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: Student achievement and attitudes toward mathematics are influenced by the teacher, emphasizing the importance of quality teacher preparation. This study explored different preparations and the impact on pre-service teachers’ pedagogical content knowledge. The sample included 96 pre-service teachers enrolled in a math course at one Midwestern university. Results suggest that field experience combined with other aspects of mathematical teacher preparation impact pre-service teachers’ pedagogical content knowledge for mathematics. (Contains 7 tables.) Link til kilde
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eric.ed.gov har udgivet: Helen Ladd takes a comparative look at policies that the world’s industrialized countries are using to assure a supply of high-quality teachers. Her survey puts U.S. educational policies and practices into international perspective. Ladd begins by examining teacher salaries–an obvious, but costly, policy tool. She finds, perhaps surprisingly, that students in countries with high teacher salaries do not in general perform better on international tests than those in countries with lower salaries. Ladd does find, however, that the share of underqualified teachers in a country is closely related to salary. In high-salary countries like Germany, Japan, and Korea, for example, only 4 percent of teachers are underqualified, as against more than 10 percent in the United States, where teacher salaries, Ladd notes, are low relative to those… Continue Reading →
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eric.ed.gov har udgivet: Over the past few years an increasing number of schools and community organizations have developed transformative learning spaces referred to as “MakerSpaces” for research and training purposes. MakerSpaces are organizations in which members sharing similar interests in science, technology, engineering, and math (STEM) gather to work on self-selected projects. Proponents of MakerSpaces highlight the implicit benefits arising from participants’ increased engagement with complex technical content in a voluntary, authentic context. We extend the MakerSpace concept to applications of training special education teachers to address the needs of students with Autism Spectrum Disorder (ASD). Applied behavior analysis (ABA) has vast empirical support for treating ASD. We believe the MakerSpace model provides a platform for developing a new generation of special education teachers. However, rather than making novel products,… Continue Reading →
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eric.ed.gov har udgivet: Recruiting, preparing, and retaining high quality secondary mathematics and science teachers are three of the most critical problems in the nation’s urban schools that serve a vast majority of children from socially and economically disadvantaged backgrounds. Although the factors contributing to these problems are complex, one area that has caught the attention of leaders of the teacher education community centers are the alternative pathways (or routes) through which teachers are trained and allowed into the profession. Many of these alternative pathways, teacher educators argue, aim to move teachers into teaching on a fast track and thereby short-change the necessary training that candidates need to have to become adequately prepared as classroom teachers. This article looks at the arguments on both sides: proponents and critics of traditional and… Continue Reading →
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eric.ed.gov har udgivet: The 2010 report from the National Research Council on teacher education programs in the United States, “Preparing Teachers: Building Evidence for Sound Policy,” reported that “the empirical evidence on effective teacher preparation [is] nearly nonexistent” (p. 99). The publication later that year of two major studies, one on the preparation of mathematics teachers and the other on teacher preparation in early literacy, marked the first use of nationally representative data to begin to answer important questions concerning teacher preparation in the U.S. In June 2011, the Education Policy Center (EPC) at Michigan State University convened an audience of scholars and policymakers from across the country to discuss the results of the two studies, “Breaking the Cycle: An International Comparison of U.S. Mathematics Teacher Preparation, Initial Findings from… Continue Reading →
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eric.ed.gov har udgivet: It is ironic that although children often form lasting decisions, at a young age, about their aptitude for and interest in science we are least successful at preparing elementary teachers to nurture their students’ science interests. This is despite the fact that most elementary teachers teach in contained classrooms where they are responsible for science content at this critical, developmental stage for their students. Science preparation for preservice, elementary teachers is traditionally relegated to large, general-education lecture courses. Even when these courses have laboratories, they tend to depend on cook-book style exercises where procedures are given and the outcomes are known. This leaves many pre-service, elementary teachers not only ill-prepared, but also fearful of the science content that they must teach. We here advocate a change in… Continue Reading →
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eric.ed.gov har udgivet: This paper examines the reality of teaching math in the rural southeast. Rural districts have low student expenditures and high transportation costs, due in part to the limited tax-base available. This leaves limited funds for technology. Universities prepare preservice teachers to teach math using the latest technology, however, many of these preservice teachers will return to classrooms with limited or out-dated technology. This paper presents a case-study of preservice students’ education and field experiences in rural northern Mississippi. Further, implications for changes in how we teach technology to preservice students who will likely return to rural settings are discussed. (Contains 3 figures.) Link til kilde
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eric.ed.gov har udgivet: Sixty-two elementary pre-service teachers enrolled in a mathematics methods course were asked to “draw math” at the beginning and end of the semester. These drawings were used to examine the initial perceptions and how these changed by the end of the semester of methods and field experiences. Findings describe the various drawings and possible meanings behind the drawings. These drawings help explain the vision of mathematics that teacher candidates have before and after exploring teaching methods and implementing these methods with elementary students. This study provides insight into the experiences and images that pre-service teachers associate with both positive and negative emotions towards mathematics. Rich student dialogue about the drawings led to teacher reflection on how their emotions, attitudes, and experiences influence the way they teach mathematics… Continue Reading →
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eric.ed.gov har udgivet: Family math night can easily be implemented into mathematics methodology courses providing an opportunity for field-based learning. Preservice teachers were asked to develop and implement an inquiry-based activity at a family math night event held at a local school with personnel, elementary children and their parents in attendance. This action research examines what preservice teachers discovered about how children learn mathematics during their interactions with parents and children. Preservice teachers’ individual reflections focusing on children’s learning were qualitatively analyzed and clustered. In addition, data from teacher educator’s observation notes was used to triangulate findings. Four themes were identified in relation to children’s needs for promoting learning in mathematics: (1) activity adjustment (2) engagement through guiding and questioning (3) motivational issues and (4) the use of manipulatives and… Continue Reading →
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