eric.ed.gov har udgivet: In an effort to explore significant supply and demand variables that affect the teacher labor market in the Southeast, a qualitative research study was undertaken to examine the market patterns of initial career choice, position availability, recruitment and selection, turnover, and mobility of public school teachers. An ethnographic investigation of schools or departments of education at six universities and six school systems in two southeastern states used document analysis, on-site observation, and interviewing to collect data for analysis of labor market variables. Five categories of inquiry guided the study: (1) background and contextual variables; (2) position availability, need, and turnover; (3) paths to education and teaching; (4) identification, recruitment, and selection of teachers; and (5) employment conditions and teacher alternatives. Following a review of the related literature… Continue Reading →
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eric.ed.gov har udgivet: A special program was initiated in 1985 at George Washington University to encourage persons from other careers to pursue a second career in teaching in the Washington D.C. area. This report describes the variables that had to be and are continuing to be considered in the design of this training effort for mid-career professionals. Factors considered include: (1) difference in the culture of the school and the environment of the first career; (2) developmental process of learning; (3) the educated consumer and teacher education; (4) the attributes and experiences of the career population; (5) match between the mid-career professional and the level and age of the student population; (6) certification is critical, the degree is not; and (7) part-time student/full-time professional. Perspectives are also offered on reform… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the study was to examine and describe the attitudes of Turkish early childhood children in science. This study explored the causal factors that influence children’s attitudes toward science such as teachers’ years of teaching experiences, frequency of teaching science in a week, and teachers’ teaching style. Turkish children (N=44) who live in the United States and engage in early childhood classroom involved into the study. Preschool teachers who had Turkish children in their classroom completed a survey for giving information about their Turkish children experiences in their science teaching activities. The Child’s Attitude Toward Science (CATS) survey which was developed by researchers was used while collecting data. The results showed that Turkish children have positive attitudes towards science especially in Life Science Topics. The… Continue Reading →
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eric.ed.gov har udgivet: Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching standards and evaluation tools, educators need to understand what globally competent teachers actually do in classrooms across subject areas and grade levels. This qualitative, multiple case study explores the signature pedagogies (Shulman, 2005) of 10 in-service teachers in one southeastern state who teach for global competence in math, music, science, English, social studies, and language classes across elementary, middle, and high schools. We found three signature pedagogies that characterized globally competent teaching practices across… Continue Reading →
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eric.ed.gov har udgivet: While early childhood practitioners have long been asked to have complex understandings of child development and provide rich, meaningful educational experiences for children, focusing on mathematics marks new terrain. Consequently, teacher educators are now tasked with figuring out how to communicate new ideas about early mathematics education to early childhood practitioners, yet we know little about their work. This paper examines what early childhood teacher educators have to say about their work. We found that there were only small differences in how they described: (1) what they teach; (2) how to teach it; (3) resources they draw from; and (4) what informs their work. When there were differences in their approaches, these often were reflective of whether the teacher educators had more of an early childhood or… Continue Reading →
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