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Full-Text Articles in Education
An Examination Of Teacher Understandings Of Technology Integration At The Classroom Level, Shawn M. Carlson Phd
An Examination Of Teacher Understandings Of Technology Integration At The Classroom Level, Shawn M. Carlson Phd
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The purpose of this dissertation is to describe and understand how teachers describe the changes in their practices as a result of ten years participation in a one-to-one environment. This research study focuses on one successful middle school’s adoption of laptops to support teaching and learning. A qualitative study using interviews of key participants was undertaken with teachers and administrators. The Technological, Pedagogical and Content Knowledge (TPACK) framework was used in conjunction with Rogers’ Diffusion of Innovation framework to understand from the participants’ perspective changes to their practice. The results indicate teachers underwent changes in their use of technology to …
Elementary Teachers Committed To Actively Teaching Science And Engineering, Julianne Radkowski Opperman Phd
Elementary Teachers Committed To Actively Teaching Science And Engineering, Julianne Radkowski Opperman Phd
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Committed elementary teachers of science and engineering, members of a professional learning community called Collaborative Conversations in STEM, were studied to elicit their perceptions of experiences that influenced their commitment to, and their pedagogical content knowledge of, STEM teaching and learning.
Preparing For Changes In Teacher Preparation Program Accountability: Evaluating The Factors That Influence Job Placement Of Teacher Preparation Program Graduates, Amy F. Johnson Phd
Preparing For Changes In Teacher Preparation Program Accountability: Evaluating The Factors That Influence Job Placement Of Teacher Preparation Program Graduates, Amy F. Johnson Phd
All Student Scholarship
Teacher preparations programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive of job application and hiring.