Should We Flip the Social Studies Classrooms? The Opinions of Social Studies Teacher Candidates on Flipped Classroom

ERIC Educational Resources Information Center

Erdogan, Erdi; Akbaba, Bulent

2018-01-01

The technology revolution continues to profoundly influence the educational process. Thus, the traditional teaching process is changing and education which is individualized with technology supported teaching processes comes to the forefront. One of the concrete indicators is the flipped classroom model. The purpose of this study is to determine…

Practical Strategies for Teaching K-12 Social Studies in Inclusive Classrooms. International Social Studies Forum: The Series

ERIC Educational Resources Information Center

Lintner, Timothy, Ed.; Schweder, Windy, Ed.

2011-01-01

With the national push towards inclusion, more students with disabilities are being placed in general education settings. Furthermore, when placed, more students with disabilities are entering social studies classrooms than any other content area. Classroom teachers are being asked to "reach and teach" all students, often with little support.…

(Re)Positioning Team Teaching: The Visibility and Viability of Learning in Classrooms

ERIC Educational Resources Information Center

Ó Murchú, Finn; Conway, Paul

2017-01-01

Team teaching, where two teachers teach in the same classroom at the same time, while not a new concept, is increasingly being positioned and repositioned in research and policy literatures as central in advancing a range of valued educational goals. These goals include supporting inclusive learning for all students as well as supporting…

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…

Learning to Teach Argumentation: Research and Development in the Science Classroom

ERIC Educational Resources Information Center

Simon, Shirley; Erduran, Sibel; Osborne, Jonathan

2006-01-01

The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts.…

Utilizing Multimedia Database Access: Teaching Strategies Using the iPad in the Dance Classroom

ERIC Educational Resources Information Center

Ostashewski, Nathaniel; Reid, Doug; Ostashewski, Marcia

2016-01-01

This article presents action research that identified iPad tablet technology-supported teaching strategies in a dance classroom context. Dance classrooms use instructor-accessed music as a regular element of lessons, but video is both challenging and time-consuming to produce or display. The results of this study highlight how the Apple iPad…

Helping Classroom Staff Teach General Music.

ERIC Educational Resources Information Center

Reynolds, Charles

1979-01-01

In Anchorage, Alaska, classroom teachers are supported in their music teaching by resource teachers who provide in-service, regular demonstration lessons, and locally developed materials. This article describes the program's schedule, costs, and staffing, as well as the role of the music resource teacher. (SJL)

Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

NASA Astrophysics Data System (ADS)

Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

2017-03-01

The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

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.

Multicultural Teaching Competence of Korean Early Childhood Educators

ERIC Educational Resources Information Center

Park, Sungok R.

2016-01-01

Discourse among early childhood education researchers increasingly emphasizes the need for teachers to better understand and support diversity in their classrooms. As part of a larger mixed-method study, this qualitative research illuminates Korean early childhood educators' multicultural teaching competence. While Korean classrooms are in…

The UNESCO Resource Pack for Nutrition Teaching-Learning: An Introduction to Volume I. Nutrition Education Series 8.

ERIC Educational Resources Information Center

Van der Vynckt, Susan; Barclay, Ellen

This guide provides an introduction to the "UNESCO Sourcebook for Classroom Nutrition Teaching-Learning," which is designed for both actual classroom use and as teacher-training support material, with lesson plans, teaching methods, and learning activities. Nutrition information is presented in such a way that important concepts are not limited to…

How School and District Leaders Support Classroom Teachers' Work with English Language Learners

ERIC Educational Resources Information Center

Elfers, Ana M.; Stritikus, Tom

2014-01-01

Purpose: This study examines the ways in which school and district leaders create systems of support for classroom teachers who work with linguistically diverse students. We attempt to uncover the intentional supports leaders put in place for classroom teachers and how this may be part of a broader teaching and learning effort. Research Design:…

First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.

PubMed

Abry, Tashia; Granger, Kristen L; Bryce, Crystal I; Taylor, Michelle; Swanson, Jodi; Bradley, Robert H

2018-05-24

Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness). Observers rated G1 teaching practices: teachers' classroom management, controlling instruction, and amount of academic instruction (classroom observation system). Children completed literacy and math assessments at 54 months, G1, and G3 (Woodcock Johnson Letter-Word Identification and Applied Problems), and executive functioning at G1 and G3 (Tower of Hanoi). Direct associations emerged between CLA and controlling instruction (positive), classroom management, and academic instruction (both negative). In addition, CLA was related to G1 literacy (but not math) directly and indirectly via classroom management (negatively) and controlling instruction (positively). The addition of G3 outcomes revealed a negative direct longitudinal association between CLA and G3 executive functioning, and indirect associations with G3 literacy and math through G1 teaching practices and literacy. Results support the notion that collective student characteristics influence student outcomes in part through teaching practices and suggest that teachers and students may benefit from the diffusion of high-adversity classroom compositions when possible. Moreover, in high-adversity classrooms teachers and students may benefit from supports targeting classroom management and foundational student competencies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Classroom observation data and instruction in primary mathematics education: improving design and rigour

NASA Astrophysics Data System (ADS)

Thompson, Carla J.; Davis, Sandra B.

2014-06-01

The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics classroom observational data and student achievement data, and (b) to examine the impact of providing periodic classroom observational data feedback to teachers using a Relational-Feedback-Intervention (RFI) Database Model. This observational research effort focused on an empirical examination of student engagement levels in time spent on specific learning activities observed in primary mathematics classrooms as predictors of student competency outcomes in mathematics. Data were collected from more than 2,000 primary classroom observations in 17 primary schools during 2009-2011 and from standardised end-of-year tests for mathematics achievement. Results revealed predictive relationships among several types of teaching and learning tasks with student achievement. Specifically, the use of mathematics concepts, technology and hands-on materials in primary mathematics classrooms was found to produce substantive predictors of increased student mathematics achievement. Additional findings supported the use of periodic classroom observation data reporting as a positive influence on teachers' decisions in determining instructional tasks for inclusion in primary mathematics classrooms. Study results indicate classroom observational research involving a RFI Database Model is a productive tool for improving teaching and learning in primary mathematics classrooms.

Participatory Learning Walks: Reflective Practice for the Conductor-Music Educator

ERIC Educational Resources Information Center

Baker, William J.; King, Heidi

2013-01-01

Learning walks can be defined as ongoing, structured classroom visits by senior teachers and other colleagues intended to gather data about teaching and learning through observation and interaction with students. Used in areas such as classroom teaching, learning walks are designed to support professional learning for educators and encourage…

The Mediated Classroom: A Systems Approach to Better University Instruction.

ERIC Educational Resources Information Center

Ranker, Richard A.

1995-01-01

Describes the design and equipment configuration of four mediated classrooms installed at a small university. Topics include audio, visual, and environmental subsystems; the teaching workstation; integration into learning, including teaching faculty how to use it and providing support services; and an instructional technology integration model.…

Survival Guide for the First-Year Special Education Teacher. Revised Edition.

ERIC Educational Resources Information Center

Cohen, Mary Kemper; And Others

This guidebook offers practical advice to support special education teachers in their first year of teaching. The first chapter, "Getting Ready To Teach," outlines preparations necessary before school begins, such as organizing the classroom and establishing planning and record-keeping strategies. "Tips for the Classroom" lists what teachers…

Leading a Classroom Discussion: Definition, Supportive Evidence, and Measurement of the "ETS"® National Observational Teaching Examination (NOTE) Assessment Series. Research Memorandum No. RM-16-09

ERIC Educational Resources Information Center

Witherspoon, Margaret; Sykes, Gary; Bell, Courtney

2016-01-01

This paper provides a description and rationale for a performance assessment of a teaching practice--leading a classroom discussion (LCD)--included in the ETS® National Observational Teaching Examination (NOTE) assessment series. In this assessment, candidates interact with a small class of virtual students represented by avatars in a…

Teaching Ideas and Activities for Classroom: Integrating Technology into the Pedagogy of Integral Calculus and the Approximation of Definite Integrals

ERIC Educational Resources Information Center

Caglayan, Gunhan

2016-01-01

The purpose of this article is to offer teaching ideas in the treatment of the definite integral concept and the Riemann sums in a technology-supported environment. Specifically, the article offers teaching ideas and activities for classroom for the numerical methods of approximating a definite integral via left- and right-hand Riemann sums, along…

Paired peer review of university classroom teaching in a school of nursing and midwifery.

PubMed

Bennett, Paul N; Parker, Steve; Smigiel, Heather

2012-08-01

Peer review of university classroom teaching can increase the quality of teaching but is not universally practiced in Australian universities. To report an evaluation of paired peer-review process using both paper and web based teaching evaluation tools. Twenty university teachers in one metropolitan Australian School of Nursing and Midwifery were randomly paired and then randomly assigned to a paper based or web-based peer review tool. Each teacher reviewed each other's classroom teaching as part of a peer review program. The participants then completed an 18 question survey evaluating the peer review tool and paired evaluation process. Responses were analyzed using frequencies and percentages. Regardless of the tool used, participants found this process of peer review positive (75%), collegial (78%), supportive (61%) and non-threatening (71%). Participants reported that the peer review will improve their own classroom delivery (61%), teaching evaluation (61%) and planning (53%). The web-based tool was found to be easier to use and allowed more space than the paper-based tool. Implementation of a web-based paired peer review system can be a positive method of peer review of university classroom teaching. Pairing of teachers to review each other's classroom teaching is a promising strategy and has the potential to improve teaching in teaching universities. Copyright © 2011 Elsevier Ltd. All rights reserved.

Inquiry as an entry point to equity in the classroom

NASA Astrophysics Data System (ADS)

Tang, Gail; El Turkey, Houssein; Cilli-Turner, Emily; Savic, Milos; Karakok, Gulden; Plaxco, David

2017-11-01

Although many policy documents include equity as part of mathematics education standards and principles, researchers continue to explore means by which equity might be supported in classrooms and at the institutional level. Teaching practices that include opportunities for students to engage in active learning have been proposed to address equity. In this paper, through aligning some characteristics of inquiry put forth by Cook, Murphy and Fukawa-Connelly with Gutiérrez's dimensions of equity, we theoretically explore the ways in which active learning teaching practices that focus on inquiry could support equity in the classroom.

Instructional Reasoning about Interpretations of Student Thinking That Supports Responsive Teaching in Secondary Mathematics

ERIC Educational Resources Information Center

Dyer, Elizabeth B.; Sherin, Miriam Gamoran

2016-01-01

Basing instruction on the substance of student thinking, or responsive teaching, is a critical strategy for supporting student learning. Previous research has documented responsive teaching by identifying observable teaching practices in a broad range of disciplines and classrooms. However, this research has not provided access to the teacher…

A Multiple-Case Study on the Impact of Teacher Professional Development for Online Teaching on Face-to-Face Classroom Teaching Practices

ERIC Educational Resources Information Center

Parra, Julia Lynn

2010-01-01

Today's teachers need preparation, support, and professional development to help them change their curriculum and teaching practices. One area of potential for this preparation, support, and professional development is currently being evidenced in the field of online teaching and learning. In preparing teachers for teaching online, research…

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.

Supporting Climate Literacy in the K12 Classroom by Identifying Educators' Perceived Barriers to and Gaps in Resources for Teaching Climate Change

NASA Astrophysics Data System (ADS)

Tayne, K.

2015-12-01

As K12 teachers seek ways to provide meaningful learning opportunities for students to understand climate change, they often face barriers to teaching about climate and/or lack relevant resources on the topic. In an effort to better understand how to support K12 teachers in this role, a survey about "teaching climate change" was created and distributed. The results of the 2015 survey are presented, based on more than 200 teacher responses. Respondents included National Science Teachers Association (NSTA) members, 2015 STEM Teacher and Researcher (STAR) Fellows and science teachers from several U.S. school districts. The survey identifies teachers' perceived barriers to teaching climate change, for example difficulty integrating climate change concepts into specific core courses (i.e., biology), as well as desired classroom resources, such as climate change project-based learning (PBL) units that connect to the Next Generation Science Standards (NGSS). Survey results also indicate possible pathways for federal agencies, non-profits, universities and other organizations to have a more significant impact on climate literacy in the classroom. In response to the survey results, a comprehensive guide is being created to teach climate change in K12 classrooms, addressing barriers and providing resources for teachers. For example, in the survey, some teachers indicated that they lacked confidence in their content knowledge and understanding of climate change, so this guide provides web-based resources to help further an educator's understanding of climate change, as well as opportunities for relevant online and in-person professional development. In this quest for desired resources to teach climate change, gaps in accessible and available online resources are being identified. Information about these "gaps" may help organizations that strive to support climate literacy in the classroom better serve teachers.

Survival Guide for the First-Year Special Education Teacher.

ERIC Educational Resources Information Center

Carballo, Julie Berchtold; And Others

This book offers guidelines to support beginning special education teachers in their first year of teaching. "Getting Ready To Teach" covers things to do before school begins, such as organizing the classroom and establishing planning and record-keeping strategies. "Tips for the Classroom" focuses on surviving the first day, establishing classroom…

Teaching with the Internet: Lessons from the Classroom.

ERIC Educational Resources Information Center

Leu, Donald J., Jr.; Leu, Deborah Diadiun; Len, Katherine R.

This book is designed to give teachers ideas about how to effectively integrate the Internet into the classroom, based on teaching practices throughout the world. The book is organized three sections. The first section provides an introduction to Internet use and applications. Chapters include the potential of the Internet to support learning,…

Perceptions and Reflections on the Role of the Teaching Assistant in the Classroom Environment

ERIC Educational Resources Information Center

Tucker, Stanley

2009-01-01

This literature-based article examines a range of factors directly influencing and shaping perceptions of the role of the teaching assistant within UK classrooms. Drawing directly on research gathered and analysed through three systematic literature reviews into "pupils" support and academic engagement' and other contemporary literature,…

Theoretical Beliefs and Instructional Practices Used for Teaching Spelling in Elementary Classrooms

ERIC Educational Resources Information Center

McNeill, Brigid; Kirk, Cecilia

2014-01-01

The current study aimed to examine teachers' reported spelling assessment and instruction practices. Analysis of the match between teachers' theoretical beliefs about spelling and their reported pedagogy was conducted to elucidate factors that may support or impede the use of evidence-based teaching strategies in the classroom. An electronic…

Is Effective Teaching Stable?

ERIC Educational Resources Information Center

Patrick, Helen; Mantzicopoulos, Panayota

2016-01-01

The authors examined the ecological validity of using observation-based scores to evaluate individual teachers' effectiveness, mirroring their use by school administrators. Using the Classroom Assessment Scoring System, the authors asked (a) how similar are teachers' emotional support, classroom organization, and instructional support scores from…

Screencasting to Support Effective Teaching Practices

ERIC Educational Resources Information Center

Thomas, Amanda

2017-01-01

Increasing availability of digital devices in elementary school classrooms presents exciting new opportunities for teachers to support the teaching and learning of mathematics. Although many of the math applications available for these devices focus on drill and practice of mathematical procedures, screencasting apps can help support effective…

The Responsive Environmental Assessment for Classroom Teaching (REACT): the dimensionality of student perceptions of the instructional environment.

PubMed

Nelson, Peter M; Demers, Joseph A; Christ, Theodore J

2014-06-01

This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures. PsycINFO Database Record (c) 2014 APA, all rights reserved.

The Departmental Script as an Ongoing Conversation into the Phronesis of Teaching Science as Inquiry

NASA Astrophysics Data System (ADS)

Melville, Wayne; Campbell, Todd; Fazio, Xavier; Bartley, Anthony

2012-12-01

This article investigates the extent to which a science department script supports the teaching and learning of science as inquiry and how this script is translated into individual teachers' classrooms. This study was completed at one school in Canada which, since 2000, has developed a departmental script supportive of teaching and learning of science as inquiry. Through a mixed-method strategy, multiple data sources were drawn together to inform a cohesive narrative about scripts, science departments, and individual classrooms. Results of the study reveal three important findings: (1) the departmental script is not an artefact, but instead is an ongoing conversation into the episteme, techne and phronesis of science teaching; (2) the consistently reformed teaching practices that were observed lead us to believe that a departmental script has the capacity to enhance the teaching of science as inquiry; and, (3) the existence of a departmental script does not mean that teaching will be `standardized' in the bureaucratic sense of the word. Our findings indicate that a departmental script can be considered to concurrently operate as an epistemic script that is translated consistently across the classes, and a social script that was more open to interpretation within individual teachers' classrooms.

Teaching and Learning with Mobile Computing Devices: Case Study in K-12 Classrooms

ERIC Educational Resources Information Center

Grant, Michael M.; Tamim, Suha; Brown, Dorian B.; Sweeney, Joseph P.; Ferguson, Fatima K.; Jones, Lakavious B.

2015-01-01

While ownership of mobile computing devices, such as cellphones, smartphones, and tablet computers, has been rapid, the adoption of these devices in K-12 classrooms has been measured. Some schools and individual teachers have integrated mobile devices to support teaching and learning. The purpose of this qualitative research was to describe the…

Teaching Poetry: Reading and Responding to Poetry in the Secondary Classroom

ERIC Educational Resources Information Center

Naylor, Amanda; Wood, Audrey

2011-01-01

"Teaching Poetry" is an indispensable source of guidance, confidence and ideas for all those new to the secondary English classroom. Written by experienced teachers who have worked with the many secondary pupils who "don't get" poetry, this friendly guide will help you support pupils as they access, understand, discuss and enjoy classic and…

A Case Study of Co-Teaching in an Inclusive Secondary High-Stakes World History I Classroom

ERIC Educational Resources Information Center

van Hover, Stephanie; Hicks, David; Sayeski, Kristin

2012-01-01

In order to provide increasing support for students with disabilities in inclusive classrooms in high-stakes testing contexts, some schools have implemented co-teaching models. This qualitative case study explores how 1 special education teacher (Anna) and 1 general education history teacher (John) make sense of working together in an inclusive…

An Instructional Consultation Service for Graduate Teaching Assistants.

ERIC Educational Resources Information Center

Habel, J. C.; Graveel, J. G.

1988-01-01

Described is a support program that guides prospective college teachers in teaching an introductory soil science laboratory course. Ideas are presented about the preparation for teaching and concerns of teaching assistants. A table citing classroom observation protocol is included. (RT)

Primary Grades Teachers' Teacher Identities and Teaching Practices in the United States and Japanese Mathematics Classrooms

ERIC Educational Resources Information Center

Johns, Kyoko Maeno

2009-01-01

The research supports the contentions that teachers' beliefs influence classroom practice and student achievement. Although research has been done to examine teachers' beliefs and classroom practice, limited research has investigated how one's culture and community affect teacher identity and mathematics classroom practice. The development over…

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.

Providing Effective Professional Development for Teachers through the Lunar Workshops for Educators

NASA Astrophysics Data System (ADS)

Canipe, Marti; Buxner, Sanlyn; Jones, Andrea; Hsu, Brooke; Shaner, Andy; Bleacher, Lora

2014-11-01

In order to integrate current scientific discoveries in the classroom, K-12 teachers benefit from professional development and support. The Lunar Workshops for Educators is a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO) and conducted by the LRO Education and Public Outreach (E/PO) Team. The Lunar Workshops for Educators, have provided this professional development for teachers for the last five years. Program evaluation includes pre- and post- content tests and surveys related to classroom practice, daily surveys, and follow-up surveys conducted during the academic year following the summer workshops to assess how the knowledge and skills learned at the workshop are being used in the classroom. The evaluation of the workshop shows that the participants increased their overall knowledge of lunar science and exploration. Additionally, they gained knowledge about student misconceptions related to the Moon and ways to address those misconceptions. The workshops impacted the ways teachers taught about the Moon by providing them with resources to teach about the Moon and increased confidence in teaching about these topics. Participants reported ways that the workshop impacted their teaching practices beyond teaching about the Moon, encouraging them to include more inquiry and other teaching techniques demonstrated in the workshops in their science classes. Overall, the program evaluation has shown the Lunar Workshops for Educators are effective at increasing teachers’ knowledge about the Moon and use of inquiry-based teaching into their classrooms. Additionally, the program supports participant teachers in integrating current scientific discoveries into their classrooms.

Can I Blow It Up? Can I Eat It? Exploring the Science of Food

ERIC Educational Resources Information Center

Harrison, Gill; Holyman, Sam

2017-01-01

Easy-to-use classroom resources that support science teaching are always welcomed by time-poor teachers. Ideally these resources should be easy to find, useful and have the flexibility to be incorporated with minimal adaptation into an already full teaching day. Using food in the classroom is certainly not a new idea--especially for primary school…

The Perception of Preservice Mathematics Teachers on the Role of Scaffolding in Achieving Quality Mathematics Classroom Instruction

ERIC Educational Resources Information Center

Bature, Iliya Joseph; Jibrin, Adamu Gagdi

2015-01-01

This paper was designed to investigate the perceptions of four preservice mathematics teachers on the role of scaffolding in supporting and assisting them achieves quality classroom teaching. A collaborative approach to teaching through a community of practice was used to obtain data for the three research objectives that were postulated. Two…

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…

Classroom Management and the ADHD Student

ERIC Educational Resources Information Center

Colberg, Laura

2010-01-01

Meeting the academic needs of a student with Attention Deficit Hyperactivity Disorder (ADHD) can be taxing on teachers and students. This research highlights classroom management strategies that general education teachers might include in their teaching to support the academic growth students with ADHD, while continuing to support all students in…

Pedagogy for the Connected Science Classroom: Computer Supported Collaborative Science and the Next Generation Science Standards

ERIC Educational Resources Information Center

Foley, Brian J.; Reveles, John M.

2014-01-01

The prevalence of computers in the classroom is compelling teachers to develop new instructional skills. This paper provides a theoretical perspective on an innovative pedagogical approach to science teaching that takes advantage of technology to create a connected classroom. In the connected classroom, students collaborate and share ideas in…

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.

Reversing the Downward Spiral of Science Instruction in K-2 Classrooms

NASA Astrophysics Data System (ADS)

Sandholtz, Judith Haymore; Ringstaff, Cathy

2011-10-01

This study investigated the extent to which teacher professional development led to changes in science instruction in K-2 classrooms in rural school districts. The research specifically examined changes in (a) teachers' content knowledge in science; (b) teachers' self-efficacy related to teaching science; (c) classroom instructional time allotted to science; and (d) instructional strategies used in science. The study also investigated contextual factors contributing to or hindering changes in science instruction. Data sources included a teacher survey, a self-efficacy assessment, content knowledge tests, interviews, and classroom observations. After one year in the program, teachers showed increased content knowledge and self-efficacy in teaching science; they spent more instructional time on science and began using different instructional strategies. Key contextual factors included curricular demands, resources, administrative support, and support from other teachers.

Inclusion 101: How To Teach All Learners.

ERIC Educational Resources Information Center

Bauer, Anne M.; Shea, Thomas M.

This book is designed to help educators provide effective instruction to students with disabilities in inclusive classrooms. Chapters address: (1) the concepts of inclusive society, schools, classrooms and services; (2) legal foundations for inclusion and government support for education; (3) the qualities of inclusive schools and classrooms; (4)…

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…

"Periscope": Looking into Learning in Best-Practices Physics Classrooms

ERIC Educational Resources Information Center

Scherr, Rachel E.; Goertzen, Renee Michelle

2018-01-01

"Periscope" is a set of lessons to support learning assistants, teaching assistants, and faculty in learning to notice and interpret classroom events the way an accomplished teacher does. "Periscope" lessons are centered on video episodes from a variety of best-practices university physics classrooms. By observing, discussing,…

Technology in College Classrooms: An Action Research Examining the Use of Powerpoint in ELL Classrooms

ERIC Educational Resources Information Center

Zhang, Weiwei

2012-01-01

This research looks at the use of PowerPoint as an instructional tool for teaching English language learners (ELL) who studied in a language program at a state university in the Pacific Northwest. The purpose of the research was to discover and to explore the perceptions of PowerPoint supported teaching and learning that were held by the students,…

Using a Constant Time Delay Procedure to Teach Support Personnel to Use a Simultaneous Prompting Procedure

ERIC Educational Resources Information Center

Britton, Nicole Scott; Collins, Belva C.; Ault, Melinda Jones; Bausch, Margaret E.

2017-01-01

Within the context of a multiple baseline design, the researchers in this investigation used a constant time delay (CTD) procedure to teach two classroom support personnel (i.e., paraprofessional, peer tutor) to use a simultaneous prompting (SP) procedure when teaching a high school student with a moderate intellectual disability to (a) identify…

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms.

PubMed

Sandilos, Lia E; Cycyk, Lauren M; Hammer, Carol Scheffner; Sawyer, Brook E; López, Lisa; Blair, Clancy

This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality.

Design, Validation, and Use of an Evaluation Instrument for Monitoring Systemic Reform.

ERIC Educational Resources Information Center

Scantlebury, Kathryn; Boone, William; Kahle, Jane Butler; Fraser, Barry J.

2001-01-01

Describes the design, development, validation, and use of an instrument that measures student attitudes and several environmental dimensions (i.e., standards-based teaching, home support, and peer support). Indicates that the classroom environment (standards-based teaching practices) was the strongest independent predictor of both achievement and…

An Extra Radiator? Teachers' Views of Support Teaching and Withdrawal in Developing the English of Bilingual Pupils.

ERIC Educational Resources Information Center

Williamson, John

1989-01-01

Explores the attitudes of British secondary school teachers toward withdrawal and mainstream support as ways of helping bilingual pupils develop competence in English. Suggests that the results allow for envisaging an ideal classroom situation for teaching bilingual pupils. (KO)

Instructional characteristics in mathematics classrooms: relationships to achievement goal orientation and student engagement

NASA Astrophysics Data System (ADS)

Lazarides, Rebecca; Rubach, Charlott

2017-02-01

This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students' mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.

A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

NASA Astrophysics Data System (ADS)

Falkner, Katrina; Vivian, Rebecca

2015-10-01

To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.

Embedded Formative Assessment and Classroom Process Quality: How Do They Interact in Promoting Science Understanding?

ERIC Educational Resources Information Center

Decristan, Jasmin; Klieme, Eckhard; Kunter, Mareike; Hochweber, Jan; Büttner, Gerhard; Fauth, Benjamin; Hondrich, A. Lena; Rieser, Svenja; Hertel, Silke; Hardy, Ilonca

2015-01-01

In this study we examine the interplay between curriculum-embedded formative assessment--a well-known teaching practice--and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students' understanding of the scientific concepts of…

Self Reflections of Undergraduate Students on Using Web-Supported Counterintuitive Science Demonstrations

NASA Astrophysics Data System (ADS)

Kumar, David Devraj; Dunn, Jessica

2018-03-01

Analysis of self-reflections of undergraduate education students in a project involving web-supported counterintuitive science demonstrations is reported in this paper. Participating students (N = 19) taught science with counterintuitive demonstrations in local elementary school classrooms and used web-based resources accessed via wireless USB adapters. Student reflections to seven questions were analyzed qualitatively using four components of reflection (meeting objectives/perception of learning, dynamics of pedagogy, special needs accommodations, improving teaching) deriving 27 initial data categories and 12 emergent themes. Overall the undergraduates reported meeting objectives, engaging students in pedagogically relevant learning tasks including, providing accommodations to students with special needs, and gaining practice and insight to improve their own teaching. Additional research is needed to arrive at generalizable findings concerning teaching with web-supported counterintuitive science demonstrations in elementary classrooms.

Becoming urban science teachers by transforming middle-school classrooms: A study of the Urban Science Education Fellows Program

NASA Astrophysics Data System (ADS)

Furman, Melina Gabriela

The current scenario in American education shows a large achievement and opportunity gap in science between urban children in poverty and more privileged youth. Research has shown that one essential factor that accounts for this gap is the shortage of qualified science teachers in urban schools. Teaching science in a high poverty school presents unique challenges to beginner teachers. Limited resources and support and a significant cultural divide with their students are some of the common problems that cause many novice teachers to quit their jobs or to start enacting what has been described as "the pedagogy of poverty." In this study I looked at the case of the Urban Science Education Fellows Program. This program aimed to prepare preservice teachers (i.e. "fellows") to enact socially just science pedagogies in urban classrooms. I conducted qualitative case studies of three fellows. Fellows worked over one year with science teachers in middle-school classrooms in order to develop transformative action research studies. My analysis focused on how fellows coauthored hybrid spaces within these studies that challenged the typical ways science was taught and learned in their classrooms towards a vision of socially just teaching. By coauthoring these hybrid spaces, fellows developed grounded generativity, i.e. a capacity to create new teaching scenarios rooted in the pragmatic realities of an authentic classroom setting. Grounded generativity included building upon their pedagogical beliefs in order to improvise pedagogies with others, repositioning themselves and their students differently in the classroom and constructing symbols of possibility to guide their practice. I proposed authentic play as the mechanism that enabled fellows to coauthor hybrid spaces. Authentic play involved contexts of moderate risk and of distributed expertise and required fellows to be positioned at the intersection of the margins and the center of the classroom community of practice. In all, this study demonstrates that engaging in classroom reform can support preservice teachers in developing specialized tools to teach science in urban classrooms.

Re-Framing Race in Teaching Writing across the Curriculum

ERIC Educational Resources Information Center

Poe, Mya

2013-01-01

Although faculty across the curriculum are often faced with issues of racial identity in the teaching of writing, WAC has offered little support for addressing race in assignment design, classroom interactions, and assessment. Through examples from teaching workshops, I offer specific ways that we can engage discussions about teaching writing and…

Teaching Replays, Teaching Rehearsals, and Re-Visions of Practice: Learning from Colleagues in a Mathematics Teacher Community

ERIC Educational Resources Information Center

Horn, Ilana Seidel

2010-01-01

Background/Context: Research shows that teachers' understandings of students, subject, and teaching influence their classroom practice. Additionally, teachers' colleagues have a role in shaping individuals' approaches to teaching and their responses to reform. Focus of Study: To understand how interactions with colleagues support teachers'…

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.

The role of prediction in the teaching and learning of mathematics

NASA Astrophysics Data System (ADS)

Lim, Kien H.; Buendía, Gabriela; Kim, Ok-Kyeong; Cordero, Francisco; Kasmer, Lisa

2010-07-01

The prevalence of prediction in grade-level expectations in mathematics curriculum standards signifies the importance of the role prediction plays in the teaching and learning of mathematics. In this article, we discuss benefits of using prediction in mathematics classrooms: (1) students' prediction can reveal their conceptions, (2) prediction plays an important role in reasoning and (3) prediction fosters mathematical learning. To support research on prediction in the context of mathematics education, we present three perspectives on prediction: (1) prediction as a mental act highlights the cognitive aspect and the conceptual basis of one's prediction, (2) prediction as a mathematical activity highlights the spectrum of prediction tasks that are common in mathematics curricula and (3) prediction as a socio-epistemological practice highlights the construction of mathematical knowledge in classrooms. Each perspective supports the claim that prediction when used effectively can foster mathematical learning. Considerations for supporting the use of prediction in mathematics classrooms are offered.

School food practices of prospective teachers.

PubMed

Rossiter, Melissa; Glanville, Theresa; Taylor, Jennifer; Blum, Ilya

2007-12-01

Schoolteachers can affect students' eating habits in several ways: through nutrition knowledge, positive role modeling, and avoidance of unhealthy classroom food practices. In this study, the knowledge, attitudes, and eating behaviors of prospective teachers as determinants of intended classroom food practices and the school environment and its potential impact on classroom food practices were examined and explored. One hundred and three students (response rate 79%) enrolled in the final year of a bachelor of education program with at least 22 weeks of practice teaching completed a self-administered questionnaire adapted from the Teens Eating for Energy and Nutrition at School teaching staff survey. Indexes related to classroom food practices, school food environment, personal health, fat intake, and nutrition knowledge were constructed and explored quantitatively using linear modeling techniques and contingency table analysis. The majority of respondents reported a high fat intake (65%) and had mid-to-low nutrition knowledge (72%). While most respondents (93%) believed that a healthy school food environment was important, two thirds reported unhealthy classroom food practices. Unhealthy classroom food practices were more likely to be used by those intending to teach at the secondary level, those who held a high personal health belief, and those who demonstrated less support for a healthy school environment. These findings suggest that knowledge, attitudes, and food behaviors of prospective teachers may be barriers to promoting healthy food habits to their future students. Further, prospective teachers would benefit from policies and programs that support healthy classroom practices and from compulsory nutrition education in the teacher training curriculum.

The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school.

PubMed

Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard

2016-12-01

In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. N = 1,052 students from 53 German primary school classes and their science teachers participated. Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. © 2016 The British Psychological Society.

The Translation of Teachers' Understanding of Gifted Students Into Instructional Strategies for Teaching Science

NASA Astrophysics Data System (ADS)

Park, Soonhye; Steve Oliver, J.

2009-08-01

This study examined how instructional challenges presented by gifted students shaped teachers’ instructional strategies. This study is a qualitative research grounded in a social constructivist framework. The participants were three high school science teachers who were teaching identified gifted students in both heterogeneously- and homogeneously-grouped classrooms. Major data sources are classroom observations and interviews. Data analysis indicated that these science teachers developed content-specific teaching strategies based on their understanding of gifted students, including: (a) instructional differentiation, e.g., thematic units, (b) variety in instructional mode and/or students’ products, (c) student grouping strategies and peer tutoring, (d) individualized support, (e) strategies to manage challenging questions, (f) strategies to deal with the perfectionism, and (g) psychologically safe classroom environments.

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms

PubMed Central

Sandilos, Lia E.; Cycyk, Lauren M.; Hammer, Carol Scheffner; Sawyer, Brook E.; López, Lisa; Blair, Clancy

2015-01-01

Research Findings This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. Practice or Policy The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality. PMID:26924914

Mentoring as Teaching and Learning.

ERIC Educational Resources Information Center

Baker, Moira P.

As teaching assistants, graduate students are often thrown into the deep waters of their first courses with little or no direction, instruction, or support. Teacher training programs offer little help in achieving a sense of professional teaching or classroom methodology. The Mentor program of Radford University's English Department provides an…

Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice

NASA Astrophysics Data System (ADS)

Hvidsten, Connie J.

Connie J. Hvidsten September 2016 Education Secondary Science Teachers Making Sense of Model-Based Classroom Instruction: Understanding the Learning and Learning Pathways Teachers Describe as Supporting Changes in Teaching Practice This dissertation consists of three papers analyzing writings and interviews of experienced secondary science teachers during and after a two-year professional development (PD) program focused on model-based reasoning (MBR). MBR is an approach to science instruction that provides opportunities for students to use conceptual models to make sense of natural phenomena in ways that are similar to the use of models within the scientific community. The aim of this research is to better understand the learning and learning pathways teachers identified as valuable in supporting changes in their teaching practice. To accomplish this aim, the papers analyze the ways teachers 1) ascribe their learning to various aspects of the program, 2) describe what they learned, and 3) reflect on the impact the PD had on their teaching practice. Twenty-one secondary science teachers completed the Innovations in Science Instruction through Modeling (ISIM) program from 2007 through 2009. Commonalities in the written reflections and interview responses led to a set of generalizable findings related to the impacts and outcomes of the PD. The first of the three papers describes elements of the ISIM program that teachers associated with their own learning. One of the most frequently mentioned PD feature was being in the position of an adult learner. Embedding learning in instructional practice by collaboratively developing and revising lessons, and observing the lessons in one-another's classrooms provided a sense of professional community, accountability, and support teachers reported were necessary to overcome the challenges of implementing new pedagogical practices. Additionally, teachers described that opportunities to reflect on their learning and connect their experiences to a larger literature base and rationale helped them negotiate the dissonance occurring as they tried new practices in their own classroom. Teachers associated these elements with learning about both science content and effective instructional pedagogy and producing a level of dissatisfaction with current understanding that motivated their persistence when met with obstacles or struggles. The second of the three papers analyzes what teachers said they learned in the ISIM program. Teachers' reported learning about scientific models, both how they are used in both the scientific community and how they can support students' classroom learning. Additionally, teachers mentioned learning more about the science they taught through interacting with models during the PD and learned more about effective teaching strategies. Teachers also reported learning about themselves as teachers and learners, as well as about the school and classroom contexts that shape their ability to implement new instructional practices. Finally, the third paper draws from interviews occurring a year or more after the program ended to identify how teachers reported changes in their classroom instruction resulting from their ISIM participation. Four of the teachers reported little or no change in classroom practice. Eight teachers described changes to their teaching to incorporate elements of the professional development, but who fell short of adopting model-based reasoning as a core feature of their classroom instruction. Nine teachers expressed a strong understanding of modeling instruction, and its ongoing influence on their classroom instruction.

Using Simulation to Teach Project Management in the Professional Writing Classroom

ERIC Educational Resources Information Center

Krause, Tim

2010-01-01

It hardly bears noting that when writing instructors teach professional writing they focus on helping students learn to analyze complex communication scenarios, conduct careful research to support their position, and to responsibly and succinctly apply the process of writing any number of supporting documents. Developing these skills are essential…

Teaching Strategies: Supporting EAL Students in Learning Biology Terminology

ERIC Educational Resources Information Center

Fernando, Primani; Cooper, Rebecca

2017-01-01

This paper provides a brief introduction to teaching strategies that can be used to support English as Additional Language (EAL) students in learning biology terminology. The paper begins with an overview of EAL students and considers the difficulties that they may face in the classroom along with the challenges that mainstream teachers may have…

Socialization, Social Support, and Social Cognitive Theory: An Examination of the Graduate Teaching Assistant

ERIC Educational Resources Information Center

Dixon, Kelly Elizabeth

2012-01-01

Graduate teaching assistants (GTAs) face the unknown as they negotiate their multiple roles and identities within the graduate school and classroom setting as teachers, students, and researchers. The purpose of this study is to identify the role that institutionalized socialization, social support, and behavioral observation and modeling play for…

Improving classroom quality with the RULER Approach to Social and Emotional Learning: proximal and distal outcomes.

PubMed

Hagelskamp, Carolin; Brackett, Marc A; Rivers, Susan E; Salovey, Peter

2013-06-01

The RULER Approach to Social and Emotional Learning ("RULER") is designed to improve the quality of classroom interactions through professional development and classroom curricula that infuse emotional literacy instruction into teaching-learning interactions. Its theory of change specifies that RULER first shifts the emotional qualities of classrooms, which are then followed, over time, by improvements in classroom organization and instructional support. A 2-year, cluster randomized controlled trial was conducted to test hypotheses derived from this theory. Sixty-two urban schools either integrated RULER into fifth- and sixth-grade English language arts (ELA) classrooms or served as comparison schools, using their standard ELA curriculum only. Results from multilevel modeling with baseline adjustments and structural equation modeling support RULER's theory of change. Compared to classrooms in comparison schools, classrooms in RULER schools exhibited greater emotional support, better classroom organization, and more instructional support at the end of the second year of program delivery. Improvements in classroom organization and instructional support at the end of Year 2 were partially explained by RULER's impacts on classroom emotional support at the end of Year 1. These findings highlight the important contribution of emotional literacy training and development in creating engaging, empowering, and productive learning environments.

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.

Experiencing a Mathematical Problem-Solving Teaching Approach: Opportunities to Identify Ambitious Teaching Practices

ERIC Educational Resources Information Center

Bailey, Judy; Taylor, Merilyn

2015-01-01

Learning to teach is a complex matter, and many different models of pre-service teacher education have been used to support novice teachers' preparation for the classroom. More recently there have been calls for a focus on core high-leverage teaching practices and for novice teachers to engage in representations, decompositions, and approximations…

Research-based resources on PhysPort

NASA Astrophysics Data System (ADS)

Sayre, Eleanor

2017-01-01

PhysPort (http://physport.org) is a website that supports physics faculty in implementing research-based teaching practices in their classrooms. We provide expert recommendations and practical information about teaching methods and assessment. The PhysPort Data Explorer is an intuitive online tool for physics faculty to analyze their assessment data. Faculty upload their students' responses using our secure interface. The Data Explorer matches their pre/post data, scores it, compares it to national data, and graphs it in an interactive and intuitive manner. The Periscope collection on Physport brings together classroom video of students working groups with professional development materials for faculty, pre-service teachers, and learning assistants. To support PhysPort's development efforts, we conduct research on faculty needs around teaching and assessment, secondary analysis of published PER studies, and primary analysis of assessment data. In this talk, I'll introduce some of PhysPort's research-based resources and the research results which support them.

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 Primer for Education/Outreach to the Classroom and Community

NASA Astrophysics Data System (ADS)

Zaleskiewicz, Ted

2002-11-01

As one example of successful cooperation among major plasma/fusion research laboratories in the United States and Europe, we discuss the development of the well-known classroom teaching chart, "Fusion - Physics of a Fundamental Energy Source", and associated materials produced by the Contemporary Physics Education Project(CPEP). CPEP is a not-for-profit organization of physicists and teachers incorporated to develop teaching materials on contemporary physics topics suitable for use in the introductory (high school and college) classroom. The Fusion Chart is currently available in 7 languages: English, Flemish, French, German, Italian, Portuguese, and Spanish. The series of supporting materials include a Teacher's Guide, 7 hands-on classroom activities, and a Web supplement at http://FusEdWeb.pppl.gov/CPEP/chart.html. All materials are being used successfully in high school teacher training workshops across North America under the auspices of APS/DPP, AAPT, and PTRA (Physics Teaching Resource Agents) programs. Though the materials were developed primarily for use by classroom teachers, they are also valuable resources for individual experts who have the opportunity to make presentations to educational or civic groups. This talk will illustrate various teaching strategies which increase the effectiveness of the materials, including demonstrations of two of the classroom activities, with audience participation invited.

Integration of Lesson Study in Teaching Practice of Social Study Student Teachers to Improve the Quality of Learning and Promote a Sustainable Lesson Study

ERIC Educational Resources Information Center

Towaf, Siti Malikhah

2016-01-01

Teaching Practice is a required course for all students in education programs, divided into two sections. The first, is intended as the process of creating Syllabus, teaching plans, instructional medias and supporting material for "peer teaching" practice. The second, is intended to assign students to do classroom teaching. "Lesson…

Supporting pre-service elementary teachers in their understanding of inquiry teaching through the construction of a third discursive space

NASA Astrophysics Data System (ADS)

Greca, Ileana M.

2016-03-01

Several international reports promote the use of the inquiry teaching methodology for improvements in science education at elementary school. Nevertheless, research indicates that pre-service elementary teachers have insufficient experience with this methodology and when they try to implement it, the theory they learnt in their university education clashes with the classroom practice they observe, a problem that has also been noted with other innovative methodologies. So, it appears essential for pre-service teachers to conduct supportive reflective practice during their education to integrate theory and practice, which various studies suggest is not usually done. Our study shows how opening up a third discursive space can assist this supportive reflective practice. The third discursive space appears when pre-service teachers are involved in specific activities that allow them to contrast the discourses of theoretical knowledge taught at university with practical knowledge arising from their ideas on science and science teaching and their observations during classroom practice. The case study of three pre-service teachers shows that this strategy was fundamental in helping them to integrate theory and practice, resulting in a better understanding of the inquiry methodology and its application in the classroom.

Teaching Strategies to Support isiXhosa Learners Who Receive Education in a Second/Third Language

ERIC Educational Resources Information Center

Kotzé, T.; Van der Westhuizen, M.; Barnard, E.

2017-01-01

There are a number of challenges related to teaching in a multi-linguistic classroom. Despite the literature clearly indicating how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical framework of Bronfenbrenner's ecological systems theory. In an attempt to…

Challenges and Support When Teaching Science through an Integrated Inquiry and Literacy Approach

ERIC Educational Resources Information Center

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Sørvik, Gard Ove

2014-01-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible…

Prevent-Teach-Reinforce: The School-Based Model of Individualized Positive Behavior Support

ERIC Educational Resources Information Center

Dunlap, Glen; Iovannone, Rose; Kincaid, Donald; Wilson, Kelly; Christiansen, Kathy; Strain, Phillip; English, Carie

2010-01-01

Solve serious behavior challenges in K-8 classrooms with this easy-to-use book, the first practical guide to the research-proven Prevent-Teach-Reinforce (PTR) model. Developed by some of the most respected authorities on positive behavior support, this innovative model gives school-based teams a five-step plan for reducing problems unresolved by…

The Power Dynamics and Politics of Survey Design: Measuring Workload Associated with Teaching, Administering and Supporting Work-Integrated Learning Courses

ERIC Educational Resources Information Center

Clark, Lindie; Rowe, Anna; Cantori, Alex; Bilgin, Ayse; Mukuria, Valentine

2016-01-01

Work-integrated learning (WIL) courses can be more time consuming and resource intensive to design, teach, administer and support than classroom-based courses, as they generally require different curricula and pedagogical approaches as well as additional administrative and pastoral responsibilities. Workload and resourcing issues are reported as…

Learning Designs Using Flipped Classroom Instruction (Conception d'apprentissage à l'aide de l'instruction en classe inversée)

ERIC Educational Resources Information Center

Mazur, Amber D.; Brown, Barbara; Jacobsen, Michele

2015-01-01

The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about how the flipped classroom model can support teaching, learning and assessment…

Response-based Multimedia and the Culture of the Classroom: A Pilot Study of "Kid's Space" in Four Elementary Classrooms. Report Series 2.26.

ERIC Educational Resources Information Center

Meskill, Carla; Swan, Karen

A pilot study describes the prototype design and classroom implementation of "Kid's Space," a response-based multimedia application for literature teaching and learning. "Kid's Space" was designed around the metaphor of a universe populated by the individual student's world. Each world supports a variety of personal spaces in…

Effective Classroom Discipline: Advice for Educators.

ERIC Educational Resources Information Center

Fuhr, Don

1993-01-01

The need for properly administered classroom discipline is manifested by misbehaving students desiring structure that reveals the importance of managing time, distinguishes between right and wrong, and supports the notion of perseverance. Top performers in administration and teaching understand and practice effective discipline by reinforcing and…

High school teachers' perspectives on effective approaches for teaching biology to students with special needs

NASA Astrophysics Data System (ADS)

Kos, Agnieszka

The demands of national educational reforms require high school biology teachers to provide high quality instruction to students with and without special needs. The reforms, however, do not provide teachers with adequate teaching strategies to meet the needs of all students in the same context. The purpose of this grounded theory study was to understand high school biology teachers' perspectives, practices, and challenges in relation to teaching students with special needs. This approach was used to develop a substantive model for high school biology teachers who are challenged with teaching students with and without special needs. Data were collected via in-depth interviews with 15 high school teachers in a Midwestern school district. The data were analyzed using open coding, axial coding, and selective coding procedures in accordance with the grounded theory approach. Essential model components included skills and training for teachers, classroom management strategies, teaching strategies, and student skills. The emergent substantive theory indicated that that teacher preparation and acquired skills greatly influence the effectiveness of inclusion implementation. Key findings also indicated the importance of using of a variety of instructional strategies and classroom management strategies that address students' special needs and their learning styles. This study contributes to social change by providing a model for teaching students and effectively implementing inclusion in regular science classrooms. Following further study, this model may be used to support teacher professional development and improve teaching practices that in turn may improve science literacy supported by the national educational reforms.

Working with Support in the Classroom

ERIC Educational Resources Information Center

Campbell, Anne, Ed.; Fairbairn, Gavin, Ed.

2005-01-01

Given that the government is committed to recruiting 50,000 extra teaching and teaching assistants by 2006 (Smithers, Guardian 18 October 2002), arguably the best use of teaching assistants can be achieved when they are properly briefed about the learning outcomes, content and appropriate styles of presentation for the group of pupils with whom…

Integrating Curriculum: A Case Study of Teaching Global Education

ERIC Educational Resources Information Center

Ferguson-Patrick, Kate; Reynolds, Ruth; Macqueen, Suzanne

2018-01-01

Despite widespread support for integrated approaches to teaching, classroom practice reveals a lack of implementation. This paper explores challenges and opportunities in teaching an integrated curriculum, and connects this with the contemporary notion of a twenty-first century curriculum and pedagogy. A case study of Global Education (GE) is used…

Training basic teaching skills to community and institutional support staff for people with severe disabilities: a one-day program.

PubMed

Parsons, M B; Reid, D H; Green, C W

1996-01-01

Shortcomings in the technology for training support staff in methods of teaching people with severe disabilities recently have resulted in calls to improve the technology. We evaluated a program for training basic teaching skills within one day. The program entailed classroom-based verbal and video instruction, practice, and feedback followed by on-the-job feedback. In Study I, four undergraduate interns participated in the program, and all four met the mastery criterion for teaching skills. Three teacher aides participated in Study 2, with results indicating that when the staff applied their newly acquired teaching skills, students with profound disabilities made progress in skill acquisition. Clinical replications occurred in Study 3, involving 17 staff in school classrooms, group homes, and an institution. Results of Studies 2 and 3 also indicated staff were accepting of the program and improved their verbal skills. Results are discussed regarding advantages of training staff in one day. Future research suggestions are offered, focusing on identifying means of rapidly training other teaching skills in order to develop the most effective, acceptable, and efficient technology for staff training.

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…

Alt/Space 12(3)

ERIC Educational Resources Information Center

Rosenfeld, Malke, Ed.

2014-01-01

This section is full of stories from teaching artists working to clarify what needs to change within their practices and moving toward solutions--whether it's supporting a classroom of learners in new and unexpected ways, reassessing one's approach in the classroom, shepherding an individual child toward success, or professionalizing an entire…

Classroom Network Technology as a Support for Systemic Mathematics Reform: The Effects of TI MathForward on Student Achievement in a Large, Diverse District

ERIC Educational Resources Information Center

Penuel, William; Singleton, Corinne; Roschelle, Jeremy

2011-01-01

Low-cost, portable classroom network technologies have shown great promise in recent years for improving teaching and learning in mathematics. This paper explores the impacts on student learning in mathematics when a program to introduce network technologies into mathematics classrooms is integrated into a systemic reform initiative at the…

An Ecological Reading of Mathematical Language in a Grade 3 Classroom: A Case of Learning and Teaching Measurement Estimation

ERIC Educational Resources Information Center

Towers, Jo; Hunter, Kim

2010-01-01

In our work in teacher education and professional development, we aim to help teachers to learn to participate in, and create, classroom ecologies that support students' learning. In this article we focus on the challenges of developing a classroom ecology that provides mathematical sustenance for students. We pay particular attention to the ways…

Toward Better Goal Clarity in Instruction: How Focus on Content, Social Exchange and Active Learning Supports Teachers in Improving Dialogic Teaching Practices

ERIC Educational Resources Information Center

Alles, Martina; Seidel, Tina; Gröschner, Alexander

2018-01-01

Goal clarity is an essential element of classroom dialogue and a component of effective instruction. Until now, teachers have been struggling to implement goal clarity in the classroom dialogue. In the present study, we investigated the classroom practice of teachers in a video-based intervention called the Dialogic Video Cycle (DVC) and compared…

"MyTeachingPartner--Math/Science" Pre-Kindergarten Curricula and Teacher Supports: Associations with Children's Mathematics and Science Learning

ERIC Educational Resources Information Center

Kinzie, Mable B.; Whittaker, Jessica Vick; Williford, Amanda P.; DeCoster, Jamie; McGuire, Patrick; Lee, Youngju; Kilday, Carolyn R.

2014-01-01

"MyTeachingPartner--Math/Science" ("MTP-MS") is a system of two curricula (math and science) plus teacher supports designed to improve the quality of instructional interactions in pre-kindergarten classrooms and to scaffold children's development in mathematics and science. The program includes year-long curricula in these…

Using Social Impact Games (SIGS) to Support Constructivist Learning: Creating a Foundation for Effective Use in the Secondary Social Studies Education

ERIC Educational Resources Information Center

Ray, Beverly; Faure, Caroline; Kelle, Fay

2013-01-01

This paper examines how Social Impact Games (SIGs) can provide important instructional support in secondary social studies classrooms. When used within the framework of the constructivist teaching philosophy and teaching methods, as recommended by the NCSS (2010), SIGs have the potential to hone critical thinking, collaboration, and problem…

Listening to Students

ERIC Educational Resources Information Center

Phillips, Vicki

2013-01-01

Good teaching involves knowing the course content and how to teach it; building a strong, trusting relationship with students; setting and supporting high expectations; and continually monitoring students' understanding and adjusting instruction accordingly. Of course, those things must be done while maintaining classroom control and managing…

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.

The Discourse of Classroom Interaction in Kenyan Primary Schools

ERIC Educational Resources Information Center

Pontefract, Caroline; Hardman, Frank

2005-01-01

This paper addresses the role of classroom discourse in supporting children's learning in Kenyan primary schools. The discourse strategies of 27 teachers teaching English, mathematics and science across the primary phase were intensively studied using discourse analysis and semi-structured interviews. A survey questionnaire (n = 359) was also used…

Tying It All Together

ERIC Educational Resources Information Center

Hirsh, Stephanie; Crow, Tracy

2017-01-01

The learning team cycle as described in "Becoming a Learning Team: A Guide to a Teacher-Led Cycle of Continuous Improvement" by Stephanie Hirsh and Tracy Crow was created to support teams of teachers working on particular lessons and instructional challenges within classrooms. Even as the day-to-day work of classroom teaching continues,…

Feedback in a Multiethnic Classroom Discussion: A Case Study

ERIC Educational Resources Information Center

Strandberg, Max; Lindberg, Viveca

2012-01-01

This article focuses on teaching "about" and "for" cultural diversity. More specifically, we look at the manner in which different types of teacher feedback either support or hinder student interaction and student learning. We identified seven types of feedback that were used in classroom discussions with 14-15-year-old…

"Got Llorona?": Teaching for the Development of Symbolic Competence

ERIC Educational Resources Information Center

Vinall, Kimberly

2016-01-01

Cultural and literary texts are used in the foreign language classroom to support learners' language development, cultural awareness, and reading comprehension. While classroom activities frequently facilitate a literal understanding of facts and events, these texts offer another potential level of analysis: symbolic dimensions, which focus on how…

Content-Rich Instruction in Preschool

ERIC Educational Resources Information Center

Neuman, Susan B.

2014-01-01

Universal preschool has the potential to close the knowledge gap--but only if we consider how to best teach preschoolers. Unbridled enthusiasm for universal preschool must be balanced with thoughtful consideration of what goes on in these classrooms, and what activities will most support children's learning. Content-centered classrooms help…

Psychology for the Classroom: E-Learning

ERIC Educational Resources Information Center

Woollard, John

2011-01-01

"Psychology for the Classroom: E-Learning" is a lively and accessible introduction to the field of technology-supported teaching and learning and the educational psychology associated with those developments. Offering a substantial and useful analysis of e-learning, this practical book includes current research, offers a grounding in both theory…

Teaching Strategies for Diverse Learners in FCS Classrooms

ERIC Educational Resources Information Center

Allison, Barbara N.; Rehm, Marsha L.

2007-01-01

The growing diversity in today's classrooms demands that family and consumer sciences (FCS) teachers be knowledgeable, responsive, and well-prepared to work with a multicultural, multilingual student population. To meet the needs of students from all backgrounds, FCS teachers must use a broad array of research-based strategies that support diverse…

Technology in the Classroom: A Collection of Articles.

ERIC Educational Resources Information Center

King, Tom, Ed.

This collection of articles address three themes: the growing research supporting the belief that technology in education makes a difference for student learning; innovative ways to use technology in teaching; and firsthand accounts of schools that have successfully implemented technology in their classrooms. Through effective use, educators can…

Are students' impressions of improved learning through active learning methods reflected by improved test scores?

PubMed

Everly, Marcee C

2013-02-01

To report the transformation from lecture to more active learning methods in a maternity nursing course and to evaluate whether student perception of improved learning through active-learning methods is supported by improved test scores. The process of transforming a course into an active-learning model of teaching is described. A voluntary mid-semester survey for student acceptance of the new teaching method was conducted. Course examination results, from both a standardized exam and a cumulative final exam, among students who received lecture in the classroom and students who had active learning activities in the classroom were compared. Active learning activities were very acceptable to students. The majority of students reported learning more from having active-learning activities in the classroom rather than lecture-only and this belief was supported by improved test scores. Students who had active learning activities in the classroom scored significantly higher on a standardized assessment test than students who received lecture only. The findings support the use of student reflection to evaluate the effectiveness of active-learning methods and help validate the use of student reflection of improved learning in other research projects. Copyright © 2011 Elsevier Ltd. All rights reserved.

When teacher-centered instructors are assigned to student-centered classrooms

NASA Astrophysics Data System (ADS)

Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris

2014-06-01

Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when the design of the classroom (conventional or teacher-centered versus student-centered classroom spaces) is consistent or inconsistent with the teacher's epistemic beliefs about learning and teaching (traditional or teacher-centered versus student-centered pedagogies). We compare two types of pedagogical approaches and two types of classroom settings through a quasiexperimental 2×2 factorial design. We collected data from 214 students registered in eight sections of an introductory calculus-based mechanics course given at a Canadian publicly funded two-year college. All students were given the Force Concept Inventory at the beginning and at the end of the 15-week-long course. We then focused on six teachers assigned to teach in the student-centered classroom spaces. We used qualitative observations and the Approaches to Teaching Inventory (ATI), a self-reported questionnaire, to determine the teachers' epistemic beliefs (teacher-centered or student-centered) and how these beliefs affected their use of the space and their students' conceptual learning. We report four main findings. First, the student-centered classroom spaces are most effective when used with student-centered pedagogies. Second, student-centered classrooms are ineffective when used with teacher-centered pedagogies and may have negative effects for students with low prior knowledge. Third, we find a strong correlation between six instructors' self-reported epistemic beliefs of student centeredness and their classes' average normalized gain (r =0.91; p =0.012). Last, we find that some instructors are more willing to adopt student-centered teaching practices after using student-centered classroom spaces. These data suggest that student-centered classrooms are effective only when instructors' epistemic framework of teaching and learning is consistent with a student-centered pedagogy. However, the use of the student-centered classrooms may change instructors' epistemic frameworks over time. Further research should focus on how to better support teachers with shifting epistemic frameworks as well as helping students with lower prior knowledge in student-centered classroom spaces.

Improving Michigan STEM Teachers and Teaching: The W.K. Kellogg Foundation's Woodrow Wilson Teaching Fellowship

ERIC Educational Resources Information Center

Woodrow Wilson National Fellowship Foundation, 2016

2016-01-01

The W. K. Kellogg Foundation's Woodrow Wilson Michigan Teaching Fellowship successfully addressed the challenge of preparing and supporting effective teachers for Michigan's high-need classrooms, while helping transform teacher education across the state for the long term. This report analyzes the efforts of the W. K. Kellogg Foundation's Woodrow…

The "Teaching Pyramid": A Model for the Implementation of Classroom Practices within a Program-Wide Approach to Behavior Support

ERIC Educational Resources Information Center

Hemmeter, Mary Louise; Fox, Lise

2009-01-01

The "Teaching Pyramid" (Fox, Dunlap, Hemmeter, Joseph, & Strain, 2003) is a framework for organizing evidence-based practices for promoting social-emotional development and preventing and addressing challenging behavior in preschool programs. In this article, we briefly describe the "Teaching Pyramid" as a framework for implementing effective…

Teaching English by Design: How to Create and Carry Out Instructional Units

ERIC Educational Resources Information Center

Smagorinsky, Peter

2007-01-01

"Teaching English by Design" is two books in one: a primer for teaching secondary English and a comprehensive guide to creating and using four to six-week instructional units. Peter Smagorinsky shares important insight about students, how they learn, and what kinds of classrooms support their achievement in reading and writing. Then he uses those…

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…

Exploring the Effectiveness of Implementing Seminars as a Teaching and an Assessment Method in a Children's Literature Course

ERIC Educational Resources Information Center

Al'Adawi, Sharifa Said Ali

2017-01-01

The classroom environment should support students' autonomy through teaching and assessment methods. This article highlights students' perceptions about the value of implementing seminars as a teaching and an assessment method in a children's literature course in a college of applied sciences (XCAS). Additionally, preparation considerations and…

University-School Partnerships: Pre-Service and In-Service Teachers Working Together to Teach Primary Science

ERIC Educational Resources Information Center

Kenny, John Daniel

2012-01-01

This paper reports on a partnership approach preparing pre-service primary teachers to teach science. Partnerships involving pre-service teachers and volunteer in-service colleagues were formed to teach science in the classroom of the colleague, with support from the science education lecturer. Each pre-service teacher collaboratively planned and…

Teaching about Contemporary Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts, Content and Skills.

ERIC Educational Resources Information Center

Blankenship, Glen

This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional…

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.

Learning Cycle Model of a Science Lesson

NASA Astrophysics Data System (ADS)

Jim, Jim; Nelson, Jane

2006-09-01

Editor's note: One of the goals of AAPT is to provide support and encouragement to those new to teaching physics by sharing ideas that experienced physics teachers have found helpful. I hope you will look to this column throughout the year to find help with lesson planning, ideas for classroom management, and opportunities for professional growth. This month's contributing authors, Jane and Jim Nelson, are award-winning physics teachers with years of experience in the classroom, conducting PTRA workshops, and serving as leaders for local, state, and national AAPT organizations. Their contributions to physics teaching are much too numerous to list here, but their joy in sharing ideas with you is typical of the support you will find from AAPT.

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.

Structuring Cooperative Learning in Teaching English Pronunciation

ERIC Educational Resources Information Center

Chen, Hsuan-Yu; Goswami, Jaya S.

2011-01-01

Classrooms incorporating Cooperative Learning (CL) structures facilitate a supportive learning environment for English Language Learners (ELLs). Accurate pronunciation by ELLs is important for communication, and also benefits academic achievement. The known benefits of CL for ELLs make it a desirable learning environment to teach pronunciation…

Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool.

PubMed

Schepis, M M; Reid, D H; Ownbey, J; Parsons, M B

2001-01-01

We evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool. The program involved classroom-based instruction, role playing, and feedback regarding how to effectively prompt, correct, and reinforce child behavior. Descriptions of naturally occurring teaching opportunities in which to use the teaching skills were also provided. Following classroom training, brief on-the-job training was provided to each staff member, followed by on-the-job feedback. Results indicated that each staff member increased her use of correct teaching procedures when training was implemented. Improvements in child performance accompanied each application of the staff training program. Results are discussed in terms of using effective staff training as one means of increasing the use of recommended intervention procedures in inclusive settings. Areas for future research could focus on training staff to embed other types of recommended practices within typical preschool routines involving children with disabilities.

Professional Parity Between Co-Teachers in Secondary Science and Math As Influenced By Administrative Support

NASA Astrophysics Data System (ADS)

Nordh, Camilla S.

2011-12-01

School improvement plans, budget constraints, and compliance mandates targeting academic progress for all students indicate a need for maximal professional efficacy at every level in the educational system, including parity between co-teachers in the co-teaching service delivery model. However, research shows that the special education co-teacher frequently assumes an assistive role while the general education co-teacher adopts a leading role in the classroom. When the participants in a co-teaching partnership fail to equitably share the professional responsibilities for which both teachers are qualified to perform, overall efficacy is compromised in that the special education teacher is not exercising his or her qualified expertise. Administrative support can be a primary influencing factor in increasing parity between the co-teachers. A qualitative study using a phenomenological design was conducted to explore the influences of co-teacher attitudes and administrative support on professional parity in co-taught secondary science and math classrooms. Content analysis was used to interpret data from interviews with five special education and 15 general education co-teachers at eight secondary schools in a suburban school district in a mid-Atlantic state. Five themes emerged from the data: content mastery by the special education co-teacher, joint planning time for co-teachers, continuity within co-teaching dyads, compatible personalities between co-teachers, and clear administrative expectations about co-teaching. Results indicate that administrative support to consider the content mastery of the special education co-teacher is the most influential factor to parity, followed by the co-teaching partners having joint planning time and that both can be implemented through scheduling and assignment considerations rather than training initiatives. The results provide an examination of each theme as it pertains to the issue of professional efficacy in co-teaching and offer an important foundation on which to develop further research addressing administrative support for co-teaching. Further research in areas such as accountability in the co-taught classroom, the marketing and delivery of professional development initiatives targeting co-teaching, general education teachers' pre-service training in special education services and strategies, as well as administrative factors influencing co-teaching assignments is needed as a part of continued efforts to maximize professional efficacy.

The impact of technology on the enactment of inquiry in a technology enthusiast's sixth grade science classroom

NASA Astrophysics Data System (ADS)

Waight, Noemi; Abd-El-Khalick, Fouad

2007-01-01

This study investigated the impact of the use of computer technology on the enactment of inquiry in a sixth grade science classroom. Participants were 42 students (38% female) enrolled in two sections of the classroom and taught by a technology-enthusiast instructor. Data were collected over the course of 4 months during which several inquiry activities were completed, some of which were supported with the use of technology. Non-participant observation, classroom videotaping, and semi-structured and critical-incident interviews were used to collect data. The results indicated that the technology in use worked to restrict rather than promote inquiry in the participant classroom. In the presence of computers, group activities became more structured with a focus on sharing tasks and accounting for individual responsibility, and less time was dedicated to group discourse with a marked decrease in critical, meaning-making discourse. The views and beliefs of teachers and students in relation to their specific contexts moderate the potential of technology in supporting inquiry teaching and learning and should be factored both in teacher training and attempts to integrate technology in science teaching.

The Effects of Mentored Problem-Based STEM Teaching on Pre-Service Elementary Teachers: Scientific Reasoning and Attitudes Toward STEM Subjects

NASA Astrophysics Data System (ADS)

Caliendo, Julia C.

Problem-based learning in clinical practice has become an integral part of many professional preparation programs. This quasi-experimental study compared the effect of a specialized 90-hour field placement on elementary pre-service teachers' scientific reasoning and attitudes towards teaching STEM (science, technology, engineering, and math) subjects. A cohort of 53 undergraduate elementary education majors, concurrent to their enrollment in science and math methods classes, were placed into one of two clinical practice experiences: (a) a university-based, problem-based learning (PBL), STEM classroom, or (b) a traditional public school classroom. Group gain scores on the Classroom Test of Scientific Reasoning (CTSR) and the Teacher Efficacy and Attitudes Toward STEM Survey-Elementary Teachers (T-STEM) survey were calculated. A MANCOVA revealed that there was a significant difference in gain scores between the treatment and comparison groups' scientific reasoning (p = .011) and attitudes towards teaching STEM subjects (p = .004). The results support the hypothesis that the pre-service elementary teachers who experienced STEM mentoring in a PBL setting will have an increase in their scientific reasoning and produce positive attitudes towards teaching STEM subjects. In addition, the results add to the existing research suggesting that elementary pre-service teachers require significant academic preparation and mentored support in STEM content.

It's Not the Moore Method, But… a Student-Driven, Textbook-Supported, Approach to Teaching Upper-Division Mathematics

ERIC Educational Resources Information Center

Shannon, Kathleen

2018-01-01

This paper describes, as an alternative to the Moore Method or a purely flipped classroom, a student-driven, textbook-supported method for teaching that allows movement through the standard course material with differing depths, but the same pace. This method, which includes a combination of board work followed by class discussion, on-demand brief…

The achievement impact of the inclusion model on the standardized test scores of general education students

NASA Astrophysics Data System (ADS)

Garrett-Rainey, Syrena

The purpose of this study was to compare the achievement of general education students within regular education classes to the achievement of general education students in inclusion/co-teach classes to determine whether there was a significant difference in the achievement between the two groups. The school district's inclusion/co-teach model included ongoing professional development support for teachers and administrators. General education teachers, special education teachers, and teacher assistants collaborated to develop instructional strategies to provide additional remediation to help students to acquire the skills needed to master course content. This quantitative study reviewed the end-of course test (EoCT) scores of Grade 10 physical science and math students within an urban school district. It is not known whether general education students in an inclusive/co-teach science or math course will demonstrate a higher achievement on the EoCT in math or science than students not in an inclusive/co-teach classroom setting. In addition, this study sought to determine if students classified as low socioeconomic status benefited from participating in co-teaching classrooms as evidenced by standardized tests. Inferential statistics were used to determine whether there was a significant difference between the achievements of the treatment group (inclusion/co-teach) and the control group (non-inclusion/co-teach). The findings can be used to provide school districts with optional instructional strategies to implement in the diverse classroom setting in the modern classroom to increase academic performance on state standardized tests.

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…

[The use of virtual learning environment in teaching basic and advanced life support].

PubMed

Cogo, Ana Luísa Petersen; Silveira, Denise Tolfo; Lírio, Aline de Morais; Severo, Carolina Lopes

2003-12-01

The present paper is the result of an experiment conducted as part of the Nursing: basic and advanced life support course, which was offered as a semi-online course using the virtual learning environment called Learning Space. The virtual learning environment optimizes classroom dynamics, since in the classroom setting, practical activities may be privileged; besides, learning is customized as students may access the environment whenever and wherever they wish.

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

A Teacher Professional Development Model for Teaching Socioscientific Issues

ERIC Educational Resources Information Center

Carson, Katherine; Dawson, Vaille

2016-01-01

This paper describes the development and implementation of a three-pillared model for teaching socioscientific issues: teacher professional development; curriculum resources; and classroom support. A professional development program and curriculum resource based on the socioscientific issue of climate change was trialled with 75 Western Australian…

What Do I Say Next? Using The Third Turn to Build Productive Instructional Discussions

ERIC Educational Resources Information Center

Ford-Connors, Evelyn; Robertson, Dana A.

2017-01-01

Research has strongly supported the role of classroom talk as a valuable teaching and learning tool. Carefully crafted teacher-student discussions that encourage broad student participation and knowledge building correlate with increased knowledge generation and higher academic achievement. To better understand classroom talk as an instructional…

Technology Integration in Science Classrooms: Framework, Principles, and Examples

ERIC Educational Resources Information Center

Kim, Minchi C.; Freemyer, Sarah

2011-01-01

A great number of technologies and tools have been developed to support science learning and teaching. However, science teachers and researchers point out numerous challenges to implementing such tools in science classrooms. For instance, guidelines, lesson plans, Web links, and tools teachers can easily find through Web-based search engines often…

Using Video Surveillance Footage to Support Validity of Self-Reported Classroom Data

ERIC Educational Resources Information Center

Lee, Dabae; Arthur, Ian T.; Morrone, Anastasia S.

2017-01-01

The use of video surveillance footage presents a new possibility in educational research as a reliable and valid source of learning and teaching activities in classrooms. However, the unique nature of surveillance footage requires different approaches and poses distinctive challenges in utilizing it in research, yet no methodological guides are…

Inclusion Classrooms and Teachers: A Survey of Current Practices

ERIC Educational Resources Information Center

Kilanowski-Press, Lisa; Foote, Chandra J.; Rinaldo, Vince J.

2010-01-01

This study investigates the current state of inclusion practices in general education classrooms via survey of 71 inclusion teachers currently serving as special educators across the state of New York. Specifically, small group instruction, co-teaching, one-to-one instruction, and planning support are explored in relationship to class size, number…

Implementing and Assessing a Flipped Classroom Model for First-Year Engineering Design

ERIC Educational Resources Information Center

Saterbak, Ann; Volz, Tracy; Wettergreen, Matthew

2016-01-01

Faculty at Rice University are creating instructional resources to support teaching first-year engineering design using a flipped classroom model. This implementation of flipped pedagogy is unusual because content-driven, lecture courses are usually targeted for flipping, not project-based design courses that already incorporate an abundance of…

Crossing Cultural and Gender Borders to Change the Way We Use Discourse in the Classroom

ERIC Educational Resources Information Center

Lloyd, Keith

2013-01-01

Though many teachers have adopted collaborative models for teaching writing and literature, much of classroom discussion, in small or large groups, is driven by the assumption that arguing ideas is a competitive exercise. Generally, essays written in this context are "counter-positional" and "agonistic," supporting points by…

Exploring the Classroom Practice of Productive Pedagogies of the Malaysian Secondary School Geography Teacher

ERIC Educational Resources Information Center

Ahmad@Shaari, Mohammad Zohir; Jamil, Hazri; Razak, Nordin Abd

2012-01-01

The productive pedagogies as a framework to enhance teaching and learning outcomes were developed by Lingard et al. (2001) consisted of four main dimensions--intellectual quality, connectedness, supportive classroom environment, and working with and valuing differences. This study is to investigate the productive pedagogical practices among…

Teaching with Interactive Picture E-Books in Grades K-6

ERIC Educational Resources Information Center

Schugar, Heather Ruetschlin; Smith, Carol A.; Schugar, Jordan T.

2013-01-01

This article presents general implications for using interactive electronic picture books in the classroom. The suggestions are rooted in research with middle grades readers in a tutoring setting and kindergarten through fourth-grade classroom settings. Specific attention is given toward those features in eBooks that may distract, support, or…

Classroom Observation Data and Instruction in Primary Mathematics Education: Improving Design and Rigour

ERIC Educational Resources Information Center

Thompson, Carla J.; Davis, Sandra B.

2014-01-01

The use of formal observation in primary mathematics classrooms is supported in the literature as a viable method of determining effective teaching strategies and appropriate tasks for inclusion in the early years of mathematics learning. The twofold aim of this study was to (a) investigate predictive relationships between primary mathematics…

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…

Communicating Charisma in Instructional Settings: Indicators and Effects of Charismatic Teaching

ERIC Educational Resources Information Center

Bolkan, San; Goodboy, Alan K.

2014-01-01

Within their classrooms, instructors may engage in a variety of behaviors including those perceived to be charismatic. Though researchers have uncovered instructor behaviors that have been postulated to theoretically represent charisma in the classroom, to date no quantitative data have been presented to support these claims. The current study…

Instructional Characteristics in Mathematics Classrooms: Relationships to Achievement Goal Orientation and Student Engagement

ERIC Educational Resources Information Center

Lazarides, Rebecca; Rubach, Charlott

2017-01-01

This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1…

Multi-Age Classrooms. NEA Teacher-to-Teacher Books.

ERIC Educational Resources Information Center

Gutloff, Karen, Ed.

This guide is designed for elementary school teachers to assist them in developing multi-age classrooms as part of their school restructuring efforts. Each of six sections presents a story from teachers who describe the challenges and joys of multi-age teaching, from parent backlash to school district support and praise. Section 1, "Step by…

Pedagogies of Practice and Opportunities to Learn about Classroom Mathematics Discussions

ERIC Educational Resources Information Center

Ghousseini, Hala; Herbst, Patricio

2016-01-01

In this paper, we argue that to prepare pre-service teachers for doing complex work of teaching like leading classroom mathematics discussions requires an implementation of different pedagogies of teacher education in deliberate ways. In supporting our argument, we use two frameworks: one curricular and one pedagogical. The curricular framework is…

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…

Using Electronic Classrooms and the World Wide Web to Support Science Teaching and Learning: Interactive Session Summary.

ERIC Educational Resources Information Center

Vellom, Paul; Fetters, Marcia; Beeth, Michael

Since technology use in schools has been increasing, teachers want to maximize its use in their classroom to increase student learning. Therefore, accreditation requirements for colleges include integrating computer and information technology with teacher education and professional development programs. This paper describes different models for…

75 FR 63798 - Notice of Intent To Request New Information Collection

Federal Register 2010, 2011, 2012, 2013, 2014

2010-10-18

... classrooms, as well as creating school gardens that both teach students about agriculture and support the... Fresh). [cir] School gardens for snacks, meals or other use. [cir] Curriculum and classroom education... collection to develop a Sampling Frame of Farm to School efforts. DATES: Written comments on this notice must...

Transformative Teaching: Changing Today's Classrooms Culturally, Academically, and Emotionally

ERIC Educational Resources Information Center

Kryza, Kathleen; Brittingham, MaryAnn; Duncan, Alicia

2015-01-01

This book helps teachers support and engage the many different kinds of learners in schools. It examines the most effective strategies for leading diverse students in developing the skills they need inside and outside the classroom. By understanding and exploring students emotional, cultural, and academic needs, educators will be better prepared…

Investigating the Use of a Digital Library in an Inquiry-Based Undergraduate Geology Course

ERIC Educational Resources Information Center

Apedoe, Xornam S.

2007-01-01

This paper reports the findings of a qualitative research study designed to investigate the opportunities and obstacles presented by a digital library for supporting teaching and learning in an inquiry-based undergraduate geology course. Data for this study included classroom observations and field-notes of classroom practices, questionnaires, and…

Cartwheels on the Keyboard: Computer-Based Literacy Instruction in an Elementary Classroom

ERIC Educational Resources Information Center

Carroll, Maureen

2004-01-01

This book helps readers imagine new instructional possibilities, try new classroom activities, and question their own teaching--learning process through the use of computers to support student literacy growth. Maureen Carroll shares her study of how one teacher and her elementary-grade students integrated computer-based literacy instruction into…

Inquiry as an Entry Point to Equity in the Classroom

ERIC Educational Resources Information Center

Tang, Gail; El Turkey, Houssein; Cilli-Turner, Emily; Savic, Milos; Karakok, Gulden; Plaxco, David

2017-01-01

Although many policy documents include equity as part of mathematics education standards and principles, researchers continue to explore means by which equity might be supported in classrooms and at the institutional level. Teaching practices that include opportunities for students to engage in active learning have been proposed to address equity.…

Teaching Note--"Social Work Serial": Using Video-Recorded Simulated Client Sessions to Teach Social Work Practice

ERIC Educational Resources Information Center

Asakura, Kenta; Bogo, Marion; Good, Bethany; Power, Roxanne

2018-01-01

Simulation, the use of trained actors as simulated clients, has gained empirical support as an effective teaching and assessment method in social work education. The associated costs involving the use of live simulation, however, often pose a barrier and prevent less resourced schools from implementing this pedagogical approach in the classroom.…

Design and testing of classroom and clinical teaching evaluation tools for nursing education.

PubMed

Emerson, Roberta J; Records, Kathie

2007-01-01

Student evaluations of teaching provide administrators an overall picture of the effectiveness of personnel and contribute data for promotion and merit decisions. These evaluations must be assessed for their relevance, validity, and reliability. This paper describes the development process and psychometric testing for clinical (n = 149) and didactic (n = 148) student evaluation of teaching forms for undergraduate and graduate courses in one college of nursing. Validity and reliability results were quite strong for the instruments, both of which evidenced a one-factor solution with factor loadings ranging from .68-.88 and Cronbach's alphas of .96 (Classroom) and .95 (Clinical). The clinical and classroom evaluation tools are relatively short, decreasing the burden on students who need to complete the instruments for multiple instructors in any one semester. Initial testing of the psychometric properties of the tools supports their continued use in colleges of nursing.

Supporting Positive Behaviour in Alberta Schools: A School-Wide Approach

ERIC Educational Resources Information Center

Mackenzie, Nancy

2008-01-01

Drawing on current research and best practices, this three-part resource, "Supporting Positive Behaviour in Alberta Schools," provides information, strategies, stories from schools and sample tools for systematically teaching, supporting and reinforcing positive behaviour. This integrated system of school-wide, classroom management, and…

Professional Development in Statistics, Technology, and Cognitively Demanding Tasks: Classroom Implementation and Obstacles

ERIC Educational Resources Information Center

Foley, Gregory D.; Khoshaim, Heba Bakr; Alsaeed, Maha; Er, S. Nihan

2012-01-01

Attending professional development programmes can support teachers in applying new strategies for teaching mathematics and statistics. This study investigated (a) the extent to which the participants in a professional development programme subsequently used the techniques they had learned when teaching mathematics and statistics and (b) the…

Can We Teach Patriotism in Schools?

ERIC Educational Resources Information Center

Ledoux, Michael W.; Marshall, Thomas

2010-01-01

The disestablishment clause of the U.S. Constitution has led educators in the United States to establish guidelines about addressing religion in the classroom. As a basic rule, districts have allowed teaching about religion without encouraging or supporting a particular religion. This article suggests that patriotism and patriotic expressions are,…

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…

The Interactive Whiteboard: A Transitional Technology Supporting Diverse Teaching Practices

ERIC Educational Resources Information Center

Winzenried, Arthur; Dalgarno, Barney; Tinkler, Jacqueline

2010-01-01

This article describes the findings of a qualitative study investigating teacher perspectives on the impact of interactive whiteboards (IWBs) on their classroom teaching practice, using intensive case studies focusing on six primary and secondary teachers from two rural schools. The study found that all teachers were enthusiastic, had seen…

Pivotal Teaching Moments in Technology-Intensive Secondary Geometry Classrooms

ERIC Educational Resources Information Center

Cayton, Charity; Hollebrands, Karen; Okumus, Samet; Boehm, Ethan

2017-01-01

This study investigates three teachers' uses of a dynamic geometry program (The Geometer's Sketchpad) in their high school geometry classes over a 2-year period. The researchers examine teachers' actions and questions during pivotal teaching moments to characterize mathematics instruction that utilizes technology. Findings support an association…

An Examination of the Association between Observed and Self-Reported Culturally Proficient Teaching Practices

ERIC Educational Resources Information Center

Debnam, Katrina J.; Pas, Elise T.; Bottiani, Jessika; Cash, Anne H.; Bradshaw, Catherine P.

2015-01-01

A critical next step in advancing our understanding of teacher practices that can equitably engage and support learning in diverse classrooms is determining the effectiveness of culturally responsive interventions. Yet, quantitative measurement indicators of the effectiveness of culturally responsive teaching interventions are scarce. Most…

Scientific Teaching: Defining a Taxonomy of Observable Practices

PubMed Central

Couch, Brian A.; Brown, Tanya L.; Schelpat, Tyler J.; Graham, Mark J.; Knight, Jennifer K.

2015-01-01

Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive teaching methods. The SI curriculum promotes a pedagogical framework called Scientific Teaching (ST), which aims to bring the vitality of modern research into the classroom by engaging students in the scientific discovery process and using student data to inform the ongoing development of teaching methods. With the spread of ST, the need emerges to systematically define its components in order to establish a common description for education researchers and practitioners. We describe the development of a taxonomy detailing ST’s core elements and provide data from classroom observations and faculty surveys in support of its applicability within undergraduate science courses. The final taxonomy consists of 15 pedagogical goals and 37 supporting practices, specifying observable behaviors, artifacts, and features associated with ST. This taxonomy will support future educational efforts by providing a framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty members developing classes. PMID:25713097

The Use of Organising Purposes in Science Instruction as a Scaffolding Mechanism to Support Progressions: A Study of Talk in Two Primary Science Classrooms

ERIC Educational Resources Information Center

Johansson, Annie-Maj; Wickman, Per-Olof

2018-01-01

Purpose: This study examines how different purposes can support teachers in their work with progressions as a part of a teaching sequences in science in primary school. Design/Method: The study was carried out in two classes working with inquiry and the events that took place in the classroom were filmed. In the study, we have chosen to use the…

Behavioral Patterns in Special Education. Good Teaching Practices

PubMed Central

Rodríguez-Dorta, Manuela; Borges, África

2017-01-01

Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. This study evaluates the behavior of two special education teachers who work with students from different educational stages and educational needs. It reveals that the analyzed teachers adapt their behavior according the needs and characteristics of their students to the students responding more adequately to the needs presented by the students and showing good teaching practices. The patterns obtained indicate that they offer support, help and clear guidelines to perform the tasks. They motivate them toward learning by providing positive feedback and they check that students have properly assimilated the contents through questions or non-verbal supervision. Also, they provide a safe and reliable climate for learning. PMID:28512437

Behavioral Patterns in Special Education. Good Teaching Practices.

PubMed

Rodríguez-Dorta, Manuela; Borges, África

2017-01-01

Providing quality education means to respond to the diversity in the classroom. The teacher is a key figure in responding to the various educational needs presented by students. Specifically, special education professionals are of great importance as they are the ones who lend their support to regular classroom teachers and offer specialized educational assistance to students who require it. Therefore, special education is different from what takes place in the regular classroom, demanding greater commitment by the teacher. There are certain behaviors, considered good teaching practices, which teachers have always been connected with to achieve good teaching and good learning. To ensure that these teachers are carrying out their educational work properly it is necessary to evaluate. This means having appropriate instruments. The Observational Protocol for Teaching Functions in Primary School and Special Education (PROFUNDO-EPE, v.3., in Spanish) allows to capture behaviors from these professionals and behavioral patterns that correspond to good teaching practices. This study evaluates the behavior of two special education teachers who work with students from different educational stages and educational needs. It reveals that the analyzed teachers adapt their behavior according the needs and characteristics of their students to the students responding more adequately to the needs presented by the students and showing good teaching practices. The patterns obtained indicate that they offer support, help and clear guidelines to perform the tasks. They motivate them toward learning by providing positive feedback and they check that students have properly assimilated the contents through questions or non-verbal supervision. Also, they provide a safe and reliable climate for learning.

Undergraduate and Teaching Assistants' Perceptions of Classroom Community in Freshman Biological Sciences Laboratories and Implications for Persistence and Professional Development

NASA Astrophysics Data System (ADS)

Kardohely, Andrew

The American economy hinges on the health and production of science, technology engineering and mathematics workforce (STEM). Although this sector of the American workforce represents a substantially fewer jobs the STEM workforce fuels job growth and sustainability in the other sectors of the American workforce. Unfortunately, over the next decade the U.S. will face an additional deficit of over a million STEM professionals, thus the need is here now to fill this deficit. STEM education should, therefore, dedicated to producing graduates. One strategy to produce more STEM graduates is through retention of student in STEM majors. Retention or persistence is highly related to student sense of belonging in academic environments. This study investigates graduate teaching assistants (GTAs) perceptions of their classrooms and the implications of those perceptions on professional development. Furthermore, correlations between classroom community and student desire to persist, as measured by Rovai's Classroom Community Index (CCI) were established (P=0.0311). The interactions are described and results are discussed. Using a framework of teaching for community, and a qualitative analytic case study with memo writing about codes and themes methodology supported several themes including passion to teach and dedication to student learning, innovation in teaching practices based on evidence, an intrinsic desire to seek a diverse set of feedback, and instructors can foster community in the classroom. Using the same methodology one emergent theme, a tacit rather than explicit understanding of reading the classroom, was also present in the current study. Based on the results and using a lens for professional development, strategies and suggestions are made regarding strategies to enhance instructors' use of feedback and professional development.

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.

Understanding Mathematics Classroom Teaching: Hermeneutics Inquiry

ERIC Educational Resources Information Center

Wang, Xiong

2015-01-01

In order to understand meaning of mathematics classroom teaching, this paper uses narrative to present the meaning through hermeneutics inquiry from the author's research experiences. There are two threads in the research experience: research on classroom teaching and students' understanding in classroom teaching. The narrative provides not only a…

Scaffolding for Mathematics Teaching in Inclusive Primary Classrooms: A Video Study

ERIC Educational Resources Information Center

Pfister, Mirjam; Moser Opitz, Elisabeth; Pauli, Christine

2015-01-01

Scaffolding is an important tool for meeting the challenging needs of heterogeneous groups of students in inclusive classrooms. It is especially useful when supporting low achievers. A video study (funded by the Swiss National Science Foundation, Project Nr. 134652) of 36 inclusive classes, (3rd grade, aged 9 years), was conducted to examine how…

Negotiating the Literacy Block: Constructing Spaces for Critical Literacy in a High Stakes Setting

ERIC Educational Resources Information Center

Paugh, Patricia; Carey, Jane; King-Jackson, Valerie; Russell, Shelley

2007-01-01

This article focuses on the evolution of the classroom literacy block as a learning space where teachers and students renegotiated activities for independent vocabulary and word work within a high-stakes reform environment. When a second grade classroom teacher and literacy support specialist decided to co-teach, they invited all students in the…

Mathematical Problem Solving among Latina/o Kindergartners: An Analysis of Opportunities to Learn

ERIC Educational Resources Information Center

Turner, Erin E.; Celedon-Pattichis, Sylvia

2011-01-01

This study explores opportunities to learn mathematics problem solving for Latina/o students in 3 kindergarten classrooms in the southwest. Mixed methods were used to examine teaching practices that engaged Latina/o students in problem solving and supported their learning. Findings indicate that although students in all 3 classrooms showed growth…

Using the Interactive Whiteboard to Resource Continuity and Support Multimodal Teaching in a Primary Science Classroom

ERIC Educational Resources Information Center

Gillen, J.; Littleton, K.; Twiner, A.; Staarman, J. K.; Mercer, N.

2008-01-01

All communication is inherently multimodal, and understandings of science need to be multidimensional. The interactive whiteboard offers a range of potential benefits to the primary science classroom in terms of relative ease of integration of a number of presentational and ICT functions, which, taken together, offers new opportunities for…

Responsive Classroom Ecologies: Supporting Student Inquiry and Rhetorical Awareness in College Writing Courses

ERIC Educational Resources Information Center

Jankens, Adrienne

2014-01-01

This dissertation describes and analyzes the work of a semester-long teacher research study of inquiry-based and reflective teaching and learning strategies and their impact on students' preparation for future learning. I explore relevant scholarship on knowledge transfer, classroom ecologies, and student agency to set the stage for a discussion…

Teaching about the Epistemology of Science in Upper Secondary Schools: An Analysis of Teachers' Classroom Talk

ERIC Educational Resources Information Center

Ryder, Jim; Leach, John

2008-01-01

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…

Using Vygotsky's Zone of Proximal Development to Propose and Test an Explanatory Model for Conceptualising Coteaching in Pre-Service Science Teacher Education

ERIC Educational Resources Information Center

Murphy, Colette; Scantlebury, Kathryn; Milne, Catherine

2015-01-01

Coteaching offers a model for the school-placement element of pre-service science teacher education, based on its demonstrated positive impacts on lessening classroom anxiety, supporting inquiry-based science teaching, improving students' attitudes, and addressing diversity effectively in science classrooms. Coteaching between pre-service and…

Assessing the Viability of Team Learning with Remedial Students in a Lecture Based Japanese Higher Education Culture

ERIC Educational Resources Information Center

Duncan, Brent

2013-01-01

Despite a culture with cooperation as a core value, (Nagao, Takashi, & Okuda, 2011) Japanese higher education generally uses rigid lecture-test teaching models that neither support nor condone small-group learning methods in the classroom. As a result, Japanese college students usually work outside the classroom to develop the collaborative…

Enhancing Literacy Practices in Science Classrooms through a Professional Development Program for Canadian Minority-Language Teachers

ERIC Educational Resources Information Center

Rivard, Léonard P.; Gueye, Ndeye R.

2016-01-01

'Literacy in the Science Classroom Project" was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted…

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…

Designing Opportunities for Prospective Teachers to Facilitate Mathematics Discussions in Classrooms

ERIC Educational Resources Information Center

Hunter, Roberta; Anthony, Glenda

2012-01-01

How prospective teachers can best be prepared to teach effectively in mathematics classrooms is a topic of current concern. In this paper, we describe our exploration of ways in which prospective teachers were supported to translate what they learnt in mathematics methods classes into pedagogical practice. We illustrate how the use of discourse…

Personal Inquiry and Online Research: Connecting Learners in Ways That Matter

ERIC Educational Resources Information Center

Coiro, Julie; Castek, Jill; Quinn, David J.

2016-01-01

This piece introduces a framework for how to envision Personal Digital Inquiry (PDI) in K-8 classrooms. To conceptualize what teaching and learning might look like in these classrooms, important practices are situated along a two-dimensional continuum of digital inquiry that varies in terms of levels of support and purposes of technology use. We…

Smartphone Apps in Education: Students Create Videos to Teach Smartphone Use as Tool for Learning

ERIC Educational Resources Information Center

Clayton, Kara; Murphy, Amanda

2016-01-01

Smartphones are regular classroom accessories. Educators should work with children to understand the capacity of smartphones for learning and civic engagement, rather than being a classroom distraction. This research supports a collaborative project the authors engaged in with students in two states to discover what the perception of smartphone…

Teaching for Ownership in the Middle School Science Classroom: Towards Practical Inquiry in an Age of Accountability

ERIC Educational Resources Information Center

Clayton, Christine D.; Ardito, Gerald

2009-01-01

The authors of this study document one middle school classroom in an attempt to understand how inquiry learning, supported with technological tools, can provide students with opportunities to develop ownership of science content knowledge. Case study and collaborative teacher researcher methods were utilized to document the implementation of a…

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…

General Education Teacher Perceptions of Self-Efficacy Regarding Teaching Students with Autism in Inclusion Settings

ERIC Educational Resources Information Center

Condrey, Jennifer H.

2015-01-01

With an increase in the number of children being diagnosed with Autism Spectrum Disorder comes an increase in students with autism being integrated into regular education classrooms. While general education teachers strongly support inclusion, they do not feel prepared to implement inclusion practices in their classrooms. This dissertation was…

Descriptive Analysis of the Instructional Control of Teachers in a Classroom of Students with Behavioral Disorders

ERIC Educational Resources Information Center

Eldar, Eitan; Ayvazo, Shiri; Hirschmann, Michal

2018-01-01

Classroom management still remains a topic of major apprehension for teachers, and especially for those teaching students who display challenging behaviors. This paper presents an empirical examination that supplemented an exceptional project of the ministry of education in a small Middle-East country to support students with severe problem…

Technology in Teaching English Language Learners: The Case of Three Middle School Teachers

ERIC Educational Resources Information Center

Andrei, Elena

2017-01-01

This study looks at how three middle school teachers of English as a second language (ESL) use technology in the classroom. Technology use in the ESL classroom has the potential of supporting the English and content learning of English language learners, but the availability of technology does not necessarily lead to technology integration that…

Supporting Collaborative Learning and E-Discussions Using Artificial Intelligence Techniques

ERIC Educational Resources Information Center

McLaren, Bruce M.; Scheuer, Oliver; Miksatko, Jan

2010-01-01

An emerging trend in classrooms is the use of networked visual argumentation tools that allow students to discuss, debate, and argue with one another in a synchronous fashion about topics presented by a teacher. These tools are aimed at teaching students how to discuss and argue, important skills not often taught in traditional classrooms. But how…

From Verona to Ramallah: Living in a State of Emergency

ERIC Educational Resources Information Center

Brady, Monica

2015-01-01

I have spent much of the last two years working in a school in Ramallah, Palestine, supporting new teachers of English. I worked in the classroom, in partnership, sharing the planning and teaching of lessons. This essay is about exploring what happens to texts in a specific classroom context, about how a particularly English text, "Romeo and…

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

PubMed Central

Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors’ alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. PMID:26033871

Teaching with the Mathematical Practices in Mind

ERIC Educational Resources Information Center

Billings, Esther M. H.; Coffey, David C.; Golden, John; Wells, Pamela J.

2013-01-01

How can the use of the Standards for Mathematical Practice in the classroom be supported? Professional developers and teacher educators strive to support teachers as they seek to answer this question. When teachers personally and intentionally experience the practices and reflect on how the practices support and promote mathematical understanding,…

Verbal and Behavioral Cues: Creating an Autonomy-Supportive Classroom

ERIC Educational Resources Information Center

Young-Jones, Adena; Cara, Kelly Copeland; Levesque-Bristol, Chantal

2014-01-01

Teaching practices can create a range of autonomy-supportive or controlling learning environments. Research shows that autonomy-supportive techniques are more conducive to positive learning outcomes than controlling techniques. This study focused on simple verbal and behavioral cues that any teacher could use to create a positive learning…

A Conceptual Model of Structured Support in Physical Education

ERIC Educational Resources Information Center

Hinton, Vanessa; Buchanan, Alice M.; Rudisill, Mary

2016-01-01

Schools implement Positive Behavior Intervention and Supports (PBIS) as a way of meeting students' needs in classrooms. PBIS focuses on tiered instruction. Tiered instruction is a teaching strategy in which the educator implements incremental changes that increase supports based on students' needs--academic or behavioral. Yet, tiered instruction…

Learning to Teach Argumentation: Research and development in the science classroom

NASA Astrophysics Data System (ADS)

Simon, Shirley; Erduran, Sibel; Osborne, Jonathan

2006-02-01

The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts. Data were collected at the beginning and end of the year by audio-recording and video-recording lessons where the teachers attempted to implement argumentation. To assess the quality of argumentation, analytical tools derived from Toulmin’s argument pattern were developed and applied to classroom transcripts. Teachers’ use of argumentation developed across the year, the pattern of use was teacher-specific, as was the nature of change. To inform future professional development programmes, transcripts of five teachers, three showing a significant change and two showing no change, were analysed in more detail to identify features of teachers’ oral contributions that facilitated and supported argumentation. All teachers attempted to encourage a variety of processes involved in argumentation; teachers whose lessons included the highest quality of argumentation (Toulmin’s argument pattern analysis) also encouraged higher-order processes in their teaching. The analysis of teachers’ facilitation of argumentation has helped to guide the development of in-service materials and to identify the barriers to learning in the professional development of less experienced teachers.

"Miss, How do you Write Hipotesis?" Learning to Teach Science to English Language Learners While Navigating Affordances and Constraints: A Longitudinal Multiple Case Study

NASA Astrophysics Data System (ADS)

Ortega, Irasema

Early career science teachers are often assigned to classrooms with high numbers of English language learners (ELL students). As these teachers learn to become effective practitioners, the circumstances surrounding them merit a thorough examination. This study examines the longitudinal changes in Pedagogical Content Knowledge (PCK) and practices of six early career science teachers who taught in urban schools. The teachers participated in the Alternative Support for Induction Science Teachers (ASIST) program during their initial two years of teaching. Our research team followed the participants over a five-year period. This study focuses on data from Years 1, 3, and 5. The data collected included classroom observations and interviews. In addition, classroom artifacts were collected periodically for the purpose of triangulation. The analysis of the data revealed that with the support of the ASIST program, the teachers implemented inquiry lessons and utilized instructional materials that promoted academic language skills and science competencies among their ELL students. Conversely, standardized testing, teaching assignment, and school culture played a role in constraining the implementation of inquiry-based practices. The results of this study call for collaborative efforts among university science educators and school administrators to provide professional development opportunities and support for the implementation of inquiry and language practices among early career science teachers of ELL students.

Aztec Ruins National Monument. Teacher's Guide, Grades 4-7.

ERIC Educational Resources Information Center

Nichols, Theresa, Comp.

This teacher's guide is for educators in classrooms, outdoor education, youth groups, scouting, and after-school programs to teach about the Aztec Ruins National Monument (New Mexico). The teaching materials in the guide support the New Mexico educational standards in science, social studies, language arts, mathematics, and art. Since the guide's…

Virtual Record Keeping: Should Teachers Keep Online Grade Books?

ERIC Educational Resources Information Center

Lacina, Jan

2006-01-01

Teaching and learning radically changed with advances in technology. Research shows that the computer can be an effective tool in both teaching and learning, and for that reason, school districts throughout the United States support schools by purchasing computers and software for individual classrooms. As a result, many school districts are using…

Functional Seating for School-Age Children with Cerebral Palsy: An Evidence-Based Tutorial

ERIC Educational Resources Information Center

Costigan, F. Aileen; Light, Janice

2011-01-01

Purpose: This tutorial is designed to teach speech-language pathologists (SLPs) best practices to support functional seating of children with cerebral palsy (CP) in the classroom and in school-based therapy sessions. This tutorial teaches SLPs to (a) recognize the positive effects of seating intervention, (b) identify the characteristics of…

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…

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)

Teaching with Visuals in the Science Classroom

ERIC Educational Resources Information Center

Cook, Michelle

2012-01-01

Visuals play an important role in the teaching and learning of science and should be embedded within and supportive of authentic science inquiry. Both researchers and teachers believe that visuals have a great deal of potential to help students understand science, but in practice, these visuals do not always live up to their promise. Teachers need…

Incorporating Service-Learning, Technology, and Research Supportive Teaching Techniques into the University Chemistry Classroom

ERIC Educational Resources Information Center

Saitta, E. K. H.; Bowdon, M. A.; Geiger, C. L.

2011-01-01

Technology was integrated into service-learning activities to create an interactive teaching method for undergraduate students at a large research institution. Chemistry students at the University of Central Florida partnered with high school students at Crooms Academy of Information Technology in interactive service learning projects. The…

Roadblocks to Integrating Technology into Classroom Instruction

ERIC Educational Resources Information Center

Knight, Courteney Lester

2012-01-01

Although research has concluded that technology can enhance the teaching and learning processes, teachers have not yet fully adopted technology to support their teaching methodologies. In the last decade or so, as the accessible gap narrowed, the focus switched to other factors. This study attempts to answer the question: Why teachers do not fully…

Editor's Corner: The View from Treeline....Personal Observations Regarding Teacher Recruitment, Training, and Retention.

ERIC Educational Resources Information Center

Kopriva, Peter

1989-01-01

This editorial briefly explores issues in special education focusing on: teacher shortages; use of alternative certification; the need for teaching candidates to have knowledge of teaching strategies, classroom management, course planning, and student evaluation; and the need to offer support and guidance to beginning teachers. (JDD)

Teaching Physical Science through Children's Literature. 20 Complete Lessons for Elementary Grades.

ERIC Educational Resources Information Center

Gertz, Susan E.; Portman, Dwight J.; Sarquis, Mickey

This guide focuses on teaching hands-on, discovery-oriented physical science in the elementary classroom using children's literature. Each lesson is an integrated learning episode with a clearly defined science content objective which is supported and enriched through literature, writing, and mathematics. The three sections are: (1) "Properties of…

Teacher Attitudes and Practices That Support Student Learning

ERIC Educational Resources Information Center

Sutton, C. Travis

2014-01-01

Generally in today's classrooms educators have the responsibility to develop teaching practices that are best suited for a particular group of learners. Since the early days of 1-room schools, various teaching styles have been developed to accommodate a changing world. As the curriculum has broadened through the years, individual student needs…

TLE TeachLive™: Using Technology to Provide Quality Professional Development in Rural Schools

ERIC Educational Resources Information Center

Dieker, Lisa A.; Hynes, Michael C.; Hughes, Charles E.; Hardin, Stacey; Becht, Kathleen

2015-01-01

Rural schools face challenges in training and retaining qualified teachers, especially special education personnel. This article describes how an interdisciplinary team at the University of Central Florida developed TLE TeachLivE™, a virtual reality application designed to serve as a classroom simulation to support teachers and administrators to…

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…

Supporting and Fostering the Development of Alternatively Certified Teachers: Creating a Collaborative Community

ERIC Educational Resources Information Center

Preach, Deborah

2013-01-01

First-year alternatively certified teachers face significant challenges as they attempt to address the complexities of classroom teaching, particularly when they are assigned to teach in urban school settings. As the number of alternatively certified teachers continues to increase, it is important to provide them with professional development…

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…

Science Supports Education: The Behavioral Research Base for Psychology's Top 20 Principles for Enhancing Teaching and Learning

ERIC Educational Resources Information Center

Lucariello, Joan M.; Nastasi, Bonnie K.; Anderman, Eric M.; Dwyer, Carol; Ormiston, Heather; Skiba, Russell

2016-01-01

Psychological science has much to contribute to preK-12 education because substantial psychological research exists on the processes of learning, teaching, motivation, classroom management, social interaction, communication, and assessment. This article details the psychological science that led to the identification, by the American Psychological…

How Language Supports Adaptive Teaching through a Responsive Learning Culture

ERIC Educational Resources Information Center

Johnston, Peter; Dozier, Cheryl; Smit, Julie

2016-01-01

For students to learn optimally, teachers must design classrooms that are responsive to the full range of student development. The teacher must be adaptive, but so must each student and the learning culture itself. In other words, adaptive teaching means constructing a responsive learning culture that accommodates and even capitalizes on diversity…

Effects of Elementary Teacher Preparation and Support on Retention

ERIC Educational Resources Information Center

Turpin-Padberg, Sarah

2017-01-01

With the start of every school year, new teachers enter classrooms across our country filled with excitement surrounding the impact they hope to have on students. Some teachers discover that teaching at the elementary level can often times involve more than teaching and loving children. The expectations, demands, and time constraints put on new…

Who's Teaching Math to Our Most Needy Students? A Descriptive Study

ERIC Educational Resources Information Center

Rosas, Clarissa; Campbell, Lisa

2010-01-01

The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a "highly qualified teacher." Research supports that teachers' content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition,…

The Behavior Code Companion: Strategies, Tools, and Interventions for Supporting Students with Anxiety-Related and Oppositional Behaviors

ERIC Educational Resources Information Center

Minahan, Jessica

2014-01-01

Since its publication in 2012, "The Behavior Code: A Practical Guide to Understanding and Teaching the Most Challenging Students" has helped countless classroom teachers, special educators, and others implement an effective, new approach to teaching focused on skill-building, practical interventions, and purposeful, positive interactions…

Teaching Intercultural Competence across the Age Range: From Theory to Practice

ERIC Educational Resources Information Center

Wagner, Manuela, Ed.; Perugini, Dorie Conlon, Ed.; Byram, Michael, Ed.

2017-01-01

This ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations. Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, the authors…

Not Just Good Science Teaching: Supporting Academic Language Development

ERIC Educational Resources Information Center

Silva, Cecilia; Weinburgh, Molly; Smith, Kathy Horak

2013-01-01

In this article, the authors explore ways in which they have worked together in understanding the complexities of academic language within the science classroom and discuss strategies they have used to teach academic language to young adolescent English Language Learners (ELLs) within inquiry-based science lessons. They discuss strategies they use…

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,…

Determining the Most Suitable E-Learning Delivery Mode for TUT Students

ERIC Educational Resources Information Center

Odunaike, Solomon Adeyemi; Chuene, Daniel

2011-01-01

Traditionally, in education and business environment, Information Technology has been seen as purely a support or operational tool. Advances in computing, information storage, software, and networking are all leading to new tools for teaching and learning and are also changing the paradigm for new initiative in the classroom teaching. The Internet…

Effects of Web-Mediated Teacher Professional Development on the Language and Literacy Skills of Children Enrolled in Pre-Kindergarten Programs

PubMed Central

Downer, Jason; Pianta, Robert; Fan, Xitao; Hamre, Bridget; Mashburn, Andrew; Justice, Laura

2012-01-01

As early education grows in the United States, in-service professional development in key instructional and interaction skills is a core component of capacity-building in early childhood education. In this paper, we describe results from an evaluation of the effects of MyTeachingPartner, a web-based system of professional development, on language and literacy development during pre-kindergarten for 1338 children in 161 teachers’ classrooms. High levels of support for teachers’ implementation of language/literacy activities showed modest but significant effects for improving early language and literacy for children in classrooms in which English was the dominant language spoken by the students and teachers. The combination of web-based supports, including video-based consultation and web-based video teaching exemplars, was more effective at improving children’s literacy and language skills than was only making available to teachers a set of instructional materials and detailed lesson guides. These results suggest the importance of targeted, practice-focused supports for teachers in designing professional development systems for effective teaching in early childhood programs. PMID:23144591

The impact of a professional development model on middle school science teachers' efficacy and implementation of inquiry

NASA Astrophysics Data System (ADS)

Lotter, Christine; Smiley, Whitney; Thompson, Stephen; Dickenson, Tammiee

2016-12-01

This study investigated a professional development model designed to improve teachers' inquiry teaching efficacy as well as the quality of their inquiry instruction through engaging teachers in practice-teaching and reflection sessions. The programme began with a two-week summer Institute focused on both inquiry pedagogy and science content and continued with academic year support for participants' inquiry implementation. An inquiry teaching efficacy instrument was administered 3 times to 25 teacher participants to gauge changes in their personal self-efficacy and outcome expectancy across 5 essential features of classroom inquiry. To examine actual practices, pre/post classroom observations of the teachers' inquiry enactments were evaluated using a quality of inquiry observation protocol. Following the summer Institute, teachers had statistically significant increases in their self-efficacy for teaching inquiry in four of the five essential features and increases in one of the five essential features for outcome expectancy. Teachers' quality of inquiry teaching also increased after the professional development programme. We discuss implications of this PD model for moving teachers towards implementation of new instructional techniques as well as the influence of a supportive school community on teachers' efficacy with inquiry instruction.

The Challenges Faced by New Science Teachers in Saudi Arabia

NASA Astrophysics Data System (ADS)

Alsharari, Salman

Growing demand for science teachers in the Kingdom of Saudi Arabia, fed by increasing numbers of public school students, is forcing the Saudi government to attract, recruit and retain well-qualified science teachers. Beginning science teachers enter the educational profession with a massive fullfilment and satisfaction in their roles and positions as teachers to educating children in a science classroom. Nevertheless, teachers, over their early years of practice, encounter numerous challenges to provide the most effective science instruction. Therefore, the current study was aimed to identify academic and behavioral classroom challenges faced by science teachers in their first three years of teaching in the Kingdom of Saudi Arabia. In addition, new science teacher gender, school level and years of teaching experience differences in perceptions of the challenges that they encountered at work were analyzed. The present study also investigated various types of support that new science teachers may need to overcome academic and behavioral classroom challenges. In order to gain insights about ways to adequately support novice science teachers, it was important to examine new science teachers' beliefs, ideas and perceptions about effective science teaching. Three survey questionnaires were developed and distributed to teachers of both sexes who have been teaching science subjects, for less than three years, to elementary, middle and high school students in Al Jouf public schools. A total of 49 novice science teachers responded to the survey and 9 of them agreed to participate voluntarily in a face-to-face interview. Different statistical procedures and multiple qualitative methodologies were used to analyze the collected data. Findings suggested that the top three academic challenges faced by new science teachers were: poor quality of teacher preparation programs, absence of appropriate school equipment and facilities and lack of classroom materials and instructional supplies. Moreover, excessive student absenteeism, student readiness to learn science and student lack of interest in science were the three most behavioral challenges encountered by beginning science teachers in the Kingdom of Saudi Arabia. Results also indicated that the perceptions of academic and behavioral classroom challenges may vary according to new science teacher gender, school level and years of teaching experience. More importantly, to become more effective science teachers, novice science teachers are expecting to receive more and better support from their schools. School principals and administrators should provide opportunities for beginning science teachers to attend effective new teacher orientation programs, use complete and well-developed curriculum materials with detailed sequence of teaching procedures, help in dealing with classroom management, and opportunities to participate in successful mentoring programs, coherent in-service training programs and regular professional development programs. Implications for Saudi Arabia government and policy makers, school principals and administrators, students and their parents were discussed and recommendations were made.

[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.

Study and practice of flipped classroom in optoelectronic technology curriculum

NASA Astrophysics Data System (ADS)

Shi, Jianhua; Lei, Bing; Liu, Wei; Yao, Tianfu; Jiang, Wenjie

2017-08-01

"Flipped Classroom" is one of the most popular teaching models, and has been applied in more and more curriculums. It is totally different from the traditional teaching model. In the "Flipped Classroom" model, the students should watch the teaching video afterschool, and in the classroom only the discussion is proceeded to improve the students' comprehension. In this presentation, "Flipped Classroom" was studied and practiced in opto-electronic technology curriculum; its effect was analyzed by comparing it with the traditional teaching model. Based on extensive and deep investigation, the phylogeny, the characters and the important processes of "Flipped Classroom" are studied. The differences between the "Flipped Classroom" and the traditional teaching model are demonstrated. Then "Flipped Classroom" was practiced in opto-electronic technology curriculum. In order to obtain high effectiveness, a lot of teaching resources were prepared, such as the high-quality teaching video, the animations and the virtual experiments, the questions that the students should finish before and discussed in the class, etc. At last, the teaching effect was evaluated through analyzing the result of the examination and the students' surveys.

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.

Supporting Academic Language Development in Elementary Science: A Classroom Teaching Experiment

NASA Astrophysics Data System (ADS)

Jung, Karl Gerhard

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 authentically and fully in the science learning that will take place in their classrooms, it is important that they develop their abilities to use science academic language (National Research Council, 2012). For this to occur, teachers must provide support to their students in developing the science academic language they will encounter in their classrooms. Unfortunately, this type of support remains a challenge for many teachers (Baecher, Farnsworth, & Ediger, 2014; Bigelow, 2010; Fisher & Frey, 2010) and teachers must receive professional development that supports their abilities to provide instruction that supports and scaffolds students' science academic language use and development. This study investigates an elementary science teacher's engagement in an instructional coaching partnership to explore how that teacher planned and implemented scaffolds for science academic language. Using a theoretical framework that combines the literature on scaffolding (Bunch, Walqui, & Kibler, 2015; Gibbons, 2015; Sharpe, 2001/2006) and instructional coaching (Knight, 2007/2009), this study sought to understand how an elementary science teacher plans and implements scaffolds for science academic language, and the resources that assisted the teacher in planning those scaffolds. The overarching goal of this work is to understand how elementary science teachers can scaffold language in their classroom, and how they can be supported in that work. Using a classroom teaching experiment methodology (Cobb, 2000) and constructivist grounded theory methods (Charmaz, 2014) for analysis, this study examined coaching conversations and classroom instruction to identify and understand what scaffolds are planned and implemented, and how that planning and implementation occurred through an instructional coaching partnership. Findings from this study showed the elementary science teacher planned and implemented a number of scaffolds for science academic language, focusing primarily on the use of sentence starters as a scaffolding strategy. The findings also indicated that the instructional coaching partnership played a vital role as the main resource that assisted the planning of scaffolds. These findings provide insights into the types of scaffolds that elementary science teachers can implement to scaffold science academic language, and the role that instructional coaching can play in supporting teachers as they work to provide instruction that scaffolds their students' language use and development.

Increasing communicative interactions of young children with autism using a voice output communication aid and naturalistic teaching.

PubMed

Schepis, M M; Reid, D H; Behrmann, M M; Sutton, K A

1998-01-01

We evaluated the effects of a voice output communication aid (VOCA) and naturalistic teaching procedures on the communicative interactions of young children with autism. A teacher and three assistants were taught to use naturalistic teaching strategies to provide opportunities for VOCA use in the context of regularly occurring classroom routines. Naturalistic teaching procedures and VOCA use were introduced in multiple probe fashion across 4 children and two classroom routines (snack and play). As the procedures were implemented, all children showed increases in communicative interactions using VOCAs. Also, there was no apparent reductive effect of VOCA use within the naturalistic teaching paradigm on other communicative behaviors. Teachers' ratings of children's VOCA communication, as well as ratings of a person unfamiliar with the children, supported the contextual appropriateness of the VOCA. Probes likewise indicated that the children used the VOCAs for a variety of different messages including requests, yes and no responses, statements, and social comments. Results are discussed in regard to the potential benefits of a VOCA when combined with naturalistic teaching procedures. Future research needs are also discussed, focusing on more precise identification of the attributes of VOCA use for children with autism, as well as for their support personnel.

The Effectiveness of Universal Design for Learning: A Meta-Analysis of Literature between 2013 and 2016

ERIC Educational Resources Information Center

Capp, Matthew James

2017-01-01

Universal Design for Learning (UDL) is often promoted as an inclusive teaching methodology for supporting all students within diverse contemporary classrooms. This is achieved by proactively planning to the edges of a classroom by thinking of all the potential needs of students. To examine its effectiveness, a meta-analysis was conducted on…

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…

The Failure of Progressive Classroom Reform: Lessons from the Curriculum Reform Implementation Project in Papua New Guinea

ERIC Educational Resources Information Center

Guthrie, Gerard

2012-01-01

Progressive education has been an article of educational faith in Papua New Guinea during the last 50 years but the best available evidence indicates that major reforms to formalistic curriculum and teaching in primary and secondary classrooms have failed during this period despite large-scale professional, administrative and financial support. In…

Internet in Teachers' Professional Practice outside the Classroom: Examining Supportive and Management Uses in Primary and Secondary Schools

ERIC Educational Resources Information Center

Meneses, Julio; Fabregues, Sergi; Rodriguez-Gomez, David; Ion, Georgeta

2012-01-01

In recent years there has been widespread interest in the implementation of information and communication technologies (ICT) in schools. While most studies primarily focus on the use of ICT in teaching and learning, little attention has been given to their incorporation as a professional tool outside the classroom. Using a digital inequality…

Contemporary Forms of Memoir: How to Use Blogs and Zines in the Classroom

ERIC Educational Resources Information Center

Woodcock, Christine

2008-01-01

Technology is changing the ways we write memoir, and teachers can be incorporating new forms into their teaching of writing. Newer forms of memoir such as zines and blogs are also becoming part of classroom practices, and, as teachers, we must be ready to engage and support students in such endeavors. This paper addresses three topics, all of…

CAP4K Teacher Tour: Aligning State-Level Support with Classroom-Level Needs

ERIC Educational Resources Information Center

Colorado Department of Education, 2009

2009-01-01

In January 2009, the Colorado Department of Education (CDE) and the Colorado Education Association (CEA) initiated a 13-city teacher tour to engage teachers in a statewide discussion about CAP4K, its relevance to practice, its impact on teaching and learning and the kind of help that teachers would find useful for classroom implementation. Between…

Visualizing the Inner Product Space R[superscript m x n] in a MATLAB-Assisted Linear Algebra Classroom

ERIC Educational Resources Information Center

Caglayan, Günhan

2018-01-01

This linear algebra note offers teaching and learning ideas in the treatment of the inner product space R[superscript m x n] in a technology-supported learning environment. Classroom activities proposed in this note demonstrate creative ways of integrating MATLAB technology into various properties of Frobenius inner product as visualization tools…

The Metalanguage of "Visual Design" into the Classroom for the Construction of Intermodal Meanings

ERIC Educational Resources Information Center

Papademetriou, Efi; Makri, Demetra

2015-01-01

Given that little research has been conducted to date in the classroom about the exploitation of aspects of "visual grammar" for the teaching of literacy, the purpose of this study is to provide research data to support the adoption of a common image/text relations metalanguage in educational practice as an effective tool for critically…

Middle School General Education Teachers Attitudes toward Teaching Students with Autism Spectrum Disorder in the General Education Classroom: A Qualitative Study

ERIC Educational Resources Information Center

Jeffery-Turner, Patricia

2017-01-01

The problem is that many general education teacher's face challenges with including students with ASD in general education classrooms due to the lack of training, resources, and support. These impotent outcomes have not been well document in the research-based literature. General education teacher's challenges of providing research based evidence…

Examining Secondary School Physics Teachers' Beliefs about Teaching and Classroom Practices in Lesotho as a Foundation for Professional Development

ERIC Educational Resources Information Center

Qhobela, Makomosela; Kolitsoe Moru, Eunice

2014-01-01

The classroom practices of science teachers are indicative of their beliefs and pedagogical content knowledge (PCK). PCK is an amalgam of knowledge about subject matter, pedagogy, and contextual issues. This article identifies areas where physics teachers in Lesotho may need professional development support by addressing the research question: How…

The Use of Instructional Simulations to Support Classroom Teaching: A Crisis Communication Case Study

ERIC Educational Resources Information Center

Shifflet, Mark; Brown, Jane

2006-01-01

The purpose of this study was to investigate how exposure to classroom instruction affected the use of a computer simulation that was designed to provide students an opportunity to apply material presented in class. The study involved an analysis of a computer-based crisis communication case study designed for a college-level public relations…

Students' Argumentation Skills across Two Socio-Scientific Issues in a Confucian Classroom: Is transfer possible?

NASA Astrophysics Data System (ADS)

Foong, Chan-Choong; Daniel, Esther G. S.

2013-09-01

This paper argues the possible simultaneous development and transfer of students' argumentation skills from one socio-scientific issue to another in a Confucian classroom. In Malaysia, the Chinese vernacular schools follow a strict Confucian philosophy in the teaching and learning process. The teacher talks and the students listen. This case study explored the transfer of argumentation skills across two socio-scientific issues in such a Form 2 (8th grade) classroom. An instructional support to complement the syllabus was utilised. The teaching approach in the instructional support was more constructivist in nature and designed to introduce argumentation skills which is uncommon in a Confucian classroom. The two socio-scientific issues were genetically modified foods and deforestation. This paper presents a part of the bigger case study that was conducted. Data collected from written arguments were analysed using an analytical framework built upon Toulmin's ideas. The whole class analysis indicated progression in students' argumentation skills in their ability to give more valid grounds and rebuttals during the transfer. The individual analysis suggests progression in the majority of students' performance, while several students demonstrated non-progression when they faced a different socio-scientific issue.

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…

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.

Promoting Student-Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting.

PubMed

Johnson, Stacy R; Finlon, Kristy J; Kobak, Roger; Izard, Carroll E

2017-07-01

Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers' effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student-teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student-teacher interactions and, ultimately, children's adaptive development.

A COMPARATIVE EVALUATION OF TWO INTERVENTIONS FOR EDUCATOR TRAINING IN HIV/AIDS IN SOUTH AFRICA

PubMed Central

CHAO, LI-WEI; GOW, JEFF; AKINTOLA, OLAGOKE; PAULY, MARK V.

2010-01-01

The purpose of this study was to compare two different methods to teach educators about HIV/AIDS. Sixty educators were selected from eight schools in KwaZulu-Natal Province, South Africa, to undergo HIV/AIDS training using an interactive CD-ROM intervention. Another sixty educators from other schools were selected to undergo a two-day Care & Support Training Programme provided by the Department of Education. The outcomes both before and after the interventions were measured by surveying the educators’ knowledge and attitudes related to HIV/AIDS, as well as their self-efficacy with respect to dealing with HIV/AIDS in the classroom setting. Both interventions resulted in significant changes in knowledge and attitudes as well as in the self-efficacy with respect to ability to teach about HIV/AIDS and to deal with classroom situations involving HIV and blood. The Care & Support Training Programme proved superior in enhancing basic knowledge about HIV, and the CD-ROM was superior in teaching about HIV transmission risks. PMID:20852677

Crowdteaching: Supporting Teaching as Designing in Collective Intelligence Communities

ERIC Educational Resources Information Center

Recker, Mimi; Yuan, Min; Ye, Lei

2014-01-01

The widespread availability of high-quality Web-based content offers new potential for supporting teachers as designers of curricula and classroom activities. When coupled with a participatory Web culture and infrastructure, teachers can share their creations as well as leverage from the best that their peers have to offer to support a collective…

Teacher Views of Support for Inclusive Education in Beijing, China

ERIC Educational Resources Information Center

Xu, Xiaoli; Malinen, Olli-Pekka

2015-01-01

This study reports teachers' views and experiences about the support they receive for their teaching in inclusive classrooms focusing on support from families, resource teachers, and school leaders and administration. The results are based on 16 individual and focus group teacher interviews that were conducted in four different schools in Beijing…

A Brief Intervention to Increase the Use of Precorrection and Praise by Elementary School Teachers

ERIC Educational Resources Information Center

Bindreiff, Dustin F.

2017-01-01

There is an evidence base supporting the use of positive behavior supports in schools; however effectively and efficiently transferring these interventions into classroom settings remains a challenge. Precorrection is a highly-regarded behavior support strategy that relies on antecedent prompting to reduce problem behavior and teach socially…

Generational diversity in associate degree nursing students: Teaching styles and preferences in Pennsylvania

NASA Astrophysics Data System (ADS)

Kitko, Jennifer V.

2011-12-01

Nursing educators face the challenge of meeting the needs of a multi-generational classroom. The reality of having members from the Veteran and Baby Boomer generations in a classroom with Generation X and Y students provides an immediate need for faculty to examine students' teaching method preferences as well as their own use of teaching methods. Most importantly, faculty must facilitate an effective multi-generational learning environment. Research has shown that the generation to which a person belongs is likely to affect the ways in which he/she learns (Hammill, 2005). Characterized by its own attitudes, behaviors, beliefs, and motivational needs, each generation also has distinct educational expectations. It is imperative, therefore, that nurse educators be aware of these differences and develop skills through which to communicate with the different generations, thereby reducing teaching/learning problems in the classroom. This is a quantitative, descriptive study that compared the teaching methods preferred by different generations of associate degree nursing students with the teaching methods that the instructors actually use. The research study included 289 participants; 244 nursing student participants and 45 nursing faculty participants from four nursing departments in colleges in Pennsylvania. Overall, the results of the study found many statistically significant findings. The results of the ANOVA test revealed eight statistically significant findings among Generation Y, Generation X and Baby boomers. The preferred teaching methods included: lecture, self-directed learning, web-based course with no class meetings, important for faculty to know my name, classroom structure, know why I am learning what I am learning, learning for the sake of learning and grade is all that matters. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching methods by students. Overall, the support for a variety of teaching methods was also found in the analysis of the data.

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…

Integrating Engineering into Delaware's K-5 Classrooms: A Study of Pedagogical and Curricular Resources

ERIC Educational Resources Information Center

Grusenmeyer, Linda Huey

2017-01-01

This study examines the personal and curricular resources available to Delaware's elementary teachers during a time of innovative curriculum change, i.e., their knowledge, goals and beliefs regarding elementary engineering curriculum and the pedagogical support to teach two Science and Engineering Practices provided by science teaching materials.…

What Would Jesus Do Now in the Classroom? The CREATe Research Project

ERIC Educational Resources Information Center

Green, Elizabeth

2010-01-01

CREATe (Christian Reflection on Ethics And Teaching) groups are peer support groups which use an action research model to facilitate reflection and to promote the development of thinking about Christian ethics in teaching. This report summarises the findings of a pilot research project commissioned by The Stapleford Centre to offer a preliminary…

Multiple Factors Supporting the Transition to ICT-Rich Learning Environments in India, Turkey, and Chile

ERIC Educational Resources Information Center

Light, Daniel

2010-01-01

This research project used instrumental case studies of successful schools from the Intel® Teach Essentials Course in Turkey, India and Chile to examine what contextual factors might facilitate teachers' ability to transfer a professional development program about ICT and innovative teaching strategies into their classrooms given the school…

Examining the Use of a Structured Analysis Framework to Support Prospective Teacher Noticing

ERIC Educational Resources Information Center

Mitchell, Rebecca N.; Marin, Katherine Ariemma

2015-01-01

The ability to notice important events in a teaching situation and make decisions about these events is a key component of teaching well. Prospective teachers tend to notice more superficial aspects of classroom practice, such as class management. This article examines a video club in which four student teachers utilized the Mathematical Quality…

T.E.M.P.: Teacher Education Model of Partnership--A Year-Long Competency-Based Urban Elementary Teaching Internship.

ERIC Educational Resources Information Center

Concordia Coll., St. Paul, Minn.

The Teacher Education Model of Partnership (TEMP) features joint ownership, joint support, and a partner relationship between a college and a school district in planning and implementing a professional program, designed specifically for teaching in the urban classroom. A planning committee was formed, composed of representatives from the public…

Track Model: A Proposal of an Interactive Exhibit to Learn Aerodynamics

ERIC Educational Resources Information Center

Sturm, Heike; Sturm, Gerd; Bogner, Franz X.

2011-01-01

Bird flight and lift in general is a complex subject which is also difficult to teach in a classroom. In order to support the teaching of this curriculum-based subject, an interactive exhibit to demonstrate aerodynamic aspects of objects has been developed, implemented and evaluated with 262 middle school students. The empirical evaluation…

Rigor in Elementary Science Students' Discourse: The Role of Responsiveness and Supportive Conditions for Talk

ERIC Educational Resources Information Center

Colley, Carolyn; Windschitl, Mark

2016-01-01

Teaching that is responsive to students' ideas can create opportunities for rigorous sense-making talk by young learners. Yet we have few accounts of how thoughtful attempts at responsive teaching unfold across units of instruction in elementary science classrooms and have only begun to understand how responsiveness encourages rigor in…

Archeology, Legos, and Haunted Houses: Novice Teachers' Shifting Understandings of Self and Curricula through Metaphor

ERIC Educational Resources Information Center

Fisher-Ari, Teresa R.; Lynch, Heather L.

2015-01-01

As teacher educators in an alternative certification and master's programme, we support Teach For America (TFA) teachers who are developing understandings of learning, teaching, and curriculum while they are already working full-time in classrooms. Using critical discourse analysis, we analysed 109 metaphors for curriculum created by 27 novice TFA…

Investigating Effective Teaching Methods for a Place-Based Teacher Preparation in a Rural Community

ERIC Educational Resources Information Center

Ajayi, Lasisi

2014-01-01

In this article, I argue for the need to improve teacher preparation (TP) courses for elementary education student teachers to teach English-language arts (ELA). In particular, these TP programs need to support student teachers in delivering culturally responsive pedagogy within rural classrooms. Twenty-three student teachers participated in this…

Practical Strategies for Teaching Students with Attention-Deficit Hyperactivity Disorder in General Physical Education Classrooms

ERIC Educational Resources Information Center

Mulrine, Christopher F.; Flores-Marti, Ismael

2014-01-01

Due to federal mandates, physical educators are now expected to teach a wide range of students, spanning the entirety of the learning continuum, in their classes. These mandates support and encourage students with disabilities to learn and grow in inclusive settings alongside their general education peers. Students diagnosed with Attention-Deficit…

Using Peer Collaboration to Support Online Reading, Writing, and Communication: An Empowerment Model for Struggling Readers

ERIC Educational Resources Information Center

Henry, Laurie A.; Castek, Jill; O'Byrne, W. Ian; Zawilinski, Lisa

2012-01-01

This comparative case study investigated the implementation of an empowerment model for struggling readers that utilized the Internet as a context for reading, writing, and communicating in 3 different classroom contexts. Through student-centered techniques, such as flexible grouping and peer teaching, we designed Internet Reciprocal Teaching to…

Teaching Science with Technology: Case Studies of Science Teachers' Development of Technology, Pedagogy, and Content Knowledge

ERIC Educational Resources Information Center

Guzey, S. Selcen; Roehrig, Gillian H.

2009-01-01

This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…

Parents and Communities as Partners in Teaching Writing in Canadian Middle Grades Classrooms

ERIC Educational Resources Information Center

McClay, Jill Kedersha; Peterson, Shelley Stagg; Nixon, Rhonda

2012-01-01

Educators have long recognized that parental and community supports are important underpinnings for children's success in school. With respect to the teaching of writing, however, little research has been conducted to provide evidence of effective practices teachers use to involve parents and communities. As part of a national Canadian study of…

Becoming Technologically Literate through Technology Integration in PK-12 Preservice Literacy Courses: Three Case Studies

ERIC Educational Resources Information Center

Groth, Lois A.; Dunlap, Kristy L.; Kidd, Julie K.

2007-01-01

With an increased emphasis on incorporating technology-based instruction into K-12 classrooms and an expectation that teachers will use technology to support their teaching, teacher educators are continuously challenged to prepare K-12 teachers to use new and emerging technologies effectively for learning and teaching (Ross & Wiseman, 2001).…

Authoring Robot-Assisted Instructional Materials for Improving Learning Performance and Motivation in EFL Classrooms

ERIC Educational Resources Information Center

Hong, Zeng-Wei; Huang, Yueh-Min; Hsu, Marie; Shen, Wei-Wei

2016-01-01

Anthropomorphized robots are regarded as beneficial tools in education due to their capabilities of improving teaching effectiveness and learning motivation. Therefore, one major trend of research, known as Robot- Assisted Language Learning (RALL), is trying to develop robots to support teaching and learning English as a foreign language (EFL). As…

Teaching English to a Student with Autism Spectrum Disorder in Regular Classroom in Indonesia

ERIC Educational Resources Information Center

Padmadewi, Ni Nyoman; Artini, Luh Putu

2017-01-01

The recognition of students with special needs has been increasing significantly in Indonesia recently and the better understanding as well as supportive school programs is urgently needed. It was found out that schools and teachers in Indonesia had very limited preparedness either in teaching skills or material development to meet the actual…

Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners

ERIC Educational Resources Information Center

Estapa, Anne; Pinnow, Rachel J.; Chval, Kathryn B.

2016-01-01

This two-year study investigated how an innovative video tool enhanced novice-teacher noticing abilities and instructional practice in relation to teaching mathematics to English language learners in third grade classrooms. Specifically, teachers viewed videos of their mathematics lessons that were filmed by Latino English language learners who…

An Evaluation of the Conditions, Processes, and Consequences of Laptop Computing in K-12 Classrooms

ERIC Educational Resources Information Center

Cavanaugh, Cathy; Dawson, Kara; Ritzhaupt, Albert

2011-01-01

This article examines how laptop computing technology, teacher professional development, and systematic support resulted in changed teaching practices and increased student achievement in 47 K-12 schools in 11 Florida school districts. The overview of a large-scale study documents the type and magnitude of change in student-centered teaching,…

Changes in Teachers' Knowledge and Beliefs about Mathematics and Mathematics Teaching: A Case Study

ERIC Educational Resources Information Center

Lomas, Laurinda; Clarke, Doug

2016-01-01

As teaching is a cultural activity embedded in a unique context, professional development opportunities for teachers may be best placed amid the relevance of everyday classroom practice, and supported by an innovative curriculum. This progress paper reports on data collected as part of doctoral research studying the changes in mathematical…

Leading for Instructional Improvement: How Successful Leaders Develop Teaching and Learning Expertise

ERIC Educational Resources Information Center

Fink, Stephen; Markholt, Anneke; Bransford, John

2011-01-01

There is little agreement among school leaders on what constitutes quality teaching and how best to support teachers in improving lessons, assessments, and classroom instruction. This book will show how principals and other school leaders can "grow" the expertise of teachers to deliver high quality instruction that serves all students well. It…

Peer Education Versus Computer-Based Education: Improve Utilization of Library Databases Among Direct Care Nurses.

PubMed

Gonzalez, Roxana; O'Brien-Barry, Patricia; Ancheta, Reginaldo; Razal, Rennuel; Clyne, Mary Ellen

A quasiexperimental study was conducted to demonstrate which teaching modality, peer education or computer-based education, improves the utilization of the library electronic databases and thereby evidence-based knowledge at the point of care. No significant differences were found between the teaching modalities. However, the study identified the need to explore professional development teaching modalities outside the traditional classroom to support an evidence-based practice healthcare environment.

Recognition of Cultural Diversity in the Teaching of School Subjects. Final Report. The CDCC's Project No. 7: "The Education and Cultural Development of Migrants."

ERIC Educational Resources Information Center

Cintrat, Iva

A workshop supported by the Council of Europe's Project No. 7 for representatives of supervisory staff for the teaching of languages and culture of origin from Algeria, Italy, and Portugal focused on cultural diversity as contributed by migrants' children in day-to-day classroom work and in the curricula and subject-matter of primary teaching as a…

A qualitative study of the instructional behaviors and practices of a dyad of educators in self-contained and inclusive co-taught secondary biology classrooms during a nine-week science instruction grading period

NASA Astrophysics Data System (ADS)

Hardy, Shanon D.

The Individuals with Disabilities Education Act (IDEA) (1997) mandates that students with disabilities have access to the general education curriculum. School districts have developed a variety of service delivery models to provide challenging educational experiences for all students. Co-teaching or collaborative teaching is the most widely used of the different service delivery models. While the philosophy of inclusion is widely accepted, the efficacy of the various inclusion models has recently been the focus of educational research. Researchers have questioned whether the presence of a special educator in the general education classroom has resulted in students with high incidence disabilities receiving specialized instruction. A qualitative study was designed to examine the instructional behaviors and practices exhibited and used by a dyad of educators in self-contained learning disabilities and inclusive co-taught secondary Biology classrooms during a nine-week science instruction grading period. In addition to utilizing interviews, observations, and classroom observation scales to answer the research questions, supporting student data (time-sampling measurement/opportunity to learn and student grades) were collected. The study concluded that the presence of a special educator in a co-taught classroom: (1) did contribute to the creation of a new learning environment, and notable changes in the instructional behaviors and practices of a general educator; (2) did contribute to limited specialized instruction for students with disabilities in the co-taught classrooms and embedded (not overt) special education practices related to the planning and decision-making of the educators; (3) did contribute to the creation of a successful co-teaching partnership including the use of effective teaching behaviors; and (4) did impact success for some of the students with disabilities in the co-taught classrooms; but (5) did not ensure the continuation of some of the new instructional behaviors and practices in the general education classroom if the collaboration ended.

Space Science News: from archive to teaching resource, the secret life of newspapers

NASA Astrophysics Data System (ADS)

McClune, Billy; Jarman, Ruth

2004-03-01

This article illustrates the use of newspapers as a resource for teaching and learning about science. Science teachers in Northern Ireland have produced a special edition news magazine, Space Science News, to support the teaching and learning of aspects of space science in secondary school. The resource is based on authentic newspaper articles and was developed in partnership with a local newspaper and with the support of the Particle Physics and Astronomy Research Council (PPARC). Articles have been grouped into curriculum-related 'themes' and are accompanied by a range of classroom activities designed to support learning in this area, to develop literacy skills and to promote awareness of media- and citizenship-related issues.

Empowerment of the General Educator through Effective Teaching Strategies.

ERIC Educational Resources Information Center

Bradley, Dianne F.; And Others

Johns Hopkins University and Montgomery County Public Schools, Maryland, jointly sponsor the program "SUPPORTS for Least Restrictive Environment," a graduate program in special education which supports the vision of educating all students together in the general education classroom. In the practicum phase of their program, general…

SUPPORTING TEACHERS IN IMPLEMENTING FORMATIVE ASSESSMENT PRACTICES IN EARTH SYSTEMS SCIENCE

NASA Astrophysics Data System (ADS)

Harris, C. J.; Penuel, W. R.; Haydel Debarger, A.; Blank, J. G.

2009-12-01

An important purpose of formative assessment is to elicit student thinking to use in instruction to help all students learn and inform next steps in teaching. However, formative assessment practices are difficult to implement and thus present a formidable challenge for many science teachers. A critical need in geoscience education is a framework for providing teachers with real-time assessment tools as well as professional development to learn how to use formative assessment to improve instruction. Here, we describe a comprehensive support system, developed for our NSF-funded Contingent Pedagogies project, for addressing the challenge of helping teachers to use formative assessment to enhance student learning in middle school Earth Systems science. Our support system is designed to improve student understanding about the geosphere by integrating classroom network technology, interactive formative assessments, and contingent curricular activities to guide teachers from formative assessment to instructional decision-making and improved student learning. To accomplish this, we are using a new classroom network technology, Group Scribbles, in the context of an innovative middle-grades Earth Science curriculum called Investigating Earth Systems (IES). Group Scribbles, developed at SRI International, is a collaborative software tool that allows individual students to compose “scribbles” (i.e., drawings and notes), on “post-it” notes in a private workspace (a notebook computer) in response to a public task. They can post these notes anonymously to a shared, public workspace (a teacher-controlled large screen monitor) that becomes the centerpiece of group and class discussion. To help teachers implement formative assessment practices, we have introduced a key resource, called a teaching routine, to help teachers take advantage of Group Scribbles for more interactive assessments. Routine refers to a sequence of repeatable interactions that, over time, become automatic to teachers and students. Routines function as classroom norms, governing how students and teachers interact with subject matter (i.e., the way ideas are elicited, taken up, and revised). We use the qualifier teaching because we view good classroom assessment as seamless with instruction. Each teaching routine defines a sequence of instructional moves, supported by classroom network technology, for creating formative assessment opportunities that address 3 goals: (1) Increase student-teacher and student-student communication;(2) Motivate students to participate and learn from discussion, investigation, and reading; and (3) Provide real-time feedback for the teacher who can then adjust instruction. We report on key features of our support system for helping teachers develop proficiency with using formative assessment to inform instruction and advance learning in Earth Systems science. We also present preliminary findings from the implementation of the support system with a test group of teachers in a large, urban school district. Findings highlight the promise of teaching routines as an important resource for structuring student opportunities to showcase their thinking.

Fill the Classroom with Life: Deepening the Reform of Chinese Primary and Secondary Classroom Teaching

ERIC Educational Resources Information Center

Ye, Lan; Cheng, Liang

2018-01-01

Classroom teaching is a life-practice in which both teacher and pupils engage and bring in their authentic and living experiences. Classroom teaching should be seen as a period of life-experience that is a meaningful component of the lives of both teachers and students. However, this is not how teaching is seen in most pedagogical and educational…

Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension

ERIC Educational Resources Information Center

Willis, Judy

2008-01-01

Neurologist and middle school teacher Judy Willis connects what you do in the classroom to what happens in the brain when students learn how to read, including: (1) Why a classroom has to be safe and supportive in order to overcome barriers to reading fluency; (2) How to jumpstart students who are not well prepared for reading with activities that…

Museum behind the Scenes--An Inquiry-Based Learning Unit with Biological Collections in the Classroom

ERIC Educational Resources Information Center

Kreuzer, Pia; Dreesmann, Daniel

2017-01-01

The aim of this study was to design and evaluate an inquiry- and activity-based learning unit for the classroom that uses biological collections to teach key evolutionary concepts and to support the understanding and appreciation of the work of a museum. The unit consisted of three parts that focused on the most important tasks of museums:…

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.

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.…

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…

Methods & Strategies: Put Your Walls to Work

ERIC Educational Resources Information Center

Jackson, Julie; Durham, Annie

2016-01-01

This column provides ideas and techniques to enhance your science teaching. This month's issue discusses planning and using interactive word walls to support science and reading instruction. Many classrooms have word walls displaying vocabulary that students have learned in class. Word walls serve as visual scaffolds to support instruction. To…

Fostering Student Engagement: Creative Problem-Solving in Small Group Facilitations

ERIC Educational Resources Information Center

Samson, Patricia L.

2015-01-01

Creative Problem-Solving (CPS) can be a transformative teaching methodology that supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences with the curriculum. It supports a sense of inquiry that incorporates both experiential learning and the…

Supporting Action Research in a Field-Based Professional Development School.

ERIC Educational Resources Information Center

Menchaca, Velma D.; Peterson, Cynthia L.; Nicholson, Sheila

A collaborative project between a Professional Development School (PDS) and a public school supported teachers' action research and initiated preservice teachers into action research. This paper describes one team's action research project in an inclusive high school classroom that shared the duties of teaching, assisting, modifying instruction,…

Using Music to Support the Literacy Development of Young English Language Learners

ERIC Educational Resources Information Center

Paquette, Kelli R.; Rieg, Sue A.

2008-01-01

Integrating experiences with music in the early childhood classroom supports English language learners' literacy development (Peregoy and Boyle, "Reading, writing, and learning in ESL." Pearson, Boston, 2008; Saricoban and Metin, "Songs, verse and games for teaching grammar." Internet "TESL J," 2000). This article describes the benefits of…

A theory of planned behaviour-based analysis of TIMSS 2011 to determine factors influencing inquiry teaching practices in high-performing countries

NASA Astrophysics Data System (ADS)

Pongsophon, Pongprapan; Herman, Benjamin C.

2017-07-01

Given the abundance of literature describing the strong relationship between inquiry-based teaching and student achievement, more should be known about the factors impacting science teachers' classroom inquiry implementation. This study utilises the theory of planned behaviour to propose and validate a causal model of inquiry-based teaching through analysing data relating to high-performing countries retrieved from the 2011 Trends in International Mathematics and Science Study assessments. Data analysis was completed through structural equation modelling using a polychoric correlation matrix for data input and diagonally weighted least squares estimation. Adequate fit of the full model to the empirical data was realised. The model demonstrates that the extent the teachers participated in academic collaborations was positively related to their occupational satisfaction, confidence in teaching inquiry, and classroom inquiry practices. Furthermore, the teachers' confidence with implementing inquiry was positively related to their classroom inquiry implementation and occupational satisfaction. However, perceived student-generated constraints demonstrated a negative relationship with the teachers' confidence with implementing inquiry and occupational satisfaction. Implications from this study include supporting teachers through promoting collaborative opportunities that facilitate inquiry-based practices and occupational satisfaction.

The Instructional Technology Support Center at MTSU: Integrating Technology into K-12 and University Classrooms.

ERIC Educational Resources Information Center

Schmidt, Constance R.

The Instructional Technology Support Center (ITSC) provides training and support for the use of instructional technology by K-12 teachers and Middle Tennessee State University (MTSU) faculty. The goals of the ITSC include: training pre-service and in-service teachers in the use of instructional technology; improving MTSU teaching through expanded…

Using cogenerative dialogue to afford the teaching and learning of biology in an urban high school

NASA Astrophysics Data System (ADS)

Otulaja, Femi Segun

The body of research work presented in this dissertation integrates critical ethnography with video and conversation analyses in order to provide ways to articulate and understand the complexities associated with social life enactment as it unfolds during cogenerative dialogues and in the science classroom as the teacher and her students engage in science teaching and learning. The primary goal is to improve the teaching and learning of science in an urban science classroom at a public high school in Philadelphia, Pennsylvania. In order to understand what is going on in the classroom and why, I worked with a female science teacher who identify as an African-American and her culturally diversified students in a biology class to examine teacher's and students' conscious and unconscious patterned actions, (i.e., classroom practices, that structure teaching and learning in the classroom. It is my belief that to improve science teaching and learning in the classroom, it is salient to improve science teacher's practices as a precursor to transforming students' practices. In order to ameliorate breaches in the fluency of encounters in the classroom, the teacher and her students need to establish and sustain critical, collaborative and collective conversations through cogen. I employ theoretical lenses of cultural sociology that I triangulate with sociology of emotions and critical pedagogy. I focus on culture as schemas and associated practices layered with the triple dialectics of agency, passivity and structure as new or hybridized/interstitial cultures that are produced get enacted in the science classroom to transform teacher's and her students' encounters with each other. The salient implication is that since encounters are imbued with emotions, teacher and her students learn to generate positive emotional energy during cogen that gets reproduced and transformed in the science classroom. Positive emotional energy creates resources that help to initiate and sustain interaction ritual chains that support synchrony, solidarity, sense of affiliation and identity that are necessary for the teacher to be successful as a science teacher and her students to be successful as science learners. Salient to the findings in this study is the need for teachers to envision teaching and learning as a collaborative and collective endeavor with their students. Teachers need the perspectives of others; and students are in the best position to provide the teacher with the authentic perspectives she needs to improve her practice. By being with and working with their teacher, students and teacher share their classroom experiences with each other, in an environment void of hegemony, in order to achieve their individual goals and collective motives in the urban science classroom. Teacher and her students get to know more about each other socially and culturally and are able to work through their differences to achieve success.

Classroom Assessment in Japanese Mathematics Education.

ERIC Educational Resources Information Center

Nagasaki, Eizo; Becker, Jerry P.

In Japan, assessment in classroom teaching cannot be considered apart from classroom lessons. This paper describes typical mathematics classroom situations and some of the developments in classroom assessment underway in Japan. The first section of the paper discusses classroom teaching, including whole-class instruction, discussion, objectives,…

Facing the Challenges--Using Information and Communications Technology To Support Teaching and Learning.

ERIC Educational Resources Information Center

Heaney, Liam

2003-01-01

This article explores some of the key issues associated with the use of information and communications technology (ICT) in the classroom. To illustrate ICT integration, a teaching project on dinosaurs, which has been developed with students ages 10-11, is presented. A detailed scheme of work and lesson plans is included. (Contains 4 references.)…

The Basics: Supporting Learners with Intellectual Challenge in Regular Classrooms. A Resource for Teachers

ERIC Educational Resources Information Center

Bunch, Gary

2006-01-01

This book is a resource for teachers who have the opportunity and the responsibility to work with students who have been labeled with intellectual challenges. The fundamental premise is that good teaching is good teaching--for all students. Secondly, this book believes that teachers are good professionals and have both the skills and the spirit to…

Considering the Role of Self-Study of Teaching and Teacher Education Practices Research in Transforming Urban Classrooms

ERIC Educational Resources Information Center

Hamilton, Mary Lynn; Pinnegar, Stefinee

2015-01-01

We explore the first four articles in this Special Issue of "Studying Teacher Education" to identify challenges to the self-study of teaching and teacher education practices (S-STEP) methodology, and how this methodology supports the work of teachers and teacher educators working in urban settings. We respond to these articles by…

There Is No "I" in Co-Teacher: Team-Building Professional Development to Support High School Co-Teachers

ERIC Educational Resources Information Center

Goodhue, Denise S.

2016-01-01

In an effort to meet the needs of special education students in inclusion classrooms co-teaching is typically utilized as a service delivery model. Research has identified a number of benefits to co-teaching however, a number of obstacles have been found to inhibit its effective implementation in secondary schools. High school special education…

Professional Development that Supports the Teaching of Cognitive Reading Strategy Instruction

ERIC Educational Resources Information Center

Sailors, Misty; Price, Larry R.

2010-01-01

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. To meet this goal, 44 participating teachers in grades 2-8 learned to teach their students cognitive…

Classroom to Community and Back: Using Culturally Responsive, Standards-Based Teaching to Strengthen Family and Community Partnerships and Increase Student Achievement

ERIC Educational Resources Information Center

Saifer, Steffen; Edwards, Keisha; Ellis, Debbie; Ko, Lena; Stuczynski, Amy

2005-01-01

This document describes how educators can use the knowledge and culture students bring to school in a standards-based curriculum that supports student success. The authors call this approach culturally responsive, standards-based (CRSB) teaching. Unlike multicultural education--which is an important way to incorporate all the world's cultural and…

Management of an eLearning Evaluation Project: The e3Learning Model

ERIC Educational Resources Information Center

Lam, Paul; McNaught, Carmel

2007-01-01

This article describes the evaluation of purpose-built course websites for university-level teaching and learning developed by a funded project (e3Learning, e3L) in Hong Kong, which was designed to support teachers in three universities to supplement classroom teaching with eLearning. Previous articles on the e3L project have described the…

Recruiting, Retaining, and Supporting Qualified Teachers: No. 3 in the Harvard Education Letter Spotlight Series

ERIC Educational Resources Information Center

Chauncey, Caroline, Ed.

2005-01-01

This volume provides a tool kit for principals and administrators seeking to improve the quality of classroom teaching in an era of increasing accountability, as well as an overview of the historical and cultural factors that shape teaching as a profession. The No Child Left Behind Act of 2002 mandates that all teachers be "highly…

Co-Teaching ELLs: Riding a Tandem Bike

ERIC Educational Resources Information Center

Honigsfeld, Andrea; Dove, Maria G.

2016-01-01

Imagine getting on the tandem bike of co-teaching. You have a lot to decide. Who sits in the front and takes the lead? Who takes the backseat? The fact is, neither classroom teachers nor secondary content-area teachers have proven eager to give up leading their lesson when they have a co-teacher present, whether to support ELLs or students with…

The Use of a Cognitive Strategy to Support Argument-Based Writing in a Ninth Grade Social Studies Classroom

ERIC Educational Resources Information Center

Washburn, Erin; Sielaff, Christopher; Golden, Karin

2016-01-01

This study examined the impact of teaching a planning strategy for planning argument-based written responses on the writing performance of ninth grade students in the context of social studies. The Self-Regulated Strategy Development (SRSD) model was used as an instructional framework to teach the planning strategy. Pre- and posttest writing…

Developing Mathematical Thinking and Self-Regulated Learning: A Teaching Experiment in a Seventh-Grade Mathematics Classroom

ERIC Educational Resources Information Center

Pape, S. J.; Bell, C. V.; Yetkin, IE.

2003-01-01

Mathematics educators have found sociocultural models of teaching and learning to be powerful in their ability to describe and support the pursuit of instruction based on recent standards documents (e.g., National Council of Teachers of Mathematics [NCTM], 1989, 2000). These models of instruction, however, have been criticized for their lack of…

Conceptions of Effective Teaching and Perceived Use of Computer Technologies in Active Learning Classrooms

ERIC Educational Resources Information Center

Gebre, Engida; Saroyan, Alenoush; Aulls, Mark W.

2015-01-01

This paper examined professors' conceptions of effective teaching in the context of a course they were teaching in active learning classrooms and how the conceptions related to the perceived role and use of computers in their teaching. We interviewed 13 professors who were teaching in active learning classrooms in winter 2011 in a large research…

Career Choice Class: Caviar or Caveat.

ERIC Educational Resources Information Center

Cochran, Donald J.; And Others

1980-01-01

The gain for the skills group was significantly greater than the gain for the career orientation group. The results were discussed as support of the effectiveness of teaching career decision-making skills in a classroom context. (Author)

Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles

NASA Astrophysics Data System (ADS)

Höttecke, Dietmar; Silva, Cibelle Celestino

2011-03-01

Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers' skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account.

Assessing Teacher and Student Effects of the Research Goes to School Project

NASA Astrophysics Data System (ADS)

Kararo, Alex T.

There have been calls by the Federal government and policymakers for improvements in science, technology, engineering and mathematics (STEM) education through the development of excellent teachers with the content knowledge and skills to teach and motivate students. A shared goal among teacher professional development (PD) programs is to improve students' learning outcomes through changes in teachers' classroom practices. One way to address classroom practice is by studying pedagogical content knowledge and skill (PCK&S), which is the way teachers incorporate both subject matter and teaching strategies to transform the way they teach content to support student learning. PCK&S includes the knowledge and planning as well as the act of teaching. The NSF-funded Research Goes to School (RGS) project sought to impact teachers' PCK&S through the introduction of a current scientific research topic simultaneously with an evidence-based teaching strategy. As part of the RGS project, high-school STEM teachers from Indiana applied to attend summer PD workshops. At these workshops, aspects of nanoscience taken from the Big Ideas of Nanoscale Science and Engineering book and project-based learning (PjBL) were taught. Nanoscience was chosen due to the rapid growth of this field and the call by scientists and policymakers for the development of standards and curricula focused on nanoscience within K-12 education. Introduction of fundamental nanoscience concepts can expose students to current research within what is considered the next industrial revolution. PjBL was chosen since within this teaching strategy, scientific processes are used to address unstructured authentic problems. As part of PjBL, the students are required to synthesize ideas, collect and analyze data, and work with peers to develop an answer to the authentic question. Teachers who attended the workshops developed a nanoscience-based PjBL unit that aligned with Indiana state standards and implemented these units in their classrooms the following school year. This dissertation involves an assessment of the implementation of these units using two observational protocols, one to provide a description of what occurred in each classroom and one to assess the quality of the implementation of components in each classroom. Interviews with the teachers were conducted to probe their PCK and how they incorporated the nanoscience material and PjBL teaching strategy into their units. Student learning gains were also assessed through a pre- and post-nanoscience-based content exam. This dissertation focuses on two components: (a) the PCK&S of the fourteen teacher participants and (b) nanoscience-related learning gains of students who participated in the nano-based PjBL units. Trends between these two components were also studied. This research has implications in the development of professional development experiences as well as support for STEM teachers when incorporating new subject matter and/or teaching strategies in their classrooms.

The Impact of Collaborative Reflections on Teachers' Inquiry Teaching

NASA Astrophysics Data System (ADS)

Lin, Huann-shyang; Hong, Zuway-R.; Yang, Kuay-keng; Lee, Sung-Tao

2013-12-01

This study investigates the impact of collaborative reflections on teachers' inquiry teaching practices and identifies supportive actions relating to their professional development. Three science teachers in the same elementary school worked as a cooperative and collaborative group. They attended workshops and worked collaboratively through observing colleagues' teaching practices and discussing with university professors about their own inquiry teaching. The pre- and post-treatment classroom observations and comparisons of their teaching reveal that the three teachers were more focussed on asking inquiry-oriented questions in the post-treatment teaching. With additional qualitative data analysis, this study identified supportive resources of professional development. Workshop training sessions and sample unit served as the initiative agent in the beginning stage. Discussions with peers and reflective observation of peer teaching acted as a facilitative agent. Finally, student responses and researchers' on-site visit comments worked as a catalytic agent for their professional development.

Classrooms and Curriculum Come Alive with Music: A Sequential Approach of Teaching Music to Elementary Students Using Daily Oral Music Lessons.

ERIC Educational Resources Information Center

Sharp, Lanette

Developed specifically for classroom teachers with a limited background in music, oral music lessons are designed to be taught in short, daily instruction segments to help students gain the most from music and transfer that knowledge to other parts of the curriculum. The lessons, a master degree project, were developed to support the Utah music…

Making Sense of Standards: Implementation Issues and the Impact on Teaching Practice. Children Achieving: Philadelphia's Education Reform. Progress Report Series 1996-1997.

ERIC Educational Resources Information Center

Simon, Elaine; Foley, Ellen; Passantino, Claire

The focus of this report is the way standards are influencing instruction in Philadelphia classrooms and how the various parts of the system are working together to support standards-driven instruction at the classroom level. The 1996-97 school year was still an early one in the implementation of standards-based instruction in Philadelphia. The…

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.

Virtual tutorials, Wikipedia books, and multimedia-based teaching for blended learning support in a course on algorithms and data structures

NASA Astrophysics Data System (ADS)

Knackmuß, Jenny; Creutzburg, Reiner

2014-02-01

The aim of this paper is to describe the benefit and support of virtual tutorials, Wikipedia books and multimedia-based teaching in a course on Algorithms and Data Structures. We describe our work and experiences gained from using virtual tutorials held in Netucate iLinc sessions and the use of various multimedia and animation elements for the support of deeper understanding of the ordinary lectures held in the standard classroom on Algorithms and Data Structures for undergraduate computer sciences students. We will describe the benefits, form, style and contents of those virtual tutorials. Furthermore, we mention the advantage of Wikipedia books to support the blended learning process using modern mobile devices. Finally, we give some first statistical measures of improved student's scores after introducing this new form of teaching support.

Supporting Inquiry-based Earth System Science Instruction with Middle and High School Earth Science Teachers

NASA Astrophysics Data System (ADS)

Finkel, L.; Varner, R.; Froburg, E.; Smith, M.; Graham, K.; Hale, S.; Laura, G.; Brown, D.; Bryce, J.; Darwish, A.; Furman, T.; Johnson, J.; Porter, W.; von Damm, K.

2007-12-01

The Transforming Earth System Science Education (TESSE) project, a partnership between faculty at the University of New Hampshire, Pennsylvania State University, Elizabeth City State University and Dillard University, is designed to enrich the professional development of in-service and pre-service Earth science teachers. One goal of this effort is to help teachers use an inquiry-based approach to teaching Earth system science in their classrooms. As a part of the TESSE project, 42 pre-service and in-service teachers participated in an intensive two-week summer institute at UNH taught by Earth scientists and science educators from TESSE partnership institutions. The institute included instruction about a range of Earth science system topics as well as an introduction to teaching Earth science using an inquiry-based approach. In addition to providing teachers with information about inquiry-based science teaching in the form of sample lesson plans and opportunities to revise traditional lessons and laboratory exercises to make them more inquiry-based, TESSE instructors modeled an inquiry- based approach in their own teaching as much as possible. By the end of the Institute participants had developed lesson plans, units, or year-long course overviews in which they were expected to explain the ways in which they would include an inquiry-based approach in their Earth science teaching over the course of the school year. As a part of the project, graduate fellows (graduate students in the earth sciences) will work with classroom teachers during the academic year to support their implementation of these plans as well as to assist them in developing a more comprehensive inquiry-based approach in the classroom.

CLASSROOM INTERACTION, PUPIL ACHIEVEMENT AND ADJUSTMENT IN TEAM TEACHING AS COMPARED WITH THE SELF-CONTAINED CLASSROOM.

ERIC Educational Resources Information Center

LAMBERT, PHILIP; AND OTHERS

EXPLORED ARE TEACHING AND LEARNING RELATIONSHIPS OR FORMS OF CLASSROOM INTERACTION IN THE TEAM TEACHING ARRANGEMENT, AND THE DIFFERENCES BETWEEN THESE AND TRADITIONAL CLASSROOM INTERACTION WITH RESPECT TO STUDENT ADJUSTMENT AND STUDENT ACHIEVEMENT. AN ATTEMPT WAS MADE TO IMPROVE THE SOPHISTICATION OF EDUCATIONAL RESEARCH INSTRUMENTS. A 2-YEAR TEAM…

An investigation into the factors that motivate teachers to implement inquiry in the science classroom

NASA Astrophysics Data System (ADS)

Robbins, Beth Schieber

Inquiry-based science teaching is an inductive approach to science instruction that originated in constructivist learning theory and requires students to be active participants in their own learning process. In an inquiry-based classroom, students actively construct their knowledge of science through hands-on, engaged practices and inquiry-based approaches. Inquiry-based teaching stands in contrast to more traditional forms of teaching that see students as empty vessels to be filled by the teacher with rote facts. Despite calls from the NSF, the NRC, and the AAAS for more inquiry-based approaches to teaching science, research has shown that many teachers still do not use inquiry-based approaches. Teachers have cited difficulties including lack of time, high-stakes testing, a shortage of materials, problems with school-wide logistics, rigid science curricula, student passivity, and lack of prerequisite skills. The objective of this mixed-methods study was to examine to what extent specific, identifiable personality traits contribute to the likelihood that a teacher will use inquiry in the science classroom, and what factors figure predominantly as teachers' reasons for implementing inquiry. The findings of the study showed that the null hypotheses were not rejected. However, reduced conscientiousness and increased openness may be significant in indicating why teachers use inquiry-based teaching methods and avenues for further research. In addition, the qualitative results aligned with previous findings that showed that lack of resources (e.g., time and money) and peer support act as powerful barriers to implementing inquiry-based teaching. Inquiry teachers are flexible, come to teaching as a second or third career, and their classrooms can be characterized as chaotic, fun, and conducive to learning through engagement. The study suggests changes in practice among administrators and teachers. With adjustments in methods and survey instruments, additional research could provide valuable insights and further recommendations. Overall, this study has yielded information that may lead to changes in both practice and thinking related to inquiry-based teaching and learning.

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.

Supporting elementary science education for English learners: An evaluation instrument to promote constructivist teaching

NASA Astrophysics Data System (ADS)

Gibbons, Beatrice Lowney

2002-01-01

The purpose of this study was to develop an evaluation instrument to be used by elementary school administrators in the promotion of constructivist teaching of elementary science for English Learners using a qualitative and quantitative design that identified effective instructional strategies to be included on the evaluation instrument. This study was conducted in fifth grade classrooms of predominately English Learners whose teachers are CLAD-certified, tenured teachers with at least three years of teaching experience. The classroom observations took place within a multicultural school district with predominantly Hispanic and Filipino students in the Southern San Joaquin Valley of California. The evaluation instrument was used to observe these teachers teach elementary science lessons to classrooms of predominately English Learners. The frequency of the use of the ELD/SDAIE instructional strategies were noted on the evaluation instrument with a check mark, indicating the fact that an instructional technique was employed by the teacher. These observation visits revealed what type of instructional strategies were being utilized in the teaching of science to fifth grade English Learners, whether these CLAD-certified teachers were using ELD strategies, and whether the incidence of ELD/SDAIE constructivist instructional techniques increased with the repeated use of the evaluation instrument. As a result of this study, an evaluation instrument to be utilized by school administrators in the evaluation of elementary science instruction to English Learners was developed. The repeated use of this evaluation instrument coupled with preobservation and postobservation conferences may result in the increase in frequency of ELD/SDAIE methodology and constructivist strategies listed on the evaluation instrument in the elementary science classroom.

From interaction to interaction: Exploring shared resources constructed through and mediating classroom science learning

NASA Astrophysics Data System (ADS)

Tang, Xiaowei

Recent reform documents and science education literature emphasize the importance of scientific argumentation as a discourse and practice of science that should be supported in school science learning. Much of this literature focuses on the structure of argument, whether for assessing the quality of argument or designing instructional scaffolds. This study challenges the narrowness of this research paradigm and argues for the necessity of examining students' argumentative practices as rooted in the complex, evolving system of the classroom. Employing a sociocultural-historical lens of activity theory (Engestrom, 1987, 1999), discourse analysis is employed to explore how a high school biology class continuously builds affordances and constraints for argumentation practices through interactions. The ways in which argumentation occurs, including the nature of teacher and student participation, are influenced by learning goals, classroom norms, teacher-student relationships and epistemological stances constructed through a class' interactive history. Based on such findings, science education should consider promoting classroom scientific argumentation as a long-term process, requiring supportive resources that develop through continuous classroom interactions. Moreover, in order to understand affordances that support disciplinary learning in classroom, we need to look beyond just disciplinary interactions. This work has implications for classroom research on argumentation and teacher education, specifically, the preparation of teachers for secondary science teaching.

Teaching about Love and Practicing Feminist Pedagogy in a College Classroom

ERIC Educational Resources Information Center

Mei-Hui, You

2014-01-01

Being a feminist teacher, working on gender equity education, including teaching, reading, writing, and doing research on this topic, has become a commitment for me. I have frequently reflected my teaching practices and occasionally found new teaching strategies in the classroom. I always try to bring new topics or issues into the classroom in…

Selected Papers from the National Conference on College Teaching and Learning (5th, Jacksonville, Florida, April 6-9, 1994).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Papers also address the question of how the college classroom is…

Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

ERIC Educational Resources Information Center

Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

2015-01-01

This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

["Flipped classroom" teaching model into the curriculum of Theories of Different Schools of Acupuncture and Moxibustion:exploration and practice].

PubMed

Liu, Mailan; Yuan, Yiqin; Chang, Xiaorong; Tang, Yulan; Luo, Jian; Li, Nan; Yu, Jie; Yang, Qianyun; Liu, Mi

2016-08-12

The "flipped classroom" teaching model practiced in the teaching of Theories of Different Schools of Acupuncture and Moxibustion curriculum was introduced. Firstly, the roles and responsibilities of teachers were clarified, indicating teachers provided examples and lectures, and a comprehensive assessment system was established. Secondly, the "flipped classroom" teaching model was split into online learning, classroom learning and offline learning. Online learning aimed at forming a study report by a wide search of relevant information, which was submitted to teachers for review and assessment. Classroom learning was designed to communicate study ideas among students and teachers. Offline learning was intended to revise and improve the study report and refined learning methods. Lastly, the teaching practice effects of "flip classroom" were evaluated by comprehensive rating and questionnaire assessment, which assessed the overall performance of students and overall levels of paper; the learning ability was enhanced, and the interest and motivation of learning were also improved. Therefore, "flipped classroom" teaching mode was suitable for the curriculum of Theories of Different Schools of Acupuncture and Moxibustion , and could be recommended into the teaching practice of related curriculum of acupuncture and tuina.

DCPS Effective Schools Framework

ERIC Educational Resources Information Center

District of Columbia Public Schools, 2009

2009-01-01

DCPS is committed to providing "all" students with the caliber of education they deserve. The goal of the DCPS Effective Schools Framework is to ensure that every child, in every classroom, has access to a high-quality and engaging standards-based instructional program, and that all school supports are aligned to support teaching and learning. The…

Characteristics of Literacy Instruction That Support Reform in Content Area Classrooms

ERIC Educational Resources Information Center

Siebert, Daniel K.; Draper, Roni Jo; Barney, Daniel; Broomhead, Paul; Grierson, Sirpa; Jensen, Amy P.; Nielson, Jennifer; Nokes, Jeffery D.; Shumway, Steven; Wimmer, Jennifer

2016-01-01

Current reforms in content area education present new challenges for literacy educators. These reforms promote engaging students in the practices of the disciplines--teaching students how to participate in an activity in which disciplinary content is produced. Content area literacy (CAL) instruction that supports only the learning of general…

Aligning University-Based Teacher Preparation and New STEM Teacher Support

ERIC Educational Resources Information Center

Schuster, Dwight; Buckwalter, John; Marrs, Kathy; Pritchett, Sheila; Sebens, Jeremy; Hiatt, Bill

2012-01-01

This article is intended to help teacher educators, administrators, and mentor teachers envision how to support beginning STEM teachers as they transition from university-based preservice preparation into their first year of classroom teaching in high-need schools. Based on our experiences, and grounded in the associated research and literature,…

Post-Observation Conferences with Bilingual Pre-Service Teachers: Revoicing and Rehearsing

ERIC Educational Resources Information Center

Wall, Dorothy J.; Hurie, Andrew H.

2017-01-01

Pre-service teachers need support in developing their teacher identities as they navigate the uncertain and complex terrain of student teaching and face the pressures of high-stakes accountability. This support is particularly important for bilingual pre-service teachers as they negotiate the many complexities of the bilingual classroom, and as…

Professional development in statistics, technology, and cognitively demanding tasks: classroom implementation and obstacles

NASA Astrophysics Data System (ADS)

Foley, Gregory D.; Bakr Khoshaim, Heba; Alsaeed, Maha; Nihan Er, S.

2012-03-01

Attending professional development programmes can support teachers in applying new strategies for teaching mathematics and statistics. This study investigated (a) the extent to which the participants in a professional development programme subsequently used the techniques they had learned when teaching mathematics and statistics and (b) the obstacles they encountered in enacting cognitively demanding instructional tasks in their classrooms. The programme created an intellectual learning community among the participants and helped them gain confidence as teachers of statistics, and the students of participating teachers became actively engaged in deep mathematical thinking. The participants indicated, however, that time, availability of resources and students' prior achievement critically affected the implementation of cognitively demanding instructional activities.

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.

To Give and to Receive: Examining Feedback in Three Coaching Dyads from the Perspective of a University Coach and Teach for America Corps Members

ERIC Educational Resources Information Center

Alicea, Monica M.

2013-01-01

Learning to teach is a complex process, especially for beginning teachers who enter the profession with little coursework or classroom practice. Reflection, coaching, and feedback are supports which have been demonstrated to assist new teachers in developing expertise. However, research on the nature of feedback and enactment of that feedback is…

Implementation of utaut model to understand the use of virtual classroom principle in higher education

NASA Astrophysics Data System (ADS)

Aditya, B. R.; Permadi, A.

2018-03-01

This paper describes implementation of Unified Theory of Acceptance and User of Technology (UTAUT) model to assess the use of virtual classroom in support of teaching and learning in higher education. The purpose of this research is how virtual classroom that has fulfilled the basic principle can be accepted and used by students positively. This research methodology uses the quantitative and descriptive approach with a questionnaire as a tool for measuring the height of virtual classroom principle acception. This research uses a sample of 105 students in D3 Informatics Management at Telkom University. The result of this research is that the use of classroom virtual principle are positive and relevant to the students in higher education.

A measure to evaluate classroom teaching practices in nursing.

PubMed

Herinckx, Heidi; Munkvold, Julia Paschall; Winter, Elisabeth; Tanner, Christine A

2014-01-01

The Oregon Consortium for Nursing Education (OCNE) Classroom Teaching Fidelity Scale was created to measure the implementation of the OCNE curriculum and its related pedagogy. OCNE is a partnership of eight community colleges and the five-campus state-supported university. OCNE developed a shared competency-based curriculum and pedagogical practices. An essential part of the OCNE evaluation was to measure the extent the curriculum and pedagogical model were implemented on each partner campus. The scale was developed using a multistep methodology, including review of the literature and OCNE guidelines and materials, frequent consultation with local and national advisory boards, and multiple observations of OCNE classrooms over a two-year period. Fidelity scores are reported for 10 OCNE colleges observed in 2009. CONCLUSlON: The creation and use of this fidelity scale and similar measures may contribute to the emerging science of nursing education by more clearly documenting educational reform efforts..

Teaching Inquiry using NASA Earth-System Science: Preparing Pre- and Inservice K-12 Educators to Use Authentic Inquiry in the Classroom

NASA Astrophysics Data System (ADS)

Ellis, T. D.; Tebockhorst, D.

2012-12-01

Teaching Inquiry using NASA Earth-System Science (TINES) is a comprehensive program to train and support pre-service and in-service K-12 teachers, and to provide them with an opportunity to use NASA Earth Science mission data and Global Learning and Observations to Benefit the Environment (GLOBE) observations to incorporate scientific inquiry-based learning in the classroom. It uses an innovative blended-learning professional development approach that combines a peer-reviewed pedagogical technique called backward-faded scaffolding (BFS), which provides a more natural entry path to understanding the scientific process, with pre-workshop online content learning and in-situ and online data resources from NASA and GLOBE. This presentation will describe efforts to date, share our impressions and evaluations, and discuss the effectiveness of the BFS approach to both professional development and classroom pedagogy.

Teacher perspectives and the psychosocial climate of the classroom in a traditional BSN program.

PubMed

Rowbotham, Melodie A

2010-01-01

Developing and implementing a positive psychosocial environment should be one of the main responsibilities of educators. As educators influence the climate, learning is enhanced or hindered. Therefore educators need to understand their own teaching perspectives and how they in turn influence the classroom. Data were collected from nurse educators and BSN nursing students. The relationship between faculty teaching perspectives and the students' perceptions of the learning environment was examined. The data collection tool used to measure the educators' perspective was the Instructional Perspective Inventory (IPI), and to measure the students' perspective was the Adult Classroom Environment Scale (ACES). A MANCOVA was used to determine the relationship and significant differences between educators' and students' perspectives. The results indicated that the teachers in the high group of teacher responsiveness had students who reported greater teacher support, time on task, focus, organization, clarity of subject content, involvement, and satisfaction.

Teacher Perceptions of Multilevel Policies and the Influence on Nutrition Education in North Carolina Head Start Preschools.

PubMed

Peterson, Amanda D; Goodell, L Suzanne; Hegde, Archana; Stage, Virginia C

2017-05-01

To develop a theory that explains the process of how teachers' perception of multilevel policies may influence nutrition education (NE) teaching strategies in Head Start preschools. Semistructured telephone interviews. North Carolina Head Start preschools. Thirty-two Head Start teachers. All interviews were transcribed verbatim. Following a grounded theory approach, authors coded interview data for emergent themes. Two primary themes emerged during analysis, including teachers' policy perceptions and teacher-perceived influence of policy on NE. A theoretical model was developed to explain how teachers' perceptions of policies influenced NE (eg, teaching strategies) in the classroom. Teachers discussed multiple policy areas governing their classrooms and limiting their ability to provide meaningful and consistent NE. How teachers perceived the level of regulation in the classroom (ie, high or low) influenced the frequency with which they used specific teaching strategies. Despite federal policies supporting the provision of NE, teachers face competing priorities in the classroom (eg, school readiness vs NE) and policies may conflict with standardized NE curricula. To understand how Head Start centers develop local policies, additional research should investigate how administrators interpret federal and state policies. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Friend or Foe? Flipped Classroom for Undergraduate Electrocardiogram Learning: a Randomized Controlled Study.

PubMed

Rui, Zeng; Lian-Rui, Xiang; Rong-Zheng, Yue; Jing, Zeng; Xue-Hong, Wan; Chuan, Zuo

2017-03-07

Interpreting an electrocardiogram (ECG) is not only one of the most important parts of clinical diagnostics but also one of the most difficult topics to teach and learn. In order to enable medical students to master ECG interpretation skills in a limited teaching period, the flipped teaching method has been recommended by previous research to improve teaching effect on undergraduate ECG learning. A randomized controlled trial for ECG learning was conducted, involving 181 junior-year medical undergraduates using a flipped classroom as an experimental intervention, compared with Lecture-Based Learning (LBL) as a control group. All participants took an examination one week after the intervention by analysing 20 ECGs from actual clinical cases and submitting their ECG reports. A self-administered questionnaire was also used to evaluate the students' attitudes, total learning time, and conditions under each teaching method. The students in the experimental group scored significantly higher than the control group (8.72 ± 1.01 vs 8.03 ± 1.01, t = 4.549, P = 0.000) on ECG interpretation. The vast majority of the students in the flipped classroom group held positive attitudes toward the flipped classroom method and also supported LBL. There was no significant difference (4.07 ± 0.96 vs 4.16 ± 0.89, Z = - 0.948, P = 0.343) between the groups. Prior to class, the students in the flipped class group devoted significantly more time than those in the control group (42.33 ± 22.19 vs 30.55 ± 10.15, t = 4.586, P = 0.000), whereas after class, the time spent by the two groups were not significantly different (56.50 ± 46.80 vs 54.62 ± 31.77, t = 0.317, P = 0.752). Flipped classroom teaching can improve medical students' interest in learning and their self-learning abilities. It is an effective teaching model that needs to be further studied and promoted.

Hearing the voices of alternatively certified teachers in Texas: Narratives of teaching English language learners in urban secondary mainstream classrooms

NASA Astrophysics Data System (ADS)

Zannou, Yetunde Mobola

In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population in some districts. As this trend continues, the likelihood that AC teachers will teach ELLs increases and alters what Texas teachers must know upon entering the classroom. This research explores teacher knowledge and beliefs about teaching ELLs through constructivist and narrative lenses. Four AC science teachers in two diverse school districts participated in in-depth interviews and reflective interviews following classroom observations to answer the research questions: (1) how do AC teachers describe and interpret their acts of teaching ELLs in mainstream classrooms; and (2) how do AC teachers describe and interpret their learning to teach ELLs in mainstream classrooms. Data were transcribed and analyzed using thematic narrative methods. This study found that participants saw ELL instruction as: (1) "just good teaching" strategies, (2) consisting primarily of cultural awareness and consideration for student comfort, and (3) less necessary in science where all students must learn the language. The most experienced teacher was the only participant to reference specific linguistic knowledge in describing ELL instruction. Many of the teachers described their work with ELL students as giving them an opportunity to improve their lives, which was consistent with their overall teaching philosophy and reason for entering the profession. Participant narratives about learning to teach ELLs described personal experience and person-to-person discussions as primary resources of knowledge. District support was generally described as unhelpful or incomplete. Participants portrayed their AC program as helpful in preparing them to work with ELL students, but everyone desired more relevant information from the program and more grade-appropriate strategies from the district. Participant narratives reveal AC teachers needed a pragmatic and less theoretical understanding of diversity during pre-service training. Participant tendency to draw upon "common sense", affective, and practical strategies in teaching ELL students in lieu of the state-mandated English language proficiency standards (ELPS) suggests AC programs should have teachers articulate and discuss their beliefs about ELL instruction in order to provide training targeted towards misconceptions about language development, particularly in science.

Effects of Feedback Intervention on Team-Teaching in English Language Classrooms in Nigeria

ERIC Educational Resources Information Center

Anani, Oluwabunmi Ahoefa; Badaki, Jude Valentine; Kamai, Richard

2016-01-01

The typical Nigerian English language classroom has a large class size and lacks qualified language teachers. These factors reflect in the quality and quantity of teaching in the English as a Second Language classroom. Team teaching or co-teaching is an intervention strategy which language teachers can use to address these issues. Not only does…

Transforming Nursing Education With Apple Technology.

PubMed

Clark, Angela; Glazer, Greer; Edwards, Christopher; Pryse, Yvette

The widespread adoption of technology has the potential to redefine nursing education. Currently, there is limited knowledge of how to implement technological advancements in nursing curricula. This article describes 1 college's journey to transform nursing education through leadership, professional development, and innovative learning and teaching. The iPad opens the classroom experience to resources and learning opportunities for students. Facilitating the culture change required to adopt the iPad as a teaching and learning tool required a supportive vision, strong leadership, commitment to provide adequate technological support, early adopters, and planning.

Chromosomes on the move: The educational and neurological advantages of using body movement to teach cellular division

NASA Astrophysics Data System (ADS)

Baumwoll, Alma Aron

As education and neuroscience begin to merge, creating the new field of brain-based education, teachers are working to integrate scientific research into the classroom. While working to improve my own teaching, I developed a lesson plan to teach mitosis and meiosis through movement. My thesis reviews education theory and neuroscience to support using movement as a teaching tool in high-level, subject-based classrooms. I then outline my lesson plan and present my investigations of its effectiveness as demonstrated through short-term memory, long-term memory, and students' personal responses to the class. Two experiments were completed with biology lab sections at Northeastern University between 2009 and 2012; I taught my lesson to experimental groups while control groups learned through video-based lessons. The short-term study showed significant improvement in both the grades and enjoyment of the experimental groups. The long-term, retroactive study yielded no significant data, possibly due to weaknesses in the experimental design.

The Technology of Teaching Young Handicapped Children.

ERIC Educational Resources Information Center

Bijou, Sidney W.

To fabricate a technology for teaching young school children with serious behavior problems, classroom materials, curriculum format, and teaching procedures were developed, and problems that evolve from the technology investigated. Two classrooms were architecturally designed to provide the basic needs of a special classroom and to facilitate…

Enhancing literacy practices in science classrooms through a professional development program for Canadian minority-language teachers

NASA Astrophysics Data System (ADS)

Rivard, Léonard P.; Gueye, Ndeye R.

2016-05-01

Literacy in the Science Classroom Project was a three-year professional development (PD) program supporting minority-language secondary teachers' use of effective language-based instructional strategies for teaching science. Our primary objective was to determine how teacher beliefs and practices changed over time and how these were enacted in different classrooms. We also wanted to identify the challenges and enablers to implementing these literacy strategies and practices at the classroom, school, and district levels. Data collection involved both qualitative and quantitative methodologies: student questionnaires; interviews with teachers, principals, and mentor; and focus groups with students. The findings suggest that the program had an impact on beliefs and practices commensurate with the workshop participation of individual teachers. These language-enhanced teacher practices also had a positive impact on the use of talking, reading and writing by students in the science classroom. Finally, continuing PD support may be needed in certain jurisdictions for strengthening minority-language programs given the high teacher mobility in content-area classrooms evident in this study.

Evolving Roles For Teaching Assistants In Introductory Courses

NASA Astrophysics Data System (ADS)

Dunbar, R. W.; Egger, A. E.; Schwartz, J. K.

2008-12-01

As we bring new research-based learning approaches, curricular innovations, and student engagement practices into the introductory science classroom, expectations of teaching assistants (TAs) should have, and have, changed. Similarly, the 21st century teaching assistant has different expectations of us. Maintaining relevance in this context means bringing TAs into an integrated teaching team that supports effective learning for students and provides structured professional development opportunities for TAs. A number of support efforts on our campus, with counterparts at many other universities, seek to optimize the instructional impact of faculty and teaching assistants, thus opening the door to enhanced student engagement (e.g. the quality of effort students put forth, their persistence in science and/or engineering courses, and their perception of scientific relevance in everyday life). Among these efforts, School of Earth Sciences course development TAs work 1:1 in advance of the term with introductory course faculty to design exercises and course materials that meet clearly articulated student learning goals or pedagogical challenges. Throughout the process, TAs are mentored by the faculty as well as science pedagogy experts. Initially funded by a major teaching award, the School is now moving to institutionalize this successful program which has broadened the definition of the TA role. Another area of optimization, reflecting Shulman's concept of pedagogical content knowledge, is our campus mandate that TA development take place within a departmental, as well as general, context. Both Chemistry and Physics expect introductory course TAs to lead interactive, guided-inquiry or tutorial-style sections. Integrating these sections with lecture and positively reinforcing course goals requires TA buy-in and a set of pedagogical facilitation skills cultivated through course-specific training and active mentoring while teaching. To better support the mentoring process in these and other departments, the MinT (Mentors in Teaching) program provides resources and a learning community for advanced graduate students who mentor TAs. There is clearly more to do, but we have come a long way from sink or swim toward an enriched infrastructure of support for teaching and learning in the introductory science classroom.

Real Science for Real Science Teachers: Providing Astrobiology Science Content and Contemporary Pedagogy for Today's Educators Online

NASA Astrophysics Data System (ADS)

Offerdahl, E. G.; Prather, E. E.; Slater, T. F.

2003-12-01

As teachers strive to improve the way science is taught in the classroom, many are turning to the interdisciplinary science of astrobiology as a way integrate inquiry effectively in the science classroom. However, it is generally recognized that teachers do not often have easy access to understandable and usable cutting-edge science to enrich their science lessons. Through the generous support of the NASA Astrobiology Institute (NAI), middle and high school teachers have the opportunity to learn current and provocative scientific results within the context of astrobiology as well as receive training in pedagogically sound methods of incorporating astrobiology appropriately in the classroom. In Astrobiology for Teachers, a 15-week on-line distance learning course co-sponsored by NAI, the National Science Teachers Association (NSTA) Professional Development Institute, National Teachers Enhancement Network (NTEN), Montana State University, and the Department of Astronomy at University of Arizona, teachers engage in a virtual classroom facilitated by an integrated teaching team of educators and scientists using a standards-based, inquiry curriculum. The collaborative nature of the course encourages, demonstrates, and enhances a professional exchange among scientists and educators which, in turn, fosters implementation of innovative science teaching in today's classroom.

Design and evaluation of an online teaching strategy in an undergraduate psychiatric nursing course.

PubMed

Mahoney, Jane S; Marfurt, Stephanie; daCunha, Miguel; Engebretson, Joan

2005-12-01

Psychiatric nurse educators are challenged to prepare graduates in meeting the needs of individuals with a mental illness within an increasingly technology-based environment. This requires the development and evaluation of educational strategies that immerse students in web-based learning. This article presents an overview of a hybrid teaching design that includes classroom teaching and asynchronous threaded discussion in a teaching module in an undergraduate psychiatric nursing course. Evaluation of student preferences, advantages and disadvantages, and learning, as well as qualitative evaluation of students' description of critical thinking, supports the value of online teaching in psychiatric nursing education.

Student-Teachers' Strategies in Classroom Interaction in the Context of the Teaching Practicum

ERIC Educational Resources Information Center

Heikonen, Lauri; Toom, Auli; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

2017-01-01

Strategies student-teachers employ in classroom interaction with pupils during teaching practice periods are surprisingly understudied, considering that the teaching practicum provides a central arena for student-teachers learning to become teachers. This study investigates the primary strategies student-teachers utilised in classroom interaction…

A Study on Teaching Business Communication/English in Indian Classroom

ERIC Educational Resources Information Center

Devimeenakshi, K.; Tyagi, Sarika

2013-01-01

The aim of this article is to discuss teaching Business Communication in classroom to Business Administration degree programme students. Indeed, teaching Business Communication in classroom was a different experience when compared with Technical English for B.Tech students. The syllabus for Business Communication (English) was also peculiar…

Inquiry Teaching in High School Chemistry Classrooms: The Role of Knowledge and Beliefs

ERIC Educational Resources Information Center

Roehrig, Gillian H.; Luft, Julie A.

2004-01-01

The call for implementation of inquiry-based teaching in secondary classrooms has taken on a new sense of urgency, hence several instructions models are developed to assists teachers in implementing inquiry in their classrooms. The role of knowledge and beliefs in inquiry teaching are examined.

Evaluating the effect of a clicker in an information literacy course for college nursing students in Taiwan.

PubMed

Lin, Kai-Yin

2015-03-01

In this technology era, information literacy is a global imperative. This is true for nursing students as well because they will have to help patients through operating computerized equipment. The key foundation of learning is concentration. The primary objectiveof this research was to explore the effect of clickers on nursing college students' concentration. The research involved 51 student volunteers and was quasi-experimental, with both a pretest and a posttest design. Student concentration was measured by using Student Concentration Scale in a Classroom-Learning Environment. The results showed that students' learning concentration improved, an outcome that could support integrating clickers into classroom teaching activities, and students' concentration level was better after clickers were used in the teaching process as a whole. Items under the "Concentration Capacity and Concentration Consciousness" category reached a significant level. Based on the analysis of the results, suggestions have been made for teaching and future research.

Preservice teachers' use of lesson study in teaching nature of science

NASA Astrophysics Data System (ADS)

McDowell, Amy Virginia

The purpose of this study was to explore preservice teachers' lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b). The research questions guiding the study were (a) how do preservice teachers' understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers' transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers' teaching of NOS was supported through the modified lesson study framework. Data sources included the Views on Nature of Science-Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants' NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study's results contributes to two knowledge bases. First it provides insight to how lesson study can be used in the United States in alterative teacher preparation programs. Second, it contributes to what is understood about how to support the transition of NOS understandings into classroom practice.

How Can Online Observation Support the Assessment and Feedback, on Classroom Performance, to Trainee Teachers at a Distance and in Real Time?

ERIC Educational Resources Information Center

Dyke, Martin; Harding, Alan; Liddon, Sue

2008-01-01

This article reports the key findings of a project commissioned in 2005 by the UK Department for Education and Skills to consider the use of synchronous digital video for observation, feedback and assessment of teaching practice in post-compulsory education and training. A protocol for the remote observation of teaching is presented that was…

Getting a Handle on the Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

ERIC Educational Resources Information Center

Jones, Barbara; Tobiason, Glory; Chang, Sandy; Heritage, Margaret; Herman, Joan

2015-01-01

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…

Analysis of a Physics Teacher's Pedagogical "Micro-Actions" That Support 17-Year-Olds' Learning of Free Body Diagrams via a Modelling Approach

ERIC Educational Resources Information Center

Tay, Su Lynn; Yeo, Jennifer

2018-01-01

Great teaching is characterised by the specific actions a teacher takes in the classroom to bring about learning. In the context of model-based teaching (MBT), teachers' difficulty in working with students' models that are not scientifically consistent is troubling. To address this problem, the aim of this study is to identify the pedagogical…

Inquiry in interaction: How local adaptations of curricula shape classroom communities

NASA Astrophysics Data System (ADS)

Enyedy, Noel; Goldberg, Jennifer

2004-11-01

In this study, we seek a better understanding of how individuals and their daily interactions shape and reshape social structures that constitute a classroom community. Moreover, we provide insight into how discourse and classroom interactions shape the nature of a learning community, as well as which aspects of the classroom culture may be consequential for learning. The participants in this study include two teachers who are implementing a new environmental science program, Global Learning through Observation to Benefit the Environment (GLOBE), and interacting with 54 children in an urban middle school. Both qualitative and quantitative data are analyzed and presented. To gain a better understanding of the inquiry teaching within classroom communities, we compare and contrast the discourse and interactions of the two teachers during three parallel environmental science lessons. The focus of our analysis includes (1) how the community identifies the object or goal of its activity; and (2) how the rights, rules, and roles for members are established and inhabited in interaction. Quantitative analyses of student pre- and posttests suggest greater learning for students in one classroom over the other, providing support for the influence of the classroom community and interactional choices of the teacher on student learning. Implications of the findings from this study are discussed in the context of curricular design, professional development, and educational reform. ? 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 905-935, 2004.

Enhancing the Practicum Experience for Pre-service Chemistry Teachers Through Collaborative CoRe Design with Mentor Teachers

NASA Astrophysics Data System (ADS)

Hume, Anne; Berry, Amanda

2013-10-01

This paper reports findings from an ongoing study exploring how the Content Representation (CoRe) design can be used as a tool to help chemistry student teachers begin acquiring the professional knowledge required to become expert chemistry teachers. Phase 2 of the study, reported in this paper, investigated how collaboration with school-based mentors (associate teachers) on teaching practice (practicum) might impact on this process and student teachers' development of their pedagogical content knowledge (PCK). The collaboration involved identifying and discussing pedagogical issues related to a practicum-teaching topic using a student teacher's draft CoRe as a starting point and ongoing focus for the professional dialogue. Practicum offered an opportunity for aspects of student teachers' PCK, as embodied in their draft CoRes, to be explored and expanded upon in classroom programmes with the support and input of associate teachers. The findings were influenced by different contextual factors; however, the student teachers found their CoRes to be very useful frameworks for engaging in focussed professional dialogue with their teaching mentors. They valued the expertise, currency of knowledge and mentoring of their associates and reported positively about the contribution this support made to their PCK development via the CoRe design process and the transformation of the CoRe into classroom teaching.

An Equal Chance At Success: Culturally Responsive Teaching Practices Address Students' Differing Needs

ERIC Educational Resources Information Center

Vescio, Vicki

2016-01-01

If educators are to support the learning of students who have traditionally struggled for success in school, administrators and teachers must understand the difference between equity and equality and engage in classroom practices that support the former. In simple terms, "equality" reflects the idea that every student should get the same…

"Keeping the Vision": Collaborative Support for Social Justice Teaching and Transformational Resistance

ERIC Educational Resources Information Center

Henning, Nicholas Simon

2009-01-01

Little is known about new teachers who graduate from social justice-oriented teacher education programs (SJOTEPs) and go into urban schools as full-time teachers. How does their training translate into conceptual understandings and classroom practices? Moreover, what types of supports are needed for the attainment of such a lofty goal as social…

A Review of Computer Science Resources for Learning and Teaching with K-12 Computing Curricula: An Australian Case Study

ERIC Educational Resources Information Center

Falkner, Katrina; Vivian, Rebecca

2015-01-01

To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age…

Development of the Teachers Supporting Teachers in Urban Schools Program: What Iterative Research Designs Can Teach Us

ERIC Educational Resources Information Center

Shernoff, Elisa S.; Frazier, Stacy L.; Marinez-Lora, Ane; Atkins, Marc S.; Keel, Joanna

2011-01-01

The "Teachers Supporting Teachers in Urban Schools Project" is a 3-year study funded by the Institute of Education Sciences (Development and Innovation Study) and designed to enhance new teachers' effectiveness around the two strongest empirical predictors of attrition--classroom management and engaging learners--and connectedness to…

NASA Engineering Design Challenges: Environmental Control and Life Support Systems. Water Filtration Challenge. EG-2008-09-134-MSFC

ERIC Educational Resources Information Center

Schneider, Twila, Ed.

2010-01-01

This educator guide is organized into seven chapters: (1) Overview; (2) The Design Challenge; (3) Connections to National Curriculum Standards; (4) Preparing to Teach; (5) Classroom Sessions; (6) Opportunities for Extension; and (7) Teacher Resources. Chapter 1 provides information about Environmental Control and Life Support Systems used on NASA…

The Study of Literacy Coaching Observations and Interviews with Elementary Teachers

ERIC Educational Resources Information Center

Hayes, Rhonda S.

2011-01-01

The purpose of this study is to examine the coaching interactions of two literacy coaches and four classroom teachers in order to explore how these interactions serve to support teacher learning. The analysis of the study describes how the coaches support teacher reflection and teaching for processing strategies during guided reading lessons. The…

Supporting Public High School Teachers in a Context of Multiple Mandates: A Social Justice Approach to Professional Learning Communities

ERIC Educational Resources Information Center

Harak, Philip J.

2012-01-01

Although public school teaching by its inherent nature presents numerous classroom challenges, the public high school teacher today is faced in addition with multiple external mandates from several outside stakeholders. Given the established track record of professional learning communities (PLCs) to provide teacher support and development, I…

The Urban Teaching Cohort: Pre-Service Training to Support Mental Health in Urban Schools

ERIC Educational Resources Information Center

Schwartz, Tammy; Dinnen, Hannah; Smith-Millman, Marissa K.; Dixon, Maressa; Flaspohler, Paul D.

2017-01-01

Supporting students' mental health needs is critical in high-poverty urban school districts where many students are at risk for mental health problems. Although teacher-student relationships are at the core of student mental health promotion in the classroom, many teacher preparation programmes do not adequately prepare pre-service teachers…

Using Educational Computer Games in the Classroom: Science Teachers' Experiences, Attitudes, Perceptions, Concerns, and Support Needs

ERIC Educational Resources Information Center

An, Yun-Jo; Haynes, Linda; D'Alba, Adriana; Chumney, Frances

2016-01-01

Science teachers' experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games were investigated in this study. Data were collected from an online survey, which was completed by 111 science teachers. The results showed that 73% of participants had used computer games in teaching. Participants…

Teaching acute care nurses cognitive assessment using LOCFAS: what's the best method?

PubMed

Flannery, J; Land, K

2001-02-01

The Levels of Cognitive Functioning Assessment Scale (LOCFAS) is a behavioral checklist used by nurses in the acute care setting to assess the level of cognitive functioning in severely brain-injured patients in the early post-trauma period. Previous research studies have supported the reliability and validity of LOCFAS. For LOCFAS to become a more firmly established method of cognitive assessment, nurses must become familiar with and proficient in the use of this instrument. The purpose of this study was to find the most effective method of instruction by comparing three methods: a self-directed manual, a teaching video, and a classroom presentation. Videotaped vignettes of actual brain-injured patients were presented at the end of each training session, and participants were required to categorize these videotaped patients by using LOCFAS. High levels of reliability were observed for both the self-directed manual group and the teaching video group, but an overall lower level of reliability was observed for the classroom presentation group. Examination of the accuracy of overall LOCFAS ratings revealed a significant difference for instructional groups; the accuracy of the classroom presentation group was significantly lower than that of either the self-directed manual group or the teaching video group. The three instructional groups also differed on the average accuracy of ratings of the individual behaviors; the accuracy of the classroom presentation group was significantly lower than that of the teaching video group, whereas the self-directed manual group fell in between. Nurses also rated the instructional methods across a number of evaluative dimensions on a 5-point Likert-type scale. Evaluative statements ranged from average to good, with no significant differences among instructional methods.

On Self-Esteem.

ERIC Educational Resources Information Center

Lewis, Florence C.

1988-01-01

Good teachers are treasures, but they need rewards and small classes. They cannot instruct others in self-esteem if they feel like losers. If the teaching profession is scorned and the school administration offers no support, the teacher can be only poison in the classroom. (MLW)

Affordances and Challenges of Using Argument as a Connective Discourse for Scientific Practices to Teach Climate Science

NASA Astrophysics Data System (ADS)

Sezen-Barrie, A.; Wolfson, J.

2015-12-01

An important goal of science education is to support development of citizens to participate in public debate and make informed decisions relevant to their lives and their worlds. The NGSS (Next Generation Science Standards) suggest engaging students in science classrooms in argumentation as a practice to help enhance the quality of evidence based decision making. In this multi-case study, we explored the use of written argumentation in eight secondary school science classrooms during a lesson on the relationship between ocean temperature and its CO2 holding capacity. All teachers of these classrooms were trained during a day long NSF funded Climate Literacy Workshop on the basic concepts of climate science, scientific practices and implementation of an activity called "It's a Gassy World". The data of the current study involved students' written arguments, teachers' written reflections on the implementation of the activity as well as field notes from the Climate Literacy Workshop. A qualitative discourse analysis of the data was used to find common themes around affordances and challenges of argument as a connective discourse for scientific practices to teach climate change. The findings show that participating in written argumentation process encouraged students to discuss their experimental design and use data interpretation for their evidences. However, the results also indicated the following challenges: a) teachers themselves need support in connecting their evidence to their claims, b) arguing a socioscientific issue creates a sensitive environment c) conceptual quality of an argument needs to be strengthen through background in courses other than science, and d) graphing skills (or lack of) can interfere with constructing scientifically accurate claims. This study has implications in effectively teaching climate change through argumentation, and thus creating opportunities for practicing authentic climate science research in K-12 classrooms.

The Effects of an Autonomy-Supportive Teaching Intervention on Chinese Physics Students and their Teacher

NASA Astrophysics Data System (ADS)

Zhang, Danhui; Bobis, Janette; Wu, Xiaolu; Cui, Yiran

2018-04-01

Increasing student exposure to autonomy-supportive teaching approaches has been linked to enhanced student intrinsic motivation to learn. However, such approaches are rare in mainland Chinese science classrooms. An intervention-based study with quasi-experimental design and mixed methods was conducted to explore the impact of a 9-month-long autonomy-supportive teaching intervention on a physics teacher and 147 grade 8 students attending a middle school in China. Data collected through questionnaires, interviews, and observations were analyzed to elicit and track shifts in teacher practices and students' perceptions of learning physics at pre-, post-, and follow-up intervention phases. General linear modeling confirmed significant changes in students' perceptions of their learning environment over time in terms autonomy, satisfaction of autonomy needs, and agentic engagement. Interview and observational data analyses confirmed increased use of autonomy-supportive teaching behaviors and provided further insights into teacher and students' perceptions of the impact on student learning.

Twelve tips to stimulate intrinsic motivation in students through autonomy-supportive classroom teaching derived from self-determination theory.

PubMed

Kusurkar, R A; Croiset, G; Ten Cate, Th J

2011-01-01

Self-determination theory (SDT) of motivations distinguishes between intrinsic and extrinsic motivations. Intrinsic motivation is observed when one engages in an activity out of genuine interest and is truly self-determined. Intrinsic motivation is the desired type of motivation for study as it is associated with deep learning, better performance and positive well-being in comparison to extrinsic motivation. It is dependent on the fulfilment of three basic psychological needs described by SDT. These are the needs for autonomy, competence and relatedness. According to SDT, autonomy-supportive teaching is important, because it makes students feel autonomous and competent in their learning and also supported (relatedness) by their teachers. The concept of autonomy-supportive teaching is relevant to medical education, but less known. Through this article, we aim to make this concept understood and practically used by medical teachers. We used SDT literature as a basis to formulate these 12 tips. We present 12 practical tips derived from SDT, for teachers in health professions, on how to engage in autonomy-supportive teaching behaviours in order to stimulate intrinsic motivation in their students. These tips demonstrate that it is not difficult to engage in autonomy-supportive teaching behaviour. It can be learned through practice and self-reflection on teaching practices.

Effects of Subject-Area Degree and Classroom Experience on New Chemistry Teachers' Subject Matter Knowledge

ERIC Educational Resources Information Center

Nixon, Ryan S.; Campbell, Benjamin K.; Luft, Julie A.

2016-01-01

Science teachers need to understand the subject matter they teach. While subject matter knowledge (SMK) can improve with classroom teaching experience, it is problematic that many secondary science teachers leave the profession before garnering extensive classroom experience. Furthermore, many new science teachers are assigned to teach science…

Evaluation of Mathematical Game Design Skills of Pre-Service Classroom Teachers

ERIC Educational Resources Information Center

Pilten, Pusat; Pilten, Gülhiz; Divrik, Ramazan; Divrik, Fatma

2017-01-01

The purpose of the research is to evaluate the games prepared by pre-service classroom teachers within the scope of "Mathematics Teaching 1" and "Mathematics Teaching 2" courses, which are included in the undergraduate classroom teaching programs in Turkey, and to make predictions on the game design skills of pre-service…

Innovations in Teaching: How Novice Teaching Assistants Include LGBTQ Topics in the Writing Classroom

ERIC Educational Resources Information Center

Jaekel, Kathryn S.

2016-01-01

This article examines how three novice graduate teaching assistants included lesbian, gay, bisexual, transgender, and queer topics in their first-year writing classrooms. Findings suggest that inclusion of these topics can be successfully done through attention to identity in the classroom, including current-day events, and structuring classroom…

The Flipped Classroom Teaching Model and Its Use for Information Literacy Instruction

ERIC Educational Resources Information Center

Arnold-Garza, Sara

2014-01-01

The flipped classroom, a teaching method that delivers lecture content to students at home through electronic means and uses class time for practical application activities, may be useful for information literacy instruction. This article describes many of the characteristics of the flipped classroom teaching model, illustrated with examples from…

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

PubMed Central

Lin, Ying; Zhu, Yi; Chen, Chuan; Wang, Wei; Chen, Tingting; Li, Tao; Li, Yonghao; Liu, Bingqian; Lian, Yu; Lu, Lin; Zou, Yuxian

2017-01-01

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning. PMID:28384167

Facing the challenges in ophthalmology clerkship teaching: Is flipped classroom the answer?

PubMed

Lin, Ying; Zhu, Yi; Chen, Chuan; Wang, Wei; Chen, Tingting; Li, Tao; Li, Yonghao; Liu, Bingqian; Lian, Yu; Lu, Lin; Zou, Yuxian; Liu, Yizhi

2017-01-01

Recent reform of medical education highlights the growing concerns about the capability of the current educational model to equip medical school students with essential skills for future career development. In the field of ophthalmology, although many attempts have been made to address the problem of the decreasing teaching time and the increasing load of course content, a growing body of literature indicates the need to reform the current ophthalmology teaching strategies. Flipped classroom is a new pedagogical model in which students develop a basic understanding of the course materials before class, and use in-class time for learner-centered activities, such as group discussion and presentation. However, few studies have evaluated the effectiveness of the flipped classroom in ophthalmology education. This study, for the first time, assesses the use of flipped classroom in ophthalmology, specifically glaucoma and ocular trauma clerkship teaching. A total number of 44 international medical school students from diverse background were enrolled in this study, and randomly divided into two groups. One group took the flipped glaucoma classroom and lecture-based ocular trauma classroom, while the other group took the flipped ocular trauma classroom and lecture-based glaucoma classroom. In the traditional lecture-based classroom, students attended the didactic lecture and did the homework after class. In the flipped classroom, students were asked to watch the prerecorded lectures before the class, and use the class time for homework discussion. Both the teachers and students were asked to complete feedback questionnaires after the classroom. We found that the two groups did not show differences in the final exam scores. However, the flipped classroom helped students to develop skills in problem solving, creative thinking and team working. Also, compared to the lecture-based classroom, both teachers and students were more satisfied with the flipped classroom. Interestingly, students had a more positive attitude towards the flipped ocular trauma classroom than the flipped glaucoma classroom regarding the teaching process, the course materials, and the value of the classroom. Therefore, the flipped classroom model in ophthalmology teaching showed promise as an effective approach to promote active learning.

Classroom Context and Years of Teaching Experience as Predictors of Misalignment on Ratings of Preschoolers' Classroom Engagement

ERIC Educational Resources Information Center

Phillips, Krishtine; Downer, Jason

2017-01-01

Research Findings: This study investigated the relationship between features of the classroom environment and misalignment between teacher and observer ratings of preschoolers' classroom engagement and the extent to which years of teaching experience moderated this relationship. In a sample of 116 preschoolers and 21 teachers in 29 classrooms,…

PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes.

PubMed

Eddy, Sarah L; Converse, Mercedes; Wenderoth, Mary Pat

2015-01-01

There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to increase student outcomes related to achievement, logic development, or other relevant learning goals with college-age students. Thus, this tool both clarifies the research-supported elements of best practices for instructor implementation of active learning in the classroom setting and measures instructors' alignment with these practices. We describe how we reviewed the discipline-based education research literature to identify best practices in active learning for adult learners in the classroom and used these results to develop an observation tool (Practical Observation Rubric To Assess Active Learning, or PORTAAL) that documents the extent to which instructors incorporate these practices into their classrooms. We then use PORTAAL to explore the classroom practices of 25 introductory biology instructors who employ some form of active learning. Overall, PORTAAL documents how well aligned classrooms are with research-supported best practices for active learning and provides specific feedback and guidance to instructors to allow them to identify what they do well and what could be improved. © 2015 S. L. Eddy et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

NASA Astrophysics Data System (ADS)

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Ove Sørvik, Gard

2014-12-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.

The Flipped Classroom: A Twist on Teaching

ERIC Educational Resources Information Center

Schmidt, Stacy M. P.; Ralph, David L.

2016-01-01

The traditional classroom has utilized the "I Do", "We Do", "You Do" as a strategy for teaching for years. The flipped classroom truly flips that strategy. The teacher uses "You Do", "We Do", "I Do" instead. Homework, inquiry, and investigation happen in the classroom. At home students…

Classroom Notes Plus: A Quarterly of Teaching Ideas, 1999-2000.

ERIC Educational Resources Information Center

Classroom Notes Plus, 2000

2000-01-01

"Classroom Notes Plus" publishes descriptions of original, unpublished teaching practices or adapted ideas. Each issue also contains sections on Teacher Talk, Classroom Solutions, and Web resources. The August 1999 issue contains the following materials: Ideas from the Classroom-"Parody: Getting the Joke with Style" (Bonnie…

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

Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

PubMed Central

Evans, Mara; Brickman, Peggy

2014-01-01

Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged. PMID:26086652

Teaching with Vision: Culturally Responsive Teaching in Standards-Based Classrooms

ERIC Educational Resources Information Center

Sleeter, Christine E., Ed.; Cornbleth, Catherine, Ed.

2011-01-01

In "Teaching with Vision," two respected scholars in teaching for social justice have gathered teachers from across the country to describe rich examples of extraordinary practice. This collection showcases the professional experience and wisdom of classroom teachers who have been navigating standards- and test-driven teaching environments in…

Talking about Teaching: Curricula for Improving Instructors' Classroom Performance

ERIC Educational Resources Information Center

Strom-Gottfried, Kimberly; Dunlap, Katherine M.

2004-01-01

Although teaching is a primary function of social work educators, most instructors receive little training in teaching methods and, once engaged in teaching, have few opportunities to hone their craft and engage in dialogue about their classroom experiences. Teaching Circles are an example of ongoing curricula designed to improve classroom…

Classroom Community and Possible Selves: Implications for Midcareer Teacher Seminars

ERIC Educational Resources Information Center

Holbert, Romena M. Garrett

2015-01-01

Much research examines professional learning for pre-service and beginning teachers. However, in midcareer, teaching satisfaction and effectiveness are challenged by decreased recognition and support and increasing stressors including isolation, accountability demands, mentorship roles, and personal/family responsibilities. Often, midcareer…

Teacher Leadership and Behaviour Management.

ERIC Educational Resources Information Center

Rogers, Bill, Ed.

These 10 papers address current approaches to teacher leadership and behavior management. Each paper demonstrates a commitment to support classroom teachers with practical action research in such areas as discipline and behavior management, effective teaching, teacher leadership, working with students who show behavioral-emotional disorders, and…

Turn "B" Teachers into "A+"s.

ERIC Educational Resources Information Center

Bartolo, Don

1988-01-01

Valued, experienced teachers can give superior classroom performances with help from a dedicated principal and a performance management plan that involves (1) pinpointing the teaching skill needing improvement; (2) supportive confrontation; (3) mutual discussion of alternative solutions; (4) definition of responsibilities; (5) followup and…

Moving beyond Communicative Language Teaching: A Situated Pedagogy for Japanese EFL Classrooms

ERIC Educational Resources Information Center

Lochland, Paul W.

2013-01-01

This article questions the appropriateness of communicative language teaching (CLT) in classrooms teaching English as a foreign language (EFL) to Japanese students. The four main criticisms of CLT are the ambiguity of its description, the benefits of CLT for language learning, the amalgamation of CLT methods with local classroom practices, and the…

Predicting Academic Success from Academic Motivation and Learning Approaches in Classroom Teaching Students

ERIC Educational Resources Information Center

Çetin, Baris

2015-01-01

Our aim was to determine whether learning approaches and academic motivation together predict academic success of classroom teaching students. The sample of the study included 536 students (386 female, 150 male) studying at the Classroom Teaching Division of Canakkale 18 Mart University. Our research was designed as a prediction study. Data was…

Turkish Preservice Science Teachers' Efficacy Beliefs Regarding Science Teaching and Their Beliefs about Classroom Management

ERIC Educational Resources Information Center

Gencer, Ayse Savran; Cakiroglu, Jale

2007-01-01

The purpose of this study was to explore Turkish preservice science teachers' science teaching efficacy and classroom management beliefs. Data in this study were collected from a total number of 584 preservice science teachers utilizing the Science Teaching Efficacy Belief Instrument and the attitudes and beliefs on classroom control (ABCC)…

Snakes or Ladders? An Examination of the Experiences of Two Teacher Leaders Returning to Classroom Teaching

ERIC Educational Resources Information Center

Munroe, Elizabeth

2014-01-01

Teachers who have held leadership roles at the school, district, or provincial level have the potential to contribute to student and school success when they return to classroom teaching. The contrasting experiences of two teacher leaders who returned voluntarily to classroom teaching are analyzed using Owens's (2004) social constructivist theory…

Teaching Strategic Thinking on Oligopoly: Classroom Activity and Theoretic Analysis

ERIC Educational Resources Information Center

Han, Yongseung; Ryan, Michael

2017-01-01

This paper examines the use of a simple classroom activity, in which students are asked to take action representing either collusion or competition for extra credit to teach strategic thinking required in an oligopolistic market. We suggest that the classroom activity is first initiated prior to the teaching of oligopoly and then the instructor…

Voices from Team-Teaching Classrooms: A Case Study in Junior High Schools in Japan

ERIC Educational Resources Information Center

Fujimoto-Adamson, Naoki

2010-01-01

Team-teaching between a Japanese teacher of language (JTL) and a native-English speaker assistant language teacher (ALT) has been widely implemented in English-language classrooms in Japanese schools for more than 20 years under the Japan Exchange Teaching Program (JET) launched in 1987. This study focuses on the classroom roles and…

Common-Sense Classroom Management: Surviving September and Beyond in the Elementary Classroom.

ERIC Educational Resources Information Center

Lindberg, Jill A.; Swick, April M.

This manual contains techniques for creating successful teaching and learning environments in diverse elementary classrooms. Using humor, drawings, and a conversational tone, it provides suggestions for teaching effectively and efficiently. Special highlights include five-steps-or-less strategies that can be adapted into any classroom, an outline…

Developing affordable multi-touch technologies for use in physics

NASA Astrophysics Data System (ADS)

Potter, Mark; Ilie, Carolina; Schofield, Damian; Vampola, David

2012-02-01

Physics is one of many areas which has the ability to benefit from a number of different teaching styles and sophisticated instructional tools due to it having both theoretical and practical applications which can be explored. The purpose of this research is to develop affordable large scale multi-touch interfaces which can be used within and outside of the classroom as both an instruction technology and a computer supported collaborative learning tool. Not only can this technology be implemented at university levels, but also at the K-12 level of education. Pedagogical research indicates that kinesthetic learning is a fundamental, powerful, and ubiquitous learning style [1]. Through the use of these types of multi-touch tools and teaching methods which incorporate them, the classroom can be enriched to allow for better comprehension and retention of information. This is due in part to a wider range of learning styles, such as kinesthetic learning, which are being catered to within the classroom. [4pt] [1] Wieman, C.E, Perkins, K.K., Adams, W.K., ``Oersted Medal Lecture 2007: Interactive Simulations for teaching physics: What works, what doesn't and why,'' American Journal of Physics. 76 393-99.

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.

Teaching Performance: Some Bases for Change.

ERIC Educational Resources Information Center

Spanjer, R. Allan

This paper presents some teaching components which might serve as a basis for developing and improving teaching skills. Five interactive teaching functions are studied: managing classroom behavior, asking questions, interacting verbally, communicating nonverbally, and reinforcing pupil behavior. Managing classroom behavior deals with the teacher's…

A Little Learning Is a Dangerous Thing: Factors Influencing the Increased Identification of Special Educational Needs from the Perspective of Education Policy-Makers and School Practitioners

ERIC Educational Resources Information Center

Graham, Linda J.

2015-01-01

This article considers the increased identification of special educational needs in Australia's largest education system from the perspectives of senior public servants, regional directors, principals, school counsellors, classroom teachers, support class teachers, learning support teachers, and teaching assistants (n = 30). While their…

Collboard: Fostering New Media Literacies in the Classroom through Collaborative Problem Solving Supported by Digital Pens and Interactive Whiteboards

ERIC Educational Resources Information Center

Alvarez, Claudio; Salavati, Sadaf; Nussbaum, Miguel; Milrad, Marcelo

2013-01-01

Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of…

Using Web Database Tools To Facilitate the Construction of Knowledge in Online Courses.

ERIC Educational Resources Information Center

McNeil, Sara G.; Robin, Bernard R.

This paper presents an overview of database tools that dynamically generate World Wide Web materials and focuses on the use of these tools to support research activities, as well as teaching and learning. Database applications have been used in classrooms to support learning activities for over a decade, but, although business and e-commerce have…

The Cascade Model of Teachers' Continuing Professional Development in Kenya: A Time for Change?

ERIC Educational Resources Information Center

Bett, Harry Kipkemoi

2016-01-01

Kenya is one of the countries whose teachers the UNESCO (2015) report cited as lacking curriculum support in the classroom. As is the case in many African countries, a large portion of teachers in Kenya enter the teaching profession when inadequately prepared, while those already in the field receive insufficient support in their professional…

Manipulating Task Implementation Variables with Incipient Spanish Language Learners: A Classroom-Based Study

ERIC Educational Resources Information Center

Payant, Caroline; Reagan, Derek

2018-01-01

A growing body of research has shown a positive role of task-supported instruction in second language (L2) learning (Ellis, 2003a; Loewen, 2015; Van Den Branden, 2006). From a pedagogical perspective, recycling or repeating parts of teaching materials is common practice and theoretical support for such practice is emerging (Bygate and Samuda,…

Instructional Coaching: A Multiple Case Study Investigation of a Pre-Service Teacher's Self Efficacy through Supportive and Reflective Dialogue

ERIC Educational Resources Information Center

Steiner, Amanda

2017-01-01

According to the National Commission on Teaching and America's Future (1996), "... learning cannot occur in college classrooms divorced from schools" (p. 31). University coursework that is paired with carefully coordinated field experiences as well as being supported by university faculty that are skilled in helping the teacher candidate…

Online video in clinical skills education of oral medication administration for undergraduate student nurses: a mixed methods, prospective cohort study.

PubMed

Holland, Agi; Smith, Fiona; McCrossan, Gill; Adamson, Elizabeth; Watt, Susan; Penny, Kay

2013-06-01

Improvements in the safety of the prescribing, dispensing and administration of medicines are identified as a priority across international healthcare systems. It is therefore essential that higher education institutions play their part in helping to meet this patient safety objective. New developments in clinical skills education which are aligned to emerging educational theory are available, but evaluations and supportive evidence are limited. To evaluate the use of an online best practice exemplar as an adjunct to the clinical skills teaching of oral medication administration to undergraduate student nurses. Mixed-methods prospective cohort design. Two intakes of undergraduate nursing students (n=168, n=154) undertaking a first year clinical skills based module at a British university. The Control group received standard teaching using lectures and skills classes facilitated by experienced clinical skills lecturers. The Intervention group received the standard teaching and unlimited access to an online video clip of medication administration. Performance and satisfaction were measured using module assessment results and a satisfaction questionnaire. Qualitative data were gathered using focus groups (n=16, n=20). The Intervention group was significantly (p=0.021) more likely to pass the assessment and rate their satisfaction with the teaching significantly higher (p<0.05) on more than half of the items from the Student Satisfaction Survey. Two Categories were identified from focus group data; Classroom Learning and Transfer to Practice. Classroom Learning included four themes of Peers, Self, Teaching and Time and when Classroom Learning was positive, the Transfer to Practice of the clinical skill was enhanced. An online video of a best practice exemplar as an adjunct to taught clinical skills sessions improves student assessment results and satisfaction ratings. The video was also reported to positively influence all themes identified in Classroom Learning and was perceived to promote the Transfer to Practice of teaching input. Copyright © 2012 Elsevier Ltd. All rights reserved.

Do emotional support and classroom organization earlier in the year set the stage for higher quality instruction?

PubMed

Curby, Timothy W; Rimm-Kaufman, Sara E; Abry, Tashia

2013-10-01

Many teachers believe that providing greater emotional and organizational supports in the beginning of the year strengthens their ability to teach effectively as the year progresses. Some interventions, such as the Responsive Classroom (RC) approach, explicitly embed this sequence into professional development efforts. We tested the hypothesis that earlier emotional and organizational supports set the stage for improved instruction later in the year in a sample of third- and fourth-grade teachers enrolled in a randomized controlled trial of the RC approach. Further, we examined the extent to which the model generalized for teachers using varying levels of RC practices as well as whether or not teachers were in the intervention or control groups. Teachers' emotional, organizational, and instructional interactions were observed using the Classroom Assessment Scoring System (Pianta, La Paro, & Hamre, 2008) on five occasions throughout the year. Results indicated a reciprocal relation between emotional and instructional supports. Specifically, higher levels of emotional support earlier in the year predicted higher instructional support later in the year. Also, higher levels of instructional support earlier in the year predicted higher emotional support later in the year. Classroom organization was not found to have longitudinal associations with the other domains across a year. This pattern was robust when controlling for the use of RC practices as well as across intervention and control groups. Further, teachers' use of RC practices predicted higher emotional support and classroom organization throughout the year, suggesting the malleability of this teacher characteristic. Discussion highlights the connection between teachers' emotional and instructional supports and how the use of RC practices improves teachers' emotionally supportive interactions with students. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Classroom Teaching in Botswana and Online Teaching from Georgia: Hard Knocks and Earned Successes.

ERIC Educational Resources Information Center

Tallman, Julie

2003-01-01

Reports on an experience teaching online internationally, between a lecturer at the University of Georgia and library science students at the University of Botswana, using an auto-ethnographic method to discuss classroom teaching experiences in Botswana and how they influenced course design, teaching style, and desired student learning…

Selected Papers from the National Conference on College Teaching and Learning (4th, Jacksonville, Florida, April 14-17, 1993).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "Changing Teaching Styles When Technology Becomes…

In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program

ERIC Educational Resources Information Center

Azkiyah, Siti Nurul; Mukminin, Amirul

2017-01-01

This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management) of the…

The role of nurse educators' self-perception and beliefs in the use of learner-centered teaching in the classroom.

PubMed

Ellis, D Michele

2016-01-01

This study was designed to investigate the role of nurse educators' beliefs and self-perception in their use of Learner-Centered Teaching in the nursing education classroom. A sample of 122 nurse educators completed an online questionnaire that explored self-perception, beliefs and the correlation with their use of behaviors indicative of Learner-Centered Teaching. Findings demonstrated that nurse educators who identify themselves as learner-centered are more likely to use Learner-Centered Teaching in their classrooms, and nurse educators who strongly believe learner-centered teaching is beneficial in understanding and applying nursing concepts are also somewhat more likely to use Learner-Centered Teaching in the classroom. The results of this study produced a picture of the role of self-perception and beliefs about Learner-Centered Teaching, and the influence this may have on actual utilization of Learner-Centered Teaching. It is clear that valuing Learner-Centered Teaching and believing in its efficacy are only part of the answer to convincing nurse educators to widely adopt this teaching framework. Copyright © 2015 Elsevier Ltd. All rights reserved.

An Investigation of Science Teaching Practices in Indonesian Rural Secondary Schools

NASA Astrophysics Data System (ADS)

Wahyudi; Treagust, David F.

2004-08-01

This study reports on teaching practices in science classrooms of Indonesian lower secondary schools in rural areas. Using six schools from three districts in the province of Kalimantan Selatan as the sample, this study found that most teaching practices in science classrooms in rural schools were teacher-centred with students copying notes. However, the study also found unique teaching practices of an exemplary science teacher whose teaching style can be described as both student-centred and teacher-centred, with students encouraged to be active learners. Four features of exemplary teaching practices were identified: The teacher managed the classroom effectively; used a variety of questioning techniques; employed various teaching approaches instead of traditional methods; and created a favourable learning environment. Data from classroom observations, interviews with teachers, and students responses to a questionnaire were used to compare the exemplary teacher and his colleagues. This study identified internal factors that may affect teaching practices such as a teachers content knowledge and beliefs about teaching. Compared to the other teachers, the exemplary teacher possessed more content knowledge and had a relatively stronger belief in his ability to teach.

Can New Digital Technologies Support Parasitology Teaching and Learning?

PubMed

Jabbar, Abdul; Gasser, Robin B; Lodge, Jason

2016-07-01

Traditionally, parasitology courses have mostly been taught face-to-face on campus, but now digital technologies offer opportunities for teaching and learning. Here, we give a perspective on how new technologies might be used through student-centred teaching approaches. First, a snapshot of recent trends in the higher education is provided; then, a brief account is given of how digital technologies [e.g., massive open online courses (MOOCs), flipped classroom (FC), games, quizzes, dedicated Facebook, and digital badges] might promote parasitology teaching and learning in digital learning environments. In our opinion, some of these digital technologies might be useful for competency-based, self-regulated, learner-centred teaching and learning in an online or blended teaching environment. Copyright © 2016 Elsevier Ltd. All rights reserved.

Religion in the Elementary Classroom.

ERIC Educational Resources Information Center

Kirman, Joseph M.

2001-01-01

Discusses the teaching of religion in the elementary classroom. Suggests activities and discusses cautions and concerns, dealing with absolutism, using religious literature, and parental rights. Compares teaching about religion with teaching for religious observance. (CMK)

Relationships between school support, school facilities, ICT culture and mathematics teachers' attitudes towards ICT in teaching and learning

NASA Astrophysics Data System (ADS)

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

2012-05-01

Information communication Technology (ICT) has been a major influence in the Malaysian Education System, especially in the teaching of mathematics. Since 2003, the Malaysian Ministry of Education has provided incentives to mathematics teacher to motivate them to use ICT using English as the medium of instruction, during the teaching and learning process. However, there are barriers that prevented mathematics teachers from using ICT in the classrooms. This study is to determine factors that influenced the attitudes of Malaysian Mathematic Teachers in integrating ICT in their teaching and learning. One hundred ninety one mathematics teachers were randomly selected for the purpose of this study. The three factors investigated were school support, school facilities and school culture which had been selected to be correlated with teachers' attitudes towards integrating ICT in the teaching and learning of mathematics. Findings showed that significant positive relationships existed between teachers' attitudes toward integrating ICT in the teaching and learning and school support, school facilities and ICT culture and This finding indicated that, in order to develop teachers' attitudes in using ICT during their teaching and learning process, they needed support from the school principals and also their colleagues. Apart from that, school facilities and also ICT culture were also found to be essential.

Taking Space to the Classroom in the Nordic Countries- Challenges and Opportunites

NASA Astrophysics Data System (ADS)

Biebricher, A.

2015-09-01

The Norwegian Centre for Space-related Education (NAROM) has a mandate to teach about space and space technology in four Nordic countries, Denmark, Finland, Norway and Sweden, via the Nordic European Space Education Resources Office (ESERO). The geographical distances in the Nordic countries make it difficult for any one entity such as NAROM to coordinate teaching comprehensively. Identification, delegation of responsibility and support to local teachers is therefore paramount. An important tool in this respect is advanced teacher training which employs flexible teaching methods. This paper is a discussion of how flexible teaching is implemented within Nordic ESERO's advanced teacher training.

Teach up for Excellence

ERIC Educational Resources Information Center

Tomlinson, Carol Ann; Javius, Edwin Lou

2012-01-01

Sorting students into different tracks within a school correlates strongly with student race and economic status and predicts and contributes to student outcomes. Students in higher-level classes typically experience better teachers, curriculum, and achievement levels than peers in lower-level classes. Creating classrooms that support equity of…

Understanding How Teachers Listen in a Reading Enrichment Program

ERIC Educational Resources Information Center

Gilson, Cindy M.; Little, Catherine A.

2016-01-01

Asking questions that invite students to access advanced thinking skills during classroom discourse is a key strategy for challenging and supporting high-ability middle school readers. This critical teaching practice requires careful teacher listening. However, empirical research around teachers' "listening orientations," or how teachers…

Educational Considerations for Children with Tourette's Syndrome.

ERIC Educational Resources Information Center

Jones, Kevin; Johnson, Genevieve Marie

1993-01-01

This paper describes the prevalence of Tourette's Syndrome and its characteristics. Instructional strategies for students with Tourette's Syndrome are discussed, including a flexible teaching style, a warm and supportive classroom environment, paired and cooperative learning strategies, frequent breaks during instruction, and a safe place to…

Subject-Specific Characteristics of Instructional Quality in Mathematics Education

ERIC Educational Resources Information Center

Schlesinger, Lena; Jentsch, Armin; Kaiser, Gabriele; König, Johannes; Blömeke, Sigrid

2018-01-01

Instructional research in German-speaking countries has conceptualized teaching quality recently according to three generic dimensions, namely, classroom management, student support and cognitive activation. However, as these dimensions are mainly regarded as generic, subject-specific aspects of mathematics instruction, e.g., the mathematical…

Grief: Helping Young Children Cope

ERIC Educational Resources Information Center

Wood, Frances B.

2008-01-01

In their role as caregivers supporting the children they teach, it is important for teachers to understand the grieving process and recognize symptoms of grief. The author explains Elisabeth Kubler-Ross's five stages of grief and offers 10 classroom strategies to help young children cope with their feelings.

Early Childhood Inclusion in Turkey

ERIC Educational Resources Information Center

Diken, Ibrahim H.; Rakap, Salih; Diken, Ozlem; Tomris, Gozde; Celik, Secil

2016-01-01

Inclusion of young children with disabilities into regular preschool classrooms is a common practice that has been implemented for several decades in industrialized nations around the world, and many developing countries including Turkey have been developing and implementing laws, regulation, and services to support inclusion and teaching in…

It's OK to Be Neither: Teaching that Supports Gender-Variant Children

ERIC Educational Resources Information Center

Tempel, Melissa Bollow

2011-01-01

This article describes how the everyday experiences of a 1st grader pushed a teacher to confront gender issues in the classroom. Broadening students' ideas of what was acceptable for boys and girls is an important first step. (Contains 3 resources.)

Care, Communication, Learner Support: Designing Meaningful Online Collaborative Learning

ERIC Educational Resources Information Center

Robinson, Heather A.; Kilgore, Whitney; Warren, Scott J.

2017-01-01

The purpose of this study was to identify emergent themes regarding higher education instructors' perceptions concerning the provision of collaborative learning activities and opportunities in their online classroom. Through semi-structured interviews, instructors described their teaching experiences and reported specifically about the online…

Blended Learning: An Innovative Approach

ERIC Educational Resources Information Center

Lalima; Dangwal, Kiran Lata

2017-01-01

Blended learning is an innovative concept that embraces the advantages of both traditional teaching in the classroom and ICT supported learning including both offline learning and online learning. It has scope for collaborative learning; constructive learning and computer assisted learning (CAI). Blended learning needs rigorous efforts, right…

Development of an Instrument for Assessing the Effectiveness of Chemistry Classroom Teaching

ERIC Educational Resources Information Center

Zheng, Changlong; Fu, Lihai; He, Peng

2014-01-01

Classroom teaching is a main frontier of the implementation of new curricular ideas in China. The study reported in this article is concerned with the effectiveness of system of classroom teaching (SCT) in chemistry lessons. According to the Systems Science theory, we took a macroscopic view on the SCT, arguing that SCT is a hierarchy of system,…

Investigating Factors That Contribute to Effective Teaching-Learning Practices: EFL/ESL Classroom Context

ERIC Educational Resources Information Center

Islam, Rukaia

2017-01-01

This paper seeks to address some key issues, which can influence as well as determine the nature of teaching and learning practices in an ELT classroom directly or indirectly. This paper views an EFL or ESL classroom as a dynamic and multi-dimensional platform open to different interpretations of teaching and learning. Factors like teachers'…

Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices

ERIC Educational Resources Information Center

Mmasa, Mussa; Anney, Vicent Naano

2016-01-01

The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the…

The Effects of Practice-Based Training on Graduate Teaching Assistants’ Classroom Practices

PubMed Central

Becker, Erin A.; Easlon, Erin J.; Potter, Sarah C.; Guzman-Alvarez, Alberto; Spear, Jensen M.; Facciotti, Marc T.; Igo, Michele M.; Singer, Mitchell; Pagliarulo, Christopher

2017-01-01

Evidence-based teaching is a highly complex skill, requiring repeated cycles of deliberate practice and feedback to master. Despite existing well-characterized frameworks for practice-based training in K–12 teacher education, the major principles of these frameworks have not yet been transferred to instructor development in higher educational contexts, including training of graduate teaching assistants (GTAs). We sought to determine whether a practice-based training program could help GTAs learn and use evidence-based teaching methods in their classrooms. We implemented a weekly training program for introductory biology GTAs that included structured drills of techniques selected to enhance student practice, logic development, and accountability and reduce apprehension. These elements were selected based on their previous characterization as dimensions of active learning. GTAs received regular performance feedback based on classroom observations. To quantify use of target techniques and levels of student participation, we collected and coded 160 h of video footage. We investigated the relationship between frequency of GTA implementation of target techniques and student exam scores; however, we observed no significant relationship. Although GTAs adopted and used many of the target techniques with high frequency, techniques that enforced student participation were not stably adopted, and their use was unresponsive to formal feedback. We also found that techniques discussed in training, but not practiced, were not used at quantifiable frequencies, further supporting the importance of practice-based training for influencing instructional practices. PMID:29146664

NASA Science Mission Directorate Forum Support of Scientists and Engineers to Engage in Education and Outreach

NASA Astrophysics Data System (ADS)

Buxner, S.; Grier, J.; Meinke, B. K.; Schneider, N. M.; Low, R.; Schultz, G. R.; Manning, J. G.; Fraknoi, A.; Gross, N. A.; Shipp, S. S.

2015-12-01

For the past six years, the NASA Science Education and Public Outreach (E/PO) Forums have supported the NASA Science Mission Directorate (SMD) and its E/PO community by enhancing the coherency and efficiency of SMD-funded E/PO programs. The Forums have fostered collaboration and partnerships between scientists with content expertise and educators with pedagogy expertise. As part of this work, in collaboration with the AAS Division of Planetary Sciences, we have interviewed SMD scientists, and more recently engineers, to understand their needs, barriers, attitudes, and understanding of education and outreach work. Respondents told us that they needed additional resources and professional development to support their work in education and outreach, including information about how to get started, ways to improve their communication, and strategies and activities for their teaching and outreach. In response, the Forums have developed and made available a suite of tools to support scientists and engineers in their E/PO efforts. These include "getting started" guides, "tips and tricks" for engaging in E/PO, vetted lists of classroom and outreach activities, and resources for college classrooms. NASA Wavelength (http://nasawavelength.org/), an online repository of SMD funded activities that have been reviewed by both educators and scientists for quality and accuracy, provides a searchable database of resources for teaching as well as ready-made lists by topic and education level, including lists for introductory college classrooms. Additionally, we have also supported scientists at professional conferences through organizing oral and poster sessions, networking activities, E/PO helpdesks, professional development workshops, and support for students and early careers scientists. For more information and to access resources for scientists and engineers, visit http://smdepo.org.

Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes.

PubMed

Posey, Laurie; Pintz, Christine

2017-09-01

To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills. Program evaluation included quality reviews of the redesigned courses, surveys of student perceptions, pre- and post-program assessment of students' digital literacy and interviews with faculty about their experiences with the new teaching methods. Adopting an established quality framework to guide course design and evaluation for quality contributed to the efficient and effective development of a high-quality undergraduate blended nursing program. Program outcomes and lessons learned are presented to inform future teaching innovation and research related to blended learning in undergraduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in Teaching

ERIC Educational Resources Information Center

Isiksal-Bostan, Mine; Sahin, Elvan; Ertepinar, Hamide

2015-01-01

The purpose of this study was to examine the relationships among Turkish classroom, science and mathematics teachers' beliefs toward using inquiry-based approaches, traditional teaching approaches, and technology in their mathematics and science classrooms; their efficacy beliefs in teaching those subjects; and years of experience in teaching in…

In Brief: Science teaching certificate

NASA Astrophysics Data System (ADS)

Showstack, Randy

2008-11-01

More than 200 educators will receive fellowships over the next 5 years to participate in NASA's Endeavor Science Teaching Certificate Project, the agency announced on 14 November. Through workshops, online and on-site graduate courses, and NASA educational materials, the project will expose educators to NASA science and engineering and support them in translating the information for use in classrooms. ``Through the program, educators will learn to deliver cutting-edge science into the classroom, promoting science, technology, engineering, and mathematics education,'' according to Joyce Winterton, assistant administrator for education at NASA Headquarters, in Washington, D. C. Project fellows will earn a certificate from Teachers College Innovations at Teachers College, Columbia University, New York, and graduate credit from other institutional partners. For more information, visit http://education.nasa.gov/home/index.html.

Developing and Refining Lessons: Planning Learning and Formative Assessment for Math College and Career Ready Standards. From the College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers

ERIC Educational Resources Information Center

Tobiason, Glory; Heritage, Margaret; Chang, Sandy; Jones, Barbara; Herman, Joan

2014-01-01

This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…

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…

The Competency of Pre-Service Classroom Teachers' Regarding the Learning-Teaching Process in a Music Course: Implementation from a Turkish University

ERIC Educational Resources Information Center

Koca, Sehriban

2016-01-01

This study was a descriptive study that evaluated pre-service classroom teachers' competencies in regarding the learning-teaching process in a music course. The study made use of a general screening model. Participants of the research is consists of pre-service classroom teachers taking music and music teaching course at the primary school…

Special and General Education Biology Teachers Working Together Collaboratively

NASA Astrophysics Data System (ADS)

Gagne-Grosso, Melissa

Collaborative teaching, between special education and general education teachers working together, came about as a result of the No Child Left Behind and Individuals with Disabilities Education Acts. Despite the positive intentions of those acts, teachers are not always ready to teach collaboratively. Guided by the theories of fundamental change and inclusion, this study was based on a lack of understanding about collaborative teaching at 3 high schools. The research questions focused on the benefits, process, and concerns related to collaborative teaching. The perspectives of 4 special education and 8 regular education teachers in 3 urban, public high schools were collected through interviews and observations. Data were analyzed descriptively and inductively using coding, reconstruction, and interpretation of the underlying meanings. The findings revealed that teachers benefitted from being in these classrooms by having a reduced work load and shared responsibility; however, they needed more time for collaboration and modifying instruction, professional development, and stronger support. Students in these classrooms benefitted from social interactions with other students and by getting direct answers to questions. Based on these findings, a professional development training was created based on how collaborative teachers can work together to promote successful learning. This project study can have a positive impact by assisting collaborative teachers with support, communication, strategies for modifications and accommodations, and an enhanced experience, and additionally by improving the academic outcomes for their students.

Understanding Teaching or Teaching for Understanding: Alternative Frameworks for Science Classrooms.

ERIC Educational Resources Information Center

Wildy, Helen; Wallace, John

1995-01-01

Describes the findings of a study that involved exploring the classroom practices of an experienced physics teacher to enable researchers to reexamine assumptions about good teaching. Asserts that a broader view of good science teaching is needed than that proposed by the constructivist literature. (ZWH)

Teaching Efficacy of Universiti Putra Malaysia Science Student Teachers

ERIC Educational Resources Information Center

Bakar, Abd. Rahim; Konting, Mohd. Majid; Jamian, Rashid; Lyndon, Novel

2008-01-01

The objective of the study was to access teaching efficacy of Universiti Putra Malaysia Science student teachers. The specific objectives were to determine teaching efficacy of Science student teachers in terms of student engagement; instructional strategies; classroom management and teaching with computers in classroom; their satisfaction with…

Re-Teaching Shakespeare (i): "Macbeth" and the "Witchcraft" Question.

ERIC Educational Resources Information Center

Williams, Michael

1989-01-01

Describes a classroom study of Shakespeare's "Macbeth" which concentrates on the Weird Sisters and the question of witchcraft. Advocates utilizing pupils' experience of powerful images from the general culture, introducing a selection of well-documented historical evidence to support textual study, and avoiding misguided conventional…

School-Based Mentoring: Big Brothers Big Sisters

ERIC Educational Resources Information Center

Henry, Leon

2009-01-01

Students attacking other students. Students attacking teachers, support staff, and even community members. Disrespectful and threatening language, overwhelmed or inattentive parents, and an administrative system that often appears unable to bring back order in the classroom. These are stories have become an everyday part of teaching in urban…

Developing Leaders: The Importance--and the Challenges--of Evaluating Principal Preparation Programs

ERIC Educational Resources Information Center

George W. Bush Institute, Education Reform Initiative, 2016

2016-01-01

Research on school leadership shows that principals can significantly impact student achievement by influencing classroom instruction, organizational conditions, community support and setting the teaching and learning conditions in schools. Moreover, strong principals provide a multiplier effect that enables improvement initiatives to succeed. The…

5 Ways to Improve Tutoring Programs

ERIC Educational Resources Information Center

Gordon, Edward E.

2009-01-01

Tutoring has become a familiar tool that schools use to reinforce classroom teaching and improve student achievement. That's especially been the case because of No Child Left Behind (NCLB) and its provisions for supplemental education. Educators faced with developing or supporting tutoring services for students should consider five practical…

Making Peace in Violent Times: A Constructivist Approach to Conflict Resolution.

ERIC Educational Resources Information Center

Carlsson-Paige, Nancy; Levin, Diane E.

1992-01-01

Suggests actions that teachers can take to challenge the use of violence by children. Actions include providing early intervention and teaching specific skills to help children resolve conflicts. Discusses adaptation to children's developmental levels and creation of classroom contexts supportive of nonviolence. (LB)

Using Web 2.0 to Support the Active Learning Experience

ERIC Educational Resources Information Center

Williams, Jo; Chinn, Susan J.

2009-01-01

Increased attention to student engagement and active learning strategies have become particularly relevant in today's classroom environments. These approaches are also considered to be meaningful when teaching "net generation" students who have different styles and expectations. This study attempts to address these challenges through the…

Resource Centers for Gifted Education.

ERIC Educational Resources Information Center

Clark, Linda R.; And Others

1995-01-01

Shared Information Services is a state-operated network of four resource centers for gifted education in Indiana. The network provides support in the areas of program development, teacher education, classroom teaching resources, and program evaluation. A variety of library and technical assistance services is provided to teachers and others by…

Teaching with Technology: Literature and Software.

ERIC Educational Resources Information Center

Allen, Denise

1994-01-01

Reviews five computer programs and compact disc-read only memory (CD-ROM) products designed to improve students' reading and problem-solving skills: (1) "Reading Realities" (Teacher Support Software); (2) "Kid Rhymes" (Creative Pursuits); (3) "First-Start Biographies" (Troll Associates); (4) "My Silly CD of ABCs" (Discis Classroom Editions); and…

Investigating the Use of Text Messages in Mobile Learning

ERIC Educational Resources Information Center

Geng, Gretchen

2013-01-01

Nowadays, teaching and learning have been shifted from traditional classrooms to technology-supported learning environment. By offering a convenient, efficient and financially affordable information technology learning environment, mobile learning is a topic that is of considerable interest for education audiences owing to the pervasive nature of…

What Districts Know--and Need to Know--about Their Principals

ERIC Educational Resources Information Center

George W. Bush Institute, Education Reform Initiative, 2016

2016-01-01

Research on school leadership has highlighted the impact principals have on student achievement through their influence on classroom instruction, organizational conditions, community support, and setting the teaching and learning conditions in schools. However, there is limited rigorous quantitative research on the best district policies and…

Toward a Translingual Composition: Ancient Rhetorics and Language Difference

ERIC Educational Resources Information Center

Ray, Brian

2012-01-01

The purpose of this dissertation is to outline a pedagogy that promotes language difference in college composition classrooms. Scholarship on language difference has strived for decades to transform teaching practices in mainstream, developmental, and second-language writing instruction. Despite compelling arguments in support of linguistic…

Working with the Japanese Soroban

ERIC Educational Resources Information Center

Faux, Geoff; Brocklebank, Emma

2012-01-01

This is an account of events in a real classroom when the notion that there is a distinction between calculation by counting, and calculation by structuring is a focus for learning. Pupils have "hands-on" experiences that support their understanding of "number". The teaching "aid" might be unfashionable in…

Institutionalizing Professional Development Schools: Supporting the Principal.

ERIC Educational Resources Information Center

Bowen, Gail; Adkison, Judith

Professional-development schools are collaborations between universities and public schools to improve the nation's teaching force. Prospective teachers are assigned to K-12 schools for formal instruction, planned experiences in classrooms, and mentoring from master teachers. This paper presents findings of a qualitative study that described the…

Pedagogical Approaches for Technology-Integrated Science Teaching

ERIC Educational Resources Information Center

Hennessy, Sara; Wishart, Jocelyn; Whitelock, Denise; Deaney, Rosemary; Brawn, Richard; la Velle, Linda; McFarlane, Angela; Ruthven, Kenneth; Winterbottom, Mark

2007-01-01

The two separate projects described have examined how teachers exploit computer-based technologies in supporting learning of science at secondary level. This paper examines how pedagogical approaches associated with these technological tools are adapted to both the cognitive and structuring resources available in the classroom setting. Four…

Multimedia Environments in Mathematics Teacher Education: Preparing Regular and Special Educators for Inclusive Classrooms

ERIC Educational Resources Information Center

De La Paz, Susan; Hernandez-Ramos, Pedro; Barron, Linda

2004-01-01

A multimedia CD-ROM program, Mathematics Teaching and Learning in Inclusive Classrooms, was produced to help preservice teachers learn mathematics teaching methods in the context of inclusive classrooms. The contents include text resources, video segments of experts and of classroom lessons, images of student work, an electronic notebook, and a…

Mother Tongue in the EFL Classroom

ERIC Educational Resources Information Center

Ghorbani, Amirabbas

2012-01-01

The use of students' mother tongue (MT/L1) in the second/foreign language classroom has been debated in language teaching theory and practice for many decades. Most language teaching methods advocate the use of the target language (TL) in the classroom. However, recent research has elevated the role of L1 in the classroom. This paper illustrates…

Just-in-Time Teaching in Statistics Classrooms

ERIC Educational Resources Information Center

McGee, Monnie; Stokes, Lynne; Nadolsky, Pavel

2016-01-01

Much has been made of the flipped classroom as an approach to teaching, and its effect on student learning. The volume of material showing that the flipped classroom technique helps students better learn and better retain material is increasing at a rapid pace. Coupled with this technique is active learning in the classroom. There are many ways of…

Cultivating Pre-Service Teachers' Classroom Management Skills through Teaching Practicum: A Reflective Practice

ERIC Educational Resources Information Center

Ragawanti, Debora Tri

2015-01-01

Classroom management is commonly believed to be the key to the success of an instruction. Many student teachers, however, might find it very challenging to handle their classrooms. It is, therefore, necessary to advance their professional practice in the context of a real classroom such as through teaching practicum and reflective practice. This…

Development of an Instrument for Assessing the Effectiveness of Chemistry Classroom Teaching

NASA Astrophysics Data System (ADS)

Zheng, Changlong; Fu, Lihai; He, Peng

2014-04-01

Classroom teaching is a main frontier of the implementation of new curricular ideas in China. The study reported in this article is concerned with the effectiveness of system of classroom teaching (SCT) in chemistry lessons. According to the Systems Science theory, we took a macroscopic view on the SCT, arguing that SCT is a hierarchy of system, which includes class system, plate system, unit system, and primitive system. In this study, we focused on primitive system of classroom teaching (PrS)—the lowest level in a SCT. Using focus group interviews, this study investigated the variables related to the effectiveness of PrS. We found a total of 21 such variables. To identify the main factors underlying the effectiveness of PrS, we further used exploratory factor analysis and confirmatory factor analysis. We found five main factors: rational use of time, quality of teaching behavior chain, match degree, quality of using resource and technology, and rationality of primitive content. Based on these findings, we constructed an evaluation scale for assessing the effectiveness of primitive system of chemistry classroom teaching.

Evaluating Students' Perceptions of Library and Science Inquiry: Validation of Two New Learning Environment Questionnaires

ERIC Educational Resources Information Center

Schultz-Jones, Barbara A.; Ledbetter, Cynthia E.

2013-01-01

As part of a larger study, the How My Library Supports Inquiry and the How My Science Class Supports Inquiry questionnaires were developed for evaluating the extent of inquiry-based teaching in classrooms and school libraries and the effect of this instruction on student literacy and, by extension, the social good. Each has 28 items in seven…

Preparing Prospective Elementary Teachers To Foster Conceptually Based Mathematical Understandings: A Study Investigating Change in Prospective Teachers' Conceptions Related to Mathematics Teaching and Learning.

ERIC Educational Resources Information Center

Benken, Babette M.; Brown, Nancy

More than two decades of research and experience supports the idea that computer and calculator technologies can have an important role to play in supporting and effecting student learning (Heid, 1988; Kaput, 1992; Kutzler, 1996; Papert, 1980; Waits and Demana, 1999). The development of Classroom Communication Systems (CCSs) is providing new…

The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes.

PubMed

Schmidt, S M; Arndt, M J; Gaston, S; Miller, B J

1991-01-01

This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or the traditional classroom course of study. In addition, the effects of age, grade point average, attitudes toward computers, and satisfaction with the course on teaching method were analyzed using analysis of covariance. Younger students achieved better scores than did older students. Regardless of teaching method, however, neither method appeared to be better than the other for teaching course content. Students did not prefer one method over the other as indicated by their satisfaction scores. With demands upon university faculty to conduct research and publish, alternative methods of teaching that free faculty from the classroom should be considered. This study suggests that educators can select such an alternative teaching method to traditional classroom teaching without sacrificing quality education for certain courses.

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.

Sharing Power in the Classroom.

ERIC Educational Resources Information Center

Richard-Amato, Patricia

2002-01-01

Suggests that be sharing power in the classroom teachers allow the development of participatory classrooms in which all students can thrive. Examines participatory teaching and critical pedagogy, components of the participatory learning experience, manifestations of participatory teaching, an application of the language experience approach,…

Scientific teaching: defining a taxonomy of observable practices.

PubMed

Couch, Brian A; Brown, Tanya L; Schelpat, Tyler J; Graham, Mark J; Knight, Jennifer K

2015-03-02

Over the past several decades, numerous reports have been published advocating for changes to undergraduate science education. These national calls inspired the formation of the National Academies Summer Institutes on Undergraduate Education in Biology (SI), a group of regional workshops to help faculty members learn and implement interactive teaching methods. The SI curriculum promotes a pedagogical framework called Scientific Teaching (ST), which aims to bring the vitality of modern research into the classroom by engaging students in the scientific discovery process and using student data to inform the ongoing development of teaching methods. With the spread of ST, the need emerges to systematically define its components in order to establish a common description for education researchers and practitioners. We describe the development of a taxonomy detailing ST's core elements and provide data from classroom observations and faculty surveys in support of its applicability within undergraduate science courses. The final taxonomy consists of 15 pedagogical goals and 37 supporting practices, specifying observable behaviors, artifacts, and features associated with ST. This taxonomy will support future educational efforts by providing a framework for researchers studying the processes and outcomes of ST-based course transformations as well as a concise guide for faculty members developing classes. © 2015 B. A. Couch et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

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.

The effects of a STEM professional development intervention on elementary teachers

NASA Astrophysics Data System (ADS)

Dailey, Deborah D.

To improve and sustain science teaching and learning in the elementary grades, experts recommended school districts afford time in the day for science instruction, secure the necessary resources for an investigative classroom, and provide teachers with increased professional development opportunities that target content knowledge, pedagogical skills, and confidence in teaching science (e.g. Buczynski & Hansen, 2010; Brand & Moore, 2011; NSB, 2010). In particular, researchers recommended teachers receive quality professional development that is sustained over time and embedded in the real world of the classroom (e.g. Buczynski & Hansen, 2010; Cotabish & Robinson, 2012). The purpose of this dissertation was to examine changes in elementary teachers' science teaching perceptions, concerns, and science process skills during and after participation in a STEM-focused professional development intervention involving embedded support using peer coaching. The positive effects of sustained, embedded professional development programs on science instruction have been documented by multiple research studies (e.g. Buczynski & Hansen, 2010; Cotabish, Dailey, Hughes, & Robinson, 2011; Duran & Duran, 2005; Levitt, 2011); however, few studies have investigated the effects after removal of the professional development support (Johnson, Kahle, & Fargo, 2007; Shymansky, Yore, & Anderson, 2004). By examining the changes across three years (including one year after the conclusion of the professional development intervention), the researcher in the present study considered the dosage of intervention needed to bring about and preserve significant changes in the participant teachers. To measure the impact of the intervention on teachers, the researcher used quantitative data supported by qualitative interviews. Results indicated that changes in science teaching perceptions were realized after one year or 60 hours of intervention; however, it took two years or 120 hours of intervention to see significant changes in teachers' science process skills. Of particular significance, the changes in teachers' science teaching perceptions, concerns, and science process skills held constant one year after removal of the professional development support.

Emotions and elementary school science teaching: Postmodernism in practice

NASA Astrophysics Data System (ADS)

Zembylas, Michalinos

This is an ethnographic study about an elementary school teacher's emotions in her science teaching and pedagogy. This study is an interdisciplinary account of emotions in teaching and draws both methodologically and theoretically from a variety of disciplines: philosophy, sociology, psychology, anthropology, cultural studies and feminist studies. The account developed here is based on my understanding of the role of one teacher's (Catherine) emotions in her classroom life for three years. I describe my approach in terms of what I call emotional genealogies of teaching; referring to an account of the events, objects, persons and their relationships that are present or absent in the realization of emotions, and the ways that these emotions are experienced in relation to the self (individual reality), the others (social interactions) and the world in general (sociopolitical context). Applied to my study, an emotional genealogy of Catherine's science teaching seeks not to trace the gradual evolution of her emotions but to record the singularity of various events that make some emotions present and others absent. My study shows how certain emotions are constructed in the science classroom and how they are transformed over the years (as mediated by values, philosophies, beliefs and so on). Catherine's emotions in science teaching is a "history of the present," a history of her emotions' "presences and absences" in her daffy interactions with her students, parents and administrators in the context of the science classroom. This work raises important questions that go beyond the meaning and interpretation of teachers' emotions: How can teachers' emotions become a legitimate topic in (science) education as well as in efforts for science curricular reform? Further, how can educational institutions (universities and schools) and elementary school science teachers themselves support their personal and professional emotional growth?

Perceived Teaching Practice and Its Prediction of Student Engagement in Singapore

ERIC Educational Resources Information Center

Luo, Wenshu

2017-01-01

This study examined teaching practice in Singapore mathematics classrooms and its prediction of student engagement. A large sample of Singapore Secondary 2 students first reported perceived teaching practice in their mathematics classrooms in Term 1 and their engagement in mathematics study in Term 2. Based on Rasch analysis of teaching practice,…

Selected Papers from the National Conference on College Teaching and Learning (6th, Jacksonville, Florida, April 5-8, 1995).

ERIC Educational Resources Information Center

Chambers, Jack A., Ed.

This collection of 18 papers covers four broad areas of teaching and learning in higher education: innovative college teaching/learning strategies; effective classroom research/assessment activities; advanced classroom technology; and developing teaching and learning centers. Titles include: (1) "African American Students' Perceptions of…

Research and Teaching: Assessment of Graduate Teaching Assistants Enrolled in a Teaching Techniques Course

ERIC Educational Resources Information Center

Zehnder, Caralyn

2016-01-01

At the authors' public liberal arts institution, biology masters students are required to enroll in BIOL 5050: Teaching Techniques. Course topics include designing effective lectures, assessment, classroom management, diversity in the classroom, and active learning strategies. The impact of this type of training on graduate students' attitudes and…

Application of Computer Aided Mathematics Teaching in a Secondary School

ERIC Educational Resources Information Center

Yenitepe, Mehmet Emin; Karadag, Zekeriya

2003-01-01

This is a case study that examines the effect of using presentations developed by teacher in addition to using commercially produced educational software CD-ROM in Audio-Visual Room/Computer Laboratory after classroom teaching, on students' academic achievement, as a method of Teaching Mathematics compared with only classroom teaching or after…

Beliefs of Teachers Who Teach Intensive One-to-One Intervention about Links to Classroom Teaching

ERIC Educational Resources Information Center

Tran, Thi L.; Wright, Robert J.

2014-01-01

This paper reports teachers' beliefs about the extent to which expertise in one-to-one teaching can be transferred to classroom teaching. The study involved 21 mathematics intervention specialists. Data collection involved a structured questionnaire with six openended questions. Participants were found to be very positive towards transferring…

Team Teaching in Social Work: Sharing Power with Bachelor of Social Work Students

ERIC Educational Resources Information Center

Zapf, Michael Kim; Jerome, Les; Williams, Margaret

2011-01-01

Team teaching in social work education usually involves sequential lectures delivered by different instructors--relay or tag-team teaching. Truly collaborative or collegial team teaching involves a committed group of diverse instructors interacting together as equals in the classroom. Having more than one teacher in the classroom confounds…

Comparing Student Perceptions of the Classroom Climate Created by U.S. American and International Teaching Assistants

ERIC Educational Resources Information Center

Meyer, Kevin R.; Mao, Yuping

2014-01-01

Previous studies have revealed that American undergraduate students complain about International Teaching Assistants' (ITAs) lack of English proficiency and rate ITAs lower than American Teaching Assistants (ATAs) on teaching evaluations. This study investigates student perceptions of classroom climate to discover how ITAs might overcome students'…

Teaching Note--Third Space Caucusing: Borderland Praxis in the Social Work Classroom

ERIC Educational Resources Information Center

Hudson, Kimberly D.; Mountz, Sarah E.

2016-01-01

This teaching note examines the use of intentional, identity-centered spaces in the social work classroom. We discuss the use of identity-based caucusing as a means of centering the embodied and lived experiences of students in the social work classroom, drawing from previous classroom experiences in an MSW foundation course on social justice at a…

How Effective Is Our Teaching?

NASA Astrophysics Data System (ADS)

Wyckoff, S.

2002-05-01

More than 90% of U.S. university introductory physics courses are taught using lecture methods in spite of the large amount of research indicating that interactive teaching is considerably more effective. A brief overview of physics education research will be given, together with relevant connections with astronomy education research. Large enrollment classrooms have in the past presented obstacles to converting from lecture to interactive teaching. However, classroom communication systems (CCS) now provide a cost-effective way to convert any science classroom into an interactive learning environment. A pretest-posttest study using control groups of ten large enrollment introductory physics courses will be described. A new instrument, the Physics Concept Survey (PCS), developed to measure student understanding of basic concepts will be described, together with a classroom observation instrument, the Reformed Teaching Observation Protocol (RTOP), for measuring the extent that interactive teaching is used in a science classroom. We find that student conceptual understanding was enhanced by a factor of three in the interactive classrooms compared with the traditional lecture (control) courses. Moreover, a correlation between the PCS normalized gains and the RTOP scores is indicative that the interaction in the classrooms is the cause of the students' improved learning of basic physics concepts. This research was funded by the NSF (DUE 9453610).

On Developing Students' Spatial Visualisation Ability

ERIC Educational Resources Information Center

Risma, Dwi Afrini; Putri, Ratu Ilma Indra; Hartono, Yusuf

2013-01-01

This research aims at studying on how students develop their spatial visualisation abilities. In this paper, one of five activities in an ongoing classroom activity is discussed. This paper documents students' learning activity in exploring the building blocks. The goal of teaching experiment is to support the development of students' spatial…

Life Online: Resources for Students with an Intellectual Disability.

ERIC Educational Resources Information Center

Weeks, Kerri

2001-01-01

Two Australian agencies planned, developed, piloted, and evaluated an online resource for teaching independent living skills to adult students with a mild intellectual disability using technology and the Internet. The resource, called Life Online, is a package of support resource materials tested in regional classrooms in Victoria, Australia.…

Q & A with Ed Tech Leaders: Interview with John R. Savery

ERIC Educational Resources Information Center

Fulgham, Susan M.; Shaughnessy, Michael F.

2014-01-01

John R. Savery is Professor of Education and Director of Instructional Services at the University of Akron. His research and teaching interests focus on problem-based learning and technology-rich learning environments. As Director he supports faculty integration of instructional technology across the spectrum, from traditional classrooms to…

Using Technology Effectively to Teach about Fractions

ERIC Educational Resources Information Center

Hensberry, Karina K. R.; Moore, Emily B.; Perkins, Katherine

2015-01-01

In this article, the authors describe classroom use of technology that successfully engaged fourth grade students (typically aged 9-10) in the United States in learning about fractions. The activities involved the use of an interactive simulation designed to support student learning of fractions, and whole-class discussion where students were…

From Science Studies to Scientific Literacy: A View from the Classroom

ERIC Educational Resources Information Center

Allchin, Douglas

2014-01-01

The prospective virtues of using history and philosophy of science in science teaching have been pronounced for decades. Recently, a role for nature of science in supporting scientific literacy has become widely institutionalized in curriculum standards internationally. This short review addresses these current needs, highlighting the concrete…

Campus Buildings that Teach Lessons.

ERIC Educational Resources Information Center

Fickes, Michael

2002-01-01

Describes how Brown University has begun looking at building design and performance as a shadow curriculum that supports or argues with the principles being taught in a building's classroom. Discusses the energy-efficient design and construction of W. Duncan MacMillan Hall, a building serving the geology, chemistry, and environmental sciences…

Using Newspapers in the FCS Curriculum

ERIC Educational Resources Information Center

Brandes, Kendra

2008-01-01

This article examines a number of issues facing family and consumer sciences (FCS) teachers in today's middle and high school classrooms and reviews literature supporting the use of newspapers as a valuable teaching resource in light of these issues. Suggestions for using newspapers and newspaper industry resources to enhance the FCS curriculum…

Teaching Controversial Environmental Issues: Neutrality and Balance in the Reality of the Classroom

ERIC Educational Resources Information Center

Cotton, Deborah R. E.

2006-01-01

Background: Environmental issues are frequently controversial and involve conflicting interests and values. Much environmental education literature explicitly encourages teachers to promote pro-environmental attitudes and behaviours amongst their students, despite evidence that teacher support for such a policy is ambiguous at best. The literature…