Sentences with phrase «preservice teachers studied»

Not exact matches

BOX 14, I -1-4; 30188578 / 734260 Slides Plus Audiotape - SAPA II, Orientation Filmstips, AAAS, «The Integrated Process», Filmstrip 4, 1974 SAPA II, Orientation Filmstrips, AAAS, «Measuring», Filmstrip 3, 1974 Plus Audiotape - SAPA II, Orientation Filmstrips, AAAS, «Teaching Strategies», Filmstrip 3, 1974 Plus Transcript of orientation tape - SAPA II, Orientation Filmstrips, AAAS, «The Basic Processes of Science», Filmstrip 2, 1974 «Laboratory Exercises for Use in a College Science Course for Non-Science Majors» - by James Wallace Cox, 1970 «A Process Approach to Learning, Supplementary Manual», based on SAPA developed by AAAS, by Ruth M. White, 1970 «Science Process Instrument, Experimental Edition», COSE, 1970 «Preservice Science Education of Elementary School Teachers - Guidelines, Standards and Recommendations for Research and Development» report, Feb. 1969 (4 Folders) «Preservice Science Education of Elementary School Teachers - Preliminary Report», Feb. 1969 «An Evaluation of Elementary Science Study as SAPA» by Robert B. Nicodemus, Sept. 1968 «SAPA - Purposes, Accomplishments, Expectations», COSE, AAAS (Brochure reported in Nov. 1968, 1970), 1967 (3 Folders) «The Psychological Bases of SAPA», COSE, 1965 «Guidelines and Standards for the Education of Secondary School Teachers of Sciecne and Mathematics» bookley, AAAS and the National Association of State Directors of Teacher Education and Certification «Career Opportunites in the Sciences» brochure, compiled by the Office of Opportunites in Science Slides and documentation - «Animal Eyes» and «Meterological Instruments», Fernbank Science Center, «An Integral Part of the DeKalb County School System» Slides and documentation - «Building Terrariums» and «What is my Age?»

In addition to working in the classroom environment, he has acted as a consultant in the area of technology and curriculum design / implementation, as well as an instructor in the preservice teacher education program at the Ontario Institute for Studies in Education.

If preservice teachers are required to gather data or complete research projects in schools as part of the curriculum, why not intentionally have them study the needs of gifted students?

One way to begin teaching preservice teachers how to blog and the benefits of blogging could be through teaching blogging through mini-case studies, narrative descriptions of issues, problems, or concerns faced by teachers (Sykes & Bird, 1992).

The primary purpose of the study was to identify the decisions that preservice special education teachers made and the types of knowledge they used when making these decisions as they integrated iPad apps into lessons with students who had mild disabilities.

This study also indicates preservice teachers have positive attitudes toward electronic portfolios once they have created one.

In the current study, the preservice teachers focused on matching learner content knowledge, needs, and preferences to teaching strategies and technology.

Due to this high level of support, the first author of this study decided to implement electronic portfolios with her preservice teachers.

The preservice teachers in this study used state teacher standards in some aspects of their portfolios.

Several important implications and recommendations for teacher educators can be taken from this study related to the importance of explicit and thoughtful opportunities to engage in Twitter chats during preservice coursework.

As cohort coordinator, the first author taught two literacy education courses and supervised field experiences for the preservice teachers in the study.

While the preservice teachers in this study planned to show their portfolios to other teachers, few believed they would advocate for electronic portfolios in their future teaching positions.

Some studies have investigated preservice teachers» emerging TPACK while making decisions about using technology in various content areas during field experiences in general education settings.

Unpacking the «Total PACKage»: Emergent TPACK characteristics from a study of preservice teachers teaching with technology.

Although this finding was disappointing, these preservice teachers may decide to advocate for other aspects of technology not addressed in the study.

However, the preservice teachers in these two studies did not actually implement the design tasks.

As in earlier studies (Bartlett, 2002, in press; Wilson, Wright, & Stallworth, 2003), these preservice teachers anticipated using their portfolios to reflect upon their teaching development, a worthwhile result that will undoubtedly make them better teachers, and to search for jobs.

In one such study, the researchers analyzed preservice teachers» rationales for technology - integration decisions while taking an educational technology course.

In this study, I examined the experiences of a group of secondary preservice teacher candidates (N = 38) who followed various Twitter hashtags for 1 hour and then reflected upon these experiences in a brief written reflection.

During an introductory session in the first year of the study, the preservice teachers discussed their students» needs, explored iPad apps, and reviewed a rubric that they could use to evaluate the apps (Walker, 2011).

Regarding instructional uses, preservice teachers in the present study were positive about showing their portfolios to the children in their classes.

She gave the preservice teachers a case study and asked them to find apps on the iPads that would be appropriate for the scenario.

In another study, researchers conducted a cross-case analysis of four preservice teachers who implemented technology in grade 4 - 8 science, social studies, or math lessons, with support and feedback from mentors during a seven - week practicum (Jaipal & Figg, 2010).

While Twitter chats have the potential to form a cohesive network, beginning in preservice teacher education courses and continuing into professional practice, it is beyond the scope of this study to determine whether the TCs in this study (or whether TCs more generally) continue these practices upon entering the field.

Massachusetts collects data on these programs and publishes a report detailing best practices and lessons learned.35 Stakeholders instituting or considering such reforms should study these reports to identify how to link preservice requirements, licensure, and new teacher supports such as induction and mentoring programs.

Other studies of preservice teachers» decision making have used the TPACK framework as a basis for understanding their choices when completing design tasks during educational technology courses or during fieldwork experiences in general education classrooms.

Just as we engaged in - service teachers in a study of new literacies and gave them the opportunity to work with children in the writing camp, preservice teachers should be given similar opportunities, either as part of their field experiences or in a separate class.

This initial study indicates that there may be promise for Twitter chats as a medium when used as a professional development tool for preservice teacher educators and for those interested in professional growth throughout teachers» careers.

«Making Connections: Teaching Preservice Teachers to Teach Online» will feature Kathryn Kennedy, director of research at the International Association for K - 12 Online Learning, and Leanna Archambault, assistant professor at Arizona State University, who coauthored the 2012 study Offering Preservice Teachers Field Experiences in K - 12 Online Learning: A National Survey of Teacher Education Programs.

The current study focused on how preservice teachers» instructional decision - making reflected the use of TPACK components in an elementary - level special education setting.

The current study illustrates one way that teacher educators can provide preservice special educators with opportunities to develop the knowledge and skills they need to implement technology effectively with students who have mild disabilities.

Although preservice teachers in our study universally report looking forward to working with a collaborating teacher, many expressed disappointment with the teaching they observed in their school placements.

Rather than take standalone courses focused on technology, preservice teachers must have frequent opportunities to observe, practice with, and explore the integration of computer - based tools in social studies instruction.

Returning to the example of digital history from the social studies, there is important work to be done beyond just helping experienced teachers and preservice teachers gain awareness about the availability of digital primary sources or tools.

By transferring our discussion to a public network comprising nearly 1,000 other social studies teachers, teacher educators, and preservice students, we hypothesized that our students would reap two kinds of benefits.

Take for example the scenario in which preservice teacher Rob Dent collaborated with a classroom teacher to develop a technology infused unit of study, called «Who Wants to Be a Pioneer?»

These preservice teachers engaged in series of reflective dialogues blending theory and practice — the hallmark of praxis — with their classmates, with other preservice teachers from around the country, and with practicing social studies educators from around the world.

Many studies that examine the differences between face - to - face conversations and exchanges on online discussion boards have investigated the experiences of adult populations, such as graduate students (Meyer, 2003; Wang & Woo, 2007) and preservice teachers (Larson & Keiper, 2002).

The article's abstract reads in part, «This study explores how and under which conditions preservice secondary science teachers (PSTs) engage in effective planning practices that incorporate intellectually challenging tasks into lessons.

The researchers use a meta - ethnography to synthesize qualitative data from multiple studies focusing on technology training for preservice teachers to make new interpretations of the data.

The study's aim was to inform the technology education programs already in existence and influence their methods of preservice teachers» future technology integration.

Teacher educators must explore with preservice teachers how digital technologies shape and are shaped by education and examine the deeper theoretical and pragmatic understanding of the core purpose of social studies to prepare civic life.

It, nonetheless, sparked a lively discussion including preservice teachers from two teacher education programs, veteran teachers from Pennsylvania to California, and even a National Elementary Social Studies Teacher of thteacher education programs, veteran teachers from Pennsylvania to California, and even a National Elementary Social Studies Teacher of thTeacher of the Year.

The study reported here engaged preservice teachers in activities that fostered a classroom environment supporting the communication of proof.

As social studies teacher educators, one of our roles is to model appropriate uses of technology for our preservice teachers.

This study examined the use of one online social networking tool, NING ™, in teacher education, highlighting preservice teachers» engagement and perceptions of the tool.

Based on a recognized gap in the literature about students as powerful partners, the authors undertook a 3 - year study to explore the question, «What do preservice middle school teachers learn when middle school students assume the role of pedagogical experts?»

In this design research study, 22 preservice teachers in a social studies methods class conducted online class discussions inside the National Council of the Social Studies Network Ning, a social network for social studies edustudies methods class conducted online class discussions inside the National Council of the Social Studies Network Ning, a social network for social studies eduStudies Network Ning, a social network for social studies edustudies educators.

Although our study was intended as a 1 - year proof - of - concept research design, we have demonstrated sufficiently positive results for other researchers to pursue longitudinal investigations that track preservice teacher behaviors into their first few years of practice.

In my social studies methods class I provide preservice teachers an opportunity to work with the IWB as a center activity during the lessons pertaining to image analysis and primary sources.