International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Section archive - Instruction in Teacher Training
Page 89/93
925 items
881
One of the findings of the study was the success of Railside school, where the mathematics department taught heterogeneous classes using a reform-oriented approach. Compared with the other two schools in the study, Railside students learned more, enjoyed mathematics more and progressed to higher mathematics levels. This paper presents large-scale evidence of these important achievements and provides detailed analyses of the ways that the Railside teachers brought them about, with a focus on the teaching and learning interactions within the classrooms.
Published: 2008
Updated: Mar. 09, 2008
882
The article describes a study that connects teachers' experiences of reflective school portfolio to the qualities of teachers' knowledge communities. The author makes the case that the development of a dynamic knowledge community among teachers is foundational to the successful reflective school portfolio-making experience.
Published: 2007
Updated: Mar. 06, 2008
883
The authors describe inclusive education as a political vision in Norway. The article describes one teacher's inclusive education experience in a classroom with several children with special needs. The case focuses on her helping her classroom and one particular student with behavioral problems go through the necessary transitions.
Published: 2007
Updated: Mar. 04, 2008
884
This qualitative action research study was designed to explore the effects of incorporating writing workshops built on Writing Across the Curriculum (WAC) principles into the initial portfolio process required of students during their first semester in an undergraduate middle-grades teacher-education program. Findings indicate that the students approached the portfolio requirement from a consumer perspective and that writing anxiety was a major obstacle.
Published: 2008
Updated: Mar. 02, 2008
885
The purpose of this teacher action research was twofold: to learn more about preservice teachers' preconceived notions related to listening and to investigate how a listening journal assignment impacted preservice teachers' views of listening as an important aspect of discourse. Findings suggest that the preservice teachers entered the course without truly considering listening as an important component of teaching methods related to facilitating classroom discourse.
Published: 2008
Updated: Mar. 02, 2008
886
The article describes a pedagogical approach to teaching theory to preservice teachers. The approach involves illustrating academic texts with popular culture texts. Theories such as preferred, negotiated and oppositional readings; denotative and connotative levels of meanings, and detourement, can be articulated with culture texts such as films.
Published: 2007
Updated: Feb. 26, 2008
887
The article examines contemporary American educational discourse and why despite the justifiable and inspiring ideals of student centeredness and democratic education, American education often results in poor educational outcomes. The author cites inconsistencies of intent and practice at the core of the problem.
Published: 2007
Updated: Feb. 26, 2008
888
The article discusses a short development course for physics teachers, providing them with a tutorial as an active learning strategy. The course was designed as an active learning environment and enabled teachers to experience the entire tutorial sequence of activities. Following the tutorial, teachers reflected on difficulties and experiences, discussing their teaching experiences with their colleagues in small collaborative groups first and the whole class later.
Published: 2007
Updated: Feb. 19, 2008
889
Data collected from four science teachers was analyzed in order to determine if professional development courses supported teachers in learning and implementing inquiry. Finding indicated that there was little or no change in the teachers' individual understanding of inquiry. Professional development courses did enhance the teachers' ability to design inquiry-based activities, although classroom implementation did not reflect high levels of inquiry.
Published: 2007
Updated: Feb. 17, 2008
890
This article questions the basic assumptions of pedagogical content knowledge by analyzing the ideas of Jerome Bruner, Joseph Schwab, and John Dewey concerning transforming the subject matter. It argues that transforming the subject matter is not only a pedagogical but also a complex curricular task in terms of developing a school subject or a course of study. This curricular task, however, has been obscured by the concept of pedagogical content knowledge that construes transformation as primarily a pedagogical task in terms of transforming the subject matter of an academic discipline into pedagogical forms.
Published: 2007
Updated: Feb. 17, 2008