International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 82/93
925 items
811
This article reviews the achievement outcomes of three types of approaches to improving elementary mathematics: mathematics curricula, computer-assisted instruction (CAI), and instructional process programs. Study inclusion requirements included use of a randomized or matched control group, a study duration of at least 12 weeks, and achievement measures not inherent to the experimental treatment. 87 studies met these criteria. The review concludes that programs designed to change daily teaching practices appear to have more promise than those that deal primarily with curriculum or technology alone.
Published: 2008
Updated: Dec. 14, 2008
812
Current curriculum initiatives in mathematics call for the development of classroom communities that take communication about mathematics as a central focus. In these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. In this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse.
Published: 2008
Updated: Dec. 14, 2008
813
Impact of Case-Based Instruction on Student Teachers' Reflection on Facilitating Children's Learning
The purpose of this experiment was using case-based instruction during a seminar, for promoting practicum about facilitating children's learning. During the 6-week instructional period, two groups learned using case-based instruction plus traditional instruction, and one group studied the same curriculum using traditional instruction only. Trend analysis suggest that case-based instruction results in improved reflection about facilitating children learning.
Published: 2008
Updated: Dec. 03, 2008
814
In this essay, the author describes the efforts of a public school teacher to improve her students' writing by attempting to increase their connectivity to their community.By designing photojournalism projects that prompt students to capture their authentic experiences, the teacher hopes to challenge the students' negative perceptions of their community. The author elaborates on the personal and pedagogical dilemmas that the teacher faced while engaged in this work.
Published: 2008
Updated: Nov. 30, 2008
815
Research reveals that the integration of new literacies and technologies are important, but educators don't know how to begin thinking about this task. The current research was held in a teacher context of a teacher education course. Findings indicate that teacher educators must foster environments to share problem-solving and distributed learning, to support design and multimodal redesign of texts, and to explore literacy and technology as transactional processes.
Published: 2008
Updated: Nov. 26, 2008
816
This article explored mathematics teachers' resistance to social justice issues. 12 preservice participated, in a discourse analysis action research project. The findings suggest that attention to issues of identity construction within school mathematics can be successfully embedded in methods courses in order to better prepare mathematics teachers to teach for diversity.
Published: 2008
Updated: Nov. 26, 2008
817
This research paired a researcher with an experienced classroom teacher for 12 weeks for technology use. Specific results indicate a positive change in the facilitation of mathematical communication and inquiry-based instruction in the classroom teacher’s practice.
Published: 2008
Updated: Nov. 26, 2008
818
An in-service training program for veteran teachers returning to college is explored in this article. The program was the collaborative initiative of two instructors, one specializing in qualitative research methods and the other in applied rhetorical analysis.
Published: 2008
Updated: Nov. 25, 2008
819
The article examine what teachers know and do regarding higher order thinking skills in teaching science. Semi structured interviews were collected with 11 experienced physics science teachers. The findings highlighted a diversity among the teachers in four areas: meta-strategic knowledge of the concept of higher-order thinking; practical utilization of instructional strategies related to fostering higher-order thinking in the classroom; beliefs about students' abilities to acquire higher-order thinking skills; and self-perception regarding teaching towards higher-order thinking.
Published: 2009
Updated: Nov. 23, 2008
820
The article reviews the politics of curriculum reform, and scholars who address the 'social efficiency' agenda in education. The author examines two strong examples of literature in 'authentic' practices as a curriculum conversation contesting this agenda.
Published: 2008
Updated: Nov. 23, 2008