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The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE 总被引:1,自引:0,他引:1
Hamed Mubarak Al-Awidi Iman Mohammad Alghazo 《Educational technology research and development : ETR & D》2012,60(5):923-941
This study examines the effect of the student teaching experience on preservice elementary teachers?? self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE. The participants were 62 pre-service elementary teachers at the United Arab Emirates University. Pre- and post-survey was administered to examine participants?? self-efficacy beliefs for technology integration prior to and at the end of the teaching experience. Additionally, a purposeful subset of the sample (n?=?16) were interviewed based on their high self-efficacy belies to explore the sources of the high self-efficacy beliefs. Results showed a significant effect of student teaching experiences on participants?? judgment of their self-efficacy about technology integration. Mastery experience and vicarious experience reported to be the most influential sources of self-efficacy to integrate technology among preservice elementary teachers. 相似文献
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Nicole Barnes Helenrose Fives Jamaal Sharif Matthews Kit Marie SaizdeLaMora 《The Teacher Educator》2013,48(4):401-415
ABSTRACTWe examined 179 teachers' perceptions of their own classroom practices and their school's motivational climate to illuminate the ways these perceptions work in concert. Using teachers' responses to two scales of the Patterns of Adaptive Learning Survey, a cluster analysis revealed three profiles of teachers described as cluster 1: Aligned: Performance Moderate, Mastery High: We agree with everything!; cluster 2: Aligned: Performance Low, Mastery High: Yea to Mastery! Nay to Performance!; and cluster 3: Unaligned: Classroom Mastery with School Performance: We're Mastery Structured in a Performance School. Cluster analyses revealed significant differences suggesting these teacher groups had distinct profiles. This study adds to the literature on goal theory aimed at understanding and advancing teachers' motivationally supportive practices and can be used in teacher education and development to help teachers identify, reflect on, and understand their classroom goal structures and how they relate to structures operating at the school level. 相似文献
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Iman Alizadeh 《Education and Information Technologies》2018,23(6):2569-2585
This study aimed to investigate medical students’ evaluation of using Telegram as a Social Networking Site (SNS) in English for Specific Academic Purposes (ESAP) programs. To this end, the students’ explanatory responses about the merits and demerits of the SNS as well as their suggestions for improving its educational usability were collected. The qualitative data analysis of the students’ responses showed the merit codes of accessibility, data exchange, group learning, competitive atmosphere, peer-checking, and time-saving. The demerit codes emerging from the analysis were dependence and cheating, distrust, addiction, distraction, Internet problems, lack of supervision and lack of instruction. The codes derived from the students’ propositions were upgrading the SNS, dynamic atmosphere, blended-learning, teacher involvement, culture of using the platform, cooperative learning, appropriacy of the materials and type of the materials. The findings indicated that the trend of the students’ views about the merits of the site centered on technical categories, their views about the demerits of the system revolved mainly around behavioral categories and their propositions were closely linked to educational categories. The data analysis also showed significant differences in the perceived significance of the codes to the students with accessibility, Internet problems and type of the materials being the most prominent ones in the merit, demerit, and proposition codes respectively. From the findings, it can be concluded that educators should be encouraged to join the SNS to educationally support students, consider the merits and demerits of the SNS before employing it and improve the usability of the site based on the feedback they receive from students. The study suggests that a fine-tuned action plan be outlined with an eye to the technical, educational and behavioral requirements for using the SNS. It is also recommended that educators’ and students’ level and range of activities as well as ethical codes of conduct on the SNS be clearly stipulated in the course plan of programs involving the use of the site. 相似文献
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Concrete precast multicell box-girder (MCB) bridges combine aesthetics with torsional stiffness perfectly. Previous analytical studies indicate that currently available specifications are unable to consider the effect of the twisting moment (torsional moment) on bridge actions. In straight bridges the effect of torsion is negligible and the transverse reinforced design is governed by other requirements. However, in the case of skewed bridges the effect of the twisting moment should be considered. Therefore, an in-depth study was performed on 90 concrete MCB bridges with skew angles ranging from 0° to 60°. For each girder the bridge actions were determined under the American Association of State Highway and Transportation Officials (AASHTO) live load conditions. The analytical results show that torsional stiffness and live load positions greatly affected the bridges?? responses. In addition, based on a statistical analysis of the obtained results, several skew correction factors are proposed to improve the precision of the simplified Henry??s method, which is widely used by bridge engineers to predict bridge actions. The relationship between the bending moment and secondary moments was also investigated and it was concluded that all secondary actions increase with an increase in skewness. 相似文献
15.
The effect of video-based approach on prospective teachers’ ability to analyze mathematics teaching 总被引:1,自引:0,他引:1
This is an intervention study that explored the effect of using video lesson analysis methodology (VLAM) on the ability of
prospective middle/high school mathematics teachers to analyze mathematics teaching. The sample of the study consisted of
26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates University. The participants
were divided equally into two groups, experimental and control. The experimental group was involved in video lesson analysis
where they analyzed ten video lessons throughout the semester. The group members interacted via discussion forums through
Blackboard technology. Both groups wrote analyses of two video lessons, one before the intervention program and another at
the end of it. It was found that the intervention remarkably improved the ability to analyze mathematics teaching of the experimental
group while little improvement occurred to the control group. Implications for teacher education programs are discussed. 相似文献
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Nada Chatila Afra Iman Osta Wassim Zoubeir 《International Journal of Science and Mathematics Education》2009,7(1):103-132
This study attempted to investigate the alternative conceptions that a group of 12 Lebanese students in a grade 9 class hold
about electricity. It also attempted to evaluate learning outcomes of implementing in that class an inquiry-based module for
the acquisition of conceptual understanding of basic concepts in electricity. Fourteen mostly subjective tests were administered
throughout the implementation phase of the inquiry-based module to assess the evolution of participants’ conceptions. The
instrument DIRECT (Version 1.0) focusing on conceptual understanding was used as a post-instructional test to measure acquisition
of understanding. The findings revealed that most of the alternative conceptions reported in literature were found amongst
the participants. Results of the post-testing showed that the implemented inquiry-based approach was successful in enhancing
participants’ conceptual understanding of the targeted DC circuit concepts. 相似文献
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Higher Education - Faculty members’ beliefs can affect the trajectories of internationalization activities at a university. This study aimed to use metaphor analysis to discover Iranian... 相似文献