eric.ed.gov har udgivet: The pilot program is designed to implement individualized instruction for the prospective teacher (Competency-Based Teacher Education Model) and public school children (Personalized Instruction Model). Students participate in an individualized learning program while aspiring teachers complete their teacher training competencies through knowledge and performance levels at Portal Schools. The children work in open-space instructional areas that utilize diagnosing and prescribing methods, scope and sequence activities, learning centers, learning activity packages, and contracts. Teachers demonstrate their competencies with specific skills, which include the following: motivating and reinforcing students, producing instructional materials, and personalizing instruction. All competencies are completed on-site with the assistance of clinical professors. Two supportive elements of this pilot program are a) using volunteers to tutor children in math and reading skills and to produce instructional materials… Continue Reading →
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eric.ed.gov har udgivet: This Child Development Associate (CDA) training module is intended to teach CDA interns how to provide classroom experiences that promote basic mathematics skills in preschool children. Knowledge of relationships of objects in space, grouping of objects, teaching of number names and counting, and the use of math games are discussed. The trainee is encouraged to learn how to plan and develop lessons, games, activities and environmental conditions to teach about objects and their location in space. Both teacher and trainee materials are provided in the module. Teacher materials consist of directions for pre-testing and field supervision, a resource person activity list and directions for each student activity. Trainee materials include pre- and post-tests, an activity record, a glossary, directions and 17 lessons. (Author/RH) Link til kilde
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eric.ed.gov har udgivet: The Integrated Day Teacher Education Program is an attempt to create a model for teacher preparation which will make schools healthy places for teachers and children. It is sensitive to the criticisms leveled at teacher education by observers such as Silberman and attempts to lead teachers to share in decision making, participate actively in learning, and become independent learners in their own right. During the workshop semester, up to 50 undergraduates join 15 or so graduate students in a series of learning experiences which have replaced the conventional methods and curriculum courses. These preservice teachers earn 18 hours of credit for participating in activity-oriented workshops in Multi-Arts, Math and Science, Language Arts and Reading, Curriculum Building, Social Studies, and Human Relations. Workshops are offered during two-and-a-half-hour blocks… Continue Reading →
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eric.ed.gov har udgivet: The stated goals for the nine modules in this elementary math cluster, which is part of a series developed for the Adams State College Teacher Corps program, are that the intern will: (a) understand the scope and sequence of topics in elementary mathematics, (b) be familiar with a wide variety of activities and materials for use in a mathematics laboratory approach, (c) know various alternative approaches to teaching given mathematics topics, (d) utilize methods which convey understanding of concept rather than rote memorization, (e) realize that pupil attitudes toward a subject are as important as aptitude, (f) understand the relationship between mathematics and other elementary school curricula, and (g) know the relevance of prevalent learning theories to the specific area of mathematics. Each module contains a statement… Continue Reading →
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eric.ed.gov har udgivet: This module, one in a series of performance-based teacher education learning packages, focuses on a specific skill that vocational educators need in order to integrate the teaching and reinforcement of basic skills into their regular vocational instruction. The purpose of the module is to give educators competency in assisting students in improving their math skills. It provides techniques for (1) assessing students’ math skills in relation to the math requirements for the occupational area, (2) assessing one’s own readiness to assist students with these skills, and (3) working with students to improve math skills. The teacher also gains skill in identifying specific kinds of errors students commonly make and in helping students to improve skills in these specific areas. Introductory material provides terminal and enabling objectives, a… Continue Reading →
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eric.ed.gov har udgivet: This report describes the condition of teacher education preparation at authorized colleges and universities in Colorado, including the total program enrollments, enrollments by licensure or endorsement area, and student demographic and institutional-level data. All approved teacher preparation programs at institutions of higher education, public and private, are compliant with the state’s performance based teacher education measures. The total number of undergraduate teacher education candidates grew twelve percent between 2006 and 2007. The number of traditional-aged students enrolled in teacher education programs grew by forty-seven percent. Students who are members of ethnic minority groups represented small numbers of enrollees in teacher preparation programs. There was a slight decrease in the representation of minority students in teacher education programs from 2006 to 2007: the decrease in Hispanic teacher education… Continue Reading →
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eric.ed.gov har udgivet: This document is one of a series of eight Teacher Education Modules developed by Adams State College Teacher Corps Program. As a result of completion of this module, which is itself a cluster of nine mathematics learning modules, the elementary education student will: a) gain a knowledge and understanding of the concept of elementary school mathematics; b) have a deeper understanding of the specific topics than would be expected of an elementary student; c) realize and appreciate the logical development of material from precise definitions based on intuitive concepts to facts derived from these concepts; d) increase his confidence in his own mathematical ability; e) see mathematics as a body of interdependent knowledge; and f) realize that mathematics proficiency in the mechanical processes of mathematics is not… Continue Reading →
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eric.ed.gov har udgivet: In this presentation, we introduce a conceptual framework for in-service professional development–the Whole Teacher approach, which attends simultaneously to the attitudes, knowledge, and practice of a teacher’s growth. Putting the framework in operation, we describe a project designed to improve teachers’ competence and increase children’s performance in early mathematics. Utilizing a quasi-experimental design, pre- and post-measures with intervention and comparison groups have been collected. The results indicated that significant growth in children’s mathematical performance favored to the intervention group. The discussion focuses on the significance of the Whole Teacher approach to teacher professional development. [For the complete proceedings, see ED584443.] Link til kilde
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