Some Assembly Required: How Scientific Explanations Are Constructed During Clinical Interviews,
2012
Northwestern University
Some Assembly Required: How Scientific Explanations Are Constructed During Clinical Interviews, Bruce L. Sherin, Moshe Krakowski, Victor R. Lee
Instructional Technology and Learning Sciences Faculty Publications
This article is concerned with commonsense science knowledge, the informally-gained knowledge of the natural world that students possess prior to formal instruction in a scientific discipline. Although commonsense science has been the focus of substantial study for more than two decades, there are still profound disagreements about its nature and origin, and its role in science learning. What is the reason that it has been so difficult to reach consensus? We believe that the problems run deep; there are difficulties both with how the field has framed questions and the way that it has gone about seeking answers. In order …
Using A Professional Learning Community To Include Emotionally And Behaviorally Disordered Students And Their Teachers In Inclusion Programs,
2012
Rowan University
Using A Professional Learning Community To Include Emotionally And Behaviorally Disordered Students And Their Teachers In Inclusion Programs, Melody Alegria
Theses and Dissertations
Students with Emotional and Behavioral Disorders (EBD) are considered the most difficult to include within school inclusion programs, and therefore, are often excluded from inclusion programs (Yell, 2004). One of the main challenges with implementing successful inclusion programs is that teachers are not equipped with the skills to work with all students. The purpose of this mixed methods action research study is to evaluate and improve an inclusion program that is not only successful for student achievement, but one that also relies heavily on teachers' voice and input and that will encourage teachers to improve their attitudes towards emotionally behaviorally …
Rethinking The “Apprenticeship Of Liberty”: The Case For Academic Programs In Community Engagement In Higher Education,
2012
Merrimack College
Rethinking The “Apprenticeship Of Liberty”: The Case For Academic Programs In Community Engagement In Higher Education, Dan W. Butin
Education Faculty Publications
This article articulates a model for the “engaged campus” through academic programs focused on community engagement, broadly construed. Such academic programs—usually coalesced in certificate programs, minors, and majors—provide a complementary vision for the deep institutionalization of civic and community engagement in the academy that can revitalize an “apprenticeship of liberty” for students, faculty, and academic staff.
Pre-Service Chemistry Teachers’ Expectations And Experiences In The School Experience Course,
2012
Middle East Technical University
Pre-Service Chemistry Teachers’ Expectations And Experiences In The School Experience Course, Zubeyde D. Kirbulut, Yezdan Boz, Elif S. Kutucu
Australian Journal of Teacher Education
The purpose of this study is to investigate prospective chemistry teachers’ expectations and experiences of teaching practice. Six (four females and two males) pre-service chemistry teachers taking a School Experience II course participated in the study. A case study design was employed. The data were collected from multiple sources including observations, lesson plans, and semi-structured interviews before and after the school experience course. Pre-service teachers’ expectations and experiences were categorized regarding the faculty, placement school, and teaching practice. It was found that school experience courses are crucial for pre-service teachers in deciding whether to continue in the teaching profession. It …
Teacher Professional Development: Who Is The Learner?,
2012
The University of Waikato
Teacher Professional Development: Who Is The Learner?, Kirsten Petrie, Clive Mcgee
Australian Journal of Teacher Education
One of the challenges in in-service teacher education is how teachers can be given professional development (PD) that enables them to respond to national curriculum and policy change. In recent years primary teachers in New Zealand have been inundated with Ministry of Education-funded professional development programmes to help them implement a plethora of curriculum policy and reform initiatives. This paper explores how the design and delivery of one PD programme, the Physical Activity Initiative (PAI), positioned and supported teachers as learners. An evaluation of the programme sought data from 25 teachers and 14 advisers to schools. The focus was the …
Understanding Learning And Teaching In Papua New Guinea: Elementary Teacher Trainers Engaged In Cultural Authorship In The Context Of National Educational Reforms,
2012
Queensland Univeristy of Technology
Understanding Learning And Teaching In Papua New Guinea: Elementary Teacher Trainers Engaged In Cultural Authorship In The Context Of National Educational Reforms, Joanne M. Brownlee, Ann Farrell, Julie Davis
Australian Journal of Teacher Education
Over the last decade, Papua New Guinea (PNG) has pursued educational reform in elementary teacher education. Because elementary teachers and teacher education are central to the reform agenda, there is a need to gain empirical evidence about how PNG teacher trainers’ understandings about learning and teaching impact on their practice. The study uses cultural-authorship as a theoretical framework to investigate the nature of changes in understanding about learning and teaching for 18 teacher trainers as they progressed through a two-year Bachelor of Early Childhood upgrade course. It addresses the research question: What do elementary teacher trainers in PNG understanding about …
Grammar Teaching Revisited: Efl Teachers Between Grammar Abstinence And Formal Grammar Teaching,
2012
London Metropolitan University
Grammar Teaching Revisited: Efl Teachers Between Grammar Abstinence And Formal Grammar Teaching, Ahmad Nazari, Negah Allahyar
Australian Journal of Teacher Education
Abstract: The study of English language teachers’ cognitions and its relationship to teachers’ classroom practices have recently been the focus of language teaching and teacher education (Borg, 2006 & 2010). However, rarely have the studies delved into teachers’ knowledge about grammar (reviewed by Borg, 2001) or investigated the relationships between teachers’ knowledge about grammar and teachers’ actions (Borg, 2003; Sanchez, 2010). Moreover, these studies have been mostly conducted by English native speaker researchers who do not necessarily have the same cultural or linguistic background of the participants in the studies (Andrew, 2001 cited in Sanchez, 2010, p. 45). Also, they …
Promoting Pre-Service Teachers’ Ideas About Nature Of Science Through Educational Research Apprenticeship,
2012
Hacettepe University
Promoting Pre-Service Teachers’ Ideas About Nature Of Science Through Educational Research Apprenticeship, Gultekin Cakmakci
Australian Journal of Teacher Education
This study suggests a novel approach, which integrates an explicit-reflective nature of science (NOS) instruction into the teachers-as-researchers approach to improve pre-service science teachers’ conceptions of NOS. Participants were 48 university fourth-year students in a four-year pre-service science teacher-training program in Turkey. The participants received explicit-reflective NOS instruction and were introduced to some techniques for critically evaluating academic articles, designing and conducting a research project, writing a research report and preparing materials to share the findings of their studies with students and staff of their department at a poster conference. During these activities, the lecturer explicitly addressed the target aspects …
Factors Influencing Teachers' Technology Self-Efficacy: A Case Study,
2012
Liberty University
Factors Influencing Teachers' Technology Self-Efficacy: A Case Study, Amy Farah
Doctoral Dissertations and Projects
Factors influencing teachers` levels of technology self-efficacy were examined through a qualitative multi-site, multi-subject case study research design. An initial survey was administered to all full-time, certified teachers at three school sites in order to gauge teachers` current level of technology self-efficacy. From that population, purposive and systematic samplings were used to draw the participants for the case study. A group of nine teachers with varying levels of technology self-efficacy was interviewed and participated in one of three focus groups to better understand factors influencing their current level of self-efficacy. A document analysis was also performed of local school professional …
We Could All Be Having So Much More Fun! A Case For The History Of Mathematics In Education.,
2012
Newcastle University, UK
We Could All Be Having So Much More Fun! A Case For The History Of Mathematics In Education., Louise Anderton, David Wright
Journal of Humanistic Mathematics
Many students experience mathematics as ahistorical and acultural. We review the philosophical roots of this experience and pose alternatives. We argue that there is evidence that the inclusion of a historical dimension into the teaching of mathematics courses at all levels, combined with an ‘active’ approach to learning, will improve motivation and achievement.
Davida Fischman Tssa Winter 2012,
2012
CSUSB
Davida Fischman Tssa Winter 2012, Davida Fischman
Teaching Skills Study Awards (TSSA) Reports
Enhances faculty's teaching by attending a conference devoted to university teaching, a high-impact practice, evidence-based practice or a newly developing teaching practice.
Student Motivation And Academic Achievements,
2012
Aga Khan University
Student Motivation And Academic Achievements, Zeenat Shah
Professional Development Centre, Gilgit
No abstract provided.
Carolyn Blake,
2012
University of Mississippi
Carolyn Blake, Carolyn Blake, Institute Of Child Nutrition. Child Nutrition Archives.
Oral History Project (all interviews)
An Alabama native, Carolyn Blake has worked in child nutrition for 37 years.
Arlene Colston,
2012
University of Mississippi
Arlene Colston, Arlene Colston, Institute Of Child Nutrition. Child Nutrition Archives.
Oral History Project (all interviews)
Arlene Colston is a food service manager at McAdory High School in McAdory, Alabama.
Margaret New,
2012
University of Mississippi
Margaret New, Margaret New, Institute Of Child Nutrition. Child Nutrition Archives.
Oral History Project (all interviews)
Alabama native Margaret New is the bookkeeper for child nutrition with the Bessemer City School System in Alabama.
Idella Dial,
2012
University of Mississippi
Idella Dial, Idella Dial, Institute Of Child Nutrition. Child Nutrition Archives.
Oral History Project (all interviews)
An Alabama native, Idella Dial has worked in Alabama school nutrition programs for forty-five years.
Irma Maye,
2012
University of Mississippi
Irma Maye, Irma Maye, Institute Of Child Nutrition. Child Nutrition Archives.
Oral History Project (all interviews)
A Birmingham, Alabama native, Irma Maye started out as a substitute in school nutrition kitchens before working her way up to manager. Retiring after twenty-nine years, she continues to sub when called upon.
Annie Drake,
2012
University of Mississippi
Annie Drake, Annie Drake, Institute Of Child Nutrition. Child Nutrition Archives.
Oral History Project (all interviews)
Annie Drake is the manager of school food service at Shelby County High School in Columbiana, Alabama.
Julia Williams,
2012
University of Mississippi
Julia Williams, Julia Williams, Institute Of Child Nutrition. Child Nutrition Archives.
Oral History Project (all interviews)
Julia Williams is a school nutrition manager in Alabama. Williams started as a part-time dishwasher, then worker, then assistant-manager, and after seventeen years had worked her way up to food service manager.
Emma Sidney,
2012
University of Mississippi
Emma Sidney, Emma Sidney, Institute Of Child Nutrition. Child Nutrition Archives.
Oral History Project (all interviews)
Emma Sidney was a child nutrition program manager in Alabama.
