eric.ed.gov har udgivet: This paper attends to teacher intellectual risk-taking when attached to expression of positive emotions, in order to explore some of the reasons why teacher risktaking may not appear in mathematics lessons. We know that risk-taking can be beneficial, but research has not really examined what form this might take in a classroom. In recent research, I investigated how positive emotions are discussed and used by experienced mathematics teachers. In particular how to examine the ‘in-the-moment’ emotions of the teacher, and what the modelling of experienced teachers tells us about the role of affect in mathematics teaching. This paper examines some affect episodes for elements of teacher risk-taking. The evidence suggests that teacher risk-taking enables the use of emotions, and vice versa, is integral to ‘good’ teaching, and… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Ever so slowly, the United States is taking a harder look at how its teacher preparation schools are improving the quality of the teachers they produce. The signs are everywhere–from proposed federal action to state legislatures and school boards passing new oversight laws and regulations, to a newly marshaled push for stronger accreditation by the institutions themselves. The country is finally waking up to the critical importance of improving teacher preparation quality to produce more classroom-ready teachers. But as “NCTQ Teacher Prep Review 2014” shows, far more needs to be done to expand the pool of teachers properly prepared to meet the challenges of the contemporary American classroom. Still, an upsurge in quality has begun. It is good news indeed to be able to report some movement,… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The educational importance of teacher self-efficacy necessitates research into variables presumed to significantly influence teacher self-efficacy. In the current study, the role of personal and programmatic variables on the self-efficacy of school-based agriculture teachers was explored. Self-efficacy was measured in five aspects of the agriculture teaching profession: (a) classroom management, (b) instructional strategies, (c) leadership, (d) science teaching, and (e) math teaching. Early career agriculture teachers in five western states were used as the population for the study. Backward deletion model selection was completed for each of the five self-efficacy areas and multiple linear regression was used to analyze final models. The number of teachers within an agriculture program, years of teaching experience, number of students in the agriculture program, science credit being offered, and CASE certification… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Research has focused predominantly on how teachers affect students’ achievement on standardized tests despite evidence that a broad range of attitudes and behaviors are equally important to their long-term success. We find that upper-elementary teachers have large effects on self-reported measures of students’ self-efficacy in math, and happiness and behavior in class. Students’ attitudes and behaviors are predicted by teaching practices most proximal to these measures, including teachers’ emotional support and classroom organization. However, teachers who are effective at improving test scores often are not equally effective at improving students’ attitudes and behaviors. These findings lend empirical evidence to well-established theory on the multidimensional nature of teaching and the need to identify strategies for improving the full range of teachers’ skills. Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: The Teacher Effectiveness Enhancement Programme (TEEP) is a CPD programme that aims to improve teachers’ classroom practice. TEEP training is offered as a whole-school approach by the Schools, Students and Teachers Network (SSAT). All staff in a school received three days of training over a period of two terms. A smaller cohort of teachers, chosen by the school leadership team, receive two further days of training the following term to help embed and develop the TEEP strategies across the school. The training focuses on developing pedagogical knowledge (for example, assessment for learning or collaborative learning), understanding different phases of learning (such as preparing for learning and demonstrating understanding), and effective teacher behaviours (including classroom management and interactive teaching). The programme provides a comprehensive language and framework for… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Teachers with proper training in knowledge transfer to different students, in the creation of suitable learning conditions, the motivation of students for active cooperation and peer learning, in the formation of classroom community, as well as independent and responsible personalities, can provide quality education. Teacher’s classroom management competencies largely determine the potential of achieving educational goals and helping pupils form integral personalities. Studies show that teachers lack competencies for classroom management and ensuring discipline in the classroom. In the article, we present the results of empirical study on students’ perceptions on teachers’ classroom management competencies in two different subjects, mathematics and Slovene language. A total of 907 students from elementary and secondary schools in Slovenia participated in the study. Differences in students’ assessments have been established in… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This meta-analysis reports on the use of practitioner inquiry (PI) with early program teacher candidates in conjunction with elementary science and math methods courses using cognitive load theory as a theoretical framework. The findings suggest that the teacher candidates enhanced their knowledge of practice within practice across 5 dimensions of practice: inclusion, classroom discussion, classroom engagement, understanding student learning and grouping. The sixth outcome provides evidence of the ways that the practitioner inquiry fostered learning about how to learn from practice. Cognitive load theory can be used to explain the difficulty of assimilating theory into practice for emerging teacher candidates. Implications for teacher education are included. Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: This study examines how elementary preservice teachers notice children’s mathematical thinking and how this noticing influences the evaluation of technological resources. In particular, we explore the aspects of thinking to which preservice teachers attend and how they interpret evidence about children’s thinking when using the Spatial-Temporal Math (ST Math) program. Data collection included a group survey administered after an initial exploration of a set of ST Math activities, screencast recordings during which children used and talked about the program, and a reflective writing assignment. The findings of this study show how preservice teachers used their noticing skills (attending and interpreting) in their evaluations of the tool, in some cases prompting them to shift their evaluation on the basis of student thinking. [For the complete proceedings, see ED606556.]… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Approximately 93 percent of Americans indicate that they experience some level of math anxiety. Math anxiety is defined as negative emotions that interfere with the solving of mathematical problems. Studies have found that some students who perform poorly on math assessments actually have a full understanding of the concepts being tested; however, their anxiety interferes with their ability to solve mathematical problems. Researchers believe that implementation of strategies to prevent or reduce math anxiety will improve the math achievement of many students. This Information Capsule summarizes strategies that teachers, parents, and students can use to prevent or reduce math anxiety. Link til kilde
Like this:
Like Loading...
eric.ed.gov har udgivet: Beyond common associated factors, such as teacher characteristics and socioeconomic background of students, little is known about how student achievement relates to differences in the pedagogical approaches used in Latin American classrooms. This paper highlights the main findings from a qualitative study on cross-country differences in teaching practices in three Latin American countries. Of the three countries selected for the study, Paraguay and the Dominican Republic perform at the bottom of the regional comparative test, “Second Regional Comparative and Explanatory Study” (SERCE), and the Mexican state of Nuevo Leon is one of the top performers. Our findings, based on a large sample of video recordings from sixth-grade classrooms in the three countries, indicate that certain classroom practices appear to be associated with higher levels of learning. Teachers… Continue Reading →
Like this:
Like Loading...
Læst 17 gange