts related to equitable science teaching practices, both teacher education programs and professional development programs should include opportunities for teachers to reflect on their beliefs about how students with learning disabilities learn and provide them with a variety of validated teaching practices that will assist them in teaching students with learning disabilities in the general education classroom while implementing science reform efforts.

Preparing College Students to Teach an Environmental Problem Solving Curriculum to Middle School Students

NASA Astrophysics Data System (ADS)

Powers, S. E.

2001-12-01

An NSF-funded project-based program was implemented by Clarkson University in 2000 to increase the interest and knowledge of middle school students in science, math and technology through the solution of an environmental problem that is relevant to their local school community. Clarkson students developed curricula for 7th and 8th grade science and technology classes and then worked with the middle school students throughout the year to reduce to transform solid waste into healthy soil for plant growth. The solution to this problem provided a vehicle to teach fundamental science and math content as well as the process of doing science and solving problems. Placing college science and engineering students in the classroom proved to be a great mechanism for engaging students in science topics and providing mentoring experiences that differ greatly from those that a practicing professional can provide. It is clear, however, that the students must be well prepared for this experience to maximize the benefits of university - school district partnership programs. The objective of this presentation will be to describe the training program that has been developed to prepare Clarkson students to work effectively in middle school classrooms. The Clarkson students are trained for their classroom experiences during the summer before they enter the classroom. They receive three credits for the training, curriculum development, and teaching efforts. It is expected that the students have the necessary background in science and technology to teach themselves the content and environmental relevance of the problem they will be teaching. Lectures and workshops focus on how to transform this knowledge into a project-based curriculum that meets the needs of the teachers, while also exciting the students. Lecture/workshops include: team work; components of an effective class and teacher; project planning and management; problem solving process; inquiry based learning, deductive/inductive learning; creating unit/lesson plan; defining learning objectives; incorporating mentoring into program; NYS standards and science exam; and, assessment techniques. Journals are used to encourage the fellows to reflect on their learning and own educational experiences. An evaluation of the program by both Clarkson students and their partner teachers indicated that this training was appropriate for the students to enter the classroom as professional scientists and engineers. Their classroom interaction skills improved throughout the year.

A National Survey of Teaching Artists Working in Schools: Background, Preparation, Efficacy and School Experiences

ERIC Educational Resources Information Center

Snyder, Scott; Fisk, Timarie

2016-01-01

Several studies have described the characteristics and employment situations of teaching artists in the United States. This study adds to that literature by describing the characteristics of teaching artists working in K-12 school environments, the nature of the classroom roles of such teaching artists, the professional development and supervision…

What School Movies and "TFA" Teach Us about Who Should Teach Urban Youth: Dominant Narratives as Public Pedagogy

ERIC Educational Resources Information Center

Cann, Colette N.

2015-01-01

White teacher savior films (WTSFs) depict the teaching profession as one for which conventional credentialing is unnecessary. White teachers with little training and experience perform miracles in urban classrooms where trained, experienced teachers have failed. This same narrative is echoed in alternative credential programs such as Teach For…

Authentic Teaching Experiences in Secondary Mathematics Methods

ERIC Educational Resources Information Center

Stickles, Paula R.

2015-01-01

Often secondary mathematics methods courses include classroom peer teaching, but many pre-service teachers find it challenging to teach their classmate peers as there are no discipline issues and little mathematical discourse as the "students" know the content. We will share a recent change in our methods course where pre-service…

Teaching International Relations to a Multicultural Classroom

ERIC Educational Resources Information Center

Bertrand, Julia Lau; Lee, Ji-Young

2012-01-01

This article argues that instructors should adopt a more multicultural perspective when designing syllabi for and teaching undergraduate courses in International Relations (IR). The examination of teaching practices in IR draws on the personal experiences of the authors as foreign natives and instructors of IR at two American universities. The…

Fidelity of Implementation of Research Experience for Teachers in the Classroom

NASA Astrophysics Data System (ADS)

Sen, Tapati

In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson’s (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study.

A Novice Teacher's Experience of Practicing Eclecticism in a Foreign Adult Classroom

ERIC Educational Resources Information Center

Paramboor, Jafar

2015-01-01

This article intends to highlight some of the experiences that an International novice English teacher had in the classroom of some pre-degree students of Malaysia, who were in their twenties. As a student of education, the author has some theoretical background in the field of teaching, with which he realized that an eclectic teacher is the one…

A Short Twenty Years: Meeting the Challenges Facing Teachers Who Bring Rwanda into the Classroom

ERIC Educational Resources Information Center

Gudgel, Mark

2013-01-01

As the twentieth anniversary of the 1994 genocide in Rwanda approaches, Mark Gudgel argues that we should face the challenges posed by teaching about Rwanda. Drawing on his experience as a history teacher in the US, his experience researching and supporting others' classrooms in the US and UK, his training in Holocaust education and his knowledge…

Technology Implementation: Teacher Age, Experience, Self-Efficacy, and Professional Development as Related to Classroom Technology Integration

ERIC Educational Resources Information Center

Tweed, Stephanie

2013-01-01

The purpose of this quantitative study was to identify the combination of factors that pertain to the implementation of new technologies in the classroom. Specifically, the study was an analysis of the age of the teacher, years of teaching experience, quality of professional development, and teacher self-efficacy as defined by Bandura (1997) to…

A Program Evaluation of the Experiences Provided to Novice Teachers through M School District's Teacher-Mentor Training Program

ERIC Educational Resources Information Center

Puryear, Pamela Ann

2012-01-01

Novice teachers often lack effective teaching strategies and exhibit poor classroom management, which creates disruptions in the classroom that lessen the quality of instructional time for students. The purpose of this program evaluation was to examine a teacher-mentor training program and the experiences provided to participants to gain a deeper…

Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors' Self-Efficacy Beliefs

NASA Astrophysics Data System (ADS)

Bautista, Nazan Uludag; Boone, William J.

2015-04-01

The purpose of this study was to investigate the impact of a mixed-reality teaching environment, called TeachME™ Lab (TML), on early childhood education majors' science teaching self-efficacy beliefs. Sixty-two preservice early childhood teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (journal entries) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly after one semester of participation in TML. Three key factors impacted preservice teachers' (PST) self-efficacy beliefs in the context of participation in TML: PSTs' perceptions of their science content knowledge, their familiarity with TML technology and avatars, and being observed by peers. Cognitive pedagogical mastery (TML practices), effective/actual modeling, cognitive self-modeling, and emotional arousal were the primary sources that increased the PSTs' perceived self-efficacy beliefs. Overall, the results of this study suggest that the TML is a worthwhile technology for learning to teach in teacher education. It provides a way for PSTs to have a highly personalized learning experience that enables them to improve their understanding and confidence related to teaching science, so that ideally someday they may translate such an experience into their classroom practices.

Master Teaching Experiences for Introductory Psychology.

ERIC Educational Resources Information Center

Bartz, Wayne R., Ed.

Twenty-two classroom activities appropriate for college introductory psychology classes are presented. The activities require from one to four classroom sessions and introduce a variety of psychology concepts, including description, prediction, and control; research methodology; learning and memory; need for achievement; perception and creativity;…

Developing Pedagogical Content Knowledge for Teaching a New Topic: More Than Teaching Experience and Subject Matter Knowledge

NASA Astrophysics Data System (ADS)

Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

2017-03-01

Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the teaching of a newly introduced topic in the curriculum, polymerase chain reaction and their PCK development from the pre-lesson planning phase through the interactive phase to the post-lesson reflection phase. Multiple data sources included classroom observations, field notes, semi-structured interviews and classroom artefacts. It was found that the teachers' previous experience informed their planning for teaching the new topic, but in qualitatively different ways. This, in turn, had a bearing on their new PCK development. Subject matter knowledge (SMK) can not only facilitate but may also hinder this development. Our findings identify two types of experienced teachers: those who can capitalise on their previous teaching experiences and SMK to develop new PCK and those who do not. The critical difference is whether in the lesson planning stage, the teacher shows the disposition to draw on a generalised mental framework that enables the teacher to capitalise on his existing SMK to develop new PCK. Helping teachers to acquire this disposition should be a focus for teacher training in light of continuous curriculum changes.

Evaluation of traditional classroom teaching methods versus course delivery via the World Wide Web.

PubMed

Ryan, M; Carlton, K H; Ali, N S

1999-09-01

Higher education is moving with deliberate speed to an electronic classroom. Much has been published on faculty experiences with World Wide Web (WWW) course delivery. However, little research exists on the evaluation of these methods. The purpose of this study was to evaluate students' perceptions of two approaches to teaching: classroom and WWW modules. Classroom methods were rated significantly higher in relation to content, interaction, participation, faculty preparation, and communication. Technical skills were rated higher for WWW modules. Critical thinking and time allotted for assignments were not significantly different between classroom and WWW instruction. Open-ended comments were rich and supported both positive and negative aspects of classroom and WWW-based modules. Implications call for creativity in course development, course redesign and orientation, active communication with students, support for technical problems, faculty development, and university-wide planning through partnerships.

Professional Development of Faculty: How Do We Know It Is Effective?

NASA Astrophysics Data System (ADS)

Derting, T. L.; Ebert-May, D.; Hodder, J.

2011-12-01

Professional development (PD) of faculty has been an integral component of curriculum reform efforts in STEM. Traditionally, PD occurs through workshops that last from hours to several days. Regardless of the particular model of PD used during a workshop, its effectiveness is usually assessed through self-report surveys of faculty satisfaction, perceived learning, and reports of applications in faculty classrooms. My presentation focuses on ways of assessing the effectiveness of models of PD, with an emphasis on the need for objective measures of change in faculty teaching. The data that I present raise two significant questions about faculty PD. Are traditional approaches to faculty PD effective in changing classroom teaching practices and improving student learning? What evidence is needed to determine the effectiveness of different models of PD? Self-report data have been useful in identifying variables that can influence the extent to which faculty implement new teaching strategies. These variables include faculty beliefs about student learning, self-efficacy, level of dissatisfaction with student learning, departmental rewards for teaching and learning, time limitations, and peer interactions. Self-report data do not, however, provide a complete or necessarily accurate assessment of the impacts of PD on classroom practices and student learning. Objective assessment of teaching and learning is also necessary, yet seldom conducted. Two approaches to such assessment will be presented, one based on student performance and the other based on observations of faculty teaching. In multiple sections of a student-centered, inquiry-based course, learning gains were higher for students taught by faculty who were trained in student-centered teaching compared with faculty with no such training. In two national projects that focused on faculty PD, self-report data indicated that faculty increased their use of student-centered teaching following PD. Objective assessment measures, however, showed that most faculty actually used teacher-centered methods with only minor use of student-centered teaching practices. Moreover, variables that have been associated with change in teaching practices, or the lack thereof, contributed little to explaining observed classroom teaching practice after PD. For example, faculty with less teaching experience engaged in more student-centered teaching compared with faculty with more years of teaching experience. Also, departmental and peer support for faculty use of non-lecture approaches to teaching had no significant relationship with the classroom practices used by faculty. These and other data suggest that assumptions about the effectiveness of traditional models of PDs need to be validated using objective, as well as subjective measures. The data also indicate a need for new models of PD for STEM faculty.

Public Opinion on Long Island about the Vietnam War: A School Year Project Using Local Sources and Perspectives in the Classroom and in Student Research Papers

ERIC Educational Resources Information Center

Howlett, Charles

2004-01-01

A school-year research experiment using primary resources to teach an important national issue--protest movements against the Vietnam War at the local level--is an excellent way to motivate students and energize classroom teaching. Every local community in America has its own story to tell about the war in Vietnam. Whether it is about a local son…

Teaching Again: A Professor's Tale of Returning to a Ninth Grade Classroom

ERIC Educational Resources Information Center

Poetter, Thomas S.

2012-01-01

Teaching Again exposes the very human core of the teaching experience. This book is not just about teaching English/language arts; it is about the heart and soul of the vocation that is teaching. It is also not just about Tom Poetter, the English teacher; it is about every individual who has ever tried to educate, whether that act has taken place…

Teaching Human Genetics with Mustard: Rapid Cycling "Brassica rapa" (Fast Plants Type) as a Model for Human Genetics in the Classroom Laboratory

ERIC Educational Resources Information Center

Wendell, Douglas L.; Pickard, Dawn

2007-01-01

We have developed experiments and materials to model human genetics using rapid cycling "Brassica rapa", also known as Fast Plants. Because of their self-incompatibility for pollination and the genetic diversity within strains, "B. rapa" can serve as a relevant model for human genetics in teaching laboratory experiments. The experiment presented…

Where Do We Go from Here? Making Sense of Prospective Social Studies Teachers' Memories, Conceptions, and Visions of Social Studies Teaching and Learning

ERIC Educational Resources Information Center

Hawley, Todd S.; Crowe, Alicia R.; Brooks, Elizabeth W.

2012-01-01

Like most teacher educators, the authors are aware that prospective teachers enter programs with many experiences in schools, and social studies classrooms in particular, that influence their beliefs about schooling, what it means to teach, their subject, and students. These experiences and beliefs inform how they then experience their program…

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

NASA Astrophysics Data System (ADS)

Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-02-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

A Classroom of One Is a Community of Learners: Paradox, Artistic Pedagogical Technologies, and the Invitational Online Classroom

ERIC Educational Resources Information Center

Janzen, Katherine J.; Perry, Beth; Edwards, Margaret

2011-01-01

How can students in an online classroom of one, often sitting in solitude in front of a computer, experience community? The authors suggest that in part, the answer lies in creating invitational online educational spaces through the use of Artistic Pedagogical Technologies (ATPs), particularly Photovoice (PV) a teaching strategy. A Zen paradox (or…

Differentiated Instruction at Work. Reinforcing the Art of Classroom Observation through the Creation of a Checklist for Beginning and Pre-Service Teachers

ERIC Educational Resources Information Center

Subban, Pearl; Round, Penny

2015-01-01

Professional experience is viewed as integral to shaping philosophy and acquiring skills in the area of classroom teaching. Classrooms are complex places, with educators implementing differentiated strategies to cater for student diversity. Pre-service teachers who observe these lessons often miss the intuitive practices, as there is much to…

Comparing Beginning and Experienced Teachers' Perceptions of Classroom Management Beliefs and Practices in Elementary Schools in Turkey

ERIC Educational Resources Information Center

Unal, Zafer; Unal, Aslihan

2009-01-01

The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the…

Women Faculty of Color in the White Classroom: Narratives on the Pedagogical Implications of Teacher Diversity.

ERIC Educational Resources Information Center

Vargas, Lucila, Ed.

This book compiles narratives by women professors of color who examine their classroom experiences in predominantly white U.S. campuses, focusing on the impact of their social positions upon their classroom practices and teaching-learning selves. The 19 papers are (1) "Introduction" (Lucila Vargas); (2) "Why Are We Still So Few and…

Teaching Vocabulary in Colour.

ERIC Educational Resources Information Center

Gnoinska, Anna

1998-01-01

Describes one teacher's use of color to make classroom instruction more interesting. Techniques included using colored paper for handouts, conducting an experiment to see whether the use of colors could enhance students' memory power, and using colored flashcards to teach vocabulary. (Author/VWL)

Successful Teaching Today.

ERIC Educational Resources Information Center

Lewis, Barbara; And Others

1996-01-01

This article presents creative teaching experiences from five teachers nationwide. The projects involve student projects to prevent crime, talking to astronauts via amateur radio, transforming the classroom into an ancient Egyptian tomb, doing a good deed each day, and increasing father involvement. (SM)

Engineering Encounters: Teaching Educators about Engineering

ERIC Educational Resources Information Center

Tank, Kristina M.; Raman, D. Raj; Lamm, Monica H.; Sundararajan, Sriram; Estapa, Anne

2017-01-01

This column presents ideas and techniques to enhance science teaching. This month's issue describes preservice elementary teachers learning engineering principles from engineers. Few elementary teachers have experience with implementing engineering into the classroom. While engineering professional development opportunities for inservice teachers…

Exploring preservice teachers' interpretations of curricular experiences while learning to teach in an inquiry-oriented way: A phenomenology

NASA Astrophysics Data System (ADS)

Sander, Scott A.

Despite ubiquitous calls for school reform, the traditional transmission model of education continues to dominate our nation's science classrooms at all levels. How do these experiences impact those who enter formal teacher education programs and Methods courses that promote a more inquiry-oriented way of teaching science? The purpose of this foundational study was to explore the interpretations of five preservice science teachers' (PSTs) curricular experiences in order to gain a greater understanding directly from the participants about learning to teach in an inquiry-oriented way. Phenomenology was selected as a flexible methodology that enabled access to the "lifeworld" that PSTs had constructed of their experiences within a science Methods course. The inquiry-based methods used within the course also provided the data that ultimately became the bulk of the stories presented in Chapter 4. The methods were selected for their ability to make the PSTs' thinking visible. The use of "thinking routines" within the context of the Methods course supplied data from the PSTs as they were in the role of a student. The use of the virtual classroom TeachLivE(TM) supplied data from the PSTs as they were in the role of a teacher. The data generated by these unique methods helped to constitute the stories presented in Chapter 4. Instead of stories about the PSTs these are stories constructed from the data that represents the thinking of PSTs. The stories are presented as what PSTs see, believe, care about, and wonder with regards to learning to teach in an inquiry-oriented way. This data indicates that while PSTs have taken notice of the challenge to their existing ideas about teaching science there are still significant barriers that must be overcome to replace entrenched beliefs in order for them to implement inquiry-oriented practices in their future classrooms. As a beginning step in the inquiry process and aligned with constructivist theories of learning, thinking routines and TeachLivE have the potential to elicit the prior knowledge of PSTs regarding learning to teach. By providing a way to hear the voices of PSTs and make their thinking visible, I surface implications for science education and future research to shift the traditional discourse within classrooms.

Teaching Science to a Profoundly Deaf Child in a Mainstream Classroom

ERIC Educational Resources Information Center

Spicer, Sally

2016-01-01

From her experience of teaching a profoundly deaf child learning science with British Sign Language (BSL) as the child's first language, Sally Spicer learned methods that could be good practice for all learners. In this article, Sally Spicer shares how providing an opportunity for first-hand experience to develop knowledge and understanding of…

A Study of the Effects of Microteaching Experiences Upon the Classroom Behavior of Social Studies Student Teachers.

ERIC Educational Resources Information Center

Limbacher, Philip C.

The hypotheses of this field study, conducted in connection with the Teaching Techniques Laboratory at the University of Illinois, were that student teachers who had participated in a supervised, laboratory, microteaching experience would: 1) receive more favorable pupil evaluations of an initial and final teaching effort on the Teacher…

The Impact of NCLB and Accountability on Social Studies: Teacher Experiences and Perceptions about Teaching Social Studies

ERIC Educational Resources Information Center

Winstead, Lisa

2011-01-01

This article illustrates the challenges of teaching curriculum within the guidelines of No Child Left Behind. Nine school teachers write and speak about their experiences, what influences their curriculum choices, and how they attempt to incorporate social studies in the elementary classroom. The teachers completed a background survey, wrote about…

The Apprenticeship of Observation in Career Contexts: A Typology for the Role of Modeling in Teachers' Career Paths

ERIC Educational Resources Information Center

Rinke, Carol R.; Mawhinney, Lynnette; Park, Gloria

2014-01-01

This article extends the literature on teachers' career paths by attending to the experiences of educators when they were students in secondary classrooms. Grounded in the perspective that biography is central to teaching, we investigate undergraduate pre-service teachers' educational experiences, views on teaching and learning, and professional…

Making International Experiences Accessible to In-Service Teachers through East Meets West Program

ERIC Educational Resources Information Center

An, Shuhua; Wu, Zhonghe

2015-01-01

The goal of this study was to examine the impact of the integration of global experiences on in-service teachers' international perspectives in mathematics classroom teaching through offering a graduate course "Global Perspectives in Mathematics Teaching" in the form of the East Meets West Program. This program engages teachers in an…

What Can We Take Home? Action Research for Malaysian Preservice TESOL Teachers in Australia

ERIC Educational Resources Information Center

Neilsen, Rod

2014-01-01

Action Research (AR) is recognised as an effective way for language teachers to extend teaching skills and gain more understanding of teaching, learning and the classroom environment (Burns, 2010). It can also be a useful but challenging experience for trainee language teachers. This paper reports on the experiences of Malaysian trainee primary…

Examining the Levels of Job Satisfaction among Peer Evaluators

ERIC Educational Resources Information Center

Walker, Althea Rochelle

2013-01-01

This study focused on assessing the levels of job satisfaction among peer evaluators in a large, metropolitan public K-12 school district in Florida. Peer evaluators were defined as former classroom teachers with five or more years of teaching experience who observe and evaluate teachers with two or more years of teaching experience. Seventy-eight…

Instructor Interaction and Immediacy Behaviors in a Multipoint Videoconferenced Instructional Environment: A Descriptive Case Study

ERIC Educational Resources Information Center

Bohnstedt, Kathy D.

2011-01-01

The purpose of this study was to examine the experiences of professors teaching in a multi-point videoconferencing instructional environment and how they interacted with students in proximate and remote classrooms. Qualitative and quantitative data were analyzed to gain an understanding of the teaching experience and to examine differences between…

Expressive Practices: The Local Enactment of Culture in the Communication Classroom

ERIC Educational Resources Information Center

Wolf, Karen; Milburn, Trudy; Wilkins, Richard

2008-01-01

As students participate in corporate communication classes, they may, on occasion, use the term culture to make sense of their experiences. The authors use Mino's idea of a learning paradigm to shift the emphasis away from teaching traditional theories of culture and use student-centered experiences to teach culture as an expressive practice.…

Second Language Assessment for Classroom Teachers

ERIC Educational Resources Information Center

Tran, Thu H.

2012-01-01

The vast majority of second language teachers feels confident about their instructional performance and does not usually have much difficulty with their teaching thanks to their professional training and accumulated classroom experience. Nonetheless, many second language teachers may not have received sufficient training in test development to…

Practicing Hospitality in the Classroom

ERIC Educational Resources Information Center

Burwell, Rebecca; Huyser, Mackenzi

2013-01-01

This article explores pedagogical approaches to teaching students how to practice hospitality toward the other. Using case examples from the college classroom, the authors discuss the roots of Christian hospitality and educational theory on transformative learning to explore how students experience engaging with others after they have…

Variables in Elementary Mathematics Education

ERIC Educational Resources Information Center

Brizuela, Bárbara M.

2016-01-01

In this article, I analyze episodes from two third-grade classrooms drawn from a larger classroom teaching experiment to explore how these students began to incorporate nonnumerical symbols in their mathematical expressions when asked to represent indeterminate quantities. The article addresses two research questions: What understandings did these…

Demystifying Differentiation for the Elementary Music Classroom

ERIC Educational Resources Information Center

Hillier, Erin

2011-01-01

Many music educators struggle with adapting buildingwide professional development initiatives into their own curriculum and teaching practice while still maintaining the integrity of the musical experiences they bring to the classroom. One vastly popular trend in instructional strategies, differentiated instruction, is both accessible to the music…

Designing Online Playgrounds for Learning Mathematics

ERIC Educational Resources Information Center

Johnson, Heather Lynn; Hornbein, Peter; Bryson, Dana

2016-01-01

Fully online courses can provide teachers fresh opportunities to expand their mathematical conceptions and infuse technology into their classroom teaching. In this article, the authors share the experience of two classroom teachers (Hornbein and Bryson) who participated in a fully online mathematics education course--Expanding Conceptions of…

"Experiential" Professional Development: Improving World Language Pedagogy inside Spanish Classrooms

ERIC Educational Resources Information Center

Burke, Brigid Moira

2012-01-01

"Experiential" professional development (EPD), influenced by Expeditionary Learning Outward Bound design, was integrated in the classrooms of secondary Spanish teachers to create opportunities for them to learn to use communicative language teaching (CLT) through experience. Teachers collaborated with colleagues, students, and a…

Deep Knowledge: Learning to Teach Science for Understanding and Equity. Teaching for Social Justice

ERIC Educational Resources Information Center

Larkin, Douglas B.

2013-01-01

"Deep Knowledge" is a book about how people's ideas change as they learn to teach. Using the experiences of six middle and high school student teachers as they learn to teach science in diverse classrooms, Larkin explores how their work changes the way they think about students, society, schools, and science itself. Through engaging case stories,…

Preparing Graduate Students for Teaching: Expected and Unexpected Outcomes from Participation in a GK-12 Classroom Fellowship

ERIC Educational Resources Information Center

Page, Melissa; Wilhelm, Mari S.; Regens, Nancy

2011-01-01

Graduate students in science technology, engineering, and mathematics (STEM) fields often enter degree programs focused on research or field-based experiences. Being a teaching assistant can serve two purposes: one for financial compensation and two as preparation for teaching in a future career. The GK-12 program (Graduate Teaching Fellows in…

Transformative practices in secondary school science classrooms: Life histories of Black South African teachers

NASA Astrophysics Data System (ADS)

Jita, Loyiso Currell

1999-11-01

This study investigated the construction of teaching practices that are aimed at including all students in learning the key ideas of science and helping them to develop a voice for participating in the discourses in and outside of the science classroom. Such practices define what in this study is referred to as transformative practice. The study tells the stories of three Black secondary school teachers in South Africa who have worked to construct a transformative practice in their biology and physical science classrooms. Using a life history perspective, the study explored the relationships between teachers' identities and the changes in their classroom practices. Data were collected mainly through periodic interviews with the teachers and observations of their teaching practices over a period of 18 months. An important finding of the study was that the classroom practices of all three teachers were defined by three similar themes of: (1) "covering the content" and preparing their students to succeed in the national examinations, (2) developing deep conceptual understandings of the subject matter, and (3) including all students in their teaching by constructing what other researchers have called a "culturally-relevant" pedagogy. This finding was consistent despite the observed variations of context and personal histories. A major finding of this study on the question of the relationship between identity and teaching practice was that despite the importance of context, subject matter, material and social resources, another category of resources---the "resources of biography"---proved to be crucial for each of the teachers in crafting a transformative pedagogy. These "resources of biography" included such things as the teachers' own experiences of marginalization, the experiences of growing up or living in a particular culture, and the experiences of participating in certain kinds of social, political, religious or professional activities. The study suggests that it is not only the experiences that provide a person with the resources for crafting a transformative practice, but a conscious reflection on and willingness to learn from these experiences that makes them available as resources for crafting such a practice. Further research is needed to better understand what the rubric of "resources of biography" includes and to explore the interactions between these kinds of resources and the material, human, and social resources that teachers need to reform their classroom practices.

Teaching "Yes, And" … Improv in Sales Classes: Enhancing Student Adaptive Selling Skills, Sales Performance, and Teaching Evaluations

ERIC Educational Resources Information Center

Rocco, Richard A.; Whalen, D. Joel

2014-01-01

In an application of experiential learning, assessment, and career development, this article reports a field experiment of teaching sales students adaptive selling skills via an "Improvisational (Improv) Comedy" technique: "Yes, And." Students learn this well-established theatrical improv method via classroom lecture,…

Exploring the Place of Exemplary Science Teaching. This Year in School Science 1993.

ERIC Educational Resources Information Center

Haley-Oliphant, Ann E., Ed.

Exemplary science teaching is an experience that fosters wonder, excitement, and risk-taking. This book presents essays which attempt to describe the culture of classrooms of exemplary science teachers. Chapter titles are: "Exploring the Place of Exemplary Science Teaching" (Ann E. Haley-Oliphant); "The Voices of Exemplary Science Teachers" (Ann…

Teaching Business Management to Engineers: The Impact of Interactive Lectures

ERIC Educational Resources Information Center

Rambocas, Meena; Sastry, Musti K. S.

2017-01-01

Some education specialists are challenging the use of traditional strategies in classrooms and are calling for the use of contemporary teaching and learning techniques. In response to these calls, many field experiments that compare different teaching and learning strategies have been conducted. However, to date, little is known on the outcomes of…

Use of Uncertainty Reduction and Narrative Paradigm Theories in Management Consulting and Teaching: Lessons Learned

ERIC Educational Resources Information Center

Barker, Randolph T.; Gower, Kim

2009-01-01

Teaching business communication while performing professional business consulting is the perfect learning match. The bizarre but true stories from the consulting world provide excellent analogies for classroom learning, and feedback from students about the consulting experiences reaffirms the power of using stories for teaching. When discussing…

Making Literacy Experiences Meaningful: An Interview with Denny Chopin-Napper.

ERIC Educational Resources Information Center

Milone, Michael

2003-01-01

Interviews Denny Chopin-Napper, a kindergarten and first-grade teacher of students with developmental disabilities. Notes that adaptation is a big part of her teaching approach, which varies instruction to suit students' individual needs. Discusses her classroom, how she teaches literacy skills, and the place of technology in her teaching. (PM)

A Study of the Quantity of Time for Teaching Reading.

ERIC Educational Resources Information Center

Florida Reading Association.

A study was conducted to provide descriptive information about the quantity of classroom time used for teaching reading and the interruptive events that occur during the scheduled reading time. Data were gathered from 148 public and private school teachers representing all grade levels and a wide range of teaching experience. The subjects each…

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…

The Impact of the Student Teaching Experience on the Development of Teacher Perspectives.

ERIC Educational Resources Information Center

Tabachnick, B. Robert; And Others

Research findings on teachers' perspectives on teaching tend to indicate that institutional pressures are not strong enough to control what teachers think and how they act within their classrooms. While teachers will conform to organizational demands, their basic teaching styles are likely to remain unchanged. This study explored the socializing…

From Ford to Friedman: Teaching Microeconomics to Business Students

ERIC Educational Resources Information Center

Neymotin, Florence

2014-01-01

Teaching microeconomics to MBA students offers a unique set of challenges and opportunities to instructors. That is, the process of teaching business students may differ considerably, but in predictable ways, when compared to the classroom experience commonly found in liberal arts programs. While it is certain that all students are consumers, most…

Comparision of alternatively certified and traditionally certified Missouri high school science teachers' perceptions of self-efficacy during the induction period

NASA Astrophysics Data System (ADS)

Gaither, Linda

Sixty percent of America's teachers choose traditional baccalaureate programs while the remaining choose one of several alternative pathways. While certification/training is certainly important to preparing effective teachers, other research indicates that teacher efficacy serves as the foundation of teacher behaviors and classroom practice. The purpose of this study ( N = 94 induction high school science teachers) was to determine the relationships between certification pathway and opportunities to observe modeling; between years of experience and personal teaching efficacy; and teachers' perceptions of what characteristics/ experiences best explain personal teaching efficacy. The Teacher Sense of Efficacy Scale was used in an on-line survey for Phase 1 (n = 91), to measure teacher self-efficacy. In Phase 2, a basic qualitative study was conducted using telephone interviews ( n = 2) and a focus group (n = 4) along with a series of short essay questions from the online survey (n = 91). The findings indicate a significant relationship (p = 0.01) between years of teaching and overall personal teaching-efficacy, student engagement, and instructional strategies; a relationship between opportunities to see modeling and certification pathway, where traditionally certified teachers had significantly more opportunities (p = 0.000); and a relationship between classroom management and opportunities to see modeling (p = 0.005). Qualitative analyses confirmed that traditionally-prepared teachers saw a range of "modeling" and model teachers; respondents related such opportunities to more effective teaching, especially in the realm of classroom management. As more teachers choose alternative certification, it is imperative that adequate opportunities to observe teaching strategies are modeled during the certification process and once teachers enter the classroom; they must have intrinsic and extrinsic support to be successful.

The effect of teacher education level, teaching experience, and teaching behaviors on student science achievement

NASA Astrophysics Data System (ADS)

Zhang, Danhui

Previous literature leaves us unanswered questions about whether teaching behaviors mediate the relationship between teacher education level and experience with student science achievement. This study examined this question with 655 students from sixth to eighth grade and their 12 science teachers. Student science achievements were measured at the beginning and end of 2006-2007 school year. Given the cluster sampling of students nested in classrooms, which are nested in teachers, a two-level multilevel model was employed to disentangle the effects from teacher-level and student-level factors. Several findings were discovered in this study. Science teachers possessing of advanced degrees in science or education significantly and positively influenced student science achievement. However, years of teaching experience in science did not directly influence student science achievement. A significant interaction was detected between teachers possessing an advanced degree in science or education and years of teaching science, which was inversely associated to student science achievement. Better teaching behaviors were also positively related to student achievement in science directly, as well as mediated the relationship between student science achievement and both teacher education and experience. Additionally, when examined separately, each teaching behavior variable (teacher engagement, classroom management, and teaching strategies) served as a significant intermediary between both teacher education and experience and student science achievement. The findings of this study are intended to provide insights into the importance of hiring and developing qualified teachers who are better able to help students achieve in science, as well as to direct the emphases of ongoing teacher inservice training.

A five year study of the attitudes, perceptions, and philosophies of five secondary science education teachers prepared in the constructivist teaching methodology advanced at the University of Iowa

NASA Astrophysics Data System (ADS)

Hollenbeck, James Edward

1999-11-01

The present study researched the attitudes, Perceptions, and philosophies of five secondary education science teachers prepared in the constructivist teaching methodology advanced at the University of Iowa. This study is a continuation of a three-year study---the Salish I Project supported by the US Department of Education. The teachers studied are five 1993 University of Iowa Science Education Center graduates who have taught for five years. The main objective of the present study was finding answers to four questions aiming at further understanding of the impact and importance of the preservice education in I the constructivist teaching methodology of new teachers, and the changes they experience in the first five years of teaching. The instruments used in the study are various as they cover a wide range of different categories of beliefs I in terms of teaching, learning, teacher performance and view of school. The following trends came out on reviewing all of the data: in the first year of teaching three of the five teachers studied taught as constructivist teachers. in the third year of teaching, the classroom practices of the teachers converged more closely to their beliefs and preservice preparation. In the fifth year, all five teachers were ranked as constructivist in their teaching methodology in the classroom. Using the Wilcoxson test, significant, positive relationships were revealed between the teacher's philosophy of teaching and learning, with their actual practice. Teacher's philosophy and teaching practice were compared with selected standards set forth by the National Science Education Standards and were found to be in close alignment in their fifth year of teaching. Teachers prepared in the constructivist methodology are concerned about their subject content and value student input and reflection. The teachers reported using student-initiated ideas, alternative assessment strategies and being receptive to alternatives. Other important factors identified by the teachers as condition to their successes are maturation, experience, and acceptance in the school and community. All five teachers attributed their preservice education at the University of Iowa as a significant factor in their successes in the science classroom. in the science classroom.

Five Experiential Learning Activities in Addictions Education

ERIC Educational Resources Information Center

Warren, Jane A.; Hof, Kiphany R.; McGriff, Deborah; Morris, Lay-nah Blue

2012-01-01

This article describes five creative experiential classroom activities used in teaching addictions. The activities were integrated into the classroom curriculum and were processed weekly in focused dialogue. Student reflections throughout the article add depth to the meaning gained from the experience of the change process. The students' feedback…

Continuing Professional Development and Learning in Primary Science Classrooms

ERIC Educational Resources Information Center

Fraser, Christine A.

2010-01-01

This article explores the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. During 2006-2007, quantitative and qualitative data were elicited from two primary teachers in Scotland using questionnaires, semi-structured interviews and video-stimulated…

What hinders teachers in using computer and video games in the classroom? Exploring factors inhibiting the uptake of computer and video games.

PubMed

Baek, Young Kyun

2008-12-01

The purpose of this study is to identify factors inhibiting teachers' use of computer and video games in the classroom setting and to examine the degree to which teaching experience and gender affect attitudes toward using games. Six factors that hinder teachers' use of games in the classroom were discovered: Inflexibility of curriculum, Negative effects of gaming, Students' lack of readiness, Lack of supporting materials, Fixed class schedules, and Limited budgets. Lack of supporting material, Fixed class schedules, and Limited budgets were factors that female teachers believed to be more serious obstacles to game use in the classroom than male teachers did. Experienced teachers, more so than inexperienced teachers, believed that adopting games in teaching was hindered by Inflexibility of curriculum and Negative effects of gaming. On the other hand, inexperienced teachers, more so than experienced teachers, believed that adopting games in teaching is less hindered by Lack of supporting materials and Fixed class schedules.

Learning About End-of-Life Care in Nursing-A Global Classroom Educational Innovation.

PubMed

Bailey, Cara; Hewison, Alistair; Orr, Shelly; Baernholdt, Marianne

2017-11-01

Teaching nursing students how to provide patient-centered end-of-life care is important and challenging. As traditional face-to-face classroom teaching is increasingly supplanted by digital technology, this provides opportunities for developing new forms of end-of-life care education. The aim of this article is to examine how a global classroom was developed using online technology to enhance nursing students' learning of end-of-life care in England and the United States. The PDSA (Plan-Do-Study-Act) quality improvement approach was used to guide the design and delivery of this curriculum innovation. The global classroom enhanced the educational experience for students. Teaching needs to be inclusive, focused, and engaging; the virtual platform must be stable and support individual learning, and learning needs to be collaborative and authentic. These findings can be used to inform the integration of similar approaches to end-of-life care education in other health care professional preparation programs. [J Nurs Educ. 2017;56(11):688-691.]. Copyright 2017, SLACK Incorporated.

Students as 'catalysts' in the classroom: the impact of co-teaching between science student teachers and primary classroom teachers on children's enjoyment and learning of science

NASA Astrophysics Data System (ADS)

Murphy, Colette; Beggs, Jim; Carlisle, Karen; Greenwood, Julian

2004-08-01

This study is an investigation of the impact of collaborative teaching by student-teachers and classroom teachers on children's enjoyment and learning of science. The paper describes findings from a project in which undergraduate science specialist student-teachers were placed in primary schools where they 'co-taught' investigative science and technology with primary teachers. Almost six months after the student placement, a survey of children's attitudes to school science revealed that these children enjoyed science lessons more and showed fewer gender or age differences in their attitudes to science than children who had not been involved in the project. The authors discuss how this model of collaborative planning, teaching and evaluation can both enhance teacher education and improve children's experience of science.

Indigenous knowledge and languages in the teaching and learning of science: A focus on a rural primary school in Zimbabwe

NASA Astrophysics Data System (ADS)

Shizha, Edward

Teachers are known for their "gate-keeping" roles in schools, especially in the classroom setting. They process and decide what "knowledge" is "valid" and "appropriate" for students. They also decide when and how the knowledge should be mediated to students. Their gate-keeping role marginalizes some forms of knowledge while validating and legitimating others. This qualitative and constructivist-interpretive case study is an exploration and description of ten rural primary school teachers' experiences in teaching science using indigenous perspectives in Zimbabwe. The purpose of the study was to discover and describe, using qualitative inquiry, how teachers incorporate indigenous knowledge and languages in teaching science in a rural primary school in Zimbabwe. The study also sought to understand teachers' mediation techniques in the process of bridging the cultural gap between formal science and indigenous knowledge that students bring into the classroom from home. In this study, I elicited, from teachers, their understanding of the interconnectedness of indigenous knowledge and Western science. I employed qualitative inquiry to collect data from them in their natural working environment, the school and the classroom. Purposive sampling was utilized to select ten teachers who were observed teaching two science lessons each. All the lessons were captured using a video recorder, which facilitated the collection of as much information as possible from events occurring in the classroom. Later, semi-structured interviews/conversations were audio-recorded from the same teachers to elicit their insights and experiences in teaching science using indigenous perspectives and languages. Policy documents and science syllabuses were also perused for information on what teachers were expected to teach in science. Inductive analysis was employed to interpret findings that resulted in thick and in-depth narratives. The findings from these narratives revealed differences and similarities in teachers' views and experiences, and their fears and concerns in using indigenous knowledge and languages to teach science in Zimbabwe. The conclusions derived from these findings, though specific to the teachers in this study, gave rise to policy and pedagogical recommendations for increasing the use of indigenous knowledge and languages in the science curriculum in Zimbabwe.

Integration of classroom science performance assessment tasks by participants of the Wisconsin Performance Assessment Development Project (WPADP)

NASA Astrophysics Data System (ADS)

Tonnis, Dorothy Ann

The goals of this interpretive study were to examine selected Wisconsin science teachers' perceptions of teaching and learning science, to describe the scope of classroom performance assessment practices, and to gain an understanding of teachers' personal and professional experiences that influenced their belief systems of teaching, learning and assessment. The study was designed to answer the research questions: (1) How does the integration of performance assessment relate to the teachers' views of teaching and learning? (2) How are the selected teachers integrating performance assessment in their teaching? (3) What past personal and professional experiences have influenced teachers' attitudes and beliefs related to their classroom performance assessment practices? Purposeful sampling was used to select seven Wisconsin elementary, middle and high school science teachers who participated in the WPADP initiative from 1993-1995. Data collection methods included a Teaching Practices Inventory (TPI), semi-structured interviews, teacher developed portfolios, portfolio conferences, and classroom observations. Four themes and multiple categories emerged through data analysis to answer the research questions and to describe the results. Several conclusions were drawn from this research. First, science teachers who appeared to effectively integrate performance assessment, demonstrated transformational thinking in their attitudes and beliefs about teaching and learning science. In addition, these teachers viewed assessment and instructional practices as interdependent. Third, transformational teachers generally used well defined criteria to judge student work and made it public to the students. Transformational teachers provided students with real-world performance assessment tasks that were also learning events. Furthermore, student task responses informed the transformational teachers about effectiveness of instruction, students' complex thinking skills, quality of assessment instruments, students' creativity, and students' self-assessment skills. Finally, transformational teachers maintained integration of performance assessment practices through sustaining teacher support networks, engaging in professional development programs, and reflecting upon past personal and professional experiences related to teaching, learning and assessment. Salient conflicts overcome or minimized by transformational teachers include the conflict between assessment scoring and grading issues, validity and reliability concerns about the performance assessment tasks used, and the difficulty for teachers to consistently provide public criteria to students before task administration.

Practicing What We Teach: A Self-Study in Implementing an Inquiry-Based Curriculum in a Middle Grades Classroom

NASA Astrophysics Data System (ADS)

Dias, Michael; Eick, Charles J.; Brantley-Dias, Laurie

2011-02-01

A science teacher educator returned to teaching adolescents after more than 10 years in the professoriate. We studied his beliefs, practice and daily use of inquiry pedagogy while implementing a reform-based curriculum. Reflection on practice was evidenced by a weekly journal, classroom observations and debriefings, and extensive interviews. Newly developed practical knowledge from this experience shifted the science teacher educator's beliefs away from the Piagetian structuralism espoused in prescribed curricula towards a more culturally responsive, student-driven approach to teaching science to middle grades students. The merits and limitations of curricula attempting to follow traditional scientific practices are discussed.

Discussing Princess Boys and Pregnant Men: Teaching about Gender Diversity and Transgender Experiences within an Elementary School Curriculum

ERIC Educational Resources Information Center

Ryan, Caitlin L.; Patraw, Jasmine M.; Bednar, Maree

2013-01-01

This study shares the experiences and outcomes of teaching about gender diversity in an elementary school classroom. It outlines how an urban public school teacher included discussions of transgender and gender-nonconforming people within the curriculum and documents the ways in which her students responded to those lessons. By making discussions…

Development and Implementation of a Protein-Protein Binding Experiment to Teach Intermolecular Interactions in High School or Undergraduate Classrooms

ERIC Educational Resources Information Center

Johnson, Sadie M.; Javner, Cassidy; Hackel, Benjamin J.

2017-01-01

The goal of this study was to create an accessible, inexpensive, and engaging experiment to teach high school and undergraduate chemistry or biology students about intermolecular forces and how they contribute to the behavior of biomolecules. We developed an enzyme-linked immunosorbent assay (ELISA) to probe specific structure-function…

Teachers' First-Year Experience with Chromebook Laptops and Their Attitudes towards Technology Integration

ERIC Educational Resources Information Center

Sahin, Alpaslan; Top, Namik; Delen, Erhan

2016-01-01

Because mobile technology has become so obvious in a child's life, use of it for teaching and learning has become a necessity. This study investigates use of Chromebook laptops in 6-12 grade classrooms in relation to teachers' experience. We employ a mixed method approach. First, we study how teachers' years of teaching and numbers of…

Views of Pre-Service Teachers Following Teaching Experience on Use of Dynamic Geometry Software

ERIC Educational Resources Information Center

Günes, Kardelen; Tapan-Broutin, Menekse Seden

2017-01-01

The study aims to determine the views of final-year pre-service mathematics teachers towards their experience of the use of dynamic geometry software in teaching, following the implementation processes that they carried out when using this software in a real classroom environment. The study was designed as a case study, which is one of the…

Listen to the Fans: Elementary School Teachers Can Pique Students' Interest in Music

ERIC Educational Resources Information Center

deVries, Peter

2004-01-01

This article outlines how fandom for popular music can he used to enhance students' music experiences in and out of the classroom. Examples are given from the author's own teaching in elementary school and from an ongoing study he has been conducting with preservice teachers undertaking teaching practicum experiences in schools where there is a…

The CTE Teacher Selection and Hiring Decision: Practices and Perceptions from Select Pennsylvania CTE Directors

ERIC Educational Resources Information Center

Haas, Beth Ann

2012-01-01

Unlike the academic teacher who has years of teacher training at a university, a teaching practicum, and experiences that lead to the acquisition of a teaching credential, a career and technical education (CTE) teacher typically is hired and placed in the classroom with no pre-service experience or training. Career and technical administrators are…

Being a Teacher of the Behavior Disordered.

ERIC Educational Resources Information Center

Dolce, Russell

1984-01-01

Draws on 13 years experience teaching behavior-disordered students to identify effective teaching methods. Discusses the importance of honesty, fairness, consistency, persistence, intuition, praise, and humor in the teacher-student relationship. Provides eight guidelines for developing a workable and suitable classroom reward system. (JHZ)

A framework for high-school teacher support in Geosciences

NASA Astrophysics Data System (ADS)

Bookhagen, B.; Mair, A.; Schaller, G.; Koeberl, C.

2012-04-01

To attract future geoscientists in the classroom and share the passion for science, successful geoscience education needs to combine modern educational tools with applied science. Previous outreach efforts suggest that classroom-geoscience teaching tremendously benefits from structured, prepared lesson plans in combination with hands-on material. Building on our past experience, we have developed a classroom-teaching kit that implements interdisciplinary exercises and modern geoscientific application to attract high-school students. This "Mobile Phone Teaching Kit" analyzes the components of mobile phones, emphasizing the mineral compositions and geologic background of raw materials. Also, as geoscience is not an obligatory classroom topic in Austria, and university training for upcoming science teachers barely covers geoscience, teacher training is necessary to enhance understanding of the interdisciplinary geosciences in the classroom. During the past year, we have held teacher workshops to help implementing the topic in the classroom, and to provide professional training for non-geoscientists and demonstrate proper usage of the teaching kit. The material kit is designed for classroom teaching and comes with a lesson plan that covers background knowledge and provides worksheets and can easily be adapted to school curricula. The project was funded by kulturkontakt Austria; expenses covered 540 material kits, and we reached out to approximately 90 schools throughout Austria and held a workshop in each of the nine federal states in Austria. Teachers received the training, a set of the material kit, and the lesson plan free of charge. Feedback from teachers was highly appreciative. The request for further material kits is high and we plan to expand the project. Ultimately, we hope to enlighten teachers and students for the highly interdisciplinary variety of geosciences and a link to everyday life.

Visual Arts Teaching in Kindergarten through 3rd-Grade Classrooms in the UAE: Teacher Profiles, Perceptions, and Practices

ERIC Educational Resources Information Center

Buldu, Mehmet; Shaban, Mohamed S.

2010-01-01

This study portrayed a picture of kindergarten through 3rd-grade teachers who teach visual arts, their perceptions of the value of visual arts, their visual arts teaching practices, visual arts experiences provided to young learners in school, and major factors and/or influences that affect their teaching of visual arts. The sample for this study…

Teaching and Learning Science Through Song: Exploring the experiences of students and teachers

NASA Astrophysics Data System (ADS)

Governor, Donna; Hall, Jori; Jackson, David

2013-12-01

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.

The Relationship between Language Learners' Anxiety and Learning Strategy in the CLT Classrooms

ERIC Educational Resources Information Center

Wu, Kun-huei

2010-01-01

This paper intends to explore how Taiwanese students perceive the relationship between their language learning strategy and anxiety in the foreign language classroom. Due to their previous learning experience, most of the participants hold an unfavorable attitude toward a grammar-translation teaching approach. Consequently, learner-centered…

Turn up that Radio, Teacher: Popular Cultural Pedagogy in New Century Urban Schools

ERIC Educational Resources Information Center

Duncan-Andrade, Jeffrey M. R.; Morrell, Ernest

2005-01-01

Synthesizing literature from critical pedagogy, sociocultural psychology, and cultural studies with popular cultural texts and experiences from actual classroom practice, this article conceptualizes the critical teaching of popular culture as a viable strategy to increase academic and critical literacies in urban secondary classrooms. Relying on…

English Language Classroom Practices: Bangladeshi Primary School Children's Perceptions

ERIC Educational Resources Information Center

Shrestha, Prithvi Narayan

2013-01-01

English language teaching (ELT) has been investigated from various angles including how English language teachers perceive what happens in an ELT classroom. How primary school English language learners perceive their experiences of ELT is rarely reported in the published literature, particularly from developing countries such as Bangladesh. This…

Teaching Disaffected Middle School Students: How Classroom Dynamics Shape Students' Experiences

ERIC Educational Resources Information Center

Kennedy, Brianna L.

2011-01-01

This article examines instruction at a school in California for expelled middle school students and illustrates the practices of its most and least effective teachers. Findings show that teachers' implementation of instructional practices, classroom management, and rapport building mutually reinforced each other to either facilitate or hinder…

Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Defiant Behavior.

ERIC Educational Resources Information Center

Kher, Neelam; Lacina-Gifford, Lorna J.; Yandell, Sonya

This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies for defiant behavior. Data in the form of extended written responses were obtained from student teachers in a rural, southern teacher education program at the end of their student teaching experience in the spring semester.…

A Bargaining Experiment To Motivate a Discussion on Fairness.

ERIC Educational Resources Information Center

Dickinson, David L.

2002-01-01

Employs a classroom version of the research game, the Ultimatum Game, to teach undergraduate students how fairness affects behavior. Focuses on three concepts related to fairness. Finds that classroom results motivate discussion about a downward sloping demand curve for fairness. Provides an appendix that includes instructional materials. (JEH)

Promoting Historic Preservation in the Classroom

ERIC Educational Resources Information Center

LaRue, Paul

2007-01-01

Since 1998, the author's classroom has doubled as a training ground for students to experience archeology, research, service learning, outreach, and political activism, all within the history curriculum. In 1998, the author began teaching a class he called Research History. It was based on the concept of getting students involved using primary…

Whose Classroom Is It, Anyway? Improvisation as a Teaching Tool

ERIC Educational Resources Information Center

Berk, Ronald A.; Trieber, Rosalind H.

2009-01-01

Improvisational techniques derived from the experiences in improvisational theatre can be adapted for the college classroom to leverage the characteristics of the Net Generation, their multiple intelligences and learning styles, and the variety of collaborative learning activities already in place in a learner-centered environment. When…

Methods in Teaching Basic Business Subjects: Third Edition.

ERIC Educational Resources Information Center

Musselman, Vernon A.; Musselman, Donald Lee

The textbook is intended for use in college methods classes in business education and is a practical how-to-do-it guide containing many examples, illustrations, and techniques adapted from actual classroom observations and experience providing variety, socialization, discussion, and problem solving in the classroom. The text is based on the…

Safety First: Feather, Feet, and Fin Safety in the Classroom

ERIC Educational Resources Information Center

Roy, Ken

2014-01-01

Pet birds, fish, reptiles, and mammals--all are often found in elementary classrooms because of the wide variety of opportunities they provide for exciting teaching and learning experiences. Applications of the opportunities these organisms can provide is reflected in the "NGSS" Life Science progression of disciplinary core ideas,…

Be There!

ERIC Educational Resources Information Center

Kroonenberg, Nancy

A guide to the classroom use of experience abroad for second language teaching focuses on the exploitation of materials and information brought back from a specific locale by students and/or teachers. Ideas are given for collection of realia, including menus and television schedules in particular, and for their use in the classroom. It is…

Teach Like a Novice: Lessons from Beginning Teachers

ERIC Educational Resources Information Center

Eckert, Jonathan

2014-01-01

Classroom management is the greatest challenge for beginning teachers and continues to develop over their careers. Much can be learned from beginning teachers through reflection and the perspective that experience brings. Seven strategies can help improve classroom management: Maintain a growth mindset; try new ideas, reflect, then accept, reject,…

Adult Students' Experiences of a Flipped Mathematics Classroom

ERIC Educational Resources Information Center

Larsen, Judy

2015-01-01

The flipped classroom is a flexible blended learning model that is growing in popularity due to the emergent accessibility to online content delivery technology. By delivering content outside of class time asynchronously, teachers are able to dedicate their face to face class time for student-centred teaching approaches. The flexibility in…

Strategic Lesson Planning in Online Courses: Suggestions for Counselor Educators

ERIC Educational Resources Information Center

Cicco, Gina

2013-01-01

This article presents instructors with a myriad of strategies for lesson planning in online courses. There are many inherent differences between the traditional classroom and the virtual classroom. Factors such as student experience with online courses, instructor availability, and the compatibility between instructor teaching style and student…

Classroom Meetings: An Approach to Transpersonal Education.

ERIC Educational Resources Information Center

DeVoe, Marianne

1979-01-01

Glasser's classroom meetings provide a promising structure for teachers' transpersonal skills and for providing a forum for discussion of transpersonal experiences, concerns, and questions. A preplanning worksheet developed by Bosner and Poppen demonstrating how to use the thinking meeting as a medium to teach relaxation skills is presented here.…

Flipped Classroom Experiences: Student Preferences and Flip Strategy in a Higher Education Context

ERIC Educational Resources Information Center

McNally, Brenton; Chipperfield, Janine; Dorsett, Pat; Del Fabbro, Letitia; Frommolt, Valda; Goetz, Sandra; Lewohl, Joanne; Molineux, Matthew; Pearson, Andrew; Reddan, Gregory; Roiko, Anne; Rung, Andrea

2017-01-01

Despite the popularity of the flipped classroom, its effectiveness in achieving greater engagement and learning outcomes is currently lacking substantial empirical evidence. This study surveyed 563 undergraduate and postgraduate students (61% female) participating in flipped teaching environments and ten convenors of the flipped courses in which…

When Stars Align: Teachers & Students Shine Brighter

ERIC Educational Resources Information Center

Baker, Sheila F.; Willis, Jana

2016-01-01

A new teacher enters the classroom for the first time equipped with teaching strategies, technology-integration models, and classroom experiences acquired during his or her teacher preparation program. These new teachers are often unaware that down the hall exists their greatest resource for today's technologies and their strongest potential…

The CAS Classroom

ERIC Educational Resources Information Center

Garner, Sue

2004-01-01

The Victorian Curriculum and Assessment Authority (VCAA) Computer Algebra System (CAS)Pilot study (2001-2005) is monitoring the use of CAS in senior secondary mathematics. This article explores the author's experiences in the CAS classroom and delineates changes in teaching style, as a result of the introduction of CAS into the senior mathematics…

Partner Teaching: A Promising Model

ERIC Educational Resources Information Center

Bronson, Carroll E.; Dentith, Audrey M.

2014-01-01

This paper describes an ethnographic case study of a partner or co-teaching classroom in an urban preschool classroom. As part of a larger project that evaluated classroom size and team teaching structures in Kindergarten classrooms in several high poverty urban schools, one successful co-teaching classroom was studied further. Systematic…

Web-Based Teaching and Learning Approach (WBTLA) Usability in Institutions of Higher Learning in Malaysia

ERIC Educational Resources Information Center

Nordin, Abu Bakar; Alias, Norlidah

2013-01-01

Today teachers in schools and lecturers in institutions of higher learning are endowed with a wide range of new teaching experiences through web-based teaching and learning approaches (WBTLA), which was not possible before through the traditional classroom approach. With the use of WBTLA emerged problems related to usability in technical,…

Teaching and Learning in a University Classroom: A Norwegian Case Study on Students' Perspectives

ERIC Educational Resources Information Center

Postholm, May Britt

2007-01-01

This article focuses on student activity and how students experience learning. A teaching programme was both led and researched by the one teacher. The article describes a master's level teaching programme and presents the data collection strategies used by the teacher-researcher and presents learning viewed from the students' perspective. The…

Teaching Efficacy in the Classroom: Skill Based Training for Teachers' Empowerment

ERIC Educational Resources Information Center

Karimzadeh, Mansoureh; Salehi, Hadi; Embi, Mohamed Amin; Nasiri, Mehdi; Shojaee, Mohammad

2014-01-01

This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor's degree who were randomly assigned into control (18 female, 16 male) and…

Re-creating Graduate Teacher Education Classrooms: Multiple Technology Formats and Collaborating Instructors

ERIC Educational Resources Information Center

Stallings, L. Lynn; Koellner-Clark, Karen

2003-01-01

This paper describes a teaching experiment investigating the impact of using multiple teaching strategies and innovating while teaching collaboratively. The objective of this study was to examine the use of collaboration in trying a combination of face-to-face meetings, web courseware, and interactive two-way video in a graduate course. The major…

A Self-Study of the Teaching of Action Research in a University Context

ERIC Educational Resources Information Center

Choi, Jung-ah

2011-01-01

Despite the potential benefits of action research, teaching action research in a university setting can present challenges. Analyzing my own experiences of teaching a university-based course on action research, this self-study investigates what my students (all classroom teachers) did and did not understand about action research and what hindered…

Faculty Experiences, Perceptions, and the Factors That Influence the Use of E-Learning Technologies in the Classroom

ERIC Educational Resources Information Center

Burgos, Rosalina

2014-01-01

The rapid growth of e-learning technologies in higher education challenges university faculty to make their teaching relevant in these new contexts. As e-learning technologies are widely available, faculty members integrated them to their teaching repertoire. Several researchers discussed the impact of e-learning technologies on teaching and…

The Problem with Using Historical Parallels as a Method in Holocaust and Genocide Teaching

ERIC Educational Resources Information Center

Avraham, Doron

2010-01-01

Teaching the Holocaust in multicultural classrooms and in places which have experienced mass violence raises the question of whether specific methods of teaching are required. One of the answers is that Holocaust education in these cases should facilitate the creation of parallels and similarities between past events and the experiences of the…

Creating the Teaching-Learning Environment You've Always Dreamed of

ERIC Educational Resources Information Center

Cantwell, Linda

2006-01-01

In this article, the author examines the added value of strengths-based interventions in response to her college president's challenge that an educator should not be simply out for a talk in teaching. She redesigned her dissertation experiment to measure the impact of strengths-based teaching in two classrooms of Introduction to Public Speaking…

New Trade and Industrial Teachers' Perceptions of Formal Learning versus Informal Learning and Teaching Proficiency

ERIC Educational Resources Information Center

Burns, Janet Z.; Schaefer, Karen; Hayden, Jessie M.

2005-01-01

Trade and industrial (T&I) teachers enter the classroom as content level experts who may have acquired their content expertise through a combination of formal industry training and informal on-the-job experiences. When they make the career transition from industry to teaching, they must acquire professional teaching competencies. Like the content…

Metaphor for Teaching: Good Teaching Is Like Good Sex

ERIC Educational Resources Information Center

Delgado, Teresa

2015-01-01

Based on a real teaching experience in the classroom, the author reflects on the dynamics of gender, race/ethnicity, power, and privilege in the context of an undergraduate course in Christian sexual ethics. Through this analysis of pedagogical style and process initiated by a challenging moment at the midpoint of the semester, the author develops…

"Idiot's Guide" or "A People's History"? Teaching U.S. History in Mexico

ERIC Educational Resources Information Center

Heiman, Daniel

2008-01-01

In this article, the author relates his experiences preparing Mexican teachers wishing to enter bilingual classrooms in Texas. The author, who was about to teach U.S. history, envisioned to teach his class with Howard Zinn's "A People's History." However, during his briefing, he was instructed by his program director to use a book called…

Methods and Materials in Teaching Secondary School Mathematics - Syllabus. Revised Edition.

ERIC Educational Resources Information Center

Gallia, Thomas J.

This syllabus describes a course designed for the student interested in teaching mathematics at the secondary level and includes both campus centered activities and a field experience. The professor teaching this class is expected to "bridge the gap" between theory in the college classroom and practice as viewed in the secondary school. The…

"You Don't Have to Travel the World": Accumulating Experiences on the Path toward Globally Competent Teaching

ERIC Educational Resources Information Center

Parkhouse, Hillary; Tichnor-Wagner, Ariel; Cain, Jessie Montana; Glazier, Jocelyn

2016-01-01

As classrooms become increasingly diverse and students need more complex skills for collaboratively addressing transnational issues, we need a better understanding of the factors that contribute to globally competent teaching. Education research has highlighted the benefits of study abroad and overseas teaching, as well as local cross-cultural…

Teaching about Nature of Science through Short Lab Activities in Hong Kong Classroom

ERIC Educational Resources Information Center

Lau, Kwok-chi

2017-01-01

The study evaluated the effectiveness of using short, school lab investigations to teach about the nature of science (NOS). A manipulated lab inquiry approach was used, which modified the investigations in ways that students were compelled to experience certain NOS aspects. An investigation about apple browning was used to teach about the…

The Role and Experiences of Teaching English to Speakers of Other Languages (ESOL) in the Elementary General Education Classroom: Perceptions of ESOL Teachers

ERIC Educational Resources Information Center

Platt, Heidi Halligan

2017-01-01

This study examined how ESOL teachers working with grades K-6 th provide ESOL services in the general education classroom. ESOL teachers were asked to describe and define their roles and provide examples of different language development activities. In addition, the perceptions and overall experiences of the ESOL teachers were analyzed. A basic…

The "Flipped Classroom" Model for Teaching in the Intensive Care Unit.

PubMed

Tainter, Christopher R; Wong, Nelson L; Cudemus-Deseda, Gaston A; Bittner, Edward A

2017-03-01

The intensive care unit (ICU) is a dynamic and complex learning environment. The wide range in trainee's experience, specialty training, fluctuations in patient acuity and volume, limitations in trainee duty hours, and additional responsibilities of the faculty contribute to the challenge in providing a consistent experience with traditional educational strategies. The "flipped classroom" is an educational model with the potential to improve the learning environment. In this paradigm, students gain exposure to new material outside class and then use class time to assimilate the knowledge through problem-solving exercises or discussion. The rationale and pedagogical foundations for the flipped classroom are reviewed, practical considerations are discussed, and an example of successful implementation is provided. An education curriculum was devised and evaluated prospectively for teaching point-of-care echocardiography to residents rotating in the surgical ICU. Preintervention and postintervention scores of knowledge, confidence, perceived usefulness, and likelihood of use the skills improved for each module. The quality of the experience was rated highly for each of the sessions. The flipped classroom education curriculum has many advantages. This pilot study was well received, and learners showed improvement in all areas evaluated, across several demographic subgroups and self-identified learning styles.

Community Arts and Teacher Candidates: A Study in Civic Engagement

ERIC Educational Resources Information Center

Briggs, Judith; McHenry, Kimberly

2013-01-01

Within an afterschool community arts program for underserved children, teacher candidates tested prescribed teaching methods, experimented with teaching styles, and worked cooperatively with peers and faculty to enhance the children's creativity and sense of accomplishment. Students connected theoretical classroom knowledge to real-world…

Generating Pedagogical Content Knowledge in Teacher Education Students

ERIC Educational Resources Information Center

van den Berg, Ed

2015-01-01

Some pre-service teaching activities can contribute much to the learning of pedagogical content knowledge (PCK) and subsequent teaching as these activities are "generating" PCK within the pre-service teacher's own classroom. Three examples are described: preparing exhibitions of science experiments, assessing preconceptions, and teaching…

Teaching and nature: Middle school science teachers' relationship with nature in personal and classroom contexts

NASA Astrophysics Data System (ADS)

Ball, Nadine Butcher

2000-10-01

This qualitative study describes three middle-school science teachers' relationship-with-nature in personal and classroom contexts. Participating teachers had more than 7 years experience and were deemed exemplary practitioners by others. Interview data about personal context focused on photographs the teacher took representing her/his relationship-with-nature in daily life. Interview data for classroom context explored classroom events during three or more researcher observations. Transcripts were analyzed using a multiple-readings approach to data reduction (Gilligan, Brown & Rogers, 1990; Miles & Huberman, 1994, p. 14, 141). Readings generated categorical information focused on portrayals of: nature; self; and relationship-with-nature. Categorical data were synthesized into personal and teaching case portraits for each teacher, and cross case themes identified. Participants indicated the portraits accurately represented who they saw themselves to be. Additional readings identified sub-stories by plot and theme. Narrative data were clustered to highlight elements of practice with implications for the relationship-with-nature lived in the classroom. These individual-scale moments were compared with cultural-scale distinctions between anthropocentric and ecological world views. Cross case themes included dimensions of exemplary middle-school science teaching important to teacher education and development, including an expanded conception of knowing and skillful use of student experience. Categorical analysis revealed each teacher had a unique organizing theme influencing their interpretation of personal and classroom events, and that nature is experienced differently in personal as opposed to teaching contexts. Narrative analysis highlights teachers' stories of classroom pets, dissection, and student dissent, illustrating an interplay between conceptual distinctions and personal dimensions during moments of teacher decision making. Results suggest teachers' competing commitments are resolved by balancing values in unique ways for the context. More productive resolutions involve transformation of the teacher's tensions so that competing goals better coexist. Foci helpful for teacher education and development are identified. Also discussed are complex ways cultural-scale world view is reproduced, or occasionally challenged, in the classroom life of three scientifically literate, skilled, and environmentally concerned teachers. The study concludes education in schools is more likely to reproduce than challenge elements of world view contributing to ecological decline.

Practicing the practice: Learning to guide elementary science discussions in a practice-oriented science methods course

NASA Astrophysics Data System (ADS)

Shah, Ashima Mathur

University methods courses are often criticized for telling pre-service teachers, or interns, about the theories behind teaching instead of preparing them to actually enact teaching. Shifting teacher education to be more "practice-oriented," or to focus more explicitly on the work of teaching, is a current trend for re-designing the way we prepare teachers. This dissertation addresses the current need for research that unpacks the shift to more practice-oriented approaches by studying the content and pedagogical approaches in a practice-oriented, masters-level elementary science methods course (n=42 interns). The course focused on preparing interns to guide science classroom discussions. Qualitative data, such as video records of course activities and interns' written reflections, were collected across eight course sessions. Codes were applied at the sentence and paragraph level and then grouped into themes. Five content themes were identified: foregrounding student ideas and questions, steering discussion toward intended learning goals, supporting students to do the cognitive work, enacting teacher role of facilitator, and creating a classroom culture for science discussions. Three pedagogical approach themes were identified. First, the teacher educators created images of science discussions by modeling and showing videos of this practice. They also provided focused teaching experiences by helping interns practice the interactive aspects of teaching both in the methods classroom and with smaller groups of elementary students in schools. Finally, they structured the planning and debriefing phases of teaching so interns could learn from their teaching experiences and prepare well for future experiences. The findings were analyzed through the lens of Grossman and colleagues' framework for teaching practice (2009) to reveal how the pedagogical approaches decomposed, represented, and approximated practice throughout course activities. Also, the teacher educators' purposeful use of both pedagogies of investigation (to study teaching) and pedagogies of enactment (to practice enacting teaching) was uncovered. This work provides insights for the design of courses that prepare interns to translate theories about teaching into the interactive work teachers actually do. Also, it contributes to building a common language for talking about the content of practice-oriented courses and for comparing the affordances and limitations of pedagogical approaches across teacher education settings.

Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?

NASA Astrophysics Data System (ADS)

Windschitl, Mark

2003-01-01

Science education reform documents emphasize the importance of inquiry experiences for young learners. This means that teachers must be prepared with the knowledge, skills, and habits of thinking to mentor their students through authentic investigations. This study examines how preservice teachers' inquiry experiences, in a science methods course, influenced and were influenced by their conceptions of inquiry. The study also assesses how these experiences were associated with eventual classroom practice. Six preservice secondary teachers were observed during a 2-month inquiry project and then followed into the classroom as they began a 9-week teaching practicum. Data revealed that participants' preproject conceptions of the inquiry process were related to the conduct and interpretation of their own inquiry project, and that the project experience modified the inquiry conceptions of those participants who already had sophisticated understandings of scientific investigations. Perhaps most importantly, the participants who eventually used guided and open inquiry during their student teaching were not those who had more authentic views of inquiry or reflected most deeply about their own inquiry projects, but rather they were individuals who had significant undergraduate or professional experiences with authentic science research. Finally, this article advocates that independent science investigations be part of preservice education and that these experiences should be scaffolded to prompt reflection specifically about the nature of inquiry and conceptually linked to ways in which inquiry can be brought into the K-12 classroom.

Improvement of drug dose calculations by classroom teaching or e-learning: a randomised controlled trial in nurses.

PubMed

Simonsen, Bjoerg O; Daehlin, Gro K; Johansson, Inger; Farup, Per G

2014-10-24

Insufficient skills in drug dose calculations increase the risk for medication errors. Even experienced nurses may struggle with such calculations. Learning flexibility and cost considerations make e-learning interesting as an alternative to classroom teaching. This study compared the learning outcome and risk of error after a course in drug dose calculations for nurses with the two methods. In a randomised controlled open study, nurses from hospitals and primary healthcare were randomised to either e-learning or classroom teaching. Before and after a 2-day course, the nurses underwent a multiple choice test in drug dose calculations: 14 tasks with four alternative answers (score 0-14), and a statement regarding the certainty of each answer (score 0-3). High risk of error was being certain that incorrect answer was correct. The results are given as the mean (SD). 16 men and 167 women participated in the study, aged 42.0 (9.5) years with a working experience of 12.3 (9.5) years. The number of correct answers after e-learning was 11.6 (2.0) and after classroom teaching 11.9 (2.0) (p=0.18, NS); improvement were 0.5 (1.6) and 0.9 (2.2), respectively (p=0.07, NS). Classroom learning was significantly superior to e-learning among participants with a pretest score below 9. In support of e-learning was evaluation of specific value for the working situation. There was no difference in risk of error between groups after the course (p=0.77). The study showed no differences in learning outcome or risk of error between e-learning and classroom teaching in drug dose calculations. The overall learning outcome was small. Weak precourse knowledge was associated with better outcome after classroom teaching. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Improvement of drug dose calculations by classroom teaching or e-learning: a randomised controlled trial in nurses

PubMed Central

Simonsen, Bjoerg O; Daehlin, Gro K; Johansson, Inger; Farup, Per G

2014-01-01

Introduction Insufficient skills in drug dose calculations increase the risk for medication errors. Even experienced nurses may struggle with such calculations. Learning flexibility and cost considerations make e-learning interesting as an alternative to classroom teaching. This study compared the learning outcome and risk of error after a course in drug dose calculations for nurses with the two methods. Methods In a randomised controlled open study, nurses from hospitals and primary healthcare were randomised to either e-learning or classroom teaching. Before and after a 2-day course, the nurses underwent a multiple choice test in drug dose calculations: 14 tasks with four alternative answers (score 0–14), and a statement regarding the certainty of each answer (score 0–3). High risk of error was being certain that incorrect answer was correct. The results are given as the mean (SD). Results 16 men and 167 women participated in the study, aged 42.0 (9.5) years with a working experience of 12.3 (9.5) years. The number of correct answers after e-learning was 11.6 (2.0) and after classroom teaching 11.9 (2.0) (p=0.18, NS); improvement were 0.5 (1.6) and 0.9 (2.2), respectively (p=0.07, NS). Classroom learning was significantly superior to e-learning among participants with a pretest score below 9. In support of e-learning was evaluation of specific value for the working situation. There was no difference in risk of error between groups after the course (p=0.77). Conclusions The study showed no differences in learning outcome or risk of error between e-learning and classroom teaching in drug dose calculations. The overall learning outcome was small. Weak precourse knowledge was associated with better outcome after classroom teaching. PMID:25344483

Visualization of polarization state and its application in optics classroom teaching

NASA Astrophysics Data System (ADS)

Lei, Bing; Liu, Wei; Shi, Jianhua; Wang, Wei; Yao, Tianfu; Liu, Shugang

2017-08-01

Polarization of light and the related knowledge are key and difficult points in optical teaching, and they are difficult to be understood since they are very abstract concepts. To help students understand the polarization properties of light, some classroom demonstration experiments have been constructed by employing the optical source, polarizers, wave plates optical cage system and polarization axis finder (PAF). The PAF is a polarization indicating device with many linear polarizing components concentric circles, which can visualize the polarization axis's direction of linearly polarized light intuitively. With the help of these demonstration experiment systems, the conversion and difference between the linear polarized light and circularly polarized light have been observed directly by inserting or removing a quarter-wave plate. The rotation phenomenon of linearly polarized light's polarization axis when it propagates through an optical active medium has been observed and studied in experiment, and the strain distribution of some mounted and unmounted lenses have also been demonstrated and observed in experiment conveniently. Furthermore, some typical polarization targets, such as liquid crystal display (LCD), polarized dark glass and skylight, have been observed based on PAF, which is quite suitable to help students understand these targets' polarization properties and the related physical laws. Finally, these demonstration experimental systems have been employed in classroom teaching of our university in physical optics, optoelectronics and photoelectric detection courses, and they are very popular with teachers and students.

The Teaching Philosophy: An Opportunity to Guide Practice or an Exercise in Futility?

ERIC Educational Resources Information Center

Stribling, Stacia M.; DeMulder, Elizabeth K.; Barnstead, Sandra; Dallman, Laura

2015-01-01

This conceptual essay explores the role a teaching philosophy plays in the experiences of K-12 classroom teachers who are firmly established in a school context. We draw on our experiences as in-service teacher educators and K-12 teachers to examine the extent to which teachers make decisions that are grounded in a well-thought out and clearly…

Reaching the Future Teachers in Your Classroom: New Directions in Pre-Service Education

NASA Astrophysics Data System (ADS)

Grier, Jennifer A.; Ruberg, L.

2006-09-01

We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre-service teacher progresses. Several examples of student preconceptions and a description of the teaching strategies used to help address specific misconceptions will be provided.

Turkish preservice science teachers' socioscientific issues-based teaching practices in middle school science classrooms

NASA Astrophysics Data System (ADS)

Genel, Abdulkadir; Sami Topçu, Mustafa

2016-01-01

Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle school science classrooms, and the research question that guided the present study is: How can we characterize Turkish PSTs' SSI-based teaching practices in middle school science classrooms (ages 11-14)? Sample: In order to address the research question of this study, we explored 10 Turkish PSTs' SSI-based teaching practices in middle school science classrooms. A purposeful sampling strategy was used, thus, PSTs were specifically chosen because they were ideal candidates to teach SSI and to integrate SSI into the science curricula since they were seniors in the science education program who had to take the field experience courses. Design and method: The participants' SSI teaching practices were characterized in light of qualitative research approach. SSI-based teaching practices were analyzed, and the transcripts of all videotape recordings were coded by two researchers. Results: The current data analysis describes Turkish PSTs' SSI-based teaching practices under five main categories: media, argumentation, SSI selection and presentation, risk analysis, and moral perspective. Most of PSTs did not use media resources in their lesson and none of them considered moral perspective in their teaching. While the risk analyses were very simple and superficial, the arguments developed in the classrooms generally remained at a simple level. PSTs did not think SSI as a central topic and discussed these issues in a very limited time and at the end of the class period. Conclusions: The findings of this study manifest the need of the reforms in science education programs. The present study provides evidence that moral, media, argumentation, risk analysis, and pedagogical aspects of SSI-based instruction should be incorporated into educational courses designed for the Turkish teacher education programs such as the science teaching methods course. When we find ways to improve PSTs or science teachers' SSI teaching practices in terms of these components, we can provide useful information for curriculum developers, policy-makers, and science educators in Turkey and other countries, that are facing similar problems. We believe that this study would initiate more investigative and exploratory studies toward this goal.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program.

PubMed

Keen-Rhinehart, E; Eisen, A; Eaton, D; McCormack, K

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one's field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

PubMed Central

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

Teaching science in museums

NASA Astrophysics Data System (ADS)

Tran, Lynn Uyen

Museums are free-choice, non-threatening, non-evaluative learning and teaching environments. They enable learners to revisit contents, authentic objects, and experiences at their own leisure as they continually build an understanding and appreciation of the concepts. Schools in America have used museums as resources to supplement their curriculum since the 19 th century. Field trip research is predominantly from the teachers' and students' perspectives, and draws attention to the importance for classroom teachers and students to prepare prior to field trips, have tasks, goals, and objectives during their time at the museum, and follow up afterwards. Meanwhile, museum educators' contributions to field trip experiences have been scantily addressed. These educators develop and implement programs intended to help students' explore science concepts and make sense of their experiences, and despite their limited time with students, studies show they can be memorable. First, field trips are a break in the usual routine, and thus have curiosity and attention attracting power. Second, classroom science teaching literature suggests teachers' teaching knowledge and goals can affect their behaviors, and in turn influence student learning. Third, classroom teachers are novices at planning and implementing field trip planners, and museum educators can share this responsibility. But little is reported on how the educators teach, what guides their instruction, how classroom teachers use these lessons, and what is gained from these lessons. This study investigates two of these inquiries. The following research questions guided this investigation. (1) How do educators teaching one-hour, one-time lessons in museums adapt their instruction to the students that they teach? (2) How do time limitations affect instruction? (3) How does perceived variability in entering student knowledge affect instruction? Four educators from two museums took part in this participant observation study to examine one aspect of the teaching culture in museums, that is instruction during one-time science lessons. The researcher remained a passive participant in all 23 lessons observed. Data included observations, interviews, and researcher field notes. An inductive analysis model incorporating constant comparison and domain analysis methods was adopted to analyze the data. Five major findings emerged from this analysis. (1) Repeating lessons develop comfort and insight to compensate one-time nature of lessons. (2) Details within science lessons can vary according to the students. (3) A lifelong learning perspective forms the foundation for educators' choices. (4) Refine teaching to use time efficiently. (5) Educators designate roles to teachers and chaperones to maximize time. These findings had implications for museum educators, classroom teachers, and all those involved in school field trips. Recommendations for action and future research emerging from this study were listed and discussed.

What Can Teachers Do to Raise Pupil Achievement?

ERIC Educational Resources Information Center

Aslam, Monazza; Kingdon, Geeta

2011-01-01

Improving weak teaching may be one of the most effective means of raising pupil achievement. However, teachers' classroom practices and the teaching "process" may matter more to student learning than teachers' observed resume characteristics (such as certification and experience). There may also be important differences in teacher…

Teaching Non-Recursive Binary Searching: Establishing a Conceptual Framework.

ERIC Educational Resources Information Center

Magel, E. Terry

1989-01-01

Discusses problems associated with teaching non-recursive binary searching in computer language classes, and describes a teacher-directed dialog based on dictionary use that helps students use their previous searching experiences to conceptualize the binary search process. Algorithmic development is discussed and appropriate classroom discussion…

Navigating Instructional Dialectics: Empirical Exploration of Paradox in Teaching

ERIC Educational Resources Information Center

Thompson, Blair; Rudick, C. Kyle; Kerssen-Griep, Jeff; Golsan, Kathryn

2018-01-01

Navigating contradiction represents an integral part of the teaching process. While educational literature has discussed the paradoxes that teachers experience in the classroom, minimal empirical research has analyzed the strategies teachers employ to address these paradoxes. Using relational dialectics as a theoretical framework for understanding…

Freezing out Injustice: Using ICE to Foster Democratic Inquiry

ERIC Educational Resources Information Center

Taylor, Monica; Klein, Emily J.; Carletta, Liz

2016-01-01

In an urban teacher residency program, preservice science teachers experience what it's like to teach for social justice through the use of a democratic inquiry stance, thus moving toward an understanding of teaching for social justice as larger than one individual teacher in a classroom.

Experimenting within an Education Community

ERIC Educational Resources Information Center

Alford, L. Maurice

2016-01-01

Elwyn Richardson's experimental approach to teaching and learning and Oruaiti was officially sanctioned, but the history of education in Aotearoa/New Zealand shows that teachers have been typically conformist. In this article, I suggest that positivist paradigms from the industrial age continue to shape classroom teaching, partly because of norms…

Teaching More by Lecturing Less

ERIC Educational Resources Information Center

Knight, Jennifer K.; Wood, William B.

2005-01-01

We carried out an experiment to determine whether student learning gains in a large, traditionally taught, upper-division lecture course in developmental biology could be increased by partially changing to a more interactive classroom format. In two successive semesters, we presented the same course syllabus using different teaching styles: in…

Teaching Biodiversity & Evolution through Travel Course Experiences

ERIC Educational Resources Information Center

Zervanos, Stam. M.; McLaughlin, Jacqueline S.

2003-01-01

Biodiversity is the extraordinary variety of life in this planet. In order to be fully appreciated, biodiversity needs to be experienced firsthand, or "experientially." Thus, the standard classroom lecture format is not the ideal situation for teaching biodiversity and evolutionary concepts, in that student interest and understanding are…

Teaching statistics to nursing students: an expert panel consensus.

PubMed

Hayat, Matthew J; Eckardt, Patricia; Higgins, Melinda; Kim, MyoungJin; Schmiege, Sarah J

2013-06-01

Statistics education is a necessary element of nursing education, and its inclusion is recommended in the American Association of Colleges of Nursing guidelines for nurse training at all levels. This article presents a cohesive summary of an expert panel discussion, "Teaching Statistics to Nursing Students," held at the 2012 Joint Statistical Meetings. All panelists were statistics experts, had extensive teaching and consulting experience, and held faculty appointments in a U.S.-based nursing college or school. The panel discussed degree-specific curriculum requirements, course content, how to ensure nursing students understand the relevance of statistics, approaches to integrating statistics consulting knowledge, experience with classroom instruction, use of knowledge from the statistics education research field to make improvements in statistics education for nursing students, and classroom pedagogy and instruction on the use of statistical software. Panelists also discussed the need for evidence to make data-informed decisions about statistics education and training for nurses. Copyright 2013, SLACK Incorporated.

Investigating and accounting for physics graduate students' tutorial classroom practice

NASA Astrophysics Data System (ADS)

Goertzen, Renee Michelle

Physics Education researchers have been working to understanding how students learn physics, which has led to the creation of a body of research-based curricula. It is equally important to study novice instructors, graduate teaching assistants (TAs), who often teach these students. The study of TAs has similarities to how students have been studied: it is important to identify what preconceptions they often enter the classroom with, what resources they may have that they could apply to their physics teaching, and how both the classroom environment and past experiences affect what they are doing in the classroom. Although TAs are responsible for a significant portion of students' instruction at many universities, science TAs and their teaching have not been the focus of any significant amount of study. This dissertation begins to fill this gap by examining physics graduate students who teach discussion sections for introductory courses using tutorials, which are guided worksheets completed by groups of students. While assisting students with their conceptual understanding of physics, TAs are also expected to convey classroom norms of constructing arguments and listening and responding to the reasoning of others. Physics graduate students enter into the role of tutorial TA having relative content expertise but minimal or no pedagogical expertise. This analysis contends that considering the broader influences on TAs can account for TA behavior. Observations from two institutions (University of Colorado, Boulder and University of Maryland, College Park) show that TAs have different valuations (or buy-in) of the tutorials they teach, which have specific, identifiable consequences in the classroom. These differences can be explained by differences in the TAs' different teaching environments. Next, I examine cases of a behavior shared by three TAs, in which they focus on relatively superficial indicators of knowledge. Because the beliefs that underlie their teaching decisions vary, I argue that understanding and addressing the TAs individual beliefs will lead to more effective professional development. Lastly, this analysis advocates a new perspective on TA professional development: one in which TAs' ideas about teaching are taken to be interesting, plausible, and potentially productive.

Teacher and Classroom Characteristics and Their Relations to Mathematics Achievement of the Students in the TIMSS

ERIC Educational Resources Information Center

Akyuz, Gozde; Berberoglu, Giray

2010-01-01

Background: Teacher-related factors such as gender, experience, conceptions related to mathematics, instructional practices have effects with various magnitudes on students' mathematics achievement. Classroom related factors such as class size, class climate and limitations to teaching and their relation to mathematics achievement have also been…

Race and Histories: Examining Culturally Relevant Teaching in the U.S. History Classroom

ERIC Educational Resources Information Center

Martell, Christopher C.

2013-01-01

In this practitioner research study, the author, a White social studies teacher, examined the intersection between his students' race/ethnicity and their experiences learning history. Using critical race theory as a lens, the author employed mixed methods, analyzing teacher journaling, classroom artifacts, and student reflections, as well as…

An Integrated Approach to Teaching Literature in an EFL Classroom

ERIC Educational Resources Information Center

Yimwilai, Supaporn

2015-01-01

This research studied the effectiveness of the integrated approach in English as a Foreign Language (EFL) classrooms and how it related to students' 1) achievements, 2) critical thinking skills, and 3) attitudes toward reading literature. To ensure that the results were accurate and reliable, the experiment was conducted in two different regions.…

Wisdom from Those Who Do It Well: Special Education Master Teachers.

ERIC Educational Resources Information Center

Shea, Catherine; Babione, Carolyn

Two faculty members from Indiana University Southeast collaborated with experienced special educators over a 2-year period to determine if supervision procedures based on general education classroom situations fit today's special education student-teaching experience. They found that the 21st-century special education classroom is often not a…

ArcAtlas in the Classroom: Pattern Identification, Description, and Explanation

ERIC Educational Resources Information Center

DeMers, Michael N.; Vincent, Jeffrey S.

2007-01-01

The use of geographic information systems (GIS) in the classroom provides a robust and effective method of teaching the primary spatial skills of identification, description, and explanation of spatial pattern. A major handicap for the development of GIS-based learning experiences, especially for non-GIS specialist educators, is the availability…

Flipping the Online Classroom with Web 2.0: The Asynchronous Workshop

ERIC Educational Resources Information Center

Cummings, Lance

2016-01-01

This article examines how Web 2.0 technologies can be used to "flip" the online classroom by creating asynchronous workshops in social environments where immediacy and social presence can be maximized. Using experience teaching several communication and writing classes in Google Apps (Google+, Google Hangouts, Google Drive, etc.), I…

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

ERIC Educational Resources Information Center

Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

2017-01-01

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

Doing History: Investigating with Children in Elementary and Middle Schools.

ERIC Educational Resources Information Center

Levstik, Linda S.; Barton, Keith C.

This book draws on classroom experience to provide models of instructionally sound, thoughtful, and thought-provoking history teaching for students from a wide variety of backgrounds. Most chapters begin with a classroom vignette showing a community of inquiry as students are actively engaged in their history education. Each vignette offers a…

A Qualitative Investigation of Student Engagement in a Flipped Classroom

ERIC Educational Resources Information Center

Steen-Utheim, Anna Therese; Foldnes, Njål

2018-01-01

The flipped classroom is gaining acceptance in higher education as an alternative to more traditional methods of teaching. In the current study, twelve students in a Norwegian higher education institution were in-depth interviewed about their learning experiences in a two-semester long mathematics course. The first semester was taught using…

Caught up in Curiosity: Genius Hour in the Kindergarten Classroom

ERIC Educational Resources Information Center

West, JoAnne M.; Roberts, Kathryn L.

2016-01-01

Choice and interest have long been linked to motivation for learning to read and write; however, designing instruction with authentic premises for young children that harness these motivators can prove challenging. In this teaching tip, we describe one kindergarten classroom's experience engaging in Genius Hour, in which children were supported to…

Critical Classrooms: Using Artists' Lives to Teach Young Students Social Groups, Power, and Privilege

ERIC Educational Resources Information Center

Silva, Janelle M.

2012-01-01

This article uses data from a 9-month ethnography in California to illustrate how elementary teacher's decision to reenact Jane Elliott's "A Class Divided" experiment, in conjunction with an artist-centered multicultural curriculum, shifted classroom conversations to a more critical dialogue of social groups, power, and privilege. Data…

Investigating Secondary Science Teachers' Beliefs about Multiculturalism and Its Implementation in the Classroom

ERIC Educational Resources Information Center

Petty, Lori L.; Narayan, Ratna

2012-01-01

The purpose of this qualitative study was to explore secondary science teachers' beliefs about multiculturalism and its implementation in their classrooms. Participants included nine secondary science teachers, with experience ranging from 1 to 15 years of teaching. Data were collected through interviews, using a semi-structured interview protocol…

Teaching the Sociology of Sport: Using a Comic Strip in the Classroom.

ERIC Educational Resources Information Center

Snyder, Eldon E.

1997-01-01

Observes that contemporary sociology pays little attention to the narrative and graphic aspects of comic strips. Presents classroom experiences using "Gil Thorpe," a comic strip with an ongoing storyline about suburban high school athletics, and gives reasons for the effectiveness of this instructional tool in the sociology of sport.…

Enhancing the Online Classroom: Transitioning from Discussion to Engagement

ERIC Educational Resources Information Center

Acolatse, Tanae Wolo

2016-01-01

The discussion board is a tool used in online teaching that allows students to share ideas and facilitate learning. Research suggests that while the discussion board has been an enlightening experience for online students, there is concern that the online classroom has become stagnant and in some cases boring and ineffective. This paper proposes…

Exploring the Use of iPads for Literacy Instruction in the 1:1 K-6 Classroom

ERIC Educational Resources Information Center

Mallernee, Nora

2017-01-01

This non-experimental correlational quantitative study was designed to explore the effects of specialized professional development, age, gender, and years of teaching experience on the successful integration of iPads into classroom literacy education among K-6 students. The study uses the teachers' Technological Pedagogical Content Knowledge…

Creative Ways to Teach the Mysteries of History, Volume 2

ERIC Educational Resources Information Center

Pahl, Ron H.

2007-01-01

The purpose of this book is to make the teaching and learning of history a powerful and enjoyable experience in the classroom, changing the often-cited boring image of history for students and offering teachers an opportunity to go beyond the regular textbook. The book focuses on: (1) Varied active teaching ideas; (2) Ideas on how to get students…

The Madagascar Hissing Cockroach: A New Model for Learning Insect Anatomy

ERIC Educational Resources Information Center

Heyborne, William H.; Fast, Maggie; Goodding, Daniel D.

2012-01-01

Teaching and learning animal anatomy has a long history in the biology classroom. As in many fields of biology, decades of experience teaching anatomy have led to the unofficial selection of model species. However, in some cases the model may not be the best choice for our students. Our struggle to find an appropriate model for teaching and…

The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene

ERIC Educational Resources Information Center

Yoon, Hye-Gyoung; Joung, Yong Jae; Kim, Mijung

2012-01-01

In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary teachers understand and practice science inquiry teaching during field experience. By examining inquiry lesson preparation, practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties…

Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory

ERIC Educational Resources Information Center

Muñoz-García, Miguel A.; Moreda, Guillermo P.; Hernández-Sánchez, Natalia; Valiño, Vanesa

2013-01-01

Active learning is one of the most efficient mechanisms for learning, according to the psychology of learning. When students act as teachers for other students, the communication is more fluent and knowledge is transferred easier than in a traditional classroom. This teaching method is referred to in the literature as reciprocal peer teaching. In…

Keeping the Hope: Seeing, Understanding, and Teaching Climate Change

NASA Astrophysics Data System (ADS)

Warburton, J.; Bartholow, S.; Larson, A.

2016-12-01

Climate Change: Seeing, Understanding, and Teaching in Denali is a four-day immersive teacher professional development course held in Denali National Park, Alaska. Now in it's fifth year, this field-based course has been developed in partnership with three organizations, Alaska Geographic, the National Park Service, and the Arctic Research Consortium of the United States. The course aims to develop teachers' skills for integrating climate change content into their classrooms. Throughout the course, participants gain skills in communicating science, increase their climate literacy, and learn how to facilitate classroom discussions that move us all towards making a positive impact on the future of climate change. This presentation aims to share tangible best practices for linking researchers and teachers through a field course that not only delivers content but also navigates the challenges of bringing climate change content to the classrooms. We will share data on how participants overwhelmingly value the deep commitment this course has to linking their field experience to the classroom attributing to the role of a teacher-leader; an expert science teacher with first-hand field research experience in the polar regions.

An Integrative Review of Flipped Classroom Teaching Models in Nursing Education.

PubMed

Njie-Carr, Veronica P S; Ludeman, Emilie; Lee, Mei Ching; Dordunoo, Dzifa; Trocky, Nina M; Jenkins, Louise S

Nursing care is changing dramatically given the need for students to address complex and multiple patient comorbidities. Students experience difficulties applying knowledge gained from didactic instruction to make important clinical decisions for optimal patient care. To optimize nursing education pedagogy, innovative teaching strategies are required to prepare future nurses for practice. This integrative review synthesized the state of the science on flipped classroom models from 13 empirical studies published through May 2016. The purpose of the review was to evaluate studies conducted on flipped classroom models among nursing students using a validated framework by Whittemore and Knafl. Multiple academic databases were searched, ranging in scope including PubMed, Embase (Elsevier), CINAHL (Ebsco), Scopus, Web of Science, and Google Scholar, resulting in 95 unique records. After screening and full-text reviews, 82 papers were removed. Thirteen empirical studies were included in the final analysis and results provided (a) design and process information on flipped classroom models in nursing education, (b) a summary of the state of the evidence to inform the implementation of flipped classrooms, and (c) a foundation to build future research in this area of nursing education. To develop sound evidence-based teaching strategies, rigorous scientific methods are needed to inform the implementation of flipped classroom approaches. Copyright © 2016 Elsevier Inc. All rights reserved.

Exploration of multidimensional interactive classroom teaching for CCD principle and application course

NASA Astrophysics Data System (ADS)

Fu, Xinghu; Tan, Ailing; Zhang, Baojun; Fu, Guangwei; Bi, Weihong

2017-08-01

The CCD principle and application course is professional and comprehensive. It involves many subject contents. The course content includes eight aspects. In order to complete the teaching tasks within a limited time, improve the classroom teaching quality and prompt students master the course content faster and better, so the multidimensional interactive classroom teaching is proposed. In the teaching practice, the interactive relationship between the frontier science, scientific research project, living example and classroom content is researched detailedly. Finally, it has been proved practically that the proposed multidimensional interactive classroom teaching can achieved good teaching effect.

Forum: Teaching with, against, and to Faith

ERIC Educational Resources Information Center

Jones Medine, Carolyn M.; Penner, Todd; Lehman, Marjorie

2015-01-01

These three articles deal with the issue of faith in the classroom--whether one should teach "to," "for," or "against" faith. While their institutional settings and experiences are different, the authors all contend that more serious reflection needs to be given to the matter of how religious commitment plays out in…

Barriers to and Facilitators of Feminist Pedagogy in College and University Teaching. ASHE Annual Meeting Paper.

ERIC Educational Resources Information Center

Wakai, Sara T.

This study examined faculty characteristics and teaching environments of higher education institutions that may hinder or facilitate student-centered pedagogical practices derived from feminist theory. Feminist pedagogy generally advocates democratizing the classroom, building cooperative learning environments, legitimizing personal experiences as…

Collaborative Working Practices in Inclusive Mainstream Deaf Education Settings: Teaching Assistant Perspectives

ERIC Educational Resources Information Center

Salter, Jackie M.; Swanwick, Ruth A.; Pearson, Susan E.

2017-01-01

This paper presents findings from an empirical study that investigated the learning experiences of deaf students in mainstream secondary classrooms, from teaching assistants' (TA) perspectives. These findings indicate that effective collaboration between mainstream teachers and specialist teachers of the deaf (ToD) is required to ensure…

Lecture Alternatives in Teaching English.

ERIC Educational Resources Information Center

Judy, Stephen, Ed.

The five sections of the document are: General Discussion; Classroom Experiences; Evaluation and Non-Lecture Teaching; A Closing Note; and Appendix. The ten papers presented are as follows: "Lecture Alternatives and the English Class" by Stephen Judy; "Let's See How it Goes: A View of the Teacher as Manager of Student-Initiated Activities" by…

Teaching Economic Principles Interactively: A Cannibal's Dinner Party

ERIC Educational Resources Information Center

Bergstrom, Theodore C.

2009-01-01

The author describes techniques that he uses to interactively teach economics principles. He describes an experiment on market entry and gives examples of applications of classroom clickers. Clicker applications include (a) collecting data about student preferences that can be used to construct demand curves and supply curves, (b) checking…

Specimen Days: The Teaching Diaries of Miranda Field.

ERIC Educational Resources Information Center

Field, Miranda

2002-01-01

Describes the author's experiences teaching Girl Scouts writing and poetry. Concludes that she learned many crucial lessons from her students including lessons on power relations in the classroom, on communication across cultural and even generational divides, and on the varieties of poetry that can be made by the varieties of imaginative…

Systematically Teaching Students with Autism Spectrum Disorder about Expository Text Structures

ERIC Educational Resources Information Center

Carnahan, Christina R.; Williamson, Pamela

2016-01-01

Students with autism spectrum disorder (ASD) represent an increasing number of learners in general education classrooms. While reading comprehension instruction has received growing attention, learners with ASD continue to experience poor academic outcomes. This article describes a research-based approach to teaching students with ASD to…

Challenge Beginning Teacher Beliefs

ERIC Educational Resources Information Center

Lannin, John K.; Chval, Kathryn B.

2013-01-01

As beginning teachers start to recognize the complexity of teaching mathematics in elementary school classrooms and how their new vision for teaching mathematics creates new challenges, they experience discomfort--a healthy awareness that much is to be learned. Brousseau (1997) notes that changes in the roles that are implicitly assigned to the…

Building a Sustainable Future: Ecological Design in Schools

ERIC Educational Resources Information Center

Trudeau, Miho

2011-01-01

It is no surprise that many environmental education programs include outdoor experiences as a foundational part of their curriculum; after all, who better to teach ecological lessons than nature itself? In contrast, there are inherent challenges to teaching environmental education while restricted inside a classroom. The average student currently…

Making the Invisible Visible: Race, Gender, and Teaching in Adult Education.

ERIC Educational Resources Information Center

Brown, Angela H.; Cervero, Ronald M.; Johnson-Bailey, Juanita

2000-01-01

Interviews and observations of seven African-American female math teachers in postsecondary institutions showed how their positionality affected their experiences by (1) producing a teaching philosophy based on a history of marginalization; (2) raising credibility issues because of race and gender; and (3) affecting classroom interaction and…

Creating Zines in Preservice Art Teacher Education

ERIC Educational Resources Information Center

Klein, Sheri

2010-01-01

Preservice art teachers often reflect about their classroom observations and art teaching experiences through papers, journaling, and blogging. Zines, or "Do It Yourself" (DIY) magazines offer preservice teachers a unique and unconventional format to reflect on issues relevant to teaching art. This article discusses the definition of zines, their…

10 Writing Opportunities to "Teach to the Test"

ERIC Educational Resources Information Center

DeFauw, Danielle L.

2013-01-01

Within the current political and educative context, where high-stakes standardized assessments create a pressure-filled experience for teachers to "teach to the test," time spent on writing instruction that supports students in transferring their learning between classroom and assessment contexts is crucial. Teachers who must use prompts to…

School Principals' Perspectives on the Passport to Teaching

ERIC Educational Resources Information Center

Glazerman, Steven; Tuttle, Christina; Baxter, Gail

2006-01-01

States vary in the degree to which they require prospective teachers to complete coursework, accumulate student teaching experience, and perform on written examinations before they are granted entry into the classroom. In recent years, the American Board for Certification of Teacher Excellence (ABCTE) has devised a primarily examination-based…

Free Teaching Materials: Classroom and Curriculum Aids for Elementary School Science.

ERIC Educational Resources Information Center

Raimist, Roger J.; Mester, Rose A.

Free teaching materials suitable for elementary school science available from 168 agencies and companies are listed. Materials include booklets, teacher's source books and guides, charts and posters, and concrete materials such as mineral samples. Suggestions and materials for student activities range from experiments to song sheets. Topics…

Language Teacher Cognition: Tracing the Conceptualizations of Second Language Teachers

ERIC Educational Resources Information Center

Childs, Sharon S.

2011-01-01

Long before deciding to become second language (L2) teachers, novice teachers have subconsciously developed conceptions of teaching cultivated by their experiences as learners in both general and language education classrooms. This "apprenticeship of observation" (Lortie, 1975) can foster deeply held beliefs about teaching that are carried with…

The Interplay between Attention, Experience and Skills in Online Language Teaching

ERIC Educational Resources Information Center

Shi, Lijing; Stickler, Ursula; Lloyd, Mair E.

2017-01-01

The demand for online teaching is growing as is the recognition that online teachers require highly sophisticated skills to manage classrooms and create an environment conducive to learning. However, there is little rigorous empirical research investigating teachers' thoughts and actions during online tutorials. Taking a sociocultural perspective,…

Racism and "Huckleberry Finn": Censorship, Dialogue, and Change.

ERIC Educational Resources Information Center

Carey-Webb, Allen

1993-01-01

Details some of the current critical arguments concerning Mark Twain's depiction of the runaway slave Jim in the novel "Huckleberry Finn." Describes classroom experiences teaching the novel and how a reader's cultural background influences reactions to it. Provides principles and caveats for teaching the novel. Lists works about slavery…

Preservice Teachers Connecting Mathematics and Drumming

ERIC Educational Resources Information Center

Marshall, Anne Marie

2014-01-01

Increasingly, elementary classroom teachers are being called to teach a myriad of subjects, including visual art, dance, and music. Preservice teachers must be prepared to teach and integrate multiple subjects. To that end, preservice teachers will need experiences in their preparation that help them to see connections across content areas and…

Teacher Preparation for the Global Stage: International Student Teaching

ERIC Educational Resources Information Center

Chacko, Jacob B.; Lin, Miranda

2015-01-01

As globalization lessens the distance between peoples and diversifies the common classroom, teacher education programs lag behind in producing globally-minded educators. One approach used by some teacher education programs to remedy this issue is to offer international student teaching experiences. While the literature related to these programs is…

Discovering Nature: The Benefits of Teaching Outside of the Classroom

ERIC Educational Resources Information Center

Jacobi-Vessels, Jill L.

2013-01-01

Nature play can be an effective teaching strategy across the curriculum and may provide children and teachers with lasting memories. Research shows that experiences in natural settings provide multiple benefits to young children, including increased physical activity, reduced obesity, improved concentration, and enhanced social skills. Early…

Safe Space Oddity: Revisiting Critical Pedagogy

ERIC Educational Resources Information Center

Redmond, Melissa

2010-01-01

Inspired by an incident in a social work graduate classroom in which she was a teaching assistant, the author reflects on her commitment to constructivist teaching methods, critical theory, and critical pedagogy. Exploring the educational utility of notions such as public space and safe space, the author employs this personal experience to examine…

Teacher's Guide for Budding Twigs. Elementary Science Study.

ERIC Educational Resources Information Center

Crowley, Rose Lea; And Others

This teaching guide supplements a science unit concerned with bud maturation recommended for use in fourth- and fifth-grade classrooms. The first section describes possible activities for children to explore, such as field study, collections, dissecting, and experiments. The second section offers a few brief suggestions for teaching the unit. The…

Teach Reading, Not Testing: Best Practice in an Age of Accountability

ERIC Educational Resources Information Center

Hollingworth, Liz; Drake, Hilleary M.

2011-01-01

"Teach Reading, Not Testing" reinforces what teachers already know--test preparation worksheets and drill-and-kill activities do not make children into lifelong readers. The authors' conscientious approach to reading instruction combines an insider perspective on the development of high-stakes tests with classroom experience in achieving…

Teaching Better, Teaching Together: A Coordinated Student Exit Poll across the States

ERIC Educational Resources Information Center

Emery, Jennifer Kelkres; Howard, Alison; Evans, Jocelyn

2014-01-01

Student exit polling has demonstrated value in the classroom (Berry and Robinson 2012; Evans and Lagergren 2007; Lelieveldt and Rossen 2009), but faculty typically operate these polls in isolation. When faculty collaborate, however, students gain additional benefits from the experience. Collaboration provides a geographically diverse "student…

Insights on Teaching Speaking in TESOL. TESOL Classroom Practice Series

ERIC Educational Resources Information Center

Stewart, Tim, Ed.

2009-01-01

The Teachers of English to Speakers of Other Languages (TESOL) field continues to experience increased valuing of experiential practitioner knowledge. A welcome result of this evolution has been the broadening of research perspectives. The 16 practitioner narratives in "Insights on Teaching Speaking in TESOL" are written by…

Critical Reflexive Practice in Teaching Management Communication

ERIC Educational Resources Information Center

Holmes, Prue; Cockburn-Wootten, Cheryl; Motion, Judith; Zorn, Theodore E.; Roper, Juliet

2005-01-01

Critical theory has been a distinguishing feature of the communication research program at the Waikato Management School, but significant reflection is required to translate the theory into meaningful classroom experiences. The need for reflection comes from two key tensions in teaching management communication: One is the tension between teaching…

Teaching Evolution: From SMART Objectives to Threshold Experience

ERIC Educational Resources Information Center

Wolf, Alexander; Akkaraju, Shylaja

2014-01-01

Despite the centrality of evolution to the study of biology, the pedagogical methods employed to teach the subject are often instructor-centered and rarely embedded in every topic throughout the curriculum. In addition, students' prior beliefs about evolution are often dismissed rather than incorporated into the classroom. In this article we…

Teaching Primary School Mathematics and Statistics: Evidence-Based Practice

ERIC Educational Resources Information Center

Averill, Robin; Harvey, Roger

2010-01-01

Here is the only reference book you will ever need for teaching primary school mathematics and statistics. It is full of exciting and engaging snapshots of excellent classroom practice relevant to "The New Zealand Curriculum" and national mathematics standards. There are many fascinating examples of investigative learning experiences,…

Retention of Content Utilizing a Flipped Classroom Approach.

PubMed

Shatto, Bobbi; LʼEcuyer, Kristine; Quinn, Jerod

The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.

Science Teachers Taking their First Steps toward Teaching Socioscientific Issues through Collaborative Action Research

NASA Astrophysics Data System (ADS)

Lee, Hyunju; Yang, Jung-eun

2017-06-01

This study presents two science teachers, Catherine and Jennifer, who took their first steps toward teaching socioscientific issues through collaborative action research. The teachers participated in the collaborative action research project because they wanted to address socioscientific issues but had limited experience in teaching them. The research questions included what kinds of challenges the teachers encountered when implementing socioscientific issues and to what extent they resolved the challenging issues as participating in collaborative action research. The primary data source consisted of audiotapes of regular group meetings containing information on the process of constructing and implementing lesson plans and reflecting on their teaching of socioscientific issues. We also collected classroom videotapes of the teachers' instruction and audiotapes of students' small group discussions and their worksheets. The findings indicated that when addressing socioscientific issues in the classes, the teachers encountered several challenging issues. We categorized them into four: (1) restructuring classroom dynamics and culture, (2) scaffolding students' engagement in socioscientific issues, (3) dealing with values, and (4) finding their niche in schools. However, this study showed that collaborative action research could be a framework for helping the teachers to overcome such challenges and have successful experiences of teaching socioscientific issues. These experiences became good motivation, to gradually develop their understanding of teaching socioscientific issues and instructional strategies for integrating the knowledge and skills that they had accumulated over the years.

Improving mathematics teaching and learning experiences for hard of hearing students with wireless technology-enhanced classrooms.

PubMed

Liu, Chen-Chung; Chou, Chien-Chia; Liu, Baw-Jhiune; Yang, Jui-Wen

2006-01-01

Hard of hearing students usually face more difficulties at school than other students. A classroom environment with wireless technology was implemented to explore whether wireless technology could enhance mathematics learning and teaching activities for a hearing teacher and her 7 hard of hearing students in a Taiwan junior high school. Experiments showed that the highly interactive communication through the wireless network increased student participation in learning activities. Students demonstrated more responses to the teacher and fewer distraction behaviors. Fewer mistakes were made in in-class course work because Tablet PCs provided students scaffolds. Students stated that the environment with wireless technology was desirable and said that they hoped to continue using the environment to learn mathematics.

A Suggestion for an Experiment that Integrates the Teaching of Science with Everyday Life: "Why Are the Seas Blue?"

ERIC Educational Resources Information Center

Yurumezoglu, Kemal; Oguz-Unver, Ayse

2011-01-01

"Why are the seas blue?" is a huge question that may reach far beyond the middle school level. However, our objective is to bring "simple" tools into the classroom to explain science without tampering with its essence and complexity. The experiment described in this article is only concerned with teaching the subject of absorption as related to…

Using food as a tool to teach science to 3 grade students in Appalachian Ohio.

PubMed

Duffrin, Melani W; Hovland, Jana; Carraway-Stage, Virginia; McLeod, Sara; Duffrin, Christopher; Phillips, Sharon; Rivera, David; Saum, Diana; Johanson, George; Graham, Annette; Lee, Tammy; Bosse, Michael; Berryman, Darlene

2010-04-01

The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative is a compilation of programs aimed at using food as a tool to teach mathematics and science. In 2007-2008, a foods curriculum developed by professionals in nutrition and education was implemented in 10 3(rd)-grade classrooms in Appalachian Ohio; teachers in these classrooms implemented 45 hands-on foods activities that covered 10 food topics. Subjects included measurement; food safety; vegetables; fruits; milk and cheese; meat, poultry, and fish; eggs; fats; grains; and meal management. Students in four other classrooms served as the control group. Mainstream 3(rd)-grade students were targeted because of their receptiveness to the subject matter, science standards for upper elementary grades, and testing that the students would undergo in 4(th) grade. Teachers and students alike reported that the hands-on FoodMASTER curriculum experience was worthwhile and enjoyable. Our initial classroom observation indicated that the majority of students, girls and boys included, were very excited about the activities, became increasingly interested in the subject matter of food, and were able to conduct scientific observations.

Could hands-on activities and smartphone in science CLIL teaching foster motivation and positive attitudes in students?

NASA Astrophysics Data System (ADS)

Ercolino, Immacolata; Maraffi, Sabina; Sacerdoti, Francesco M.

2016-04-01

Motivating students is one of the most challenging things we do as educators. We know that students need to be engaged to fully appreciate and learn what has been taught; the secret consists in nurturing student engagement. One of the newer ways to involve students and foster motivation in their Science learning consists in focusing on their usage and on applying knowledge and skills in their real-life. Students usually are engaged in authentic teaching pathway. Learning focusing on the experience helps teachers to improve classroom management by gathering students around a common organized activity. Hands-on activities support problem-based approaches to learning by focusing on the experience and process of investigating, proposing and creating solutions developing critical thinking skills and enlarge student's scientific glossary. We utilized in our classroom some lab activities that we learned at an ESA/GTTP Teacher training Workshop 2014 program at the Lorentz Center Leiden, Netherlands. "Cooking a comet - Ingredients for life" "Demonstration of the second Kepler's law using marbles" New media equipment, as student's own smartphones, can increase the teaching impact speaking the same language used by the students every day. They can measure magnetic fields, their GPS coordinates (longitude and latitude), and so on. In this way we can measure distances as parallax using mobile devices and simulating distance measurements in the classroom, on the school campus. The smartphone is the device with which the students answer questions, take decisions, and solve quests. Students infact can observe the Universe from their classroom and scientifically they can watch the Sun with "Google sky map" or "Star walk" are excellent tools to learn your way around the night sky .As teachers we used these apps in the classroom when Sun goes through the constellations so our students don't believe in horoscopes. This paper is focused on hands on activities and the effects of the smartphone in science teaching in classroom and their use in an innovative AstroQuest project, which consists of a class interactive role-playing game to teach Astronomy, Physics and Chemistry. The AstroQuest Project enhances interdisciplinary between sciences and humanities and is multi-language in order to be used as CLIL compliance. References Immacolata Ercolino et al "Smart Astronomers: From the Classroom to the Sky" page 8-13. iStage2 Smartphones in Science teaching Science on Stage The European Platform for Science teachers -Germany 2014. http://www.science-onstage.de/download_unterrichtsmaterial/iStage_2_Smartphones_in_Science_Teaching.pdf Immacolata Ercolino et al "Fast and Curious" page 42-44. iStage2 Smartphones in Science teaching Science on Stage The European Platform for Science teachers -Germany 2014 http://www.science-onstage.de/download_unterrichtsmaterial/iStage_2_Smartphones_in_Science_Teaching.pdf ESA Educational: https://www.youtube.com/watch?v=z1tVrS0He0U http://m.esa.int/spaceinvideos/Videos/2014/07/Marble-ous_ellipses_ _classroom_demonstration_video_VP02 Maraffi S. et al. "GeoQuest, an Interactive Role Playing game", EGU General Assembly 2015, Poster Session EOS3 Sacerdoti F.M. et al. "Autonomous system to use web educational contents in a classroom", Patent Pending NA2013A000048 Maraffi S., Sacerdoti F.M. (2015) "EVO-RPGE an Interactive Role Playing engine", Granada (Spain), ICEILT International Congress on Education, Innovation and Learning Technologies 2015

Digital immigrants teaching digital natives: A phenomenological study of higher education faculty perspectives on technology integration with English core content

NASA Astrophysics Data System (ADS)

Corey, Robert C.

In the last two decades, technology use has escalated and educators grapple with its advances and integration into the classroom. Issues surrounding what constitutes a literate society, the clarion calls for educational reform emanating from US presidents to parent teacher organizations, and educators' ability to cope with advances in technology in the classroom demand attention. Therefore, the purpose of this qualitative study was to explore and understand the professional and educational experiences of six English faculty members teaching undergraduate courses at Midwest universities. Using the framework of Technological Pedagogical Content Knowledge -- TPACK (Koehler and Mishra 2008), the major focus of the study was to determine how faculty members understood what characterized the nature of teaching with technology in undergraduate classrooms. Results of this study revealed five themes showing how the participants were introduced to technology, how they assimilated it into their pedagogy, and how they integrated it into teaching practice. This study has the potential to impact the nature of illustrating the methods and techniques used by the six participants as they merge technology, pedagogy, and content knowledge and set in motion classroom practices that assist faculty at all levels to develop and teach technology skills necessary for the 21st century and to better prepare students for thinking critically about how to use digital advances.

[Evaluation of flipped classroom teaching model in undergraduates education of oral and maxillofacial surgery].

PubMed

Cai, Ming; Cao, Xia; Fang, Xiao; Wang, Xu-dong; Zhang, Li-li; Zheng, Jia-wei; Shen, Guo-fang

2015-12-01

Flipped classroom is a new teaching model which is different from the traditional teaching method. The history and characteristics of flipped classroom teaching model were introduced in this paper. A discussion on how to establish flipped classroom teaching protocol in oral and maxillofacial surgery education was carried out. Curriculum transformation, construction of education model and possible challenges were analyzed and discussed.

The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

PubMed

Mortensen, C J; Nicholson, A M

2015-07-01

Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P < 0.05), with both formats taught by the same instructor. Analysis of ACT scores demonstrated no intellectual capacity differences between the student populations. To evaluate any gains in critical thinking, flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P < 0.01). In the flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P < 0.05): instructor availability to assist students; encouragement of independent, creative, and critical thinking; and amount learned. Overall, the flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches such as the flipped classroom should be considered for many lecture-style courses taught in the animal sciences.

A case of learning to teach elementary science: Investigating beliefs, experiences, and tensions

NASA Astrophysics Data System (ADS)

Bryan, Lynn Ann

This study examines how preservice elementary teacher beliefs and experiences within the context of reflective science teacher education influence the development of professional knowledge. From a cognitive constructivist theoretical perspective, I conducted a case analysis to investigate the beliefs about science teaching and learning held by a preservice teacher (Barbara), identify the tensions she encountered in learning to teach elementary science, understand the frames from which she identified problems of practice, and discern how her experiences influenced the process of reflecting on her own science teaching. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs about science teaching and learning. Her foundational beliefs concerned: (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about: (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. The dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in life-long science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well-grounded in experience, embraced a hands-on approach and predominantly guided her vision of practice. Barbara encountered tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her actual practice. Confronting these tensions prompted Barbara to rethink the connections between her classroom actions and students' learning, create new perspectives for viewing her practice, and consider alternative practices more resonant with her visionary beliefs. However, the self-reinforcing belief system created by her didactic nest of beliefs, control beliefs, and belief about the goals of science instruction prevented Barbara from enacting new frames in practice. The findings contribute to an understanding of the relationship between beliefs and experiences in learning to teach and indicate that reframing is crucial in developing professional knowledge. Furthermore, the findings underscore the significance of (a) identifying prospective teachers' beliefs for designing teacher preparation programs, and (b) offering experiences as professionals early in the careers of prospective teachers.

Student Mental Health Self-Disclosures in Classrooms: Perceptions and Implications

ERIC Educational Resources Information Center

Wood, Benjamin T.; Bolner, Olivia; Gauthier, Phillip

2014-01-01

With a move from lecture-based to interactive teaching approaches, students are encouraged in a variety of ways to share personal experiences in classroom settings. Among those self-disclosures, students may speak about their mental health concerns or diagnoses. The purpose of the study was to gain a deeper understanding of what it is like for…

Meaning-Mechanics Tensions in Teacher Decisions

ERIC Educational Resources Information Center

Salmon, Diane; Kemeny, Vera; Rossman, Alan; Winter, Jeff

2008-01-01

This research examined the nature of classroom decision making among three elementary teachers (the first in her 8th year, the second in her 3rd year, and the third in her 1st year). We were interested in understanding how teachers experience the complexity of classroom decision making and how they manage the cognitive load while teaching. The…

Military Curriculum Materials for Vocational and Technical Education. Builders School, Finish Carpentry I. Classroom Course 3-10.

ERIC Educational Resources Information Center

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

Adapted from military service training materials, this publication contains course materials for teaching finish carpentry, both in the classroom and through practical experience. Students completing this short course will be able to finish carpentry projects involving wallboard, plywood panel, composition floor tile, and acoustical ceiling tile.…

Pop Culture in the Classroom: "American Idol," Karl Marx, and Alexis de Tocqueville

ERIC Educational Resources Information Center

Centellas, Miguel

2010-01-01

This article discusses the use of pop culture in the classroom as a means to teach foundational political science authors and concepts. I focus on my experience using "American Idol" as a point of reference to discuss Marx and Engel's "The Communist Manifesto" and Tocqueville's "Democracy in America" in undergraduate comparative politics courses.…

Two Simple Activities to Bring Rainbows into the Classroom

ERIC Educational Resources Information Center

Isik, Hakan; Yurumezoglu, Kemal

2012-01-01

A rainbow reveals the colors of sunlight in a breathtaking way, but the formation of this natural event cannot be controlled by human beings. Transforming this out-of-class experience into a teaching activity is a challenge for science educators. This paper outlines two activities for rainbow formation in the science classroom in cases of good…

"Experience Is the Best Tool for Teachers": Blogging to Provide Preservice Educators with Authentic Teaching Opportunities

ERIC Educational Resources Information Center

Stover, Katie; Yearta, Lindsay Sheronick; Sease, Rachel

2014-01-01

Considering the digital landscape of the 21st century classroom, it is paramount that teacher education programs prepare preservice teachers to incorporate technology into their classrooms to engage in communicative and collaborative acts as readers and writers. This collective case study was conducted to explore what happened when nine preservice…

Constancy and Variability: Dialogic Literacy Events as Sites for Improvisation in Two 3rd-Grade Classrooms

ERIC Educational Resources Information Center

Jordan, Michelle E.; Santori, Diane

2015-01-01

This multisite study investigates dialogic literacy events that revolved around narrative and informational texts in two 3rd-grade classrooms. The authors offer a metaphor of musical improvisation to contemplate dialogic literacy events as part of the repertoire of teaching and learning experiences. In literacy learning, where there is much…

Using Mobile Technology in the Classroom: A Reflection Based on Teaching Experience in UAE

ERIC Educational Resources Information Center

Halaweh, Mohanad

2017-01-01

Smartphones are developing rapidly and continually with new features that make them widely used in many contexts. This paper is to reflect on students' behaviours of using smartphones spontaneously (unplanned use) in the classroom, in a university in Dubai city in UAE. This reflection shall address the following questions: How can the instructors…

Managing Student Behavior in an Elementary School Music Classroom: A Study of Class-Wide Function-Related Intervention Teams

ERIC Educational Resources Information Center

Caldarella, Paul; Williams, Leslie; Jolstead, Krystine A.; Wills, Howard P.

2017-01-01

Classroom management is a common concern for teachers. Music teachers in particular experience unique behavior challenges because of large class sizes, uncommon pacing requirements, and performance-based outcomes. Positive behavior support (PBS) is an evidence-based framework for preventing or eliminating challenging behaviors by teaching and…

Descending the Tower: Lessons Learned in a First Grade Classroom.

ERIC Educational Resources Information Center

Ford, Michael P.

In light of concerns that previous staff development projects did not truly capture life in the classroom, and that there may be a gap between one's previous elementary and current university teaching experiences, a teacher educator used a semester sabbatical to shadow six first-grade teachers in order to inform thinking and practice in teaching…

Integrating WWW Technology into Classroom Teaching: College Students' Perceptions of Course Web Sites as an Instructional Resource.

ERIC Educational Resources Information Center

El-Tigi, Manal Aziz-El-Din

This study examined college students' perceptions of course Web sites as an instructional resource for classroom-based courses. The focus was on identifying functions on the sites that students perceived as supporting and fostering their learning experiences. Subjects were 142 students responding to a 60-item questionnaire and open-ended…

A Teacher's Approach: Integrating Technology Appropriately into a First Grade Classroom

ERIC Educational Resources Information Center

Phalen, Loretta Jean

2004-01-01

How are first grade classrooms using technology? How are children using technology at home? Does the use of technology really improve academic achievement? An experiment was conducted to determine the effectiveness of using technology to teach a unit in Social Studies to first grade students. The study occurred in a Christian school in Lancaster,…

Building Concepts through Writing-to-Learn in College Physics Classrooms

ERIC Educational Resources Information Center

Bullock, Shawn

2006-01-01

This paper draws on an action research inquiry into my teaching practice featuring careful analysis of the experiences of some of the students in my college-level introductory college physics course. Specifically, the research describes and interprets the role of Writing-to-Learn pedagogies in a physics classroom with a view to exploring how such…

Teaching and Learning English in a Multicultural Classroom: Strategies and Opportunities

ERIC Educational Resources Information Center

Xerri, Daniel

2016-01-01

Purpose: This paper aims to explore the beliefs and experiences of a group of teachers endeavouring to enhance their students' learning of English while adapting to a multicultural classroom reality. Design/methodology/approach: The paper is based on the results of a case study involving a number of semi-structured interviews. Findings: The paper…

Using Smart Boards and Manipulatives in the Elementary Science Classroom

ERIC Educational Resources Information Center

Martin, Susan F.; Shaw, Edward L., Jr.; Daughenbaugh, Lynda

2014-01-01

This study summarizes the results of a survey administered to 48 elementary schools in the largest school district in a southeastern U.S. state, conducted by university faculty to evaluate the use of SMART Boards and hands-on experiences, the objectives of which were to identify preparedness of elementary classroom teachers in teaching elementary…

A Comparison of Student Persistence and Performance in Online and Classroom Business Statistics Experiences

ERIC Educational Resources Information Center

McLaren, Constance H.

2004-01-01

As universities extend their distance education offerings to reach more time- and place-bound students, the degree to which online students are successful, as compared to their classroom counterparts, is of interest to accreditation review boards and others charged with assessment. Teaching faculty use information about the effectiveness of their…

The Impact of Secondary History Teachers' Teaching Conceptions on the Classroom Use of Computers

ERIC Educational Resources Information Center

Arancibia Herrera, Marcelo; Badia Garganté, Antoni; Soto Caro, Carmen Paz; Sigerson, Andrew Lee

2018-01-01

During the past 15 years, various studies have described factors affecting the use of computers in the classroom. In analysing factors of influence, many studies have focused on technology-related variables such as computer experience or attitudes toward computers, and others have considered teachers' beliefs as well; most of them have studied…

Co-Teaching at the Pre-Service Level: Special Education Majors Collaborate with English Education Majors

ERIC Educational Resources Information Center

McHatton, Patricia Alvarez; Daniel, Patricia L.

2008-01-01

General education and special education teacher candidates lack experience in collaborating with each other as colleagues; however, upon graduating and entering their own classrooms, most are expected to know how to provide services to students with disabilities in the general classroom. This study describes the efforts of two professors, one in…

From field schools and the lecture hall to online: Hands-on teaching based on the real science experience worldwide for MOOCs ?

NASA Astrophysics Data System (ADS)

Huettmann, F.

2015-12-01

University-teaching is among the most difficult teaching tasks. That's because it involves to present front-line research schemes to students with complex backgrounds as a precious human resource of the future using, latest teaching styles, and many institutional fallacies to handle well. Here I present 15 years of experience from teaching in field schools, in the class room, and with pedagogical methods such as traditional top-down teaching, inquiry-based learning, eLearning, and flipped classrooms. I contrast those with teaching Massive Open Access Online Classes (MOOC) style. Here I review pros and cons of all these teaching methods and provide and outlook taking class evaluations, cost models and satisfaction of students, teachers, the university and the wider good into account.

Using videos, apps and hands-on experience in undergraduate hydrology teaching

NASA Astrophysics Data System (ADS)

Van Loon, Anne

2016-04-01

Hydrological sciences teaching always needs to make a link between the classroom and the outside world. This can be done with fieldwork and excursions, but the increasing availability of open educational resources gives more-and-more other options to make theory more understandable and applicable. In the undergraduate teaching of hydrology at the University of Birmingham we make use of a number of tools to enhance the hydrology 'experience' of students. Firstly, we add hydrological science videos available in the public domain to our explanations of theory. These are both visualisations of concepts and recorded demonstrations in the field or the lab. One example is the concept of catchments and travel times which has been excellently visualised by MetEd. Secondly, we use a number of mobile phone apps, which provide virtual reality information and real-time monitoring information. We use the MySoil App (by Natural Environment Research Council (NERC), British Geological Survey (BGS) and Centre for Ecology & Hydrology (CEH)) and iGeology / iGeology3D (by BGS) to let students explore soil properties and hydrogeology of an area of interest. And we use the River Levels App (by OGL based on Environment Agency real time data) for exploring real time river levels and investigating spatial variability. Finally, we developed small hands-on projects for students to apply the theory outside the classroom. We for instance let them do simple infiltration experiments and ask them to them design a measurement plan. Evaluations have shown that students enjoy these activities and that it helps their learning. In this presentation we hope to share our experience so that the options for using open (educational) resources for hydrology teaching become more used in linking the classroom to the outside world.

Teaching with a Dual-Channel Classroom Feedback System in the Digital Classroom Environment

ERIC Educational Resources Information Center

Yu, Yuan-Chih

2017-01-01

Teaching with a classroom feedback system can benefit both teaching and learning practices of interactivity. In this paper, we propose a dual-channel classroom feedback system integrated with a back-end e-Learning system. The system consists of learning agents running on the students' computers and a teaching agent running on the instructor's…

Mapping the entangled ontology of science teachers' lived experience

NASA Astrophysics Data System (ADS)

Daugbjerg, Peer S.; de Freitas, Elizabeth; Valero, Paola

2015-09-01

In this paper we investigate how the bodily activity of teaching, along with the embodied aspect of lived experience, relates to science teachers' ways of dealing with bodies as living organisms which are both the subject matter as well as the site or vehicle of learning. More precisely, the following questions are pursued: (1) In what ways do primary science teachers refer to the lived and living body in teaching and learning? (2) In what ways do primary science teachers tap into past experiences in which the body figured prominently in order to teach students about living organisms? We draw on the relational ontology and intra-action of Karen Barad (J Women Cult Soc 28(3): 801, 2003) as she argues for a "relational ontology" that sees a relation as a dynamic flowing entanglement of a matter and meaning. We combine this with the materialist phenomenological studies of embodiment by SungWon Hwang and Wolff-Michael Roth (Scientific and mathematical bodies, Sense Publishers, Rotterdam, 2011), as they address how the teachers and students are present in the classroom with/in their "living and lived bodies". Our aim is to use theoretical insights from these two different but complementary approaches to map the embodiment of teachers' experiences and actions. We build our understanding of experience on the work of John Dewey (Experience and education, Simon & Schuster, New York, 1938) and also Jean Clandinin and Michael Connelly (Handbook of qualitative research, Sage Publications, California, 2000), leading us to propose three dimensions: settings, relations and continuity. This means that bodies and settings are mutually entailed in the present relation, and furthermore that the past as well as the present of these bodies and settings—their continuity—is also part of the present relation. We analyse the entanglement of lived experience and embodied teaching using these three proposed dimensions of experience. Analysing interviews and observations of three Danish primary science teachers—Erik, Jane and Tina—, we look for how their self-reported lived experiences become entangled with their content knowledge and their classroom practice. We examine this entanglement in the data collected from the three teachers. In the three teachers stories the proposed dimensions of experience shift in prominence. We focus on Erik's reflections on his teaching experience as well as his bodily gestures in teaching biological concepts and explanations to the pupils in a classical classroom setting. We discuss how Jane embodies and enacts her own childhood relations to nature and natural phenomena, recent in-service training, teaching experience and continued enthusiastic relation to nature and natural phenomenon. We also discuss how Tina exhibits a continued entanglement of past ethical experience and present embodiment of dedication to do good for others. By carefully attending to the entanglement of the three dimensions—continuity, relation and setting—, we hope to offer insight into the complex ways in which the body factors into science teaching practices.

Moving toward heutagogical learning: Illuminating undergraduate nursing students' experiences in a flipped classroom.

PubMed

Green, Rebecca D; Schlairet, Maura C

2017-02-01

Nurse educators rely on the tenets of educational theory and evidence-based education to promote the most effective curriculum and facilitate the best outcomes. The flipped classroom model, in which students assume personal responsibility for knowledge acquisition in a highly engaging and interactive environment, supports self-directed learning and the unique needs of clinical education. To understand how students perceived their experiences in the flipped classroom and how students' learning dispositions were affected by the flipped classroom experience. A phenomenological approach was used to gain deeper understanding about students' perspectives, perceptions and subjective experiences of the flipped classroom model. The focus of the study was on characteristics of student learning. Fourteen Bachelors of Science of Nursing (BSN) students at a regional university in the southeastern United States. Using data transcribed from face-to-face, semi-structured interviews, experiential themes were extracted from the qualitative data (student-reported experiences, attributes, thoughts, values, and beliefs regarding teaching and learning in the context of their experience of the flipped classroom) using Graneheim's and Lundman's (2004) guidelines; and were coded and analyzed within theoretical categories based on pedagogical, andragogical or heutagogical learning dispositions. Experiential themes that emerged from students' descriptions of their experiences in the flipped classroom included discernment, challenge, relevance, responsibility, and expertise. The flipped classroom model offers promising possibilities for facilitating students' movement from learning that is characteristic of pedagogy and andragogy toward heutagogical learning. Copyright © 2016 Elsevier Ltd. All rights reserved.

An evaluation of teaching methods in the introductory physics classroom

NASA Astrophysics Data System (ADS)

Savage, Lauren Michelle Williams

The introductory physics mechanics course at the University of North Carolina at Charlotte has a history of relatively high DFW rates. In 2011, the course was redesigned from the traditional lecture format to the inverted classroom format (flipped). This format inverts the classroom by introducing material in a video assigned as homework while the instructor conducts problem solving activities and guides discussions during the regular meetings. This format focuses on student-centered learning and is more interactive and engaging. To evaluate the effectiveness of the new method, final exam data over the past 10 years was mined and the pass rates examined. A normalization condition was developed to evaluate semesters equally. The two teaching methods were compared using a grade distribution across multiple semesters. Students in the inverted class outperformed those in the traditional class: "A"s increased by 22% and "B"s increased by 38%. The final exam pass rate increased by 12% under the inverted classroom approach. The same analysis was used to compare the written and online final exam formats. Surprisingly, no students scored "A"s on the online final. However, the percent of "B"s increased by 136%. Combining documented best practices from a literature review with personal observations of student performance and attitudes from first hand classroom experience as a teaching assistant in both teaching methods, reasons are given to support the continued use of the inverted classroom approach as well as the online final. Finally, specific recommendations are given to improve the course structure where weaknesses have been identified.

Nursing student's evaluation of a virtual classroom experience in support of their learning Bioscience.

PubMed

O'Flaherty, Jacqueline A; Laws, Thomas A

2014-11-01

Face-to-face communication with students remains the gold standard in teaching; the effectiveness of this approach to learning is commonly and regularly assessed by students' evaluation of teaching and peer reviews of teaching. Critics note that increases in on-line education are driven more by economic forces than consistent evidence to show their long-term effectiveness or acceptance by students. Numerous studies report that students in higher education found their external studies comparatively more challenging than face-to-face delivery. Identifying how educators might best provide sufficient and effective personal support for students studying in the external mode continues to challenge educators. Opportunities do exist for blending on-line course work with synchronous interactions between students and their teachers but evaluations of these innovations rarely appear in the literature. In this study, a web-based virtual classroom simulated the synchronous face-to-face discussions that occur between Bachelor of Nursing students and tutors. First year students enrolled externally in a biological science course interacted in a virtual classroom for 13 weeks completing an 'evaluation of experience' survey following their final assessment. A comparison was made between 'on-campus' and 'external to campus' students to determine the relationship between i) overall satisfaction with the course and ii) final grades, as well as their experience of the virtual class. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Creating a contemporary clerkship curriculum: the flipped classroom model in emergency medicine.

PubMed

Lew, Edward K

2016-12-01

The teaching modality of "flipping the classroom" has garnered recent attention in medical education. In this model, the lecture and homework components are reversed. The flipped classroom lends itself to more interaction in "class" and theoretically improved clinical decision-making. Data is lacking for this model for students in emergency medicine clerkships. We trialed the flipped classroom in our fourth-year student clerkship. Our aim was to learn student and faculty facilitator perceptions of the experience, as it has not been done previously in this setting. We evaluated this in two ways: (1) participant perception of the experience and (2) facilitator (EM physician educator) perception of student preparation, participation, and knowledge synthesis. With permission from its creators, we utilized an online video series derived from the Clerkship Directors in Emergency Medicine. Students were provided the link to these 1 week prior to the classroom experience as the "homework." We developed patient cases generated from the videos that we discussed during class in small-group format. Afterward, students were surveyed about the experience using four-point Likert items and free-text comments and also were evaluated by the facilitator on a nine-point scale. Forty-six clerkship students participated. Students deemed the online modules useful at 2.9 (95 % CI 2.7-3.2). Further, they reported the in-class discussion to be of high value at 3.9 (95 % CI 3.8-4.0), much preferred the flipped classroom to traditional lecturing at 3.8 (95 % CI 3.6-3.9), and rated the overall experience highly at 3.8 (95 % CI 3.7-3.9). Based on preparation, participation, and knowledge synthesis, the facilitator judged participants favorably at 7.4 (95 % CI 7.0-7.8). Students commented that the interactivity, discussion, and medical decision-making were advantages of this format. Students found high value in the flipped classroom and prefer it to traditional lecturing, citing interactivity and discussion as the main reasons. The facilitator also viewed that the students were not only well prepared for the flipped classroom but that they also actively participated in and synthesized knowledge adequately during this experience. This study supports the use of the flipped classroom for EM clerkship students as a valuable, preferable teaching technique.

Students' Perceptions of and Responses to Teaching Assistant and Peer Feedback

ERIC Educational Resources Information Center

Rodgers, Kelsey J.; Horvath, Aladar K.; Jung, Hyunyi; Fry, Amanda S.; Diefes-Dux, Heidi A.; Cardella, Monica E.

2015-01-01

Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team's experience with teaching assistant and peer…

ENGLISH LANGUAGE PROGRAMS FOR THE SEVENTIES.

ERIC Educational Resources Information Center

HOOK, J.N.

IT IS NOW THE YEAR 1976, AND CHANGE IN OUR ENGLISH LANGUAGE TEACHING HAS BEEN AFFECTED BY A MODERN AMERICAN REVOLUTION. AS ENGLISH BECOMES MORE UNIVERSAL, SO DOES THE ORAL-AURAL METHOD OF TEACHING IT. IN UNITED STATES CLASSROOMS, CHILDREN PRACTICE ORALLY THOSE PATTERNS THEY NEED, EXPERIMENT WITH WORD ORDER, AND GAIN A KNOWLEDGE OF SENTENCE…

Fostering Second Graders' Scientific Explanations: A Beginning Elementary Teacher's Knowledge, Beliefs, and Practice

ERIC Educational Resources Information Center

Beyer, Carrie J.; Davis, Elizabeth A.

2008-01-01

Teaching science as explanation is fundamental to reform efforts but is challenging for teachers--especially new elementary teachers, for whom the complexities of teaching are compounded by high demands and little classroom experience. Despite these challenges, few studies have characterized the knowledge, beliefs, and instructional practices that…

From Tyrannosaurus to Pokemon: Autonomy in the Teaching of Writing.

ERIC Educational Resources Information Center

Graham, L.

2001-01-01

Discusses action research case studies of representative children and changes to classroom teaching. Notes that children were given the opportunity to: write about things that mattered to them; write as experts; hear their writing read aloud; and experience genuine response to this writing. Finds boys made most progress when given the opportunity…

Examining Practice in Secondary Visual Arts Education

ERIC Educational Resources Information Center

Mitchell, Donna Mathewson

2015-01-01

Teaching in secondary visual arts classrooms is complex and challenging work. While it is implicated in much research, the complexity of the lived experience of secondary visual arts teaching has rarely been the subject of sustained and synthesized research. In this paper, the potential of practice as a concept to examine and represent secondary…

Five Portraits of Teachers' Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

ERIC Educational Resources Information Center

Wahleithner, Juliet Michelsen

2018-01-01

Background: Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers' preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose: This study examines high school English teachers'…

Teaching Life Narratives in the Classroom: Strategies Based on Indigenous Traditions

ERIC Educational Resources Information Center

Lavoie, Constance; Blanchet, Patricia-Anne

2018-01-01

The life narrative is an oral genre grounded in Indigenous tradition and teaching practice. In Canadian Indigenous communities, the expertise and content transmitted by life narratives are a part of their oral heritage. Drawing from their personal and professional experiences in Indigenous school environments, as well as the results from…

xyZET: A Simulation Program for Physics Teaching.

ERIC Educational Resources Information Center

Hartel, Hermann

2000-01-01

Discusses xyZET, a simulation program that allows 3D-space in numerous experiments in basic mechanics and electricity and was developed to support physics teaching. Tests course material for 11th grade at German high schools under classroom conditions and reports on their stability and effectiveness. (Contains 15 references.) (Author/YDS)

Reflectivity and Teaching Performance of Novice Teachers: Three Years of Investigation

ERIC Educational Resources Information Center

Pultorak, Edward; Barnes, Debbie

2009-01-01

The purpose of this 3-year investigation was to determine if a relationship exists between teacher reflectivity and the classroom performance of novice teachers when final evaluations are aligned with national standards. This study included 98 novice teachers enrolled in their final field-based teaching experience. Participants reflected over two…

Observing Teaching Practice: Assessing Competence in the Classroom

ERIC Educational Resources Information Center

Mansell, Ray

2013-01-01

In this article, I draw on my experiences as a Teaching Practice Observer for various Colleges of Further Education and Adult Education establishments across South West England from 1994-2002. I discuss the essential lesson components that observers need to attend to when evaluating candidates. These include the candidate's diversity of teaching…

Creating Significant Learning Experiences: A Case Study in the College Religion Classroom

ERIC Educational Resources Information Center

Jones, Jennifer L.; St. Hilaire, Robert

2012-01-01

In a domain historically dominated by student passivity, instruction that entices students to integrate and assimilate new content into their pre-existing cognitive schema is a new but necessary shift from the traditional teaching paradigm. No longer is college teaching primarily focused on quantity of information, but rather the quality of…

An Experiment in "Flipped" Teaching in Freshman Calculus

ERIC Educational Resources Information Center

Anderson, Laura; Brennan, Joseph Phillip

2015-01-01

At Binghamton, Calculus 1 is taught to over 1000 students each fall in sections of about 30-40 students, with graduate student instructors teaching most sections. Despite having small classrooms instead of lecture halls, the satisfaction and performance of students has historically been poor. We had hoped to improve student success by changing how…

Teaching and Learning with Real-World Tools

ERIC Educational Resources Information Center

Chrisler, Kelly S.

2013-01-01

What role should technology play in instruction? One of the greatest challenges of teaching is preparing the citizens of tomorrow for an unpredictable future. What knowledge do students need? Which skills? And how can the author, as their classroom teacher, provide experiences that will ensure students have the knowledge and skills to become…

Teaching Leadership in the Experience Economy Paradigm

ERIC Educational Resources Information Center

Moore, Lori L.; Bruce, Jacklyn A.

2015-01-01

The argument can be made that students are an educator's customers. It can also be argued that leadership educators strive to engage students (customers) through the various teaching strategies they employ within their programs, classrooms, or other contexts. In a world with greater emphasis being put on the bottom line of education, we cannot…

The Flying Classroom--A Cost Effective Integrated Approach to Learning and Teaching Flight Dynamics

ERIC Educational Resources Information Center

Bromfield, Michael A.; Belberov, Aleksandar

2017-01-01

In the UK, the Royal Aeronautical Society recommends the inclusion of practical flight exercises for accredited undergraduate aerospace engineering programmes to enhance learning and student experience. The majority of academic institutions teaching aerospace in the UK separate the theory and practice of flight dynamics with students attending a…

Intercultural Competence Developed through Transnational Teaching Experiences in Qatar: A Narrative Analysis

ERIC Educational Resources Information Center

Itani, Razzan

2017-01-01

Intercultural competence is a skill required by those who teach in transnational education--that is, at branch campuses located in foreign countries (Crabtree & Sapp, 2004; Dunn & Wallace, 2004; Gribble & Ziguras, 2003; Leask, 2004). Despite the strong emphasis that has been put on the importance of having classrooms facilitated by…

Creating Multisensory Environments: Practical Ideas for Teaching and Learning. David Fulton/Nasen

ERIC Educational Resources Information Center

Davies, Christopher

2011-01-01

Multi-sensory environments in the classroom provide a wealth of stimulating learning experiences for all young children whose senses are still under development. "Creating Multisensory Environments: Practical Ideas for Teaching and Learning" is a highly practical guide to low-cost cost, easy to assemble multi-sensory environments. With a…

Collaboration and Cultural Identity in the Classroom

ERIC Educational Resources Information Center

Hart, Andrea Faye

2014-01-01

Andrea Faye Hart is a community journalist and teaching artist who experiments with citizen media to especially empower youth. She runs a civic media and a catharsis through media-making programs for Free Spirit Media, as well as a verse and investigative journalism program for Young Chicago Authors. In this article, as a teaching artist working…

Manipulatives and Problem Situations as Escalators for Students' Geometric Understanding: A Semiotic Analysis

ERIC Educational Resources Information Center

Daher, Wajeeh M.

2014-01-01

Mathematical learning and teaching are increasingly seen as a multimodal experience involved in cultural and social semiotic registers and means, and as such social-cultural semiotic analysis is expected to shed light on learning and teaching processes occurring in the mathematics classroom. In this research, three social-cultural semiotic…

Ideas That Work in College Teaching

ERIC Educational Resources Information Center

Badger, Robert L., Ed.

2007-01-01

As members of the faculty of the same college, the State University of New York at Potsdam, the fifteen contributors to this book have the unique experience of working from the same pool of students in order to explore how to improve teaching, enhance learning, and make the classroom more interesting. Together professors from thirteen different…

The Journal of the Society for Accelerative Learning and Teaching, Volume 7.

ERIC Educational Resources Information Center

Journal of the Society for Accelerative Learning and Teaching, 1982

1982-01-01

The four 1982 numbers of the Journal of the Society for Accelerative Learning and Teaching (SALT) include articles on: a comparison of the Tomatis Method and Suggestopedia; the CLC system of accelerated learning; Suggestopedia in the English-as-a-second-language classroom; experiments with SALT techniques; accelerative learning techniques for…

Teaching English Language Learners: Literacy Strategies and Resources for K-6

ERIC Educational Resources Information Center

Xu, Shelley Hong

2010-01-01

Grounded in research and practical expertise, this volume helps K-6 teachers skillfully support all of their English language learners (ELLs)--from a single student to an entire classroom. Ideas for teaching ELLs across different grade and proficiency levels include ways to link instruction to students' lived experiences, use a variety of…

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

ERIC Educational Resources Information Center

Jung, Karl Gerhard

2017-01-01

Academic language is the language that students must engage in while participating in the teaching and learning that takes place in school (Schleppegrell, 2012) and science as a content area presents specific challenges and opportunities for students to engage with language (Buxton & Lee, 2014; Gee, 2005). In order for students to engage…

To Be a Teacher: Voices from the Classroom.

ERIC Educational Resources Information Center

Henry, Eric; And Others

This volume contains personal reflections by four teachers in Texas on their year-long Trinity University intern teaching experience at Mark Twain Middle School, an urban professional development school in San Antonio. Part 1 by Corinne McKamey, "To understand teaching you have to be there, engrossed in the human interactions," is a…

Technology-Based Professional Development for Teaching and Learning in K-12 Classrooms

ERIC Educational Resources Information Center

Byrd, Nijia

2017-01-01

In an urban Georgia school district, teacher satisfaction surveys revealed that technology-based professional development was not equipping teachers with the skills or support needed to implement technology into their teaching practices. The purpose of this mixed-methods case study was to explore teachers' experiences and perceptions of…

Fostering Agency and Artistry in Dancers

ERIC Educational Resources Information Center

Chavasse, Amy

2015-01-01

Returning to the classroom each year is an act of radical repositioning. Even as I return to the knowledge, experience, and accumulated memories of my teaching and creative practice, I look to ways to restructure how I deliver information and search for new methodologies of learning. Acknowledging the fluid conditions that define teaching movement…

Teaching Language Learners to Elaborate on Their Responses: A Structured, Genre-Based Approach

ERIC Educational Resources Information Center

Pryde, Michael

2015-01-01

Due to Japanese students' poor record of conversational ability in English in homestay contexts (Pryde, 2014), classroom English language curriculum decisions were reinvestigated in order to better prepare students to participate in study abroad experiences. A genre-based approach was used to teach and reinforce a conversational structure designed…

9/11: Maintaining Relevance for the Classroom Student

ERIC Educational Resources Information Center

Waterson, Robert A.; Rickey, Matt

2011-01-01

The experience of 9/11 prompted a transformation in one secondary teacher's approach to teaching controversial subjects based on the relevance to today's students. Soon after that fateful day, this teacher found a purpose and rationale for developing a very demanding curriculum on 9/11, and relates how his teaching unit has evolved by expanding…

Beyond a Chocolate Crunch Bar: A Teacher Examines Her Philosophy of Teaching Reading.

ERIC Educational Resources Information Center

Meehan, Pat

1998-01-01

Shares the reflections of a classroom teacher as she thinks about her own experience as a schoolchild and reflects on her history as a teacher of literacy. Talks about changes in her teaching practice that provoke inquiry and self-examination both in herself and in her students. (SR)

New Perspectives: TA Preparation for Critical Literacy in First Year Composition.

ERIC Educational Resources Information Center

Duffelmeyer, Barb Blakely

2002-01-01

Notes that new teaching assistants (TAs) and first year composition students similarly grapple with ambiguity, multiplicity, and open-endedness. Contends that new TAs' queries and early classroom experiences can provide a valuable occasion to re-balance the emphasis in a pro-seminar between teaching and learning. Presents strategies for addressing…

Meaningful Collaboration in the Inclusive Music Classroom: Students with Severe Intellectual Disabilities

ERIC Educational Resources Information Center

Darrow, Alice-Ann

2017-01-01

Most music educators have little experience or preparation in teaching students with severe intellectual disabilities. Increasing diversity in our schools will require music educators to teach students whose needs exceed those typically found in the music class or ensemble. Facilitating their inclusion in a music program can be immensely rewarding…

Actively Teaching Research Methods with a Process Oriented Guided Inquiry Learning Approach

ERIC Educational Resources Information Center

Mullins, Mary H.

2017-01-01

Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to…

Cross-Cultural Testing: An Aspect of the Resistance Reaction.

ERIC Educational Resources Information Center

Yousef, Fathi S.

1968-01-01

This paper is based on a classroom experience that showed the need of teaching American culture before attempting to teach American literature meaningfully to foreigners. The students in this learning situation were the Middle-Eastern employees of an American organization in the school year 1966-67. The teachers found out the students interpreted…

Teaching Vocal Canons: A Dare and a Chair

ERIC Educational Resources Information Center

Hess, Kenneth

2006-01-01

Many elementary vocal teachers experience a certain amount of trepidation about teaching students to sing in harmony. In the general music classroom, they face uncertain singers, inaccurate singers, and uninterested or defiant singers, as well as eager children who sing with appropriate head tone and good intonation. Often this colorful mix makes…

Legitimacy of Teaching English Composition as a Non-Native Speaker

ERIC Educational Resources Information Center

Bulamur, Ayse Naz

2013-01-01

I examine how American students respond to foreign instructors, who teach English Composition and Research Writing. I discuss how minority teacher's cultural, lingual, and ethnic differences interfere with classroom dynamics in the United States. I rely on my experiences as a Turkish instructor of composition at the University of Wisconsin,…

Teaching Math to My Scholars: Inner City Middle School Students

ERIC Educational Resources Information Center

Iyer, Ranjani; Pitts, Joseph

2017-01-01

Teaching in an inner city school requires classroom management, resilience, and most importantly strategies to promote learning and growth. There is a constant need for acceleration in student growth in core subjects, especially Math. A blended learning model can be an effective option for schools to personalize learning experiences for students…

Using Summative and Formative Assessments to Evaluate EFL Teachers' Teaching Performance

ERIC Educational Resources Information Center

Wei, Wei

2015-01-01

Using classroom observations (formative) and student course experience survey results (summative) to evaluate English lecturers' teaching performances is not new in practice, but surprisingly only a few studies have investigated this issue in a higher education context. This study was conducted in an English department of a large university in…

My Classroom: Ethiopia

ERIC Educational Resources Information Center

Jellick, Matthew

2015-01-01

This article describes the teaching experiences of Dawit Negeri, a teacher in the English Department at Ambo University for the past five years. With a bachelor's degree in English and a master's degree in Teaching English as a Foreign Language, Mr. Negeri is familiar with the subject, using his knowledge to share with students the importance of…

Beyond Polls: Using Science and Student Data to Stimulate Learning

ERIC Educational Resources Information Center

Loepp, Eric D.

2018-01-01

In an effort to promote learning in classrooms, political science instructors are increasingly turning to interactive teaching strategies--experiments, simulations, etc.--that supplement traditional lecture formats. In this article, I advocate the use of student-generated data as a powerful teaching tool that can be used in a variety of ways to…

Teaching Phonics in the Literature-Based Classroom. Bill Harp Professional Teachers Library.

ERIC Educational Resources Information Center

Fowler, Dorothy; Frey, Jean

Intended for preschool, kindergarten, and primary grade teachers, the ideas in this book will support teachers as they plan language and literacy experiences that develop phonological awareness. Stressing that a knowledge of phonemic awareness and phonics is critical to successful reading, the authors encourage teaching all aspects of reading,…

George Glasson and George Bogg's Prospects on the Environmental Friendly Relationship and Ecojustice

ERIC Educational Resources Information Center

Dopico, Eduardo

2011-01-01

This rejoinder to George Glasson and George Bogg's papers provides additional conversation for considering the idea that we try to develop: leaving the classroom to continue teaching. Converting the teaching-learning process into research experiences brings our students not only scientific knowledge, but also an understanding of the research…

Teaching Literature in Virtual Worlds: Immersive Learning in English Studies

ERIC Educational Resources Information Center

Webb, Allen, Ed.

2011-01-01

What are the realities and possibilities of utilizing on-line virtual worlds as teaching tools for specific literary works? Through engaging and surprising stories from classrooms where virtual worlds are in use, this book invites readers to understand and participate in this emerging and valuable pedagogy. It examines the experience of high…

Minimize Subjective Theory, Maximize Authentic Experience in the Teaching of French Civilization.

ERIC Educational Resources Information Center

Corredor, Eva L.

A program developed to teach French civilization and modern France at the U.S. Naval Academy (Annapolis, Maryland) was designed to take advantage of readily available, relatively sophisticated technology for classroom instruction. The hardware used includes a satellite earth station that receives regular television broadcasts from France, a…

Fostering National and Global Citizenship: An Example from South Africa

ERIC Educational Resources Information Center

Ukpokodu, Omiunota Nelly

2008-01-01

During a recent trip to South Africa, the author had an array of opportunities to experience the cultural, historical, political, and geographic landscape of the country. He was privileged to visit classrooms and to teach and interact with students and teachers. Through teaching some lessons on democracy and citizenship, the author learned that…

DNA Fingerprinting in a Forensic Teaching Experiment

ERIC Educational Resources Information Center

Wagoner, Stacy A.; Carlson, Kimberly A.

2008-01-01

This article presents an experiment designed to provide students, in a classroom laboratory setting, a hands-on demonstration of the steps used in DNA forensic analysis by performing DNA extraction, DNA fingerprinting, and statistical analysis of the data. This experiment demonstrates how DNA fingerprinting is performed and how long it takes. It…

School Partnerships: Technology Rich Classrooms and the Student Teaching Experience

ERIC Educational Resources Information Center

VanSlyke-Briggs, Kjersti; Hogan, Molly; Waffle, Julene; Samplaski, Jessica

2014-01-01

Building upon an established relationship between a college and a local school district, this project formally designated a Partnership School, at which education students conduct field experience. In addition to providing these participating pre-service teachers (students) with a clinically rich experience through closer supervision by and…

Integrating teaching and authentic research in the field and laboratory settings

NASA Astrophysics Data System (ADS)

Daryanto, S.; Wang, L.; Kaseke, K. F.; Ravi, S.

2016-12-01

Typically authentic research activities are separated from rigorous classroom teaching. Here we assessed the potential of integrating teaching and research activities both in the field and in the laboratory. We worked with students from both US and abroad without strong science background to utilize advanced environmental sensors and statistical tool to conduct innovative projects. The students include one from Namibia and two local high school students in Indianapolis (through Project SEED, Summer Experience for the Economically Disadvantaged). They conducted leaf potential measurements, isotope measurements and meta-analysis. The experience showed us the great potential of integrating teaching and research in both field and laboratory settings.

Teaching About the Epistemology of Science in Upper Secondary Schools: An Analysis of Teachers' Classroom Talk

NASA Astrophysics Data System (ADS)

Ryder, Jim; Leach, John

2008-02-01

We begin by drawing upon the available literature to identify four characteristics of teacher talk likely to support student learning about the epistemology of science: making appropriate statements about the epistemology of science in the classroom, linking the epistemology of science with specific science concepts, stating and justifying learning aims, and working with students’ ideas. These characteristics are then used in an analysis of the classroom talk of seven teachers as they use published resources for teaching about the epistemology of science for the first time. By focusing on teachers’ initial classroom experiences of using these published resources we identify feasible starting points for professional development activities likely to support these teachers in developing their expertise in this challenging area of teaching. Lessons focused on a specific aspect of the epistemology of science (the development of theoretical models) contextualised within two content areas: electromagnetism and cell membrane structure. Our analysis shows that none of these teachers made clearly inappropriate statements about the epistemology of science in the classroom. However, expertise related to the remaining three characteristics of teacher talk varied between teachers. For example, some teachers used a range of approaches to working with students’ ideas during whole class talk (e.g. asking students to justify their ideas and challenging students’ views) whereas for other teachers students’ ideas were not a strong feature of classroom discourse.

Exploring the Contribution of Classroom Formats on Teaching Effectiveness and Achievement in Upper Elementary Classrooms

ERIC Educational Resources Information Center

Baroody, Alison E.

2017-01-01

This study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effective Teaching database included 464 US classrooms. Classrooms were defined as self-contained if a generalist teacher provided instruction on all subjects…

The Challenges of Science Inquiry Teaching for Pre-Service Teachers in Elementary Classrooms: Difficulties on and under the Scene

NASA Astrophysics Data System (ADS)

Yoon, Hye-Gyoung; Joung, Yong Jae; Kim, Mijung

2012-06-01

In the context of the emphasis on inquiry teaching in science education, this study looks into how pre-service elementary teachers understand and practise science inquiry teaching during field experience. By examining inquiry lesson preparation, practice, and reflections of pre-service elementary teachers, we attempt to understand the difficulties they encounter and what could result from those difficulties in their practice. A total of 16 seniors (fourth-year students) in an elementary teacher education program participated in this study. In our findings, we highlight three difficulties `on the lesson' that are related to teaching practices that were missing in the classrooms: (1) developing children's own ideas and curiosity, (2) guiding children in designing valid experiments for their hypotheses, (3) scaffolding children's data interpretation and discussion and another three difficulties `under the lesson' that are related to problems with the pre-service teachers' conceptualization of the task: (4) tension between guided and open inquiry, (5) incomplete understanding of hypothesis, and (6) lack of confidence in science content knowledge. Based on these findings, we discuss how these difficulties are complexly related in the pre-service teachers' understandings and action. Several suggestions for science teacher education for inquiry teaching, especially hypothesis-based inquiry teaching, are then explored.

We Look More, Listen More, Notice More: Impact of Sustained Professional Development on Head Start Teachers' Inquiry-Based and Culturally-Relevant Science Teaching Practices

NASA Astrophysics Data System (ADS)

Roehrig, Gillian H.; Dubosarsky, Mia; Mason, Annie; Carlson, Stephan; Murphy, Barbara

2011-10-01

Despite many scholars' recommendations, science is often avoided during early childhood education. Among the reasons provided by early childhood teachers for the exclusion of science from their daily routines included science anxiety, low self-efficacy with respect to teaching science, lack of experience participating in science activities as students, or the notion that literacy and language are more important during the early years. In minority populations the problem is even greater due to identification of science with the `culture of. This article presents results from Ah Neen Dush, a sustained and transformative professional development program for Head Start teachers on an American Indian Reservation. The goal of the program is to support early childhood teachers in developing inquiry-based and culturally-relevant teaching practices. Through analysis of teachers' classroom practices, surveys and interviews, we explore changes in teachers' attitudes toward science and inquiry-based practices. Classroom observations were conducted using CLASS (Classroom assessment Scoring System), a tool used to evaluate the quality of classroom interactions. After 1 year of professional development teachers' attitudes were found to improve and after 2 years teachers classroom practices were more inquiry-based with statistically significant increases in CLASS observation scores.

A Portrait in Black and White: An Analysis of Race in the Adult Education Classroom

ERIC Educational Resources Information Center

DeBerry, Tealia N.

2017-01-01

Adult education is a reciprocal relationship between adult learners and adult education practitioners. As such, it is essential to understand the experiences of adult educators and adult education practitioners as they teach adults. This study focuses on how ideas about race and racism are examined in the graduate-level classroom and the adult…

A World in the Classroom: Making Sense of Seasonal Change through Talk and Technology. Technical Report No. 11.

ERIC Educational Resources Information Center

Newman, Denis; Torzs, Frederic

Arguing that the development of a notion of sense-making is of critical importance to improving science learning, this paper examines science teaching in four Boston (Massachusetts)-area classrooms that participated in an experiment on ways of integrating technology into a sixth-grade science curriculum on the earth's seasons. The task of the…

The Study of Literature in a Fifth-Grade Classroom: One Teacher's Perspective. Elementary Subjects Center Series No. 83.

ERIC Educational Resources Information Center

Quirk, Barbara A.; Cianciolo, Patricia J.

A descriptive/observational study examined one teacher's approach to teaching literature in a heterogeneous, self-contained fifth-grade classroom in a growing suburban community in southeastern Michigan during one school year. The teacher (with 21 years experience) was selected by the Murray Hill School administrators and was observed once a week…

Pre-Service Teachers' Epistemic Perspectives about Philosophy in the Classroom: It Is "Not" a Bunch of "Hippie Stuff"

ERIC Educational Resources Information Center

Brownlee, Joanne; Curtis, Elizabeth; Davey Chesters, Sarah; Cobb-Moore, Charlotte; Spooner-Lane, Rebecca; Whiteford, Chrystal; Tait, Gordon

2014-01-01

Using epistemic perspectives as a theoretical framework, this study investigated Australian pre-service teachers' perspectives about knowing, knowledge and children's learning, as they engaged in a semester-long unit on philosophy in the classroom. During the field experience component of the unit, pre-service teachers were required to teach at…

Integrating Popular Web Applications in Classroom Learning Environments and Its Effects on Teaching, Student Learning Motivation and Performance

ERIC Educational Resources Information Center

Lin, Yen-Ting; Jou, Min

2013-01-01

Advancements in information and communication technology (ICT) allowed several tools and systems to be proposed for improving classroom experiences to both instructors and students. However, most of these tools were brand-new and stand-alone programs that require users to invest additional time and effort to become familiar with their use. This…

Classroom Implementation of Context-Based Chemistry Education by Teachers: The Relation between Experiences of Teachers and the Design of Materials

ERIC Educational Resources Information Center

Vos, Martin Anton Jozef; Taconis, Ruurd; Jochems, Wim M. G.; Pilot, Albert

2011-01-01

Worldwide, a tendency is visible in which upper secondary science curricula are innovated in the direction of context-based education. Crucial to these innovations is the way teachers interact with newly developed teaching materials and implement them in classroom practice. The focus of our research is to identify characteristics of the…

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…

How Are Teachers Integrating Technology in K-5 Classrooms? Studying Student Cognitive Engagement Using the Instructional Practices Inventory-Technology (IPI-T) Instrument

ERIC Educational Resources Information Center

Dennis, Larinee B.

2013-01-01

"It is often assumed that changing the classroom by introducing technology will result in better teaching and increased student motivation, which ultimately means more effective student learning experiences" (Donovan, Green, & Hartley, 2010, p. 423). But does it? This is the controversy and debate that surrounds the promise and…

Opening-up Classroom Discourse to Promote and Enhance Active, Collaborative and Cognitively-Engaging Student Learning Experiences

ERIC Educational Resources Information Center

Hardman, Jan

2016-01-01

This paper places classroom discourse and interaction right at the heart of the teaching and learning process. It is built on the argument that high quality talk between the teacher and student(s) provides a fertile ground for an active, highly collaborative and cognitively stimulating learning process leading to improved learning outcomes. High…

The Primary Schoolteacher and Physical Education: A Review of Research and Implications for Irish Physical Education

ERIC Educational Resources Information Center

Fletcher, Tim; Mandigo, James

2012-01-01

This article reviews research on primary physical education (PE). In primary schools around the world PE is taught by the classroom teacher rather than by a PE specialist. Most classroom teachers feel poorly prepared to teach PE programmes that are meaningful to pupils and provide the types of experiences that lead to lifelong participation. This…

Teaching Children with down Syndrome in the Early Years of School

ERIC Educational Resources Information Center

McFadden, Amanda; Tangen, Donna; Spooner-Lane, Rebecca; Mergler, Amanda

2017-01-01

We explored 3 general classroom teachers' experiences of including a child with Down syndrome in their early years classrooms. Located at 3 different Australian school settings, 1 teacher was the head of a Preparatory class, 1 was a Year 3 teacher, and the third was a teacher of a split Preparatory/Year 1 class. Interview data were drawn from a…

What Makes Teachers Use Technology in the Classroom? Exploring the Factors Affecting Facilitation of Technology with a Korean Sample

ERIC Educational Resources Information Center

Baek, Youngkyun; Jung, Jaeyeob; Kim, Bokyeong

2008-01-01

The purpose of this study was to identify factors influencing teachers' decisions about using technology in the classroom setting and examine the degree to which teaching experience affects these decisions. Specifically, the items employed in this study were derived from the teachers' perceptions of technology use. We discovered six factors which…

Simulation Modeling of Lakes in Undergraduate and Graduate Classrooms Increases Comprehension of Climate Change Concepts and Experience with Computational Tools

ERIC Educational Resources Information Center

Carey, Cayelan C.; Gougis, Rebekka Darner

2017-01-01

Ecosystem modeling is a critically important tool for environmental scientists, yet is rarely taught in undergraduate and graduate classrooms. To address this gap, we developed a teaching module that exposes students to a suite of modeling skills and tools (including computer programming, numerical simulation modeling, and distributed computing)…

Factors Contributing to Teachers' Use of Computer Technology in the Classroom

ERIC Educational Resources Information Center

Gilakjani, Abbas Pourhosein

2013-01-01

There are many factors for teachers to use computer technology in their classrooms. The goal of this study is to identify some of the important factors contributing the teachers' use of computer technology. The first goal of this paper is to discuss computer self-efficacy. The second goal is to explain teaching experience. The third goal is to…

Teacher-Perceived Supportive Classroom Climate Protects against Detrimental Impact of Reading Disability Risk on Peer Rejection

ERIC Educational Resources Information Center

Kiuru, Noona; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Siekkinen, Martti; Ahonen, Timo; Nurmi, Jari-Erik

2012-01-01

This study examined the role of a supportive classroom climate, class size, and length of teaching experience as protective factors against children's peer rejection. A total of 376 children were assessed in kindergarten for risk for reading disabilities (RD) and rated by their teachers on socially withdrawn and disruptive behaviors. The grade 1…

A phenomenological evaluation: using storytelling as a primary teaching method.

PubMed

Davidson, Michele R

2004-09-01

This phenomenological study examines the experiences of students who had been enrolled in an undergraduate women's health issues course where storytelling served as one of the primary teaching and learning tools. Using hermeneutic phenomenology, the investigator explored the perceptions of participants at the conclusion of the course. A purposive sample of 10 students made up the focus group. Themes were explicated and analyzed from interviews until data saturation was reached. Content analysis from focus groups revealed three themes: personalizing learning, participatory learning, and group trust/safe environment. Storytelling provided students with an opportunity to become more actively involved, provided a forum to relate real life examples to concrete didactic data, served as a trigger for information recollection, and made material seem more realistic. The increased discussion and interaction within the classroom setting enabled students to probe alternative views and perspectives in the class room. The use of more diverse teaching tools can enhance the students' experiences in the classroom setting.

Affective Teaching: A Method to Enhance Classroom Management

ERIC Educational Resources Information Center

Shechtman, Zipora; Leichtentritt, Judy

2004-01-01

The purpose of the study was to enhance classroom management in special education classrooms. "Affective teaching" was compared with "cognitive teaching" in 52 classrooms in Israel. Data was collected based on observations of three 90 minute lessons, equally divided into the two types of instruction. Results of MANOVA…

Learning to Teach in the Early Years Classroom

ERIC Educational Resources Information Center

Blaise, Mindy; Nuttal, Joce

2011-01-01

"Learning to Teach in the Early Years Classroom" helps teacher education students understand the complexities of teaching in early years' classrooms. It integrates research and theory with practice through vignettes, based on authentic classroom case studies, in order to show students how educators make decisions and achieve expected outcomes.…

Using an adaptive expertise lens to understand the quality of teachers' classroom implementation of computer-supported complex systems curricula in high school science

NASA Astrophysics Data System (ADS)

Yoon, Susan A.; Koehler-Yom, Jessica; Anderson, Emma; Lin, Joyce; Klopfer, Eric

2015-05-01

Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention. Purpose: We propose a model of adaptive expertise to better understand teachers' classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas. Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14-47% advanced science proficiency. Design and methods: We used a holistic multiple case study methodology and collected data during the 2011-2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings. Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise. Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach.

Outside the Classroom and beyond Psychology: A Citation Analysis of the Scientific Influence of Teaching Activities

ERIC Educational Resources Information Center

Tomcho, Thomas J.; Foels, Rob; Walter, Mark I.; Yerkes, Kyle; Brady, Brittany; Erdman, Molly; Dantoni, Lindsay; Venables, Megan; Manry, Allison

2015-01-01

A primary objective for researchers who publish teaching activities and methods in the "Teaching of Psychology" (ToP) is to inform best practices in classroom teaching. Beyond the learning effect in the classroom, these ToP teaching activity and method articles may also have a "scientific" effect that heretofore researchers…

Negotiating the transition between different teaching contexts through shared responsibility and shared reflection

NASA Astrophysics Data System (ADS)

Beers, Jennifer S.

2009-06-01

This paper draws on my personal experiences with coteaching and my participation in the research described by Wassell and LaVan (2009). It examines the role of coteaching in the development of structures that afforded opportunities for shared reflection and shared responsibility between stakeholders in the classroom. It also describes how the schema and practices developed through coteaching and cogenerative dialogue helped mediate the transition between my preservice and inservice teaching experiences.