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Elementary Education and Teaching Commons™

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2020

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Articles 151 - 156 of 156

Full-Text Articles in Elementary Education and Teaching

Factor Structure Of Multicultural Teaching Competency Scale For School-Teachers In Hong Kong, Chi Hung Leung, Ming Tak Hue Jan 2020

Factor Structure Of Multicultural Teaching Competency Scale For School-Teachers In Hong Kong, Chi Hung Leung, Ming Tak Hue

Australian Journal of Teacher Education

This study investigates the perceptions of teaching competency in multicultural classrooms held by 421 teachers at 16 schools in Hong Kong. The aims of the study are (a) to use confirmatory factor analysis to validate a culturally appropriate version of the Multicultural Teaching Competency Scale (MTCS), (b) to assess three types of multicultural-teaching competency, and (c) to provide recommendations for teacher-education institutes and policy makers on developing effective training in multicultural education. The results indicate that a tripartite model assessing skills, knowledge, and relationships, the core features of multicultural-teaching competency as assessed by the MTCS from a Hong Kong sample. …

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Primary Science Teachers’ Self-Efficacy And Outcome Expectancy: A Case Study, Gillian Ward, Helen Dixon, Helen Withy Jan 2020

Primary Science Teachers’ Self-Efficacy And Outcome Expectancy: A Case Study, Gillian Ward, Helen Dixon, Helen Withy

Australian Journal of Teacher Education

Self-efficacious teachers are critical in the development of students’ positive attitudes towards science and scientific literacy yet to date little attention has been given to studies of experienced teachers of primary science and development of their self-efficacy (SE) beliefs. The aim of this study was to explore how two experienced teachers of primary science built their SE beliefs and outcome expectancy. Bandura’s (1977) SE framework provided the conceptual lens to understand participants’ experiences and beliefs. Findings suggest that teachers’ SE beliefs had developed over time, creating a foundation for a strong expectancy outcome. Each of the sources of influence made …

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Anatomy Of A Peace Educator: Her Work And Workplace, Gulistan Gursel-Bilgin, David Flinders Jan 2020

Anatomy Of A Peace Educator: Her Work And Workplace, Gulistan Gursel-Bilgin, David Flinders

Australian Journal of Teacher Education

This article reports a case study that examined the peace education practice of a 5th and 6th grade teacher at an independent, non-profit school in the Mid-western United States. The study used Paulo Freire’s (1970) conception of dialogue as its conceptual framework. After describing the study’s context and methods, we present data focusing on the teacher’s background and development as a peace educator, her teaching practices, and her relationships with her students, school and local community. We discuss Michelle’s interdisciplinary approach to peace education linked with her personal background and her use of dialogue as dynamic, fluid, and relational. Our …

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Supporting Novice Mathematics Teacher Educators Teaching Elementary Mathematics Content Courses For The First Time, Siobahn Suppa, Joseph Dinapoli, Eva Thanheiser, Jennifer M. Tobias, Sheunghyun Yeo Jan 2020

Supporting Novice Mathematics Teacher Educators Teaching Elementary Mathematics Content Courses For The First Time, Siobahn Suppa, Joseph Dinapoli, Eva Thanheiser, Jennifer M. Tobias, Sheunghyun Yeo

Mathematics and Statistics Faculty Publications and Presentations

In order to be effectively prepared by a teacher education program, prospective elementary teachers (PTs) need to experience high quality mathematics instruction in their mathematics content courses. The instructors of these courses typically consist of individuals (mathematicians and mathematics educators) with ranging experiences, from tenured faculty members to first-year assistant professors or graduate students. This paper explores how to support novice mathematics teacher educators (MTEs) who are teaching elementary content coursework for PTs for the first time. We detail and describe how to implement three systems for supporting novice MTEs: working with a mentor, being provided with educative curriculum materials, …

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The Implementation Of An Interdisciplinary Literacy Approach To Examine Effects On Writing Self-Efficacy In A Fourth Grade Classroom, Chelsea Wharin Jan 2020

The Implementation Of An Interdisciplinary Literacy Approach To Examine Effects On Writing Self-Efficacy In A Fourth Grade Classroom, Chelsea Wharin

Electronic Theses and Dissertations, 2020-2023

This qualitative action research examines the effects, if any at all, the implementation of an interdisciplinary literacy unit in a fourth-grade classroom had on students' perceived writing self-efficacy. This study aims to inform the teacher-researcher to make actionable changes to current teaching. Additionally, this study continues the research and discussion surrounding how educators and stakeholders approach instruction. This research required participants to complete a pre-writing self-efficacy survey, participate in an interdisciplinary literacy unit and then complete a post writing self-efficacy survey. The interdisciplinary literacy unit took place during the distance learning environment that was a result of the global pandemic, …

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An Exploratory Case Study Of Teachers' Literacy Orientations And Early Literacy Curricula Preferences, Stacy Escobedo Jan 2020

An Exploratory Case Study Of Teachers' Literacy Orientations And Early Literacy Curricula Preferences, Stacy Escobedo

Electronic Theses and Dissertations, 2020-2023

In this exploratory case study of two Florida charter schools, early literacy teachers' (prekindergarten through third grade; N=9) instructional literacy orientations were explored. The Literacy Orientation Survey (Lenski et al., 1998) was viewed through the lens of early literacy teachers' curricular preferences and practical use of curriculum. Descriptive results were analyzed, indicating that most teachers identified as preferring an eclectic rather than traditional or constructivist approach to instruction. However, one-third of teachers' literacy orientation beliefs and practices were not aligned, meaning what they believed about literacy and what they practiced as teachers (when choice was an option) were incongruent. Additionally, …

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