Benefitting The Educator And Student Alike: Effective Publications Strategies For Supporting The Academic Language Development Of English Learner (El) Teacher Candidates,
2011
San Jose State University
Benefitting The Educator And Student Alike: Effective Publications Strategies For Supporting The Academic Language Development Of English Learner (El) Teacher Candidates, Katya A. Karathanos, M Aminy
Faculty Publications
No abstract provided.
Preservice Teachers' Perceptions Of Their Perspective Transformations: A Case Study,
2011
University of South Florida
Preservice Teachers' Perceptions Of Their Perspective Transformations: A Case Study, Victoria Caruana
USF Tampa Graduate Theses and Dissertations
Utilizing a case study approach, this study explored the perspectives of preservice teachers as they relate to working with students with disabilities in inclusive classroom settings. Preservice teachers' perceptions about the extent, if any, their learning experiences during teacher preparation contributed to their perspectives was examined through a sequential exploratory design that employed both quantitative and qualitative data. The findings of this case study of six (6) elementary and secondary preservice teachers indicated that the experiences they had during their final student teaching (internship) were the most meaningful triggers of their perspective transformations. The findings further indicated that four (4) …
The Structural And Conceptual Interweaving Of Mathematics Methods Coursework And Field Practica In An Era Of Mathematics Reform,
2011
Brigham Young University
The Structural And Conceptual Interweaving Of Mathematics Methods Coursework And Field Practica In An Era Of Mathematics Reform, Damon L. Bahr, Eula Ewing Monroe, Dennis L. Eggett
Faculty Publications
This paper describes a study of observed relationships between the design of a preservice mathematics methods course with accompanying field practicum and changes in the extent to which participating preservice teachers identified themselves with the mathematics reform movement after becoming inservice teachers. The curriculum of the course with its embedded field practicum experiences was designed to support preservice teachers in interweaving methods coursework and pedagogical instruction with classroom practice. University and public school structures were interwoven by conducting weekly mathematics methods course sessions held at a public school site followed immediately by related classroom practicum experiences. The interweaving of conceptualizations …
Using Teacher-Written Praise Notes To Decrease Tardiness In Elementary School Students,
2011
Brigham Young University
Using Teacher-Written Praise Notes To Decrease Tardiness In Elementary School Students, Paul Caldarella, Lynnette Christensen, K. Richard Young
Faculty Publications
Our purpose was to evaluate the effect of teacher written praise notes on elementary school student on-time behavior.
An Investigation Into The Feasibility Of Using Digital Representations Of Students’ Work For Authentic And Reliable Performance Assessment In Applied Information Technology,
2011
Edith Cowan University
An Investigation Into The Feasibility Of Using Digital Representations Of Students’ Work For Authentic And Reliable Performance Assessment In Applied Information Technology, David G. Miller
Theses: Doctorates and Masters
The assessment of student performance in areas such as drama, physical education, art and Information Technology (IT), does not lend itself to traditional, paper-based testing methods. In these domains, much emphasis is placed on the acquisition and demonstration of practical skills and these may be difficult, if not impossible, to measure by scores on theoretical, written assessments. Alternative forms of assessment, which are both valid and reliable, need to be devised for the practical aspects of these subject areas. The capture, in digital form, of students’ work, may allow the development of authentic forms of summative, high-stakes assessment with high …
Shall We Play A Game?,
2011
Edith Cowan University
Shall We Play A Game?, Craig Caulfield
Theses: Doctorates and Masters
In response to real and perceived short-comings in the quality and productivity of software engineering practices and projects, professionally-endorsed graduate and post-graduate curriculum guides have been developed to meet evolving technical developments and industry demands. Each of these curriculum guidelines identifies better software engineering management skills and soft, peopleware skills as critical for all graduating students, but they provide little guidance on how to achieve this. One possible way is to use a serious game — a game designed to educate players about some of the dynamic complexities of the field in a safe and inexpensive environment. This thesis presents …
Turning Into Teachers Before Our Eyes: The Development Of Professional Identity Through Professional Dialogue,
2011
University of Wollongong
Turning Into Teachers Before Our Eyes: The Development Of Professional Identity Through Professional Dialogue, Jessica Mantei, Lisa Kervin
Australian Journal of Teacher Education
This paper examines the development of professional identity in early career teachers enrolled in an “add-on year” of an undergraduate teacher education degree. Through a series of readings focused on reflection and pedagogy, participants engaged in professional dialogue as they made connections between the themes in their professional readings and their own understanding of the professional practice of a teacher. Dialogue was recorded and shared on a developed website. Participation in this dialogue afforded teachers opportunities to reflect on their professional identity in connection with literature, personal experiences and experiences of others. Further, uploading audio files to the site created …
Multiple Solutions To Problems In Mathematics Teaching: Do Teachers Really Value Them?,
2011
University of Gaziantep, Turkey
Multiple Solutions To Problems In Mathematics Teaching: Do Teachers Really Value Them?, Erhan Bingolbali
Australian Journal of Teacher Education
Solving problems in different ways is strongly advised for mathematics learning and teaching. There is, however, little data available on the examination of teachers’ openness to and evaluation of different solutions to the problems. In this paper, the author examines classroom teachers’ openness to different solutions (or to what extent they value different solutions) to problems and how they evaluate (grade) these solutions. For this purpose, two questionnaires including items on students’ different solutions are applied to about 500 classroom teachers. In this paper, only two items related to the focus of the study are analysed. The findings show that …
Teacher Identity And Early Career Resilience: Exploring The Links,
2011
Murdoch University
Teacher Identity And Early Career Resilience: Exploring The Links, Jane Pearce, Chad Morrison
Australian Journal of Teacher Education
A collaborative research project that explored the impact of professional, individual and relational conditions on the resilience of early career teachers revealed the importance of understanding how they engage in the formation of professional identities. Drawing on the traditions of narrative enquiry and critical ethnography, this article focuses on the story of Norah, one of sixty beginning teachers interviewed for this study, as she experienced becoming a teacher. Norah’s story provides an insight into how early career teachers engage in shaping a professional identity, and leads us to suggest that resilience may be enhanced when early career teachers engage consciously …
' Who We Are ' And ' How We Are ' Are Integral To Relational Experiences: Exploring Comportment In Teacher Education,
2011
Flinders University
' Who We Are ' And ' How We Are ' Are Integral To Relational Experiences: Exploring Comportment In Teacher Education, David Giles
Australian Journal of Teacher Education
This paper reports on findings from a phenomenological inquiry into the nature of the teacher-student relationship. Participants’ stories showed that ‘who we are’ and ‘how we are’ is integral to our experiences in education. More specifically, a teacher and a student’s way-of-being is essential to the nature of relational experiences. A teacher’s comportment (‘way-of-being’) has been found to have a communicative aspect that is felt and sensed by others. Such comportment is embodied and integral to how teachers and students relate. In a primordial manner, the comportment of the other is felt in the act of relating. When the way …
Content Area Reading And Writing: Practices And Beliefs,
2011
Gazi University, Turkey
Content Area Reading And Writing: Practices And Beliefs, Mustafa Ulusoy, Hakan Dedeoglu
Australian Journal of Teacher Education
The main purpose of this study was to investigate science, social studies, and classroom teachers’ reading and writing practices, and to investigate their beliefs about content area reading and writing. One hundred and forty-three teachers filled out the survey developed to learn their content area reading and writing practices and beliefs. In the second part of the study, semi-structured interviews were conducted with 12 teachers. The study results showed that teachers did not employ specific reading and writing strategies. They used question-asking strategy before, during, and after reading. This study concluded that there is a need for content area reading …
Measuring Student Support For Participative Assessment And Related Strategies: Development And Testing Of The Beliefs About Participative Assessment Instrument (Bapai),
2011
Nipissing University, Canada
Measuring Student Support For Participative Assessment And Related Strategies: Development And Testing Of The Beliefs About Participative Assessment Instrument (Bapai), Christine Brew, Philip Riley
Australian Journal of Teacher Education
Participative assessment is well established in higher education. However, students’ concerns about the appropriateness of participative assessment create resistance to successful implementation. Strategies for addressing student concerns are needed because participative assessment practices appear to improve learning outcomes. The literature lacks validated scales to measure the subjective support for participative assessment. Presented are validated scales measuring support for self- and peer-assessment, group assignments and a proposed correlate, support for a discussion-oriented classroom derived from the responses of 213 pre-service teachers (both first year under-graduates and graduates). Graduates were more supportive of self- and peer-assessment than first year undergraduates and level …
Tailoring Mentoring For New Mathematics And Science Teachers: An Exploratory Study,
2011
Edith Cowan University
Tailoring Mentoring For New Mathematics And Science Teachers: An Exploratory Study, Christine Ormond
Australian Journal of Teacher Education
This paper explores some aspects of effective professional mentoring practice for early career mathematics and science teachers, and discusses the Early Support Program (ESP), a research project conducted in 2009 and 2010 at a large Australian metropolitan university. It is argued that better outcomes may result from a more strategic “tailoring” of mentoring “type” for different aspects of new teacher induction, especially as school-based mentors often have insufficient time or training to support them. The ESP has been trialling its more “distanced” mentoring model, tracking the issues that a group of new teachers chose to discuss with their mentors, and …
Achieving The Impossible? Teaching Practice Component Of A Pre-Service Distance English Language Teacher Training Program In Turkey,
2011
Anadolu University
Achieving The Impossible? Teaching Practice Component Of A Pre-Service Distance English Language Teacher Training Program In Turkey, Ilknur Kecik, Belgin Aydin
Australian Journal of Teacher Education
The aim of this article is to describe the model developed for the teaching practice component of the pre-service Distance English Language Teacher Training Program (DELTT) at Anadolu University, Eskişehir, Turkey. The steps taken to improve the model over a six-year period will be explained and the recent developments in the teaching practice area of the current program will be discussed in the light of recent research on learning and personal development. Lessons learned and the steps taken during this developmental process will be explored and recommendations for other programs concerned with the teaching practice component will be made.
Pre-Service Teachers’ Attendance At Lectures And Tutorials: Why Don’T They Turn Up?,
2011
University of Western Australia
Pre-Service Teachers’ Attendance At Lectures And Tutorials: Why Don’T They Turn Up?, Grace Oakley, Graeme Lock, Fiona Budgen, Brenda Hamlett
Australian Journal of Teacher Education
Research indicates that attendance at lectures and tutorials is associated with university students’ level of success and satisfaction, and pre-service teachers’ relatively low levels of attendance at scheduled classes is of significant concern to many lecturers. However, little research has been undertaken to investigate the factors associated with absenteeism among pre-service teachers. This study investigates rates of absenteeism among different groups of pre-service teachers in a large School of Education in a Western Australian university and considers pre-service teachers’ self-reported reasons for being absent from lectures and tutorials. The results show that levels of attendance and reasons for absence at …
Boys Only: One Co-Educational Primary School’S Experience Of A Classroom For Boys,
2011
Edith Cowan University
Boys Only: One Co-Educational Primary School’S Experience Of A Classroom For Boys, Christopher D. Price
Australian Journal of Teacher Education
Concern over retention of boys as well as poor academic performance and behaviour, in a New Zealand co-educational primary school, led the school to trial, a “boys-only class”. This case study reports interview and questionnaire commentary obtained at the beginning and end of the year from the principal, the teacher, pupils and parents, to consider outcomes for male pupils at this school, in regard to learning and social behaviour. The commentary was generally positive, with an emphasis on the gains made in reading and social skills. Findings also suggest that a significant feature in learning progress of children was the …
International Field Experience – What Do Student Teachers Learn?,
2011
Hong Kong Institute of Education
International Field Experience – What Do Student Teachers Learn?, Jackie Fung King Lee
Australian Journal of Teacher Education
This inquiry aimed to examine the benefits of having international field experience for a group of Hong Kong postgraduate student teachers who joined a six-week immersion programme in New Zealand. Through participants’ reflections, interviews and programme evaluations, the present investigation found that the overseas field experience not only enriched their cultural understanding, pedagogical knowledge and skills, but also enhanced their language awareness, classroom language and recognition of different English varieties
Exploring The Beliefs Of Commencing Early Childhood Education Graduate Students: Providing Insights To Improve Teacher Education Programs,
2011
Griffith University
Exploring The Beliefs Of Commencing Early Childhood Education Graduate Students: Providing Insights To Improve Teacher Education Programs, Susanne Garvis, Bev Fluckiger, Danielle Twigg
Australian Journal of Teacher Education
In response to the increased demand for qualified early childhood educators in Queensland, many universities are being challenged to tailor make programs and identify innovative practices that support individuals interested in pursuing such a teaching qualification. Although research indicates that beliefs and perceptions are an important influence on pre-service teacher success in teacher education programs as well as in the workforce, little is known, however, about those of students as they enter early childhood education programs. This study focuses on the beliefs and perceptions that students bring to a Graduate Diploma in Early Childhood Education (GDipECE) being offered at Griffith …
From Essay To Resumé : A Study Of Writing Genre And Discursive Positioning In Senior School English,
2011
Edith Cowan University
From Essay To Resumé : A Study Of Writing Genre And Discursive Positioning In Senior School English, Jennifer Shand
Theses: Doctorates and Masters
In 2004, the Western Australian government signalled its intention to increase the school leaving age from 15 to 17 by 2008 (Carpenter, 2004). During the period from 2004 to 2006, increasing numbers of young Western Australians completed twelve years of secondary school. For English faculties in Western Australian schools, this resulted in a notably diverse cohort of students undertaking compulsory English studies in their final two years of school. The central aim of this thesis was to examine what it means to be a writer in senior school English. In doing so, the thesis investigated the construction of student writing …
Service-Learning Within Higher Education: Rhizomatic Interconnections Between University And The Real World,
2011
Queensland University of Technology
Service-Learning Within Higher Education: Rhizomatic Interconnections Between University And The Real World, Suzanne Carrington
Australian Journal of Teacher Education
This paper discusses Service-learning within an Australian higher education context as pedagogy to teach about inclusive education. Using Deleuze and Guattari’s (1987) model of the rhizome, this study conceptualises pre-service teachers’ learning experiences as multiple, hydra and continuous. Data from reflection logs of pre-service teachers highlight how the learning experience allowed them to gain insights in knowledge as socially just, ethical and inclusive. The paper concludes by arguing the need to consider Service-learning as integral to university education for pre-service teachers.
