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Full-Text Articles in Education
Technology Competency Within The Non-Traditional Preservice Teacher Candidate Population: Survey Results, Marilyn Lanier, Cynthia B. Wooten, Noran L. Moffett, Tanya M. Hudson
Technology Competency Within The Non-Traditional Preservice Teacher Candidate Population: Survey Results, Marilyn Lanier, Cynthia B. Wooten, Noran L. Moffett, Tanya M. Hudson
Journal of Research Initiatives
This study utilized action research with quantitative data analysis to investigate the personal technological skills and use of web-based applications of nontraditional teacher candidates enrolled in elementary education courses at a Historically Black College/University (HBCU) in the southeastern section of the USA. The goal was to gain a better understanding of the technological challenges encountered by non-traditional candidates and to determine how technology can inform instructional delivery of curriculum to improve this population’s representation, expression, and engagement of learning outcomes. Data were collected through an anonymous electronic survey distributed to each student enrolled in the elementary education courses. A total …
Pre-Service Teacher Perceptions And Knowledge Regarding Professional Development: Implications For Teacher Preparation Programs, Maria B. Peterson-Ahmad Ph.D., Katrina A. Hovey Ph.D., Pamela K. Peak Ph.D.
Pre-Service Teacher Perceptions And Knowledge Regarding Professional Development: Implications For Teacher Preparation Programs, Maria B. Peterson-Ahmad Ph.D., Katrina A. Hovey Ph.D., Pamela K. Peak Ph.D.
The Journal of Special Education Apprenticeship
This research study discusses results from a mixed-methods study of N=164 pre-service teachers’ perceptions of and involvement in professional related activities and organizations related to students with special needs. Results found similarities between special education and general education certification seekers perceptions of beneficial training topics and perceived roadblocks to professional development participation. Since the job-related duties of teachers is vast and attrition rates of highly qualified special education teachers indicate that they leave the classroom at approximately twice the rate of their general education counterparts (Mitchell & Arnold, 2004), suggestions for increased training and professional opportunities are discussed specific to …
Teachers Taking Up Explicit Instruction: The Impact Of A Professional Development And Directive Instructional Coaching Model, Lorraine Hammond, Wendy M. Moore
Teachers Taking Up Explicit Instruction: The Impact Of A Professional Development And Directive Instructional Coaching Model, Lorraine Hammond, Wendy M. Moore
Australian Journal of Teacher Education
In this study we measured the impact of a professional development model that included directive coaching on the instructional practices of Western Australian primary school teachers taking up explicit instruction. We developed and validated protocols that enabled us to measure teachers’ fidelity to the salient elements of explicit instruction and interviewed participants about the impact of the coaching program on student learning, their feelings of self-efficacy and attitudes to being coached. Numerical scores to indicate teachers’ demonstration of explicit instruction lesson design and delivery components changed positively over the five observed lessons and directive coaching had a positive impact on …