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Full-Text Articles in Education
Pre-Service Teacher Attitudes Toward Control: Middle And Secondary Education Teacher Candidate Reflective Practice As Evidence Of Gap Between Theory And Practice, Deborah Paine, Jt Cox, Robert Spires
Pre-Service Teacher Attitudes Toward Control: Middle And Secondary Education Teacher Candidate Reflective Practice As Evidence Of Gap Between Theory And Practice, Deborah Paine, Jt Cox, Robert Spires
Georgia Educational Research Association Conference
The gap between theory and practice in pre-service teacher training is well documented. Despite shifts toward constructivist approaches and student-centered instruction, teacher education programs continue to note the gap between innovative student-centered best practices in teacher training coursework, and the teacher-centered practices seen in many classrooms which then become early career teachers’ default approach. This study examined the attitudes and beliefs of pre-service teachers through reflections written during a 4-week practicum field experience. Within these reflections, researchers noted pre-service teacher attitudinal reliance on ideas of control, including student behavior control, student noise and the classroom. Study participants dismissed student-centered approaches …
Before The Panic Sets In: Preparing Pre-Service Teachers To Provide Social And Emotional Learning Supports To Students From "Hard Places.", Brian Stipp
Scholar Week 2016 - present
Beginning teachers are not prepared to meet the social emotional learning (SEL) needs of their students. A course designed to ameliorate this problem has been written and conducted during the fall, 2016 semester among ONU teacher candidates. The Scholar Week Presentation will describe the course’s content and teaching methods, and the results found from evaluating the impact of the course on its nine participants. The presentation will provide answers to four research questions (RQs). How much (RQ1), and in what ways (RQ2), were the participants’ knowledge of SEL techniques and sense of preparedness for handling student stress impacted through the …
Examining The Development Of Culturally Relevant Pedagogy For Preservice Secondary Mathematics Teachers, Natasha Ramsay-Jordan
Examining The Development Of Culturally Relevant Pedagogy For Preservice Secondary Mathematics Teachers, Natasha Ramsay-Jordan
Georgia Educational Research Association Conference
Culturally responsive mathematics pedagogy (CRMP) should be valued and presented as the norm for teachers so that students from diverse backgrounds can access essential mathematical knowledge (Aguirre & del Rosario, 2013; Bonner & Adams, 2012; Leonard & Moore, 2014). Prospective teachers of diverse students need to have opportunities in their professional study to develop the shared knowledge, perceptions and attitudes required for effective implementation of culturally responsive mathematics pedagogy (Gay, 2002). The purpose of this study is to begin investigative and exploratory work through the coupling of qualitative research methodology and critical race theory to examine preservice secondary mathematics teachers’ …
Providing Early Childhood Pre-Service Teachers With Increased Science Content Knowledge And Effective Teaching Strategies: A Two Year Project, Lyndall Muschell, Holley Roberts, Christine Mutiti
Providing Early Childhood Pre-Service Teachers With Increased Science Content Knowledge And Effective Teaching Strategies: A Two Year Project, Lyndall Muschell, Holley Roberts, Christine Mutiti
Interdisciplinary STEM Teaching & Learning Conference (2012-2019)
This presentation explores the results of a two-year project with pre-service teachers which focused primarily on providing increased knowledge of science concepts, effective strategies, and use of resources to improve science instruction while increasing confidence for the teaching of science.
Paper 4: Basic Skills Testing In Math 2008, Susie M. Lanier, Sharon Taylor, Donna B. Saye
Paper 4: Basic Skills Testing In Math 2008, Susie M. Lanier, Sharon Taylor, Donna B. Saye
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Math 2008 is an Area F course for early childhood majors in the University System of Georgia. The course covers basic skills that pre-service teachers will most likely be teaching in their career. At Georgia Southern University, many students in the course do not possess or have forgotten these basic skills. In Fall 2009, a basic skills test was implemented for Math 2008. Students must earn a score of 90 or higher on the test in order to pass the course. The test not only serves to let students know their areas of weakness, but also informs the instructor’s teaching. …
Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan
Paper 3: Actively Engaging Pre-Service Teachers In Geometry And Measurement, Kadian M. Callahan
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Current work in mathematics education suggests that the learning experiences in which teachers engage during undergraduate study influences their knowledge of and beliefs about mathematics and the ways in which they will teach (Allen, et. al., 2008; CBMS, 2001; Hill, Rowan, & Ball, 2005; National Research Council, 2001). However, very little is known about pre-service teachers’ learning experiences and how those experiences influence their thinking about mathematics teaching and learning. The classroom excerpt described here attempts to illuminate how pre-service, elementary teachers’ active engagement in the learning of geometry and measurement influences their mathematical power: a positive disposition toward mathematics, …
Paper 3: Using Technology To Design Teaching Modules In Mathematics And Science, Ollie Irons Manley
Paper 3: Using Technology To Design Teaching Modules In Mathematics And Science, Ollie Irons Manley
Georgia Association of Mathematics Teacher Educators (GAMTE) Annual Conference
Technology is changing the way in which mathematics and science are taught, and this radical transformation in teaching is causing teachers to take a closer look at how lessons are designed. In an effort to demonstrate how to design instructional modules using technology, this paper will include the following: 1)A review of the National Educational Technology Standards for teachers to establish a framework for the development of the teaching modules; 2)instructional designs and techniques with special emphasis on multiple intelligence and critical thinking skills; 3) strategies and techniques for infusing technology into a standard based curriculum; and 4) an analysis …