International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 86/93
925 items
851
The article describes experiences on narrative inquiry and memoirs for experienced early childhood educators. The author recounts the steps he took in selecting reading texts and activities for the course, and emphasizes the value of using poetry as a form of narrative for helping early childhood educators represent and understand key experiences and influences in their personal and professional lives.
Published: 2008
Updated: Sep. 04, 2008
852
This article summarizes the characteristics of highly qualified kindergarten teachers, of classes which have become replicas of first grade with children sitting at desks completing worksheets, learning to sound out words, and memorizing sight words summarizes state credential requirements for kindergarten teachers. The study shares a research on the education of kindergarten teachers in one state, and suggests an action plan to make sure we have highly qualified of our kindergarten
Published: 2008
Updated: Sep. 01, 2008
853
The Making Learning Visible project described in this article provides opportunities for teacher candidates to observe children at work and play; formulate questions about what they have seen; advance opinions about meaning; analyze issues; confront biases; and develop ideas for future practice. Observation and documentation are integral to the early childhood classroom. Observation provides the information necessary for adults to build meaningful relationships with individual children.
Published: 2008
Updated: Sep. 01, 2008
854
This article explores a two-year portfolio initiative' in a British elementary school. It describes the teachers resistance, and the factors that contributed to its acceptance. Factors contributing to the success, included the student-centered focused for the portfolio, and the statements that were important for the teachers to make.
Published: 2007
Updated: Jul. 30, 2008
855
Researchers examined roles and actions of members of 'co-teaching' teams including a special educator and a regular educator in a public high school. Observational data were collected using momentary time sampling procedures. Results indicated that regular educators presented material to students in 29.93[percent] of observed intervals; special educators presented material in less than 1[percent] of observed intervals.
Published: 2007
Updated: Jul. 20, 2008
856
This paper presents one tool that has been used successfully to improve preservice teachers’ instructional decision-making knowledge about technology integration, with the unintended outcome of readying them for field experiences in general.
Published: 2008
Updated: Jul. 10, 2008
857
This paper presents a model for implementing a field experience program in a technology-enhanced pedagogical laboratory where teacher candidates practice and reflect on theory-based instructional strategies. The model consists of three steps: teacher candidate preparation, laboratory experience, and reflection.
Published: 2008
Updated: Jul. 10, 2008
858
In this article, the authors describe professional development institutes offered in 2001 and 2002 by the Harvard Graduate School of Education and the National Governors Association Center for Best Practices to familiarize state-level policymakers with research on adolescent literacy and to guide states’ development of effective literacy plans.
Published: 2008
Updated: Jun. 26, 2008
859
In this article, the authors present results from their implementation study of a structured reading program for fourth, fifth, and sixth graders in an afterschool setting. As the authors explain, schools and districts often view an extended school day as a promising way to address the literacy needs of their lowest-performing students by devoting more time to reading instruction.
Published: 2008
Updated: Jun. 26, 2008
860
In this article, Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris challenge some of the prevailing myths about adolescents and their choices related to reading. The reading practices of youth from one urban community are examined using mixed methods in an effort to define what, how often, and why adolescents choose to read. By focusing on what features of texts youth find motivating, the authors find that reading and writing frequently occur in a range of literacy contexts outside school.
Published: 2008
Updated: Jun. 25, 2008