International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 66/93
925 items
651
This article investigates the value of practitioner enquiry in the development of common language and shared understandings. The participants were a group of mid-career professionals from a variety of public service backgrounds, brought together to formulate responses to the English agenda for integrating services. It draws upon data gathered from multi-professional action learning and focus groups via a collaboration between an English University and six regional authorities. The article concludes that collaborative multi-professional practitioner enquiry offers a realistic means of embedding this challenging aspect of policy.
Published: 2009
Updated: Jan. 12, 2010
652
This study deals with the relationship between school violence prevention training and teachers' perceived self-efficacy in handling violent events. Three indicators were used to examine teachers' self-efficacy: personal teaching efficacy (PTE), teachers' efficacy in the school as an organisation (TESO), and teachers' outcome efficacy (TOE). A significant relationship was found between teachers who reported receiving high levels of support from the school and TOE in dealing with violence.
Published: 2009
Updated: Jan. 12, 2010
653
In an attempt to examine dialogue within a second grade classroom, students were encouraged to participate in whole-class mathematics discussions without raising their hands before speaking. Beneficial social and socio-mathematical norms developed in place of this traditional social norm. Effects of this change on the dialogue and written mathematical explanations of a class of second grade students are described.
Published: 2009
Updated: Jan. 12, 2010
654
This paper, which reports on qualitative–interpretative case studies in Flemish (Belgian) primary schools, contributes to a more refined understanding of teachers' working conditions. Using “experience of intensification” as a central concept, the authors call for a refined understanding of the complex interplay of teachers' professional selves, the cultural and structural working conditions in the school and the different “calls for change” they have to deal with.
Published: 2009
Updated: Jan. 12, 2010
655
In this study, the authors examine the influence of teacher and student communication patterns, instructional practices, and teacher pedagogical content knowledge on students' mathematics learning in both general and special education mathematics classrooms. Five pre-service special education teachers and 43 students with varying disabilities participated in this study. Results reveal two sets of instructional practices, communication patterns, and teacher understandings of mathematics for teaching that differentially affected student performance. Implications are discussed for teacher education and further research.
Published: 2009
Updated: Jan. 12, 2010
656
In this study, 32 teachers participated in a year-long professional development project related to technology integration in which they designed and implemented a WebQuest. This article describes the extent to which higher-order thinking skills and levels of technology implementation occur in the WebQuests that participants designed. The authors also discuss implications related to the findings and ways to support teachers’ integration of technology.
Published: 2009
Updated: Jan. 12, 2010
657
This study examined cyberbullying in three distinct phases to facilitate a multifaceted understanding of cyberbullying. The phases included (a) a quantitative survey, (b) a qualitative focus group, and (c) development of educational scenarios/simulations. In all three phases, adolescent reactions to cyberbullying were examined and reported to raise awareness and to educate others about cyberbullying.
Published: 2009
Updated: Jan. 12, 2010
658
This paper reports upon findings from four multiple-perspective case studies of successful principals in challenging urban contexts. Each principal was described as making a significant difference to the quality of school education. The analysis of the cases identified that there were several interconnected strategies that are not only important, but essential for leadership success in these schools. They are related to setting the directions, developing people, redesigning the organisation and changing the culture of the school. Each of them encompasses more specific competencies, attitudes and considerations.
Published: 2009
Updated: Jan. 12, 2010
659
Transition to secondary school implies basic changes in social, instructional and organisational aspects of school life which afford the pupils’ adjustment. As transition takes place at a predictable point in time, children develop expectations about the start at their new school. In order to analyse predictors and consequences of these expectations 870 German children filled in a questionnaire assessing transition expectations, grades in mathematics and language, academic self-concept, and school dislike. Achievement tests were administered, too.
Published: 2009
Updated: Jan. 12, 2010
660
This article centers on a professional development project with a group of high school mathematics teachers in Barcelona. The group included eight teachers who taught in low-income schools with a high percentage of immigrant students. The analysis of data from twelve sessions with the teachers shows the development of a shared awareness of their local situation that leads to their questioning of their practices followed by a reconstruction of those. Teachers worked together to move from talking to action.
Published: 2009
Updated: Dec. 24, 2009