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141.
National Board Certification (NBC) is a voluntary yet advanced teaching credential that goes beyond the typical state licensure requirement (NEA, 2015). The purpose of this study is to determine the perspectives of teachers who have completed and achieved NBC, and specifically how it has impacted them as classroom teachers. Using data collected via a survey, this study provides an overview of the perspectives of 496 National Board Certified Teachers centered on the Five Core Propositions of the National Board for Professional Teaching Standards. The findings of this study revealed statistical significance on teachers’ reported growth in areas such as leadership, effective instruction, and subject mastery as a result of NBC. Findings also suggest positive change on each of the Five Core Propositions, such as "teachers are committed to students and their learning," as reported by teachers. 相似文献
142.
Ricardo?NemirovskyEmail author Cara?DiMattia Branca?Ribeiro Teresa?Lara-Meloy 《Journal of Mathematics Teacher Education》2005,8(5):363-392
This paper examines two types of discourse in which teachers engage when discussing case studies based on classroom episodes,
and the ways in which the availability of video data of these episodes may motivate a shift in the mode of discourse used.
We interviewed two pairs of secondary school mathematics teachers after they had read a case study based on a 16-minute mathematics
classroom episode taped in a secondary school in the United States. During each interview, a multimedia version of the case
study, including video of the original episode, was available to the participants. We identify two modes of discourse engaged
in by the teachers during the interviews: Grounded Narrative and Evaluative Discourse. We examine and identify the characteristics of the two discourse forms, drawn from both video and textual analysis. These
characteristics are self-reflective talk, perspective, ethics, and linguistic patterns. The identification of two modes of
discourse is relevant for researchers and teacher educators using case studies or video recordings. In addition, the findings
provide insight into how teachers are “seeing” classroom events in a video case study. 相似文献
143.
144.
AbstractThis study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N?=?95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed. 相似文献
145.
In this study, we compared the types of texts found in two metropolitan areas (Santiago, Chile, and San Antonio, TX, USA) as a way of documenting the sponsorship of literacy within these two communities. We found (roughly) equal number of texts across the sites but interesting patterns within each. San Antonio's texts were primarily sponsored by industry and the military and Santiago's texts by political and religious sponsors. Similarly, there were statistically significant differences in the types of texts across neighbourhoods based on how well they were historically resourced. Our findings have implications for teaching early literacy through environmental print. 相似文献
146.
Amy M. Briesch Sandra M. Chafouleas Teresa J. Lebel Jessica A. Blom‐Hoffman 《Psychology in the schools》2008,45(10):978-993
Research during the past 15 years has repeatedly demonstrated the beneficial effects of dialogic reading (DR), a form of shared storybook reading, on the development of language in preschool children. Although much is known about the effects of DR on children, little attention has been paid to the role that adult caregivers play in the DR experience. Specifically, we do not yet have an understanding of the frequency and consistency with which caregivers use DR strategies in daily practice, prior to and following training. In the current study, the integrity with which six caregivers used DR strategies with their preschool‐aged children subsequent to viewing a commercially available training videotape was investigated. Results indicate that caregivers can learn to use several DR strategies through videotaped training; however, supplemental training may be necessary to teach caregivers certain strategies if they are to use them with integrity. © 2008 Wiley Periodicals, Inc. 相似文献
147.
Reading and Writing - SRSD interventions on writing have shown to be effective across a myriad of contexts and populations. Less is known, however, about their effectiveness for improving the... 相似文献
148.
Nadeen Teresa Ruiz Peter J. Baird Pedro Torres Hernández 《Journal of Latinos & Education》2016,15(2):97-112
Initial research has documented the ill treatment suffered by Mexican indigenous students in U.S. schools. Using a framework of transnational teacher education, we examined the impact of field practice in an indigenous area of Mexico on teacher candidates. Candidates showed growth in new understandings, such as their role as bilingual teachers in terms of validating students’ cultures and their sense of global interconnectedness with transnational students and communities. Applied classroom projects several months after field practice showed a similar impact, beginning to make the case that transnational field practice can also positively influence the academic performance of the candidates’ future students. 相似文献
149.
This paper describes a study which investigated 14 and 15 year old students' understanding of combustion in both England and Spain, and explores the effect of practical laboratory experience on students' understanding. The teaching and learning styles used with the students in the study were explored using questionnaires and interviews. The students' understanding of combustion was explored using a questionnaire. The responses of English and Spanish students are significantly different. The quality of the responses is explored in terms of the awareness of students of the involvement of gases in combustion, and it appears, however, that the more extensive use of practical work in English schools has had only a marginal effect on their understanding of combustion. 相似文献
150.
M. Francisca del Río Maria Ines Susperreguy Katherine Strasser Viviana Salinas 《Early education and development》2017,28(8):939-955
The current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy practices on children’s numeracy performance and the influences of maternal and paternal expectations and anxiety on those activities. Research Findings: Results showed that mothers and fathers who endorse higher numeracy expectations for their children and who report lower levels of math anxiety also report engaging more frequently in advanced numeracy practices with their children. Mothers’—but not fathers’—engagement in numeracy practices at home predicted children’s numeracy performance. Also, low-SES mothers engaged more frequently in numeracy practices with their children, and mothers in general engaged more often in numeracy activities with girls than with boys. Practice or Policy: These findings improve understanding of how maternal and paternal processes relate differently to numeracy performance in kindergarten children. Moreover, these results highlight the need to take into account parents’ numeracy attitudes and practices, as well as their SES, when designing interventions directed at increasing family support for math achievement. 相似文献