Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- After-school technology clubs (1)
- Approach to at-risk students (1)
- Autoethnography (1)
- Bilingual learners (1)
- Collaborative autoethnography (1)
-
- Elementary school students (1)
- Elementary school teachers (1)
- English Language Learner (ELL) (1)
- English as Second Language (ESL) (1)
- Instruction tools (1)
- Mathematical modeling (1)
- Mathematics education (1)
- Mathematics teacher educators (1)
- Mathematics teachers (1)
- Modeling and simulation (1)
- Narrative inquiry (1)
- Preservice teacher candidates (1)
- Preservice teachers (1)
- Research (1)
- Research methods (1)
- STEM education (1)
- STEM teachers (1)
- Scholarly method (1)
- Self-study (1)
- Successful urban teaching (1)
- TPACK (1)
- Teacher educator identity development (1)
- Teaching English to Speakers of Other Languages (TESOL) (1)
- Teaching diversity course (1)
- Teaching strategies (1)
Articles 1 - 7 of 7
Full-Text Articles in Education
Principles And Practices Of Teaching English Language Learners, Abha Gupta
Principles And Practices Of Teaching English Language Learners, Abha Gupta
Teaching & Learning Faculty Publications
This conceptual paper presents diverse approaches and strategies for preparing competent teachers who work with either English Language Learners (ELLs) or students who speak English as a Second Language (ESL). The pedagogical approaches discussed herein include practical and hands-on activities for teachers at any level. Bilingual learning improves ELL's cognitive development as well as their self-esteem. The paper outlines underlying principles for the best practices with an emphasis on ESL students and also to other learning situations and students. Teachers can modify their instructional methods to adjust ELL's learning needs. Specifically, even though the discussion is framed in the context …
A Case Study Of A Stem Teacher’S Development Of Tpack In A Teacher Preparation Program, Mary C. Enderson, Ginger S. Watson
A Case Study Of A Stem Teacher’S Development Of Tpack In A Teacher Preparation Program, Mary C. Enderson, Ginger S. Watson
Teaching & Learning Faculty Publications
This case study involved researching pre-service secondary STEM teachers’ development of TPACK by use of modeling & simulation applications. The main research question focused on how do self-reported TPACK measures align with demonstrated TPACK knowledge and skills. The study design was qualitative and included five secondary STEM pre-service teachers who were completing their program of study and teaching lessons in the field with secondary students. This particular brief paper reports on one of the pre-service STEM teachers in this study. Coding and analysis were carried out to search for characteristics of tasks that support development of TPACK in future teachers. …
Elementary Preservice Teachers’ Perceptions Of Modeling As A Tool For Instruction, Ginger S. Watson, Mary Enderson
Elementary Preservice Teachers’ Perceptions Of Modeling As A Tool For Instruction, Ginger S. Watson, Mary Enderson
Teaching & Learning Faculty Publications
As the standards movement continues to gain momentum in U.S. schools, preservice and in-service teachers need greater knowledge in mathematical modeling to engage PK-12 students in such practices. This case-based research study investigated the perceptions and understandings of modeling for 76 entry-level, preservice elementary teachers enrolled in a mathematics methods course at a mid-Atlantic university. Participants were prompted to define modeling and its application to classroom instruction through open-response questions administered in an online survey. A case-based, phenomenological method was used to code and analyze responses. Most preservice teachers expressed a very limited definition or understanding of modeling or how …
5th/6th Graders And Preservice Teachers Explore Engineering And Coding In A Combined After-School Technology Club/Educational Technology Course, Jennifer Kidd, Sam Sacks, Krishnanand Kaipa, Kelly Rippard
5th/6th Graders And Preservice Teachers Explore Engineering And Coding In A Combined After-School Technology Club/Educational Technology Course, Jennifer Kidd, Sam Sacks, Krishnanand Kaipa, Kelly Rippard
Teaching & Learning Faculty Publications
Elementary schools are increasingly encouraged to adopt STEM education efforts that include engineering and programming, yet pre-service teachers (PSTs) are not traditionally prepared to teach these subjects. This pilot study describes an innovative preparation experience designed to help PSTs gain experience and confidence in these areas. As part of an undergraduate educational technology course, PSTs led an after-school technology club at a local public school. PSTs enrolled in the course worked alongside fifth and sixth grade students on a series of collaborative design challenges that culminated in the creation of animal-inspired robots. The “WoW Club”, as it came to be …
Transnationality And Teacher Educator Identity Development: A Collaborative Autoethnographic Study, Wei Liao, Jihea Maddamsetti
Transnationality And Teacher Educator Identity Development: A Collaborative Autoethnographic Study, Wei Liao, Jihea Maddamsetti
Teaching & Learning Faculty Publications
Transnational teacher educators, who cross national, social, and cultural boundaries to prepare teachers, play a vital role in nurturing teachers’ awareness and appreciation of learner diversity. However, transnational teacher educators tend to encounter tremendous challenges in developing their professional identities. To date, though many studies have investigated how teachers and teacher educators in general develop their professional identities, scant attention has been paid to that complex process of “transnational” teacher educators. To begin to close this research gap, this collaborative autoethnographic study examines how we develop our teacher educator identities through teaching a diversity course in the United States as …
A Comparison Among Trained Facilitators, Face-To-Face, And On-Line Students' On The Presence Of Particular Behavioral Attributes Associated With Successful Urban Teaching, Sueanne Mckinney, Cynthia Tomovic, Kevin Graziano (Ed.)
A Comparison Among Trained Facilitators, Face-To-Face, And On-Line Students' On The Presence Of Particular Behavioral Attributes Associated With Successful Urban Teaching, Sueanne Mckinney, Cynthia Tomovic, Kevin Graziano (Ed.)
Teaching & Learning Faculty Publications
This study examined the degree of agreement between three trained facilitators’ interviews and preservice teachers’ self-evaluation on the presence of behavioral attributes associated with successful urban teaching. Using a quasi-experimental design research methodology, data for this investigation was collected from 29 preservice teacher candidates in both traditional and on-line environments who are enrolled in an urban, metropolitan, co-educational research university. The Star Teacher Selection Interview and the Urban Teacher Behavioral Self-Evaluation Assessment served as the measures for this investigation. Scores were compared using descriptive statistics. Findings revealed that the trained interviewers rated participants much lower on the seven behavioral attributes …
Mathematics Teacher Educators' Exploring Self-Based Methodologies, Elizabeth Elizabeth, Signe E. Kastberg, Dana Cox, Jennifer Ward, Olive Chapman, Melva R. Grant
Mathematics Teacher Educators' Exploring Self-Based Methodologies, Elizabeth Elizabeth, Signe E. Kastberg, Dana Cox, Jennifer Ward, Olive Chapman, Melva R. Grant
Teaching & Learning Faculty Publications
Historically underused methodologies in mathematics teacher education such as narrative inquiry, self-study, and autoethnography (i.e., self-based methodologies) are becoming a more frequent choice of mathematics teacher educators (MTEs). This has opened new challenges for MTEs as they try to disseminate their findings in mathematics education journals. Building from our working group at PME-NA 2018, we respond to the need for creating spaces (communities) where MTEs can feel supported in their study design, implementation, representation of findings, and publication using self-based methodologies. This year, we shift our focus from discussion to mentoring and scholarship on self-based methodologies. We invite MTEs with …