Open Access. Powered by Scholars. Published by Universities.®
- File Type
Articles 1 - 6 of 6
Full-Text Articles in Education
Exploring K-3 Teachers' Implementation Of Comprehension Strategy Instruction (Csi) Using Expectancy-Value Theory, Laura Slack Foley
Exploring K-3 Teachers' Implementation Of Comprehension Strategy Instruction (Csi) Using Expectancy-Value Theory, Laura Slack Foley
Teacher Education and Leadership Faculty Publications
This research investigated factors that influence the implementation levels of evidence-based comprehension strategy instruction (CSI) among K–3 teachers. An explanatory design was chosen to gather and probe the data. Quantitative data were gathered via a mailed survey distributed through a representative sample of the 40 school districts (through a stratified-random selection of teachers) in a state in the Rocky Mountain West. Expectancy-value theory was applied as it affects self-reported levels of teacher implementation of CSI. Both expectancy and value showed significance for predicting self-reported CSI implementation in two multiple regression analyses. Surveys revealed teachers' perceptions of what impedes or supports …
Intergenerational Differnces: Adult And Teacher Development; Adults As Learners, Susan A. Turner
Intergenerational Differnces: Adult And Teacher Development; Adults As Learners, Susan A. Turner
Teacher Education and Leadership Faculty Publications
No abstract provided.
Teaching Research To Teachers: A Self-Study Of Course Design, Student Outcomes, And Instructor Learning, Susan A. Turner
Teaching Research To Teachers: A Self-Study Of Course Design, Student Outcomes, And Instructor Learning, Susan A. Turner
Teacher Education and Leadership Faculty Publications
No abstract provided.
Virtual Manipulatives Used By K-8 Teachers For Mathematics Instruction: Considering Mathematical, Cognitive, And Pedagogical Fidelity, Patricia S. Moyer-Packenham, Gwenanne Salkind, Johnna J. Bolyard
Virtual Manipulatives Used By K-8 Teachers For Mathematics Instruction: Considering Mathematical, Cognitive, And Pedagogical Fidelity, Patricia S. Moyer-Packenham, Gwenanne Salkind, Johnna J. Bolyard
Teacher Education and Leadership Faculty Publications
This study examined teachers’ uses of virtual manipulatives across grades K-8 after participating in a professional development institute in which manipulatives and technology were the major resources used throughout all of the activities. Researchers analyzed 95 lesson summaries in which classroom teachers described their uses of virtual manipulatives during school mathematics instruction. The findings indicated that the content in a majority of the lessons focused on two National Council of Teachers of Mathematics (2000a) standards: Number & Operations and Geometry. Virtual geoboards, pattern blocks, base-10 blocks, and tangrams were the applets used most often by teachers. The ways teachers used …
Controlling Choice: Teachers, Students, And Manipulatives In Mathematics Classrooms, Patricia S. Moyer-Packenham, M. Gail Jones
Controlling Choice: Teachers, Students, And Manipulatives In Mathematics Classrooms, Patricia S. Moyer-Packenham, M. Gail Jones
Teacher Education and Leadership Faculty Publications
This research study examines the instructional practices of 10 middle grades teachers related to their use of manipulatives in teaching mathematics and their control of mathematics tools during instruction. Through 40 observations of teaching, 30 interviews, and an examination of 67 written documents (including teachers' plans and records), profiles were developed that describe how teachers used and controlled manipulatives during instruction. Results showed that teachers used a variety of manipulatives and other mathematics tools over the course of the year-long study. Teachers reported using a mathematics tool (manipulative, calculator, or measuring device) in 70% of their lessons, and this self-report …
Standardized Entrance Assessment In Kindergarten: A Qualitative Analysis Of The Experiences Of Teachers, Administrators, And Parents, Martha Taylor Dever, J. J. Barta
Standardized Entrance Assessment In Kindergarten: A Qualitative Analysis Of The Experiences Of Teachers, Administrators, And Parents, Martha Taylor Dever, J. J. Barta
Teacher Education and Leadership Faculty Publications
A brief narrative description of the journal article, document, or resource. This qualitative study examined experiences of teachers, parents, and administrators related to standardized kindergarten entrance assessment to identify strengths and weaknesses of standardized testing in kindergarten. Strengths emerging from the data included consistency of information with core curriculum, and the time and opportunity to begin parent-teacher dialogue. Weaknesses included the narrow scope of the information obtained. (Author/KB)