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Articles 1 - 12 of 12
Full-Text Articles in Education
Results Of A One-Day Seminar On Preservice Teachers’ Incorporation Of The Udl Framework In Lesson Design, K. Alisa Lowrey, Audra Classen, Peter Paprzycki
Results Of A One-Day Seminar On Preservice Teachers’ Incorporation Of The Udl Framework In Lesson Design, K. Alisa Lowrey, Audra Classen, Peter Paprzycki
Journal of Educational Research and Practice
Students with disabilities are increasingly receiving their instruction in inclusive classrooms. General education teachers continue to report a lack of preparation to address their needs. This study examined the impact of a 6-hour professional development seminar on the Universal Design for Learning (UDL) framework to determine if preservice general and special education teachers’ overall performance in lesson design to reduce barriers, identified through increased attention to student variability, improved. Two lesson plans, preseminar and postseminar, from 242 participants were scored using a modified education field experience (EFE) rubric that included 19 evaluation criteria. A Rasch analysis was used to determine …
Practicing Policy: Preservice Teachers’ Experiences With A Proficiency-Based Education Model, Meredith Jc Swallow
Practicing Policy: Preservice Teachers’ Experiences With A Proficiency-Based Education Model, Meredith Jc Swallow
Journal of Practitioner Research
Abstract: Varying policy on the implementation of proficiency-based education (PBE) presents a challenge in the preparation of future educators. It becomes critical to include structures and strategies in teacher education programs that support learning and application in different assessment frameworks. This study explores a piloted PBE model in a university teacher preparation course to better understand the enactment of PBE in classrooms, and the associated teaching and learning implications in a university setting. Results point toward reflection, choice, and standards as objectives as benefits of a PBE model, while challenges include time and scalability in classrooms. Implications focus on the …
Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida
Promoting Preservice Stem Education Teachers' Metacognitive Awareness: Professional Development Designed To Improve Teacher Metacognitive Awareness, Andrew John Hughes, Eddie Partida
Educational Leadership & Technology Faculty Publications
This quantitative portion of a convergent complementarity, mixed-methods, exploratory study describes the design and implementation of a 5-week preservice teacher professional development (PD) experience and the associated Metacognitive Awareness Inventory (MAI) measures before and after the experience. The PD experience was designed to explicitly address participants’ domain-general and domain-specific knowledge and regulation of cognition through a highly integrated academic and clinical preparation regimen centered on a cognitive coaching model. The study participants comprised preservice STEM education teachers (N = 11) enrolled in a dual teaching certification and Master’s in Education program. The findings showed an increase in participants’ regulation …
Meeting The Iste Challenge In The Field: An Overview Of The First Six Distinguished Achievement Award Winning Programs, Terri Teal Bucci, Anthony Petrosino, Randy Bell, Susan Cherup, Ann Cunningham, Sandi Cohen, Gail Dickinson, Jeremy Ervin, Mark J. Hofer, Keith Wetzel
Meeting The Iste Challenge In The Field: An Overview Of The First Six Distinguished Achievement Award Winning Programs, Terri Teal Bucci, Anthony Petrosino, Randy Bell, Susan Cherup, Ann Cunningham, Sandi Cohen, Gail Dickinson, Jeremy Ervin, Mark J. Hofer, Keith Wetzel
Mark Hofer
The 2002 National Educational Technology Standards (NETS) Distinguished Achievement Awards, sponsored by the International Society for Technology in Education (ISTE), were awarded to six teacher education programs across the United States. The awards recognize institutions that exemplify successful integration of the National Educational Technology Standards for Teachers (NETS[solid dot]T) into teacher education programs. Institutions across the country completed an extensive application process to be selected one of the first six recipients of the ISTE Distinguished Achievement award. This process included online documentation that demonstrated the program's implementation of the NETS[solid dot]T models and practices. This article provides a means of …
Fostering Preservice Teachers' "Nature Of Science" Understandings In A Physics Course, Ehsan Kattoula, Geeta Verma, Lisa Martin-Hansen
Fostering Preservice Teachers' "Nature Of Science" Understandings In A Physics Course, Ehsan Kattoula, Geeta Verma, Lisa Martin-Hansen
Geeta Verma
In this paper, the authors examine an algebra-based physics course designed for preservice teachers and explore how the course integrated two pedagogical strategies to bridge the gap between inquiry-learning experiences and the teachers' nature of science (NOS) understandings. The results of this research show that the explicit, reflective process allowed participants to examine their NOS understandings, which thereby fostered changes in their understanding.
The Effects Of Training On Pre-Service English Teachers’ Regulation Of Their Study Time, Aysegul Daloglu, Seniye Vural
The Effects Of Training On Pre-Service English Teachers’ Regulation Of Their Study Time, Aysegul Daloglu, Seniye Vural
Australian Journal of Teacher Education
Based on Zimmerman et al.’s (1996) learning model, an intervention consisting of seven weekly training sessions to increase students’ awareness of and ability to plan and manage their study time was developed. Weekly journals, in which students reflected on their implementation of each phase of the learning model, were applied for students and the researchers to monitor and evaluate the training process. The results indicate that the training proved to be beneficial in that students reported a frequent use of a variety of strategies throughout the training process.
Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark J. Hofer, Neal Grandgenett
Tpack Development In Teacher Education: A Longitudinal Study Of Preservice Teachers In A Secondary M.A.Ed. Program, Mark J. Hofer, Neal Grandgenett
Articles
How does preservice teachers' knowledge for technology integration develop during their teacher preparation program? Which areas of their knowledge develop most naturally, and which areas require more scaffolding? In this mixed-methods, descriptive study of preservice teachers enrolled in an 11-month M.A.Ed. program, we sought to trace the development of participants' technological pedagogical content knowledge (TPACK) over time. Comparisons of self-report surveys, structured reflections, and instructional plans at multiple data points spanning the three-semester program revealed significant development of the participants' technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK), but only limited growth in technological content knowledge (TCK).
Curriculum Materials Collections And Centers: Legacies From The Past, Visions Of The Future, Rita Kohrman
Curriculum Materials Collections And Centers: Legacies From The Past, Visions Of The Future, Rita Kohrman
Rita Kohrman
The history of curriculum materials centers and collections can be traced from the earliest times and must continue to to relevant to the every changing nature of teacher education. This book addresses the past, present, and future conditions of these unique libraries and collections.
Digital Campaigning: Using The Bill Of Rights To Advance A Political Position, Kathy Swan, Mark J. Hofer
Digital Campaigning: Using The Bill Of Rights To Advance A Political Position, Kathy Swan, Mark J. Hofer
Articles
Educating students to understand overt, subtle, and erroneous claims made by partisan advertisers is no small feat. Often students are passive consumers who need to learn how to become critical listeners, viewers, readers, and producers of all types of media. Because of this, media literacy--the ability to access, analyze, evaluate, and produce communication in a variety of forms--is growing in importance in schools across the country. This article documents one exercise in which preservice teachers at two universities assigned a project of creating digital advertisements as a mechanism for understanding the Bill of Rights and partisan politics. Specifically, using Windows …
Meeting The Iste Challenge In The Field: An Overview Of The First Six Distinguished Achievement Award Winning Programs, Terri Teal Bucci, Anthony Petrosino, Randy Bell, Susan Cherup, Ann Cunningham, Sandi Cohen, Gail Dickinson, Jeremy Ervin, Mark J. Hofer, Keith Wetzel
Meeting The Iste Challenge In The Field: An Overview Of The First Six Distinguished Achievement Award Winning Programs, Terri Teal Bucci, Anthony Petrosino, Randy Bell, Susan Cherup, Ann Cunningham, Sandi Cohen, Gail Dickinson, Jeremy Ervin, Mark J. Hofer, Keith Wetzel
Articles
The 2002 National Educational Technology Standards (NETS) Distinguished Achievement Awards, sponsored by the International Society for Technology in Education (ISTE), were awarded to six teacher education programs across the United States. The awards recognize institutions that exemplify successful integration of the National Educational Technology Standards for Teachers (NETS[solid dot]T) into teacher education programs. Institutions across the country completed an extensive application process to be selected one of the first six recipients of the ISTE Distinguished Achievement award. This process included online documentation that demonstrated the program's implementation of the NETS[solid dot]T models and practices. This article provides a means of …
Students' Advice To Prospective Middle School Teachers: Learning From The Experiences Of Future Students, Mark Storz
Students' Advice To Prospective Middle School Teachers: Learning From The Experiences Of Future Students, Mark Storz
Mark G. Storz
No abstract provided.
Learning To Question: Categories Of Questioning Used By Preservice Teachers During Diagnostic Mathematics Interviews, Patricia S. Moyer-Packenham, Elizabeth Milewicz
Learning To Question: Categories Of Questioning Used By Preservice Teachers During Diagnostic Mathematics Interviews, Patricia S. Moyer-Packenham, Elizabeth Milewicz
Teacher Education and Leadership Faculty Publications
Developing appropriate questioning techniques is an important part of mathematics teaching and assessment. This study examined the questioning strategies used by 48 preservice teachers during one-on-one diagnostic mathematics interviews with children. Each participant conducted an audiotaped interview with one child, followed by an analysis and reflection of the interview. Data were analyzed to develop general categories of questions used by the preservice teachers. These categories included: 1) checklisting, 2) instructing rather than assessing, and 3) probing and follow-up questions. The analyses and reflections completed by preservice teachers indicated that using the diagnostic interview format allowed them to recognize and reflect …