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Articles 121 - 133 of 133
Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
Teacher Perceptions Of Student Developmental Needs: It’S All Emotional, Elizabeth Hinchcliff, Melissa A. Newberry
Teacher Perceptions Of Student Developmental Needs: It’S All Emotional, Elizabeth Hinchcliff, Melissa A. Newberry
Australian Journal of Teacher Education
Previous research has suggested that emotional and social developmental domains configure most prominently for adolescents in the classroom. In this qualitative study, we first aimed to explore teachers’ perspectives of students’ needs, then to explore the ways that teachers came to understand those needs, and how that understanding informed their practice of attending to student needs in the classroom. Findings suggest that teachers, also, are more attuned to the emotional domain, interpreting all needs displayed by students through an emotional lens. Additionally, teachers used emotion as an entry point to connect with students and sought to support student development through …
Implementation Of A National Teacher Education Strategy In Finland Through Pilot Projects, Jari Lavonen, Seija Mahlamäki-Kultanen, Sanna Vahtivuori-Hänninen, Armi Mikkola
Implementation Of A National Teacher Education Strategy In Finland Through Pilot Projects, Jari Lavonen, Seija Mahlamäki-Kultanen, Sanna Vahtivuori-Hänninen, Armi Mikkola
Australian Journal of Teacher Education
The implementation of a teacher education strategy in a decentralised Finnish education system is analysed. Altogether, 31 pilot projects, involving teacher educators from all universities, were funded to support the implementation of the strategy and professional learning of autonomous teacher educators in the context of the strategy. In this mixed-methods research, the directors and active partners of the pilot projects were asked how they perceived the characteristics of the pilot projects that have been recognised as supportive for the implementation of the strategy. The directors were also asked to evaluate the impact of the projects. The projects …
Pre-Service Teachers’ Perceptions Of Professional Standards And Their Integration Into Pre-Service Training: A Comparative Study Of Australia And Pakistan, Sadia Shaukat, Raqib Chowdhury
Pre-Service Teachers’ Perceptions Of Professional Standards And Their Integration Into Pre-Service Training: A Comparative Study Of Australia And Pakistan, Sadia Shaukat, Raqib Chowdhury
Australian Journal of Teacher Education
This paper critically analyses 52 Australian and 68 Pakistani pre-service teachers’ (PST) perceptions of professional standards for teachers enabling the comparison of teacher preparation in the two countries. A multivariate analysis of variance tested the hypothesis that an integrated standards-based teacher preparation program was more effective for professional skills and competencies development than a non-integrated one. While the Australian PSTs undertaking a standards-integrated curriculum reported significantly higher levels of professional preparation in ten areas of professional Standards, their Pakistani counterparts - who were not exposed to such curriculum - reported inadequate preparation. The findings have implications for teacher educators and …
Secondary Curriculum Literacy And Teacher Word-Knowledge: Further Findings From A Western Australian Ite Cohort Study, Brian R. Moon, Barbara R. Harris, Anne-Maree Hays
Secondary Curriculum Literacy And Teacher Word-Knowledge: Further Findings From A Western Australian Ite Cohort Study, Brian R. Moon, Barbara R. Harris, Anne-Maree Hays
Australian Journal of Teacher Education
The Australian Government, in its Professional Standards for Teachers and Australian Curriculum framework, requires that all secondary teachers actively teach the specific literacy of their learning area. Yet achievement of that goal hinges on teachers having first acquired the pre-requisite literate competencies during their own schooling. There are reasons to doubt that this is the case for some graduate teachers, which means attempts to raise standards in schools are beset by a troubling circularity. Here we illustrate the problem with further findings from a Western Australian ITE Cohort Study (n=393), focussing this time on the word knowledge of secondary teaching …
A Relationship Built To Impact Instruction: Developing And Sustaining Productive Partnerships Between Mathematics Specialists And Principals, Nathan D. Potter, Hannah Adera Rooney, Melody Locher, Debra Kinsey
A Relationship Built To Impact Instruction: Developing And Sustaining Productive Partnerships Between Mathematics Specialists And Principals, Nathan D. Potter, Hannah Adera Rooney, Melody Locher, Debra Kinsey
Journal of Mathematics and Science: Collaborative Explorations
How does the mathematics specialist provide a profound and lasting impact on instruction? We believe that a productive partnership between the principal and specialist, which we will call the principal-specialist relationship, is at the crux of the matter. When the principal-specialist relationship is built upon a foundation of a shared vision, clear roles, communication, and trust, both the teachers and students in the school benefit. We will explore the impact of the principal-specialist relationship on teacher success during the era of distance learning as necessitated by the COVID-19 pandemic. In order to explore how these ideas come alive in the …
An Examination Of Middle School Students’ Attitudes Toward Science, Michelle L. Schpakow, Jillian L. Wendt, Kelly Paynter
An Examination Of Middle School Students’ Attitudes Toward Science, Michelle L. Schpakow, Jillian L. Wendt, Kelly Paynter
Journal of Mathematics and Science: Collaborative Explorations
For more than 40 years, researchers have been studying the persistent underrepresentation of women in science. Today, the gender gap has narrowed in some, but not all, disciplines of science. To better understand the impetus of this continuing problem, the attitudes of middle school students toward science were examined using a causal-comparative design based on biological sex across four attitude constructs: attitudes toward school science, desire to become a scientist, value of science to society, and perceptions of scientists. A sample of 450 sixth-, seventh-, and eighth-grade science students located in suburban, central New Jersey responded to Likert-type items on …
The Impacts Of Peer Observation Roles And Teaching Characteristics On Teacher Self-Efficacy: A Secondary Data Analysis Study Using The Talis Survey, Elisa Tedona
Theses and Dissertations
It is important for teachers to have a high sense of self-efficacy, as it is one of the prime motivational forces influencing student learning, teacher quality, and in turn, overall success (Curry, 2015; Hattie, 2009; Klassen & Chiu, 2010). Teachers with high self-efficacy work harder, are more involved in learning, and have higher assurance (Bandura, 1994). For these reasons, it is imperative to study the influencers of teacher self-efficacy. Peer observations and observational feedback, a highly used practice in all schools, is one of those influencers. This cycle of observations and feedback provided to teachers is influential to teacher self-efficacy …
Book Clubs In A Pandemic: Student Choice And Flexible Pedagogies As We Learned More About Ourselves And The World, Naitnaphit Limlamai
Book Clubs In A Pandemic: Student Choice And Flexible Pedagogies As We Learned More About Ourselves And The World, Naitnaphit Limlamai
Language Arts Journal of Michigan
Abstract: In this narrative, the author relays the experience of meeting virtually with two small book clubs, one sixth grade and one eighth grade, during the 2020-2021 school year. Meeting over Zoom, choosing books to read, and creating their own community, the members of the book club explore three major themes in their time together talking about books: connecting reading and writing, learning more about themselves, and building understandings about the world. Weaving the book club members’ voices with her own pedagogical decision-making, the author illustrates new ways to think about teaching as she centers student choice and flexible pedagogies.
The Issue Of Cyberbullying: A Literature Review, Hannah Hartzler
The Issue Of Cyberbullying: A Literature Review, Hannah Hartzler
Williams Honors College, Honors Research Projects
This paper will examine current literature regarding cyberbullying. First, cyberbullying will be defined and then, the differences between direct bullying and cyberbullying will be considered. Statistics that pertain to cyberbullying, factors regarding who is cyberbullied and who cyberbullies and what teachers can do to help will be examined. Cyberbullying is an issue that many adolescents face. As adults that spend many hours with these adolescents, teachers can make a big difference. The purpose of this paper is to review current research in order to help educate teachers on cyberbullying and how they can help.
Differences In Education In Urban And Rural Areas, Jacob Shreve
Differences In Education In Urban And Rural Areas, Jacob Shreve
Williams Honors College, Honors Research Projects
This research project examines the educational differences and disparities of urban and rural schools in Ohio. The focus school districts are Switzerland of Ohio Local and Akron Public Schools. Demographic information from each of the focus school districts is examined and compared to the outcomes of the schools to determine if factors such as poverty inhibit student learning. Data and statistics, published research, and personal experience will be used to make connections between the school districts, their students, their environment, and their learning. Differences in educational quality, opportunities, and funding will also be discussed.
Aboriginal Community-Led Preservice Teacher Education: Learning From Country In The City, Katrina Thorpe, Cathie Burgess, Suzanne Egan
Aboriginal Community-Led Preservice Teacher Education: Learning From Country In The City, Katrina Thorpe, Cathie Burgess, Suzanne Egan
Australian Journal of Teacher Education
In Australia it is well documented that teachers continue to struggle with implementing Aboriginal content, pedagogies and engaging with Aboriginal communities. This paper describes a research project analysing place-based learning for preservice teachers at an urban university led by Aboriginal community members. We argue that place-based learning is critical in developing preservice teacher’s knowledge and confidence in Aboriginal education. Surveys, individual and group yarns provided in-depth data from 64 participants completing elective courses including place-based ‘Learning from Country’ (LFC) experiences. Three key findings emerge from the data. Firstly, the utility of an experiential ‘learning by doing’ approach, secondly, the profound …
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
Australian Journal of Teacher Education
This paper reports on a study of the children’s book preferences of 82 Preservice teachers (PSTs) at one Western Australian University. The study found PSTs preferred older books published during their own childhood or earlier. Further, representation of people of colour was limited to only 8 of 177 titles listed by PSTs. Key influences on their preferences were their personal favourite books and those used by mentor teachers during practicum experience. The outcomes of this study have implications for curriculum development and implementation of Initial Teacher Education courses, and in turn, for equitable outcomes of the future students of PSTs.
A Training Intervention For Middle School Teachers On Culturally Relevant Instruction And Culturally Relevant Classroom Management Strategies, Vivian Yakpo Newton
A Training Intervention For Middle School Teachers On Culturally Relevant Instruction And Culturally Relevant Classroom Management Strategies, Vivian Yakpo Newton
Theses and Dissertations
This applied dissertation was designed to determine the effectiveness of the Middle School Teacher Training Intervention on the application of culturally relevant instruction and classroom management instructions by teachers in a Title I middle school in the southeastern United States. This school lacked culturally relevant instruction and behavior management, despite its teachers having undergone the training program. It also had significant identifiable gaps in the academic achievement of its students, which raised questions about the efficacy and inclusivity in its educational environment. The lack of cultural competence of middle school teachers and administrators contributes to the suboptimal performance of students …