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Full-Text Articles in Education
Early Career Teachers’ Knowledge And Practice In Spelling Instruction: Insights For Teacher Educators, Grace Oakley
Early Career Teachers’ Knowledge And Practice In Spelling Instruction: Insights For Teacher Educators, Grace Oakley
Australian Journal of Teacher Education
Children who cannot spell fluently are likely to encounter difficulty in writing texts across the curriculum. Furthermore, spelling is often a component in high stakes tests, the results of which have significant implications for students and schools. In the context of debates on teacher quality, it is pertinent to examine the views of early career teachers on their preparedness to teach spelling. This article reports on a small scale study on the views, knowledge and practices of early career teachers in relation to the teaching of spelling, and their views on their pre-service teacher preparation. Participants were early career teachers …
Launch-Explore-Summarize In High School Calculus, Nate Mattis
Launch-Explore-Summarize In High School Calculus, Nate Mattis
Honors Theses
Current research on high school calculus instruction indicates that students often possess a procedural knowledge of differentiation and integration as opposed to a conceptual knowledge (Orton, 1983; Ferrini-Mundy & Graham, 1994). Given the prominence of traditional lecture and textbook-based calculus classes in the United States, students are not always given the opportunity to expand their conceptual knowledge of essential calculus concepts. This project introduces calculus students to a more active and communal method of teaching: Launch-Explore-Summarize (LES) (CMP, n.d.). This methodology places students at the center of their learning and emphasizes inquiry-based thinking during a class. Specifically, two LES lessons …
Understanding Complexities: Teacher Voices On Differentiating Literacy Practices, Kimberly K. Ilosvay Edd, Elise Pepe
Understanding Complexities: Teacher Voices On Differentiating Literacy Practices, Kimberly K. Ilosvay Edd, Elise Pepe
Northwest Journal of Teacher Education
The fact that populations attending U.S. schools are diverse, in terms of cultural representation, SES, languages spoken, etc., means that it is imperative for teachers and teacher candidates to have knowledge of various ways students gain and use literacy. This qualitative study describes reported influences on decisions made and differentiated literacy practices present in classrooms deemed effective with diverse learners. Using a multidimensional framework (Cohen, 2006), analysis highlights social, emotional, ethical, and academic education. Findings reveal the importance of how teachers define literacy and how schools support teachers when designing literacy instruction for different learners. Differences in teacher beliefs and …