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Articles 31 - 49 of 49
Full-Text Articles in Education
Teacher Change In Math Education, Jamie Folkers
Teacher Change In Math Education, Jamie Folkers
Graduate Research Papers
This literature review addresses the process teachers go through in order to change their instructional practices in math. The purpose of this review is to compare traditional math practices with practices being advocated by reform initiatives, to look at hurdles preventing teachers from adapting these reforms, and share suggestions for removing these hurdles to allow a smoother change process for teachers.
The sources referenced come from research studies involving classroom practices and professional development programs, journal articles related to the math reform movement, and books on the same topic. They date from 1989 to 2000.
The main recommendations are as …
Make-It–Take-It Professional Development Training At Tri-County Child And Family Development Council, Inc., Joyce Gallentine-Nelson
Make-It–Take-It Professional Development Training At Tri-County Child And Family Development Council, Inc., Joyce Gallentine-Nelson
Graduate Research Papers
Staff development training was integrated with peer sharing and professional renewal during the 1999-2000 school year at Tri-County Child and Family Development Council, Inc. in Waterloo, Iowa. In this training program, at each monthly meeting teaching teams made presentations on educational topics. A learning material was constructed during the workshop; the game or toy could be used in the teacher's classroom. While literacy activities for young children was a suggested theme, presenters were allowed to present on a topic of personal interest or commitment. All teachers and assistant teachers in the program were encouraged to attend the sessions. Credit for …
Learning Technology Policies In Action : Where Do The States Stand?, Evie Charles Pugh
Learning Technology Policies In Action : Where Do The States Stand?, Evie Charles Pugh
Graduate Research Papers
In states with technology plans, there is a common belief that technology has the power to increase the effectiveness and efficiency of the learning environment of the classroom. Many states' technology policies and plans reflect a demand for information about student learning outcomes and the cost and benefits of education programs. The eight states in the North Central Regional Technology in Education Consortium (NCRTEC) are: Illinois, Indiana, Michigan, Iowa, Minnesota, North Dakota, South Dakota, and Wisconsin.
The need for district spending in education technology, such as computer training, professional development, service/support networking, supplies, and hardware, has become a major issue …
Does Peer Technology Training Work?, Kim Foley-Sharp
Does Peer Technology Training Work?, Kim Foley-Sharp
Graduate Research Papers
This research project contains lessons that were developed as a staff development tool for North High School in the Davenport Community School District. The goal of this project was to implement the use of new technology into the school building by providing the staff of the building with immediate access to trainers who would help if there were a problem or to answer questions. The other responsibilities of the trainers were to facilitate staff development sessions during the school day and on in-service days. The ultimate goal of the project was to make staff comfortable in the use of technology …
Preservice Teachers' Beliefs About Teaching And Learning, Helga M. Gudenschwager
Preservice Teachers' Beliefs About Teaching And Learning, Helga M. Gudenschwager
Graduate Research Papers
Research shows that knowing what preservice teachers believe about teaching and learning helps their instructors to reinforce those beliefs that are compatible with current approaches in education and challenge those that promote the perpetuation of antiquated and ineffective teaching practices.
Four main research questions guided this study: 1. To what extent the beliefs expressed by participants aligned with traditional or constructivist perspectives? 2. Do elementary and secondary majors differ in terms of their preference for practices aligned with these perspectives? 3. Do elementary and secondary majors differ in terms of their beliefs about the goals of education and effective strategies …
Preservice Teacher Technology Competencies : Investigating Levels Of Technology Use By Preservice Teachers, Allison Y. Kenkel
Preservice Teacher Technology Competencies : Investigating Levels Of Technology Use By Preservice Teachers, Allison Y. Kenkel
Graduate Research Papers
The purpose of this study was to assess and determine the current level of technology competencies in preservice teachers at the University of Northern Iowa (UNI). The Teacher Education Faculty at UNI developed and adopted the Preservice Teacher Technology Competencies (Appendix A), performance-based competencies modeled on several national standards documents. Preservice teachers at three different levels in the college of education program participated in this study.
This research was conducted to measure the proficiency of preservice teachers at UNI in their use of technology, specifically the educational and classroom use of technology. Measuring preservice teachers' ability to connect their knowledge …
The Lifelong Learner And Technology, Dia L. Davis
The Lifelong Learner And Technology, Dia L. Davis
Graduate Research Papers
The teaching strategies of the educator alter to suit the needs of the students and technology. The content integration process takes time. It has been stated that teachers' first technology projects generate excitement, but often little content learning. Often it takes a few years until teachers can use technology effectively in core subject areas.
Teachers learn to use computer technologies and learn how to bring content learning to the forefront with, in some cases, impressive results on the part of the students. Teachers eventually learn to view the learning process in concert with their new technologies and come to understand …
Designing And Implementing Successful Staff Development, Peggy A. Sheetz
Designing And Implementing Successful Staff Development, Peggy A. Sheetz
Graduate Research Papers
What staff development factors are vital to ensure successful staff training for the integration of technology into the curriculum? What variability factors must be taken into account when planning and implementing staff development?
In theory, staff development should not take very long, and educators should be able to ascertain the meaning and directions that are given related to technology quite easily. However, the staff development that is thought out and executed well is the staff development opportunity that is effective. Effective staff development requires five factors: time, access, collaboration, training and implementation. Without these factors being considered, success will be …
Do Or Die : A Survival Guide For New Teachers, Peggy A. Martin
Do Or Die : A Survival Guide For New Teachers, Peggy A. Martin
Graduate Research Papers
This article is written in an effort to help new middle school teachers with classroom management. Beginning teachers are well prepared in terms of curriculum, theology, and strategies, but until one actually experiences the myriad of personalities and situations in a classroom, there is little they can do except hang on for the ride. The author hopes to encourage new teachers to adopt attitudes which will foster a learning environment for students and create confidence in the teacher which will result in a classroom that is amicable and filled with students eager to learn.
Technology Staff Development : Key To Technology Integration, Joanne G. Dorhout
Technology Staff Development : Key To Technology Integration, Joanne G. Dorhout
Graduate Research Papers
This research paper will examine six areas. First, it will review several successful technology staff programs to support the concept that staff development does make an impact on the students' learning. Next, the principles that comprise a good staff development program will be examined, followed by an examination of the needs of an adult as a learner. Fourth, after. the teacher has acquired new skills, what insures the transfer of those skills into the classroom integrating technology into the curriculum? The concepts that research has found to be successful in the knowledge transfer will be examined. Fifth, to ensure the …
The Efficacy Of Teacher Education Institutions As Providers Of Supportive Services To Beginning Teachers, Jennifer Cameron Paulsen
The Efficacy Of Teacher Education Institutions As Providers Of Supportive Services To Beginning Teachers, Jennifer Cameron Paulsen
Graduate Research Papers
The induction phase of a beginning teacher's career is significant and fraught with difficulty. This review of the literature focuses on the influence and effectiveness of teacher education institutions as sources of support for beginning teachers in their initiation into the profession. Supportive services within the province of the teacher education institution are discussed including resource and research support, professional development opportunities, networking and communications support,·and on-site assistance. Benefits of collaborative induction efforts between teacher education institutions and local school districts are investigated, as well as obstacles to the effective implementation of such programs.
Technology Training In Preservice Education Programs : A Review Of The Literature, Catherine A. Gersema
Technology Training In Preservice Education Programs : A Review Of The Literature, Catherine A. Gersema
Graduate Research Papers
Education is radically changing with the dawn of the information age, where the ability to access, analyze, and manipulate information is a basic survival skill. To become more technologically adept, elementary and secondary schools must provide technical training to their students. However, trained students are the result of trained professionals. Recognizing the burgeoning need to provide skilled professionals, institutions of teacher education are integrating educational technology programs in preservice education.
This review of the literature reports on technology implementation at teacher training institutions where educational technology is being infused into the preservice curriculum through adherence to guidelines from ISTE and …
Teachers' Attitudes Toward Computer Technology And Factors Influencing Their Attitudes And Adoption Of Computer Technology In Classroom Instruction : A Literature Review, Huiping Ding
Graduate Research Papers
With the introduction of computer literacy into curriculum, teachers' attitudes toward computer technology and computer adoption in the classroom teaching remain major concerns for educators. This paper is intended to review the literature on teachers' attitudes toward the use of computer technology as an instructional tool in classroom teaching and factors influencing their attitudes toward their use of computers. Their attitudes differ but are positive about teaching with computers if some barriers are overcome and some problems are solved, such as lack of training and accessibility.
The literature review reveals that teachers have concerns and anxieties concerning computer technology, its …
School/University Partnerships And The Uni Teaching Associates Cadre Model: Professional Benefits To Prek-12 Educators., Mary J. Selke, Roger A. Kueter
School/University Partnerships And The Uni Teaching Associates Cadre Model: Professional Benefits To Prek-12 Educators., Mary J. Selke, Roger A. Kueter
Faculty Publications
The implementation of the University of Northern Iowa's (UNI) Teaching Associates Cadre Model (TAC) Professional Development School (PDS) program is discussed within the context of Kagan's six stages of collaborative relationships: formation; conceptualization; development; implementation; evaluation; and termination or reformation. The TAC was designed to involve school-based practitioners more closely and directly in the preservice and inservice preparation of educators. TAC members are master teachers and experienced cooperating teachers who form professional partnerships with professors and clinical supervisors. Clinical supervisors are jointly employed by UNI and a school system to assist professor-coordinators with practicum supervision of student teachers. TAC members …
Teacher Education: Student Teacher Views Vs. Those Of Cooperating Teachers, Richard Stahlhut, Lynn Williford, Richard Hawkes, Joseph Fratianni
Teacher Education: Student Teacher Views Vs. Those Of Cooperating Teachers, Richard Stahlhut, Lynn Williford, Richard Hawkes, Joseph Fratianni
Faculty Publications
A survey was conducted on the quality of preparation in teacher education of student teachers at the University of Northern Iowa and their performance level during student teaching. Student teachers were asked to assess teacher education program contributions to 29 competencies relevant to teaching effectiveness; plus their overall teacher effectiveness. Similarly; cooperating teachers were asked to assess the same competencies as exhibited by the student teachers they supervised. Of the 369 (78.5 percent) questionnaires returned; 192 were from student teachers and 177 were from cooperating teachers. Data analysis was based on matched pairs of responses. An overall summary of the …
Networking Practitioners To Impact Teacher Education, Richard G. Stahlhut, Richard R. Hawkes, Sally S.J. Frudden, Thomas E. Davis
Networking Practitioners To Impact Teacher Education, Richard G. Stahlhut, Richard R. Hawkes, Sally S.J. Frudden, Thomas E. Davis
Faculty Publications
A description is given of the Regional Partnership Program; a field-responsive; center-specific model established at the University of Northern Iowa; designed to oversee clinical field experiences for student teachers. The model involves six regional districts specifically located across the state which serve as the administrative units for the field program. All of the centers have a common structure to allow for program continuity. Several examples of this continuity include: (1) every center has a tenure track professor who is the administrator for all aspects of the center's operation; (2) all centers have implemented a full semester student teaching curriculum; and …
An Undergraduate Teacher Preparation Program In Reading, University Of Northern Iowa
An Undergraduate Teacher Preparation Program In Reading, University Of Northern Iowa
College of Education Documents
This program; leading to specialization in reading on the undergraduate level; has been developed by the Division of Reading in the Department of Curriculum and Instruction at the University of Northern Iowa. The B.A. program in Elementary Education: Remedial Reading is characterized by early and continuous involvement with children in classrooms and clinical settings; an emphasis on the development of total language competency in the child; close supervision of students' work with children; and attention to the progress of individual students in relation to program objectives. The course work in this program is planned so that the student moves from …
Yours For The Asking. Educational Service Publication No. 27., Joseph Lamberti, Cynthia Cummings
Yours For The Asking. Educational Service Publication No. 27., Joseph Lamberti, Cynthia Cummings
Faculty Publications
This publication is an annotated listing of sources of free learning materials for classroom use; with expanded sections in career education and environmental education. Part 1 is alphabetized by subject so that teachers may quickly find sources of materials pertinent to units they are teaching. In using this topical index; the reader is referred to the page or pages in part 2 which list materials related to a given topic. Part 2 classifies materials according to source; thus making it possible for the reader to note all of the items available gratis from a given organization. Grade levels are indicated …
Non-Categorical Competency Based Teacher Training: An Operational Model For Special Education, University Of Northern Iowa
Non-Categorical Competency Based Teacher Training: An Operational Model For Special Education, University Of Northern Iowa
College of Education Documents
The special education training program at the University of Northern Iowa provides a systematically integrated program designed to develop professional personnel with the requisite competencies to (a) diagnose and teach; (b) organize and supervise programs; (c) evaluate instructional programs; and d) train professional educators to implement programs for children and youth manifesting retardation and behavioral; learning; and multiple handicaps. Traditional categories of special education have been de-emphasized; and a systems approach has been applied within a conceptual model to guide the integration of didactics with practicum activities. The conceptual model is constructed upon the building blocks of (a) instructional methodology; …