eric.ed.gov har udgivet: Questioning techniques have historically been considered the measurement by which teachers challenge and gauge student learning. Much has been said about questioning strategies used by teachers; yet little is known about the strategies used by pre-service teachers, especially those that are working with English language learners. This study presents findings from a qualitative study that explored what types of questions pre-service teachers use and their reflections on the use of such strategies. Eight bilingual/ESL pre-service teachers in South Texas were videotaped during a math and a language arts lesson, attended focus groups, and participated in an exit interview. The findings revealed the type of questions used by the participants, how they made sense of their teaching, and how accountability measures influenced their teaching. This research recommends education… Continue Reading →
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eric.ed.gov har udgivet: The plethora of data that confronts teachers on a daily basis requires that they know more than simply being able to calculate. It demands that they understand the context in which the mathematical ideas are embedded and what those ideas are telling them in relation to that context. Also, it necessitates that they are prepared to question how data, and the associated claims, are presented. For primary teachers, the implication is that they must be prepared to help their students to develop these skills. The “Finding the Maths” strategy described in this article has been shown to be successful in helping students achieve this outcome. The aim of using this strategy is to encourage students to develop the three types of thinking referred to in the numeracy… Continue Reading →
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eric.ed.gov har udgivet: This study was conducted to analyse the influence of learning styles and teaching strategies on academic performance in mathematics. Surveys were conducted to 277 randomly selected grade 9 students and five purposively sample mathematics teachers. Findings reveal that most of the student-respondents have a combination of dependent, collaborative and independent learning styles. Multiple regression analysis indicates that among the learning styles, only the independent style has a significant influence on the academic performance of grade 9 students. Four teaching strategies including cooperative learning, deductive approach, inductive approach, and integrative approach, were found to have a significant influence on academic performance. By understanding the learning styles of students, teachers will be guided in designing different strategies to help students enhance learning for their improved performance in mathematics. Link… Continue Reading →
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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 →
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eric.ed.gov har udgivet: The ability to integrate technology into instruction is among the characteristics of a competent mathematics teacher. Research indicates that the vast majority of teachers in Turkey believe the use of computers in education is important, but have limited knowledge and experience on how to use technology in their instruction. This paper describes the T-Math project (http://www.t-math.org), which adapted the InterMath (http://intermath.coe.uga.edu) knowledge base for mathematics teachers in the United States and developed relevant resources for professional development of Turkish mathematics teachers to guide them in constructing useful strategies for their students while developing as expert mathematics teachers. Examples of mathematical investigations adopted and developed in the T-Math project are presented as well as the anticipated challenges and subsequent strategies for integration. (Contains 7 figures.) Link til kilde
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eric.ed.gov har udgivet: The Common Core State Standards recommend that all educators equip students with the literacy skills needed for college and careers. The purpose of this qualitative case study was to examine middle-level content-area teachers’ perspectives on a district-led literacy professional development program and their implementation of the literacy strategies they learned. The conceptual framework included Bruner’s constructivist, Bandura’s self-efficacy, and Knowles’s andragogy theories. These theories informed the investigation of adult learners’ perspectives regarding the way they learn and gain confidence in providing literacy instruction. Eleven English, math, science, and social studies teachers participated in the study through individual interviews. Data were also gathered via classroom observations and lesson plans. The findings of the study indicated that teachers did implement the literacy strategies following the professional development provided despite… Continue Reading →
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eric.ed.gov har udgivet: Research examined how three middle school teachers included students with disabilities in their general education classrooms. Purposive sampling was used to select a sixth grade science teacher, seventh grade social studies teacher, and eighth grade math teacher whose classrooms were identified as exemplifying the characteristics of inclusive settings. Each participant had at least six years of teaching experience. The qualitative techniques of interviews, observations, and document analyses were utilized to tell the stories of the three teachers. The specific themes and areas that emerged from the data were preparation, attitudes, and expectations; planning time, collaboration and in-class supports; and instructional strategies. Data revealed that all participants had little pre-service preparation specific to working with students with disabilities and varying levels of in-class supports, but all had positive… Continue Reading →
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eric.ed.gov har udgivet: This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students living in extreme poverty, and gifted/talented students. The series of resources addresses key shifts in learning and teaching represented in the CCRS. This resource uses the Common Core State Standards (CCSS; National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) as an example of CCRS. The processes described in this resource are applicable to all States’ CCRS, including the CCSS. The content of this resource is drawn from leading theory and research… Continue Reading →
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eric.ed.gov har udgivet: As education continues to progress schools are constantly seeking innovative ways to cultivate and enhance achievement for all students. As a result many public schools are pushing toward the inclusion model. This model includes co-taught instruction to meet the many needs of special education students. This research study was implemented to investigate the comparative effects of co-teaching versus solo-teaching on student’s math achievement in elementary school. Study participants included two fourth grade classes in an elementary school, one with a regular education (solo-teaching) and the other with the same regular education teacher and a special education teacher for the co-taught class. The independent variable is the teaching arrangement (co taught class vs. a solo-taught class) as considered by the school system and the dependent variable is the… Continue Reading →
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eric.ed.gov har udgivet: Given the increase in the number of culturally and linguistically diverse students in American schools, it is vital for teacher education programs to address the needs of English Language Learners (ELLs) in their courses. Mainstream, general education teachers who did not previously experience this student population in their classes are now seeing high numbers of ELLs among their students. Therefore, all teachers, not just specialist English as Second Language (ESL) or bilingual professionals, need to be prepared to work with ELLs (Lucas & Grinberg, 2008). Teachers’ attitudes and beliefs about ELLs can be influenced by their lack of empathy for these students’ experiences and backgrounds. Many pre-service and inservice teachers need not only to learn strategies to work with ELLs but also to feel what it is… Continue Reading →
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