Analyzing Tasks to Promote Equity in Secondary Mathematics Teacher Education

ERIC Educational Resources Information Center

Mintos, Alexia

2017-01-01

The purpose of this study is to understand characteristics and outcomes of instructional tasks used to support preservice secondary mathematics teachers (PSMTs) in learning about equity in secondary mathematics methods courses. This study focuses on five instructional tasks from four purposefully chosen teacher education programs. These activities…

Teachers' Decisions about Mathematics Tasks When Planning

ERIC Educational Resources Information Center

Sullivan, Peter; Clarke, David; Clarke, Doug; Roche, Anne

2013-01-01

At some stage when planning, teachers make decisions about the mathematics tasks they will pose and how they will structure lessons. It seems, though, that these decisions are complex, and that this complexity has been underestimated by curriculum developers and teacher educators. The following is a report of data collection that simulated some of…

Identifying instructional tasks that occasion problem behaviors and assessing the effects of student versus teacher choice among these tasks.

PubMed

Vaughn, B J; Horner, R H

1997-01-01

Levels of problem behavior were assessed when 4 students with severe disabilities received instruction on preferred versus nonpreferred tasks and when tasks of each type were chosen by the teacher rather than by the student. In Phase 1, interview and direct observation assessments were conducted to identify relative preferences for academic tasks. In Phase 2, the effects of these lower preference and higher preference tasks on the rate of problem behavior were evaluated using a multielement design. The results showed that lower preference tasks were associated with higher rates of problem behaviors and that students, when given a choice, consistently selected the tasks that had been identified through interview and direct observation as higher preference. In Phase 3, we assessed whether allowing the students to choose between pairs of lower preference tasks or between pairs of higher preference tasks reduced problem behavior relative to a condition in which the teacher selected the same tasks. For 2 of 4 students, the rates of problem behavior were lower when students (rather than the teacher) selected the lower preference activity. Higher preference tasks for 3 students were associated with relatively low rates of problem behavior regardless of whether the student or the teacher selected the task.

How Does Lesson Structure Shape Teacher Perceptions of Teaching with Challenging Tasks?

ERIC Educational Resources Information Center

Russo, James; Hopkins, Sarah

2017-01-01

Despite reforms in mathematics education, many teachers remain reluctant to incorporate challenging (i.e., more cognitively demanding) tasks into their mathematics instruction. The current study examines how lesson structure shapes teacher perceptions of teaching with challenging tasks. Participants included three Year 1/2 classroom teachers who…

Reading Strategy Instruction and Teacher Change: Implications for Teacher Training

ERIC Educational Resources Information Center

Klapwijk, Nanda M.

2012-01-01

I report on teacher change in the context of a reading strategy instruction intervention. Reading Strategy Instruction (RSI) was implemented by three teachers, new to the concept, over a period of 15 weeks. Observations of these teachers showed that a multitude of factors affect the uptake of RSI as part of everyday teaching practice, and that…

Stress at School? A Qualitative Study on Illegitimate Tasks during Teacher Training.

PubMed

Faupel, Stefanie; Otto, Kathleen; Krug, Henning; Kottwitz, Maria U

2016-01-01

What do I expect when stating that "I am going to be a teacher"? Social roles, including professional roles, often become part of people's identity and thus, of the self. As people typically strive for maintaining a positive sense of self, threats to one's role identity are likely to induce stress. In line with these considerations, Semmer et al. recently (e.g., Semmer et al., 2007, 2015) introduced "illegitimate tasks" as a new concept of stressors. Illegitimate tasks, which are defined as unnecessary or unreasonable tasks, threaten the self because they signal a lack of appreciation regarding one's professional role. Teacher training is a phase of role transition in which the occurrence of illegitimate tasks becomes likely. A holistic understanding of these tasks, however, has been missing up to now. Is there already a professional role identity during teacher training that is vulnerable to threats like the illegitimacy of tasks? What are typical illegitimate tasks in the context of teacher training? In order to close this research gap, 39 situations taken from 16 interviews with teaching trainees were analyzed in the present study on the basis of qualitative content analysis. Seminars and standing in to hold lessons for other teachers were identified as most prevalent illegitimate tasks. More specifically, unnecessary tasks could be classified as sub challenging, inefficient and lacking in organization (e.g., writing reports about workshops no one will ever read). Unreasonable tasks appeared overextending, fell outside responsibility, and lacked supervisory support. Training interventions focusing upon task design and supervisory behavior are suggested for improvement.

Mind the Gap: Task Design and Technology in Novice Language Teachers' Practice

ERIC Educational Resources Information Center

Smits, Tom F. H.; Oberhofer, Margret; Colpaert, Jozef

2016-01-01

This paper focuses on the possibilities/challenges for English as a Foreign Language (EFL) teachers designing tasks grounded in Task-Based Language Teaching (TBLT) and taking advantage of the affordances of technology--Interactive WhiteBoards (IWBs). Teachers have been shown to confuse tasks with exercises or activities. The interactive…

Measuring Preservice Teachers' Knowledge of Instructional Tasks for Teaching Elementary Content

ERIC Educational Resources Information Center

Kim, Insook; Ko, Bomna

2017-01-01

Purpose: The purpose of this study was to measure preservice teachers' knowledge of instructional tasks for teaching three manipulative skills in elementary physical education. Method: Data were collected to measure preservice teachers' entry and exit knowledge of instructional tasks that require selecting developmentally and sequentially…

"I'm Still Not Sure What a Task Is": Teachers Designing Language Tasks

ERIC Educational Resources Information Center

Erlam, Rosemary

2016-01-01

Ellis (2003) identifies four key criteria that distinguish a "task" from the types of situational grammar exercises that are typically found in the more traditional language classroom. This study investigates how well teachers were able to design tasks that fulfilled these four criteria (Ellis, 2003) at the end of a year-long…

Teachers' Difficulties in Preparation and Implementation of Performance Task

ERIC Educational Resources Information Center

Metin, Mustafa

2013-01-01

The aim of study is to determinate the difficulties of teachers in preparation and implementation of performance task. This study was carried out with 25 teachers (5 science and technology, 5 primary, 5 mathematic, 5 social science and 5 Turkish teachers) who working at elementary schools in Artvin. Sample of study is selected randomly. Case study…

Research on Mathematics Teachers as Partners in Task Design

ERIC Educational Resources Information Center

Jones, Keith; Pepin, Birgit

2016-01-01

Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the "design" of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to…

Modeling Secondary Instructional Strategies in a Teacher Education Class

ERIC Educational Resources Information Center

Watson, Sandy White; Bradley, Janetta Fleming

2009-01-01

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

A Call To Action for Physics Departments: Findings and Recommendations of the National Task Force on Teacher Education in Physics

NASA Astrophysics Data System (ADS)

Vokos, Stamatis

2010-10-01

The National Task Force on Teacher Education in Physics (T-TEP) concluded its two-year investigation of the professional preparation of teachers of physics in the U.S. T-TEP, formed by APS, AAPT, and AIP, was charged with (a) identifying generalizable, yet flexible, strategies that institutions, and in particular physics departments and schools or colleges of education, can employ to increase the number of qualified physics teachers, (b) identifying effective strategies in recruitment, models of professional preparation, and higher education systems of support during the first three years of teaching, and (c) articulating research, policy, and funding implications. In this talk, the major findings and recommendations of the T-TEP report will be discussed and ways to leverage the report to transform the physics teacher education system will be outlined.

Language Learners' and Teachers' Perceptions of Task Repetition

ERIC Educational Resources Information Center

Ahmadian, Mohammad Javad; Mansouri, Seyyed Abbas; Ghominejad, Shiva

2017-01-01

This study examined how English language learners and teachers perceive and interpret task repetition (TR), and whether teachers' and learners' views about this pedagogic practice correspond. In addition, the study explored learners' cognitive and affective engagement with TR. We asked eight experienced language teachers to use a structured…

Connections between Secondary Mathematics Teachers' Beliefs and Their Selection of Tasks for English Language Learners

ERIC Educational Resources Information Center

de Araujo, Zandra

2017-01-01

The tasks teachers select impact students' opportunities to learn mathematics and teachers' beliefs influence their choice of tasks. Through the qualitative analysis of surveys, interviews and classroom artefacts from three secondary mathematics teachers, this study examined teachers' selection of mathematics tasks for English language learners…

Examining pre-service science teachers' developing pedagogical design capacity for planning and supporting task-based classroom discussions

NASA Astrophysics Data System (ADS)

Ross, Danielle Kristina

Teachers face many challenges as we move forward into the age of the Next Generation Science Standards (NGSS) (Achieve, Inc., 2013). The NGSS aim to develop a population of scientifically literate and talented students who can participate in the "innovation-driven economy" (p. 1). In order to meet these goals, teachers must provide students with opportunities to engage in science and engineering practices (SEPs) and learn core ideas of these disciplines. This study followed pre-service secondary science teachers as they participated in a secondary science teacher preparation program intended to support the development of their pedagogical design capacity (Brown, 2009) related to planning and supporting whole-class taskbased discussions. Teacher educators in this program designed an intervention that aimed in supporting this development. This study examined a particular dimension of PDC -- specifically, PSTs effective use of resources to plan science lessons in which students engage in a high demand task, participate in SEPs, and discuss their work in a whole-class setting. In order to examine the effectiveness of the intervention, I had to define PDC a priori. I measured PDC by documenting how/whether PSTs engaged in the following instructional planning practices: developing Learning Goals, selecting and/or designing challenging tasks, anticipating student thinking, planning for monitoring student thinking, imagining the discussion storyline, planning questions, and planning marking strategies. Analyses showed a significant difference between baseline lesson plan scores and Instructional Performance scores. These findings suggest these patterns and changes were directly linked to the teacher preparation program. The mean increase in Instructional Performance scores during the course of the teacher preparation year further supports the effect of the teacher preparation coursework. Pre-service teachers with high pedagogical design capacity continually integrated the

The Role of the Vo-Ag Teacher: Task Force Report.

ERIC Educational Resources Information Center

Murray, John; And Others

This task force report of the agricultural educational policy committee of the American Vocational Association focuses on the role of the vocational agriculture teacher. The first part of this report summarizes the philosophy needed by all teachers, major program objectives perceived by teachers of agriculture for their students, functions of an…

Analysis of Tasks in Pre-Service Elementary Teacher Education Courses

ERIC Educational Resources Information Center

Sierpinska, Anna; Osana, Helena

2012-01-01

This paper presents some results of research aimed at contributing to the development of a professional knowledge base for teachers of elementary mathematics methods courses, called here "teacher educators." We propose that a useful unit of analysis for this knowledge could be the tasks in which teacher-educators engage pre-service…

A Teacher’s Guide for Using Learning Strategies in English-as-a-Second- Language Instruction

DTIC Science & Technology

1984-11-01

learner strategies used in the acquisition of English as a second language (ESL). The Teacher’s Guide demonstrates for ESL...strategies to apply to a wide range of language learning tasks are far more likely to be effective language learners . The language lessons in this section...skills in the acquisition of English as a second language (ESL). This study completed a review of the literature on learning strategies in

Teachers' Teaching Practices and Beliefs Regarding Context-Based Tasks and Their Relation with Students' Difficulties in Solving These Tasks

ERIC Educational Resources Information Center

Wijaya, Ariyadi; van den Heuvel-Panhuizen, Marja; Doorman, Michiel

2015-01-01

In this study, we investigated teachers' teaching practices and their underlying beliefs regarding context-based tasks to find a possible explanation for students' difficulties with these tasks. The research started by surveying 27 Junior High School teachers from seven schools in Indonesia through a written questionnaire. Then, to further examine…

Strategies for Monolingual Teachers in Multilingual Classrooms.

ERIC Educational Resources Information Center

Towell, Janet; Wink, Joan

A group of instructional strategies for monolingual teachers to use with elementary and secondary school students with limited English skills are described. The strategies are drawn from a teacher education curriculum focusing on this issue. All are based on the notion that monolingual and bilingual teachers can team teach to break down linguistic…

Stress at School? A Qualitative Study on Illegitimate Tasks during Teacher Training

PubMed Central

Faupel, Stefanie; Otto, Kathleen; Krug, Henning; Kottwitz, Maria U.

2016-01-01

What do I expect when stating that “I am going to be a teacher”? Social roles, including professional roles, often become part of people's identity and thus, of the self. As people typically strive for maintaining a positive sense of self, threats to one's role identity are likely to induce stress. In line with these considerations, Semmer et al. recently (e.g., Semmer et al., 2007, 2015) introduced “illegitimate tasks” as a new concept of stressors. Illegitimate tasks, which are defined as unnecessary or unreasonable tasks, threaten the self because they signal a lack of appreciation regarding one's professional role. Teacher training is a phase of role transition in which the occurrence of illegitimate tasks becomes likely. A holistic understanding of these tasks, however, has been missing up to now. Is there already a professional role identity during teacher training that is vulnerable to threats like the illegitimacy of tasks? What are typical illegitimate tasks in the context of teacher training? In order to close this research gap, 39 situations taken from 16 interviews with teaching trainees were analyzed in the present study on the basis of qualitative content analysis. Seminars and standing in to hold lessons for other teachers were identified as most prevalent illegitimate tasks. More specifically, unnecessary tasks could be classified as sub challenging, inefficient and lacking in organization (e.g., writing reports about workshops no one will ever read). Unreasonable tasks appeared overextending, fell outside responsibility, and lacked supervisory support. Training interventions focusing upon task design and supervisory behavior are suggested for improvement. PMID:27683572

A Task Is a Task Is a Task Is a Task... Or Is It? Researching Telecollaborative Teacher Competence Development--The Need for More Qualitative Research

ERIC Educational Resources Information Center

Müller-Hartmann, Andreas

2016-01-01

The concept of task has become central not only to an understanding of language learning per se, but also to the design and research of Online Intercultural Exchanges (OIEs). While research on the design of tasks in OIEs has been very productive, we still lack insights into how teachers develop competences in task design on the micro-level.…

Task Modification and Knowledge Utilization by Korean Prospective Mathematics Teachers

ERIC Educational Resources Information Center

Lee, Kyeong-Hwa; Lee, Eun-Jung; Park, Min-Sun

2016-01-01

It has been asserted that mathematical tasks play a critical role in the teaching and learning of mathematics. Modification of tasks included in intended curriculum materials, such as textbooks, can be an effective activity for prospective teachers to understand the role of mathematical tasks in the teaching and learning of mathematics; designing…

Promising New Teacher Support Strategies and Their Costs.

ERIC Educational Resources Information Center

Dianda, Marcella R.; Quartz, Karen Hunter

1995-01-01

Describes several promising new teacher support strategies implemented by California universities and their district partners as part of the California New Teacher Project, noting resources expended to implement each strategy. The strategies are framed according to their programmatic and economic dimensions. Strategies that make the most sense…

Designing Tasks to Examine Mathematical Knowledge for Teaching Statistics for Primary Teachers

NASA Astrophysics Data System (ADS)

Siswono, T. Y. E.; Kohar, A. W.; Hartono, S.

2018-01-01

Mathematical knowledge for teaching (MKT) is viewed as fuel resources for conducting an orchestra in a teaching and learning process. By understanding MKT, especially for primary teachers, it can predict the success of a goal of an instruction and analyze the weaknesses and improvements of it. To explore what teachers think about subject matters, pedagogical terms, and appropriate curriculum, it needs a task which can be identified the teachers’ MKT including the subject matter knowledge (SMK) and pedagogical content knowledge (PCK). This study aims to design an appropriate task for exploring primary teachers’ MKT for statistics in primary school. We designed six tasks to examine 40 primary teachers’ MKT, of which each respectively represents the categories of SMK (common content knowledge (CCK) and specialised content knowledge (SCK)) and PCK (knowledge of content and students (KCS), knowledge of content and teaching (KCT), and knowledge of content and curriculum (KCC)). While MKT has much attention of numbers of scholars, we consider knowledge of content and culture (KCCl) to be hypothesized in the domains of MKT. Thus, we added one more task examining how the primary teachers used their knowledge of content (KC) regarding to MKT in statistics. Some examples of the teachers’ responses on the tasks are discussed and some refinements of MKT task in statistics for primary teachers are suggested.

Task Force on Teacher Education in Physics: Findings and Recommendations

NASA Astrophysics Data System (ADS)

Otero, Valerie

2010-03-01

In response to the national crisis in science education, including low performance in high school physical science and a critical shortage of highly qualified physics teachers, a National Task Force was convened to investigate the state of physics education in the United States. The Task Force spent one year collecting data from over 900 universities and conducting site visits at 13 universities that were identified as ``high producers'' of physics teachers. The final report of the Task Force will be published early in 2010 and will highlight the findings and recommendations that resulted from the study. In this presentation, the main findings and recommendations will be presented along with selected case studies that illustrate exemplary practices in physics and education departments.

Teachers, Tasks, and Tensions: Lessons from a Research-Practice Partnership

ERIC Educational Resources Information Center

Johnson, Raymond; Severance, Samuel; Penuel, William R.; Leary, Heather

2016-01-01

How teachers make sense of new academic standards significantly shapes the implementation of those standards. Professional development organized around the analysis of mathematical tasks has potential to prepare teachers for standards implementation by helping them develop common understandings of standards and how to help students meet ambitious…

Same task, different strategies: How brain networks can be influenced by memory strategy

PubMed Central

Sanfratello, Lori; Caprihan, Arvind; Stephen, Julia M.; Knoefel, Janice E.; Adair, John C.; Qualls, Clifford; Lundy, S. Laura; Aine, Cheryl J.

2015-01-01

Previous functional neuroimaging studies demonstrated that different neural networks underlie different types of cognitive processing by engaging participants in particular tasks, such as verbal or spatial working memory (WM) tasks. However, we report here that even when a working memory task is defined as verbal or spatial, different types of memory strategies may be employed to complete it, with concomitant variations in brain activity. We developed a questionnaire to characterize the type of strategy used by individual members in a group of 28 young healthy participants (18–25 years) during a spatial WM task. A cluster analysis was performed to differentiate groups. We acquired functional magnetoencephalography (MEG) and structural diffusion tensor imaging (DTI) measures to characterize the brain networks associated with the use of different strategies. We found two types of strategies were utilized during the spatial WM task, a visuospatial and a verbal strategy, and brain regions and timecourses of activation differed between participants who used each. Task performance also varied by type of strategy used, with verbal strategies showing an advantage. In addition, performance on neuropsychological tests (indices from WAIS-IV, REY-D Complex Figure) correlated significantly with fractional anisotropy (FA) measures for the visuospatial strategy group in white matter tracts implicated in other WM/attention studies. We conclude that differences in memory strategy can have a pronounced effect on the locations and timing of brain activation, and that these differences need further investigation as a possible confounding factor for studies using group averaging as a means for summarizing results. PMID:24931401

Same task, different strategies: how brain networks can be influenced by memory strategy.

PubMed

Sanfratello, Lori; Caprihan, Arvind; Stephen, Julia M; Knoefel, Janice E; Adair, John C; Qualls, Clifford; Lundy, S Laura; Aine, Cheryl J

2014-10-01

Previous functional neuroimaging studies demonstrated that different neural networks underlie different types of cognitive processing by engaging participants in particular tasks, such as verbal or spatial working memory (WM) tasks. However, we report here that even when a WM task is defined as verbal or spatial, different types of memory strategies may be used to complete it, with concomitant variations in brain activity. We developed a questionnaire to characterize the type of strategy used by individual members in a group of 28 young healthy participants (18-25 years) during a spatial WM task. A cluster analysis was performed to differentiate groups. We acquired functional magnetoencephalography and structural diffusion tensor imaging measures to characterize the brain networks associated with the use of different strategies. We found two types of strategies were used during the spatial WM task, a visuospatial and a verbal strategy, and brain regions and time courses of activation differed between participants who used each. Task performance also varied by type of strategy used with verbal strategies showing an advantage. In addition, performance on neuropsychological tests (indices from Wechsler Adult Intelligence Scale-IV, Rey Complex Figure Test) correlated significantly with fractional anisotropy measures for the visuospatial strategy group in white matter tracts implicated in other WM and attention studies. We conclude that differences in memory strategy can have a pronounced effect on the locations and timing of brain activation and that these differences need further investigation as a possible confounding factor for studies using group averaging as a means for summarizing results. Copyright © 2014 Wiley Periodicals, Inc.

Does Task Affordance Moderate Age-related Deficits in Strategy Production?

PubMed Central

Bottiroli, Sara; Dunlosky, John; Guerini, Kate; Cavallini, Elena; Hertzog, Christopher

2011-01-01

According to the task-affordance hypothesis, people will be more likely to use a specific strategy as tasks more readily afford its use. To evaluate this hypothesis, we examined the degree to which older and younger adults used a self-testing strategy to learn items, because previous studies suggest that age-related differences in the use of this powerful strategy vary across tasks. These tasks (words affixed to a board vs. pairs on flashcards) differentially afford the use of the self-testing strategy and may moderate the age-related effects on strategy use. Participants performed a recall-readiness task in which they continued to study items until they were ready for the criterion test. As predicted, self testing was used less often on tasks that least afforded its use. Namely, participants used self testing less when they studied single words affixed to a board than when they studied pairs on flashcards. Most important, age-related deficits in strategy use were greater for the former task and nonexistent for the latter one, suggesting that task affordance moderates age differences in strategy use. PMID:20552461

Does task affordance moderate age-related deficits in strategy production?

PubMed

Bottiroli, Sara; Dunlosky, John; Guerini, Kate; Cavallini, Elena; Hertzog, Christopher

2010-09-01

According to the task-affordance hypothesis, people will be more likely to use a specific strategy as tasks more readily afford its use. To evaluate this hypothesis, we examined the degree to which older and younger adults used a self-testing strategy to learn items, because previous studies suggest that age-related differences in the use of this powerful strategy vary across tasks. These tasks (words affixed to a board vs. pairs on flashcards) differentially afford the use of the self-testing strategy and may moderate the age-related effects on strategy use. Participants performed a recall-readiness task in which they continued to study items until they were ready for the criterion test. As predicted, self testing was used less often on tasks that least afforded its use. Namely, participants used self testing less when they studied single words affixed to a board than when they studied pairs on flashcards. Most important, age-related deficits in strategy use were greater for the former task and nonexistent for the latter one, suggesting that task affordance moderates age differences in strategy use.

Child Skills and Teacher Qualifications: Associations with Elementary Classroom Teachers' Reading Instruction for Struggling Readers

ERIC Educational Resources Information Center

Bratsch-Hines, Mary E.; Vernon-Feagans, Lynne; Varghese, Cheryl; Garwood, Justin

2017-01-01

This study explored the extent to which kindergarten and first grade teachers provided individualized reading instruction to struggling readers during a unique one-on-one reading instruction task. Three outcomes of teachers' instructional strategies were captured: code-focused strategies, meaning-focused strategies, and level of challenge. Child…

Effects of Variations in Task Design on Mathematics Teachers' Learning Experiences: A Case of a Sorting Task

ERIC Educational Resources Information Center

Koichu, Boris; Zaslavsky, Orit; Dolev, Lea

2016-01-01

The goal of the study presented in this article was to examine how variations in task design may affect mathematics teachers' learning experiences. The study focuses on sorting tasks, i.e., learning tasks that require grouping a given set of mathematical items, in as many ways as possible, according to different criteria suggested by the learners.…

Organisational and Task Factors Influencing Teachers' Professional Development at Work

ERIC Educational Resources Information Center

Evers, Arnoud T.; Van der Heijden, Béatrice I. J. M.; Kreijns, Karel

2016-01-01

Purpose: The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers' professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools…

REACH. Teacher's Guide, Volume III. Task Analysis.

ERIC Educational Resources Information Center

Morris, James Lee; And Others

Designed for use with individualized instructional units (CE 026 345-347, CE 026 349-351) in the electromechanical cluster, this third volume of the postsecondary teacher's guide presents the task analysis which was used in the development of the REACH (Refrigeration, Electro-Mechanical, Air Conditioning, Heating) curriculum. The major blocks of…

Beginning science teachers' strategies for communicating with families

NASA Astrophysics Data System (ADS)

Bloom, Nena E.

Science learning occurs in both formal and informal spaces. Families are critical for developing student learning and interest in science because they provide important sources of knowledge, support and motivation. Bidirectional communication between teachers and families can be used to build relationships between homes and schools, leverage family knowledge of and support for learners, and create successful environments for science learning that will support both teaching and student learning. To identify the communication strategies of beginning science teachers, who are still developing their teaching practices, a multiple case study was conducted with seven first year secondary science teachers. The methods these teachers used to communicate with families, the information that was communicated and shared, and factors that shaped these teachers' continued development of communication strategies were examined. Demographic data, interview data, observations and documentation of communication through logs and artifacts were collected for this study. Results indicated that the methods teachers had access to and used for communication impacted the frequency and efficacy of their communication. Teachers and families communicated about a number of important topics, but some topics that could improve learning experiences and science futures for their students were rarely discussed, such as advancement in science, student learning in science and family knowledge. Findings showed that these early career teachers were continuing to learn about their communities and to develop their communication strategies with families. Teachers' familiarity with their school community, opportunities to practice strategies during preservice preparation and student teaching, their teaching environment, school policies, and learning from families and students in their school culture continued to shape and influence their views and communication strategies. Findings and implications for

EFL Teachers' Beliefs about the Use of Reading Strategies

ERIC Educational Resources Information Center

Çakici, Dilek

2016-01-01

This study aims to investigate EFL teachers' beliefs about the use of reading strategies and what strategies they employ through reading stages in EFL classrooms. In addition, the study aims to compare the teachers' gender and the schools where they are working with the strategies they use. A total of 44 EFL teachers (18 females, 26 males) working…

Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool

ERIC Educational Resources Information Center

Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E.

2018-01-01

Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate.…

Problem Solving Strategies among Primary School Teachers

ERIC Educational Resources Information Center

Yew, Wun Thiam; Lian, Lim Hooi; Meng, Chew Cheng

2017-01-01

The purpose of this article was to examine problem solving strategies among primary school teachers. The researchers employed survey research design to examine their problem solving strategies. The participants of this study consisted of 120 primary school teachers from a public university in Peninsula Malaysia who enrolled in a 4-year Graduating…

Literacy Strategies in the Science Classroom The Influence of Teacher Cognitive Resources on Implementation

NASA Astrophysics Data System (ADS)

Mawyer, Kirsten Kamaile Noelani

Scientific literacy is at the heart of science reform (AAAS, 1989; 1993: NRC, 1996). These initiatives advocate inquiry-based science education reform that promotes scientific literacy as the prerequisite ability to both understand and apply fundamental scientific ideas to real-world problems and issues involving science, technology, society and the environment. It has been argued that literacy, the very ability to read and write, is foundational to western science and is essential for the attainment of scientific literacy and the reform of science education in this country (Norris & Phillips, 2004). With this wave of reform comes the need to study initiatives that seek to support science teachers, as they take on the task of becoming teachers of literacy in the secondary science classroom. This qualitative research examines one such initiative that supports and guides teachers implementing literacy strategies designed to help students develop reading skills that will allow them to read closely, effectively, and with greater comprehension of texts in the context of science. The goal of this study is to gather data as teachers learn about literacy strategies through supports built into curricular materials, professional development, and implementation in the classroom. In particular, this research follows four secondary science teachers implementing literacy strategies as they enact a yearlong earth and environmental science course comprised of two different reform science curricula. The findings of this research suggest teacher's development of teacher cognitive resources bearing on Teaching & Design can be dynamic or static. They also suggest that the development of pedagogical design capacity (PDC) can be either underdeveloped or emergent. This study contributes to current understandings of the participatory relationship between curricular resources and teacher cognitive resources that reflects the design decision of teachers. In particular, it introduces a

Revealing teacher agendas: An examination of teacher motivations and strategies for conducting museum fieldtrips

NASA Astrophysics Data System (ADS)

Kisiel, James Francis

The purpose of this investigation was to identify the motivations and strategies that comprise teachers' agendas when leading a student fieldtrip to a museum or similar site. Two data collection methods were used. A survey regarding field trip experiences and rationale was mailed to upper elementary teachers, resulting in a variety of open-ended responses that were analyzed and coded to identify recurring themes. In addition, ten teachers accompanying students during a school trip to a natural history museum were interviewed and observed. Data collected from these in-depth studies were used to verify findings from the survey instrument and to refine and enhance the definitions and descriptions of actual practice. Eight fieldtrip motivations were identified including to connection with the classroom curriculum, to provide a general learning experience, to encourage lifelong learning, to enhance interest and motivation, to provide exposure to new experiences, to provide a change in setting or routine, for enjoyment, and to meet school expectations. Fieldtrip strategies used by teachers could be divided into pre-visit, during-visit or post-visit strategies. The commonly reported pre-visit strategies included familiarization and supervision preparation. During-visit strategies focused on structured student engagement strategies (such as worksheets or guided tours) and unstructured strategies (such as interpretation, connecting, facilitation, label-reading, advance organizers and free exploration), as well as event documentation and supervision tactics (such as keeping track and refocusing). Post-visit strategies included review and discussion, documentation , and assessment. Comparison of stated motivations and observed strategies revealed few links. However, results indicated that connecting to the classroom curriculum was an important consideration, even though teachers had different interpretations of what this meant. Providing hands-on experiences was also critical

Examining Elementary School Teachers' Enactment of Mathematical Tasks and Questions

ERIC Educational Resources Information Center

Polly, Drew

2016-01-01

Researchers have linked teachers' use of mathematical tasks and questions to students' achievement in mathematics, and also have documented that the types of tasks and questions posed might change throughout the year in grades that include high-stakes tests of student achievement. This qualitative research study explored 3 elementary school…

Task Demands in OSCEs Influence Learning Strategies.

PubMed

Lafleur, Alexandre; Laflamme, Jonathan; Leppink, Jimmie; Côté, Luc

2017-01-01

Models on pre-assessment learning effects confirmed that task demands stand out among the factors assessors can modify in an assessment to influence learning. However, little is known about which tasks in objective structured clinical examinations (OSCEs) improve students' cognitive and metacognitive processes. Research is needed to support OSCE designs that benefit students' metacognitive strategies when they are studying, reinforcing a hypothesis-driven approach. With that intent, hypothesis-driven physical examination (HDPE) assessments ask students to elicit and interpret findings of the physical exam to reach a diagnosis ("Examine this patient with a painful shoulder to reach a diagnosis"). When studying for HDPE, students will dedicate more time to hypothesis-driven discussions and practice than when studying for a part-task OSCE ("Perform the shoulder exam"). It is expected that the whole-task nature of HDPE will lead to a hypothesis-oriented use of the learning resources, a frequent use of adjustment strategies, and persistence with learning. In a mixed-methods study, 40 medical students were randomly paired and filmed while studying together for two hypothetical OSCE stations. Each 25-min study period began with video cues asking to study for either a part-task OSCE or an HDPE. In a crossover design, sequences were randomized for OSCEs and contents (shoulder or spine). Time-on-task for discussions or practice were categorized as "hypothesis-driven" or "sequence of signs and maneuvers." Content analysis of focus group interviews summarized students' perception of learning resources, adjustment strategies, and persistence with learning. When studying for HDPE, students allocate significantly more time for hypothesis-driven discussions and practice. Students use resources contrasting diagnoses and report persistence with learning. When studying for part-task OSCEs, time-on-task is reversed, spent on rehearsing a sequence of signs and maneuvers. OSCEs with

Task-Related Interactions between Kindergarten Children and Their Teachers: The Role of Emotional Security

ERIC Educational Resources Information Center

Thijs, Jochem T.; Koomen, Helma M. Y.

2008-01-01

This study examined the emotional security of kindergarten children in dyadic task-related interactions with their teachers. In particular, it examined the interrelations between security, task behaviours (persistence and independence), social inhibition, and teachers' support. Participants were 79 kindergartners (mean age = 69.7 months) and their…

Professional Development for Mathematics Teachers: Using Task Design and Analysis

ERIC Educational Resources Information Center

Lee, Hea-Jin; Özgün-Koca, S. Asli

2016-01-01

This study is based on a Task Design and Analysis activity from a year-long professional development program. The activity was designed to increase teacher growth in several areas, including knowledge of mathematics, understanding of students' cognitive activity, knowledge of good questions, and ability to develop and improve high quality tasks.…

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

ERIC Educational Resources Information Center

Thiagarajan, Sivasailam

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

Preservice Teachers' Learning to Plan Intellectually Challenging Tasks

ERIC Educational Resources Information Center

Kang, Hosun

2017-01-01

This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons. Drawing upon a situative perspective on learning, eight PSTs' trajectories of participation in communities of practice are examined with a focus on…

Evaluating Multiple Perspectives: Approaching the Synthesis Task through Assessing Credibility

ERIC Educational Resources Information Center

Lafferty, Karen Elizabeth; Summers, Amy; Tanaka, Stephanie; Cavanagh, Jeanne

2016-01-01

Introduction of the Common Core State Standards and assessments like the synthesis performance task pose new challenges for secondary English teachers. As students of all ability levels engage with complex text and in tasks that target higher level cognitive skills, teachers need strategies to support their understanding. This article describes…

Teacher Perceptions and Individual Differences: How They Influence Rural Teachers' Motivating Strategies

ERIC Educational Resources Information Center

Hardre, Patricia L.; Sullivan, David W.

2008-01-01

This study examined the influence of high school teachers' perceptions and individual difference characteristics on teachers' use of motivating strategies in their classrooms. Participants were 75 teachers in 19 rural, public high schools. A mixed method approach was used. Quantitative measures included demographics, individual differences,…

Cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills.

PubMed

Georgiou, George K; Hirvonen, Riikka; Manolitsis, George; Nurmi, Jari-Erik

2017-09-01

Task avoidance is a significant predictor of literacy skills. However, it remains unclear whether the relation between the two is reciprocal and whether it is affected by the type of literacy outcome, who is rating children's task avoidance, and the children's gender. The purpose of this longitudinal study was to examine the cross-lagged relations between teacher and parent ratings of children's task avoidance and different literacy skills. One hundred and seventy-two Greek children (91 girls, 81 boys) were followed from Grade 1 to Grade 3. Children were assessed on reading accuracy, reading fluency, and spelling to dictation. Parents and teachers rated the children's task-avoidant behaviour. Results of structural equation modelling showed that the cross-lagged relations varied as a function of the literacy outcome, who rated the children's task avoidance, and children's gender. Earlier reading and spelling performance predicted subsequent parent-rated task avoidance, but parent-rated task avoidance did not predict subsequent reading and spelling performance (with the exception of spelling in Grade 3). Teacher-rated task avoidance and reading fluency/spelling had a reciprocal relationship over time. In addition, the effects of teacher-rated task avoidance on future spelling were significantly stronger in boys than in girls. This suggests that poor reading and spelling performance can lead to subsequent task avoidance in both classroom and home situations. The fact that task avoidance permeates across different learning environments is alarming and calls for joint action from both parents and teachers to mitigate its negative impact on learning. © 2017 The British Psychological Society.

Minority Teacher Recruitment and Retention Strategies

ERIC Educational Resources Information Center

Kearney-Gissendaner, Janet E.

2010-01-01

The tools and resources in this book help school leaders seamlessly incorporate minority teacher recruitment and retention programs into current human-resources activities. With details about exemplary minority teacher recruitment and retention programs, this book also showcases strategies for how to replicate such programs in your own school or…

Adolescent-perceived parent and teacher overestimation of mathematics ability: Developmental implications for students' mathematics task values.

PubMed

Gniewosz, Burkhard; Watt, Helen M G

2017-07-01

This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data come from a 3-cohort (mean ages 13.25, 12.36, and 14.41 years; Grades 7-10), 4-wave data set of 1,271 Australian secondary school students. Longitudinal structural equation models revealed positive effects of student-perceived overestimation of math ability by parents and teachers on students' intrinsic and utility math task values development. Perceived parental overestimations predicted intrinsic task value changes between all measurement occasions, whereas utility task value changes only were predicted between Grades 9 and 10. Parental influences were stronger for intrinsic than utility task values. Teacher influences were similar for both forms of task values and commenced after the curricular school transition in Grade 8. Results support the assumptions that the perceived encouragement conveyed by student-perceived mathematical ability beliefs of parents and teachers, promote positive mathematics task values development. Moreover, results point to different mechanisms underlying parents' and teachers' support. Finally, the longitudinal changes indicate transition-related increases in the effects of student-perceived overestimations and stronger effects for intrinsic than utility values. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Student Teachers' Proactive Strategies for Avoiding Study-Related Burnout during Teacher Education

ERIC Educational Resources Information Center

Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

2018-01-01

The study aims to gain a better understanding of the function of proactive strategies in buffering study burnout among student teachers at the early stage of their studies. There is some evidence that the use of active social coping strategies during studies is related to reduced burnout levels among early career teachers. Less is known about the…

How pre-service teachers' personality traits, self-efficacy, and discipline strategies contribute to the teacher-student relationship.

PubMed

de Jong, Romi; Mainhard, Tim; van Tartwijk, Jan; Veldman, Ietje; Verloop, Nico; Wubbels, Theo

2014-06-01

Although the teacher-student relationship is a well-documented phenomenon, few attempts have been made to identify its predictors. Research has mainly focused on in-service teachers, less is known about characteristics of pre-service teachers in relation to the teacher-student relationship. The purpose of this study was to identify the predictors of pre-service secondary teachers' relationships with their students. It was hypothesized that friendliness and extraversion, self-efficacy in classroom management and in student engagement, and various discipline strategies would contribute to the teacher-student relationship in terms of influence and affiliation. A total of 120 pre-service teachers in teacher education programmes participated. Data on pre-service teachers' background (e.g., gender and age), personality traits, and self-efficacy were gathered with teacher questionnaires; data on teachers' discipline strategies and the teacher-student relationship with student questionnaires. The two personality traits and self-efficacy appeared not to be related to the teacher-student relationship in terms of affiliation or influence. However, significant relationships were found between the different discipline strategies and the teacher-student relationship in terms of influence and affiliation. There were differential effects for gender on the relationship between discipline strategies on the one hand and influence and affiliation on the other. This study provides relevant new insights into the research fields of classroom management and interpersonal relationships in education. It contributes to our understanding of discipline strategies by fine tuning an existing instrument and revealing interesting connections with the teacher-student relationship. Specific gender effects on this connection are discussed, as are implications for practice. © 2013 The British Psychological Society.

Brunei's teacher education programs: insights into students' coping and help-seeking strategies to challenges.

PubMed

Mundia, Lawrence; Shahrill, Masitah; Jaidin, Jainatul Halida; Jawawi, Rosmawijah; Mahadi, Mar Aswandi

2016-01-01

Brunei started implementing its two main reformed teacher education programs, MTeach and MEd, in 2009. The reasons for these innovations included upgrading the standard of teacher training, increasing teaching effectiveness, and improving the quality of education in the country. The purpose of this study was to determine how student teachers coped with and sought help on the challenging programs. Using an online survey design, 76 randomly selected recent graduate teachers responded appropriately to questionnaires administered to them by email. The obtained quantitative research information included demographic, coping, and help-seeking data, all analyzed by SPSS Version 22. Participants endorsed both the productive and nonproductive coping strategies. In addition, they depended more on peers, teachers and internet sources for help. Four major findings were obtained. First, task-oriented coping was the most important and significant predictor of success on the MTeach and MEd programs. Second, females had a higher likelihood of success compared to males (OR = 22.760, 95 % CI for OR = 12.848-40.320). Third, students who consulted relevant internet resources had higher odds for succeeding compared to those who did not (OR = 2.237, 95 % CI 1.196-4.183). Fourth, less-able students who collaboratively worked with the more-able peers were nearly two times more likely to perform better than those who did not (OR = 1.982, 95 % CI 1.082-3.630). Coping and help-seeking were positively and significantly related to academic achievement on the two Brunei main teacher education programs. Evidence from the present study suggested that vulnerable and at-risk trainee teachers needed appropriate interventions (educational, counseling and psychotherapy) related to effective use of task-oriented coping and seeking help via cooperative learning, internet sources, and teacher consultations,. Further research with interview probes was recommended to gain additional information

Task Simulation: Word Processing. Teacher [and Student Manuals], B. Correspondence Secretary.

ERIC Educational Resources Information Center

Burch, Geralyn H.

This task-simulation learning module on being a correspondence secretary in a realty office for secondary and postsecondary teachers and students, the fifth in a series of eleven task and in-basket simulations, was designed to provide individualized instruction in office occupations courses, such as introductory business and typewriting. (Each of…

Teacher Stress and Coping Strategies: A National Snapshot

ERIC Educational Resources Information Center

Richards, Jan

2012-01-01

This national survey of 1,201 kindergarten through Grade-12-U.S. teachers focused on three related areas: (1) sources of teacher stress, (2) manifestations of stress, and (3) suggested coping strategies. The survey instrument was adapted from the Teacher Stress Inventory and the Coping Scale for Adults. Results indicated that teachers nationwide…

Primary teachers' knowledge and acquisition of stress relieving strategies.

PubMed

Cockburn, A D

1996-09-01

Over the last 20 years there have been numerous studies of teacher stress but little is known of how teachers acquire coping strategies; their knowledge of those available to them and their opinion of these techniques. A total of 335 Norfolk primary teachers responded to a postal questionnaire providing biographical details; levels of job satisfaction and work related stress; responses to a range of commonly advocated techniques to reduce teacher stress and their opinion on who-if anyone-should take more responsibility for reducing teacher stress. On average the respondents were aware of 35 stress reduction strategies. The most effective strategies were ensuring that one understood what one was about to teach and thorough lesson preparation. A significant proportion of practitioners said that they would not consider seeking expert sources of advice. A total of 89 per cent of practitioners reported that they acquired at least some strategies through their own experience. It was concluded that the issue of teacher stress needs to be considered at governmental, school and individual levels. In the light of some resistance to traditional methods of stress reduction, the implications for initial and in-service training were explored.

Choosing High-Yield Tasks for the Mathematical Development of Practicing Secondary Teachers

ERIC Educational Resources Information Center

Epperson, James A. Mendoza; Rhoads, Kathryn

2015-01-01

Many mathematics teacher educators encounter the challenge of creating or choosing mathematical tasks that evoke important mathematical insights and connections yet remain firmly grounded in school mathematics. This challenge increases substantially when trying to meet the needs of practicing secondary mathematics teachers pursuing graduate work…

Evidence, explanations, and recommendations for teachers' field trip strategies

NASA Astrophysics Data System (ADS)

Rebar, Bryan

Field trips are well recognized by researchers as an educational approach with the potential to complement and enhance classroom science teaching by exposing students to unique activities, resources, and content in informal settings. The following investigation addresses teachers' field trip practices in three related manuscripts: (1) A study examining the details of teachers' pedagogical strategies intended to facilitate connections between students' experiences and the school curricula while visiting an aquarium; (2) A study documenting and describing sources of knowledge that teachers draw from when leading field trips to an aquarium; (3) A position paper that reviews and summarizes research on effective pedagogical strategies for field trips. Together these three pieces address key questions regarding teachers' practices on field trips: (1) What strategies are teachers employing (and not employing) during self-guided field trips to facilitate learning tied to the class curriculum? (2) What sources of knowledge do teachers utilize when leading field trips? (3) How can teachers be better prepared to lead trips that promote learning? The Oregon Coast Aquarium served as the field trip site for teachers included in this study. The setting suited these questions because the aquarium serves tens of thousands of students on field trips each year but provides no targeted programming for these students as they explore the exhibits. In other words, the teachers who lead field trips assume much of the responsibility for facilitating students' experience. In order to describe and characterize teachers' strategies to link students' experiences to the curriculum, a number of teachers (26) were observed as they led their students' visit to the public spaces of the aquarium. Artifacts, such as worksheets, used during the visit were collected for analysis as well. Subsequently, all teachers were surveyed regarding their use of the field trip and their sources of knowledge for

Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings.

PubMed

Eustache, Eddy; Gerbasi, Margaret E; Severe, Jennifer; Fils-Aimé, J Reginald; Smith Fawzi, Mary C; Raviola, Giuseppe J; Darghouth, Sarah; Boyd, Kate; Thérosmé, Tatiana; Legha, Rupinder; Pierre, Ermaze L; Affricot, Emmeline; Alcindor, Yoldie; Grelotti, David J; Becker, Anne E

2017-06-01

Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. To assess feasibility, acceptability and utility of the teacher accompaniment phase of a school-based Teacher- Accompagnateur Pilot Study (TAPS) in Haiti. We assigned student participants, aged 18-22 years ( n = 120), to teacher participants ( n = 22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction and utility by the percentage with identified mental health need who discussed treatment with a teacher. Favorable ratings support feasibility, acceptability and utility of teacher- accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings.

Convergent and Divergent Thinking in Task Modification: A Case of Korean Prospective Mathematics Teachers' Exploration

ERIC Educational Resources Information Center

Lee, Kyeong-Hwa

2017-01-01

This study investigated how 38 secondary mathematics prospective teachers modified textbook tasks for convergent and divergent thinking while learning to teach mathematics during university coursework. The coursework focused prospective teachers' attention on their analyses of textbook tasks in terms of potential affordances and constraints for…

Gathering Requirements for Teacher Tools: Strategies for Empowering Teachers Through Co-Design

NASA Astrophysics Data System (ADS)

Matuk, Camillia; Gerard, Libby; Lim-Breitbart, Jonathan; Linn, Marcia

2016-02-01

Technology can enhance teachers' practice in multiple ways. It can help them better understand patterns in their students' thinking, manage class progress at individual and group levels, and obtain evidence to inform modifications to curriculum and instruction. Such technology is most effective when it is aligned with teachers' goals and expectations. Participatory methods, which involve teachers closely in the design process, are widely recommended for establishing accurate design requirements that address users' needs. By collaborating with researchers, teachers can contribute their professional expertise to shape the tools of their practice, and ultimately ensure their sustained use. However, there is little guidance available for maintaining effective teacher-researcher design partnerships. We describe four strategies for engaging teachers in designing tools intended to support and enhance their practice within a web-based science learning environment: discussing physical artifacts, reacting to scenarios, customizing prototypes, and writing user stories. Using design artifacts and documents of teachers' reflections, we illustrate how we applied these techniques over 5 years of annual professional development workshops, and examine their affordances for eliciting teachers' ideas. We reflect on how these approaches have helped inform technology refinements and innovations. We moreover discuss the further benefits these strategies have had in encouraging teachers to reflect on their own practice and on the roles of technology in supporting it; and in allowing researchers to gain a deeper understanding of the relationship between technology, teaching, and design.

Resilience Strategies for New Teachers in High-Needs Areas

ERIC Educational Resources Information Center

Castro, Antonio J.; Kelly, John; Shih, Minyi

2010-01-01

This qualitative study investigates strategies of resilience exhibited by fifteen novice teachers employed in high-needs areas, such as in urban and rural contexts and in special education. Findings indicated that teachers utilised a variety of strategies, including help-seeking, problem-solving, managing difficult relationships, and seeking…

Teachers' Ability and Help Attributions and Children's Math Performance and Task Persistence

ERIC Educational Resources Information Center

Tõeväli, Paula-Karoliina; Kikas, Eve

2016-01-01

The present longitudinal study examined the reciprocal relationships between teachers' causal attributions and children's math performance and task persistence. In total, 760 elementary school children and their teachers participated in this study. The children were tested in math twice, at the end of the second and third grades. At both time…

Mathematical Tasks and the Student: Navigating "Tensions of Intentions" between Designers, Teachers, and Students

ERIC Educational Resources Information Center

Johnson, Heather Lynn; Coles, Alf; Clarke, David

2017-01-01

We articulate a student perspective on task design in mathematics education, foregrounding a dynamic relationship between intentions of task designers, teachers, and students. First, we characterize a student perspective on task design. Second, we provide theoretical perspectives that we use as tools to account for different facets of task design…

Assessment Strategies for Laboratory Reports

NASA Astrophysics Data System (ADS)

Nadji, Taoufik; Lach, Michael; Blanton, Patricia

2003-01-01

National and state science standards tell us that we should use inquiry approaches to help students develop understanding of key concepts. Physics education research groups have validated the effectiveness of this approach. It is then left to the teacher to provide the scaffolding on which to construct these concepts, the guidance necessary to complete the task, and the assessment strategies to evaluate the effectiveness of the approach. Most teachers will require students to write a report to communicate their efforts and understanding, and then are faced with the enormous task of grading the volumes generated in an efficient, consistent, and fair manner. Two teachers share with us some of the strategies they use.

Prospective Mathematics Teachers' Ways of Guiding High School Students in GeoGebra-Supported Inquiry Tasks

ERIC Educational Resources Information Center

Hahkioniemi, Markus; Leppaaho, Henry

2012-01-01

In this paper, we study how prospective teachers guide students' reasoning in GeoGebra-supported inquiry tasks. Twenty prospective mathematics teachers wrote about how they would react as a teacher in hypothetical situations where high school students present their GeoGebra-supported solutions to the teacher. Before writing their reactions, the…

The role of local theories: teacher knowledge and its impact on engaging students with challenging tasks

NASA Astrophysics Data System (ADS)

Choppin, Jeffrey

2011-03-01

This study explores the extent to which a teacher elicited students' mathematical reasoning through the use of challenging tasks and the role her knowledge played in doing so. I characterised the teacher's knowledge in terms of a local theory of instruction, a form of pedagogical content knowledge that involves an empirically tested set of conjectures situated within a mathematical domain. Video data were collected and analysed and used to stimulate the teacher's reflection on her enactments of an instructional sequence. The teacher, chosen for how she consistently elicited student reasoning, showed evidence of possessing a local theory in that she articulated the ways student thinking developed over time, the processes by which that thinking developed, and the resources that facilitated the development of student thinking. Her knowledge informed how she revised and enacted challenging tasks in ways that elicited and refined student thinking around integer addition and subtraction. Furthermore, her knowledge and practices emphasised the progressive formalisation of students' ideas as a key learning process. A key implication of this study is that teachers are able to develop robust knowledge from enacting challenging tasks, knowledge that organises how they elicit and refine student reasoning from those tasks.

What Successful Science Teachers Do: 75 Research-Based Strategies

ERIC Educational Resources Information Center

Glasgow, Neal A.; Cheyne, Michele; Yerrick, Randy K.

2010-01-01

The experience and science expertise of these award-winning authors makes this easy-to-use guide a teacher's treasure trove. This latest edition to the popular What Successful Teachers Do series describes 75 research-based strategies and outlines best practices for inquiry-oriented science. Each strategy includes a brief description of the…

Tasks that May Occasion Mathematical Creativity: Teachers' Choices

ERIC Educational Resources Information Center

Levenson, Esther

2013-01-01

Promoting mathematical creativity is one of the aims of mathematics education. This study investigates the tasks teachers chose when their aim was to occasion mathematical creativity in the classroom. Five cases are described in depth, and general trends found among these cases as well as in additional data are discussed. Findings indicated that…

In-Service EFL Teachers' Beliefs about Teaching Reading Strategies

ERIC Educational Resources Information Center

Bamanger, Ebrahim M.; Gashan, Amani K.

2014-01-01

Recent trends in teacher education have focused on exploring teachers' beliefs. Earlier studies have shown the important influence of teachers' beliefs on teaching practices. The present study was conducted to explore the beliefs of Saudi EFL teachers about the significance of teaching English reading strategies. The study aimed also to find the…

Exploring Teacher Strategies in Teaching Descriptive Writing in Indonesia

ERIC Educational Resources Information Center

Suriyanti, Sufatmi; Yaacob, Aizan

2016-01-01

Purpose: This paper is the outcome of a study which examined teacher strategies in teaching descriptive writing to junior high school students in Delitua, North Sumatra, Indonesia. The study was based on two questions: 1) What are the teaching strategies used by EFL teachers in teaching descriptive writing? 2) To what extent did the descriptive…

Formative research on a teacher accompaniment model to promote youth mental health in Haiti: Relevance to mental health task-sharing in low-resource school settings

PubMed Central

Eustache, Eddy; Gerbasi, Margaret E.; Severe, Jennifer; Fils-Aimé, J. Reginald; Smith Fawzi, Mary C.; Raviola, Giuseppe J.; Darghouth, Sarah; Boyd, Kate; Thérosmé, Tatiana; Legha, Rupinder; Pierre, Ermaze L.; Affricot, Emmeline; Alcindor, Yoldie; Grelotti, David J.; Becker, Anne E.

2017-01-01

Background Task-sharing with teachers to promote youth mental health is a promising but underdeveloped strategy in improving care access in low-income countries. Aims To assess feasibility, acceptability, and utility of the teacher accompaniment phase of a school-based teacher accompagnateur pilot study (TAPS) in Haiti. Methods We assigned student participants, ages 18–22 (n=120) to a teacher participant (n=22) within four Haitian schools; we instructed participants to arrange meetings with their assigned counterparts to discuss mental health treatment, academic skills, and/or well-being. We measured student and teacher perceived feasibility, acceptability, and utility of meetings with self-report Likert-style questions. We examined overall program feasibility by the percentage of students with a documented meeting, acceptability by a composite measure of student satisfaction, and utility by the percentage with identified mental health need who discussed treatment with a teacher. Results Favorable ratings support feasibility, acceptability, and utility of teacher-accompagnateur meetings with students. The majority of students (54%) met with a teacher. Among students with an identified mental disorder, 43.2% discussed treatment during a meeting. Conclusions This accompaniment approach to mental health task-sharing with teachers provided a school-based opportunity for students with mental health need to discuss treatment and has potential relevance to other low-income settings. PMID:28367718

Every teacher an English teacher? Literacy strategy teaching and research in the content area of science education

NASA Astrophysics Data System (ADS)

Buckingham, Thomas

Recent statements from teachers of English and literacy (NCTE, 2007) have voiced the failure of schools to help minority students and ELLs close the literacy achievement gap and the responsibility of all teachers to help with this endeavor. Central to this effort in secondary schools are the content area teachers, as their subjects constitute the bulk of school day instruction. While there have been small studies and field reports of what content teachers are or are not teaching in the way of literacy instruction (Fisher and Ivey, 2005; Verplaste, 1996, 1998; Vacca and Vacca 1989), researchers have not had success measuring the literacy practices of content area teachers in a broad-based study. This study focuses specifically on what many researchers in both the content literacy and ESL fields have emphasized for promoting literacy in the classroom---teaching metacognitive strategies. Twelve metacognitive functions derived from a literacy strategies handbook are employed as a means to ascertain strategy usage within the lessons whether specifically known content strategies are named or not. The initial analysis is performed on over 100 lesson plans hosted at four prominent university science education sites, all within a five year period (2003-7). In addition to the lesson plan analysis, a review of 100 articles taken from five on-line science education journals reveal what the science education field addresses this issue. Findings suggest that while 80% of science teachers include some type of strategic teaching and learning in their lessons, only about 20% of science teachers explicitly utilize strategies as listed in content literacy manuals and promoted by literacy and ESL experts. Rather, most science teachers implicitly include these strategies within their lessons and/or promote their own subject-specific strategies in content teaching. Analysis of science education research and publications shows that there is a focus on literacy and specifically strategic

An Examination of Preservice Primary Teachers' Written Arguments in an Open Inquiry Laboratory Task

ERIC Educational Resources Information Center

McDonald, Christine V.

2013-01-01

This study assessed the quality of preservice primary teachers' written arguments in an open inquiry laboratory task. An analysis of the features of the laboratory task was also undertaken to ascertain the characteristics of the task that facilitated or constrained the development of participants' written arguments. Australian preservice primary…

Listening Strategies of L2 Learners with Varied Test Tasks

ERIC Educational Resources Information Center

Chang, Anna Ching-Shyang

2008-01-01

This article investigates the strategies that EFL students used and how they adjusted these strategies in response to various listening test tasks. The test tasks involved four forms of listening support: previewing questions, repeated input, background information preparation, and vocabulary instruction. Twenty-two participants were enlisted and…

Factors Considered by Elementary Teachers When Developing and Modifying Mathematical Tasks to Support Children's Mathematical Thinking

NASA Astrophysics Data System (ADS)

Fredenberg, Michael Duane

The idea that problems and tasks play a pivotal role in a mathematics lesson has a long standing in mathematics education research. Recent calls for teaching reform appeal for training teachers to better understand how students learn mathematics and to employ students' mathematical thinking as the basis for pedagogy (CCSSM, 2010; NCTM, 2000; NRC 1999). The teaching practices of (a) developing a task for a mathematics lesson and, (b) modifying the task for students while enacting the lesson fit within the scope of supporting students' mathematical thinking. Surprisingly, an extensive search of the literature did not yield any research aimed to identify and refine the constituent parts of the aforementioned teaching practices in the manner called for by Grossman and xiii colleagues (2009). Consequently, my research addresses the two questions: (a) what factors do exemplary elementary teachers consider when developing a task for a mathematics lesson? (b) what factors do they consider when they modify a task for a student when enacting a lesson? I conducted a multiple case study involving three elementary teachers, each with extensive training in the area of Cognitively Guided Instruction (CGI), as well as several years experience teaching mathematics following the principles of CGI (Carpenter et al., 1999). I recorded video of three mathematics lessons with each participant and after each lesson I conducted a semi-structured stimulated recall interview. A subsequent follow-up clinical interview was conducted soon thereafter to further explore the teacher's thoughts (Ginsberg, 1997). In addition, my methodology included interjecting myself at select times during a lesson to ask the teacher to explain her reasoning. Qualitative analysis led to a framework that identified four categories of influencing factors and seven categories of supporting objectives for the development of a task. Subsets of these factors and objectives emerged as particularly relevant when the

Scaffolding Preschool Children's Problem Solving: A Comparison between Chinese Mothers and Teachers across Multiple Tasks

ERIC Educational Resources Information Center

Sun, Jin; Rao, Nirmala

2012-01-01

This study compared Chinese mothers' and teachers' scaffolding of preschool children in different problem solving tasks. Participants were 57 children (including 29 girls) from seven kindergartens in Beijing, their mothers and teachers. Mothers varied in educational levels while all teachers were professionally qualified. Children solved four…

Attitudes towards Teachers' Motivation, and Classroom Strategy, in English Language Classrooms

ERIC Educational Resources Information Center

Pahlavanpoorfard, Samira; Soori, Afshin

2014-01-01

This study aimed at investigating the attitudes of Iranian EFL students towards teachers' motivation and classroom strategy in English classroom. The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers' motivation and classroom strategy used by teachers have effects on the…

Preservice Teachers' Knowledge and Perceptions of Effective Behavior Management Strategies

ERIC Educational Resources Information Center

Nields, Allison N.

2014-01-01

This study examined student teachers' perceptions and knowledge of behavior management strategies. A questionnaire that included questions about broad behavior management techniques, behavioral learning theory, and behavior management strategies related to behavioral learning theory was given to sixty-one student teacher candidates at a large…

The Functional Effect of Teacher Positive and Neutral Affect on Task Performance of Students with Significant Disabilities

ERIC Educational Resources Information Center

Park, Sungho; Singer, George H. S.; Gibson, Mary

2005-01-01

The study uses an alternating treatment design to evaluate the functional effect of teacher's affect on students' task performance. Tradition in special education holds that teachers should engage students using positive and enthusiastic affect for task presentations and praise. To test this assumption, we compared two affective conditions. Three…

Task complexity modifies the search strategy of rats.

PubMed

Ruprecht, Chad M; Taylor, C Drew; Wolf, Joshua E; Leising, Kenneth J

2014-01-01

Human and non-human animals exhibit a variety of response strategies (e.g., place responding) when searching for a familiar place or evading predators. We still know little about the conditions that support the use of each strategy. We trained rats to locate a hidden food reward in a small-scale spatial search task. The complexity of the search task was manipulated by reducing the number of search locations (25, 4, and 2) within an open-field apparatus and by comparison to a path-based apparatus (plus-maze). After rats were trained to reliably locate the hidden food, each apparatus was shifted to gauge whether rats were searching at the location of the goal relative to extramaze cues (i.e., place responding), or searching in the direction of the goal relative to a combination of intramaze and extramaze cues (i.e.,directional responding). The results indicate that the open field supported place responding when more than two response locations were present, whereas, the four-arm plus-maze supported strong directional responding. These results extend prior research into the role of task demands on search strategy, as well as support the use of the four-choice open field as an analog to the Morris water task for future studies targeting the neural underpinnings of place responding.

High School Teachers' Perceptions of Cyberbullying Prevention and Intervention Strategies

ERIC Educational Resources Information Center

Stauffer, Sterling; Heath, Melissa Allen; Coyne, Sarah Marie; Ferrin, Scott

2012-01-01

Recent meta-analyses indicate that bully prevention programs produce minimal change in student behavior. This study examined 66 high school teachers' perceptions regarding the effect of cyberbullying on students, which intervening strategies teachers would use when dealing with cyberbullying, and which prevention strategies would assist in…

The effects of task difficulty and resource requirements on attention strategies

NASA Technical Reports Server (NTRS)

King, Teresa

1991-01-01

The patterns of attention strategies for task difficulty/resource tasks for which experimental results are presented and analyzed support the hypothesis that subjects may adopt an alternating (rather than concurrent one) when compelled to do so by either the size or the complexity of a visual display. According to the multiple resource model, if subjects had been performing the two tasks concurrently, the cost of this strategy would have been shown by a decrement in the spatial format, rather than the verbal format, due to competition for the same resource. Subjects may apply different strategies as a function of task difficulty and/or resource demand.

The Dampening Effects of Perceived Teacher Enthusiasm on Class-Related Boredom: The Mediating Role of Perceived Autonomy Support and Task Value

PubMed Central

Cui, Guanyu; Yao, Meilin; Zhang, Xia

2017-01-01

Class-related boredom is commonly experienced by students and it has an impact on their learning engagement and achievements. Previous research has found that perceived teacher enthusiasm might contribute to reducing students’ class-related boredom. However, the mechanism through which perceived teacher enthusiasm affects class-related boredom remains unexplored. The purpose of the present study was to investigate the mediating role of perceived autonomy support and task value in the relationship between teacher enthusiasm and class-related boredom. College students (N = 734) completed questionnaires on perceived teacher enthusiasm, boredom proneness, perceived task difficulty, perceived autonomy support, perceived task value, and class-related boredom. Results showed that after controlling for the effects of demographic variables, boredom proneness, and perceived task difficulty, both perceived autonomy support and task value fully mediated the relationship between perceived teacher enthusiasm and class-related boredom. These findings suggest that students who perceive more teacher enthusiasm might perceive more autonomy support and task value, which in turn reduce the students’ class-related boredom. Limitations in the present study have also been discussed. PMID:28367134

The Dampening Effects of Perceived Teacher Enthusiasm on Class-Related Boredom: The Mediating Role of Perceived Autonomy Support and Task Value.

PubMed

Cui, Guanyu; Yao, Meilin; Zhang, Xia

2017-01-01

Class-related boredom is commonly experienced by students and it has an impact on their learning engagement and achievements. Previous research has found that perceived teacher enthusiasm might contribute to reducing students' class-related boredom. However, the mechanism through which perceived teacher enthusiasm affects class-related boredom remains unexplored. The purpose of the present study was to investigate the mediating role of perceived autonomy support and task value in the relationship between teacher enthusiasm and class-related boredom. College students ( N = 734) completed questionnaires on perceived teacher enthusiasm, boredom proneness, perceived task difficulty, perceived autonomy support, perceived task value, and class-related boredom. Results showed that after controlling for the effects of demographic variables, boredom proneness, and perceived task difficulty, both perceived autonomy support and task value fully mediated the relationship between perceived teacher enthusiasm and class-related boredom. These findings suggest that students who perceive more teacher enthusiasm might perceive more autonomy support and task value, which in turn reduce the students' class-related boredom. Limitations in the present study have also been discussed.

Task-selective memory effects for successfully implemented encoding strategies.

PubMed

Leshikar, Eric D; Duarte, Audrey; Hertzog, Christopher

2012-01-01

Previous behavioral evidence suggests that instructed strategy use benefits associative memory formation in paired associate tasks. Two such effective encoding strategies--visual imagery and sentence generation--facilitate memory through the production of different types of mediators (e.g., mental images and sentences). Neuroimaging evidence suggests that regions of the brain support memory reflecting the mental operations engaged at the time of study. That work, however, has not taken into account self-reported encoding task success (i.e., whether participants successfully generated a mediator). It is unknown, therefore, whether task-selective memory effects specific to each strategy might be found when encoding strategies are successfully implemented. In this experiment, participants studied pairs of abstract nouns under either visual imagery or sentence generation encoding instructions. At the time of study, participants reported their success at generating a mediator. Outside of the scanner, participants further reported the quality of the generated mediator (e.g., images, sentences) for each word pair. We observed task-selective memory effects for visual imagery in the left middle occipital gyrus, the left precuneus, and the lingual gyrus. No such task-selective effects were observed for sentence generation. Intriguingly, activity at the time of study in the left precuneus was modulated by the self-reported quality (vividness) of the generated mental images with greater activity for trials given higher ratings of quality. These data suggest that regions of the brain support memory in accord with the encoding operations engaged at the time of study.

Alignment of Motivational Strategies: The Perceptions of Teachers and Students

ERIC Educational Resources Information Center

Wong, Ruth; Wong, Renee

2017-01-01

In order to enhance ESL students' motivation to learn learning English, teachers around the world have been employing various motivational strategies in classrooms. However, there is scarce research focusing on both alignments and misalignments of secondary students' evaluation of the effectiveness of motivational strategies (MS) and teachers' use…

Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings.

PubMed

Booren, Leslie M; Downer, Jason T; Vitiello, Virginia E

2012-07-01

This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children's interactions with teachers were higher in teacher-structured settings, such as large group. On average, children's interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions.

Modeling Cognitive Strategies during Complex Task Performing Process

ERIC Educational Resources Information Center

Mazman, Sacide Guzin; Altun, Arif

2012-01-01

The purpose of this study is to examine individuals' computer based complex task performing processes and strategies in order to determine the reasons of failure by cognitive task analysis method and cued retrospective think aloud with eye movement data. Study group was five senior students from Computer Education and Instructional Technologies…

Strategy generalization across orientation tasks: testing a computational cognitive model.

PubMed

Gunzelmann, Glenn

2008-07-08

Humans use their spatial information processing abilities flexibly to facilitate problem solving and decision making in a variety of tasks. This article explores the question of whether a general strategy can be adapted for performing two different spatial orientation tasks by testing the predictions of a computational cognitive model. Human performance was measured on an orientation task requiring participants to identify the location of a target either on a map (find-on-map) or within an egocentric view of a space (find-in-scene). A general strategy instantiated in a computational cognitive model of the find-on-map task, based on the results from Gunzelmann and Anderson (2006), was adapted to perform both tasks and used to generate performance predictions for a new study. The qualitative fit of the model to the human data supports the view that participants were able to tailor a general strategy to the requirements of particular spatial tasks. The quantitative differences between the predictions of the model and the performance of human participants in the new experiment expose individual differences in sample populations. The model provides a means of accounting for those differences and a framework for understanding how human spatial abilities are applied to naturalistic spatial tasks that involve reasoning with maps. 2008 Cognitive Science Society, Inc.

Styles, Strategies & Tasks: Are They Related?

ERIC Educational Resources Information Center

Parnrod, Urarat; Darasawang, Pornapit; Singhasiri, Wareesiri

2014-01-01

This qualitative study aims at investigating the relationship among cognitive styles, learning strategies and task. In order to determine the dominant cognitive styles of the subjects, questionnaires designed by Kolb (2005) were distributed to 778 engineering students. From the data analysis, it was found that two cognitive…

Rethinking volitional control over task choice in multitask environments: use of a stimulus set selection strategy in voluntary task switching.

PubMed

Arrington, Catherine M; Weaver, Starla M

2015-01-01

Under conditions of volitional control in multitask environments, subjects may engage in a variety of strategies to guide task selection. The current research examines whether subjects may sometimes use a top-down control strategy of selecting a task-irrelevant stimulus dimension, such as location, to guide task selection. We term this approach a stimulus set selection strategy. Using a voluntary task switching procedure, subjects voluntarily switched between categorizing letter and number stimuli that appeared in two, four, or eight possible target locations. Effects of stimulus availability, manipulated by varying the stimulus onset asynchrony between the two target stimuli, and location repetition were analysed to assess the use of a stimulus set selection strategy. Considered across position condition, Experiment 1 showed effects of both stimulus availability and location repetition on task choice suggesting that only in the 2-position condition, where selection based on location always results in a target at the selected location, subjects may have been using a stimulus set selection strategy on some trials. Experiment 2 replicated and extended these findings in a visually more cluttered environment. These results indicate that, contrary to current models of task selection in voluntary task switching, the top-down control of task selection may occur in the absence of the formation of an intention to perform a particular task.

It's All about Baxter: Task Orientation in the Effective Teaching of Writing

ERIC Educational Resources Information Center

Gadd, Murray; Parr, Judy M.

2016-01-01

This New Zealand-based study of the classroom practice of nine exemplary teachers of writing to upper primary-age students explored the significance of task orientation as a component of effective teacher instruction and the instructional strategies or actions that effective teachers utilise to promote such. Effectiveness pertains to teachers…

Evaluating Tasks for Performance-Based Assessments: Advice for Music Teachers

ERIC Educational Resources Information Center

Scott, Sheila

2004-01-01

Performance-based assessments allow teachers to systematically observe skills used or demonstrated by students when they create a product, construct a response, or make a presentation (McMillan 2001). These assessments are grounded in performance-based tasks that elicit students' responses in relation to the outcomes of instruction. The criteria…

Use Root Cause Analysis Teaching Strategy to Train Primary Pre-Service Science Teachers

ERIC Educational Resources Information Center

Lu, Chow-chin; Tsai, Chun-wei; Hong, Jon-chao

2008-01-01

This study examined the Root Cause Analysis (RCA) teaching strategy on pre-service primary science teachers and instinct pre-service teachers to apply RCA teaching strategy to science curriculums. RCA Teaching Strategy is to coordinates 5 Why Method and Fishbone Diagram. The participants included 18 pre-service primary science teachers and the…

TASK COMPLEXITY MODIFIES THE SEARCH STRATEGY OF RATS.

PubMed

Ruprecht, Chad M; Taylor, C Drew; Wolf, Joshua E; Leising, Kenneth J

2013-10-25

Human and non-human animals exhibit a variety of response strategies (e.g., place responding) when searching for a familiar place or evading predators. We still know little about the conditions that support the use of each strategy. We trained rats to locate a hidden food reward in a small-scale spatial search task. The complexity of the search task was manipulated by reducing the number of search locations (25, 4, and 2) within an open-field apparatus and by comparison to a path-based apparatus (plus maze). After rats were trained to reliably locate the hidden food, each apparatus was shifted to gauge whether rats were searching at the location of the goal relative to extramaze cues (i.e., place responding), or searching in the direction of the goal relative to a combination of intramaze and extramaze cues (i.e., directional responding). The results indicate that the open field supported place responding when more than two response locations were present, whereas, the four-arm plus-maze supported strong directional responding. These results extend prior research into the role of task demands on search strategy, as well as support the use of the four-choice open field as an analog to the Morris water task for future studies targeting the neural underpinnings of place responding. Copyright © 2013 Elsevier B.V. All rights reserved.

Comprehension Strategies for Middle Grade Learners: A Handbook for Content Area Teachers.

ERIC Educational Resources Information Center

Sadler, Charlotte Rose

Although students are expected to read and comprehend grade-level texts by the time they reach middle school, classroom teachers are constantly challenged to instruct students who have difficulty comprehending what they read. But how does a middle school teacher approach this task, particularly a teacher with limited experience in reading…

Using Action Research to Examine Teacher Strategy Effectiveness

ERIC Educational Resources Information Center

Cox, Becky J.; Cox, Betty J.; Vann, Martha

2012-01-01

Successful teachers strive to ensure that their students learn to their maximum abilities. Is action research a valuable way for graduate students to review their effectiveness as teachers? Do students learn more through varied teaching strategies and techniques? The authors examined graduate students' perceptions of action research projects…

Task-Specific Response Strategy Selection on the Basis of Recent Training Experience

PubMed Central

Fulvio, Jacqueline M.; Green, C. Shawn; Schrater, Paul R.

2014-01-01

The goal of training is to produce learning for a range of activities that are typically more general than the training task itself. Despite a century of research, predicting the scope of learning from the content of training has proven extremely difficult, with the same task producing narrowly focused learning strategies in some cases and broadly scoped learning strategies in others. Here we test the hypothesis that human subjects will prefer a decision strategy that maximizes performance and reduces uncertainty given the demands of the training task and that the strategy chosen will then predict the extent to which learning is transferable. To test this hypothesis, we trained subjects on a moving dot extrapolation task that makes distinct predictions for two types of learning strategy: a narrow model-free strategy that learns an input-output mapping for training stimuli, and a general model-based strategy that utilizes humans' default predictive model for a class of trajectories. When the number of distinct training trajectories is low, we predict better performance for the mapping strategy, but as the number increases, a predictive model is increasingly favored. Consonant with predictions, subject extrapolations for test trajectories were consistent with using a mapping strategy when trained on a small number of training trajectories and a predictive model when trained on a larger number. The general framework developed here can thus be useful both in interpreting previous patterns of task-specific versus task-general learning, as well as in building future training paradigms with certain desired outcomes. PMID:24391490

Situated Task-Based Language Teaching in Chinese Colleges: Teacher Education

ERIC Educational Resources Information Center

Liu, Yuying; Xiong, Tao

2016-01-01

This study investigated college EFL teachers' attitudes toward task-based language teaching (TBLT), regarding their familiarity with the idea of TBLT, their actual use of TBLT, and contextual factors that impede the implementation of TBLT in the higher education context in China. The study described here is a questionnaire survey with 26 valid…

EFL Teachers' Perceptions of Strategy Deficiency Syndrome: A Grounded Theory Study

ERIC Educational Resources Information Center

Ostovar-Namaghi, Seyyed Ali; Ahmadabadi-Tak, Bahareh

2017-01-01

Strategy-deficient language learners struggle to develop their language proficiency through limiting and inappropriate strategies. This study aims at exploring experienced teachers' perceptions of strategy deficiency syndrome among EFL learners. To this end, the perspectives of a purposive sample of experienced teachers teaching in private…

Improving Dual-Task Control With a Posture-Second Strategy in Early-Stage Parkinson Disease.

PubMed

Huang, Cheng-Ya; Chen, Yu-An; Hwang, Ing-Shiou; Wu, Ruey-Meei

2018-03-31

To examine the task prioritization effects on postural-suprapostural dual-task performance in patients with early-stage Parkinson disease (PD) without clinically observed postural symptoms. Cross-sectional study. Participants performed a force-matching task while standing on a mobile platform, and were instructed to focus their attention on either the postural task (posture-first strategy) or the force-matching task (posture-second strategy). University research laboratory. Individuals (N=16) with early-stage PD who had no clinically observed postural symptoms. Not applicable. Dual-task change (DTC; percent change between single-task and dual-task performance) of posture error, posture approximate entropy (ApEn), force error, and reaction time (RT). Positive DTC values indicate higher postural error, posture ApEn, force error, and force RT during dual-task conditions compared with single-task conditions. Compared with the posture-first strategy, the posture-second strategy was associated with smaller DTC of posture error and force error, and greater DTC of posture ApEn. In contrast, greater DTC of force RT was observed under the posture-second strategy. Contrary to typical recommendations, our results suggest that the posture-second strategy may be an effective dual-task strategy in patients with early-stage PD who have no clinically observed postural symptoms in order to reduce the negative effect of dual tasking on performance and facilitate postural automaticity. Copyright © 2018 American Congress of Rehabilitation Medicine. Published by Elsevier Inc. All rights reserved.

Communication Strategies in Experienced vs. Inexperienced Teachers' Talk: A Sign of Transformation in Teacher Cognition

ERIC Educational Resources Information Center

Rahmani Doqaruni, Vahid

2017-01-01

Due to the fact that research in areas related to "teacher experience" is in short supply, the purpose of the present study is to fill the gap in L2 teacher education through comparing two groups of teachers, namely inexperienced vs. experienced, to see whether differences between them in the course of communication strategies (CSs)…

Diagnosing Pre-Service Science Teachers' Understanding of Chemistry Concepts by Using Computer-Mediated Predict-Observe-Explain Tasks

ERIC Educational Resources Information Center

Sesn, Burcin Acar

2013-01-01

The purpose of this study was to investigate pre-service science teachers' understanding of surface tension, cohesion and adhesion forces by using computer-mediated predict-observe-explain tasks. 22 third-year pre-service science teachers participated in this study. Three computer-mediated predict-observe-explain tasks were developed and applied…

Recruitment Strategies and Activities Used by Agriculture Teachers.

ERIC Educational Resources Information Center

Myers, Brian E.; Dyer, James E.; Breja, Lisa M.

2003-01-01

The most frequent student recruitment strategies reported by 275 secondary agriculture teachers were (in order of effectiveness) feeder schools, personal contacts, FFA, publications, strong curriculum, support groups, and special events. Specific activities for each strategy were identified. (Contains 34 references.) (SK)

Examining Mathematical Task and Pedagogical Usability of Web Contents Authored by Prospective Mathematics Teachers

ERIC Educational Resources Information Center

Akayuure, Peter; Apawu, Jones

2015-01-01

The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working…

Written Corrective Feedback in IELTS Writing Task 2: Teachers' Priorities, Practices, and Beliefs

ERIC Educational Resources Information Center

Pearson, William S.

2018-01-01

Teacher corrective feedback is widely recognised as integral in supporting developing L2 writers. The potentially high pressure IELTS test preparation classroom presents a context where feedback has not yet been extensively studied. Consequently, teachers' approaches to corrective feedback on Writing Task 2, the essay component of IELTS Writing,…

How a One-Year Overseas Teacher Education Programme Improved a Teacher's Motivation Strategies

ERIC Educational Resources Information Center

Wong, Ruth

2016-01-01

This longitudinal study investigates how in-service study abroad can improve the professional skills of teachers in regard to the strategies and attitudes they use to better motivate their students to learn English. The subject of this study is an in-service English as a Foreign Language (EFL) teacher from China who undertook a one-year teacher…

Children's Strategies for Gathering Information in Three Tasks.

ERIC Educational Resources Information Center

Miller, Patricia H.; And Others

1986-01-01

A developmental progression in 6-, 8-, and 10-year-old children's use of strategies for gathering information was revealed in a study involving partial recall, total recall, and similarity/difference judgments. When subjects chose stimuli for exposure from an array, older children showed more ability to match strategy to task demands. Strategy…

Effectiveness of Learning Strategies Taught to Teacher Candidates

ERIC Educational Resources Information Center

Engin, Gizem; Dikbayir, Ahmet; Genç, Salih Zeki

2017-01-01

The research was carried out with 41 people educated in Ege University, Faculty of Education, Social Studies Teacher Training Department during the fall semester of 2015-2016 academic year. Quasi-experimental design was used in the study. Within the scope of the research, prospective teachers were taught learning strategies lasting for ten weeks.…

Barriers perceived by teachers at work, coping strategies, self-efficacy and burnout.

PubMed

Doménech Betoret, Fernando; Gómez Artiga, Amparo

2010-11-01

This study examines the relationships among stressors, coping strategies, self-efficacy and burnout in a sample of 724 Spanish primary and secondary teachers. We understood stressors as barriers perceived by teachers that interfere with their work meeting learning objectives and which cause them stress and burnout. An analysis of teacher responses using hierarchical regression revealed that pedagogical barriers had significant positive effects on the burnout dimensions. Furthermore, the results show not only the moderator role played by coping strategies in the pedagogical barriers-burnout dimensions relationship, but also the association between self-efficacy and the coping strategies used by teachers. Practical implications are discussed.

Perceived vs. Actual Strategy Use across Three Oral Communication Tasks

ERIC Educational Resources Information Center

Khan, Sarah; Victori, Mia

2011-01-01

This study sought to explore differences in strategy use across three oral communication tasks. Twenty-two intermediate level university students carried out three tasks in pairs at three different time periods. After each task, which varied in terms of cognitive, interactional and learner factors (Robinson, "International Review of Applied…

Observations of Children’s Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

PubMed Central

Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

2014-01-01

This descriptive study examined classroom activity settings in relation to children’s observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children’s interactions with teachers were higher in teacher-structured settings, such as large group. On average, children’s interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions. PMID:25717282

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…

Managerial Behaviors of Elementary School Teachers and Student On-Task Behavior.

ERIC Educational Resources Information Center

Goldstein, Jane McCarthy

The classroom management techniques of elementary school teachers were observed to determine their effectiveness in promoting desirable on-task behavior on the part of pupils. Seven approaches to class management were used as a framework for observation--authoritarian, behavior modification, common sense, group process, instructional emphasis,…

Cloud computing task scheduling strategy based on improved differential evolution algorithm

NASA Astrophysics Data System (ADS)

Ge, Junwei; He, Qian; Fang, Yiqiu

2017-04-01

In order to optimize the cloud computing task scheduling scheme, an improved differential evolution algorithm for cloud computing task scheduling is proposed. Firstly, the cloud computing task scheduling model, according to the model of the fitness function, and then used improved optimization calculation of the fitness function of the evolutionary algorithm, according to the evolution of generation of dynamic selection strategy through dynamic mutation strategy to ensure the global and local search ability. The performance test experiment was carried out in the CloudSim simulation platform, the experimental results show that the improved differential evolution algorithm can reduce the cloud computing task execution time and user cost saving, good implementation of the optimal scheduling of cloud computing tasks.

Self-guided strategy-adaption training for older adults: Transfer effects to everyday tasks.

PubMed

Bottiroli, Sara; Cavallini, Elena; Dunlosky, John; Vecchi, Tomaso; Hertzog, Christopher

2017-09-01

The goal of the present research was to examine the potential of a learner-oriented approach to improving older adults' performance in tasks that are similar to real-life situations that require strategic deployment of cognitive resources. A crucial element of this approach involves encouraging older adults to explicitly analyze tasks to consider how to adapt trained skills to a new task context. In an earlier study, a specialist-directed intervention produced training gains and transfer to some untrained memory tasks. In the present study, older adults received a manual instructing them about principles of task analysis, two memory strategies, and strategy adaptation. Self-guided strategy-adaption training involved practicing some memory tasks as well as instructions on how the trained skills could be applied to new tasks that were not practiced. The criterion tasks involved practice tasks, non-practiced tasks that were discussed in the manual, and transfer tasks that were never mentioned in the manual. Two of the tests were from the Everyday Cognition Battery (inductive reasoning and working memory). As compared to a waiting-list control group, older adults assigned to self-guided strategy-adaption training showed memory improvements on tasks that were practiced or discussed during training. Most important, the learner-oriented approach produced transfer to the everyday tasks. Our findings show the potential of instructing task appraisal processes as a basis for fostering transfer, including improving older adults' performance in simulated everyday tasks. Copyright © 2017 Elsevier B.V. All rights reserved.

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

ERIC Educational Resources Information Center

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

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

Chinese Teachers' Attributions and Coping Strategies for Student Classroom Misbehaviour

ERIC Educational Resources Information Center

Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald

2010-01-01

In this study, we investigated Chinese teachers' attributions and coping strategies for classroom misbehaviour across grade levels. A total of 244 teachers (Grades 1-12) from the Chinese mainland participated in this survey. Results indicated that Chinese teachers first attributed misbehaviour to student characteristics, such as being "lazy,…

Task-Selective Memory Effects for Successfully Implemented Encoding Strategies

PubMed Central

Leshikar, Eric D.; Duarte, Audrey; Hertzog, Christopher

2012-01-01

Previous behavioral evidence suggests that instructed strategy use benefits associative memory formation in paired associate tasks. Two such effective encoding strategies–visual imagery and sentence generation–facilitate memory through the production of different types of mediators (e.g., mental images and sentences). Neuroimaging evidence suggests that regions of the brain support memory reflecting the mental operations engaged at the time of study. That work, however, has not taken into account self-reported encoding task success (i.e., whether participants successfully generated a mediator). It is unknown, therefore, whether task-selective memory effects specific to each strategy might be found when encoding strategies are successfully implemented. In this experiment, participants studied pairs of abstract nouns under either visual imagery or sentence generation encoding instructions. At the time of study, participants reported their success at generating a mediator. Outside of the scanner, participants further reported the quality of the generated mediator (e.g., images, sentences) for each word pair. We observed task-selective memory effects for visual imagery in the left middle occipital gyrus, the left precuneus, and the lingual gyrus. No such task-selective effects were observed for sentence generation. Intriguingly, activity at the time of study in the left precuneus was modulated by the self-reported quality (vividness) of the generated mental images with greater activity for trials given higher ratings of quality. These data suggest that regions of the brain support memory in accord with the encoding operations engaged at the time of study. PMID:22693593

Peer Coaching: Teachers as Leaders, Teachers as Learners

ERIC Educational Resources Information Center

Pollara, Joanne

2012-01-01

Teaching has long been considered an isolated profession with little opportunity for collaboration. A major task for school leaders is to create improvement from within the school. Teachers are a valuable resource and each one possesses expertise in strategies and methodologies that can be a benefit to others. This action research explored the…

Teachers Implementing Mathematical Problem Posing in the Classroom: Challenges and Strategies

ERIC Educational Resources Information Center

Leung, Shuk-kwan S.

2013-01-01

This paper reports a study about how a teacher educator shared knowledge with teachers when they worked together to implement mathematical problem posing (MPP) in the classroom. It includes feasible methods for getting practitioners to use research-based tasks aligned to the curriculum in order to encourage children to pose mathematical problems.…

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

ERIC Educational Resources Information Center

Xu, Wei

2015-01-01

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

The Effect of School and Task Structure on Teacher Interaction, Classroom Organization and Student Affects.

ERIC Educational Resources Information Center

Abramowitz, Susan

This research paper sought to determine whether smaller sized schools decrease student alienation and increase program diversity both within the school and compared to others. Hypotheses tested were: (1) participation in small work units positively affects teacher task interdependence resulting in greater teacher interaction; (2) teacher…

Improving posture-motor dual-task with a supraposture-focus strategy in young and elderly adults.

PubMed

Yu, Shu-Han; Huang, Cheng-Ya

2017-01-01

In a postural-suprapostural task, appropriate prioritization is necessary to achieve task goals and maintain postural stability. A "posture-first" principle is typically favored by elderly people in order to secure stance stability, but this comes at the cost of reduced suprapostural performance. Using a postural-suprapostural task with a motor suprapostural goal, this study investigated differences between young and older adults in dual-task cost across varying task prioritization paradigms. Eighteen healthy young (mean age: 24.8 ± 5.2 years) and 18 older (mean age: 68.8 ± 3.7 years) adults executed a designated force-matching task from a stabilometer board using either a stabilometer stance (posture-focus strategy) or force-matching (supraposture-focus strategy) as the primary task. The dual-task effect (DTE: % change in dual-task condition; positive value: dual-task benefit, negative value: dual-task cost) of force-matching error and reaction time (RT), posture error, and approximate entropy (ApEn) of stabilometer movement were measured. When using the supraposture-focus strategy, young adults exhibited larger DTE values in each behavioral parameter than when using the posture-focus strategy. The older adults using the supraposture-focus strategy also attained larger DTE values for posture error, stabilometer movement ApEn, and force-matching error than when using the posture-focus strategy. These results suggest that the supraposture-focus strategy exerted an increased dual-task benefit for posture-motor dual-tasking in both healthy young and elderly adults. The present findings imply that the older adults should make use of the supraposture-focus strategy for fall prevention during dual-task execution.

Improving posture-motor dual-task with a supraposture-focus strategy in young and elderly adults

PubMed Central

Yu, Shu-Han

2017-01-01

In a postural-suprapostural task, appropriate prioritization is necessary to achieve task goals and maintain postural stability. A “posture-first” principle is typically favored by elderly people in order to secure stance stability, but this comes at the cost of reduced suprapostural performance. Using a postural-suprapostural task with a motor suprapostural goal, this study investigated differences between young and older adults in dual-task cost across varying task prioritization paradigms. Eighteen healthy young (mean age: 24.8 ± 5.2 years) and 18 older (mean age: 68.8 ± 3.7 years) adults executed a designated force-matching task from a stabilometer board using either a stabilometer stance (posture-focus strategy) or force-matching (supraposture-focus strategy) as the primary task. The dual-task effect (DTE: % change in dual-task condition; positive value: dual-task benefit, negative value: dual-task cost) of force-matching error and reaction time (RT), posture error, and approximate entropy (ApEn) of stabilometer movement were measured. When using the supraposture-focus strategy, young adults exhibited larger DTE values in each behavioral parameter than when using the posture-focus strategy. The older adults using the supraposture-focus strategy also attained larger DTE values for posture error, stabilometer movement ApEn, and force-matching error than when using the posture-focus strategy. These results suggest that the supraposture-focus strategy exerted an increased dual-task benefit for posture-motor dual-tasking in both healthy young and elderly adults. The present findings imply that the older adults should make use of the supraposture-focus strategy for fall prevention during dual-task execution. PMID:28151943

Integrating Nonnatives as Teachers: Patterns and Perceptions of Compliance-Gaining Strategies

ERIC Educational Resources Information Center

Liu, Min; Sellnow, Deanna D.; Venette, Steven

2006-01-01

This study extends the teacher effectiveness, teacher power, and teacher socialization literature by examining compliance-gaining strategies used by new Chinese and new American teaching associates. The two groups of new teachers did not differ significantly overall with regard to the frequency of behavior alteration technique (BAT) use. Moreover,…

Reading Comprehension Strategies: An International Comparison of Teacher Preferences

ERIC Educational Resources Information Center

Kissau, Scott; Hiller, Florian

2013-01-01

In response to international concern over poor reading skills among adolescent learners, teachers of these students are encouraged to integrate reading comprehension instruction into their classrooms. To increase the likelihood that reading comprehension strategies are effectively used in schools, teachers in all content areas need extensive…

Social Studies Teachers' In-Service Training Needs towards Project Tasks: A Comparative Case Study

ERIC Educational Resources Information Center

Uyar, Melis Yesilpinar; Karakus, Fatma

2017-01-01

This study aims to determine in-service training needs of novice and professionally experienced social studies teachers regarding the planning, implementation and assessment processes of project tasks. The study was carried out using comparative case study from qualitative research patterns as base. Eight social studies teachers who were…

Student Teachers' Discipline Strategies: Relations with Self-Images, Anticipated Student Responses and Control Orientation

ERIC Educational Resources Information Center

de Jong, Romi; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje; Verloop, Nico

2013-01-01

Teacher discipline strategies are well documented when it comes to its effects on students and the working climate in the classroom. Although it is commonly acknowledged that for student teachers classroom management is a major concern, student teachers' use of discipline strategies is largely unknown. In this paper, we examine student teachers'…

"Doing Geography": Evaluating an Independent Geographic Inquiry Assessment Task in an Initial Teacher Education Program

ERIC Educational Resources Information Center

Harte, Wendy; Reitano, Paul

2016-01-01

The assessment task of the final course in a bachelor of secondary education program is examined for opportunities for preservice geography teachers to achieve the course aims of integrating, consolidating, applying, and reflecting on the knowledge and skills they have learned during their initial teacher education program. The results show that…

Constructing constructivism: The voyage of elementary science teachers

NASA Astrophysics Data System (ADS)

Freed, Andrea Beth

This study examined how participation in a professional development institute, which provided a constructivist learning environment affected the interactions between teachers and students in elementary science classrooms. The investigation considered teacher gender and experience, and also compared the less experienced participants with their non-participating mentors. A multiple case study design was utilized. Six self-selected teachers participated. Data was gathered through videotaped observations of science lessons and audiotaped teacher interviews. The research was guided by the following questions: (1) How do teachers perceive changes in their own teaching as a result of participation in a two week professional development institute using constructivist strategies? (2) How do teachers' perceptions of the changes in their teaching as a result of the summer institute measure against what is seen during the observations? (3) Are the teaching strategies of the less experienced participating teachers distinguishable from the strategies used by the non-participating teachers who were judged similar in style prior to the institute, but did not attend the institute? (4) Do differences emerge based on length of teaching experience? This study revealed some interesting findings: (1) results based on gender indicated that the women in the study interacted approximately twice as often as the men; (2) a marked difference existed between the interactions of TASK participants compared with the interactions of the non-TASK participants; and (3) a professional development experience that provides a constructivist learning environment for participants may be effective in helping teachers to transfer the experience to their classrooms or in reinforcing and validating teachers' current practices.

Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Shy or Withdrawn Students.

ERIC Educational Resources Information Center

Lacina-Gifford, Lorna J.; Kher, Neelam; Besant, Kyesha

This study identified preservice teachers' knowledge about effective and ineffective classroom management strategies. A group of 108 preservice teachers at a southern rural public university generated classroom management strategies in response to hypothetical vignettes depicting shy and withdrawn student behavior. Researchers coded the extended…

Comparison of Coping Strategies of Student Teachers Based on Their Subject of Specialisation

ERIC Educational Resources Information Center

P. M., Majitha; Sajan, K. S.

2015-01-01

The purpose of the study was to find out the difference in the mean scores of coping strategies of student teachers based on their subject of specialisation. A total of 558 student teachers were selected for the study. Results indicate that there exists a significant difference in the mean scores of Coping Strategies of student teachers of Arts…

Building the Best Faculty: Strategies for Hiring and Supporting New Teachers.

ERIC Educational Resources Information Center

Clement, Mary C.

This work explores the process of devising effective recruitment, hiring, training, and retention strategies for new teachers. Chapter 1, "The Need for New Teachers," documents the growing need for teachers due to growing enrollment, retirement, and increasing specialization. Chapter 2, "Envisioning and Defining the New…

A self-determination theory approach to understanding the antecedents of teachers' motivational strategies in physical education.

PubMed

Taylor, Ian M; Ntoumanis, Nikos; Standage, Martyn

2008-02-01

Physical education teachers can influence students' self-determination through the motivational strategies that they use. The current study examined how teachers' reported use of three motivational strategies (providing a meaningful rationale, providing instrumental help and support, and gaining an understanding of the students) were predicted by perceived job pressure, perceptions of student self-determination, the teachers' autonomous orientation, psychological need satisfaction, and self-determination to teach. Structural equation modeling supported a model in which perceived job pressure, perceptions of student self-determination, and teacher autonomous orientation predicted teacher psychological need satisfaction, which, in turn positively influenced teacher self-determination. The last positively predicted the use of all three strategies. Direct positive effects of teachers' psychological need satisfaction on the strategies of gaining an understanding of students and instrumental help and support were also found. In summary, factors that influence teacher motivation may also indirectly affect their motivational strategies toward students.

Relations of Instructional Tasks to Teacher-Student Discourse in Mathematics Classrooms of Chinese Primary Schools

ERIC Educational Resources Information Center

Ni, Yujing; Zhou, Dehui; Li, Xiaoqing; Li, Qiong

2014-01-01

This study, based on observation of 90 fifth-grade mathematics classes in Chinese elementary schools, examined how the task features, high cognitive demand, multiple representations, and multiple solution methods may relate to classroom discourse. Results indicate that high cognitive demand tasks were associated with teachers' use higher order…

Role Management Strategies of Beginning Teachers in Hong Kong

ERIC Educational Resources Information Center

Choi, Pik Lin; Tang, Sylvia Yee Fan

2005-01-01

Beginning teachers encounter new challenges as the role system in contemporary society has become more and more demanding. By means of the life history method, role management strategies of four Hong Kong beginning teachers employed to cope with role demands and intra-role conflicts were located in their biographical, workplace and wider…

Teacher Perceived Difficulty in Implementing Differentiated Instructional Strategies in Primary School

ERIC Educational Resources Information Center

Gaitas, Sérgio; Alves Martins, Margarida

2017-01-01

This study analyses teacher perceived difficulty in implementing differentiated instructional strategies in regular classes. The participants were 273 Portuguese primary school teachers with teaching experience ranging from 1 to 33 years. A 39-item questionnaire was used to evaluate teacher perceived difficulty in relation to different…

Using Assessment Tasks to Develop a Greater Sense of Values Literacy in Pre-Service Teachers

ERIC Educational Resources Information Center

Christian, Beverly J.

2014-01-01

Although much emphasis is given to teaching values in schools, there appears to be less evidence that teacher education courses are explicitly preparing pre-service teachers for this responsibility. In this study, the Values for Australian Schools were integrated into two assessment tasks in the second year of a Bachelor of Education (Primary)…

Information access in a dual-task context: testing a model of optimal strategy selection.

PubMed

Wickens, C D; Seidler, K S

1997-09-01

Pilots were required to access information from a hierarchical aviation database by navigating under single-task conditions (Experiment 1) and when this task was time-shared with an altitude-monitoring task of varying bandwidth and priority (Experiment 2). In dual-task conditions, pilots had 2 viewports available, 1 always used for the information task and the other to be allocated to either task. Dual-task strategy, inferred from the decision of which task to allocate to the 2nd viewport, revealed that allocation was generally biased in favor of the monitoring task and was only partly sensitive to the difficulty of the 2 tasks and their relative priorities. Some dominant sources of navigational difficulties failed to adaptively influence selection strategy. The implications of the results are to provide tools for jumping to the top of the database, to provide 2 viewports into the common database, and to provide training as to the optimum viewport management strategy in a multitask environment.

Information access in a dual-task context: testing a model of optimal strategy selection

NASA Technical Reports Server (NTRS)

Wickens, C. D.; Seidler, K. S.

1997-01-01

Pilots were required to access information from a hierarchical aviation database by navigating under single-task conditions (Experiment 1) and when this task was time-shared with an altitude-monitoring task of varying bandwidth and priority (Experiment 2). In dual-task conditions, pilots had 2 viewports available, 1 always used for the information task and the other to be allocated to either task. Dual-task strategy, inferred from the decision of which task to allocate to the 2nd viewport, revealed that allocation was generally biased in favor of the monitoring task and was only partly sensitive to the difficulty of the 2 tasks and their relative priorities. Some dominant sources of navigational difficulties failed to adaptively influence selection strategy. The implications of the results are to provide tools for jumping to the top of the database, to provide 2 viewports into the common database, and to provide training as to the optimum viewport management strategy in a multitask environment.

Positive versus Negative Communication Strategies in Task-Based Learning

ERIC Educational Resources Information Center

Rohani, Siti

2013-01-01

This study aimed at describing how the implementation of Task-Based Learning (TBL) would shape or change students' use of oral communication strategies. Students' problems and strategies to solve the problems during the implementation of TBL were also explored. The study was a mixed method, employing both quantitative and qualitative analysis…

Cross-Lagged Associations between Kindergarten Teachers' Causal Attributions and Children's Task Motivation and Performance in Reading

ERIC Educational Resources Information Center

Natale, Katja; Viljaranta, Jaana; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2009-01-01

The present study investigated whether kindergarten teachers' causal attributions would predict children's reading-related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their…

Behavioral and functional strategies during tool use tasks in bonobos.

PubMed

Bardo, Ameline; Borel, Antony; Meunier, Hélène; Guéry, Jean-Pascal; Pouydebat, Emmanuelle

2016-09-01

Different primate species have developed extensive capacities for grasping and manipulating objects. However, the manual abilities of primates remain poorly known from a dynamic point of view. The aim of the present study was to quantify the functional and behavioral strategies used by captive bonobos (Pan paniscus) during tool use tasks. The study was conducted on eight captive bonobos which we observed during two tool use tasks: food extraction from a large piece of wood and food recovery from a maze. We focused on grasping postures, in-hand movements, the sequences of grasp postures used that have not been studied in bonobos, and the kind of tools selected. Bonobos used a great variety of grasping postures during both tool use tasks. They were capable of in-hand movement, demonstrated complex sequences of contacts, and showed more dynamic manipulation during the maze task than during the extraction task. They arrived on the location of the task with the tool already modified and used different kinds of tools according to the task. We also observed individual manual strategies. Bonobos were thus able to develop in-hand movements similar to humans and chimpanzees, demonstrated dynamic manipulation, and they responded to task constraints by selecting and modifying tools appropriately, usually before they started the tasks. These results show the necessity to quantify object manipulation in different species to better understand their real manual specificities, which is essential to reconstruct the evolution of primate manual abilities. © 2016 Wiley Periodicals, Inc.

Development of a Performance Assessment Task and Rubric to Measure Prospective Secondary School Mathematics Teachers' Pedagogical Content Knowledge and Skills

ERIC Educational Resources Information Center

Koirala, Hari P.; Davis, Marsha; Johnson, Peter

2008-01-01

The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics preservice teachers' pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration with five education faculty, four arts and sciences faculty, and four high school teachers over…

Teacher Strategies and Interventions for Maltreated Children.

ERIC Educational Resources Information Center

Lowenthal, Barbara

2001-01-01

Suggests that teachers use classroom strategies (structure and routine, reasonable rules and limits, using appropriate methods of discipline, other positive behavior management techniques) and socio-emotional interventions (development of friendships, appropriate expressions of emotions, anger control, conflict management, and internal sense of…

WTO and Lifelong Education Strategies for Teachers

ERIC Educational Resources Information Center

Wang, Zhi-guo; Zheng, Yu

2006-01-01

After China's entry into the World Trade Organization (WTO), teachers have been confronted with many opportunities and challenges. Lifelong education strategies are problems we should take into account carefully. This article expounds the objective demands, ideas, content, measures and functions of lifelong education.

Developmental dynamics between mathematical performance, task motivation, and teachers' goals during the transition to primary school.

PubMed

Aunola, Kaisa; Leskinen, Esko; Nurmi, Jari-Erik

2006-03-01

It has been suggested that children's learning motivation and interest in a particular subject play an important role in their school performance, particularly in mathematics. However, few cross-lagged longitudinal studies have been carried out to investigate the prospective relationships between academic achievement and task motivation. Moreover, the role that the classroom context plays in this development is largely unknown. The aim of the study was to investigate the developmental dynamics of maths-related motivation and mathematical performance during children's transition to primary school. The role of teachers' pedagogical goals and classroom characteristics on this development was also investigated. A total of 196 Finnish children were examined four times: (0) in October during their preschool year; (1) in October and (2) April during their first grade of primary school; and (3) in October during their second grade. Children's mathematical performance was tested at each measurement point. Task motivation was examined at measurement points 2, 3, and 4 using the Task-value scale for children. First-grade teachers were interviewed in November about their pedagogical goals and classroom characteristics. The results showed that children's mathematical performance and related task motivation formed a cumulative developmental cycle: a high level of maths performance at the beginning of the first grade increased subsequent task motivation towards mathematics, which further predicted a high level of maths performance at the beginning of the second grade. The level of maths-related task motivation increased in those classrooms where the teachers emphasized motivation or self-concept development as their most important pedagogical goal.

The implementation of equitable teaching strategies by high school biology student teachers

NASA Astrophysics Data System (ADS)

Scantlebury, Kate; Butler Kahle, Jane

Teachers can perpetuate stereotypic cultural beliefs regarding girls' ability in, aptitude for, and suitability for science by their teaching practices and behaviors. As teachers have a major influence on girls' career choices their equitable teaching practices in the classroom are important to encourage all students, but especially girls, to continue with science. Researchers have studied science classrooms and have defined common strategies and practices that can help create an equitable classroom environment. The purpose of this study was to determine if high school biology student teachers could transfer learned equitable teaching strategies to actual teaching and the support conditions necessary for that transfer. Two support conditions were assessed: cooperating teacher and peer group support. Seven preservice teachers were placed into three groups. One group had both support conditions, the second group had only one condition (peer support), and the third group did not have either support condition. Both qualitative and quantitative data sources were collected. Results showed that preservice teachers could transfer learned equitable teaching into actual teaching practice. However, they were more successful in achieving the transfer if they were supervised by cooperating teachers who are sensitized to the issue of gender equity in education. Being involved in a peer support group was not as crucial to using the strategies as having a supportive cooperative teacher.

Representational task formats and problem solving strategies in kinematics and work

NASA Astrophysics Data System (ADS)

Ibrahim, Bashirah; Rebello, N. Sanjay

2012-06-01

Previous studies have reported that students employed different problem solving approaches when presented with the same task structured with different representations. In this study, we explored and compared students’ strategies as they attempted tasks from two topical areas, kinematics and work. Our participants were 19 engineering students taking a calculus-based physics course. The tasks were presented in linguistic, graphical, and symbolic forms and requested either a qualitative solution or a value. The analysis was both qualitative and quantitative in nature focusing principally on the characteristics of the strategies employed as well as the underlying reasoning for their applications. A comparison was also made for the same student’s approach with the same kind of representation across the two topics. Additionally, the participants’ overall strategies across the different tasks, in each topic, were considered. On the whole, we found that the students prefer manipulating equations irrespective of the representational format of the task. They rarely recognized the applicability of a “qualitative” approach to solve the problem although they were aware of the concepts involved. Even when the students included visual representations in their solutions, they seldom used these representations in conjunction with the mathematical part of the problem. Additionally, the students were not consistent in their approach for interpreting and solving problems with the same kind of representation across the two topical areas. The representational format, level of prior knowledge, and familiarity with a topic appeared to influence their strategies, their written responses, and their ability to recognize qualitative ways to attempt a problem. The nature of the solution does not seem to impact the strategies employed to handle the problem.

Teachers' Perceptions of Strategy Based Reading Instruction for Reading Comprehension

ERIC Educational Resources Information Center

Gibson, Katherine D.

2009-01-01

Strategy based reading instruction helps teachers differentiate the teaching of reading. It also supports many types of readers by explicitly teaching and modeling reading comprehension strategies. The purpose of this study is to explore the effectiveness of strategy based reading instruction for improving student reading comprehension. …

Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

ERIC Educational Resources Information Center

Suryati, Nunung

2015-01-01

This article reports a study on teachers' use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as…

Professional development strategies for teaching urban biology teachers to use concept maps effectively

NASA Astrophysics Data System (ADS)

McGregor Petgrave, Dahlia M.

Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

The Role of Strategy Knowledge for the Application of Strategies in Complex Problem Solving Tasks

ERIC Educational Resources Information Center

Wüstenberg, Sascha; Stadler, Matthias; Hautamäki, Jarkko; Greiff, Samuel

2014-01-01

Education in the twenty-first century must prepare students to meet the challenges of a dynamic and interconnected world. However, assessment of students' skills tends to focus primarily on static tasks. Therefore, it is not known whether knowledge about successful strategies displayed on static tasks can be transferred to interactive and dynamic…

Teacher Perceptions and Behavioral Strategies for Students with Emotional Disturbance across Educational Environments

ERIC Educational Resources Information Center

Evans, Chan; Weiss, Stacy L.; Cullinan, Douglas

2012-01-01

The present study examined problem characteristics of students with emotional disturbance in 3 educational environments, the behavior management and intervention strategies their teachers used, and what relation exists between problem characteristics and intervention strategies. Teachers completed a behavior problems rating scale and they…

Developing Metacognitive Behaviour in Physical Education Classes: The Use of Task-Pertinent Learning Strategies

ERIC Educational Resources Information Center

Lidor, Ronnie

2004-01-01

Research in motor learning and sport pedagogy has shown that task-pertinent learning strategies enhance the learning and performance of self-paced motor tasks. Strategy research has typically been conducted under laboratory conditions in which artificial self-paced tasks were executed under well-controlled conditions. The purpose of this study was…

Teaching High-Expectation Strategies to Teachers through an Intervention Process

ERIC Educational Resources Information Center

McDonald, Lyn; Flint, Annaline; Rubie-Davies, Christine M.; Peterson, Elizabeth R.; Watson, Penny; Garrett, Lynda

2016-01-01

This study describes the outcomes of an intervention focused on the strategies and practices of high-expectation teachers. Specifically, the intervention involved 84 teachers who were randomly assigned to control and intervention groups. The research methodology was primarily qualitative, grounded in the interpretive tradition. Data collected from…

Strategy Generalization across Orientation Tasks: Testing a Computational Cognitive Model

ERIC Educational Resources Information Center

Gunzelmann, Glenn

2008-01-01

Humans use their spatial information processing abilities flexibly to facilitate problem solving and decision making in a variety of tasks. This article explores the question of whether a general strategy can be adapted for performing two different spatial orientation tasks by testing the predictions of a computational cognitive model. Human…

Enhancing Engagement in Algebra: Didactical Strategies Implemented and Discussed by Teachers

ERIC Educational Resources Information Center

Nyman, Rimma; Kilhamn, Cecilia

2015-01-01

The aim of this study is to investigate student engagement from the point of view of the teacher, by focusing on teacher's didactical strategies used to engage students during algebra introduction. Eight teachers in grade 6 and 7 participated in a focus-group interview study. The findings are based on episodes of student engagement in algebra and…

Task Force on Defense Strategies for Ensuring the Resilience of National Space Capabilities. Executive Summary

DTIC Science & Technology

2017-03-21

March 2017 Task Force on Defense Strategies for Ensuring the Resilience of National Space Capabilities OFFICE OF THE UNDER SECRETARY OF...the Department of Defense. The DSB Task Force on Defense Strategies for Ensuring the Resilience of National Space Capabilities completed its formal...Ensuring the Resilience of National Space Capabilities | i DSB Task Force on Defense Strategies for Ensuring the

Prompted Journal Writing Supports Preservice History Teachers in Drawing on Multiple Knowledge Domains for Designing Learning Tasks

ERIC Educational Resources Information Center

Wäschle, Kristin; Lehmann, Thomas; Brauch, Nicola; Nückles, Matthias

2015-01-01

Becoming a history teacher requires the integration of pedagogical knowledge, pedagogical content knowledge, and content knowledge. Because the integration of knowledge from different disciplines is a complex task, we investigated prompted learning journals as a method to support teacher students' knowledge integration. Fifty-two preservice…

Strategies Used by Families to Simplify Tasks for Individuals with Alzheimer's Disease and Related Disorders: Psychometric Analysis of the Task Management Strategy Index (TMSI)

ERIC Educational Resources Information Center

Gitlin, Laura N.; Winter, Laraine; Dennis, Marie P.; Corcoran, Mary; Schinfeld, Sandy; Hauck, Walter W.

2002-01-01

Purpose: Little is known about the specific behavioral strategies used by families to manage the physical dependency of persons with Alzheimer's disease and related disorders (ADRD). This study reports the psychometric properties of the Task Management Strategy Index (TMSI), a measure designed to identify actions taken by caregivers to simplify…

Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers' Use of Communication Strategies

ERIC Educational Resources Information Center

Ottley, Jennifer R.; Grygas Coogle, Christan; Rahn, Naomi L.; Spear, Caitlin F.

2017-01-01

The goal of this study was to build the capacity of early childhood teachers to implement evidence-based strategies. We investigated the efficacy of professional development with bug-in-ear peer coaching in improving teachers' use of communication strategies, the teachers' maintenance of strategies post intervention, and the social validity of the…

Impact of Bug-in-Ear Professional Development on Early Childhood Co-Teachers' Use of Communication Strategies

ERIC Educational Resources Information Center

Ottley, Jennifer R.; Coogle, Christan G.; Rahn, Naomi L.; Spear, Caitlin F.

2016-01-01

The goal of this study was to build the capacity of early childhood teachers to implement evidence-based strategies. We investigated the efficacy of professional development with bug-in-ear peer coaching in improving teachers' use of communication strategies, the teachers' maintenance of strategies post intervention, and the social validity of the…

Love It, Like It, or Leave It--Elementary Preservice Teachers' Field-Based Perspectives toward the Integration of Literature in Mathematics

ERIC Educational Resources Information Center

Nesmith, Suzanne M.; Purdum-Cassidy, Barbara; Cooper, Sandi; Rogers, Rachelle D.

2017-01-01

Integrating literature in mathematics is a powerful strategy used by many teachers to meet the reformative goals outlined by the National Council of Teachers of Mathematics. This article reports a teacher education study in which 15 elementary preservice teachers engaged in a task that challenged them to link the pedagogical strategy of…

Teachers' challenges, strategies, and support needs in schools affected by community violence: a qualitative study.

PubMed

Maring, Elisabeth F; Koblinsky, Sally A

2013-06-01

Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Twenty teachers from 3 urban middle schools with predominantly low-income African American students completed open-ended interviews. Selected schools were in geographic areas with high violent crime levels. Consistent with an ecological risk and resilience framework, findings revealed that teachers experienced challenges and adopted coping strategies at the individual, family, school, and community levels. Teachers employed a number of strategies associated with resilience, such as prayer and seeking support from family and colleagues, but also engaged in some avoidant strategies, such as emotional withdrawal and avoiding difficult students. Findings suggest interventions to improve school safety and reduce the negative impact of violence-related stressors. Teacher training in behavior management, effective school leadership, improved school security, peer mediation, expanded mental health services, and parent involvement may promote resilience among both teachers and their students. © 2013, American School Health Association.

The Role of "Local Theories": Teacher Knowledge and Its Impact on Engaging Students with Challenging Tasks

ERIC Educational Resources Information Center

Choppin, Jeffrey

2011-01-01

This study explores the extent to which a teacher elicited students' mathematical reasoning through the use of challenging tasks and the role her knowledge played in doing so. I characterised the teacher's knowledge in terms of a "local theory" of instruction, a form of pedagogical content knowledge that involves an empirically tested set of…

Contribution of strategy use to performance on complex and simple span tasks.

PubMed

Bailey, Heather; Dunlosky, John; Kane, Michael J

2011-04-01

Simple and complex span tasks are widely thought to measure related but separable memory constructs. Recently, however, research has demonstrated that simple and complex span tasks may tap, in part, the same construct because both similarly predict performance on measures of fluid intelligence (Gf) when the number of items retrieved from secondary memory (SM) is equated (Unsworth & Engle, Journal of Memory and Language 54:68-80 2006). Two studies (n = 105 and n = 152) evaluated whether retrieval from SM is influenced by individual differences in the use of encoding strategies during span tasks. Results demonstrated that, after equating the number of items retrieved from SM, simple and complex span performance similarly predicted Gf performance, but rates of effective strategy use did not mediate the span-Gf relationships. Moreover, at the level of individual differences, effective strategy use was more highly related to complex span performance than to simple span performance. Thus, even though individual differences in effective strategy use influenced span performance on trials that required retrieval from SM, strategic behavior at encoding cannot account for the similarities between simple and complex span tasks.

Management Strategies for Promoting Teacher Collective Learning

ERIC Educational Resources Information Center

Cheng, Eric C. K.

2011-01-01

This paper aims to validate a theoretical model for developing teacher collective learning by using a quasi-experimental design, and explores the management strategies that would provide a school administrator practical steps to effectively promote collective learning in the school organization. Twenty aided secondary schools in Hong Kong were…

The Effects of Pupil Control Ideology of Teachers on Their Conflict Management Strategies

ERIC Educational Resources Information Center

Cobanoglu, Necati; Kaya, Oguz; Angay, Abdurrahman

2015-01-01

The aim of this study was to determine teachers' perspectives on conflict management strategies and further to determine the effects of pupil control ideologies on their conflict management strategies. 120 primary and secondary school teachers were administered a Likert type questionnaire. The data collected were analyzed through multiple…

Concurrent Validity of the Classroom Strategies Scale-Teacher Form: A Preliminary Investigation

ERIC Educational Resources Information Center

Reddy, Linda A.; Dudek, Christopher M.; Rualo, Angelique J.; Fabiano, Gregory A.

2016-01-01

The present study investigated the concurrent validity of the Classroom Strategies Scale-Teacher Form (CSS-T), a multidimensional teacher formative assessment of instructional and behavioral management practices. The CSS-T is compared with the Classroom Assessment Scoring System (CLASS), a well-known teacher assessment of overall classroom…

Identification of Number Sense Strategies Used by Pre-Service Elementary Teachers

ERIC Educational Resources Information Center

Sengul, Sare

2013-01-01

The purpose of this study was to identify the use of number sense strategies by pre-service teachers studying at the department of elementary education. Compared to the previous one; new mathematics curriculum places more emphasis on various strategies such as estimation strategies, computational estimation strategies, rounding and mental…

Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations.

PubMed

Zhang, Yan; Hawk, Skyler T; Zhang, Xiaohui; Zhao, Hongyu

2016-01-01

Professional identity is a key issue spanning the entirety of teachers' career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.

Leadership for Student Learning: Redefining the Teacher as Leader. School Leadership for the 21st Century Initiative. A Report of the Task Force on Teacher Leadership.

ERIC Educational Resources Information Center

Institute for Educational Leadership, Washington, DC.

This report presents information from discussions by the Institute for Educational Leadership Task Force on Teacher Leadership, highlighting dilemmas surrounding teacher leadership and suggesting that education's policymakers should exploit the experience and capacity to lead today's schoolteachers. Overall, the system has not been organized to…

Rhetorical, Metacognitive, and Cognitive Strategies in Teacher Candidates' Essay Writing

ERIC Educational Resources Information Center

Diaz Larenas, Claudio; Ramos Leiva, Lucía; Ortiz Navarrete, Mabel

2017-01-01

This paper reports on a study about the rhetoric, metacognitive, and cognitive strategies pre-service teachers use before and after a process-based writing intervention when completing an argumentative essay. The data were collected through two think-aloud protocols while 21 Chilean English as a foreign language pre-service teachers completed an…

Tell Me Your Story: A Reflection Strategy for Preservice Teachers

ERIC Educational Resources Information Center

Binks, Emily; Smith, Dennie L.; Smith, Lana J.; Joshi, R. Malatesha

2009-01-01

"Tell me your story" is a phrase popularly being promoted in the business setting during recent years. The power of storytelling can be utilized in student teacher reflection as a strategy for making connections between theory and practice in authentic classroom environments and enabling preservice teachers to actively develop plans for growth. A…

The relationship between school environment, preservice science teachers' science teaching self-efficacy, and their use of instructional strategies at teachers' colleges in Saudi Arabia

NASA Astrophysics Data System (ADS)

Alshalaan, Nasser A.

Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000

Enhancing Teachers' Application of Inquiry-Based Strategies Using a Constructivist Sociocultural Professional Development Model

NASA Astrophysics Data System (ADS)

Brand, Brenda R.; Moore, Sandra J.

2011-05-01

This two-year school-wide initiative to improve teachers' pedagogical skills in inquiry-based science instruction using a constructivist sociocultural professional development model involved 30 elementary teachers from one school, three university faculty, and two central office content supervisors. Research was conducted for investigating the impact of the professional development activities on teachers' practices, documenting changes in their philosophies, instruction, and the learning environment. This report includes teachers' accounts of philosophical as well as instructional changes and how these changes shaped the learning environment. For the teachers in this study, examining their teaching practices in learner-centered collaborative group settings encouraged them to critically analyze their instructional practices, challenging their preconceived ideas on inquiry-based strategies. Additionally, other factors affecting teachers' understanding and use of inquiry-based strategies were highlighted, such as self-efficacy beliefs, prior experiences as students in science classrooms, teacher preparation programs, and expectations due to federal, state, and local mandates. These factors were discussed and reconciled, as they constructed new understandings and adapted their strategies to become more student-centered and inquiry-based.

Strategies and Sources of Support for Beginning Teachers of Science and Mathematics

ERIC Educational Resources Information Center

Friedrichsen, Patricia; Chval, Kathryn B.; Teuscher, Dawn

2007-01-01

This study examines the support structures and strategies utilized by beginning mathematics and science teachers. The qualitative case study of 18 teachers (0-3 years of experience) includes teachers from rural, suburban and urban schools. Data collection consisted of one-hour interviews. The findings indicate participants utilized formal and…

Coping Strategies of Pre-Service Teachers of Turkish with Tensions in Achieving Agency

ERIC Educational Resources Information Center

Yayli, Derya

2017-01-01

Purpose: Pre-service and in-service teachers experience conflicts between the requirements of teaching and their own personal desires, which might lead to serious tensions with negative consequences. Teachers, especially pre-service teachers, try to cope with tensions by developing strategies accompanied by actions teachers take to modify the…

The Influence of Classroom Drama on Teachers' Language and Students' On-Task Behavior

ERIC Educational Resources Information Center

Anderson, Alida; Berry, Katherine

2015-01-01

Teacher language and students' on-task behavior were examined in language arts lessons with and without classroom drama in two self-contained third grade classrooms for students with learning disabilities and attention deficit/hyperactivity disorder. Language arts lessons that integrated classroom drama were associated with significantly higher…

Fairness, Teachers' Non-Task Behavior and Alumni Satisfaction: The Influence of Group Commitment

ERIC Educational Resources Information Center

de Lara, Pablo Zoghbi Manrique

2008-01-01

Purpose--The purpose of this study is to examine the relationship between interactional justice, as a type of organizational justice that reflects the teachers' perceived fairness of supervisor treatment, and their non-task behavior in terms of organizational citizenship behavior (OCB) and deviant workplace behavior (DWB).…

The Minimal Control Principle Predicts Strategy Shifts in the Abstract Decision Making Task

ERIC Educational Resources Information Center

Taatgen, Niels A.

2011-01-01

The minimal control principle (Taatgen, 2007) predicts that people strive for problem-solving strategies that require as few internal control states as possible. In an experiment with the Abstract Decision Making task (ADM task; Joslyn & Hunt, 1998) the reward structure was manipulated to make either a low-control strategy or a high-strategy…

The Research on Strategies of College English Teachers Classroom Questioning

ERIC Educational Resources Information Center

Wangru, Cao

2016-01-01

Questioning is one of the most frequently used strategies in classroom teaching, as well as the most influential teaching skill. It is a useful way for teachers to output information, to convey information and to obtain feedback from students. Teachers can also use it to communicate with their students. Effective questioning in class can encourage…

Unpacking Instructional Strategies of Early Childhood Teachers: Insights from Teachers' Perspectives

ERIC Educational Resources Information Center

Thompson, Mumuni

2017-01-01

Even though previous research points to the significance of early childhood teachers' practices that take into consideration the nature of children and how they learn, there is limited research regarding how instructional strategies impact children's development in diverse ways. To close this gap in literature, a qualitative multi-case study into…

Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from Elementary Pre-Service Teachers

ERIC Educational Resources Information Center

Kim, Mijung; Tan, Aik-Ling

2011-01-01

To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of…

A cognitive task analysis of information management strategies in a computerized provider order entry environment.

PubMed

Weir, Charlene R; Nebeker, Jonathan J R; Hicken, Bret L; Campo, Rebecca; Drews, Frank; Lebar, Beth

2007-01-01

Computerized Provider Order Entry (CPOE) with electronic documentation, and computerized decision support dramatically changes the information environment of the practicing clinician. Prior work patterns based on paper, verbal exchange, and manual methods are replaced with automated, computerized, and potentially less flexible systems. The objective of this study is to explore the information management strategies that clinicians use in the process of adapting to a CPOE system using cognitive task analysis techniques. Observation and semi-structured interviews were conducted with 88 primary-care clinicians at 10 Veterans Administration Medical Centers. Interviews were taped, transcribed, and extensively analyzed to identify key information management goals, strategies, and tasks. Tasks were aggregated into groups, common components across tasks were clarified, and underlying goals and strategies identified. Nearly half of the identified tasks were not fully supported by the available technology. Six core components of tasks were identified. Four meta-cognitive information management goals emerged: 1) Relevance Screening; 2) Ensuring Accuracy; 3) Minimizing memory load; and 4) Negotiating Responsibility. Strategies used to support these goals are presented. Users develop a wide array of information management strategies that allow them to successfully adapt to new technology. Supporting the ability of users to develop adaptive strategies to support meta-cognitive goals is a key component of a successful system.

Evaluating the Potential of Teacher-Designed Technology-Based Tasks for Meaningful Learning: Identifying Needs for Professional Development

ERIC Educational Resources Information Center

George, Ann; Sanders, Martie

2017-01-01

With technology increasingly being introduced into classrooms worldwide, stakeholders are asking whether ICT provides educational value. It is not simply having access to technology but how teachers use it that will determine its worth to education. Thirty-three teacher-designed technology-based tasks from eight subject areas were analysed for…

Exploring the Relationship between Teachers' Participation in Modified Lesson Study Cycles and Their Implementation of High-Level Tasks

ERIC Educational Resources Information Center

Eskelson, Samuel L.

2013-01-01

This study explored the relationship between mathematics teachers' participation in professional development and subsequent changes in their instructional practices. This professional development aimed to help teachers to implement high-level tasks through the use of the "five practices": anticipating, monitoring, selecting, and…

Exploring the Connection between Age and Strategies for Learning New Technology Related Tasks

ERIC Educational Resources Information Center

Meiselwitz, Gabriele; Chakraborty, Suranjan

2011-01-01

This paper discusses the connection between age and strategies for learning new technology related tasks. Many users have to learn about new devices and applications on a frequent basis and use a variety of strategies to accomplish this learning process. Approaches to learning new technology related tasks vary and can contribute to a user's…

The Use of Digital Technology in Finding Multiple Paths to Solve and Extend an Equilateral Triangle Task

ERIC Educational Resources Information Center

Santos-Trigo, Manuel; Reyes-Rodriguez, Aaron

2016-01-01

Mathematical tasks are crucial elements for teachers to orient, foster and assess students' processes to comprehend and develop mathematical knowledge. During the process of working and solving a task, searching for or discussing multiple solution paths becomes a powerful strategy for students to engage in mathematical thinking. A simple task that…

Strategies of Number Sense in Pre-Service Secondary Mathematics Teachers

ERIC Educational Resources Information Center

Almeida, Rut; Bruno, Alicia; Perdomo-Díaz, Josefa

2016-01-01

This paper presents some results of an investigation on the number sense of a group of pre-service secondary teachers from Spain. The objective of this research was to analyze students' use of strategies associated to number sense and compare them with those obtained in a previous study with pre-service primary teachers in Taiwan, (Yang, Reys…

Marginal Teachers from the Eyes of School Principals: Concept, Problems and Management Strategies

ERIC Educational Resources Information Center

Erdogan, Cetin; Demirkasimoglu, Nihan

2016-01-01

This research aimed to determine how Turkish principals define marginal teachers and which strategies they use to deal with them. Within this purpose, the following points are examined: (a) the concept of marginal teacher, (b) the underlying reasons for marginal teacher behaviors, (c) the problems marginal teachers cause in school settings, (d)…

Effective Strategies to Enhance and Maintain University English Teacher Motivation in Japan

ERIC Educational Resources Information Center

Harada, Rie

2017-01-01

This paper provides findings on a study which explored effective teacher motivation management strategies current university non-native EFL teachers in Japan utilize in their course of career. Teachers who have higher motivation can devote their lives more to give a lot to the learners and be productive on the education. Therefore, teacher…

Classroom Management in Secondary Schools: A Study of Student Teachers' Successful Strategies

ERIC Educational Resources Information Center

Zuckerman, June Trop

2007-01-01

The purpose of this paper is to identify strategies for preventing and managing classroom discipline problems that any teacher, even a student teacher, can use successfully. Sixty-eight student science teachers, during their first weeks of student teaching, each reported, in an account of a well-remembered event about classroom management,…

Teacher Discourse Strategies Used in Kindergarten Inquiry-Based Science Learning

ERIC Educational Resources Information Center

Harris, Karleah; Crabbe, Jordan Jimmy; Harris, Charlene

2017-01-01

This study examines teacher discourse strategies used in kindergarten inquiry-based science learning as part of the Scientific Literacy Project (SLP) (Mantzicopoulos, Patrick & Samarapungavan, 2005). Four public kindergarten science classrooms were chosen to implement science teaching strategies using a guided-inquiry approach. Data were…

Strategies and Perceptions of Administrative Duties of Veteran Special Education Teachers

ERIC Educational Resources Information Center

Berg, Michael

2014-01-01

In this qualitative descriptive case study, strategies used to manage special education administrative duties and current perspectives of administrative responsibilities of three veteran special education teachers were investigated. The three participants were also identified as teacher leaders within the department of special education for their…

Representational Task Formats and Problem Solving Strategies in Kinematics and Work

ERIC Educational Resources Information Center

Ibrahim, Bashirah; Rebello, N. Sanjay

2012-01-01

Previous studies have reported that students employed different problem solving approaches when presented with the same task structured with different representations. In this study, we explored and compared students' strategies as they attempted tasks from two topical areas, kinematics and work. Our participants were 19 engineering students…

The Effects of Teacher-Introduced Multimodal Representations and Discourse on Students' Task Engagement and Scientific Language during Cooperative, Inquiry-Based Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Baffour, Bernard

2017-01-01

The study sought to determine the effects of teacher-introduced multimodal representations and discourse on students' task engagement and scientific language during cooperative, inquiry-based science. The study involved eight Year 6 teachers in two conditions (four very effective teachers and four effective teachers) who taught two units of…

Cognitive strategies in the mental rotation task revealed by EEG spectral power.

PubMed

Gardony, Aaron L; Eddy, Marianna D; Brunyé, Tad T; Taylor, Holly A

2017-11-01

The classic mental rotation task (MRT; Shepard & Metzler, 1971) is commonly thought to measure mental rotation, a cognitive process involving covert simulation of motor rotation. Yet much research suggests that the MRT recruits both motor simulation and other analytic cognitive strategies that depend on visuospatial representation and visual working memory (WM). In the present study, we investigated cognitive strategies in the MRT using time-frequency analysis of EEG and independent component analysis. We scrutinized sensorimotor mu (µ) power reduction, associated with motor simulation, parietal alpha (pα) power reduction, associated with visuospatial representation, and frontal midline theta (fmθ) power enhancement, associated with WM maintenance and manipulation. µ power increased concomitant with increasing task difficulty, suggesting reduced use of motor simulation, while pα decreased and fmθ power increased, suggesting heightened use of visuospatial representation processing and WM, respectively. These findings suggest that MRT performance involves flexibly trading off between cognitive strategies, namely a motor simulation-based mental rotation strategy and WM-intensive analytic strategies based on task difficulty. Flexible cognitive strategy use may be a domain-general cognitive principle that underlies aptitude and spatial intelligence in a variety of cognitive domains. We close with discussion of the present study's implications as well as future directions. Published by Elsevier Inc.

Bilingual Children's Lexical Strategies in a Narrative Task

ERIC Educational Resources Information Center

Barbosa, Poliana; Nicoladis, Elena; Keith, Margaux

2017-01-01

We investigated how bilinguals choose words in a narrative task, contrasting the possibilities of a developmental delay vs. compensatory strategies. To characterize a developmental delay, we compared younger (three to five years) and older (seven to ten years) children's lexicalization of target words (Study 1). The younger children told shorter…

Apology Strategies Employed by Saudi EFL Teachers

ERIC Educational Resources Information Center

Alsulayyi, Marzouq Nasser

2016-01-01

This study examines the apology strategies used by 30 Saudi EFL teachers in Najran, the Kingdom of Saudi Arabia (KSA), paying special attention to variables such as social distance and power and offence severity. The study also delineates gender differences in the respondents' speech as opposed to studies that only examined speech act output by…

Neuronal activity during a cued strategy task: Comparison of dorsolateral, orbital and polar prefrontal cortex

PubMed Central

Tsujimoto, Satoshi; Genovesio, Aldo; Wise, Steven P.

2012-01-01

We compared neuronal activity in the dorsolateral (PFdl), orbital (PFo) and polar (PFp) prefrontal cortex as monkeys performed three tasks. In two tasks, a cue instructed one of two strategies: stay with the previous response or shift to the alternative. Visual stimuli served as cues in one of these tasks; in the other, fluid rewards did so. In the third task, visuospatial cues instructed each response. A delay period followed each cue. As reported previously, PFdl encoded strategies (stay or shift) and responses (left or right) during the cue and delay periods, while PFo encoded strategies and PFp encoded neither strategies nor responses; during the feedback period, all three areas encoded responses, not strategies. Four novel findings emerged from the present analysis. (1) The strategy encoded by PFdl and PFo cells during the cue and delay periods was modality specific. (2) The response encoded by PFdl cells was task- and modality specific during the cue period, but during the delay and feedback periods it became task- and modality general. (3) Although some PFdl and PFo cells responded to or anticipated rewards, we could rule out reward effects for most strategy-and response-related activity. (4) Immediately before feedback, only PFp signaled responses that were correct according to the cued strategy; after feedback, only PFo signaled the response that had been made, whether correct or incorrect. These signals support a role in generating responses by PFdl, assigning outcomes to choices by PFo, and assigning outcomes to cognitive processes by PFp. PMID:22875935

Preservice Teachers' Motivational Beliefs and Self-Regulation of Learning

ERIC Educational Resources Information Center

Bembenutty, Hefer

2007-01-01

Successful learners are those who engage in self-regulation of learning by using learning strategies to secure task completion. They exercise behavioral control to not only choose or plan valuable academic tasks, but also to maintain motivation and intention in the light of distracting alternatives. It was expected that teachers' self-efficacy…

Teachers' Coping Strategies for Teaching Science in a ``Low-Performing'' School District

NASA Astrophysics Data System (ADS)

Moore, Felicia M.

2007-10-01

This study describes how teachers use their personal knowledge of a school district and their students to cope with teaching under stressful situations associated with economic, social, and institutional factors. The 3 teachers dealt with these issues in unique ways, focusing on helping students to overcome negative perceptions, value the importance of an education, and build strong relationships. A model of multicultural science professional development is proposed that complements the strengths that these teachers have. A task for science educators working with teachers and administration in schools and districts that are “critically low performing” is to support everyone in implementing pedagogical methods aimed at empowerment, social justice, and high achievement for all students.

A Cognitive Task Analysis of Information Management Strategies in a Computerized Provider Order Entry Environment

PubMed Central

Weir, Charlene R.; Nebeker, Jonathan J.R.; Hicken, Bret L.; Campo, Rebecca; Drews, Frank; LeBar, Beth

2007-01-01

Objective Computerized Provider Order Entry (CPOE) with electronic documentation, and computerized decision support dramatically changes the information environment of the practicing clinician. Prior work patterns based on paper, verbal exchange, and manual methods are replaced with automated, computerized, and potentially less flexible systems. The objective of this study is to explore the information management strategies that clinicians use in the process of adapting to a CPOE system using cognitive task analysis techniques. Design Observation and semi-structured interviews were conducted with 88 primary-care clinicians at 10 Veterans Administration Medical Centers. Measurements Interviews were taped, transcribed, and extensively analyzed to identify key information management goals, strategies, and tasks. Tasks were aggregated into groups, common components across tasks were clarified, and underlying goals and strategies identified. Results Nearly half of the identified tasks were not fully supported by the available technology. Six core components of tasks were identified. Four meta-cognitive information management goals emerged: 1) Relevance Screening; 2) Ensuring Accuracy; 3) Minimizing memory load; and 4) Negotiating Responsibility. Strategies used to support these goals are presented. Conclusion Users develop a wide array of information management strategies that allow them to successfully adapt to new technology. Supporting the ability of users to develop adaptive strategies to support meta-cognitive goals is a key component of a successful system. PMID:17068345

The Relationship between EFL Teachers' Critical Thinking and Use of Motivational Strategies

ERIC Educational Resources Information Center

Parsi, Gholamreza

2017-01-01

The present study was conducted to investigate the relationship between EFL teachers' critical thinking and use of motivational strategies. The participants of this study were 101 EFL teachers. These teachers were both male and female between 21 to 36 years old, and they taught intermediate and advanced levels and varied in their experience from 3…

Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies.

PubMed

Yin, Hongbiao; Huang, Shenghua; Wang, Wenlan

2016-09-13

Based on an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal resources, this study examined the relationships between two characteristics of teachers' work environment (i.e., emotional job demands and trust in colleagues) and two indicators of teachers' well-being (i.e., teaching satisfaction and emotional exhaustion). In particular, the study focused on how emotion regulation strategies (i.e., reappraisal and suppression) mediate these relationships. Data collected from a questionnaire survey of 1115 primary school teachers in Hong Kong was analyzed to test the hypothesized relationships. The results of structural equation modeling indicated that: (1) the emotional job demands of teaching were detrimental to teacher well-being, whereas trust in colleagues was beneficial; (2) both emotion regulation strategies mediated the relationships between both emotional job demands and trust in colleagues and teacher well-being; and (3) teachers who tend to use more reappraisal may be psychologically healthier than those tend to adopt more suppression. These findings support the applicability of the JD-R model to school settings and highlight the role of teachers' emotion regulation in teachers' well-being. Implications for the improvement of school environments and teachers' well-being are identified.

Teacher-Directed and Student-Mediated Textbook Comprehension Strategies.

ERIC Educational Resources Information Center

Reynolds, Catharine J.; Salend, Spencer J.

1990-01-01

The article describes teacher-directed and student-mediated comprehension strategies to improve the text comprehension skills of mainstreamed students with mild disabilities. Techniques include advance organizers, study guides, color coding, oral reading, critical thinking maps, and self-questioning techniques. Guidelines are offered for assessing…

Identifying Professional Development Needs of High School Teachers Tasked with Online Course Design

ERIC Educational Resources Information Center

Lugar, Debbie J.

2017-01-01

To satisfy demand for online learning opportunities at the high school level, 3 school districts in the northeast United States established a consortium to share resources to develop and deliver online courses. High school teachers who volunteered to develop courses for the consortium attempted the task without previous training in online course…

Teachers' Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

ERIC Educational Resources Information Center

Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A.

2017-01-01

Teachers' reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed "Survey of Classroom and Behavior Management." On average, teachers reported to…

Teachers' Discoursal Strategies in Providing Positive Feedback to Student Responses: A Study of Four English Immersion Teachers in People's Republic of China

ERIC Educational Resources Information Center

Pei, Miao

2012-01-01

This paper investigates the discoursal strategies of four teachers in providing feedback to student responses in English classrooms in Xi'an, People's Republic of China. The findings indicate that the teachers provide positive feedback for students English learning in various ways, including using the most common strategies such as accepting,…

Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research.

PubMed

Davidow, Jason H; Zaroogian, Lisa; Garcia-Barrera, Mauricio A

2016-10-01

This clinical focus article highlights the need for future research involving ways to assist children who stutter in the classroom. The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed. There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom. There is a need for researchers and speech-language pathologists in the schools to study the outcomes of teacher strategies in the classroom for children who stutter.

Successful Transfer of a Motor Learning Strategy to a Novel Sport.

PubMed

Kearney, Philip E; Judge, Phil

2017-10-01

This study investigated whether secondary school students who were taught a motor learning strategy could transfer their knowledge of the strategy to learning a novel task. Twenty adolescents were randomly allocated to a strategy or control group. The strategy group was taught Singer's five-step learning strategy, while the control group received information on the evolution and biomechanics of the basketball free throw. Both groups received three 1-hour practice sessions on a modified basketball shooting task. After one month, participants were introduced to the transfer task, golf putting. Performance accuracy was recorded for all tasks, and participants completed questionnaires regarding strategy use during practice. Participants taught the five-step learning strategy successfully recalled and applied it after a 1-month interval, and they demonstrated superior performance on both acquisition and transfer tasks, relative to the control group. Physical education teachers and coaches should consider using this learning strategy to enhance the learning of closed motor skills.

Pre-Service Teacher Use of Communication Strategies upon Receiving Immediate Feedback

ERIC Educational Resources Information Center

Coogle, Christan Grygas; Rahn, Naomi L.; Ottley, Jennifer Riggie

2015-01-01

The purpose of this research was to investigate the impact of immediate feedback through bug-in-ear eCoaching on early childhood special education pre-service teachers' use of communication strategies using an activity-based intervention approach. Three early childhood special education pre-service teachers participated in this study. A…

A Qualitative Analysis of the Coping Strategies of Substitute Teachers

ERIC Educational Resources Information Center

Vorell, Matthew S.

2011-01-01

This study distinguishes whether substitute teachers enact coping strategies that mitigate the source of work-related stress (problem-centered) or coping strategies that enable them to adapt to stress created by work-related stressors (avoidance-centered). The author gathered data for this analysis by conducting 37 in-depth interviews with…

Individual strategy ratings improve the control for task difficulty effects in arithmetic problem solving paradigms.

PubMed

Tschentscher, Nadja; Hauk, Olaf

2015-01-01

Mental arithmetic is a powerful paradigm to study problem solving using neuroimaging methods. However, the evaluation of task complexity varies significantly across neuroimaging studies. Most studies have parameterized task complexity by objective features such as the number size. Only a few studies used subjective rating procedures. In fMRI, we provided evidence that strategy self-reports control better for task complexity across arithmetic conditions than objective features (Tschentscher and Hauk, 2014). Here, we analyzed the relative predictive value of self-reported strategies and objective features for performance in addition and multiplication tasks, by using a paradigm designed for neuroimaging research. We found a superiority of strategy ratings as predictor of performance above objective features. In a Principal Component Analysis on reaction times, the first component explained over 90 percent of variance and factor loadings reflected percentages of self-reported strategies well. In multiple regression analyses on reaction times, self-reported strategies performed equally well or better than objective features, depending on the operation type. A Receiver Operating Characteristic (ROC) analysis confirmed this result. Reaction times classified task complexity better when defined by individual ratings. This suggests that participants' strategy ratings are reliable predictors of arithmetic complexity and should be taken into account in neuroimaging research.

Individual strategy ratings improve the control for task difficulty effects in arithmetic problem solving paradigms

PubMed Central

Tschentscher, Nadja; Hauk, Olaf

2015-01-01

Mental arithmetic is a powerful paradigm to study problem solving using neuroimaging methods. However, the evaluation of task complexity varies significantly across neuroimaging studies. Most studies have parameterized task complexity by objective features such as the number size. Only a few studies used subjective rating procedures. In fMRI, we provided evidence that strategy self-reports control better for task complexity across arithmetic conditions than objective features (Tschentscher and Hauk, 2014). Here, we analyzed the relative predictive value of self-reported strategies and objective features for performance in addition and multiplication tasks, by using a paradigm designed for neuroimaging research. We found a superiority of strategy ratings as predictor of performance above objective features. In a Principal Component Analysis on reaction times, the first component explained over 90 percent of variance and factor loadings reflected percentages of self-reported strategies well. In multiple regression analyses on reaction times, self-reported strategies performed equally well or better than objective features, depending on the operation type. A Receiver Operating Characteristic (ROC) analysis confirmed this result. Reaction times classified task complexity better when defined by individual ratings. This suggests that participants’ strategy ratings are reliable predictors of arithmetic complexity and should be taken into account in neuroimaging research. PMID:26321997

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

ERIC Educational Resources Information Center

Nikolaros, John

2014-01-01

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

Working with Students with Special Educational Needs in Greece: Teachers' Stressors and Coping Strategies

ERIC Educational Resources Information Center

Antoniou, Alexander-Stamatios; Polychroni, Fotini; Kotroni, Christina

2009-01-01

Few studies explore the specific sources of stress, and the coping strategies applied by teachers of children with special educational needs, particularly in small countries such as Greece. The present study investigated the specific work-related stressors affecting special educational needs teachers in Greece and the coping strategies applied by…

Group Coaching on Pre-School Teachers' Implementation of Pyramid Model Strategies: A Program Description

ERIC Educational Resources Information Center

Fettig, Angel; Artman-Meeker, Kathleen

2016-01-01

The purpose of this article was to describe a group coaching model and present preliminary evidence of its impact on teachers' implementation of Pyramid Model practices. In particular, we described coaching strategies used to support teachers in reflecting and problem solving on the implementation of the evidence-based strategies. Preliminary…

Teachers' Memories of Disciplinary Control Strategies from Their Own School Days

ERIC Educational Resources Information Center

DePalma, Renee; Membiela, Pedro; Pazos, Mercedes Suarez

2011-01-01

This article provides a vision of school disciplinary strategies as provided by childhood school memories of practicing or unemployed teachers. This narrative approach allows us to understand the school and its daily routines and rituals from an insiders' point of view, drawing upon the double perspective teachers employ when reflecting on their…

Primary Schools: United States, Netherlands, United Kingdom. Teacher Tasks in Innovative Schools, Vol. I.

ERIC Educational Resources Information Center

Organisation for Economic Cooperation and Development, Paris (France).

The document comprises three articles which analyze roles and tasks of teachers in innovative elementary schools in the United States, Netherlands, and England. Innovative schools are interpreted as schools which favor educational practices such as open classrooms, team teaching, parent involvement, nongraded classes, global orientation,…

A Cross-Sectional Study of Student Teachers' Behaviour Management Strategies throughout Their Training Years

ERIC Educational Resources Information Center

Woodcock, Stuart; Reupert, Andrea

2012-01-01

Despite the importance of behaviour management, many student teachers report being inadequately trained in this area. The aim of this study was to identify the strategies, confidence and reported levels of success in regard to various behaviour management strategies, across 509 first, second, third and fourth year student teachers training to be…

Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?

ERIC Educational Resources Information Center

Skaalvik, Einar M.; Skaalvik, Sidsel

2015-01-01

This study explored job satisfaction, work-related stress, consequences of stress, and coping strategies among Norwegian teachers. The study is based on qualitative interviews with 30 working teachers and four retired teachers. The respondents reported high job satisfaction but also severe stress and exhaustion. Teachers of different ages or at…

The effects of task difficulty on visual search strategy in virtual 3D displays.

PubMed

Pomplun, Marc; Garaas, Tyler W; Carrasco, Marisa

2013-08-28

Analyzing the factors that determine our choice of visual search strategy may shed light on visual behavior in everyday situations. Previous results suggest that increasing task difficulty leads to more systematic search paths. Here we analyze observers' eye movements in an "easy" conjunction search task and a "difficult" shape search task to study visual search strategies in stereoscopic search displays with virtual depth induced by binocular disparity. Standard eye-movement variables, such as fixation duration and initial saccade latency, as well as new measures proposed here, such as saccadic step size, relative saccadic selectivity, and x-y target distance, revealed systematic effects on search dynamics in the horizontal-vertical plane throughout the search process. We found that in the "easy" task, observers start with the processing of display items in the display center immediately after stimulus onset and subsequently move their gaze outwards, guided by extrafoveally perceived stimulus color. In contrast, the "difficult" task induced an initial gaze shift to the upper-left display corner, followed by a systematic left-right and top-down search process. The only consistent depth effect was a trend of initial saccades in the easy task with smallest displays to the items closest to the observer. The results demonstrate the utility of eye-movement analysis for understanding search strategies and provide a first step toward studying search strategies in actual 3D scenarios.

Education Reform at the Science University and the New Strategy for Training Science Teachers

ERIC Educational Resources Information Center

Gabdulchakov, Valerian F.; Kusainov, Askarbek K.; Kalimullin, Aydar M.

2016-01-01

The urgency of the problem of designing a new strategy of teacher training due to the reform of education in universities: decrease of pedagogical disciplines, strengthening fundamental (subject) training, etc. The goal of the article lies in identification of the main components of the new strategy of teacher training. A leading approach to the…

Adult age differences in subjective and objective measures of strategy use on a sequentially cued prediction task

PubMed Central

Seaman, Kendra L.; Howard, Darlene V.; Howard, James H.

2015-01-01

Differences in strategy use are thought to underlie age-related performance deficits on many learning and decision-making tasks. Recently, age-related differences in learning to make predictions were reported on the Triplets Prediction Task (TPT; Seaman, Howard & Howard, 2013). Notably, deficits appeared early in training and continued with experience. To assess if age differences were due to early strategy use, neural networks were used to objectively assess the strategies implemented by participants during Session 1. Then the relationship between these strategies and performance was examined. Results revealed that older adults were more likely to implement a disadvantageous strategy early in learning, and this led to poorer task performance. Importantly the relationship between age and task performance was partially mediated by early strategy use, suggesting that early strategy selection played a role in the lower quality of predictions in older adults. PMID:24673615

Computing in the Curriculum: Challenges and Strategies from a Teacher's Perspective

ERIC Educational Resources Information Center

Sentance, Sue; Csizmadia, Andrew

2017-01-01

Computing is being introduced into the curriculum in many countries. Teachers' perspectives enable us to discover what challenges this presents, and also the strategies teachers claim to be using successfully in teaching the subject across primary and secondary education. The study described in this paper was carried out in the UK in 2014 where…

Engaging Students in Large Health Classes with Active Learning Strategies

ERIC Educational Resources Information Center

Elliott, Steven; Combs, Sue; Huelskamp, Amelia; Hritz, Nancy

2017-01-01

Creative K-12 health teachers can engage students in large classes by utilizing active learning strategies. Active learning involves engaging students in higher-order tasks, such as analysis and synthesis, which is a crucial element of the movement toward what is commonly called "learner-centered" teaching. Health education teachers who…

Voices from the Field: Teachers Talk about Strategies for Peace and Conflict Resolution

ERIC Educational Resources Information Center

Wheeler, Edyth; Stomfay-Stitz, Aline

2006-01-01

In this article, the authors present the strategies used by teachers in early childhood programs and elementary schools when they teach about peace and conflict resolution. In a focus group, the teachers relate that they primarily need consistency as they work toward peace and conflict resolution. The teachers also identify communication with…

Human Resource Management Strategies and Teacher's Efficiency within Schools: A Co-Relational Study

ERIC Educational Resources Information Center

Hashmi, Kiran

2014-01-01

The aim of the paper is to study Human Resource Management and Development (HRMD) strategies and their effect on teachers' efficiency within the Catholic Board of Education (CBE) schools of Pakistan whose teachers are graduates in educational leadership courses from a private teacher education institutes in Karachi. The study endeavored to build a…

Asking Questions as a Key Strategy in Guiding a Novice Teacher: A Self-Study

ERIC Educational Resources Information Center

Olsher, Gila; Kantor, Itay-Danny

2012-01-01

This self-study explores the instruction of a novice teacher by an expert mentor teacher, while applying the strategy of asking questions instead of the more common pattern of giving advice and guidance in the form of telling. The study examines the educational potential embedded in the question-asking strategy as a key mentoring resource when…

Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.

PubMed

Friedman-Krauss, Allison H; Raver, C Cybele; Neuspiel, Juliana M; Kinsel, John

2014-01-01

The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health.

Implementation of Peer Tutoring Strategies in Teaching Students with ADHD: Teachers' Attitudes in Saudi Education

ERIC Educational Resources Information Center

Abaoud, Abdulrahman A.

2016-01-01

This study aimed to measured teachers' attitudes toward implementation of peer tutoring strategies in teaching students with ADHD in Saudi Arabia. The study moreover examined the relationship between teachers' attitudes of implementation of peer tutoring strategies and variables of demographic characteristics. Five hundred thirty eight teachers…

The effects of task difficulty on visual search strategy in virtual 3D displays

PubMed Central

Pomplun, Marc; Garaas, Tyler W.; Carrasco, Marisa

2013-01-01

Analyzing the factors that determine our choice of visual search strategy may shed light on visual behavior in everyday situations. Previous results suggest that increasing task difficulty leads to more systematic search paths. Here we analyze observers' eye movements in an “easy” conjunction search task and a “difficult” shape search task to study visual search strategies in stereoscopic search displays with virtual depth induced by binocular disparity. Standard eye-movement variables, such as fixation duration and initial saccade latency, as well as new measures proposed here, such as saccadic step size, relative saccadic selectivity, and x−y target distance, revealed systematic effects on search dynamics in the horizontal-vertical plane throughout the search process. We found that in the “easy” task, observers start with the processing of display items in the display center immediately after stimulus onset and subsequently move their gaze outwards, guided by extrafoveally perceived stimulus color. In contrast, the “difficult” task induced an initial gaze shift to the upper-left display corner, followed by a systematic left-right and top-down search process. The only consistent depth effect was a trend of initial saccades in the easy task with smallest displays to the items closest to the observer. The results demonstrate the utility of eye-movement analysis for understanding search strategies and provide a first step toward studying search strategies in actual 3D scenarios. PMID:23986539

Teachers' High Maintenance Behaviour as Perceived by University Students in Taiwan, and Their Coping Strategies

ERIC Educational Resources Information Center

Hong, Fu-Yuan; Cheng, Kuang-Tsan

2014-01-01

Using a questionnaire survey, this study probed into interpersonal cues and characteristics of teachers' high maintenance behaviors perceived by university students and their coping strategies, and then analyzed the relationship between their perceived high maintenance behaviors and the dimensions of their coping strategies. The Scale of Teachers'…

The Reading Strategies Used by Prospective English Teachers in Turkish ELT Context

ERIC Educational Resources Information Center

Solak, Ekrem; Altay, Firat

2014-01-01

The purpose of this research was to determine what types of reading strategies prospective English Teachers used to accomplish in their reading assignments and activities. The study was conducted at a state-run University, English Language Teaching Department in Turkey. The participants were 130 prospective English Teachers majoring English…

What Coping Strategies and Support Mechanisms Have Elementary Teachers Found Most Effective?

ERIC Educational Resources Information Center

Byrd, Kristie M.

2017-01-01

This basic qualitative research study explored the lives of 14 elementary teachers in their classroom environment to answer two central research questions which are: what coping strategies do teachers find most effective and what coping mechanisms provided by administration helps them cope with classroom stress? Data were collected through…

Use of a Numerical Strategy Framework in the Professional Development of Teachers

ERIC Educational Resources Information Center

Laxman, Kumar; Hughes, Peter

2015-01-01

Derived initially from a strategic analysis of children's methods of counting, the New Zealand Numeracy Projects used, as a starting point for the professional development of teachers, a strategy framework that traces children's development in number reasoning. A pilot study indicated the usefulness of professional development where teachers use…

Strategy Instruction Shifts Teacher and Student Interactions during Text-Based Discussions

ERIC Educational Resources Information Center

Boardman, Alison G.; Boelé, Amy L.; Klingner, Janette K.

2018-01-01

This study examined how teacher and student interactions were influenced by a multistrategy reading model, Collaborative Strategic Reading (CSR), where students learn to apply before-, during-, and after-reading strategies in small cooperative learning groups. Five middle school English language arts teachers and their students (N = 184)…

Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2013-01-01

This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream…

Assessment and Intervention for Academic Task Attack Strategy Competencies

ERIC Educational Resources Information Center

Busse, R. T.; Lee, Charlene

2015-01-01

Many students who underachieve in schools may not be learning as effectively as they could. Direct assessments such as the Academic Competence Evaluation Scales (ACES), School Motivation and Learning Strategies Inventory (SMALSI), and the Academic Task Attack Checklist System (ATACS) can be used to evaluate students' knowledge and use of…

Some Effects of Training Preservice Teachers in Science Teaching Strategy Analysis.

ERIC Educational Resources Information Center

Yeany, Russell, Jr.

This study was designed to assess the effectiveness of three treatments for encouraging and training prospective elementary science teachers in the use of inductive/indirect strategies in science teaching. Subjects were randomly assigned to one of four treatment groups: (1) Strategy Analysis Level - subjects were trained in science teaching…

Motivational Strategies in EFL Classrooms: How Do Teachers Impact Students' Motivation?

ERIC Educational Resources Information Center

Sugita McEown, Maya; Takeuchi, Osamu

2014-01-01

The objective is to examine the changes in the effectiveness of motivational strategy use by teachers during one semester in the English as a foreign language (EFL) classrooms. More specifically, we investigate differences in effectiveness changes for each motivational strategy used according to students' English proficiency levels and their…

Unpacking High and Low Efficacy Teachers' Task Analysis and Competence Assessment in Teaching Low-Achieving Students in Secondary Schools

ERIC Educational Resources Information Center

Wang, Li-Yi; Jen-Yi, Li; Tan, Liang-See; Tan, Irene; Lim, Xue-Fang; Wu, Bing Sheng

2016-01-01

This study adopted a pragmatic qualitative research design to unpack high and low efficacy teachers' task analysis and competence assessment in the context of teaching low-achieving students. Nine secondary school English and Science teachers were recruited and interviewed. Results of thematic analysis show that helping students perform well in…

Solution strategies as possible explanations of individual and sex differences in a dynamic spatial task.

PubMed

Peña, Daniel; Contreras, María José; Shih, Pei Chun; Santacreu, José

2008-05-01

When individuals perform spatial tasks, individual differences emerge in accuracy and speed as well as in the response patterns used to cope with the task. The purpose of this study is to identify, through empirical criteria, the different response patterns or strategies used by individuals when performing the dynamic spatial task presented in the Spatial Orientation Dynamic Test-Revised (SODT-R). Results show that participants can be classified according to their response patterns. Three different ways of solving a task are described, and their relation to (a) performance factors (response latency, response frequency, and invested time) and (b) ability tests (analytical reasoning, verbal reasoning, and spatial estimation) are investigated. Sex differences in response patterns and performance are also analyzed. It is found that the frequency with which men and women employ each one of the strategies described here, is different and statistically significant. Thus, employed strategy plays an important role when interpreting sex differences on dynamic spatial tasks.

A novice teacher's reflections on lecturing as a teaching strategy: covering the content or uncovering the meaning.

PubMed

Clynes, Mary P

2009-01-01

The lecture is the most widely used teaching strategy in adult education programmes. While it has advantages, it is criticised for its lack of student engagement and inability to stimulate higher-order thinking. The aim of this paper is to detail a novice teacher's journey using the lecture as a teaching strategy. The use of an action research approach provided the teacher with a framework to research own learning. In addition, the collaborative process inherent in action research resulted in students being invited to evaluate the teaching. The journey takes the teacher from a teacher-centred approach to teaching and learning to a student-centred approach. The influence of the teacher's own educational encounters is explored. In common with many novice teachers, the focus on content delivery and difficulty asking questions are two key issues. The gradual implementation of strategies to allow for more student engagement is discussed and advice is offered to the novice teacher.

Investigating Mathematics Teachers Candidates' Knowledge about Problem Solving Strategies through Problem Posing

ERIC Educational Resources Information Center

Ünlü, Melihan

2017-01-01

The aim of the study was to determine mathematics teacher candidates' knowledge about problem solving strategies through problem posing. This qualitative research was conducted with 95 mathematics teacher candidates studying at education faculty of a public university during the first term of the 2015-2016 academic year in Turkey. Problem Posing…

Student Language Production, Second Language Tasks, and Instructional Scaffolding in an English-Based Curriculum in Vietnam: Realities and Hopes

ERIC Educational Resources Information Center

Pham, Thuong T. M.

2017-01-01

This dissertation investigates L2 student language production, task-based instruction, and teachers' scaffolding strategies in two special EFL classes in a Vietnamese university. Two English teachers and 73 students were studied as they participated in a nationwide educational project known as the Advanced Curriculum (AC), an initiative launched…

Elementary Teachers' Perspectives of Mathematics Problem Solving Strategies

ERIC Educational Resources Information Center

Bruun, Faye

2013-01-01

Participants in this study were asked to report what strategies were most often used in their attempts to foster their students' problem solving abilities. Participants included 70 second through fifth-grade elementary teachers from 42 schools in a large state of the south central region in the U.S. Data analyses of the interviews revealed that…

Digital Immigrant Teacher Perceptions of an Extended Cyberhunt Strategy

ERIC Educational Resources Information Center

du Plessis, Andre; Webb, Paul

2012-01-01

This quantitative and qualitative interpretive exploratory case study investigates whether exposure to an Internet based "Extended Cyberhunt" strategy enables teachers to attain a set of outcomes similar to Prensky's "Essential 21st Century Skills" and the "Critical Outcomes of the South African National Curriculum…

An Analysis of Strategies for Teaching Standards-Based Lesson Plan Alignment to Preservice Teachers

ERIC Educational Resources Information Center

Drost, Bryan R.; Levine, Anita C.

2015-01-01

Research consistently shows that well-aligned lesson plans lead to better student learning outcomes. The development of these plans challenges both preservice teachers and the teacher educators who instruct them. This exploratory study examined strategies for teaching lesson plan alignment utilized by 87 teacher educators in the United States.…

An Action Research on Employing Constructivist Multi-Assessment Strategy in Teacher Education

ERIC Educational Resources Information Center

Gündogdu, Kerim

2015-01-01

The purpose of this study was to investigate the effectiveness of utilizing the multi-assessment strategy through a constructivist learning atmosphere with regard to perceptions of the pre-service teachers. The participants were 98 third year (junior) pre-service teachers attending to classroom management course in a public university in Turkey.…

Thriving as a New Teacher: Tools and Strategies for Your First Year

ERIC Educational Resources Information Center

Eller, John F.; Eller, Sheila A.

2016-01-01

Discover strategies and tools for new teacher success. In this user-friendly guide, the authors draw from best practice and their extensive experience to identify the necessary skills and characteristics to thrive as a new educator. Explore the six critical areas related to teaching that most impact new teachers and their students, from…

Bullying and Victimization among Students with Disabilities: Effective Strategies for Classroom Teachers

ERIC Educational Resources Information Center

Rose, Chad A.; Monda-Amaya, Lisa E.

2012-01-01

Bullying has come to be recognized as a pervasive problem in schools today. Frequently bullying is not immediately recognized or viewed by classroom teachers as problematic behavior. As more students experience bullying, questions arise as to how well teachers understand the bullying dynamic and are aware of strategies for intervening when those…

Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms

NASA Astrophysics Data System (ADS)

Parker, Lesley H.; Rennie, Léonie J.

2002-09-01

Debate continues over the benefits, or otherwise, of single-sex classes in science and mathematics, particularly for the performance of girls. Previous research and analyses of the circumstances surrounding the implementation of single-sex classes warn that the success of the strategy requires due consideration of the nature of the instructional environment for both boys and girls, together with appropriate support for the teachers involved. This article reports the circumstances under which teachers were able to implement gender-inclusive strategies in single-sex science classes in coeducational high schools and documents some of the difficulties faced. The study was part of the Single-Sex Education Pilot Project (SSEPP) in ten high schools in rural and urban Western Australia. Qualitative and quantitative data were gathered during the project from teachers, students and classroom observations. Overall, it was apparent that single-sex grouping created environments in which teachers could implement gender-inclusive science instructional strategies more readily and effectively than in mixed-sex settings. Teachers were able to address some of the apparent shortcomings of the students' previous education (specifically, the poor written and oral communication of boys and the limited experience of girls with 'hands-on' activities and open-ended problem solving). Further, in same-sex classrooms, sexual harassment which inhibited girls' learning was eliminated. The extent to which teachers were successful in implementing gender-inclusive instructional strategies, however, depended upon their prior commitment to the SSEPP as a whole, and upon the support or obstacles encountered from a variety of sources, including parents, the community, students, and non-SSEPP teachers.

The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers' Classroom Management Strategies

ERIC Educational Resources Information Center

Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie

2011-01-01

This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…

Empowering Teachers: Characteristics, Strategies, and Practices of Successful Principals

ERIC Educational Resources Information Center

Ellis, Cailin Patrice

2012-01-01

This study implemented an exploratory mixed-methods design to better understand how the characteristics of a principal, specifically the strategies, behaviors, and actions, lead to the perception of empowerment as perceived by the teachers themselves. An expert panel identified three "highly successful" principals assigned to elementary…

Commentary: Building Web Research Strategies for Teachers and Students

ERIC Educational Resources Information Center

Maloy, Robert W.

2016-01-01

This paper presents web research strategies for teachers and students to use in building Dramatic Event, Historical Biography, and Influential Literature wiki pages for history/social studies learning. Dramatic Events refer to milestone or turning point moments in history. Historical Biographies and Influential Literature pages feature…

Resources and instructional strategies effective middle school science teachers use to improve content area reading skills

NASA Astrophysics Data System (ADS)

Beaver, Melanie S.

This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.

The Effects of Authentic Tasks on Preservice Teachers' Attitudes towards Classes and Problem Solving Skills

ERIC Educational Resources Information Center

Kocyigit, Sinan; Zembat, Rengin

2013-01-01

This study aimed to investigate the effects of authentic tasks on preschool preservice teachers' attitudes towards the course and problem solving skills. The study was designed in accordance with the pretest-posttest control group model. The data were collected by using the "Problem Solving Skills Inventory", the "Course Attitude…

Success and Near Misses: Pre-Service Teachers' Use, Confidence and Success in Various Classroom Management Strategies

ERIC Educational Resources Information Center

Reupert, Andrea; Woodcock, Stuart

2010-01-01

While the importance of effective classroom management is repeatedly made, there is little comprehensive research identifying the management strategies pre-service teachers employ, nor how successful or confident they find various strategies. Accordingly, 336 Canadian pre-service teachers were surveyed. It was found that pre-service teachers…

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.

Editor's Perspective Article: Alternative Certification Teachers--Strategies for the Transition to a New Career

ERIC Educational Resources Information Center

Evans, Brian R.

2015-01-01

New teachers who are prepared to teach through alternative certification pathways may find the transition to a new career stressful and tumultuous. There are techniques that can be used to help make the transition easier on new teachers as they begin their new careers. This article explores several strategies for new teachers, which include…

Selecting and Creating Mathematical Tasks: From Research To Practice.

ERIC Educational Resources Information Center

Smith, Margaret Schwan; Stein, Mary Kay

1998-01-01

Focuses on the selection and creation of mathematical tasks, drawing on QUASAR's research on mathematical tasks and experiences with teachers and teacher educators. Presents examples of task analysis and issues that teachers should reflect on. (ASK)

Agriculture Teacher Awareness and Application of Self-Regulation Strategies

ERIC Educational Resources Information Center

McKendree, R. Bud; Washurn, Shannon G.

2017-01-01

This qualitative study investigated four rural Kansas high school agriculture teachers' comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. The participants included two males and two females, each one having between five and 20 years of teaching experience.…

An Automated Summarization Assessment Algorithm for Identifying Summarizing Strategies

PubMed Central

Abdi, Asad; Idris, Norisma; Alguliyev, Rasim M.; Aliguliyev, Ramiz M.

2016-01-01

Background Summarization is a process to select important information from a source text. Summarizing strategies are the core cognitive processes in summarization activity. Since summarization can be important as a tool to improve comprehension, it has attracted interest of teachers for teaching summary writing through direct instruction. To do this, they need to review and assess the students' summaries and these tasks are very time-consuming. Thus, a computer-assisted assessment can be used to help teachers to conduct this task more effectively. Design/Results This paper aims to propose an algorithm based on the combination of semantic relations between words and their syntactic composition to identify summarizing strategies employed by students in summary writing. An innovative aspect of our algorithm lies in its ability to identify summarizing strategies at the syntactic and semantic levels. The efficiency of the algorithm is measured in terms of Precision, Recall and F-measure. We then implemented the algorithm for the automated summarization assessment system that can be used to identify the summarizing strategies used by students in summary writing. PMID:26735139

Learning Strategies of Physics Teacher Candidates: Relationships with Physics Achievement and Class Level

NASA Astrophysics Data System (ADS)

Selçuk, Gamze S.; Çalişkan, Serap; Erol, Mustafa

2007-04-01

Learning strategy concept was introduced in the education field from the development of cognitive psychology. Learning strategies are behaviors and thoughts that a learner engages in during learning which are intended to influence the learner's encoding process. Literature on learning strategies in physics field is very scarce. Participants of the research consist of teacher candidates (n=137) from 1st, 2nd, 3rd, 4th and 5th grade attending Department of Physics Education, Education Faculty of Buca, Dokuz Eylül University in Turkey. Data of this research was collected by ``Scale of Learning Strategies Usage in Physics'' (Cronbach's Alpha=0.93). Mean, Standard Deviation, Analysis of Variance were used to analyze the research data. This paper reports on teacher candidates' learning strategies used in physics education The paper investigates the relationships between learning strategies and physics achievement, class level. Some important outcomes of the research are presented, discussed and certain suggestions are made.

Job Stress and Coping Strategies among Early Childhood Teachers in Central Taiwan

ERIC Educational Resources Information Center

Hung, Chih-Lun

2012-01-01

The purpose of this study was to explore the association between job stress and coping strategies in early childhood teachers in Central Taiwan. A quantitative approach was utilized, and data were collected from 314 participants. The results of the present study suggest that (1) early childhood teachers believed that their job stress was due to a…

Teachers' Perceptions of Strategies and Skills Affecting Learning of Gifted 7th Graders in English Classes

ERIC Educational Resources Information Center

Noble, James Paul

2010-01-01

This study was conducted in 11 schools across 5 school districts and solicited responses from 20 teachers. This study found a relationship between instructional strategies appropriate for gifted students and teachers' perceptions of contributions the strategies made to learning. The literature review section examined the modern focus on gifted…

Strategy Ranges: Describing Change in Prospective Elementary Teachers' Approaches to Mental Computation of Sums and Differences

ERIC Educational Resources Information Center

Whitacre, Ian

2015-01-01

This study investigated the sets of mental computation strategies used by prospective elementary teachers to compute sums and differences of whole numbers. In the context of an intervention designed to improve the number sense of prospective elementary teachers, participants were interviewed pre/post, and their mental computation strategies were…

Teachers' Challenges, Strategies, and Support Needs in Schools Affected by Community Violence: A Qualitative Study

ERIC Educational Resources Information Center

Maring, Elisabeth F.; Koblinsky, Sally A.

2013-01-01

Background: Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Methods: Twenty teachers from 3 urban middle schools with predominantly…

Adolescent-Perceived Parent and Teacher Overestimation of Mathematics Ability: Developmental Implications for Students' Mathematics Task Values

ERIC Educational Resources Information Center

Gniewosz, Burkhard; Watt, Helen M. G.

2017-01-01

This study examines whether and how student-perceived parents' and teachers' overestimation of students' own perceived mathematical ability can explain trajectories for adolescents' mathematical task values (intrinsic and utility) controlling for measured achievement, following expectancy-value and self-determination theories. Longitudinal data…

Teaching Who You Are: Connecting Teachers' Civic Education Ideology to Instructional Strategies

ERIC Educational Resources Information Center

Knowles, Ryan T.

2018-01-01

This quantitative study uses survey data to test connections between 735 teachers' civic education ideology (CivID) and their self-reported instructional practices. Analysis demonstrates teachers' beliefs in relation to conservative, liberal, and critical civic education ideology as well as preference for instructional strategies, such as…

Preservice Middle and High School Mathematics Teachers' Strategies When Solving Proportion Problems

ERIC Educational Resources Information Center

Arican, Muhammet

2018-01-01

The purpose of this study was to investigate eight preservice middle and high school mathematics teachers' solution strategies when solving single and multiple proportion problems. Real-world missing-value word problems were used in an interview setting to collect information about preservice teachers' (PSTs) reasoning about proportional…

Seven Teachers' Acceptance of Transactional Strategies Instruction during Their First Year Using It.

ERIC Educational Resources Information Center

El-Dinary, Pamela Beard; Schuder, Ted

1993-01-01

Interviews and observations revealed that only two of seven teachers fully accepted the Students Achieving Independent Learning (SAIL) program, a strategies-based approach to reading instruction. A major challenge seemed to be that the teachers did not know how to coordinate SAIL with other reading instruction. (MDM)

Evaluating the Effect of a Teacher Training Programme on the Primary Teachers' Attitudes, Knowledge and Teaching Strategies Regarding Special Educational Needs

ERIC Educational Resources Information Center

Kurniawati, F.; de Boer, A. A.; Minnaert, A. E. M. G.; Mangunsong, F.

2017-01-01

Research has consistently stressed that regular school teachers are important in determining the success of implementing inclusive education. It was also found that teachers' attitudes, their knowledge about special educational needs (SEN) and teaching strategies are prerequisites for implementing inclusive education successfully. This study…

The Use of Cognitive Cues for Anticipatory Strategies in a Dynamic Postural Control Task - Validation of a Novel Approach to Dual-Task Testing.

PubMed

Laessoe, Uffe; Grarup, Bo; Bangshaab, Jette

2016-01-01

Dual-task testing is relevant in the assessment of postural control. A combination of a primary (motor) and a secondary (distracting cognitive) tasks is most often used. It remains a challenge however, to standardize and monitor the cognitive task. In this study a new dual-task testing approach with a facilitating, rather than distracting, cognitive component was evaluated. Thirty-one community-dwelling elderly and fifteen young people were tested with respect to their ability to use anticipatory postural control strategies. The motor task consisted of twenty-five repetitive tasks in which the participants needed to exceed their limit of stability in order to touch one out of eight lights. The participants performed three tests. In two of the tests the color cues of the lights allowed the participants to utilize cognitive strategies to plan their next movement and improve their performance time. The young performed the baseline motor task test in an average of 29 seconds, while the average time for the elderly was 44 seconds. When comparing the performance time with a leading cue to the time with no cue, the young group improved their performance time significantly better than the elderly did: young: 17% (5), elderly: 5% (8); p<0.001. Similar differences were seen with a more complicated leading cue: young: 12% (5), elderly: 4% (9); p<0.01. The reliability of the test showed moderate to substantial agreement (ICC = 0.74), with a small learning effect between two sessions. The dual-task test was sensitive enough to discriminate between elderly and young people. It revealed that the elderly did not utilize cognitive cues for their anticipatory postural control strategies as well as the young were able to. The test procedure was feasible and comprehensible for the participants, and it may be relevant to standardize a similar test for an alternative dual-task approach in the clinical setting.

A survey of specific individualized instruction strategies in elementary science methods courses in Tennessee teacher education institutions

NASA Astrophysics Data System (ADS)

Hazari, Alan A.

The purpose of the study was to determine the status of individualized science instruction in Tennessee teacher education institutions. Specifically, the study sought to investigate the extent of teaching about and/or use of 31 strategies for individualizing instruction in elementary science teaching methods courses. The individualized instruction frameworks, with strategies for individualizing instruction, were developed by Rowell, et al. in the College of Education at the University of Tennessee, Knoxville. A review of the literature on the preparation of preservice elementary science teachers for individualized instruction in K-8 classrooms revealed very limited research. This investigation sought to identify how the elementary science teacher educators prepared their preservice elementary science teachers to (1) learn about the children they will teach, (2) determine differences among learners, (3) plan for individualized science instruction in the elementary school classroom, and (4) help attend to individual student differences. The researcher prepared and used a 31-item survey to poll elementary science teacher educators in Tennessee. The participants included K-8 educators from 40 state-approved teacher education institutions. The high teacher education institution response rate (72.5%) brought input from institutions of varying sizes, operated privately or publicly across the state of Tennessee. In general, Tennessee elementary science teacher educators reported that they tended to teach about and/or use a fair number of the 31 individualized instruction strategies that involve both learning about K-8 students and their differences. On the other hand, many of these educators provided preservice teachers with quite a bit of the strategies that lead to planning for individualized science instruction and to attending to individual student differences. The two strategies that were the most taught about and/or used in elementary science methods by Tennessee

Developing an Instrument for Teacher Feedback: Using the Rasch Model to Explore Teachers' Development of Effective Teaching Strategies and Behaviors

ERIC Educational Resources Information Center

van der Lans, Rikkert M.; van de Grift, Wim J. C. M.; van Veen, K.

2018-01-01

This study connects descriptions of effective teaching with descriptions of teacher development to advance an initial understanding of how effective teaching may develop. The study's main premise is that descriptions of effective teaching develop cumulatively where more basic teaching strategies and behaviors are required before teachers may…

Organizational Conflict among Teachers and the Principal's Strategies of Dealing with It from the Teachers' Perspective in Schools of Jordan

ERIC Educational Resources Information Center

Jubran, Ali Mohammad

2017-01-01

This research aimed to evaluate the degree of organizational conflict among teachers in Jordanian schools, along with the principal strategies to deal with them effectively. The research population was based on a sample of 123 teachers from Irbid, Jordan for the academic year 2013/2014. A descriptive research approach was adopted with the help of…

Strategies Used to Teach Mathematics to Special Education Students from the Teachers' Perspective

ERIC Educational Resources Information Center

Brown, Desline A.

2016-01-01

The perspectives of special education teachers on the strategies used to teach mathematics to special education students were examined in this dissertation. Three central research questions that guided the study are: (a) What were New York special education teachers' opinions about the methods they use to teach mathematics to special education…

Teacher recommended academic and student engagement strategies for learning disabled students: A qualitative study

NASA Astrophysics Data System (ADS)

Nwachukwu, Bethel C.

There has been a push towards the education of students with Learning Disabilities in inclusive educational settings with their non-disabled peers. Zigmond (2003) stated that it is not the placement of students with disabilities in general education setting alone that would guarantee their successes; instead, the strategies teachers use to ensure that these children are being engaged and learning will enable them become successful. Despite the fact that there are several bodies of research on effective teaching of students with learning disabilities, special education teachers continue to have difficulties concerning the appropriate strategies for promoting student engagement and improving learning for students with learning disabilities placed in inclusive educational settings (Zigmond, 2003). This qualitative study interviewed and collected data from fifteen high performing special education teachers who were employed in a Southern state elementary school district to uncover the strategies they have found useful in their attempts to promote student engagement and attempts to improve student achievement for students with learning disabilities placed in inclusive educational settings. The study uncovered strategies for promoting engagement and improving learning outcomes for students with learning disabilities placed in inclusive classrooms. The findings showed that in order to actually reach the students with learning disabilities, special education teachers must go the extra miles by building rapport with the school communities, possess good classroom management skills, and become student advocates.

Teachers' Assessment of ESL Students in Mainstream Classes: Challenges, Strategies, and Decision-Making

ERIC Educational Resources Information Center

Cheng, Liying; Milnes, Terry

2008-01-01

Given the increasing numbers of ESL students in Canadian classrooms, this study investigated how teachers of mainstream classes assess the written work of ESL students and whether they use different assessment strategies for ESL versus non-ESL students. Interviews were conducted with seven mainstream teachers from a private high school in Ontario.…

The Levels of German Teacher Trainers Working in Turkey Regarding Reigeluth's Organizational Strategies

ERIC Educational Resources Information Center

Batdi, Veli; Elaldi, Senel

2016-01-01

The purpose of this study is to evaluate the views of German teacher trainers working in Turkey about their level regarding Reigeluth's organizational strategies and to analyze their views in terms of gender, geographic region, seniority, and graduated high school variables. While the population of the study consisted of German teacher trainers…

Task Definition: A Motivating Task = Eager Learners!

ERIC Educational Resources Information Center

Jansen, Barbara A.

2005-01-01

Teachers who design meaningful and developmentally appropriate tasks will motivate their students to engage in the content and as students work through the Big6 process, interacting with the content, they learn and practice information and technology skills. A valuable task definition technique is to develop questions that students in each group…

Developing Reflective and Thinking Skills by Means of Semantic Mapping Strategies in Kindergarten Teacher Education.

ERIC Educational Resources Information Center

Lim, Swee Eng; Cheng, Pui Wah Chan; Lam, Mei Seung; Ngan, So Fong

2003-01-01

This study examined some of the affective outcomes for teacher educators and student teachers resulting from the use of semantic webbing/mapping as a strategy for facilitating reflective and critical thinking skills in a kindergarten teacher education program in Hong Kong. Interviews of a random sample of participants and an analysis of their…

Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale-Teacher Form.

PubMed

Reddy, Linda A; Dudek, Christopher M; Fabiano, Gregory A; Peters, Stephanie

2015-12-01

This article presents information about the construct validity and reliability of a new teacher self-report measure of classroom instructional and behavioral practices (the Classroom Strategies Scales-Teacher Form; CSS-T). The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. Information is provided about the construct validity, internal consistency, test-retest reliability, and freedom from item-bias of the scales. Given previous investigations with the CSS Observer Form, it was hypothesized that internal consistency would be adequate and that confirmatory factor analyses (CFA) of CSS-T data from 293 classrooms would offer empirical support for the CSS-T's Total, Composite and subscales, and yield a similar factor structure to that of the CSS Observer Form. Goodness-of-fit indices of χ2/df, Root Mean Square Error of Approximation, Goodness of Fit Index, and Adjusted Goodness of Fit Index suggested satisfactory fit of proposed CFA models whereas the Comparative Fit Index did not. Internal consistency estimates of .93 and .94 were obtained for the Instructional Strategies and Behavioral Strategies Total scales respectively. Adequate test-retest reliability was found for instructional and behavioral total scales (r = .79, r = .84, percent agreement 93% and 93%). The CSS-T evidences freedom from item bias on important teacher demographics (age, educational degree, and years of teaching experience). Implications of results are discussed. (c) 2015 APA, all rights reserved).

Reflective Analysis as a Tool for Task Redesign: The Case of Prospective Elementary Teachers Solving and Posing Fraction Comparison Problems

ERIC Educational Resources Information Center

Thanheiser, Eva; Olanoff, Dana; Hillen, Amy; Feldman, Ziv; Tobias, Jennifer M.; Welder, Rachael M.

2016-01-01

Mathematical task design has been a central focus of the mathematics education research community over the last few years. In this study, six university teacher educators from six different US institutions formed a community of practice to explore key aspects of task design (planning, implementing, reflecting, and modifying) in the context of…

Basic Skills Resource Center: The Effects of Learning Strategies; Training on the Development of Skills in English as a Second Language

DTIC Science & Technology

1985-05-01

Teachers interested in helping students to become more effective learners * should be aware of strategies which can be embedded in curricul1a and...taught *to students with only modest extra effort. Teachers can expand their * instructional role to include a variety of learning strategies which... can be used with specific types of language tasks. Future research should be * directed to refining strategy training approaches, and determining

Instructional Effects of a Performance Support System Designed to Guide Preservice Teachers in Developing Technology Integration Strategies

ERIC Educational Resources Information Center

Kalota, Faisal; Hung, Wei-Chen

2013-01-01

The purpose of this formative evaluation was to investigate the experiences of preservice teachers utilizing performance support system (PSS) technology to develop knowledge related to classroom technology integration. A PSS provides end users just-in-time support to perform various tasks. Because teachers have time constraints, a PSS can be used…

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

ERIC Educational Resources Information Center

Park, Soonhye; Oliver, J. Steve

2009-01-01

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

Imaging Tasks Scheduling for High-Altitude Airship in Emergency Condition Based on Energy-Aware Strategy

PubMed Central

Zhimeng, Li; Chuan, He; Dishan, Qiu; Jin, Liu; Manhao, Ma

2013-01-01

Aiming to the imaging tasks scheduling problem on high-altitude airship in emergency condition, the programming models are constructed by analyzing the main constraints, which take the maximum task benefit and the minimum energy consumption as two optimization objectives. Firstly, the hierarchy architecture is adopted to convert this scheduling problem into three subproblems, that is, the task ranking, value task detecting, and energy conservation optimization. Then, the algorithms are designed for the sub-problems, and the solving results are corresponding to feasible solution, efficient solution, and optimization solution of original problem, respectively. This paper makes detailed introduction to the energy-aware optimization strategy, which can rationally adjust airship's cruising speed based on the distribution of task's deadline, so as to decrease the total energy consumption caused by cruising activities. Finally, the application results and comparison analysis show that the proposed strategy and algorithm are effective and feasible. PMID:23864822

The Relationships among Students' Future-Oriented Goals and Subgoals, Perceived Task Instrumentality, and Task-Oriented Self-Regulation Strategies in an Academic Environment

ERIC Educational Resources Information Center

Tabachnick, Sharon E.; Miller, Raymond B.; Relyea, George E.

2008-01-01

The authors performed path analysis, followed by a bootstrap procedure, to test the predictions of a model explaining the relationships among students' distal future goals (both extrinsic and intrinsic), their adoption of a middle-range subgoal, their perceptions of task instrumentality, and their proximal task-oriented self-regulation strategies.…

Roles of Working Memory Performance and Instructional Strategy in Complex Cognitive Task Performance

ERIC Educational Resources Information Center

Cevik, V.; Altun, A.

2016-01-01

This study aims to investigate how working memory (WM) performances and instructional strategy choices affect learners' complex cognitive task performance in online environments. Three different e-learning environments were designed based on Merrill's (2006a) model of instructional strategies. The lack of experimental research on his framework is…

Authentic Tasks to Foster Oral Production among English as a Foreign Language Learners

ERIC Educational Resources Information Center

Ramírez Ortiz, Sandra Milena; Artunduaga Cuéllar, Marco Tulio

2018-01-01

Attaining oral production is a challenge for most English language teachers because most of the strategies implemented in class do not engage students in speaking activities. Tasks are an optimal alternative to engage learners in communicative exchanges. This article presents the results of a qualitative action research study examining the effects…

Children's Choice Strategies: The Effects of Age and Task Demands

ERIC Educational Resources Information Center

Bereby-Meyer, Yoella; Assor, Avi; Katz, Idit

2004-01-01

Two experiments examined the effect of age and cognitive demands on children's choice strategies. Children aged 8-9 and 12-13 years were asked to choose among either two or four products that differed in several attributes of varying importance to them. Choice tasks were designed to differentiate between the lexicographic and the equal-weighting…

Importance-Performance Analysis (IPA) of Foodservice Operation, Dietary Life Education, and Nutrition Counseling Tasks of Nutrition Teachers and Dietitians in Jeju, Korea.

PubMed

Park, Eun A; Chae, In Sook; Jo, Mi Na

2017-10-22

The purpose of this study was to analyze foodservice operation, dietary life education, and nutrition counseling tasks of nutrition teachers and dietitians in elementary, middle, and high schools in Jeju, Korea, and to provide effective ways to implement dietary life education and nutrition counseling in schools. This study surveyed 94 nutrition teachers and 46 dietitians working at elementary, middle, and high schools in Jeju during 7-14 May 2015. The importance and performance of 16 tasks of nutrition teachers and dietitians were measured using questionnaires. The data was analyzed by using the SPSS software and Importance-Performance Analysis (IPA). Importance was ranked in the order of foodservice operation (4.72), dietary life education (4.37), and nutrition counseling (4.24); and performance was ranked in the order of foodservice operation (4.48), dietary life education (3.70), and nutrition counseling (3.22). The importance-performance matrix showed that in Quadrant 4, the "Concentrate Here" item was "nutrition and dietary life education for students", while in Quadrant 2, the "Possible Overkill" item was "cost control and office management". These findings suggest that it is important to reduce unnecessary administrative and office management tasks in order for nutrition teachers and dietitians to implement effective nutrition education, dietary life education, and nutrition counseling programs.

Songbirds and humans apply different strategies in a sound sequence discrimination task.

PubMed

Seki, Yoshimasa; Suzuki, Kenta; Osawa, Ayumi M; Okanoya, Kazuo

2013-01-01

The abilities of animals and humans to extract rules from sound sequences have previously been compared using observation of spontaneous responses and conditioning techniques. However, the results were inconsistently interpreted across studies possibly due to methodological and/or species differences. Therefore, we examined the strategies for discrimination of sound sequences in Bengalese finches and humans using the same protocol. Birds were trained on a GO/NOGO task to discriminate between two categories of sound stimulus generated based on an "AAB" or "ABB" rule. The sound elements used were taken from a variety of male (M) and female (F) calls, such that the sequences could be represented as MMF and MFF. In test sessions, FFM and FMM sequences, which were never presented in the training sessions but conformed to the rule, were presented as probe stimuli. The results suggested two discriminative strategies were being applied: (1) memorizing sound patterns of either GO or NOGO stimuli and generating the appropriate responses for only those sounds; and (2) using the repeated element as a cue. There was no evidence that the birds successfully extracted the abstract rule (i.e., AAB and ABB); MMF-GO subjects did not produce a GO response for FFM and vice versa. Next we examined whether those strategies were also applicable for human participants on the same task. The results and questionnaires revealed that participants extracted the abstract rule, and most of them employed it to discriminate the sequences. This strategy was never observed in bird subjects, although some participants used strategies similar to the birds when responding to the probe stimuli. Our results showed that the human participants applied the abstract rule in the task even without instruction but Bengalese finches did not, thereby reconfirming that humans have to extract abstract rules from sound sequences that is distinct from non-human animals.

Identifying Proactive Collaboration Strategies for Teacher Readiness for Marginalized Students

ERIC Educational Resources Information Center

Akin, Imani; Neumann, Crystal

2013-01-01

This research discusses the value of collaborating to develop strategies that enhance teacher readiness for the marginalized student and the use of qualitative data that can lead to student academic and social success. Education domains include the learning environment, technology, and building parent and community connections. This research…

Success, Difficulty, and Instructional Strategy to Enact an Argument-Based Inquiry Approach: Experiences of Elementary Teachers

ERIC Educational Resources Information Center

Choi, Aeran; Klein, Vanessa; Hershberger, Susan

2015-01-01

This study aimed to investigate the successes and difficulties that teachers perceived as they enacted an argument-based inquiry approach; and instructional strategies that teachers used within an argument-based inquiry approach. Nineteen elementary teachers from 14 Midwestern elementary schools were enrolled in an intensive 2-week professional…

Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout.

PubMed

Boujut, Emilie; Dean, Annika; Grouselle, Amélie; Cappe, Emilie

2016-09-01

The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions.

Life Management Skills. Teacher's Guide [and Student Workbook]. Parallel Alternative Strategies for Students (PASS).

ERIC Educational Resources Information Center

Goldstein, Jeren; Walford, Sylvia

This teacher's guide and student workbook are part of a series of supplementary curriculum packages presenting alternative methods and activities designed to meet the needs of Florida secondary students with mild disabilities or other special learning needs. The Life Management Skills PASS (Parallel Alternative Strategies for Students) teacher's…

Early Child Care Teachers' Socialization Goals and Preferred Behavioral Strategies: A Cross-Cultural Comparison

ERIC Educational Resources Information Center

Gernhardt, Ariane; Lamm, Bettina; Keller, Heidi; Döge, Paula

2014-01-01

This study investigated early child care teachers' culturally shaped socialization goals and preferred behavioral strategies. The participants were 183 female teachers and trainees, 93 from Osnabrück, Germany, representing an urban Western context, which can be characterized by a primary cultural orientation toward psychological autonomy and a…

Launching Complex Tasks

ERIC Educational Resources Information Center

Jackson, Kara J.; Shahan, Emily C.; Gibbons, Lynsey K.; Cobb, Paul A.

2012-01-01

Mathematics lessons can take a variety of formats. In this article, the authors discuss lessons organized around complex mathematical tasks. These lessons usually unfold in three phases. First, the task is introduced to students. Second, students work on solving the task. Third, the teacher "orchestrates" a concluding whole-class discussion in…

10 Strategies to Help the Traumatized Child in School

ERIC Educational Resources Information Center

Lelli, Colleen

2014-01-01

After children have witnessed domestic violence, the lingering trauma can undermine their ability to learn and succeed in school. With the right classroom strategies, however, teachers can help students relieve stress, reengage in the curriculum, stay focused and organized, attend to tasks, and reestablish relationships.

Initiating Teachers' Action Research: Empowering Teachers' Voices

ERIC Educational Resources Information Center

Bognar, Branko

2013-01-01

The role of a teacher as an action researcher in Croatia is still insufficiently appreciated and promoted in initial teachers' training, school students learning and in the employed teachers' professional post-qualification development. In this country, teachers are most frequently perceived as mediators or technicians whose task is to prepare and…

Under the Big Top: Using the Hartford Circus Fire of 1944 to Teach Literacy Strategies to Connecticut's Content Area Teachers

ERIC Educational Resources Information Center

Morse, M. Lynn

2008-01-01

This article concerns the use of an historical event to teach interdisciplinary design and reading strategies to content area preservice teachers at a Connecticut state university. The course, a requirement for state certification, seeks to give secondary content area teachers strategies to help struggling readers. Teachers from all subject areas…

Effects of Reciprocal Teaching Strategies on Reading Comprehension

ERIC Educational Resources Information Center

Choo, Tan Ooi Leng; Eng, Tan Kok; Ahmad, Norlida

2011-01-01

Reading Comprehension is one of the four components tested by the "MUET" (Malaysian University English Test) for Sixth-Form students in Malaysia, and school teachers are charged with the task of helping these students improve. This article discusses how "reciprocal teaching strategies" could help low-proficiency Sixth-Form…

How do People Solve the “Weather Prediction” Task?: Individual Variability in Strategies for Probabilistic Category Learning

PubMed Central

Gluck, Mark A.; Shohamy, Daphna; Myers, Catherine

2002-01-01

Probabilistic category learning is often assumed to be an incrementally learned cognitive skill, dependent on nondeclarative memory systems. One paradigm in particular, the weather prediction task, has been used in over half a dozen neuropsychological and neuroimaging studies to date. Because of the growing interest in using this task and others like it as behavioral tools for studying the cognitive neuroscience of cognitive skill learning, it becomes especially important to understand how subjects solve this kind of task and whether all subjects learn it in the same way. We present here new experimental and theoretical analyses of the weather prediction task that indicate that there are at least three different strategies that describe how subjects learn this task. (1) An optimal multi-cue strategy, in which they respond to each pattern on the basis of associations of all four cues with each outcome; (2) a one-cue strategy, in which they respond on the basis of presence or absence of a single cue, disregarding all other cues; or (3) a singleton strategy, in which they learn only about the four patterns that have only one cue present and all others absent. This variability in how subjects approach this task may have important implications for interpreting how different brain regions are involved in probabilistic category learning. PMID:12464701

Functional localization of a "Time Keeper" function separate from attentional resources and task strategy.

PubMed

Tracy, J I; Faro, S H; Mohamed, F B; Pinsk, M; Pinus, A

2000-03-01

The functional neuroanatomy of time estimation has not been well-documented. This research investigated the fMRI measured brain response to an explicit, prospective time interval production (TIP) task. The study tested for the presence of brain activity reflecting a primary time keeper function, distinct from the brain systems involved either in conscious strategies to monitor time or attentional resource and other cognitive processes to accomplish the task. In the TIP task participants were given a time interval and asked to indicate when it elapsed. Two control tasks (counting forwards, backwards) were administered, in addition to a dual task format of the TIP task. Whole brain images were collected at 1.5 Tesla. Analyses (n = 6) yielded a statistical parametric map (SPM ¿z¿) reflecting time keeping and not strategy (counting, number manipulation) or attention resource utilization. Additional SPM ¿z¿s involving activation associated with the accuracy and magnitude the of time estimation response are presented. Results revealed lateral cerebellar and inferior temporal lobe activation were associated with primary time keeping. Behavioral data provided evidence that the procedures for the explicit time judgements did not occur automatically and utilized controlled processes. Activation sites associated with accuracy, magnitude, and the dual task provided indications of the other structures involved in time estimation that implemented task components related to controlled processing. The data are consistent with prior proposals that the cerebellum is a repository of codes for time processing, but also implicate temporal lobe structures for this type of time estimation task. Copyright 2000 Academic Press.

Opinions of Teachers on Using Internet Searching Strategies: An Elementary School Case in Turkey

ERIC Educational Resources Information Center

Kabakci, Isil; Firat, Mehmet; Izmirli, Serkan; Kuzu, Elif Bugra

2010-01-01

The purpose of the current study is to determine opinions of teachers on using internet searching strategies in an elementary school. The study conducted through qualitative method was designed on survey research model. Participants were consisted of 21 teachers at an elementary school in Eskisehir in Turkey. Questionnaires consisting of…

Co-Constructing Bilingual Learning: An Equal Exchange of Strategies between Complementary and Mainstream Teachers

ERIC Educational Resources Information Center

Kenner, Charmian; Ruby, Mahera

2012-01-01

Teachers in complementary schools are often assumed to be using outmoded teaching strategies and an authoritarian approach to discipline. However, it is rare for mainstream teachers to have visited these community-run after-school or weekend classes, which remain on the margins of educational provision. This paper argues that complementary…

Geography Teachers and Climate Change: Emotions about Consequences, Coping Strategies, and Views on Mitigation

ERIC Educational Resources Information Center

Hermans, Mikaela

2016-01-01

It has been indicated that teachers' emotions about climate change and their views on mitigation influence their instruction and students' engagement in mitigation actions. The aim of the study is to explore Finnish secondary geography teachers' emotions about the consequences of climate change, their strategies for coping with these emotions, and…

The Effects of Mediated Learning Strategies on Teacher Practice and on Students at Risk of Academic Failure

ERIC Educational Resources Information Center

Mann, Deborah; Hinds, Janet L.

2007-01-01

The purpose of this case study was to determine the effects of Reuven Feuerstein's ten Mediated Learning Strategies on both teacher practice and on students that were at risk of academic failure. Changes in both teacher practice and student learning were analyzed to determine changes during the use of the ten Mediated Learning Strategies: Meaning,…

Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion Regulation Strategies

PubMed Central

Yin, Hongbiao; Huang, Shenghua; Wang, Wenlan

2016-01-01

Based on an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal resources, this study examined the relationships between two characteristics of teachers’ work environment (i.e., emotional job demands and trust in colleagues) and two indicators of teachers’ well-being (i.e., teaching satisfaction and emotional exhaustion). In particular, the study focused on how emotion regulation strategies (i.e., reappraisal and suppression) mediate these relationships. Data collected from a questionnaire survey of 1115 primary school teachers in Hong Kong was analyzed to test the hypothesized relationships. The results of structural equation modeling indicated that: (1) the emotional job demands of teaching were detrimental to teacher well-being, whereas trust in colleagues was beneficial; (2) both emotion regulation strategies mediated the relationships between both emotional job demands and trust in colleagues and teacher well-being; and (3) teachers who tend to use more reappraisal may be psychologically healthier than those tend to adopt more suppression. These findings support the applicability of the JD-R model to school settings and highlight the role of teachers’ emotion regulation in teachers’ well-being. Implications for the improvement of school environments and teachers’ well-being are identified. PMID:27649216

Age-related processing strategies and go–nogo effects in task-switching: an ERP study

PubMed Central

Gaál, Zsófia A.; Czigler, István

2015-01-01

We studied cognitive and age-related changes in three task-switching (TS) paradigms: (1) informatively cued TS with go stimuli, (2) informatively cued TS with go and nogo stimuli, (3) non-informatively cued TS with go and nogo stimuli. This design allowed a direct comparison, how informative and non-informative cues influenced preparatory processes, and how nogo stimuli changed the context of the paradigm and cognitive processing in different aging groups. Beside the behavioral measures [reaction time (RT), error rate], event-related potentials (ERPs) were registered to the cue and target stimuli in young (N = 39, mean age = 21.6 ± 1.6 years) and older (N = 40, mean age = 65.7 ± 3.2 years) adults. The results provide evidence for declining performance in the older group: they had slower RT, less hits, more erroneous responses, higher mixing costs and decreased amplitude of ERP components than the participants of the younger group. In the task without the nogo stimuli young adults kept the previous task-set active that could be seen in shorter RT and larger amplitude of cue-locked late positivity (P3b) in task repeat (TR) trials compared to task switch trials. If both go and nogo stimuli were presented, similar RTs and P3b amplitudes appeared in the TR and TS trials. In the complex task situations older adults did not evolve an appropriate task representation and task preparation, as indicated by the lack of cue-locked P3b, CNV, and target-locked P3b. We conclude that young participants developed explicit representation of task structures, but the presence of nogo stimuli had marked effects on such representation. On the other hand, older people used only implicit control strategy to solve the task, hence the basic difference between the age groups was their strategy of task execution. PMID:26029072

Teachers' Views over the Workout Strategies for Helping Students Motivate Themselves in the Classroom

ERIC Educational Resources Information Center

Kayalar, Fethi

2016-01-01

The purpose of the study is to compare and evaluate the teachers' views upon the workout strategies for helping students motivate themselves in the classroom in terms of such qualities as autonomy, competence, relatedness and relevance. We interviewed with fifteen teachers in primary schools in city of Erzincan, Turkey and compared their views…

An evaluation of the relative efficacy of and children's preferences for teaching strategies that differ in amount of teacher directedness.

PubMed

Heal, Nicole A; Hanley, Gregory P; Layer, Stacy A

2009-01-01

The manner in which teachers mediate children's learning varies across early childhood classrooms. In this study, we used a multielement design to evaluate the efficacy of three commonly implemented strategies that varied in teacher directedness for teaching color- and object-name relations. Strategy 1 consisted of brief exposure to the target relations followed by an exclusively child-led play period in which correct responses were praised. Strategy 2 was similar except that teachers prompted the children to vocalize relations and corrected errors via model prompts. Strategy 3 incorporated the same procedures as Strategy 2 except that a brief period of teacher-initiated trials was arranged; these trials involved the use of prompt delay between questions and prompts, and correct responses resulted in tokens and back-up activity reinforcers. Children's preferences for the different teaching strategies were also directly assessed. Strategy 3 was most effective in promoting the acquisition and generalization of the color- and object-name relations and was also most preferred by the majority of children, Strategy 1 was the least effective, and Strategy 2 was typically the least preferred. Implications for the design of early educational environments based on evidence-based values are discussed.

The California Teaching Performance Assessment Task for Assessing Student Learning: What Do Teacher Education Candidates Really Learn?

ERIC Educational Resources Information Center

Verdi, Michael P.; Riggs, Matt L.; Riggs, Iris M.

2012-01-01

A group of 87 teacher certification candidates in a program at a large university in Southern California took the California Teaching Performance Assessment task for assessing learners in 2004-2005. These candidates' tests were analyzed with qualitative research methods and their scores calculated with quantitative methods. Subsequently, three…

Science Teacher Leaders: Exploring Practices and Potential

NASA Astrophysics Data System (ADS)

Stinson, John Kevin

It has become standard practice for teachers to step into the role of "teacher leaders" and perform a variety of curriculum, instruction and assessment tasks for schools and school districts. The literature regarding these Ohio K-12 teacher leaders, who may perform these tasks in addition to or in lieu of regular teaching assignments, rarely includes a disciplinary focus. In this exploratory, descriptive study the results of a web-based survey containing both closed and open-ended items were used in an inquiry into teacher leaders working with the discipline of science. Data from Ohio teachers responding to the survey were used first to create a standard profile for science teacher leaders. Descriptive statistics and correlations were then performed on quantitative survey data to explore science teacher leader tasks and factors that influence task performance. Analysis of data included descriptions of sense of purpose for their role held by these science teacher leaders. Results indicate that science teacher leaders appear to embrace their role as advocates for science and have great potential for implementing science education reform as well as other science-related school initiatives. Aligning performance, administrative oversight, impact on student achievement and teacher training concerning tasks science teacher leaders are expected to perform would enhance this potential. However, science teacher leaders face challenges to realizing that potential due to ambiguity of their leadership role, the breadth of tasks they tend to perform and lack of alignment between task and outcomes.

The Effect of Question Format and Task Difficulty on Reasoning Strategies and Diagnostic Performance in Internal Medicine Residents

ERIC Educational Resources Information Center

Heemskerk, Laura; Norman, Geoff; Chou, Sophia; Mintz, Marcy; Mandin, Henry; McLaughlin, Kevin

2008-01-01

Background: Previous studies have suggested an association between reasoning strategies and diagnostic success, but the influence on this relationship of variables such as question format and task difficulty, has not been studied. Our objective was to study the association between question format, task difficulty, reasoning strategies and…

Importance–Performance Analysis (IPA) of Foodservice Operation, Dietary Life Education, and Nutrition Counseling Tasks of Nutrition Teachers and Dietitians in Jeju, Korea

PubMed Central

Park, Eun A; Chae, In Sook; Jo, Mi Na

2017-01-01

The purpose of this study was to analyze foodservice operation, dietary life education, and nutrition counseling tasks of nutrition teachers and dietitians in elementary, middle, and high schools in Jeju, Korea, and to provide effective ways to implement dietary life education and nutrition counseling in schools. This study surveyed 94 nutrition teachers and 46 dietitians working at elementary, middle, and high schools in Jeju during 7–14 May 2015. The importance and performance of 16 tasks of nutrition teachers and dietitians were measured using questionnaires. The data was analyzed by using the SPSS software and Importance–Performance Analysis (IPA). Importance was ranked in the order of foodservice operation (4.72), dietary life education (4.37), and nutrition counseling (4.24); and performance was ranked in the order of foodservice operation (4.48), dietary life education (3.70), and nutrition counseling (3.22). The importance–performance matrix showed that in Quadrant 4, the “Concentrate Here” item was “nutrition and dietary life education for students”, while in Quadrant 2, the “Possible Overkill” item was “cost control and office management”. These findings suggest that it is important to reduce unnecessary administrative and office management tasks in order for nutrition teachers and dietitians to implement effective nutrition education, dietary life education, and nutrition counseling programs. PMID:29065495

The Likelihood of Use of Social Power Strategies by School Psychologists when Consulting with Teachers

ERIC Educational Resources Information Center

Wilson, Kristen E.; Erchul, William P.; Raven, Bertram H.

2008-01-01

The Interpersonal Power Inventory (IPI) has been applied previously to investigate school psychologists engaged in problem-solving consultation with teachers concerning students having various learning and adjustment problems. Relevant prior findings include (a) consultants and teachers both perceive soft power strategies as more effective than…

The Role of Pre-Service Teachers' Perceived Instrumentality, Goal Commitment, and Motivation in Their Self-Regulation Strategies for Learning in Teacher Education Courses

ERIC Educational Resources Information Center

Lee, Jumi; Turner, Jeannine

2017-01-01

This study investigated the influence of pre-service teachers' (n = 142) perceived endogenous/exogenous instrumentality, goal commitment, and intrinsic/extrinsic motivation on their use of self-regulation strategies (effort regulation, management of time and study environment) for their teacher-education courses. Data were drawn from a customised…

Is There Room in Math Reform for Preservice Teachers to Use Reading Strategies? National Implications

ERIC Educational Resources Information Center

Franz, Dana Pomykal; Hopper, Peggy F.

2007-01-01

Background: Research is proposed for preservice secondary mathematics teachers to develop and use reading strategies in math classrooms. Purpose: to determine if increased instruction on using specific reading strategies in secondary mathematics classrooms significantly impacts a) the type of reading-specific instructional strategies used, b)…

Self-Reported and Actual Use of Proactive and Reactive Classroom Management Strategies and Their Relationship with Teacher Stress and Student Behaviour

ERIC Educational Resources Information Center

Clunies-Ross, Penny; Little, Emma; Kienhuis, Mandy

2008-01-01

This study investigated the relationship between primary school teachers' self-reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers…

Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms

PubMed Central

Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John

2017-01-01

Research Findings The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy Many early childhood teachers do not receive sufficient training for handling children’s challenging behaviors. Child behavior problems increase a teacher’s workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children’s school readiness skills and teachers’ health. PMID:28596698

Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning

NASA Astrophysics Data System (ADS)

Walan, Susanne; Nilsson, Pernilla; Ewen, Birgitta Mc

2017-10-01

Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

The Relative Efficiency of Two Strategies for Conducting Cognitive Task Analysis

ERIC Educational Resources Information Center

Flynn, Catherine L.

2012-01-01

Cognitive task analysis (CTA) has evolved over the past half century to capture the mental decisions and analysis that experts have learned to implement when solving complex problems. Since expertise is largely automated and nonconscious, a variety of observation and interview strategies have been developed to identify the most critical cognitive…

Quality Requirements for Teacher Educators

ERIC Educational Resources Information Center

Koster, B.; Brekelmans, M.; Korthagen, F.; Wubbels, T.

2005-01-01

This study deals with the quality requirements that are needed for teacher educators. The tasks teacher educators have to do and the competencies they should possess (a professional profile), according to their fellow teacher educators, were identified. On the basis of a literature search on tasks and competencies of teacher educators, we made a…

Differential Effects of General Metacognition and Task-Specific Beliefs on Strategy Use and Recall.

ERIC Educational Resources Information Center

Weed, Keri; And Others

A self-paced free recall task was employed to assess the effects of motivational and metacognitive influences on active processing and recall. A total of 81 fourth-graders were randomly assigned to one of four instructional conditions: strategy instructions plus process monitoring instructions; strategy instructions only; process monitoring…

Learning from Differences: A Strategy for Teacher Development in Respect to Student Diversity

ERIC Educational Resources Information Center

Messiou, Kyriaki; Ainscow, Mel; Echeita, Gerardo; Goldrick, Sue; Hope, Max; Paes, Isabel; Sandoval, Marta; Simon, Cecilia; Vitorino, Teresa

2016-01-01

Drawing on evidence gathered as a result of collaborative action research carried out in 8 secondary schools in 3 European countries, this paper proposes an innovative strategy for helping teachers respond positively to learner diversity. The strategy merges the idea of lesson study with an emphasis on listening to the views of students. The…

Translation Strategies of EFL Student Teachers: A Think Aloud Protocol-Based Case Study

ERIC Educational Resources Information Center

Aly, Mahsoub Abdul-Sadeq

2004-01-01

The main concern of the present study is to investigate the strategies followed by the EFL students in the translation process. This problem has been dealt with through answering the following two questions: 1- What are the strategies followed by the EFL student teachers in the translation process?; 2 - What are the educational implications for…

The Influence of Task Involvement on the Use of Learning Strategies.

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt

The relationship between goal orientation and the use of learning strategies and their effects on learning outcomes were investigated. The three goal orientations considered were: (1) task orientation, which involves learning for its own sake; (2) ego orientation, which involves a desire to perform better than others; and (3) work avoidance, which…

Saudi Science Teachers' Views and Teaching Strategies of Socioscientific Issues

NASA Astrophysics Data System (ADS)

Alamri, Aziz S.

Scientific developments such as cloning and nuclear energy have generated many controversial issues pertain to many political, social, environmental, ethical and cultural values in different societies around the globe. These controversies delimited and encircled the potential of including and teaching some important aspects of science in schools and therefore caused less consideration to the influence of these issues on enhancing the scientific literacy of people in general. The purpose of this study was to investigate how Saudi science teachers in the city of Tabuk in Saudi Arabia view and teach SSI in Saudi Arabia. This study employed semi-structured interviews with Saudi science teachers. Methodologically, this study used a constructivist grounded theory as a method for analysis to generate in-depth descriptive data about Saudi science teachers' views and teaching strategies of socio-scientific issues. Some direct and indirect benefits pertain to teaching science, understanding the relationship between science, religion, and society and some other topics are discussed in this study.

The Perceptions of Teachers Regarding Their Knowledge, Beliefs, and Practices of Brain-Based Learning Strategies

ERIC Educational Resources Information Center

Ridley, Janice Rebecca Becky

2012-01-01

The purpose of this dissertation was to assess K-12 teachers' perceptions of knowledge, beliefs, and practices toward brain-based learning strategies, how their knowledge relates to their beliefs and practices, and how their beliefs relate to their classroom practices. This research also investigated relationships between teachers' gender, years…

Canadian and Australian Pre-Service Teachers' Use, Confidence and Success in Various Behaviour Management Strategies

ERIC Educational Resources Information Center

Reupert, Andrea; Woodcock, Stuart

2011-01-01

The purpose of this study was twofold; first, to identify Australian and Canadian pre-service teachers' use, confidence and success in various behaviour management strategies, and second, to identify significant differences between the two cohorts. Pooled data indicated that pre-service teachers most frequently employ low level corrective…

Investigating Pre-Service Chemistry Teachers' Problem Solving Strategies: Towards Developing a Framework in Teaching Stoichiometry

ERIC Educational Resources Information Center

Espinosa, Allen A.; Nueva España, Rebecca C.; Marasigan, Arlyne C.

2016-01-01

The present study investigated pre-service chemistry teachers' problem solving strategies and alternative conceptions in solving stoichiometric problems and later on formulate a teaching framework based from the result of the study. The pre-service chemistry teachers were given four stoichiometric problems with increasing complexity and they need…

Early Childhood Preservice Teachers' Use of Verbal and Non-Verbal Guidance Strategies across Classroom Contexts

ERIC Educational Resources Information Center

Caudle, Lori A.; Jung, Min-Jung; Fouts, Hillary N.; Wallace, Heather S.

2014-01-01

Observations of preservice teachers often lack information about specific strategies they use when guiding children's behavior. This study investigated how preservice teachers used verbal and non-verbal behavior modification techniques within structured and transition classroom contexts. Using an on-the-mark 20- second observe and 10-second record…

A Quantitative Study of the Effectiveness of Teacher Recruitment Strategies in a Rural Midwestern State

ERIC Educational Resources Information Center

Kane, Rose Etta

2010-01-01

A problem in American education is that rural schools have difficulty recruiting licensed teachers. Teacher shortages in mathematics, science, foreign language, and special education are more acute in rural areas. The purpose of this quantitative descriptive survey study was to examine specific recruiting strategies and newly hired licensed…

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.

An Analysis of How and Why High School Geometry Teachers Implement Dynamic Geometry Software Tasks for Student Engagement

ERIC Educational Resources Information Center

Nirode, Wayne

2012-01-01

This study examined teachers' use of student tasks involving dynamic geometry software, in which a figure is constructed then altered while maintaining its constructed properties. Although researchers, professional organizations, and policy makers generally have been proponents of dynamic geometry for instruction, there is little research about…

The coordination of problem solving strategies: when low competence sources exert more influence on task processing than high competence sources.

PubMed

Quiamzade, Alain; Mugny, Gabriel; Darnon, Céline

2009-03-01

Previous research has shown that low competence sources, compared to highly competent sources, can exert influence in aptitudes tasks in as much as they induce people to focus on the task and to solve it more deeply. Two experiments aimed at testing the coordination between self and source's problem solving strategies as a main explanation of such a difference in influence. The influence of a low versus high competence source has been examined in an anagram task that allows for distinguishing between three response strategies, including one that corresponds to the coordination between the source's strategy and participants' own strategy. In Study 1 the strategy suggested by the source was either relevant and useful or irrelevant and useless for solving the task. Results indicated that participants used the coordination strategy in a larger extend when they had been confronted to a low competence rather than a highly competent source but only when the source displayed a strategy that was useful to solve the task. In Study 2 the source's strategy was always relevant and useful, but a decentring procedure was introduced for half of the participants. This procedure induced participants to consider other points of view than their own. Results replicated the difference observed in Study 1 when no decentring was introduced. The difference however disappeared when decentring was induced, because of an increase of the high competence source's influence. These results highlight coordination of strategies as one mechanism underlying influence from low competence sources.

Teachers' Aides: Tasks and Concerns

ERIC Educational Resources Information Center

Balderson, James H.; Nixon, Mary

1976-01-01

Addresses three questions: (1) What tasks do aides perform? (2) Does training make a difference in the type of tasks aides perform? (3) What are the concerns of aides? (Available from the Department of Educational Administration, The University of Alberta, Edmonton, Alberta, Canada T6G 2G5; $0.50, single copy.) (Author/IRT)

Strategies for Career-Long Teacher Education. Teacher Education Yearbook VI.

ERIC Educational Resources Information Center

McIntyre, D. John, Ed.; Byrd, David M., Ed.

This collection of papers examines the current standard practice of confining teacher preparation to 4 years of coursework, discussing the growing interest in career-spanning teacher education. Section 1, "Teacher Cognition, Constructivist Teacher Education, and the Ethical and Social Implications of Schooling: Overview and Framework"…

The Examination of the Relation between Teacher Candidates' Problem Solving Appraisal and Utilization of Motivated Strategies for Learning

ERIC Educational Resources Information Center

Turgut, Ozden; Ocak, Gurbuz

2017-01-01

This study examines the relation between teacher candidates' problem solving appraisal and utilization of motivated strategies for learning. The study has been carried out with 416 teacher candidates. A correlation has been used between problem solving appraisal and utilization of motivated strategies for learning. Besides, regression analysis has…

Students' Strategies in Response to Teachers' Second Language Explanations of Lexical Items

ERIC Educational Resources Information Center

Macaro, Ernesto

2017-01-01

This study of vocabulary comprehension strategies (VCS) is framed by the debate on L2-only instruction in the second or foreign language (L2) classroom where the teacher shares the first language (L1) of the students. Research has shown that some teachers switch to the L1 to explain lexical items while others try to explain them through L2…

The Effect of Metacognitive Strategies on Prospective Teachers' Metacognitive Awareness and Self Efficacy Belief

ERIC Educational Resources Information Center

Yildiz, Hatice; Akdag, Mustafa

2017-01-01

The purpose of the research study was to investigate the effects of the metacognitive strategies used in the course Science and Technology Instruction-II on prospective teachers' metacognitive awareness, science teaching self efficacy belief and teacher self efficacy belief. The research group was composed of 87 third grade students from the…

Do Teacher Attitudes Impact Literacy Strategy Implementation in Content Area Classrooms?

ERIC Educational Resources Information Center

McCoss-Yergian, Tanya; Krepps, Loddie

2010-01-01

The purpose of this study was to identify beliefs about content area literacy commonly held by teachers and to evaluate whether or not these collective professional convictions and suppositions affect disciplinary instructors' implementation of content area reading strategies in their classrooms. A mixed methodology was applied to gather both…

Effective Strategies for Developing Academic English: Professional Development and Teacher Practices

ERIC Educational Resources Information Center

Bowers, Erica; Fitts, Shanan; Quirk, Mathew; Jung, Woo

2010-01-01

The development of academic English and advanced literacy is crucial for student success, especially for English language learners. In this study, researchers used a survey to investigate which instructional strategies 108 fourth- and fifth-grade teachers learned in professional development and found to be effective for providing English learners…

Why is quality estimation judgment fast? Comparison of gaze control strategies in quality and difference estimation tasks

NASA Astrophysics Data System (ADS)

Radun, Jenni; Leisti, Tuomas; Virtanen, Toni; Nyman, Göte; Häkkinen, Jukka

2014-11-01

To understand the viewing strategies employed in a quality estimation task, we compared two visual tasks-quality estimation and difference estimation. The estimation was done for a pair of natural images having small global changes in quality. Two groups of observers estimated the same set of images, but with different instructions. One group estimated the difference in quality and the other the difference between image pairs. The results demonstrated the use of different visual strategies in the tasks. The quality estimation was found to include more visual planning during the first fixation than the difference estimation, but afterward needed only a few long fixations on the semantically important areas of the image. The difference estimation used many short fixations. Salient image areas were mainly attended to when these areas were also semantically important. The results support the hypothesis that these tasks' general characteristics (evaluation time, number of fixations, area fixated on) show differences in processing, but also suggest that examining only single fixations when comparing tasks is too narrow a view. When planning a subjective experiment, one must remember that a small change in the instructions might lead to a noticeable change in viewing strategy.

The Mathematical Preparation of Prospective Elementary Teachers: Reflections from Solving an "Interesting Problem"

ERIC Educational Resources Information Center

Ellis, Mark W.; Contreras, Jose; Martinez-Cruz, Armando M.

2009-01-01

Problem solving tasks offer valuable opportunities to strengthen prospective elementary teachers' knowledge of and disposition toward mathematics, providing them with new experiences doing mathematics. Mathematics educators can influence future instruction by modeling effective pedagogical strategies that engage students in making sense of…

Task-Based Instruction for Autonomy: Connections with Contexts of Practice, Conceptions of Teaching, and Professional Development Strategies

ERIC Educational Resources Information Center

Vieira, Flávia

2017-01-01

Proposals for innovating language education at school are always affected by cultures of teaching and teacher education. This article takes an inquisitive look at task-based language teaching (TBLT) as a learner-centred approach, arguing in favour of a realistic understanding of possibilities for educational change. This entails confronting…

What every teacher needs to know about clinical reasoning.

PubMed

Eva, Kevin W

2005-01-01

One of the core tasks assigned to clinical teachers is to enable students to sort through a cluster of features presented by a patient and accurately assign a diagnostic label, with the development of an appropriate treatment strategy being the end goal. Over the last 30 years there has been considerable debate within the health sciences education literature regarding the model that best describes how expert clinicians generate diagnostic decisions. The purpose of this essay is to provide a review of the research literature on clinical reasoning for frontline clinical teachers. The strengths and weaknesses of different approaches to clinical reasoning will be examined using one of the core divides between various models (that of analytic (i.e. conscious/controlled) versus non-analytic (i.e. unconscious/automatic) reasoning strategies) as an orienting framework. Recent work suggests that clinical teachers should stress the importance of both forms of reasoning, thereby enabling students to marshal reasoning processes in a flexible and context-specific manner. Specific implications are drawn from this overview for clinical teachers.

The effect of question format and task difficulty on reasoning strategies and diagnostic performance in Internal Medicine residents.

PubMed

Heemskerk, Laura; Norman, Geoff; Chou, Sophia; Mintz, Marcy; Mandin, Henry; McLaughlin, Kevin

2008-11-01

Previous studies have suggested an association between reasoning strategies and diagnostic success, but the influence on this relationship of variables such as question format and task difficulty, has not been studied. Our objective was to study the association between question format, task difficulty, reasoning strategies and diagnostic success. Study participants were 13 Internal Medicine residents at the University of Calgary. Each was given eight problem-solving questions in four clinical presentations and were randomized to groups that differed only in the question format, such that a question presented as short answer (SA) to the first group was presented as extended matching (EM) to the second group. There were equal numbers of SA/EM questions and straightforward/difficult tasks. Participants performed think-aloud during diagnostic reasoning. Data were analyzed using multiple logistic regression. Question format was associated with reasoning strategies; hypothetico-deductive reasoning being used more frequently on EM questions and scheme-inductive reasoning on SA questions. For SA question, non-analytic reasoning alone was used more frequently to answer straightforward cases than difficult cases, whereas for EM questions no such association was observed. EM format and straightforward task increased the odds of diagnostic success, whereas hypothetico-deductive reasoning was associated with reduced odds of success. Question format and task difficulty both influence diagnostic reasoning strategies and studies that examine the effect of reasoning strategies on diagnostic success should control for these effects. Further studies are needed to investigate the effect of reasoning strategies on performance of different groups of learners.

Student Teachers' Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout

ERIC Educational Resources Information Center

Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

2018-01-01

The study aims to gain a better understanding of the interrelation and the development of student teachers' proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether,…

Videos for Teachers: Successful Teaching Strategies in Elementary and Middle School Classrooms. [CD-ROM].

ERIC Educational Resources Information Center

Teachers Network, New York, NY.

This CD-ROM provides information on successful teaching strategies for elementary and middle school teachers. One section offers links to curriculum and lesson planning strategies in the areas of English as a Second Language, library, arts, classroom management, English/language arts, foreign languages, global education, health/physical education,…

Independent vs. Integrated Writing Tasks: A Comparison of Task Representation

ERIC Educational Resources Information Center

Plakans, Lia

2010-01-01

As the field of second language writing embraces the authenticity and meaningfulness of connecting writing with other skills, language teachers and testers require greater understanding of how writers respond to as well as compose for integrated tasks. Research on integrated tasks is critical in highlighting how integration impacts students and…

Personal and Environmental Influences on Students' Beliefs about Effective Study Strategies.

ERIC Educational Resources Information Center

Nolen, Susan Bobbitt; Haladyna, Thomas M.

1990-01-01

A model of personal and environmental influences on students' valuing of two deep-processing strategies for studying expository texts is described. Questionnaire data from 281 high school science students indicated that students' task orientation and perceptions about teacher expectations were central to students' attitudes. (TJH)

Effect of Goal Setting on the Strategies Used to Solve a Block Design Task

ERIC Educational Resources Information Center

Rozencwajg, Paulette; Fenouillet, Fabien

2012-01-01

In this experiment we studied the effect of goal setting on the strategies used to perform a block design task called SAMUEL. SAMUEL can measure many indicators, which are then combined to determine the strategies used by participants when solving SAMUEL problems. Two experimental groups were created: one group was given an explicit, difficult…

The Multiple Roles of the Task Design Mediator in Telecollaboration

ERIC Educational Resources Information Center

Fuchs, Carolin; Snyder, Bill; Tung, Bruce; Jung Han, Yu

2017-01-01

This case study explores how a Chinese-American novice teacher acted as mediator in a telecollaboration with student teacher (ST) peers in the USA who designed tasks for his English as a foreign language (EFL) learners in China. The novice teacher was instrumental in mediating the student teachers' task design process by providing feedback…

Behavior Management Strategies for Teachers. A Student Workbook. 2nd Edition.

ERIC Educational Resources Information Center

Harlan, Joan C.; Rowland, Sidney T.

This student workbook is designed to accompany the textbook, "Behavior Management Strategies for Teachers," helping to reinforce understanding of the basic principles described in the companion textbook. It presents a summary of the key concepts in each of the workbook's 15 chapters. Questions in this student workbook are based on each…

Dynamics of study strategies and teacher regulation in virtual patient learning activities: a cross sectional survey.

PubMed

Edelbring, Samuel; Wahlström, Rolf

2016-04-23

Students' self-regulated learning becomes essential with increased use of exploratory web-based activities such as virtual patients (VPs). The purpose was to investigate the interplay between students' self-regulated learning strategies and perceived benefit in VP learning activities. A cross-sectional study (n = 150) comparing students' study strategies and perceived benefit of a virtual patient learning activity in a clinical clerkship preparatory course. Teacher regulation varied among three settings and was classified from shared to strong. These settings were compared regarding their respective relations between regulation strategies and perceived benefit of the virtual patient activity. Self-regulation learning strategy was generally associated with perceived benefit of the VP activities (rho 0.27, p < 0.001), but was not true in all settings. The association was higher in the two strongly regulated settings. The external regulation strategy did generally associate weakly with perceived benefit (rho 0.17, p < 0.05) with large variations between settings. The flexible student-autonomous appeal of virtual patients should not lead to the dismissal of guidance and related course activities. External teacher and peer regulation seem to be productive for increasing learners' perceived benefit. Awareness of the interplay among teacher regulation (external) and various study strategies can increase the value of flexible web-based learning resources to students.

Pre-Service Middle School Mathematics Teachers' Understanding of Students' Knowledge: Location of Decimal Numbers on a Number Line

ERIC Educational Resources Information Center

Girit, Dilek; Akyuz, Didem

2016-01-01

Studies reveal that students as well as teachers have difficulties in understanding and learning of decimals. The purpose of this study is to investigate students' as well as pre-service teachers' solution strategies when solving a question that involves an estimation task for the value of a decimal number on the number line. We also examined the…

A Tool that Can be Effective in the Self-Regulated Learning of Pre-Service Teachers: The Mind Map

ERIC Educational Resources Information Center

Tanriseven, Isil

2014-01-01

The aim of this study is to analyse the effect of task planning with mind maps on the self-regulation strategies and motivational beliefs of pre-service teachers. A quasi-experimental design, with a pre-test and post-test control group, was applied in the research. The research group comprised of 60 pre-service teachers taking "Teaching…

Induction Strategies that Work: Keeping Agricultural, Health and Biotechnology Career Development Beginning Teachers in the Classroom.

ERIC Educational Resources Information Center

Kirby, Barbara M.; LeBude, Anthony V.

1998-01-01

A survey of 27 agriculture, 13 biotechnology, and 44 health occupations teachers found that fewer than half experienced adequate materials, facilities, and continuing education reimbursement during induction. Better retention strategies matching teachers' stages of concern were needed during the first five years of teaching. (SK)

An Evaluation of Local Teacher Support Strategies for the Implementation of Inquiry-Based Science Education in French Primary Schools

ERIC Educational Resources Information Center

Delclaux, Monique; Saltiel, Edith

2013-01-01

This article presents the results of an evaluation of local teacher support strategies for implementing inquiry-based science education (IBSE) in French primary schools. The research objective was to determine which aspects of the French model of IBSE are implemented in class, and the efficiency of each teacher support strategy. Data were…

Improving Teacher Talk through a Task-Based Approach

ERIC Educational Resources Information Center

Moser, Jason; Harris, Justin; Carle, John

2012-01-01

This article reports on a teacher-talk training course for Japanese primary school teachers, who are preparing to teach "communicative English" for the first time. The article argues that teacher-talk training is important for communicative classes with young students because most of the input and interaction is by default teacher…

The role of teacher behavior management in the development of disruptive behaviors: an intervention study with the good behavior game.

PubMed

Leflot, Geertje; van Lier, Pol A C; Onghena, Patrick; Colpin, Hilde

2010-08-01

The role of teacher behavior management for children's disruptive behavior development (hyperactive and oppositional behavior) was investigated using a universal classroom preventive intervention study. Five-hundred seventy children were followed from second to third grade of elementary school. Observations of teacher behavior management and children's on-task and off-task classroom behavior and peer reports of hyperactive and oppositional behavior were available. Results showed that the reduced use of negative remarks of intervention teachers predicted children's increase in on-task behavior and decrease in talking-out behavior. These improved children's classroom behaviors in turn mediated the impact of the intervention on the development of hyperactive and oppositional behavior over the studied period. These results were similar for girls and boys. The results underscore the role of teachers' classroom management strategies in improving children's classroom behavior, which, in turn is an important component in the reduction of disruptive behavior development.

Teaching Word Recognition, Spelling, and Vocabulary: Strategies from "The Reading Teacher."

ERIC Educational Resources Information Center

Rasinski, Timothy V., Ed.; Padak, Nancy D., Ed.; Church, Brenda Weible, Ed.; Fawcett, Gay, Ed.; Hendershot, Judith, Ed.; Henry, Justina M., Ed.; Moss, Barbara G., Ed.; Peck, Jacqueline K., Ed.; Pryor, Elizabeth, Ed.; Roskos, Kathleen A., Ed.

This book, one of four in the Teaching Reading Collection, presents the "best of the best" classroom-tested ideas, approaches, and practical applications for helping students learn about words. The articles have been drawn from the journal "The Reading Teacher" from 1993-1999. The ideas and strategies are intended to provide possible building…

Strategies of Pre-Service Primary School Teachers for Solving Addition Problems with Negative Numbers

ERIC Educational Resources Information Center

Almeida, Rut; Bruno, Alicia

2014-01-01

This paper analyses the strategies used by pre-service primary school teachers for solving simple addition problems involving negative numbers. The findings reveal six different strategies that depend on the difficulty of the problem and, in particular, on the unknown quantity. We note that students use negative numbers in those problems they find…

Emotional Facet of Language Teaching: Emotion Regulation and Emotional Labor Strategies as Predictors of Teacher Burnout

ERIC Educational Resources Information Center

Ghanizadeh, Afsaneh; Royaei, Nahid

2015-01-01

This study attempted to scrutinize the multidimensional nature of teacher emotion. Three emotion-associated constructs, namely, emotion regulation, emotional labor strategies, and burnout were studied within a single framework. In particular, it was hypothesized that English as a foreign language teachers' emotion regulation and emotional labor…

Assessing Teachers' Science Content Knowledge: A Strategy for Assessing Depth of Understanding

NASA Astrophysics Data System (ADS)

McConnell, Tom J.; Parker, Joyce M.; Eberhardt, Jan

2013-06-01

One of the characteristics of effective science teachers is a deep understanding of science concepts. The ability to identify, explain and apply concepts is critical in designing, delivering and assessing instruction. Because some teachers have not completed extensive courses in some areas of science, especially in middle and elementary grades, many professional development programs attempt to strengthen teachers' content knowledge. Assessing this content knowledge is challenging. Concept inventories are reliable and efficient, but do not reveal depth of knowledge. Interviews and observations are time-consuming. The Problem Based Learning Project for Teachers implemented a strategy that includes pre-post instruments in eight content strands that permits blind coding of responses and comparison across teachers and groups of teachers. The instruments include two types of open-ended questions that assess both general knowledge and the ability to apply Big Ideas related to specific science topics. The coding scheme is useful in revealing patterns in prior knowledge and learning, and identifying ideas that are challenging or not addressed by learning activities. The strengths and limitations of the scoring scheme are identified through comparison of the findings to case studies of four participating teachers from middle and elementary schools. The cases include examples of coded pre- and post-test responses to illustrate some of the themes seen in teacher learning. The findings raise questions for future investigation that can be conducted using analyses of the coded responses.

Lacking Capacity? How to Work Smart in Teacher Evaluation. Ask the Team

ERIC Educational Resources Information Center

Cushing, Ellen

2013-01-01

Capacity is a real and pressing challenge for educators tasked with implementing robust evaluation systems that include multiple measures of performance. In response to questions from the field, the Center on Great Teachers and Leaders has gathered emerging strategies from policymakers and practitioners who are grappling with capacity challenges…

Orbital prefrontal cortex is required for object-in-place scene memory but not performance of a strategy implementation task.

PubMed

Baxter, Mark G; Gaffan, David; Kyriazis, Diana A; Mitchell, Anna S

2007-10-17

The orbital prefrontal cortex is thought to be involved in behavioral flexibility in primates, and human neuroimaging studies have identified orbital prefrontal activation during episodic memory encoding. The goal of the present study was to ascertain whether deficits in strategy implementation and episodic memory that occur after ablation of the entire prefrontal cortex can be ascribed to damage to the orbital prefrontal cortex. Rhesus monkeys were preoperatively trained on two behavioral tasks, the performance of both of which is severely impaired by the disconnection of frontal cortex from inferotemporal cortex. In the strategy implementation task, monkeys were required to learn about two categories of objects, each associated with a different strategy that had to be performed to obtain food reward. The different strategies had to be applied flexibly to optimize the rate of reward delivery. In the scene memory task, monkeys learned 20 new object-in-place discrimination problems in each session. Monkeys were tested on both tasks before and after bilateral ablation of orbital prefrontal cortex. These lesions impaired new scene learning but had no effect on strategy implementation. This finding supports a role for the orbital prefrontal cortex in memory but places limits on the involvement of orbital prefrontal cortex in the representation and implementation of behavioral goals and strategies.

The role of metacognition in prospective memory: anticipated task demands influence attention allocation strategies.

PubMed

Rummel, Jan; Meiser, Thorsten

2013-09-01

The present study investigates how individuals distribute their attentional resources between a prospective memory task and an ongoing task. Therefore, metacognitive expectations about the attentional demands of the prospective-memory task were manipulated while the factual demands were held constant. In Experiments 1a and 1b, we found attentional costs from a prospective-memory task with low factual demands to be significantly reduced when information about the low to-be-expected demands were provided, while prospective-memory performance remained largely unaffected. In Experiment 2, attentional monitoring in a more demanding prospective-memory task also varied with information about the to-be-expected demands (high vs. low) and again there were no equivalent changes in prospective-memory performance. These findings suggest that attention-allocation strategies of prospective memory rely on metacognitive expectations about prospective-memory task demands. Furthermore, the results suggest that attentional monitoring is only functional for prospective memory to the extent to which anticipated task demands reflect objective task demands. Copyright © 2013 Elsevier Inc. All rights reserved.

Teaching Strategies Adopted by Teachers at Higher Education Level in Kerala: A Research Report

ERIC Educational Resources Information Center

Jesa, M.; Nisha, E. V.

2017-01-01

In the special context of entrepreneurship, employability skill development, Higher Education 2.0 and the Kovalam Declaration 2016, the present article presents a brief review of genres of teaching strategies at higher education level and attempts to bring to the attention of the readers an account of the teaching strategies adopted by teachers at…

Cloud computing task scheduling strategy based on differential evolution and ant colony optimization

NASA Astrophysics Data System (ADS)

Ge, Junwei; Cai, Yu; Fang, Yiqiu

2018-05-01

This paper proposes a task scheduling strategy DEACO based on the combination of Differential Evolution (DE) and Ant Colony Optimization (ACO), aiming at the single problem of optimization objective in cloud computing task scheduling, this paper combines the shortest task completion time, cost and load balancing. DEACO uses the solution of the DE to initialize the initial pheromone of ACO, reduces the time of collecting the pheromone in ACO in the early, and improves the pheromone updating rule through the load factor. The proposed algorithm is simulated on cloudsim, and compared with the min-min and ACO. The experimental results show that DEACO is more superior in terms of time, cost, and load.

Implementation of Formative Assessment Strategies as Perceived by High School Students and Teachers: Professional Development Implications

ERIC Educational Resources Information Center

Burns, Rosemary

2010-01-01

The purpose of this research study was to investigate the level of implementation of formative assessment strategies among Rhode Island high school teachers and students in three districts. Furthermore, the research analyzed the relationship of the disciplines taught, the amount and kinds of professional development teachers had, and district…

Use of a Teacher Nomination Strategy to Screen for Autism Spectrum Disorders in General Education Classrooms: A Pilot Study

PubMed Central

Hepburn, Susan L.; DiGuiseppi, Carolyn; Rosenberg, Steven; Kaparich, Kristina; Robinson, Cordelia; Miller, Lisa

2015-01-01

Given a rising prevalence of autism spectrum disorders (ASD), this project aimed to develop and pilot test various teacher nomination strategies to identify children at risk for ASD in a timely, reliable, cost-effective manner. Sixty participating elementary school teachers evaluated 1323 children in total. Each teacher nominated students who most fit a description of ASD-associated characteristics, and completed the Autism Syndrome Screening Questionnaire (ASSQ) on every child in the classroom. The proportion of overall agreement between teacher nomination and ASSQ was 93–95%, depending upon the nomination parameters. Nomination required 15 min per class versus 3.5–5.5 h per class for the ASSQ. These results support the need for further study of teacher nomination strategies to identify children at risk for ASD. PMID:17661165

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

PubMed

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

2018-01-01

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

Using Mental Transformation Strategies for Spatial Scaling: Evidence from a Discrimination Task

ERIC Educational Resources Information Center

Möhring, Wenke; Newcombe, Nora S.; Frick, Andrea

2016-01-01

Spatial scaling, or an understanding of how distances in different-sized spaces relate to each other, is fundamental for many spatial tasks and relevant for success in numerous professions. Previous research has suggested that adults use mental transformation strategies to mentally scale spatial input, as indicated by linear increases in response…

A meta-analysis of research on science teacher education practices associated with inquiry strategy

NASA Astrophysics Data System (ADS)

Sweitzer, Gary L.; Anderson, Ronald D.

A meta-analysis was conducted of studies of teacher education having as measured outcomes one or more variables associated with inquiry teaching. Inquiry addresses those teacher behaviors that facilitate student acquisition of concepts and processes through strategies such as problem solving, uses of evidence, logical and analytical reasoning, clarification of values, and decision making. Studies which contained sufficient data for the calculation of an effect size were coded for 114 variables. These variables were divided into the following six major categories: study information and design characteristics, teacher and teacher trainee characteristics, student characteristics, treatment description, outcome description, and effect size calculation. A total of 68 studies resulting in 177 effect size calculations were coded. Mean effect sizes broken across selected variables were calculated.

Different habitus: different strategies in teaching physics? Relationships between teachers' social, economic and cultural capital and strategies in teaching physics in upper secondary school

NASA Astrophysics Data System (ADS)

Engström, Susanne; Carlhed, Carina

2014-09-01

With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu's sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n = 268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed

Applications of Task-Based Learning in TESOL

ERIC Educational Resources Information Center

Shehadeh, Ali, Ed.; Coombe, Christine, Ed.

2010-01-01

Why are many teachers around the world moving toward task-based learning (TBL)? This shift is based on the strong belief that TBL facilitates second language acquisition and makes second language learning and teaching more principled and effective. Based on insights gained from using tasks as research tools, this volume shows how teachers can use…

Teachers as Air Traffic Controllers: Helping Adolescents Navigate the Unfriendly Skies of Executive Functioning

ERIC Educational Resources Information Center

Hodgkinson, Todd; Parks, Stephanie

2016-01-01

The purpose of this article is to familiarize teachers with the concept of executive functioning and to provide them with a collection of strategies that they can use to help support middle and high school students with planning, organization, task-initiation, and impulse control.

Preparing Teachers to Promote Culturally Relevant Teaching: Helping English Language Learners in the Classroom

ERIC Educational Resources Information Center

Islam, Chhanda; Park, Mi-Hwa

2015-01-01

Graduate students who know strategies for second language acquisition are more prepared to advocate for appropriate instructional accommodations to facilitate engagement of English language learners (ELLs; Daniel, 2008). Obstacles to comprehension for ELLs are decreased when teachers use purposeful tasks that use language productively and…

Teacher Candidates' Learning Strategies and Academic Self-Efficacy Levels: Is There a Relation between the Two?

ERIC Educational Resources Information Center

Akçaoglu, Mustafa Öztürk

2016-01-01

The current study aimed to identify teacher candidates' learning strategies and academic self-efficacy levels. Furthermore, the correlations between these variables and gender and departments were looked into. The study was mainly descriptive and correlational. The sample of the study consisted of 256 teacher candidates enrolled at a faculty of…

Empowering Students to Write and Re-Write: Standards-Based Strategies for Middle and High School Teachers

ERIC Educational Resources Information Center

Combs, Warren E.

2009-01-01

In this book, the author provides teachers with detailed strategies and lesson plans, along with real student writing samples. He describes effective routines of formative self-assessment, and shows teachers how to form a professional learning team with their colleagues using the 6-session professional learning guide. Contents include: (1)…

Career and Technical Education Teachers' Perceptions of Culturally Diverse Classes: Rewards, Difficulties, and Useful Teaching Strategies

ERIC Educational Resources Information Center

Rehm, Marsha L.

2008-01-01

The purpose of this study was to identify CTE teachers' perceptions of selected rewards, difficulties, and useful teaching strategies in culturally diverse classes. The sample was comprised of 41 trade and industrial, business technology, and family and consumer sciences teachers who taught students from 30 cultural backgrounds. The data were…

Effects of Teacher Evaluation on Teacher Job Satisfaction in Ohio

ERIC Educational Resources Information Center

Downing, Pamela R.

2016-01-01

Education reformers are calling for increased accountability for the nation's public schools. Teacher evaluation has experienced a shift in focus from what teachers do to accomplish the task of teaching to student growth as a result of what teachers do in the classroom (Achieve, Inc., 2007). Additionally, a connection between teacher job…

Selective deficit in spatial memory strategies contrast to intact response strategies in patients with schizophrenia spectrum disorders tested in a virtual navigation task.

PubMed

Wilkins, Leanne K; Girard, Todd A; Konishi, Kyoko; King, Matthew; Herdman, Katherine A; King, Jelena; Christensen, Bruce; Bohbot, Veronique D

2013-11-01

Spatial memory is impaired among persons with schizophrenia (SCZ). However, different strategies may be used to solve most spatial memory and navigation tasks. This study investigated the hypothesis that participants with schizophrenia-spectrum disorders (SSD) would demonstrate differential impairment during acquisition and retrieval of target locations when using a hippocampal-dependent spatial strategy, but not a response strategy, which is more associated with caudate function. Healthy control (CON) and SSD participants were tested using the 4-on-8 virtual maze (4/8VM), a virtual navigation task designed to differentiate between participants' use of spatial and response strategies. Consistent with our predictions, SSD participants demonstrated a differential deficit such that those who navigated using a spatial strategy made more errors and took longer to locate targets. In contrast, SSD participants who spontaneously used a response strategy performed as well as CON participants. The differential pattern of spatial-memory impairment in SSD provides only indirect support for underlying hippocampal dysfunction. These findings emphasize the importance of considering individual strategies when investigating SSD-related memory and navigation performance. Future cognitive intervention protocols may harness SSD participants' intact ability to navigate using a response strategy and/or train the deficient ability to navigate using a spatial strategy to improve navigation and memory abilities in participants with SSD. Copyright © 2013 Wiley Periodicals, Inc.

Children and Adolescents with Eating Disorders: Strategies for Teachers and School Counselors.

ERIC Educational Resources Information Center

Manley, Ronald S.; Rickson, Heidi; Standeven, Bill

2000-01-01

this article provides an overview of anorexia nervosa and bulimia in children and adolescents, including ages of onset, prevalence, and clinical characteristics. Behavior, cognitive, and affective characteristics are outlined. Strategies are provided for teachers and counselors who are concerned about students who have or may have eating…

CSCL in Teacher Training: What Learning Tasks Lead to Collaboration?

ERIC Educational Resources Information Center

Lockhorst, Ditte; Admiraal, Wilfried; Pilot, Albert

2010-01-01

Professional teacher communities appear to be positively related to student learning, teacher learning, teacher practice and school culture. Teacher collaboration is a significant element of these communities. In initial teacher training as well as in-service training and other initiatives for teacher learning, collaborative skills should be…

Classification images reveal decision variables and strategies in forced choice tasks

PubMed Central

Pritchett, Lisa M.; Murray, Richard F.

2015-01-01

Despite decades of research, there is still uncertainty about how people make simple decisions about perceptual stimuli. Most theories assume that perceptual decisions are based on decision variables, which are internal variables that encode task-relevant information. However, decision variables are usually considered to be theoretical constructs that cannot be measured directly, and this often makes it difficult to test theories of perceptual decision making. Here we show how to measure decision variables on individual trials, and we use these measurements to test theories of perceptual decision making more directly than has previously been possible. We measure classification images, which are estimates of templates that observers use to extract information from stimuli. We then calculate the dot product of these classification images with the stimuli to estimate observers' decision variables. Finally, we reconstruct each observer's “decision space,” a map that shows the probability of the observer’s responses for all values of the decision variables. We use this method to examine decision strategies in two-alternative forced choice (2AFC) tasks, for which there are several competing models. In one experiment, the resulting decision spaces support the difference model, a classic theory of 2AFC decisions. In a second experiment, we find unexpected decision spaces that are not predicted by standard models of 2AFC decisions, and that suggest intrinsic uncertainty or soft thresholding. These experiments give new evidence regarding observers’ strategies in 2AFC tasks, and they show how measuring decision variables can answer long-standing questions about perceptual decision making. PMID:26015584

Early Childhood Education Teachers' Strategies Use in Order to Prevent Aggressive Behaviors in Classes: The Case of Turkey

ERIC Educational Resources Information Center

Derman, Meral Taner

2017-01-01

The aim of this research is to investigate the aggression types observed in class environment in preschool and primary schools and the strategies that teachers use in order to prevent aggressive behaviors in classes by variables like gender, seniority and socioeconomic level. 118 preschool teachers and 176 primary school teachers, a total of 294…

Self-Talk Repertoire of Physical Education Teachers: Awareness, Reflection and Action

ERIC Educational Resources Information Center

Cutton, David M.; Killion, Lorraine; Burt, Daniel

2015-01-01

Self-talk (ST) is a strategy that has been found to change behavior by decreasing interference or distractions to better face challenges related to an impending task. Self-talk is typically a dynamic use of words, phrases or cues that may be positive, negative, instructional or motivational in nature. Physical education teachers and coaches have…

Teachers' views and beliefs about bullying: influences on classroom management strategies and students' coping with peer victimization.

PubMed

Kochenderfer-Ladd, Becky; Pelletier, Marie E

2008-08-01

A multilevel design was used to test a model in which teachers' attitudes (beliefs) about bullying (e.g., it is normative; assertive children do not get bullied; children wouldn't be bullied if they avoided mean kids) were hypothesized to influence if and how they intervene in bullying interactions. In turn, it was hypothesized that teachers' strategies would influence how their students cope with victimization and the frequency of victimization reported by their students. Data were gathered on 34 2nd and 4th grade teachers and 363 ethnically-diverse students (188 boys; 175 girls; M age=9 years 2 months). Results indicated that teachers were not likely to intervene if they viewed bullying as normative behavior, but were more likely to intervene if they held either assertion or avoidant beliefs. Moreover, avoidant beliefs were predictive of separating students which was then associated both directly and indirectly (via reduced revenge seeking) with lower levels of peer victimization. No grade differences emerged for teachers' views or management strategies; however, minor sex differences were detected which will be discussed.

Pre-Service and In-Service Teachers' Metacognitive Knowledge about Problem-Solving Strategies

ERIC Educational Resources Information Center

Metallidou, Panayiota

2009-01-01

The present study based on Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods. "British Journal of Educational Psychology, 70", 1-16 methodology with the aim to examine primary school teachers' metacognitive knowledge about problem-solving strategies. A sample of 338 in-service (172) and…

A Program Based on Task-Based Teaching Approach to Develop Creative Thinking Teaching Skills for Female Science Teachers in Kingdom of Saudi Arabia (KSA)

ERIC Educational Resources Information Center

Ibrahim, Manal Hassan Mohammed Bin

2015-01-01

This study aimed at developing creative thinking teaching skills for female science teachers in Kingdom of Saudi Arabia (KSA) through designing a program based on task-based teaching approach. The problem of the study was specified as the weakness of creative thinking teaching skills for science teachers in KSA and the need for programs based on…

Individual differences and workload effects on strategy adoption in a dynamic task.

PubMed

Moon, Jungaa; Betts, Shawn; Anderson, John R

2013-09-01

The current study investigated the effects of individual differences and workload on strategy adaptivity in a complex, dynamic task called the Space Fortress game (Donchin, 1989). Participants learned to use a strategy of flying a ship in circles around the fortress in a standard game environment. Once they mastered the strategy, they were assigned to different workload conditions and transferred to a nonstandard environment in which a strong wind was introduced that made it more difficult to achieve a circular orbit. About half of the participants continued with their prior circular strategy while the rest adopted a novel strategy that achieved comparable performance with less effort. With this novel strategy, rather than trying to complete orbits they flew into the wind and then allowed the wind to blow them back to achieve a pendulum-like path. Participants without a working-memory load were more likely to adopt the new strategy. Participants were also more likely to adopt the new strategy if their pattern of behavior exposed them more often to the potential of drifting with the wind. The results indicate that spontaneous changes in strategy occur when people are exposed to the potential of a new strategy and have the cognitive resources to understand its potential. Copyright © 2013 Elsevier B.V. All rights reserved.

Strategy-Based Development of Teacher Educators' ICT Competence through a Co-operative Staff Development Project

ERIC Educational Resources Information Center

Lavonen, Jari; Lattu, Matti; Juuti, Kalle; Meisalo, Veijo

2006-01-01

An ICT strategy and an implementation plan for teacher education were created in a co-operative process. Visions and expectations of staff members and students were registered by questionnaires and by making notes during sessions in which the strategy was created. Thereafter, an implementation document, where the staff development programme and…

A Written, Reflective and Dialogic Strategy for Assessment Feedback That Can Enhance Student/Teacher Relationships

ERIC Educational Resources Information Center

Crimmins, Gail; Nash, Gregory; Oprescu, Florin; Liebergreen, Marama; Turley, Janet; Bond, Richard; Dayton, Jeanne

2016-01-01

In response to the shortcomings of current assessment feedback practice, this paper presents the results of a study designed to examine students' and teachers' experience of engaging in a written, reflective and dialogic feedback (WRDF) strategy. The strategy was designed to enhance the learning experience of students undertaking a large…

Teachers' Use of High- and Low-Support Scaffolding Strategies to Differentiate Language Instruction in High-Risk/Economically Disadvantaged Settings

ERIC Educational Resources Information Center

Pentimonti, Jill M.; Justice, Laura M.; Yeomans-Maldonado, Gloria; McGinty, Anita S.; Slocum, Laura; O'Connell, Ann

2017-01-01

The focus of the present work was to examine teachers' use of dynamic processes when implementing static language lesson plans that explicitly required teachers to employ scaffolding strategies so as to differentiate instruction. Participants were 37 preschool teachers and 177 children in their classrooms. Videotaped classroom observations were…

Rhesus monkeys employ a procedural strategy to reduce working memory load in a self-ordered spatial search task

PubMed Central

Taffe, Michael A.; Taffe, William J.

2011-01-01

Several nonhuman primate species have been reported to employ a distance-minimizing, traveling salesman-like, strategy during foraging as well as in experimental spatial search tasks involving lesser amounts of locomotion. Spatial sequencing may optimize performance by reducing reference or episodic memory loads, locomotor costs, competition or other demands. A computerized self-ordered spatial search (SOSS) memory task has been adapted from a human neuropsychological testing battery (CANTAB, Cambridge Cognition, Ltd) for use in monkeys. Accurate completion of a trial requires sequential responses to colored boxes in two or more spatial locations without repetition of a previous location. Marmosets have been reported to employ a circling pattern of search, suggesting spontaneous adoption of a strategy to reduce working memory load. In this study the SOSS performance of rhesus monkeys was assessed to determine if the use of a distance-minimizing search path enhances accuracy. A novel strategy score, independent of the trial difficulty and arrangement of boxes, has been devised. Analysis of the performance of 21 monkeys trained on SOSS over two years shows that a distance-minimizing search strategy is associated with improved accuracy. This effect is observed within individuals as they improve over many cumulative sessions of training on the task and across individuals at any given level of training. Erroneous trials were associated with a failure to deploy the strategy. It is concluded that the effect of utilizing the strategy on this locomotion-free, laboratory task is to enhance accuracy by reducing demands on spatial working memory resources. PMID:21840507

Latent human error analysis and efficient improvement strategies by fuzzy TOPSIS in aviation maintenance tasks.