International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 68/93
925 items
671
The purpose of this meta-analysis was to synthesize findings from 42 interventions (randomized control trials and quasi-experimental studies) on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects. The authors also examined the effectiveness of these components conditionally, using hierarchical multiple regressions.
Published: 2009
Updated: Nov. 30, 2009
672
This meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments. ITs are the conditions or environments that are designed and arranged by teachers into DE courses. These treatments are intended to facilitate student-student (SS), student-teacher (ST), or student-content (SC) interactions. Seventy-four DE versus DE studies that contained at least one IT are included in the meta-analysis, which yield 74 achievement effects.
Published: 2009
Updated: Nov. 30, 2009
673
This article describes a journey of exploration in which the author takes a hitherto unexamined aspect of her teaching practice, the use of disruption, and subject it to interrogation. The journey is an exercise in auto-ethnographic research in that the author is her own subject, located within the context of the classroom. Her purpose is to surface the beliefs that underpin this pedagogic strategy and to locate it within theories of teaching and learning in higher education.
Published: 2009
Updated: Nov. 25, 2009
674
Research suggests that substantial pre-service student teaching is essential for the preparation and retention of special educators. The purpose of this study is to contrast the effects of length of pre-service student teaching received against other variables that exist within a pre-service preparation program. It was found that substantial pre-service student teaching experience has a strong effect on the probability that a beginning special educator will remain in the field 1 year. In addition, none of the effects of aspects of teacher pre-service preparation or teacher or school demographics analyzed had an impact on attrition, when controlling for the number of weeks of student teaching.
Published: 2009
Updated: Nov. 24, 2009
675
This action research study describes the incorporation of a video-editing activity in an 'Introduction to Reflective Teaching Practice' course. Key features of the video-editing activities included (1) active videotaping of preservice teachers' field teaching by university supervisors, (2) self-directed video review by preservice teachers to support writing a reflective lesson analysis, (3) selection and editing of video vignettes by preservice teachers to illustrate their written reflections, and (4) posting of video vignettes on the students' electronic portfolio pages. 16 preservice teachers participated in this study.
Published: 2009
Updated: Nov. 23, 2009
676
This study examined the effectiveness of self-assessment during teaching practice and determined whether the students, after engaging in the self-assessment process, exhibited changes in their learning and teaching. Participants comprised 47 students who were enrolled in an in-service teacher education program. Questionnaire and focus group interviews were employed to examine the usefulness of the self-assessment and the possible changes in students' learning. Analysis of the results indicates that students found that self-assessment enhanced their learning during teaching practice, especially in the area of reflective thinking.
Published: 2009
Updated: Nov. 18, 2009
677
Online instruction in general and blended instruction in particular have gained a sizable and permanent foothold in postsecondary educational environments. In addition, student diversity has become the norm. The purpose of the present article is to demonstrate the convergence of blended instructional techniques with the Universal design for instruction, which provides faculty with a unique opportunity to address the needs of a diverse student population.
Published: 2009
Updated: Nov. 18, 2009
678
In this study, five elementary teachers and a university researcher developed and implemented problem-based learning (PBL) experiences in the context of science teaching and learning. A variety of qualitative methods were used to examine the engagement and development of teachers' pedagogical content knowledge (PCK).Implications for how teachers may be supported when adopting instructional innovations are discussed.
Published: 2009
Updated: Nov. 16, 2009
679
This project created a stimulating and professionally relevant way for pre-service teacher education to build student teachers’ skills in critical reflection, collaboration and communication. Initial concerns about collaborative group work and technology were replaced by a positive appreciation of their relevance for teaching. The assessment methods were valued by the students.
Published: 2009
Updated: Nov. 16, 2009
680
In this article, the authors focus on three classrooms and the ways the teachers asked questions to help students make public and extend their mathematical thinking. The authors detail teachers’ questions and how they relate to students’ making explicit their complete and correct explanations. This study shows that teachers’ questions can position the student thinking in relation to the mathematics in ways that support student understanding.
Published: 2009
Updated: Nov. 04, 2009