WorldWideScience

Sample records for k-5 classroom teachers

  1. Bringing Inquiry Science to K-5 Classrooms

    Science.gov (United States)

    Schachtel, Paula L.; Messina, D. L.; McDermott, L. C.

    2006-12-01

    As a science coach in the Seattle School District, I am responsible for helping other elementary teachers teach science. For several years, I have been participating in a program that consists of intensive NSF Summer Institutes and an ongoing academic-year Continuation Course. Teachers in this program work through modules in Physics by Inquiry, a research-based curriculum developed by the Physics Education Group at the University of Washington.1 I will discuss how this type of professional development has deepened my understanding of topics in physical science, helped me to teach science by inquiry to my own students, and enabled me to assist my colleagues in implementing inquiry science in their K-5 classrooms. Sponsored by Lillian C. McDermott. 1. A research-based curriculum developed by L.C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry, New York, NY, John Wiley & Sons, Inc. (1996.)

  2. Integration of Collaborative Learning in Grade K-5 EFL Classrooms

    Science.gov (United States)

    Shahamat, Ailar; Mede, Enisa

    2016-01-01

    This study investigated the effectiveness of integrating collaborative learning in Turkish elementary (primary) classrooms where English is acquired as a foreign language. Specifically, it aimed at shedding light on how the participating students and teachers perceive such language classes, what are the effects of integrating this particular…

  3. How Are Teachers Integrating Technology in K-5 Classrooms? Studying Student Cognitive Engagement Using the Instructional Practices Inventory-Technology (IPI-T) Instrument

    Science.gov (United States)

    Dennis, Larinee B.

    2013-01-01

    "It is often assumed that changing the classroom by introducing technology will result in better teaching and increased student motivation, which ultimately means more effective student learning experiences" (Donovan, Green, & Hartley, 2010, p. 423). But does it? This is the controversy and debate that surrounds the promise and…

  4. K-5 mentor teachers' journeys toward reform-oriented science within a professional development school context

    Science.gov (United States)

    Manno, Jacqueline L.

    between mentor teachers' engagement in PDS activities and their thinking about classroom practice. The main focus of this research study was on change in science teaching within the context of a professional development school. PDS literature and current literature on the learning and teaching of science in grades K-8 provided a theoretical orientation to guide the research. Additionally, literature on the process of change in schools helped to narrow the focus of the study while using a lens of situated learning provided additional insight. Analysis of the interview data generated seven assertions that captured the nature of the change process of mentor teachers. Science-specific professional development as well as strong support and encouragement within an active community of learners played significant roles in the transformation of mentor teachers from traditional or activity-based science teachers into educators who use reform-oriented methods and a lens of evidence and explanation to guide their science teaching. Mentor teachers acknowledged an increase in student interest and excitement toward science as a result of these changes in science teaching practices. In addition, data revealed that mentor teachers remained committed to their changed practice after several years. By examining the change process of mentor teachers in a PDS environment, findings from this study are discussed based on implications regarding the factors that contribute to and affect change as reform-oriented practices are implemented in science, a curricular area that is often neglected by elementary teachers.

  5. Integrating Engineering into Delaware's K-5 Classrooms: A Study of Pedagogical and Curricular Resources

    Science.gov (United States)

    Grusenmeyer, Linda Huey

    This study examines the personal and curricular resources available to Delaware's elementary teachers during a time of innovative curriculum change, i.e., their knowledge, goals and beliefs regarding elementary engineering curriculum and the pedagogical support to teach two Science and Engineering Practices provided by science teaching materials. Delaware was at the forefront of K-12 STEM movement, first to adopt statewide elementary curriculum materials to complement existing science units, and one of the first to adopt the new science standards--Next Generation Science Standards. What supports were available to teachers as they adapted and adopted this new curriculum? To investigate this question, I examined (1) teachers' beliefs about engineering and the engineering curriculum, and (2) the pedagogical supports available to teachers in selected science and engineering curriculum. Teachers' knowledge, goals, and beliefs regarding Delaware's adoption of new elementary engineering curriculum were surveyed using an adapted version of the Design, Engineering, and Technology Survey (Hong, Purser, & Gardella, 2011; Yaser, Baker, Carpius, Krauss, & Roberts, 2006). Also, three open ended questions sought to reveal deeper understanding of teacher knowledge and understanding of engineering; their concerns about personal and systemic resources related to the new curriculum, its logistics, and feasibility; and their beliefs about the potential positive impact presented by the engineering education initiative. Teacher concerns were analyzed using the Concerns-Based Adoption Model (Hall & Hord, 2010). Lay understandings of engineering were analyzed by contrasting naive representations of engineering with three key characteristics of engineering adapted from an earlier study (Capobianco Diefes-Dux, Mena, & Weller, 2011). Survey findings for teachers who had attended training and those who have not yet attended professional development in the new curriculum were compared with few

  6. Classroom Research by Classroom Teachers, 1992.

    Science.gov (United States)

    Tanner, Michael, Ed.

    1992-01-01

    This volume celebrates teachers as life-long learners of the art of teaching, by presenting 21 action research studies designed and implemented by classroom teachers. A "How To Get Started" section outlines action research steps and offers worksheets. Descriptions of the research studies begin with ethnographic studies, which include "Adopt a…

  7. Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

    Science.gov (United States)

    Ding, Meixia; Li, Yeping; Li, Xiaobao; Kulm, Gerald

    2008-01-01

    This study focuses on Chinese teachers' perceptions of students' classroom misbehaviour. A questionnaire was designed to assess teachers' general concerns about classroom management, teachers' perceptions of the most frequent and troublesome types of misbehaviour, and teachers' perceived needs for help with improving classroom management. A total…

  8. Teacher classroom practices and Mathematics performance in ...

    African Journals Online (AJOL)

    The Mathematics teacher questionnaire, administered as part of the Trends in International Mathematics and Science Study (TIMSS) 2011, comprised questions pertaining to the classroom practices of Teacher Clarity, Classroom Discussion, Feedback, Formative Assessment, Problem Solving and Metacognitive Strategies, ...

  9. English Teachers Classroom Assessment Practices

    Science.gov (United States)

    Saefurrohman; Balinas, Elvira S.

    2016-01-01

    The new language assessment policies in the Philippines and in Indonesia have impact on English teachers' assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high…

  10. Teacher Pupil Contact in Junior Classrooms

    Science.gov (United States)

    Boydell, D.

    1974-01-01

    The purpose of the exploratory study reported here was to examine the nature of teacher-pupil contact in informal junior classrooms in terms of the teacher's method of talking to children and the teacher's conversational approach. (Author/RK)

  11. Pre-Service Teachers and Classroom Authority

    Science.gov (United States)

    Pellegrino, Anthony M.

    2010-01-01

    This study examined the classroom practices of five pre-service teachers from three secondary schools in a large southeastern state. Through classroom observations, survey responses, reviews of refection logs, and focus-group interview responses, we centered on the issue of developing classroom authority as a means to effective classroom…

  12. Comprehending Elementary School Teachers' Classroom Management Approaches

    Science.gov (United States)

    Sahin, Ali E.

    2015-01-01

    This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables (gender, age, subject area, experience)? The…

  13. Integrating Engineering into Delaware's K-5 Classrooms: A Study of Pedagogical and Curricular Resources

    Science.gov (United States)

    Grusenmeyer, Linda Huey

    2017-01-01

    This study examines the personal and curricular resources available to Delaware's elementary teachers during a time of innovative curriculum change, i.e., their knowledge, goals and beliefs regarding elementary engineering curriculum and the pedagogical support to teach two Science and Engineering Practices provided by science teaching materials.…

  14. Tenured Teachers & Technology Integration in the Classroom

    Science.gov (United States)

    Cox, Jerad

    2013-01-01

    This article explores teachers' technology integration in the classroom through 2 means: 1) what researchers are saying about emerging trends and best practices as well as, 2) the author's research assignment regarding the technology integration experiences of longer tenured teachers. More tenured teachers are different than their younger…

  15. Preparation of student teachers for multicultural classrooms

    DEFF Research Database (Denmark)

    Petersen, Karen Bjerg

    2017-01-01

    indicate that teachers are in need of professional training to better prepare them for working in multicultural and multilingual classroom settings. The aim of this article is to briefly investigate how curriculum in the 2013 reform of Danish teacher education suggests that student teachers address...

  16. The Classroom Teacher's Technology Survival Guide

    Science.gov (United States)

    Johnson, Doug

    2012-01-01

    This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, "The Classroom Teacher's Technology Survival Guide" is replete with practical tips teachers can easily use to engage their students and make their…

  17. Classroom Climate among Teacher Education Mathematics Students

    Directory of Open Access Journals (Sweden)

    Polemer M. Cuarto

    2015-11-01

    Full Text Available Classroom climate has gained prominence as recent studies revealed its potentials as an effective mediator in the various motivational factors as well as an antecedent of academic performance outcome of the students. This descriptive-correlational study determined the level of classroom climate dimensions among teacher education students specializing in Mathematics at Mindoro State College of Agriculture and Technology. Employing a self-structured questionnaire adapted to the WIHIC (What Is Happening In this Class questionnaire, the surveyed data were treated statistically using Pearson’s r. Result showed that there was high level of classroom climate among the respondents in their Mathematics classes in both teacher-directed and student-directed dimensions specifically in terms of equity, teacher support, cohesiveness, involvement, responsibility and task orientation. Also, it revealed that equity and teacher support were both positively related to the students-directed classroom climate dimensions. With these results, teachers are seen to be very significant determinants of the climate in the classroom. Relevant to this, the study recommended that faculty should develop effective measures to enhance classroom climate dimensions such as equity and teacher support to address the needs of diverse studentsdespite large size classes. Moreover, faculty should provide greater opportunitiesfor the students to achieve higher level of responsibility, involvement, cohesiveness, and task orientation as these could motivate them to develop positive learning attitude, perform to the best of their ability, as well as maximize their full potential in school.

  18. Does a Teacher's Classroom Observation Rating Vary across Multiple Classrooms?

    Science.gov (United States)

    Lei, Xiaoxuan; Li, Hongli; Leroux, Audrey J.

    2018-01-01

    Classroom observations have been increasingly used for teacher evaluations, and it is important to examine the measurement quality and the use of observation ratings. When a teacher is observed in multiple classrooms, his or her observation ratings may vary across classrooms. In that case, using ratings from one classroom per teacher may not be…

  19. Classroom Noise and Teachers' Voice Production

    Science.gov (United States)

    Rantala, Leena M.; Hakala, Suvi; Holmqvist, Sofia; Sala, Eeva

    2015-01-01

    Purpose: The aim of this study was to research the associations between noise (ambient and activity noise) and objective metrics of teachers' voices in real working environments (i.e., classrooms). Method: Thirty-two female and 8 male teachers from 14 elementary schools were randomly selected for the study. Ambient noise was measured during breaks…

  20. Relating Teacher PCK and Teacher Practice Using Classroom Observation

    Science.gov (United States)

    Barendsen, Erik; Henze, Ineke

    2017-09-01

    Science teachers' pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers' actions in the classroom. To complement previous quantitative studies, there is a need for more qualitative studies to investigate the relationship between teacher knowledge (as formulated by the teacher) and classroom practice, especially in the context of an educational innovation. In this study we explored a possible way to investigate this relationship in an in-depth and systematic fashion. To this end, we conducted a case study with a chemistry teacher in the context of the implementation of a context-based science curriculum in The Netherlands. The teacher's PCK was captured using the Content Representation form by Loughran, Mulhall, and Berry. We used an observation table to monitor classroom interactions in such a way that the observations could be related to specific elements of teachers' PCK. Thus, we were able to give a detailed characterization of the correspondences and differences between the teacher's personal PCK and classroom practice. Such an elaborate description turned out to be a useful basis for discussing mechanisms explaining the relationship between teachers' knowledge and teachers' actions.

  1. The Effects of New Jersey's K-8 Foreign Language Authorization on K-5 Foreign Language Teaching: Two Teachers' Perspectives

    Science.gov (United States)

    Raymond, Robert B. L.

    2012-01-01

    Recent research in language education policy (LEP) refocuses attention from the role of governments to local stakeholders that shape LEP. However, little attention has been given to teacher agency in LEP implementation for early foreign language (FL) education in the United States. This pilot study considers the role of foreign language elementary…

  2. Attitudes towards Teachers' Motivation, and Classroom Strategy, in English Language Classrooms

    Science.gov (United States)

    Pahlavanpoorfard, Samira; Soori, Afshin

    2014-01-01

    This study aimed at investigating the attitudes of Iranian EFL students towards teachers' motivation and classroom strategy in English classroom. The subjects of the study included a sample of 235 students in their classes. The findings of this study revealed that teachers' motivation and classroom strategy used by teachers have effects on the…

  3. Teachers' classroom management variables and students' academic ...

    African Journals Online (AJOL)

    Teachers' classroom management variables and students' academic achievement in French in Cross River State, Nigeria. JU Emeh, CA Agbor. Abstract. No Abstract. Global Journal of Humanities Vol. 4(1&2) 2005: 25-27. Full Text: EMAIL FREE FULL TEXT EMAIL FREE FULL TEXT · DOWNLOAD FULL TEXT DOWNLOAD ...

  4. "Unwalling" the Classroom: Teacher Reaction and Adaptation

    Science.gov (United States)

    Deed, Craig; Lesko, Thomas

    2015-01-01

    Modern open school architecture abstractly expresses ideas about choice, flexibility and autonomy. While open spaces express and authorise different teaching practice, these versions of school and classrooms present challenges to teaching routines and practice. This paper examines how teachers adapt as they move into new school buildings designed…

  5. Sexual Harassment in the Classroom: Teacher as Target.

    Science.gov (United States)

    Tochterman, Suzanne; Barnes, Fred

    1998-01-01

    Discusses teachers as victims of sexual harassment in their classrooms. Includes examples involving preservice and new teachers. Discusses the impact of harassment on teachers themselves and on classroom performance. Offers strategies to support and intervene with new teachers who have been victims of sexual harassment. (MKA)

  6. Life Skills from the Perspectives of Classroom and Science Teachers

    Science.gov (United States)

    Kurtdede-Fidan, Nuray; Aydogdu, Bülent

    2018-01-01

    The aim of this study is to determine classroom and science teachers' views about life skills. The study employed phenomenological method. The participants of the study were 24 teachers; twelve of them were classroom teachers and the remaining were science teachers. They were working at public schools in Turkey. The participants were selected…

  7. An analysis of the relationship between K--5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy

    Science.gov (United States)

    Clark, Ian

    The purpose of this study is to analyze the relationship between K-5 elementary school teachers' perceptions of principal instructional leadership and their science teaching efficacy. The influence of background variables on both leadership and efficacy is also analyzed. A sequential mixed methods approach was used in this study. The survey sample was comprised of teachers in the elementary divisions of schools from the nine international school regional associations. Teacher participation was obtained through an email containing an online survey link. Following the analysis of survey responses (N=356), in-depth interviews (N=17) were conducted. Reliability for the instructional leadership scale was found to be .94 (coefficient alpha) and .69 for the personal science teaching efficacy (PSTE) scale. The results show a significant correlation between elementary school teachers' perceptions of principal instructional leadership and their PSTE levels, with the most significant correlation that between the study of a science-related major or minor at college and higher PSTE scores. Strong correlations were also found between PSTE levels and having principals who discussed goals at faculty meetings, participated in science curricular review, supported recognition of student progress, encouraged new skills and concepts, discussed student progress with faculty, and used assessments to see science progress towards easily understood goals. PSTE levels were also higher in schools where principals had grade or school level science coordinators in place and where they supported the use of science kits.

  8. Supporting primary school teachers in differentiating in the regular classroom

    NARCIS (Netherlands)

    Eysink, Tessa H.S.; Hulsbeek, Manon; Gijlers, Hannie

    Many primary school teachers experience difficulties in effectively differentiating in the regular classroom. This study investigated the effect of the STIP-approach on teachers' differentiation activities and self-efficacy, and children's learning outcomes and instructional value. Teachers using

  9. Coping Styles as Mediators of Teachers' Classroom Management Techniques

    Science.gov (United States)

    Lewis, Ramon; Roache, Joel; Romi, Shlomo

    2011-01-01

    This study reports the relationships between coping styles of Australian teachers and the classroom based classroom management techniques they use to cope with student misbehaviour. There is great interest internationally in improving educational systems by upgrading the quality of teachers' classroom management. However, the relationship between…

  10. Bringing Reality to Classroom Management in Teacher Education

    Science.gov (United States)

    Eisenman, Gordon; Edwards, Susan; Cushman, Carey Anne

    2015-01-01

    Learning how to manage a classroom effectively is a difficult task for preservice teachers. This is compounded by the lack of attention that classroom management receives in many teacher preparation programs and in the field of education in general. This article offers a rationale for the lack of attention to classroom management in teacher…

  11. Roles of Teachers in Orchestrating Learning in Elementary Science Classrooms

    Science.gov (United States)

    Zhai, Junqing; Tan, Aik-Ling

    2015-01-01

    This study delves into the different roles that elementary science teachers play in the classroom to orchestrate science learning opportunities for students. Examining the classroom practices of three elementary science teachers in Singapore, we found that teachers shuttle between four key roles in enabling student learning in science. Teachers…

  12. Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study

    Science.gov (United States)

    Hildenbrand, Susan M.; Arndt, Katrina

    2016-01-01

    This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…

  13. The Effect of Classroom Walkthroughs on Middle School Teacher Motivation

    Science.gov (United States)

    Dickenson, Karen Nadean

    2016-01-01

    The purpose of this pretest-posttest control group experimental study was to see the effect of classroom walkthroughs on middle school teacher motivation. The independent variable was; classroom walkthroughs and the four dependent variables were teachers' self-concept of the ability to affect student achievement, teachers' attitude toward the…

  14. Understanding Teachers' Routines to Inform Classroom Technology Design

    Science.gov (United States)

    An, Pengcheng; Bakker, Saskia; Eggen, Berry

    2017-01-01

    Secondary school teachers have quite busy and complex routines in their classrooms. However, present classroom technologies usually require focused attention from teachers while being interacted with, which restricts their use in teachers' daily routines. Peripheral interaction is a human-computer interaction style that aims to enable interaction…

  15. The Role of Teacher Questions in the Chemistry Classroom

    Science.gov (United States)

    Dohrn, Sofie Weiss; Dohn, Niels Bonderup

    2018-01-01

    The purpose of this study was to investigate how a chemistry teacher's questions influence the classroom discourse. It presents a fine-grained analysis of the rich variety of one teacher's questions and the roles they play in an upper secondary chemistry classroom. The study identifies six different functions for the teacher's questions:…

  16. Changing teachers practices from within classrooms

    DEFF Research Database (Denmark)

    Meyer, Bente Tobiesen

    2013-01-01

    The paper focuses on how teachers’ professional development was initiated in connection with a project where iPads were given to seven graders and their teachers for an entire school year. The paper discusses the ways in which the presence of these mobile technologies in classrooms generated new ...... discusses how changes initiated by tablets as mediators of teachers’ practices and reflections on practices can be understood as respectively augmenting and transforming practice....

  17. Profiles of classroom behavior in high schools: associations with teacher behavior management strategies and classroom composition.

    Science.gov (United States)

    Pas, Elise T; Cash, Anne H; O'Brennan, Lindsey; Debnam, Katrina J; Bradshaw, Catherine P

    2015-04-01

    Although there has been considerable attention to the issue of classroom management and processes in educational reform models, there has been relatively limited research on these factors in high schools. The current study utilized observational data from 1262 classrooms in 52 high schools to examine teacher classroom management strategies and ratings of student compliance, engagement, and social disruption. Latent profile analysis (LPA) was conducted to examine specific patterns of classroom-wide student behavior in relation to teachers' use of classroom management strategies and classroom composition. The LPA revealed three distinct classroom behavioral profiles where students consistently met behavioral expectations (71%), inconsistently met expectations (23%), and were noncompliant (6%). Analyses indicated a functional association between patterns of student behavior and teachers' classroom management. In classrooms where students consistently met expectations, teachers provided more opportunities to respond and less disapproval and reactive behavioral management. Classrooms with noncompliant students had teachers who used the most disapproval and reactive behavior management. In addition, classrooms characterized as consistent had fewer males and more White students than classrooms characterized by inconsistent and noncompliant behaviors. These findings highlight the link between student patterns of behavior and teacher classroom management and have important implications for screening and professional development. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  18. Teacher Competency in Classroom Testing, Measurement Preparation, and Classroom Testing Practices.

    Science.gov (United States)

    Newman, Dorothy C.; Stallings, William M.

    An assessment instrument and a questionnaire (Appendices A and B) were developed to determine how well teachers understand classroom testing principles and to gain information on the measurement preparation and classroom practices of teachers. Two hundred ninety-four inservice teachers, grades 1 through 12, from three urban school systems in…

  19. Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education.

    Science.gov (United States)

    Breeman, L D; Wubbels, T; van Lier, P A C; Verhulst, F C; van der Ende, J; Maras, A; Hopman, J A B; Tick, N T

    2015-02-01

    The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both the individual and classroom levels among 414 children with emotional and behavioral disorders placed in special education. Two models were specified. In the first model, children's classroom adjustment was regressed on social relationships and teacher characteristics. In the second model, reversed links were examined by regressing teacher characteristics on social relationships and children's adjustment. Results of model 1 showed that, at the individual level, better social and emotional adjustment of children was predicted by higher levels of teacher-child closeness and better behavioral adjustment was predicted by both positive teacher-child and peer interactions. At the classroom level, positive social relationships were predicted by higher levels of teacher competence, which in turn were associated with lower classroom levels of social problems. Higher levels of teacher wellbeing were directly associated with classroom adaptive and maladaptive child outcomes. Results of model 2 showed that, at the individual and classroom levels, only the emotional and behavioral problems of children predicted social classroom relationships. At the classroom level, teacher competence was best predicted by positive teacher-child relationships and teacher wellbeing was best predicted by classroom levels of prosocial behavior. We discuss the importance of positive teacher-child and peer interactions for children placed in special education and suggest ways of improving classroom processes by targeting teacher competence. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  20. Optimizing Your K-5 Engineering Design Challenge

    Science.gov (United States)

    Coppola, Matthew Perkins; Merz, Alice H.

    2017-01-01

    Today, elementary school teachers continue to revisit old lessons and seek out new ones, especially in engineering. Optimization is the process by which an existing product or procedure is revised and refined. Drawn from the authors' experiences working directly with students in grades K-5 and their teachers and preservice teachers, the…

  1. Question Asking in the Science Classroom: Teacher Attitudes and Practices

    Science.gov (United States)

    Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

    2014-02-01

    Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the phenomena at hand, the present study closely examines both cognitive and affective domains of: (a) teachers' views (via interviews) concerning: (1) importance and roles of teacher and student questions, (2) teacher responses, and (3) planning and teacher training; and (b) teachers' actual practices (via classroom observations) concerning: (1) number and (2) level of teacher and student questions, as well as (3) teachers' responses to questions. The data were collected from 3 elementary, 3 middle, and 3 high school science teachers and their respective classroom students. The findings lay out a wide view of classroom questioning and teachers' responses, and relate what actually occurs in classes to teachers' stated views. Some of the study's main conclusions are that a gap exists between how science researchers and teachers view the role of teacher questions: the former highlight the cognitive domain, while the latter emphasize the affective domain.

  2. Classroom management, student-teacher relationships and quality in education

    DEFF Research Database (Denmark)

    Christensen, Mette Vedsgaard

    Knowledge about classroom management is crucial for both teachers’ and students’ well-being and educational success. Studies have indicated that teaching and learning cannot take place effectively in poorly managed classrooms (Jones & Jones, 2012; Marzano, Marzano & Pickering, 2003), and research...... classroom management strategies and teacher-student relations, and by adjusting and applying insights from theory in pedagogical practice, we have introduced new ways of managing learning environments....... unanimously concludes that the competence to establish and maintain good teacher-student relations is a central teacher competence (Nordenbo et al., 2008;Cornelius Whiite, 2007; Mitchell, 2008; Hattie, 2009).This paper presents the findings from recent research and development projects concerning classroom...

  3. Use of Fitness Bands by Teachers in the Classroom

    Science.gov (United States)

    Ertzberger, Jeff; Martin, Florence

    2016-01-01

    Wearable technologies are increasingly gaining attention. Gadgets such as Smartwatch, Fitband, Google Glass, and similar healthcare devices can be worn by the consumer and have several benefits in various contexts. This study examined teachers perception on fitness bands and if they have any benefits to classroom teachers. 28 classroom teachers…

  4. Question Asking in the Science Classroom: Teacher Attitudes and Practices

    Science.gov (United States)

    Eshach, Haim; Dor-Ziderman, Yair; Yefroimsky, Yana

    2014-01-01

    Despite the wide agreement among educators that classroom learning and teaching processes can gain much from student and teacher questions, their potential is not fully utilized. Adopting the view that reporting both teachers' (of varying age groups) views and actual classroom practices is necessary for obtaining a more complete view of the…

  5. Geography Teachers' Attitudes and Beliefs Regarding Classroom Management

    Science.gov (United States)

    Dikmenli, Yurdal; Çifçi, Taner

    2016-01-01

    This study scrutinizes geography teachers' attitude and belief levels regarding classroom management. As a matter of fact, classroom management is one of the prominent areas emphasized by all educators. Descriptive correlational survey model was used in the study. Study group includes 58 geography teachers working in Sivas province during the…

  6. Exploring paraprofessional and classroom factors affecting teacher supervision.

    Science.gov (United States)

    Irvin, Dwight W; Ingram, Paul; Huffman, Jonathan; Mason, Rose; Wills, Howard

    2018-02-01

    Paraprofessionals serve a primary role in supporting students with disabilities in the classroom, which necessitates teachers' supervision as a means to improve their practice. Yet, little is known regarding what factors affect teacher supervision. We sought to identify how paraprofessional competence and classroom type affected the levels of teacher direction. We administered an adapted version of the Paraprofessional Needs, Knowledge & Tasks Survey and the Survey for Teachers Supervising Paraprofessionals to teachers supervising paraprofessionals in elementary schools. Structural Equation Modeling was used to examine the link between paraprofessional competence and classroom factors affecting the level of teacher supervision. Our results indicated that when teachers perceived paraprofessionals as being more skilled, they provided more supervision, and when more supervision was provided the less they thought paraprofessionals should be doing their assigned tasks. Additionally, paraprofessionals working in classrooms with more students with mild disabilities received less supervision than paraprofessionals working in classrooms with more students with moderate-to-severe disabilities. Those paraprofessionals in classrooms serving mostly children with mild disabilities were also perceived as having lower levels of skill competence than those serving in classrooms with students with more moderate-to-severe disabilities. By understanding the factors that affect teacher supervision, policy and professional development opportunities can be refined/developed to better support both supervising teachers and paraprofessionals and, in turn, improve the outcomes of children with disabilities. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. Developing a protocol for evaluating teachers' classroom management styles

    OpenAIRE

    Đigić, Gordana; Stojiljković, Snežana

    2011-01-01

    The paper first defines the concept of classroom management and highlights the key-elements and presuppositions of successful classroom management. Further follows a description of different styles based on views of Martin and Baldwin who stress three dimensions of classroom management: personality (the teacher's convictions about the student's personality and actions based on them), teaching (what the teacher does to initiate and maintain class activities) and discipline (the procedures the ...

  8. Classroom-Level Teacher Professional Development and Satisfaction: Teachers Learn in the Context of Classroom-Level Curriculum Development

    Science.gov (United States)

    Shawer, Saad

    2010-01-01

    This qualitative study examined the impact of classroom-level teacher professional development (CTPD) and curriculum transmission on teacher professional development and satisfaction. Based on work with English-as-a-foreign-language college teachers and students, data analysis showed that CTPD significantly improved student-teacher subject,…

  9. The Influence of Group Training in the Incredible Years Teacher Classroom Management Program on Preschool Teachers' Classroom Management Strategies

    Science.gov (United States)

    Carlson, John S.; Tiret, Holly B.; Bender, Stacy L.; Benson, Laurie

    2011-01-01

    This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program (C. Webster-Stratton, 2006). The authors used a pre/post follow-up design across 2 groups that each met for 8 sessions over an 8-10-week period for…

  10. Classroom Management and Teachers' Coping Strategies: Inside Classrooms in Australia, China and Israel

    Science.gov (United States)

    Romi, Shlomo; Lewis, Ramon; Roache, Joel

    2013-01-01

    This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel. Little is known about which teacher characteristics relate to their approach to classroom management, although researchers in Australia…

  11. Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills

    Science.gov (United States)

    Jackson, Cliff; Simoncini, Kym; Davidson, Mark

    2013-01-01

    Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

  12. The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes

    Science.gov (United States)

    Jennings, Patricia A.; Greenberg, Mark T.

    2009-01-01

    The authors propose a model of the prosocial classroom that highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. This model…

  13. Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education

    NARCIS (Netherlands)

    Breeman, L.D.; Wubbels, T.; van Lier, P.A.C.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, N.T.

    2015-01-01

    The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher-child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both

  14. Classroom Teacher Leadership: Service-Learning for Teacher Sense of Efficacy and Servant Leadership Development

    Science.gov (United States)

    Stewart, Trae

    2012-01-01

    Improved student achievement requires the distribution of leadership beyond one individual. Given their daily connection to students, leadership opportunities distributed to classroom teachers are key to school improvement. Complicating the development of classroom teacher leaders are attrition rates and low teacher efficacy among novice…

  15. Effects of the learning cycle upon student and classroom teacher performance

    Science.gov (United States)

    Marek, Edmund A.; Methven, Suzanne B.

    A great deal of research has been done regarding science in-service education and the conclusion can be drawn that positive results were generally achieved in workshop-participant attitude and implementation of instructional approaches into the classroom. One of the most important effects of an in-service workshop is upon the students of the teachers participating in an in-service program, but rarely, if ever, is this parameter assessed in the in-service evaluation design. This study investigated the relationships among (1) teacher's attitudes and implementation of in-service workshop developed science materials (learning cycles) and (2) elementary school student's conservation reasoning and language used to describe properties of objects. Data were gathered from over 100 students from grades K-5 and 16 teachers who had participated in an in-service program. A representative comparison group of students and teachers was selected which generally matched the teachers participating in the in-service workshop except for one variable--the comparison group taught science traditionally, that is, by exposition. Data from the research indicated that the teachers involved in the science in-service workshop implemented the workshop-developed learning cycles into their science classes. Significantly greater gains in conservation reasoning and language usage occurred with the students of the teachers participating in the science in-service workshop as compared to students in the exposition classrooms.

  16. Teachers' goal orientations: Effects on classroom goal structures and emotions.

    Science.gov (United States)

    Wang, Hui; Hall, Nathan C; Goetz, Thomas; Frenzel, Anne C

    2017-03-01

    Prior research has shown teachers' goal orientations to influence classroom goal structures (Retelsdorf et al., 2010, Learning and Instruction, 20, 30) and to also impact their emotions (Schutz et al., 2007, Emotion in education, Academic Press, Amsterdam, the Netherlands). However, empirical research evaluating possible causal ordering and mediation effects involving these variables in teachers is presently lacking. The present 6-month longitudinal study investigated the relations between varied motivational, behavioural, and emotional variables in practising teachers. More specifically, this study examined the reciprocal, longitudinal relations between teachers' achievement goals, classroom goal structures, and teaching-related emotions, as well as cumulative mediational models in which observed causal relations were evaluated. Participants were 495 practising teachers from Canada (86% female, M = 42 years). Teachers completed a web-based questionnaire at two time points assessing their instructional goals, perceived classroom goal structures, achievement emotions, and demographic items. Results from cross-lagged analyses and structural equation modelling showed teachers' achievement goals to predict their perceived classroom goal structures that, in turn, predicted their teaching-related emotions. The present results inform both Butler's (2012, Journal of Educational Psychology, 104, 726) theory on teachers' achievement goals and Frenzel's (2014, International handbook of emotions in education, Routledge, New York, NY) model of teachers' emotions in showing teachers' instructional goals to both directly predict their teaching-related emotions, as well as indirectly through the mediating effects of classroom goal structures. © 2016 The British Psychological Society.

  17. Where Do I Look? Preservice Teachers' Classroom Observation Patterns

    Science.gov (United States)

    Young, Teresa; Bender-Slack, Delane

    2011-01-01

    During field experiences, preservice teachers are typically required to observe mentor teachers in schools, but what exactly are they seeing? This research examined the patterns and variations that existed with regard to preservice teachers' classroom observations during recent field experiences. Data were collected from 24 preservice teachers…

  18. A Review of Literature on Teacher Efficacy and Classroom Management

    Science.gov (United States)

    Dibapile, Waitshega Tefo Smitta

    2012-01-01

    The purpose of this paper was to review the literature on teacher efficacy and classroom management. The conceptual framework of this paper was based on the theories of Rotter (1966) and Bandura (1977). The review of literature indicated that teacher efficacy helps teachers plan effective instructional strategies, increases performance, and…

  19. Arts in the Classroom: What One Elementary Teacher Can Do.

    Science.gov (United States)

    Ambler, Nancy Morison; Strong, Barbara R.

    This monograph, one in a series, describes ways in which elementary teachers have brought arts to the classroom. Descriptions of what teachers are doing are organized by themes. The first theme is the use of the arts in basic skill development. One teacher in Casper, Wyoming, produces rebus books for her students. These books offer a means of…

  20. Exploring Teachers' Use of Technology in Classrooms of Bilingual Students

    Science.gov (United States)

    Daniel, Mayra C.; Cowan, John E.

    2012-01-01

    This article presents results of an investigation that documents teachers' perceptions of the contribution of technology use in classrooms of bilingual learners. Study questions asked how teachers perceive teacher-made digital movies impact learning, and what situational factors delimit technology infusion. Data gathered in focus groups and…

  1. Establishing Mathematics for Teaching within Classroom Interactions in Teacher Education

    Science.gov (United States)

    Ryve, Andreas; Nilsson, Per; Mason, John

    2012-01-01

    Teacher educators' processes of establishing "mathematics for teaching" in teacher education programs have been recognized as an important area for further research. In this study, we examine how two teacher educators establish and make explicit features of mathematics for teaching within classroom interactions. The study shows how the…

  2. Classroom Management Skills of The Language Teachers

    Directory of Open Access Journals (Sweden)

    Arif Sarıçoban

    2005-04-01

    Full Text Available Teachers or educators, most of the time, concentrate on the theoretical aspects oflanguage teaching and study them as much as possible. However, in practice, we start thinkingthat we will have to keep a number of people together in the same place. These are often thepeople who come from many different backgrounds and whose expectations differ. In thiscase, it becomes more and more difficult to appeal to every individual in class. Therefore, asteachers we should initially be trained on how to manage our classrooms and how to providethe necessary environment to put into practice the things we have learned to teach a language.Obviously, we need management skills as well as the language teaching skill. Actually, it isnot as difficult as many people think. As teachers if we fulfill our duties properly, a wellmanagedclass will ensue. In this study, therefore, the definition of class management isregarded roughly “to keep people from different environments directed to one single goal”.When this is accomplished, we are unlikely to live discipline problems.

  3. Teachers beliefs and technology use in kindergarten and elementary classrooms

    Directory of Open Access Journals (Sweden)

    Majedah Fawzi Abu Al Rub

    2015-12-01

    Full Text Available With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classrooms. Teacher participants were interviewed to evaluate the types of technology they utilize in their lessons and their beliefs concerning the implementation of technology. The researcher found that teacher participants integrate a variety of technology into their classrooms. The results also showed that the participants are committed to utilize technology because they strongly believe that it benefits students. However, the results showed that there is a distinct difference concerning how technology is utilized in the classroom among the participants.

  4. Evaluation of Teachers' Opinions About Effective Classroom Management Practices

    Directory of Open Access Journals (Sweden)

    Soner DOĞAN

    2014-12-01

    Full Text Available The aim of this study is to evaluate teacher behaviour in creating an effective classroom management process with regard to the views of the teachers working in primary and secondary schools. This is a qualitative study in which the case study design was used. The related literature was scanned and 9 open-ended questions were prepared. These questions that based on maximum variation sampling method were posed to 18 teachers. The data were collected by interview forms and were examined by descriptive and content analysis methods. According to the findings obtained, teachers have stated that pre-determination of classroom rules, asking for students' advices, lecturing in a planned manner, planned teaching, various methods, communication skills, time management, being a model and transitions between activities affect the process of classroom management positively; while punishment affects it in a partly positive way and the differences among the discipline perceptions affect the classroom management negatively

  5. Exploring Teachers' Knowledge of Classroom Management and Control

    Science.gov (United States)

    Ayebo, Abraham; Assuah, Charles

    2017-01-01

    Purpose: This paper presents the results of a study that sought to determine teacher conceptions of classroom management and control. The study explored classroom management knowledge of participants, and how the knowledge was gained. It also investigated the extent to which participants held various conceptions, including rule-based, dominance…

  6. The effect of training on teachers' knowledge of effective classroom ...

    African Journals Online (AJOL)

    The effect of training on teachers' knowledge of effective classroom management strategies in Jos metropolis. ... Global Journal of Educational Research ... A single group pre-post test design was used, with a one-day training on classroom management techniques as the independent variable and the number of strategies ...

  7. The Development of Novice Teachers' Culturally Responsive Classroom Management Practice

    Science.gov (United States)

    Patish, Yelena

    2016-01-01

    While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice (CRCM) to better meet the needs of their students. My analysis was…

  8. Using Theory to Support Classroom Teachers as Physical Activity Promoters

    Science.gov (United States)

    Egan, Catherine A.; Webster, Collin A.

    2018-01-01

    Recently, there has been growing attention on the importance of the staff involvement component of a comprehensive school physical activity program (CSPAP). In particular, classroom teachers (CTs) are increasingly being called upon to promote physical activity (PA) in their classrooms as part of the PA during school component of a CSPAP.…

  9. Understanding Mathematics Classroom Instruction Through Students and Teachers

    OpenAIRE

    Schenke, Katerina

    2015-01-01

    High quality instruction is necessary for students of all ages to develop a deep understanding of mathematics. Value-added models, a common approach used to describe teachers and classroom practices, are defined by the student standardized achievement gains teachers elicit. They may, however, fail to account for the complexity of mathematics instruction as it actually occurs in the classroom. To truly understand both a teacher’s impact on his/her students and how best to improve student learn...

  10. Effects of Teacher Consultation on Evidence-Based Classroom Management Strategies: Teacher and Student Behavior

    Science.gov (United States)

    Funk, Kristin M.

    2013-01-01

    The American Psychological Association (APA) conducted the online 2005-2006 Teacher Needs Survey wherein 52% of first year teachers, 28% of teachers with two to five years of experience, and 26% of teachers with 6 to 10 years experience ranked classroom management as their greatest need. Difficulty managing student behaviors leads to higher stress…

  11. Teaching and Learning Science in Authoritative Classrooms: Teachers' Power and Students' Approval in Korean Elementary Classrooms

    Science.gov (United States)

    Lee, Jeong-A.; Kim, Chan-Jong

    2017-09-01

    This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.

  12. Teachers'Perceptions of Teaching Grammar in Young Learners'Classroom%Teachers' Perceptions of Teaching Grammar in Young Learners' Classroom

    Institute of Scientific and Technical Information of China (English)

    余媛

    2016-01-01

    The present essay studies the role of grammar in young learners' classroom, perceived by the English teachers in China. The study gives a detailed description of what the role of grammar is like in young learners' classroom, by interviewing primary school teachers both from a city in a developed coastal city and a less developed city in central China. It highlights the differences in the perceptions of teachers on the prominence of grammar in their classes. These differences may indicate regional disparity and potential factors for teachers' teaching approaches to grammar instruction.

  13. According to Candidate Teachers Views Classroom Management Problems of Teachers in Traditional and Technology-Supported Classrooms

    Science.gov (United States)

    Tas, Said

    2017-01-01

    In this research, it is aimed to investigate classroom management problems of middle school 6th and 7th grade teachers in traditional and technology-supported classrooms and differences between them. For this purpose the opinions of the students in the 4th grade of Primary Education Department in Faculty of Education of Süleyman Demirel University…

  14. Exploring Literacy and Numeracy Teaching in Tanzanian Classrooms: Insights from Teachers' Classroom Practices

    Science.gov (United States)

    Mmasa, Mussa; Anney, Vicent Naano

    2016-01-01

    The study investigated the literacy teaching practices in Tanzanian classrooms in the provision of Primary education. It comprehensively assessed why primary school leavers are graduating without skills of reading, writing and numeracy competencies. Three objectives guided this study, first, was to explore teachers classroom practices in the…

  15. Teacher characteristics, social classroom relationships, and children's social, emotional, and behavioral classroom adjustment in special education

    NARCIS (Netherlands)

    Breeman, L.D.|info:eu-repo/dai/nl/390776114; Wubbels, T.|info:eu-repo/dai/nl/070651361; van Lier, P.A.C.; Verhulst, F.C.; van der Ende, J.; Maras, A.; Hopman, J.A.B.; Tick, Nouchka|info:eu-repo/dai/nl/298678012

    The goal of this study was to explore relations between teacher characteristics (i.e., competence and wellbeing); social classroom relationships (i.e., teacher–child and peer interactions); and children's social, emotional, and behavioral classroom adjustment. These relations were explored at both

  16. Teachers' development and reflection in the flipped classroom

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

    2017-01-01

    The flipped classroom is an instruction method that has gained momentum during the last years due to technological advances allowing the online sharing of teaching material and learning activities. Bishop and Verleger defined the flipped classroom as “...an educational technique that consists...... of two parts: interactive group learning activities inside the classroom, and direct computer-based individual instruction outside the classroom” (Bishop & Verleger, 2013). So far, research on flipped classroom has mostly concentrated on student perceptions, engagement and achievement level, e...... course in order to adjust it to the flipped classroom model. We have also seen that these considerations have forced teachers to also reconsider the learning objectives of specific activities. Another aspect that promoted reflection was the production of video lectures. Finally, teachers reflected...

  17. GLOBAL EDUCATION: WHAT TEACHERS CAN DO IN THE CLASSROOMS

    Directory of Open Access Journals (Sweden)

    Julia Eka Rini

    1999-01-01

    Full Text Available This article will give examples of what teachers of second language can do to implement global education, especially peace and environmental education in the classrooms in university level. This is an attempt to give a new meaning to the same materials used in the classrooms. Besides enabling the students to acquire and use a second language, teachers can make the students aware of the importance of environment. Moreover, teachers can initiate to spread peace in the small world of a classroom and a chain reaction is expected to happen from this small world to the bigger world outside the classroom. The skill and content courses used as examples here are taken from the ones used at English Department at Petra Christian University.

  18. Teachers' Perceptions of Classroom Behaviour and Working Memory

    Science.gov (United States)

    Alloway, Tracy Packiam

    2012-01-01

    Working memory, ability to remember and manipulate information, is crucial to academic attainment. The aim of the present study was to understand teachers' perception of working memory and how it impacts classroom behaviour. A semi-structured interview was used to explore teachers' ability to define working memory, identify these difficulties in…

  19. Educating English Learners: What Every Classroom Teacher Needs to Know

    Science.gov (United States)

    Nutta, Joyce W.; Strebel, Carine; Mokhtari, Kouider; Mihai, Florin M.; Crevecoeur-Bryant, Edwidge

    2014-01-01

    In "Educating English Learners," Joyce W. Nutta and her colleagues offer practical tools for helping schools and teachers successfully integrate English learners into mainstream classrooms. Drawing on the One Plus model presented in their award-winning book, "Preparing Every Teacher to Reach English Learners," the authors now…

  20. Technology Integration in Elementary Classrooms: Teaching Practices of Student Teachers

    Science.gov (United States)

    Liu, Ping

    2016-01-01

    This study examines how and why student teachers integrated technology to enhance instruction in elementary classrooms. The participants were 31 student teachers who completed an assignment of eight weeks. Multiple data sets including observation notes of 347 lessons were obtained from three key groups for data triangulation. Results reveal that…

  1. Transfer of Online Professional Learning to Teachers' Classroom Practice

    Science.gov (United States)

    Herrington, Anthony; Herrington, Jan; Hoban, Garry; Reid, Doug

    2009-01-01

    Professional learning is an important process in enabling teachers to update their pedagogical knowledge and practices. The use of online technologies to support professional learning has a number of benefits in terms of flexibility and scalability. However, it is not clear how well the approach impacts on teachers' classroom practices. This…

  2. A Chinese EFL Teacher's Classroom Assessment Practices

    Science.gov (United States)

    Wang, Xiaoying

    2017-01-01

    This article reports on a case study of how an experienced EFL teacher assessed her students in her oral English course at a university in China. Data were collected over one semester through document analysis, classroom observation and recording, interviews, and student journals. Analysis revealed that the teacher assessed her students through…

  3. Teachers' Preparation Needs for Integrating Technology in the Classroom

    Science.gov (United States)

    Jackson, Barcus C.

    2013-01-01

    School districts across the country are charged with preparing the next generation for competing in a global economy and have spent billions of dollars on technology acquisition and Internet use. However, teachers do not feel prepared to integrate technology in the classroom. To prepare teachers for technology integration, the most common approach…

  4. Undergraduate Teacher Candidate Perceptions Integrating Technology in Classroom Instruction

    Science.gov (United States)

    Anderson, Charlise Askew

    2016-01-01

    The purpose of this study was to analyze undergraduate teacher candidates' perceptions on integrating technology in the classroom. The study was embedded in the "Technology Pedagogical Content Knowledge" theoretical model. A sample of 143 undergraduate teacher candidates participated in the study. They were asked to address items on a…

  5. Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers

    Science.gov (United States)

    Eckhoff, Angela

    2011-01-01

    This study examined how preservice teachers view the nature and role of creativity in light of the complexities of contemporary early childhood classrooms. A multiple methods approach was utilized and data were collected with the Questionnaire Examining Student Teachers' Beliefs about Creativity (Diakidoy & Kanari, 1999) survey instrument and…

  6. Teacher's Approaches in Teaching Literature: Observations of ESL Classroom

    Science.gov (United States)

    Mustakim, Siti Salina; Mustapha, Ramlee; Lebar, Othman

    2014-01-01

    This study aimed to identify the approaches employed by teachers in teaching Contemporary Children's Literature Program to upper primary school. Using classroom observations and interview as research instruments, this paper evaluates the approaches of five ESL teachers teaching Year 5 students and examines the various challenges faced by them in…

  7. Anxiety in the Classroom: Implications for Middle School Teachers

    Science.gov (United States)

    Moran, Kristen

    2016-01-01

    Anxiety is a prevalent mental health concern in children and adolescents that can have a negative effect on their personal relationships as well as their academics. Teachers are in a position to assist in recognizing the signs of anxiety and supporting students in the classroom. Practical suggestions on how teachers can support middle school…

  8. Equipping Preservice Elementary Teachers for Data Use in the Classroom

    Science.gov (United States)

    Reeves, Todd D.

    2017-01-01

    Current preservice teacher education practice related to data use has been deemed inadequate, in that it is unevenly distributed and often superficial. In response, this article describes a course-based classroom assessment data-literacy experience for preservice elementary teachers. Grounded in extant theory and research concerning data literacy…

  9. Investigating Classroom Teaching Competencies of Pre Service Elementary Mathematics Teachers

    Science.gov (United States)

    Gokalp, Murat

    2016-01-01

    The study has sought answers to two major questions: What is the current situation in Elementary Mathematics Education programs at Faculty of Education in terms of classroom teaching competencies? To what extent do pre service teachers acquire these competencies? The research was conducted on 202 senior pre service teachers studying at the…

  10. Action Research to Support Teachers' Classroom Materials Development

    Science.gov (United States)

    Edwards, Emily; Burns, Anne

    2016-01-01

    Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners' needs. It has long been argued (e.g. by Stenhouse, L. [1975]. "An Introduction to Curriculum Research and Development." London: Heinemann) that teachers themselves, as opposed to managers or course book writers,…

  11. STEM Teacher Efficacy in Flipped Classrooms

    Science.gov (United States)

    Kelly, Daniel; Denson, Cameron

    2017-01-01

    The flipped classroom instructional model continues to grow in adoption and use in K-12 classrooms. Although there are an increasing number of studies into the implementation of the flipped classroom, there is limited empirical research into its effectiveness and even fewer into the educational, psychological, and theoretical constructs underlying…

  12. The role of teacher questions in the chemistry classroom

    DEFF Research Database (Denmark)

    Dohrn, Sofie Weiss; Dohn, Niels Bonderup

    2018-01-01

    , the students become highly accomplished in recalling facts but have difficulties when higher order thinking is required. The findings suggest that an interactive classroom can be created by using many engaging teacher questions. The six different categories of questions promote the students' learning process......The purpose of this study was to investigate how a chemistry teacher's questions influence the classroom discourse. It presents a fine-grained analysis of the rich variety of one teacher's questions and the roles they play in an upper secondary chemistry classroom. The study identifies six...... different functions for the teacher's questions: Student Knowledge, Request, Monologic Discourse, Clarification, Relations and Interaction of Contexts. Overall, these questions create a safe and interactive learning environment. However, the questions are predominantly closed in form. As a result...

  13. Classroom Composition and Measured Teacher Performance: What Do Teacher Observation Scores Really Measure?

    Science.gov (United States)

    Steinberg, Matthew P.; Garrett, Rachel

    2016-01-01

    As states and districts implement more rigorous teacher evaluation systems, measures of teacher performance are increasingly being used to support instruction and inform retention decisions. Classroom observations take a central role in these systems, accounting for the majority of teacher ratings upon which accountability decisions are based.…

  14. Korean EFL Teachers' Perceptions of the Impact of EFL Teacher Education upon Their Classroom Teaching Practices

    Science.gov (United States)

    Yook, Cheongmin; Lee, Yong-hun

    2016-01-01

    This study employed qualitative data collection and analysis methods to investigate the influence of English as a foreign language teacher education programme on Korean teachers' classroom teaching practices. Six in-service secondary-school teachers participated in semi-structured interviews. Thematic analysis was applied to the data collected…

  15. Exploring Teacher Knowledge about Dyslexia and Teacher Efficacy in the Inclusive Classroom: A Multiple Case Study

    Science.gov (United States)

    Sicherer, Mati

    2014-01-01

    Researchers have found that teachers seem to lack information about dyslexia which can influence teaching efficacy and behavior. Because inclusion has caused children with dyslexia to spend the majority of their day in general education classrooms, general education teachers are mainly responsible for educating these students. These teachers must…

  16. Conflict Resolution, Can It Really Make a Difference in the Classroom: Conflict Resolution Strategies for Classroom Teachers

    Science.gov (United States)

    Pollan, Savannah; Wilson-Younger, Dylinda

    2012-01-01

    This article discusses conflict and provides five resolutions for teachers on managing negative behaviors within the classroom. Acknowledging and implementing conflict resolution strategies in the classroom enables every student to fully participate in the learning process.

  17. Teacher practices as predictors of children's classroom social preference.

    Science.gov (United States)

    Mikami, Amori Yee; Griggs, Marissa Swaim; Reuland, Meg M; Gregory, Anne

    2012-02-01

    Students who do not get along with their peers are at elevated risk for academic disengagement and school failure. Research has predominantly focused on factors within such children that contribute to their peer problems. This study considers whether teacher practices also predict social preference for children in that classroom. Participants were 26 elementary school teachers and 490 students in their classrooms followed for one school year. Results suggested that teachers who favored the most academically talented students in the fall had classrooms where children had lower average social preference in the spring after statistical control of children's fall social preference and externalizing behavior problems. Teachers who demonstrated emotionally supportive relationships with students in the fall had classrooms where children had greater possibility of changing their social preference from fall to spring. Although children with high externalizing behaviors tended to experience declining social preference over the course of the school year, teachers' learner-centered practices attenuated this progression. However, teachers' favoring of the most academically talented accentuated the negative relation between externalizing behaviors and social preference. Implications for school psychology practitioners are discussed. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  18. Speaking comfort and voice use of teachers in classrooms

    DEFF Research Database (Denmark)

    Brunskog, Jonas; Pelegrin Garcia, David

    2010-01-01

    Teachers suffer from voice problems more often than the rest of the population, as a consequence of the intensive use of their voices during teaching. Noise and classroom acoustics have been defined as hazards eventually leading to voice problems. In order to make a good classroom acoustic design...... to preserve the teachers’ voices and maximize their comfort, it is necessary to understand the underlaying relationship between classroom acoustics and teachers’ voice production. This paper presents a brief summary of investigations looking into this relationship. A pilot study, carried out in different...... located at various distances, in rooms with very different acoustics. A field study in schools of southern Sweden found out that teachers with and without voice problems, during actual teaching, are affected differently by the support of the classroom. A last laboratory experiment was carried out...

  19. Classroom climate in Serbia: The perspective of primary school teachers

    Directory of Open Access Journals (Sweden)

    Ševkušić Slavica

    2014-01-01

    Full Text Available The goal of this research is to gain insight into the classroom climate in schools in Serbia from the perspective of teachers. To realize this goal, we set up two research questions: (1 How do teachers assess the importance of certain aspects of the classroom climate and their own engagement in creating favourable climate, and (2 which factors determine the quality of classroom climate. We considered four dimensions of classroom climate: equality in communication, social relationships between students, respect for students’ feelings and the organizing group work. The sample consisted of primary school teachers in Serbia (N=1441, who completed a questionnaire made for our research needs. The results of factor analysis confirmed the initial assumption that the selected dimensions are related in terms of their belonging to the same construct and sufficiently different to be considered as selfcontained. The obtained results show that teachers in Serbia highly value the importance of all researched aspects of the classroom climate and believe that they are engaged to a large extent in creating a positive classroom climate. Also, it was shown that teachers’ gender and the teaching level are the most important determinants of classroom climate quality. Bearing in mind the limitations of the applied instrument it is concluded that the results should be considered with caution and that future research should include students’ perspective, direct class observation and qualitative methods to gain a more objective and more comprehensive understanding of the classroom climate. [Projekat Ministarstva nauke Republike Srbije, br. 179034: From encouraging initiative, cooperation and creativity in education to new roles and identities in society i br. 47008: Improving the quality and accessibility of education in modernization processes in Serbia

  20. Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

    Science.gov (United States)

    Savasci, Funda; Berlin, Donna F.

    2012-01-01

    Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and…

  1. A Closer Look at Teacher-Child Relationships and Classroom Emotional Context in Preschool

    Science.gov (United States)

    Lippard, Christine N.; La Paro, Karen M.; Rouse, Heather L.; Crosby, Danielle A.

    2018-01-01

    Background: Children's early classroom experiences, particularly their interpersonal interactions with teachers, have implications for their academic achievement and classroom behavior. Teacher-child relationships and classroom interactions are both important aspects of children's early classroom experiences, but they are not typically considered…

  2. The attitudes of classroom teacher candidates towards physical education lesson

    Directory of Open Access Journals (Sweden)

    Gönül Tekkurşun Demir

    2017-12-01

    Full Text Available Aim: It is aimed to determine the attitudes of the 2nd, 3rd, and 4th grade classroom teacher candidates towards the physical education lesson according to various variables. Material and Methods: For the current study, the screening method, one of the quantitative research models, was used. The research consists of 2nd, 3rd, and 4th grade, totally164 university students, 106 (%64,6 females, 58 (%35,4 males, attending Uşak University, Classroom Teaching Program in 2016-2017 academic year. The first-grade students were not included in this research, because the physical education and play teaching lessons are given to classroom student candidates in the second-grade at Uşak University, Classroom Teaching Program. “Personal information form" and “Physical Education Lesson Attitude Scale for Classroom Teacher Candidates" were used as data collection tools. Before analysis, the data were evaluated using the values of Skewness and Skewness (normal distribution of the data and Levene (equality of variance tests. In the analysis of the data; frequency, arithmetic mean, standard deviation; t-test, ANOVA and Pearson Correlation test were used. Results: When examined the total score of the teacher candidates obtained from Physical Education Lesson Attitude Scale for Classroom Teacher Candidates and age variable by the Pearson Moment Correlation analysis, it was found that there was a statistically significant negative relationship between the received scores at low level. It was determined that the attitudes of the classroom teacher candidates towards the physical education lessons did not show any significant difference according to the gender variable, but there was a significant difference when examined their class levels. While no significant difference was found in the attitudes of the classroom teacher candidates, who played and did not play sports in their past life, towards physical education lessons, no significant difference was found

  3. Teacher Self-Efficacy and Classroom Management Styles in Jordanian Schools

    Science.gov (United States)

    Abu-Tineh, Abdullah M.; Khasawneh, Samar A.; Khalaileh, Huda A.

    2011-01-01

    Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in…

  4. Understanding Teacher Behavior in the Classroom: A Must for Sound Evaluation.

    Science.gov (United States)

    Anderson, Lorin W.

    1986-01-01

    More information is necessary about constraints placed on teachers before sound classroom performance evaluations can be conducted. Results of an observational instrument utilized in South Carolina, "Describing Practices and Intentions of Classroom Teachers," isolates classroom factors associated with appropriateness of teachers'…

  5. Antecedents of teachers' emotions in the classroom: an intraindividual approach.

    Science.gov (United States)

    Becker, Eva S; Keller, Melanie M; Goetz, Thomas; Frenzel, Anne C; Taxer, Jamie L

    2015-01-01

    Using a preexisting, but as yet empirically untested theoretical model, the present study investigated antecedents of teachers' emotions in the classroom. More specifically, the relationships between students' motivation and discipline and teachers' enjoyment and anger were explored, as well as if these relationships are mediated by teachers' subjective appraisals (goal conduciveness and coping potential). The study employed an intraindividual approach by collecting data through a diary. The sample consisted of 39 teachers who each participated with one of their 9th or 10th grade mathematics classes (N = 758 students). Both teachers and students filled out diaries for 2-3 weeks pertaining to 8.10 lessons on average (N = 316 lessons). Multilevel structural equation modeling revealed that students' motivation and discipline explained 24% of variance in teachers' enjoyment and 26% of variance in teachers' anger. In line with theoretical assumptions, after introducing teachers' subjective appraisals as a mediating mechanism into the model, the explained variance systematically increased to 65 and 61%, for teachers' enjoyment and anger respectively. The effects of students' motivation and discipline level on teachers' emotions were partially mediated by teachers' appraisals of goal conduciveness and coping potential. The findings imply that since teachers' emotions depend to a large extent on subjective evaluations of a situation, teachers should be able to directly modify their emotional experiences during a lesson through cognitive reappraisals.

  6. The Role of Science Teachers' Beliefs in International Classrooms

    DEFF Research Database (Denmark)

    for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom. Throughout all...... of these discussions, there is a focus on international perspectives. Those reading this book can use the research presented to consider how to confront, challenge, and cultivate beliefs during the teacher professional development process....

  7. Teacher classroom practices and Mathematics performance in ...

    African Journals Online (AJOL)

    Education and Skills Development, Human Sciences Research Council, Pretoria, South Africa ... Solving and Metacognitive Strategies, and Collaboration. ... Close monitoring, adequate pacing and classroom management, as well as clarity of ...

  8. Teacher coaching supported by formative assessment for improving classroom practices.

    Science.gov (United States)

    Fabiano, Gregory A; Reddy, Linda A; Dudek, Christopher M

    2018-06-01

    The present study is a wait-list controlled, randomized study investigating a teacher coaching approach that emphasizes formative assessment and visual performance feedback to enhance elementary school teachers' classroom practices. The coaching model targeted instructional and behavioral management practices as measured by the Classroom Strategies Assessment System (CSAS) Observer and Teacher Forms. The sample included 89 general education teachers, stratified by grade level, and randomly assigned to 1 of 2 conditions: (a) immediate coaching, or (b) waitlist control. Results indicated that, relative to the waitlist control, teachers in immediate coaching demonstrated significantly greater improvements in observations of behavior management strategy use but not for observations of instructional strategy use. Observer- and teacher-completed ratings of behavioral management strategy use at postassessment were significantly improved by both raters; ratings of instructional strategy use were significantly improved for teacher but not observer ratings. A brief coaching intervention improved teachers' use of observed behavior management strategies and self-reported use of behavior management and instructional strategies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  9. Teachers' Perception of Social Justice in Mathematics Classrooms

    Science.gov (United States)

    Panthi, Ram Krishna; Luitel, Bal Chandra; Belbase, Shashidhar

    2017-01-01

    The purpose of this study was to explore mathematics teachers' perception of social justice in mathematics classrooms. We applied interpretive qualitative method for data collection, analysis, and interpretation through iterative process. We administered in-depth semi-structured interviews to capture the perceptions of three mathematics teachers…

  10. Understanding Pupil Behaviour: Classroom Management Techniques for Teachers

    Science.gov (United States)

    Lewis, Ramon

    2009-01-01

    This book describes a system of successful classroom behaviour management techniques developed by the author over more than twenty-five years. It outlines the difficulties confronting teachers trying to manage pupils' misbehaviour in schools and describes four types of pupil who can be helped to behave responsibly. In "Understanding Pupil…

  11. The role of the teacher in classroom peer relations

    NARCIS (Netherlands)

    Hendrickx, M.M.H.G.

    2017-01-01

    The classroom is a fundamentally social setting, which can foster students’ learning but can also seriously hamper students’ functioning in school. Positive relationships with the teacher and peers are essential for students’ social and academic adjustment. To connect these two social agents, this

  12. Cell Phones in the Classroom: Preservice Teachers' Perceptions

    Science.gov (United States)

    Thomas, Kevin; O'Bannon, Blanche

    2013-01-01

    This study employed a survey to examine the perceptions of 92 preservice teachers enrolled at a small Midwestern liberal arts university regarding their support of the use of cell phones in the classroom, the benefits of specific cell phone features for school-related work, and the instructional benefits of and barriers to using cell phones in the…

  13. Primary Teachers' Beliefs about Scientific Creativity in the Classroom Context

    Science.gov (United States)

    Liu, Shu-Chiu; Lin, Huann-shyang

    2014-01-01

    While a number of studies have investigated people's perceptions or conceptions of creativity, there is a lack of studies looking into science teachers' views. The study aimed to explore the meanings of scientific creativity in the classroom context as perceived by a selective group of upper primary (Grades 3-6; student ages 8-12) science teachers…

  14. Classroom Teachers' Craft Knowledge of Their Inclusive Practice

    Science.gov (United States)

    Black-Hawkins, Kristine; Florian, Lani

    2012-01-01

    Whilst recent decades have seen significant progress in research on inclusive education, many teachers still feel that the research literature does not fully address their professional concerns about how to enact a policy of inclusion in their classrooms. To help to bridge this gap, we drew on the concept of craft knowledge to undertake a detailed…

  15. Preservice Teachers' Intention to Adopt Technology in Their Future Classrooms

    Science.gov (United States)

    Li, Kun; Li, Yanju; Franklin, Teresa

    2016-01-01

    This study examined four factors that influence preservice teachers' intentions to adopt technology in classrooms based on the Theory of Planned Behavior and Technology Acceptance Model. These four factors--technology self-efficacy, attitudes toward technology, perceived ease of use of technology, and perceived barriers of technology…

  16. Intellectual Property Rights and The Classroom: What Teachers Can Do

    Science.gov (United States)

    Falcon, Raymond

    2010-01-01

    Intellectual property rights restrict teachers' and students' ability to freely explore the intellectual realms of the classroom. Copyright laws protect the author and their work but disable other intellectuals from investigating probable learning environments. This paper will look at key issues where educational institutions are conflicting with…

  17. Maternity Leave Provisions for Classroom Teachers in Larger School Systems.

    Science.gov (United States)

    Educational Research Service Circular, 1966

    1966-01-01

    Maternity leave provisions for classroom teachers in 129 school systems having enrollments of 25,000 or more are reported for 1965-66 in this national survey. Tables contain information on compulsory absence prior to anticipated date of birth and earliest permissible return from maternity leaves. Brief descriptions of maternity leave practices are…

  18. Changing Teacher Roles in the Foreign-Language Classroom.

    Science.gov (United States)

    Johnson, Francis; Delarche, Marion; Marshall, Nicholas; Wurr, Adrian; Edwards, Jeffery

    This paper examines trends reflecting changes in the role of the classroom foreign language teacher, particularly as these trends affect English-as-a-Second-Language instruction. This study is based on relevant literature and research being carried out in the English Language Institute at Kanda University of International Studies (Japan). Past and…

  19. Classroom Teacher's Adherence to Philosophy and Ethics of Home ...

    African Journals Online (AJOL)

    This study analyzed and discussed the philosophy and goals of education, evaluating them on how classroom teachers adhere to the ethics of home economics for sustainable development in Anambra state, Nigeria. A descriptive survey design was used and the sample, randomly selected, was made up of two hundred ...

  20. Preschool Teachers' Views about Classroom Management Models

    Science.gov (United States)

    Sahin-Sak, Ikbal Tuba; Sak, Ramazan; Tezel-Sahin, Fatma

    2018-01-01

    This survey-based quantitative study investigates 310 Turkish preschool teachers' views about classroom management, using the following six models of disciplinary strategy: behavioral change theory, Dreikurs' social discipline model, Canter's assertive discipline model, the Glasser model of discipline, Kounin's model, and Gordon's teacher…

  1. Science Specialists or Classroom Teachers: Who Should Teach Elementary Science?

    Science.gov (United States)

    Levy, Abigail Jurist; Jia, Yueming; Marco-Bujosa, Lisa; Gess-Newsome, Julie; Pasquale, Marian

    2016-01-01

    This study examined science programs, instruction, and student outcomes at 30 elementary schools in a large, urban district in the northeast United States in an effort to understand whether there were meaningful differences in the quality, quantity and cost of science education when provided by a science specialist or a classroom teacher. Student…

  2. Regular classroom assessment as a means of enhancing Teacher ...

    African Journals Online (AJOL)

    This study was an action research which employed regular classroom tests to help students learn and understand some concepts in electricity and magnetism. The participants of the study were 35 Level 200 B.Ed. (Basic Education, JSS Option) pre-service science teachers of the University of Education, Winneba in the ...

  3. Classroom Assessment in Malawi: Teachersâ Perceptions and Practices in Mathematics

    OpenAIRE

    Susuwele-Banda, William John

    2005-01-01

    This study investigated teachersâ perceptions of classroom assessment in mathematics and their current classroom assessments practices. Specifically, the study sought to gain an understanding of the extent to which teachers use different classroom assessment methods and tools to understand and to support both the learning and teaching processes. The following three questions guided the study: 1) How do primary school teachers perceive classroom assessment in mathematics? 2) What kinds of a...

  4. Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.

    Science.gov (United States)

    Friedman-Krauss, Allison H; Raver, C Cybele; Neuspiel, Juliana M; Kinsel, John

    2014-01-01

    The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health.

  5. Discovery Handbook for Grades K-5.

    Science.gov (United States)

    Johnson, Terry

    This resource packet addresses the need for interpretive materials of the prehistory and early history of the state of Arkansas. These curriculum-focused activities, based on flyers and books created by the Arkansas Archaeology Survey, encourage integration of archaeological and historical study into classroom instruction. The teacher's guide is…

  6. Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

    Science.gov (United States)

    Dimitriadis, Christos

    2016-01-01

    This article presents findings from a case study of an in-classroom program based on ability grouping for Year 2 (ages 6-7) primary (elementary) children identified as high ability in mathematics. The study examined the role of classroom setting, classroom environment, and teacher's approach in realizing and developing mathematical promise. The…

  7. Foundational Aspects of Classroom Relations: Associations between Teachers' Immediacy Behaviours, Classroom Democracy, Class Identification and Learning

    Science.gov (United States)

    Kwitonda, Jean Claude

    2017-01-01

    This study focused on foundational aspects of classroom relations. Specifically, relationships between teachers' immediacy (interpersonal) behaviours, classroom democracy, identification and learning were considered. Previous work suggests that these variables can be used as a foundation to shape classroom climate, culture and learning outcomes…

  8. Conducting Classroom Design Research with Teachers

    Science.gov (United States)

    Stephan, Michelle. L.

    2015-01-01

    Design research is usually motivated by university members with experience and interest in building theory and instructional designs in collaboration with one teacher. Typically, the teacher is considered as a member of the research team, with the primary responsibility of implementing instruction. However, in this chapter, I describe a Classroom…

  9. Teachers Implementing Entrepreneurship Education: Classroom Practices

    Science.gov (United States)

    Ruskovaara, Elena; Pihkala, Timo

    2013-01-01

    Purpose: This study aims to highlight the entrepreneurship education practices teachers use in their work. Another target is to analyze how these practices differ based on a number of background factors. Design/methodology/approach: This article presents a quantitative analysis of 521 teachers and other entrepreneurship education actors. The paper…

  10. Voices from the Classroom: Exceptional Teachers Speak.

    Science.gov (United States)

    Maeroff, Gene I., Ed.

    The opinions and experiences reflected in this report are those of exceptional teachers chosen in a national competition, "Thanks to Teachers," sponsored by Apple Computer, Inc., the National Foundation for the Improvement of Education, the National Alliance of Business, and Group W Television. The report is divided into four sections: (1) the…

  11. Preparing Preservice Teachers for Inclusive Classrooms: Does Completing Coursework on Managing Challenging Behaviours Increase Their Classroom Management Sense of Efficacy?

    Science.gov (United States)

    O'Neill, Sue C.

    2015-01-01

    Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management. This study reports the change in classroom management sense of efficacy (CMSE) of a small cohort of Australian preservice primary teachers at 4 time points (precoursework, preprofessional…

  12. The 21st Century Physics Classroom: What Students, Teachers, and Classroom Observers Report

    Science.gov (United States)

    Sunal, Dennis W.; Dantzler, John A.; Sunal, Cynthia Szymanski; Turner, Donna P.; Harrell, James W.; Simon, Marsha; Aggarwal, Mohan D.

    2016-01-01

    Before we can effectively apply specific interventions through professional development, it is important to determine what is occurring in our high school physics classrooms. This study investigated common professional practices in physics teaching among a representative sample group of schools and teachers from a diverse, geographically large…

  13. Teachers' Facility with Evidence-Based Classroom Management Practices: An Investigation of Teachers' Preparation Programmes and In-Service Conditions

    Science.gov (United States)

    Ficarra, Laura; Quinn, Kevin

    2014-01-01

    In the present investigation, teachers' self-reported knowledge and competency ratings for the evidence-based classroom management practices were analysed. Teachers also reflected on how they learned evidence-based classroom management practices. Results suggest that teachers working in schools that implement Positive Behavioural Interventions and…

  14. The Teacher as Colleague in Classroom Research.

    Science.gov (United States)

    Florio, Susan; Walsh, Martha

    The structure and quality of classroom interaction and the ways in which children learn how to interact appropriately was the initial focus of the research and field work described in this paper. The site was a kindergarten/first grade class in a suburban Boston Title I elementary school with many students from second and third generation…

  15. Working alongside Teachers in Their Classrooms

    Science.gov (United States)

    Dillon, Sukhjit; Ollerton, Mike; Plant, Sarah Jayne

    2012-01-01

    Playing games in the mathematics classroom has seemingly become unfashionable. Is it that games suddenly are regarded as "lacking in purpose"? Maybe games are seen as incompatible with the "lesson plan and objectives"? Or is it that games and learning are not two words that are expected to appear in the same sentence? Prepare for the mythology…

  16. An Evaluation of Teachers' Attitudes and Beliefs Levels on Classroom Control in Terms of Teachers' Sense of Efficacy (The Sample of Biology Teachers in Turkey)

    Science.gov (United States)

    Kurt, Hakan

    2014-01-01

    The aim of this study is to evaluate biology teachers' attitudes and belief levels on classroom control in terms of teachers' sense of efficacy. The screening model was used in the study. The study group was comprised of 135 biology teachers. In this study, Teachers' Sense of Efficacy Scale (TSES) and The Attitudes and Beliefs on Classroom Control…

  17. How to see the classroom through the eyes of a teacher: Consistency between perceptions on diversity and differentiation practices

    NARCIS (Netherlands)

    Civitillo, S.; Denessen, E.J.P.G.; Molenaar, I.

    2016-01-01

    Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their

  18. Identifying Canadian Teacher Candidates' Needs for Training in the Use of Inclusive Classroom Assessment

    Science.gov (United States)

    Lin, Pei-Ying; Lin, Yu-Cheng

    2015-01-01

    To identify teacher candidates' needs for training in inclusive classroom assessment, the present study investigated teacher candidates' beliefs about inclusive classroom assessments for all students educated in regular classrooms, including those with special needs and English language learners. An innovative theoretical assessment model,…

  19. A Model for Online Support in Classroom Management: Perceptions of Beginning Teachers

    Science.gov (United States)

    Baker, Credence; Gentry, James; Larmer, William

    2016-01-01

    Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management, followed with online support extending over eight weeks. Specific classroom management strategies included (a) developing a foundation…

  20. K-12 Teacher Perceptions Regarding the Flipped Classroom Model for Teaching and Learning

    Science.gov (United States)

    Gough, Evan; DeJong, David; Grundmeyer, Trent; Baron, Mark

    2017-01-01

    A great deal of evidence can be cited from higher education literature on the effectiveness of the flipped classroom; however, very little research was discovered on the flipped classroom at the K-12 level. This study examined K-12 teachers' perceptions regarding the flipped classroom and differences in teachers' perceptions based on grade level…

  1. Refugee-Teacher-Train-Refugee-Teacher Intervention Research in Malaysia: Promoting Classroom Management and Teacher Self-Care

    Science.gov (United States)

    O'Neal, Colleen R.; Gosnell, Nicole M.; Ng, Wai Sheng; Ong, Edward

    2018-01-01

    Given the current refugee crisis, the development of sustainable postconflict refugee education systems and supports is essential. The present study reports Resilient Refugee Education (RRE) intervention effects on refugee teacher confidence and knowledge of classroom management, in addition to refugee teacher self-care in Malaysia. We compared…

  2. An International Perspective on Classroom Management: What Should Prospective Teachers Learn?

    Science.gov (United States)

    Wubbels, Theo

    2011-01-01

    Drawing upon a review of relevant literature, this paper provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology,…

  3. The teacher's role in promoting collaborative dialogue in the classroom.

    Science.gov (United States)

    Webb, Noreen M

    2009-03-01

    Research on student-led small-group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours. This paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small-group work, how teachers can prepare students for collaborative group work, and the role of teacher discourse and classroom norms in small-group dialogue. Studies selected for review focused on student-led small-group contexts for learning in which students were expected to collaborate, reported data from systematic observations of group work, and linked observational data to teacher practices and student learning outcomes. This review uncovered multiple dimensions of the teacher's role in fostering beneficial group dialogue, including preparing students for collaborative work, forming groups, structuring the group-work task, and influencing student interaction through teachers' discourse with small groups and with the class. Common threads through the research are the importance of students explaining their thinking, and teacher strategies and practices that may promote student elaboration of ideas.

  4. Relating Teacher PCK and Teacher Practice Using Classroom Observation

    NARCIS (Netherlands)

    Barendsen, Erik; Henze-Rietveld, I.

    2017-01-01

    Science teachers’ pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers’ actions in the classroom. To complement previous quantitative studies, there is a need for more

  5. Classroom Integration of Technology: Are Teachers Understanding?

    Science.gov (United States)

    Galloway, Jerry P.

    2007-01-01

    Teachers continue to be trained following a ritualized approach for skills and competencies. But, a deeper understanding of fundamental concepts, improvement of problem-solving and high-order thinking skills and even the development of a contextual intuition can be even more important in becoming computer-using professionals. These factors as well…

  6. Experienced teachers' informal learning from classroom teaching

    NARCIS (Netherlands)

    Hoekstra, A.; Beijaard, D.; Brekelmans, M.; Korthagen, F.

    2007-01-01

    The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year,

  7. Experienced Teachers' Informal Learning from Classroom Teaching

    Science.gov (United States)

    Hoekstra, Annemarieke; Beijaard, Douwe; Brekelmans, Mieke; Korthagen, Fred

    2007-01-01

    The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and…

  8. The Relationship between Teachers' Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices

    Science.gov (United States)

    Saad, Rayana; BouJaoude, Saouma

    2012-01-01

    The purpose of this study was to investigate relationships between teachers' attitudes toward science, knowledge and beliefs about inquiry, and science classroom teaching practices. Specifically, the study addressed three questions: What are teachers' beliefs and knowledge about inquiry? What are teachers' teaching related classroom practices? Do…

  9. The Impact of Years of Teaching Experience on the Classroom Management Approaches of Elementary School Teachers

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2012-01-01

    This study provided a basis for answering the following essential question: Does the years of experience affect teachers' classroom management approaches? Data were collected from 268 primary school teachers. The findings of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than…

  10. Teachers' Perceptions of Effective Classroom Management within an Inner-City Middle School.

    Science.gov (United States)

    Turner, Catana L.

    This study was undertaken to obtain descriptive information about teachers' perceptions of effective classroom management within an inner-city middle school. Thirteen teachers in one such school in Tennessee were interviewed about their classroom management behaviors. Teachers appeared to have an elaborate system of beliefs related to the themes…

  11. Teachers' Reported Knowledge and Implementation of Research-Based Classroom and Behavior Management Strategies

    Science.gov (United States)

    Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A.

    2017-01-01

    Teachers' reported knowledge about and implementation of research-based classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed "Survey of Classroom and Behavior Management." On average, teachers reported to…

  12. The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity

    Science.gov (United States)

    Russ, Laura

    2015-01-01

    Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are…

  13. Teaching With(out) Technology: Secondary English Teachers and Classroom Technology Use

    Science.gov (United States)

    Flanagan, Sara; Shoffner, Melanie

    2013-01-01

    Technology plays an integral role in the English Language Arts (ELA) classroom today, yet teachers and teacher educators continue to develop understandings of how technology influences pedagogy. This qualitative study explored how and why two ELA teachers used different technologies in the secondary English classroom to plan for and deliver…

  14. Improving classroom practices: the impact of leadership, school organizational conditions, and teacher factors

    NARCIS (Netherlands)

    Thoonen, E.E.J.

    2012-01-01

    Schools are challenged to improve classroom practices as they are expected to enhance students’ motivation. While leadership, school organizational conditions and teacher factors are considered essential for improving classroom practices, more should be known about the interplay between school

  15. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students.

    Science.gov (United States)

    Oberle, Eva; Schonert-Reichl, Kimberly A

    2016-06-01

    The purpose of this study was to explore the link between classroom teachers' burnout levels and students' physiological stress response. Drawing from a stress-contagion framework, we expected higher levels of teacher burnout to be related to elevated cortisol levels in elementary school students (N = 406, 50% female, Mean age = 11.26, SD = .89). Classroom teacher burnout was assessed with the Maslach Burnout Inventory modified for teachers. Salivary cortisol was collected as an indicator of students' hypothalamic-pituitary-adrenal (HPA) functioning. We collected salivary cortisol in children at 9 a.m., 11:30 a.m., and 2 p.m. in the classroom setting. Using Multilevel Modeling, we found that children's morning cortisol levels significantly varied between classrooms (10% variability). Higher levels of classroom teacher burnout significantly predicted the variability in morning cortisol. Teacher burnout reduced the unexplained variability in cortisol at the classroom level to 4.6%. This is the first study to show that teachers' occupational stress is linked to students' physiological stress regulation. We discuss the present findings in the context of potential stress contagion in the classroom, considering empirical and practical relevance. Copyright © 2016 Elsevier Ltd. All rights reserved.

  16. College science teachers' views of classroom inquiry

    Science.gov (United States)

    Brown, Patrick L.; Abell, Sandra K.; Demir, Abdulkadir; Schmidt, Francis J.

    2006-09-01

    The purposes of this study were to (a) gain an understanding of the views of inquiry held by faculty members involved in undergraduate science teaching and (b) describe the challenges, constraints, and opportunities that they perceived in designing and teaching inquiry-based laboratories. Participants included 19 college professors, representing both life and physical science disciplines, from (a) 2-year community college, (b) small, private nonprofit liberal arts college, (c) public master's granting university, and (d) public doctoral/research extensive university. We collected data through semistructured interviews and applied an iterative data analysis process. College science faculty members held a full and open inquiry view, seeing classroom inquiry as time consuming, unstructured, and student directed. They believed that inquiry was more appropriate for upper level science majors than for introductory or nonscience majors. Although faculty members valued inquiry, they perceived limitations of time, class size, student motivation, and student ability. These limitations, coupled with their view of inquiry, constrained them from implementing inquiry-based laboratories. Our proposed inquiry continuum represents a broader view of inquiry that recognizes the interaction between two dimensions of inquiry: (a) the degree of inquiry and (b) the level of student directedness, and provides for a range of inquiry-based classroom activities.

  17. International classroom teachers in need of professional development

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    International classroom teachers in need of professional development: Outcomes of the IntlUni Erasmus Academic Network project 2012-15 The IntlUni Erasmus Academic Network (2012-15) has addressed the opportunities and the challenges of the multicultural (international) classroom where higher educ...... and challenges in the multilingual and multicultural learning space. Final document of the IntlUni Erasmus Academic Network project 2012-15. Aarhus: IntlUni. http://intluni.eu/uploads/media/The_opportunities_and_challenges_of_the_MMLS_Final_report_sept_2015.pdf...... and reflect on their teaching processes and negotiate the learning processes with their students as well as manage and leverage diversity in the classroom. Therefore, one of the IntlUni Recommendations is for the higher education institutions to provide the necessary professional development and teacher...... sources (e.g. Gregersen-Hermans, 2016), all pointing towards the need for more professional development and training of higher education teachers teaching multicultural student cohorts. Based on these very recent sources, the paper will discuss and offer examples of how such activities may be organized...

  18. Classroom Simulation for Trainee Teachers Using 3D Virtual Environments and Simulated Smartbot Student Behaviours

    OpenAIRE

    Alotaibi, Fahad Mazaed

    2014-01-01

    his thesis consists of an analysis of a classroom simulation using a Second Life (SL) experiment that aims to investigate the teaching impact on smartbots (virtual students) from trainee teacher avatars with respect to interaction, simulated behaviour, and observed teaching roles. The classroom-based SL experiments’ motivation is to enable the trainee teacher to acquire the necessary skills and experience to manage a real classroom environment through simulations of a real classroom. This ty...

  19. Seeing Eye to Eye: Predicting Teacher-Student Agreement on Classroom Social Networks

    Science.gov (United States)

    Neal, Jennifer Watling; Cappella, Elise; Wagner, Caroline; Atkins, Marc S.

    2010-01-01

    This study examines the association between classroom characteristics and teacher-student agreement in perceptions of students’ classroom peer networks. Social network, peer nomination, and observational data were collected from a sample of second through fourth grade teachers (N=33) and students (N=669) in 33 classrooms across five high poverty urban schools. Results demonstrate that variation in teacher-student agreement on the structure of students’ peer networks can be explained, in part, by developmental factors and classroom characteristics. Developmental increases in network density partially mediated the positive relationship between grade level and teacher-student agreement. Larger class sizes and higher levels of normative aggressive behavior resulted in lower levels of teacher-student agreement. Teachers’ levels of classroom organization had mixed influences, with behavior management negatively predicting agreement, and productivity positively predicting agreement. These results underscore the importance of the classroom context in shaping teacher and student perceptions of peer networks. PMID:21666768

  20. The Interplay among Emotional Intelligence, Classroom Management, and Language Proficiency of Iranian EFL Teachers

    Directory of Open Access Journals (Sweden)

    Hadi Hamidi

    2016-06-01

    Full Text Available The present study was an attempt to investigate the interplay among Iranian EFL teachers’ emotional intelligence, classroom management, and their general English language proficiency. The result of the data analysis showed that: 1 there was a statistically significant relationship between the emotional intelligence and the classroom management of Iranian EFL teachers, 2 there was a statistically significant relationship between the emotional intelligence and the language proficiency of Iranian EFL teachers, and 3 there was a statistically significant relationship between the classroom management and the language proficiency of Iranian EFL teachers. Teacher trainers, researchers in teacher education, and language teachers may benefit from the findings of the present research.

  1. Cross-Cultural Comparison of Teachers' Views upon Integration and Use of Technology in Classroom

    Science.gov (United States)

    Kayalar, Fethi

    2016-01-01

    The purpose of the study is to compare teachers' views upon integration and use of technology in classroom. To make cross-cultural comparison of teachers' views, we interviewed with nine teachers in a primary school in city of Erzincan, Turkey and compared the views of the teachers with those of the teachers living in foreign countries. To obtain…

  2. Observations of Children’s Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

    OpenAIRE

    Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

    2012-01-01

    This descriptive study examined classroom activity settings in relation to children’s observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children’s interactions with teachers w...

  3. Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

    OpenAIRE

    E.G. Balcik; S. Gulec

    2011-01-01

    The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measure...

  4. Effects of a Play-Based Teacher Consultation (PBTC) Program on Interpersonal Skills of Elementary School Teachers in the Classroom

    Science.gov (United States)

    Carlson, Sarah E.

    2011-01-01

    The purpose of this study was to examine the effectiveness of a play-based teacher consultation (PBTC) program on individual teachers' interpersonal classroom behaviors and teacher-child relationships. The research questions addressed the application of child-centered play therapy principles and PBTC increasing teacher responsiveness, decreasing…

  5. Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale-Teacher Form.

    Science.gov (United States)

    Reddy, Linda A; Dudek, Christopher M; Fabiano, Gregory A; Peters, Stephanie

    2015-12-01

    This article presents information about the construct validity and reliability of a new teacher self-report measure of classroom instructional and behavioral practices (the Classroom Strategies Scales-Teacher Form; CSS-T). The theoretical underpinnings and empirical basis for the instructional and behavioral management scales are presented. Information is provided about the construct validity, internal consistency, test-retest reliability, and freedom from item-bias of the scales. Given previous investigations with the CSS Observer Form, it was hypothesized that internal consistency would be adequate and that confirmatory factor analyses (CFA) of CSS-T data from 293 classrooms would offer empirical support for the CSS-T's Total, Composite and subscales, and yield a similar factor structure to that of the CSS Observer Form. Goodness-of-fit indices of χ2/df, Root Mean Square Error of Approximation, Goodness of Fit Index, and Adjusted Goodness of Fit Index suggested satisfactory fit of proposed CFA models whereas the Comparative Fit Index did not. Internal consistency estimates of .93 and .94 were obtained for the Instructional Strategies and Behavioral Strategies Total scales respectively. Adequate test-retest reliability was found for instructional and behavioral total scales (r = .79, r = .84, percent agreement 93% and 93%). The CSS-T evidences freedom from item bias on important teacher demographics (age, educational degree, and years of teaching experience). Implications of results are discussed. (c) 2015 APA, all rights reserved).

  6. Teacher Learning in the Workplace: A Study of the Relationship between a Novice EFL Teacher's Classroom Practices and Cognition Development

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    Kang, Yan; Cheng, Xiaotang

    2014-01-01

    This article reports on an in-depth case study of a novice middle school EFL teacher's cognition development during the process of learning to teach in the workplace. Data was collected mainly through classroom observations and interviews. Results indicate that the teacher exhibited a considerable amount of change in her classroom practices, which…

  7. Student and Teacher Perceptions of Teacher Oral Communication Behavior in Algebra and Geometry Classrooms

    Science.gov (United States)

    Assuah, Charles K.

    2010-01-01

    Oral communication in mathematics classroom plays an essential role in the mathematics learning process, because it allows students to share ideas, refine their thoughts, reflect on their methods, and clarify their understanding (NCTM, 2000). Knowledge about teacher oral communication behaviors allows researchers and policy makers to identify and…

  8. Examining Teacher Effectiveness Using Classroom Observation Scores: Evidence from the Randomization of Teachers to Students

    Science.gov (United States)

    Garrett, Rachel; Steinberg, Matthew P.

    2015-01-01

    Despite policy efforts to encourage multiple measures of performance in newly developing teacher evaluation systems, practical constraints often result in evaluations based predominantly on formal classroom observations. Yet there is limited knowledge of how these observational measures relate to student achievement. This article leverages the…

  9. Examining the Knowledge and Capacity of Elementary Teachers to Implement Classroom Physical Activity Breaks

    Directory of Open Access Journals (Sweden)

    Danae M. DINKEL

    2016-09-01

    Full Text Available This study examined teachers’ zone of proximal development for classroom physical activity breaks by assessing teachers’ knowledge and capacity for implementing classroom physical activity breaks. Five school districts of various sizes (n=346 teachers took part in a short online survey. Descriptive statistics were calculated and chi-square analyses were used to identify differences between districts. Almost all teachers utilized classroom physical activity to some extent. A third of teachers who stated they implemented classroom physical activity, experienced barriers to implementation. A majority of teachers were interested in learning more about classroom physical activity. There were significant differences between districts on the number of days per week classroom physical activity was integrated, the frequency of collaboration that occurred between teachers, the percentage of teachers who experienced barriers, and preferred delivery method of professional development. These findings support the importance of identifying teachers’ zone of proximal development to increase the use of classroom physical activity breaks. Understanding teachers’ knowledge and capacity for implementing classroom physical activity breaks can allow educational professionals to shift the implementation of classroom physical activity beyond sporadic use by isolated teachers and schools to a more systematic and consistent delivery across classrooms and throughout districts.

  10. Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice

    NARCIS (Netherlands)

    Opdenakker, MC; Van Damme, J

    This study examined effects of teacher characteristics (gender, teacher education and certification, class management skills and job satisfaction) and teaching styles on indicators of good classroom practice in mathematics classes in secondary education by means of multilevel analysis. The study

  11. Tracing Growth of Teachers' Classroom Interactions with Representations of Functions in the Connected Classroom

    Science.gov (United States)

    Morton, Brian Lee

    The purpose of this study is to create an empirically based theoretic model of change of the use and treatment of representations of functions with the use of Connected Classroom Technology (CCT) using data previously collected for the Classroom Connectivity in Promoting Mathematics and Science Achievement (CCMS) project. Qualitative analysis of videotapes of three algebra teachers' instruction focused on different categories thought to influence teaching representations with technology: representations, discourse, technology, and decisions. Models for rating teachers low, medium, or high for each of these categories were created using a priori codes and grounded methodology. A cross case analysis was conducted after the completion of the case studies by comparing and contrasting the three cases. Data revealed that teachers' decisions shifted to incorporate the difference in student ideas/representations made visible by the CCT into their instruction and ultimately altered their orientation to mathematics teaching. The shift in orientation seemed to lead to the teachers' growth with regards to representations, discourse, and technology.

  12. Undesirable Behaviors Elementary School Classroom Teachers Encounter in the Classroom and Their Reasons

    Directory of Open Access Journals (Sweden)

    E.G. Balcik

    2011-12-01

    Full Text Available The present study aims to determine how often elementary school teachers encounter undesirable behaviors in the classroom and what their thoughts regarding possible reasons of these behaviors are. The teachers’ opininon about the prevalence of these behaviors and their possible reasons were evaluated according to gender, marital status, level of class being taught, size of class being taught and it was tried to be determined if there were significant differences between variables. The measurement tool was applied to a total of 54 teachers at 5 schools in Gölcük district of the Kocaeli province. The data collection tool is composed of three sections. The first section is for establishing teachers’ personal information. In this study, as a data collection tool, a questionnaire was used. When preparing questions for the questionnaire, following the examination of resources available, the questionnaire prepared by Aksoy (1999 and used in the thesis study entitled “Classroom Management and Student Discipline in Elementary Schools of Ankara” and also used in the thesis study by Boyraz (2007 entitled “Discipline Problems that Candidate Teachers Servicing at Elementary Schools Encounter in the Classroom” was employed. Although the validity and reliability of the questionnaire was tested by Aksoy (1999 and Boyraz (2007, the reliability study for the questionnaire was retested and found to be 0,9. The questionnaire include 42 items. 19 of them are related to the reasons of undesirable behaviors observed in the classroom and 23 of them are related to undesirable behaviors observed in the classroom.

  13. Two Heads Are Better than One: Influencing Preservice Classroom Teachers' Understanding and Practice of Classroom-Library Collaboration

    Science.gov (United States)

    Moreillon, Judi

    2008-01-01

    Two Heads Are Better than One: The Factors Influencing the Understanding and Practice of Classroom-Library Collaboration proposed to identify the factors involved in educating future K-8 classroom teachers about collaboration for instruction with school library media specialists (SLMSs). This longitudinal study monitored the growth of teacher…

  14. Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms

    Science.gov (United States)

    Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John

    2017-01-01

    Research Findings The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy Many early childhood teachers do not receive sufficient training for handling children’s challenging behaviors. Child behavior problems increase a teacher’s workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children’s school readiness skills and teachers’ health. PMID:28596698

  15. Factors influencing teacher decisions on school, classroom, and curriculum

    Science.gov (United States)

    Crocker, Robert K.; Banfield, Helen

    This article describes a study designed to explore sources of influence on the judgments made by science teachers on school characteristics, classroom features, and properties of a science curriculum. The study had its theoretical basis in the concept that members of a social organization operate under certain functional paradigms, which govern their approach to events within the organization, and particularly to the implementation of innovations. Empirically, the study formed part of the Canadian contribution to the Second International Science Study, and was based on a survey of some 2000 Canadian teachers. The survey used an adaptation of policy capturing methodology, in which teachers were presented with variations in a hypothetical scenario designed to simulate a decision-making situation. Results suggest that teachers' judgments center around a number of factors, the primary ones being concern for student ability and interest, teaching methods, and school spirit and morale. On the other hand, variations in the scientific basis of a curriculum appear to exert little influence. The results are interpreted as indicators of the major elements of teacher functional paradigms.

  16. How Junior High School English Teachers in Bengkulu City Utilise Published Textbooks in the Classroom: A Classroom Observation Study

    Directory of Open Access Journals (Sweden)

    Safnil Safnil

    2003-01-01

    Full Text Available The purpose of the study was to find out: (1 how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2 if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3 whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers from four different junior high schools or SMPs (2 favourite and 2 non-favourite in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT; (1 used the commercially prescribed textbooks to a large extent; (2 there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3 both groups of teachers adapted the textbooks or produced their own teaching materials.

  17. Effect of Leadership Experience on Agricultural Education Student Teacher Self-Efficacy in Classroom Management

    Science.gov (United States)

    Wolf, Kattlyn J.; Foster, Daniel D.; Birkenholz, Robert J.

    2009-01-01

    Beginning agriculture teachers often cite classroom management as the most important problem they face in their careers. The purpose of this study was to assess the effect of leadership experience on self-perceived teacher efficacy among agricultural education student teachers. The three dimensions of teacher efficacy addressed in this study…

  18. Creating a Classroom Team: How Teachers and Paraprofessionals Can Make Working Together Work

    Science.gov (United States)

    American Federation of Teachers (NJ), 2004

    2004-01-01

    Respect and communication. That's what teachers and paraprofessionals say makes an effective classroom team. In speaking with paraprofessionals and teachers, the American Federation of Teachers (AFT) has gathered several tips about how to make working together work. These tips include: (1) Creating a healthy, open relationship between teacher and…

  19. The Teacher as Applied Measurer: Realities of Classroom Measurement and Assessment.

    Science.gov (United States)

    Airasian, Peter W.; Jones, Ann M.

    1993-01-01

    The perspective of classroom measurement and assessment is broadened by providing a general description of classroom context and the measurements and assessments teachers use. A particular focus is how informal assessment is used to inform daily classroom decisions, and how these decisions spill over into formal measurement and assessment. (SLD)

  20. Teacher Logs: A Tool for Gaining a Comprehensive Understanding of Classroom Practices

    Science.gov (United States)

    Glennie, Elizabeth J.; Charles, Karen J.; Rice, Olivia N.

    2017-01-01

    Examining repeated classroom encounters over time provides a comprehensive picture of activities. Studies of instructional practices in classrooms have traditionally relied on two methods: classroom observations, which are expensive, and surveys, which are limited in scope and accuracy. Teacher logs provide a "real-time" method for…

  1. Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

    Science.gov (United States)

    Akin, Sibel; Yildirim, Ali; Goodwin, A. Lin

    2016-01-01

    This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15…

  2. A Self-Regulatory Approach to Classroom Management: Empowering Students and Teachers

    Science.gov (United States)

    Alderman, M. Kay; MacDonald, Suzanne

    2015-01-01

    Development of motivation and self-regulated learning skills can take classroom management beyond the role of maintaining order in the classroom to empower students and teachers for lifetime learning. The authors describe self-regulated learning, student strategies, and the classroom structure that supports motivation and self-regulation.

  3. Teacher Classroom Management Practices: Effects on Disruptive or Aggressive Student Behavior

    Science.gov (United States)

    Oliver, Regina M.; Wehby, Joseph H.; Reschly, Daniel J.

    2011-01-01

    Despite the large research base grounded in behavioral theory for strategies to increase appropriate behavior and prevent or decrease inappropriate behavior in the classroom, a systematic review of multi-component universal classroom management research is necessary to establish the effects of teachers' universal classroom management approaches.…

  4. The Lions Quest Program in Turkey: Teachers' Views and Classroom Practices

    Science.gov (United States)

    Gol-Guven, Mine

    2016-01-01

    This is a pilot study to explore the classroom implementation of the Lions Quest Program in Turkey. Teachers of first through eighth grades at two elementary schools who applied the program were interviewed about the program and their classroom practices while they were also observed and their classrooms were also observed. Considerable program…

  5. Student Perceptions regarding Vocational High School Teachers' Problem Solving Methods against Undesired Behaviors in Classroom Management

    Science.gov (United States)

    Gulcan, Murat Gurkan

    2010-01-01

    Teachers' classroom management approach varies depending on several factors such as the social, psychological, cultural and educational status of the student, classroom level, the physical conditions of the school, organization structure. There are different approaches in classroom management. These approaches are gathered under three headings in…

  6. Social Inclusion: Teachers as Facilitators in Peer Acceptance of Students with Disabilities in Regular Classrooms in Tamil Nadu, India

    Science.gov (United States)

    David, Ruffina; Kuyini, Ahmed Bawa

    2012-01-01

    This study examined the impact of classroom teachers' attitudes towards inclusive education, teachers' self-efficacy and classroom practices on the social status of students with disabilities in inclusive classrooms in Tamil Nadu, India. Questionnaires, interviews and classroom observations were employed to gather data. The data analysis included…

  7. Pre-Service Secondary Science and Mathematics Teachers' Classroom Management Styles in Turkey

    Science.gov (United States)

    Yilmaz, Kursad

    2009-01-01

    The aim of this study is to determine Pre-service secondary science and mathematics teachers' classroom management styles in Turkey. In addition, differences in pre-service secondary science and mathematics teachers' classroom management styles by gender, and field of study were examined. In the study, the survey model was employed. The research…

  8. The Potential of General Classroom Observation: Turkish EFL Teachers' Perceptions, Sentiments, and Readiness for Action

    Science.gov (United States)

    Merç, Ali

    2015-01-01

    The purpose of this study was to determine Turkish EFL teachers' attitudes towards classroom observation. 204 teachers from different school settings responded to an online questionnaire. Data were analyzed according to three types of attitudes towards classroom observation: perceptions, sentiments, and readiness for action. The findings revealed…

  9. The Relationship of Student Teachers' Bureaucratic Orientation to Verbal Classroom Behavior.

    Science.gov (United States)

    Sturm, Dieter W. F.

    1979-01-01

    Determines the relationship of student teachers' commitment to values, attitudes, and behaviors characteristically fostered by bureaucratic organizations and their verbal classroom behavior while teaching. Findings reveal no difference in verbal classroom behavior of student teachers high and low in bureaucratic orientation, and no difference in…

  10. An Eastern Learning Paradox: Paradoxes in Two Korean Mathematics Teachers' Pedagogy of Silence in the Classroom

    Science.gov (United States)

    Lee, Kyeonghwa; Sriraman, Bharath

    2013-01-01

    Eastern philosophies of education such as Confucianism and Taosim advocate the use of silence in the teacher-pupil tradition of pedagogy. We investigate contemporary classrooms in Korea, and study whether teachers in Korea today incorporate this method implicitly or explicitly in their classrooms. Empirical data in the form of video-taped…

  11. Bilingual Identity Negotiation in Practice: Teacher Pedagogy and Classroom Interaction in a Bilingual Programme

    Science.gov (United States)

    Fielding, Ruth

    2016-01-01

    This paper discusses how teachers in a bilingual education programme see their pedagogies and interactions influencing student connection to the languages of the bilingual programme. The teacher perception of the classroom is explored because the classroom is one of the principal settings in which the students negotiate their bilingual identities.…

  12. A Study on Teacher Candidates' Competencies in Classroom Management

    Science.gov (United States)

    Selçuk, Gülenaz; Kadi, Aysegül; Yildirim, Remzi; Çelebi, Nurhayat

    2017-01-01

    The objective of this paper is to examine competencies in classroom management of teacher candidates. Research design was determined as pre-experimental research design. Research was conducted with 388 teacher candidates. In this research, these were found; Attitudes of students about competencies in classroom management differ according to…

  13. Secondary Pre-Service Teachers' Perceptions of an Ideal Classroom Environment

    Science.gov (United States)

    Bartelheim, Frederick J.; Conn, Daniel R.

    2014-01-01

    The classroom environment can impact students' motivation and engagement, and can influence students' academic learning. In some cases, pre-service teachers' influence on the classroom environment may not always be conducive for student learning. This exploratory study investigated pre-service teachers' perceptions of an ideal classroom…

  14. Predicting Language Teachers' Classroom Management Orientations on the Basis of Their Computer Attitude and Demographic Characteristics

    Science.gov (United States)

    Jalali, Sara; Panahzade, Vahid

    2014-01-01

    The advent of modern technologies has had a remarkable role in revolutionizing the classroom setting. It is, therefore, incumbent on teachers to utilize strategies for effective managing of the change. The aim of the present study was to find out English as a Foreign Language (EFL) teachers' beliefs regarding classroom management. In so doing, the…

  15. Teacher's scaffolding over the year to develop norms of mathematical inquiry in a primary classroom

    NARCIS (Netherlands)

    Makar, Katie; Bakker, A.; Ben-Zvi, Dani

    2015-01-01

    Developing mathematical inquiry practices requires that teachers are explicit about classroom norms that support these practices. In this study, we asked: How can a teacher scaffold the development of norms and practices in mathematical inquiry over time? Analysis of classroom video over a year

  16. Classroom Conversation Analysis and Critical Reflective Practice: Self-Evaluation of Teacher Talk Framework in Focus

    Science.gov (United States)

    Ghafarpour, Hajar

    2017-01-01

    The uniqueness of the Language Classroom and its complexity raises a need for foreign language teachers to develop necessary skills and knowledge to observe, analyse and evaluate their classroom discourse. Hence, interactional awareness of language teachers is an integral part of pedagogical and practical knowledge. In this article, the…

  17. Primary Physical Education (PE): School Leader Perceptions about Classroom Teacher Quality Implementation

    Science.gov (United States)

    Lynch, Timothy; Soukup, Gregory J., Sr.

    2017-01-01

    Quality physical education (QPE) in primary school optimises children's well-being. However, international research indicates that the preparation of classroom teachers is impeded by systemic barriers, resulting in low-classroom teacher confidence, competence and subsequent interest. This empirical research investigates school principal…

  18. Engaging Nature of Science to Preservice Teachers through Inquiry-Based Classroom

    Science.gov (United States)

    Nuangchalerm, Prasart

    2013-01-01

    Inquiry-based classroom is widely distributed in the school science based on its useful and effective instruction. Science teachers are key elements allowing students to have scientific inquiry. If teachers understand and imply inquiry-based learning into science classroom, students will learn science as scientific inquiry and understand nature of…

  19. Teachers' Literal and Inferential Talk in Early Childhood and Special Education Classrooms

    Science.gov (United States)

    Sembiante, Sabrina F.; Dynia, Jaclyn M.; Kaderavek, Joan N.; Justice, Laura M.

    2018-01-01

    Research Findings: This study examined preschool teachers' literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers' LT and IT in these 2 classroom contexts and determine whether differences in LT…

  20. Japanese Family and Consumer Sciences Teachers' Lived Experiences: Self-Disclosure in the Classroom

    Science.gov (United States)

    Katadae, Ayako

    2008-01-01

    The purpose of this phenomenological study was to understand the lived experiences of Japanese family and consumer sciences teachers' self-disclosure in the classroom. Twelve secondary school teachers were interviewed, beginning with this primary question, "Think about a specific time and space when you self-disclosed in the classroom. Would you…

  1. Cell Phones in the Classroom: Teachers' Perspectives of Inclusion, Benefits, and Barriers

    Science.gov (United States)

    Thomas, Kevin M.; O'Bannon, Blanche W.; Bolton, Natalie

    2013-01-01

    Historically viewed as a disruption by teachers, cell phones have been banned from 69% of classrooms (Common Sense Media, 2009). The increased ubiquity and instructional features of cell phones have prompted some teachers to re-evaluate the ban and consider the benefits associated with allowing cell phones in the classroom. This study surveyed 79…

  2. The Relationship between EFL Teachers' Beliefs and Actual Practices of Classroom Management

    Science.gov (United States)

    Aliakbari, Mohammad; Heidarzad, Mohsen

    2015-01-01

    This study aimed at analyzing Iranian EFL teachers' beliefs toward classroom management and the relationship between teachers' beliefs and their actual practices of classroom management in regard with individual variables such as gender, education degree, and teaching experience. The data were collected using a behavior and instructional…

  3. Analysing Mentoring Dialogues for Developing a Preservice Teacher's Classroom Management Practices

    Science.gov (United States)

    Sempowicz, Tracey; Hudson, Peter

    2011-01-01

    A key concern for preservice teachers is classroom management, including student behaviour management, which also has been a factor associated with teachers leaving the profession within the first five years. This study investigates the mentoring practices used to guide the mentee's classroom management. Using multiple data sources (e.g., lesson…

  4. Teachers' Conflict Management Styles: The Role of Attachment Styles and Classroom Management Efficacy

    Science.gov (United States)

    Morris-Rothschild, Britta K.; Brassard, Marla R.

    2006-01-01

    Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy (CMEFF) and security of attachment (low on avoidance,…

  5. Teachers' Uses of the Target and First Languages in Second and Foreign Language Classrooms.

    Science.gov (United States)

    Turnball, Miles; Arnett, Katy

    2002-01-01

    Reviews recent theoretical and empirical literature regarding teachers' uses of the target (TL) and first languages (L1) in second and foreign language classrooms. Explores several issues related to teachers' use of the L1 and the TL in the classroom; exposure to TL input, student motivation, cognitive considerations, code switching, and…

  6. A 'blended' in-service arrangement for classroom technology integration: impacts on teachers and students

    NARCIS (Netherlands)

    Voogt, Joke; Almekinders, M.P.; van den Akker, Jan; Moonen, B.H.

    2005-01-01

    Many studies report that the implementation of technology in education is a complex innovation. Particularly teachers lack skills to integrate technology in their instructional processes. Therefore the potential of technology in the classroom is hardly realized. Teacher learning on classroom use of

  7. Teacher Leaders' Perceptions of the Use of Humor in the High School Classroom

    Science.gov (United States)

    Kosiczky, Bonnie

    2013-01-01

    The purpose of this study was to investigate teacher leaders' perceptions of the use of humor in the high school classroom. For the purposes of this qualitative research the case study method was used. The question of what makes teachers successful with their use of humor in the classroom has been divided into four categories: climate,…

  8. The Role of Children's Adaptability in Classrooms Characterized by Low or High Teacher Emotional Support Consistency

    Science.gov (United States)

    Brock, Laura L.; Curby, Timothy W.

    2016-01-01

    Teachers' social interactions with children are a salient aspect of the classroom environment. An emerging line of research suggests teachers' emotional support consistency is an important predictor of children's academic and social outcomes. Yet individual differences determine the contribution of classroom affordances to children's adjustment.…

  9. Snakes or Ladders? An Examination of the Experiences of Two Teacher Leaders Returning to Classroom Teaching

    Science.gov (United States)

    Munroe, Elizabeth

    2014-01-01

    Teachers who have held leadership roles at the school, district, or provincial level have the potential to contribute to student and school success when they return to classroom teaching. The contrasting experiences of two teacher leaders who returned voluntarily to classroom teaching are analyzed using Owens's (2004) social constructivist theory…

  10. Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

    Science.gov (United States)

    Savasci, Funda; Berlin, Donna F.

    2012-02-01

    Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.

  11. Modelling Scientific Argumentation in the Classroom : Teachers perception and practice

    Science.gov (United States)

    Probosari, R. M.; Sajidan; Suranto; Prayitno, B. A.; Widyastuti, F.

    2017-02-01

    The purposes of this study were to investigate teacher’s perception about scientific argumentation and how they practice it in their classroom. Thirty biology teachers in high school participated in this study and illustrated their perception of scientific argumentation through a questionnaire. This survey research was developed to measure teachers’ understanding of scientific argumentation, what they know about scientific argumentation, the differentiation between argument and reasoning, how they plan teaching strategies in order to make students’ scientific argumentation better and the obstacles in teaching scientific argumentation. The result conclude that generally, teachers modified various representation to accommodate student’s active participation, but most of them assume that argument and reasoning are similar. Less motivation, tools and limited science’s knowledge were considered as obstacles in teaching argumentation. The findings can be helpful to improving students’ abilities of doing scientific argumentation as a part of inquiry.

  12. Transfer of Active Learning Strategies from the Teacher Education Classroom to PreK-12th Grade Classrooms

    Science.gov (United States)

    Pepper, Kaye; Blackwell, Sarah; Monroe, Ann; Coskey, Shawn

    2012-01-01

    In this study, researchers investigated the influence of modeling active learning strategies in an introductory foundations teacher preparation course: 1) on teacher candidates' perceptions of participating in active learning in the college classroom, 2) on participants' acquisition of course content, and 3) on participants' later use of active…

  13. Teacher Professional Knowledge and Classroom Management: On the Relation of General Pedagogical Knowledge (GPK) and Classroom Management Expertise (CME)

    Science.gov (United States)

    König, Johannes; Kramer, Charlotte

    2016-01-01

    Due to the need for measurement instruments that allow an investigation of teachers' situational cognition and thus go beyond the limited scope of classical paper-and-pencil-tests, we ask how a specific video-based measurement of teachers' classroom management expertise can provide additional information when compared with an established…

  14. Does Professional Development Reduce the Influence of Teacher Stress on Teacher-Child Interactions in Pre-Kindergarten Classrooms?

    Science.gov (United States)

    Sandilos, Lia E.; Goble, Priscilla; Rimm-Kaufman, Sara E.; Pianta, Robert C.

    2018-01-01

    The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…

  15. Relations between Teachers' Classroom Goals and Values: A Case Study of High School Teachers in Far North Queensland, Australia

    Science.gov (United States)

    Pudelko, Claudia E.; Boon, Helen J.

    2014-01-01

    To date, there is an empirical gap in the evidence of the relations between teachers' classroom goals and values, two key variables linked to students' achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland…

  16. Profiles of Teacher-Child Interaction Quality in Preschool Classrooms and Teachers' Professional Competence Features

    Science.gov (United States)

    Hu, Bi Ying; Chen, Liang; Fan, Xitao

    2018-01-01

    This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164…

  17. Innovation through College Classroom Teacher: an Analysis of Experience

    Science.gov (United States)

    Gonzalez-Tirados, Rosa Maria; Medina-Rojas, Silvia

    2014-05-01

    If we make a balance on the training received by the university professors to exercise its teaching skills we can find in Spain institutions, like Institute of Education Sciences (ICE), that have more than 40 years of existence, have been developing this role with great success and have data from this experience. It is true that only a few universities have created and promoted these institutions mostly from 70 Law and even today continue to develop training, modernized and adapted to the current needs of each university. Even some of them have created new ones, changed the name to Centers of Excellence or Innovation although not their functions, others such as the Universidad Politécnica de Madrid (UPM), have incorporated these features of quality, innovation to their current actions. Despite this training in some universities, it is a voluntary and individual fact that every teacher, either by joining teaching for the first time or when want to upgrade, renovate or simply as a form of share experiences with other fellow teachers of other grades and may have the same problems. Looking at the same university context, in other countries, we see something similar in regards to common joint rules for access to the teaching profession as in other types of training, and also differences occurs in the recognition that training is done, unlike that resolves research and innovation taking place in the university. From a teacher training institution as the ICE at UPM, with a long experience in this training, we have managed to consolidate the organization and actions. In addition, we have learned to capture teachers attention, trying to find an appreciation for " the value of training " by the need to upgrade and the fact of knowing innovative methods and techniques to help them improve their teaching by, first, that students learn more and better themselves and, second, that teachers, mastering techniques, feel increasingly confident in the classroom and to the

  18. The physics teacher in the classroom: an instrument to characterize classroom practices

    Directory of Open Access Journals (Sweden)

    Jesuína L. A. Pacca

    2010-03-01

    Full Text Available With the purpose of analyzing and interpreting physics teachers’ performance in the classroom, we elaborated an analysis instrument with five dimensions which aim to describe – i the strategies chosen to conduct learning, ii the abilities mobilized, iii the attitudes in the interaction with students, iv the evaluation the teacher makes of his work and v the meta-evaluation of his practice. The instrument was constructed from constructivist ideas of teaching and learning and empirical data from teachers’ statements about their classes. Through a to and from process we sought coherence of the adopted theory with the nature of data about teachers’ performance. The broader purpose is to provide ground for teachers’ educators about difficulties teachers may find when trying to modify their practices during a professional development program.

  19. The Problems of Novice Classroom Teachers having Regular and Alternative Certificates

    OpenAIRE

    Taneri, Pervin Oya; Ok, Ahmet

    2014-01-01

    The purposes of this study are to understand the problems of classroom teachers in their first three years of teaching, and to scrutinize whether these problems differ according to having regular or alternative teacher certification. The sample of this study was 275 Classroom Teachers in the Public Elementary Schools in districts of Ordu, Samsun, and Sinop in the Black Sea region. The data gathered through the questionnaire were subject to descriptive and inferential statistical analysis. Res...

  20. Classroom interactions: exploring the practices of high- and low-expectation teachers.

    Science.gov (United States)

    Rubie-Davies, Christine M

    2007-06-01

    Early research exploring teacher expectations concentrated on the dyadic classroom interactions of teachers with individual students. More recent studies have shown whole class factors to have more significance in portraying teachers' expectations. Recently teachers having high or low expectations for all their students have been identified. The aim of the current investigation was to explore whether the classroom exchanges of high- and low-expectation teachers differed substantially and might be considered a mechanism for teachers' expectations. The participants were 12 primary school teachers from eight schools who had been identified as having expectations for their students' learning that were either significantly above or below the children's achievement level. The teachers formed three groups called high-expectation, low-expectation and average-progress teachers. The participants were observed twice in the academic year during half-hour reading lessons. Two people observed each lesson, one completing a structured observation protocol and the other a running record and audiotape. In contrast to the average progress and low expectation teachers, the high-expectation teachers spent more time providing a framework for students' learning, provided their students with more feedback, questioned their students using more higher-order questions, and managed their students' behaviour more positively. There appear to be important differences in the classroom environments for the students of high-expectation, average-progress and low-expectation teachers. The differences apply to both the instructional and socioemotional environments of the classroom. Such disparities may act as mechanisms for teacher expectation effects.

  1. The Day-to-Day Reality of Teacher Turnover in Preschool Classrooms: An Analysis of Classroom Context and Teacher, Director, and Parent Perspectives

    Science.gov (United States)

    Cassidy, Deborah J.; Lower, Joanna K.; Kintner-Duffy, Victoria L.; Hegde, Archana V.; Shim, Jonghee

    2011-01-01

    The purpose of the current study is to examine teacher turnover comprehensively by triangulating the experiences of teachers, directors, parents, and children through actual, "real-time" turnover transitions. We intentionally examined turnover with a small sample size (N = 13 classrooms) to facilitate comprehensive data collection utilizing…

  2. Relationship between Academic Optimism and Classroom Management Styles of Teachers--Case Study: Elementary School Teachers in Isfahan

    Science.gov (United States)

    Moghtadaie, L.; Hoveida, R.

    2015-01-01

    The purpose of this study was to investigate the relationship between classroom management styles of the teachers and their academic optimism. In this study, three types of classroom management styles (interventionist style, interactionist style, and non-interventionist style) have been considered. Research community is all public primary school…

  3. The perception of science teachers on the role of student relationships in the classroom

    Science.gov (United States)

    Mattison, Cheryl Ann

    With the increased accountability of educators comes the responsibility of the entire educational community to find ways in which we can help our students succeed in the classroom. In addition, it is important to discover what it takes to keep those students in school Many science teachers enter the profession unprepared to handle the regular classroom routine. Classroom management, grading, lesson planning, setting up labs, and the myriad of other obligations, can leave teachers overwhelmed and sometimes can get in the way of actually helping students be successful. This study investigated how science teachers viewed the importance of developing strong teacher/student relationships to the increase of student success in a science classroom. I attempted to answer 4 major questions: · How do science teachers in a select high school community view the role of interactive relationships in their classrooms and how that might impact their students? · How do science teachers in a select high school community believe they establish successful interactive relationships with their students? · What do science teachers in a select high school community believe are some of the outcomes of those relationships? · What do science teachers suggest to increase the teacher's ability to form good relationships with their students? A qualitative research method was used including observations, interviews and group discussions of 5 high school science teachers in a small urban school.

  4. Fear and Efficacy Appeals in the Classroom: The Secondary Teachers' Perspective

    Science.gov (United States)

    Putwain, David W.; Roberts, Christine M.

    2012-01-01

    Previous research has examined the use of classroom fear and efficacy appeals from a student perspective, but little is known about teachers' views towards fear and efficacy appeals. In this preliminary study, we conducted a survey of 234 secondary school teachers. Results showed that teachers held mixed views towards the use of fear appeals and…

  5. Assessment of Teacher Perceived Skill in Classroom Assessment Practices Using IRT Models

    Science.gov (United States)

    Koloi-Keaikitse, Setlhomo

    2017-01-01

    The purpose of this study was to assess teacher perceived skill in classroom assessment practices. Data were collected from a sample of (N = 691) teachers selected from government primary, junior secondary, and senior secondary schools in Botswana. Item response theory models were used to identify teacher response on items that measured their…

  6. Professional Learning Communities' Impact on Science Teacher Classroom Practice in a Midwestern Urban School District

    Science.gov (United States)

    Carpenter, Dan

    2012-01-01

    The purpose of this reputation-based, multiple-site case study was to explore professional learning communities' impact on teacher classroom practice. The goal of this research was to describe the administrator and teachers' perceptions with respect to professional learning communities as it related to teacher practice in their school. Educators…

  7. Connected to Learn: Teachers' Experiences with Networked Technologies in the Classroom

    Science.gov (United States)

    Johnson, Matthew; Riel, Richard; Germain-Froese, Bernie

    2016-01-01

    To get a better understanding of how networked technologies are impacting teachers and their teaching practices, in 2015 MediaSmarts partnered with the Canadian Teachers' Federation to survey 4,043 K-12 teachers and school administrators who were teaching in classroom settings across the country. The survey explored the extent to which networked…

  8. School Influence and Classroom Control: A Comparison of Career and Technical Education, Science, and Mathematics Teachers

    Science.gov (United States)

    Bowen, Bradley; Marx, Adam; Williams, Thomas; Napoleon, Larry, Jr.

    2017-01-01

    Teacher retention in the STEM fields is of national interest. Several factors, such as job satisfaction, classroom control, and school influence have been linked to teachers leaving the profession. By statistically analyzing various questions from the Schools and Staffing Survey Teacher Questionnaire, this study evaluated the current state of how…

  9. Child perceptions of teacher interpersonal behavior and associations with mathematics achievement in Dutch early grade classrooms

    NARCIS (Netherlands)

    Zijlstra, H.; Wubbels, T.; Brekelmans, M.; Koomen, H.M.Y.

    2013-01-01

    This study analyzed children's generalized perceptions of teacher interpersonal behavior in terms of two dimensions, control and affiliation, referring to the degree of teacher leadership/management and teacher friendliness/cooperation in the classroom, respectively. An adapted version of the

  10. Teacher Use of Creativity-Enhancing Activities in Chinese and American Elementary Classrooms

    Science.gov (United States)

    Hartley, Kylie A.; Plucker, Jonathan A.

    2014-01-01

    The purpose of these exploratory studies was to examine Chinese and American elementary teachers' perceptions of how various classroom activities contribute to student creativity, and how often teachers report engaging their students in these activities. Third, fourth, and fifth grade teachers in the Midwestern United States (N = 51) and in…

  11. Trading Places: When Teachers Utilize Student Expertise in Technology-Intensive Classrooms.

    Science.gov (United States)

    Ringstaff, Cathy; And Others

    Utilizing self-report data from 32 elementary and secondary teachers, this longitudinal, qualitative study examines the role shifts of both teachers and students as they adapted to teaching and learning in educational, technology-rich, Apple Classrooms of Tomorrow environments. At first, teachers in these instructionally innovative classrooms…

  12. The Attributes of an Effective Teacher Differ between the Classroom and the Clinical Setting

    Science.gov (United States)

    Haws, Jolene; Rannelli, Luke; Schaefer, Jeffrey P.; Zarnke, Kelly; Coderre, Sylvain; Ravani, Pietro; McLaughlin, Kevin

    2016-01-01

    Most training programs use learners' subjective ratings of their teachers as the primary measure of teaching effectiveness. In a recent study we found that preclinical medical students' ratings of classroom teachers were associated with perceived charisma and physical attractiveness of the teacher, but not intellect. Here we explored whether the…

  13. South African Teachers' Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms

    Science.gov (United States)

    Donohue, Dana K.; Bornman, Juan

    2015-01-01

    This research sought to examine South African teachers' attitudes toward the inclusion of learners with different abilities in their hypothetical mainstream classrooms. Participants were 93 South African teachers who responded to the Teachers' Attitudes and Expectations Scale, a measure developed for this study, regarding four vignettes depicting…

  14. English Language Teacher Educator Interactional Styles: Heterogeneity and Homogeneity in the ELTE Classroom

    Science.gov (United States)

    Lucero, Edgar; Scalante-Morales, Jeesica

    2018-01-01

    This article presents a research study on the interactional styles of teacher educators in the English language teacher education classroom. Two research methodologies, ethnomethodological conversation analysis and self-evaluation of teacher talk were applied to analyze 34 content- and language-based classes of nine English language teacher…

  15. Teachers' Emotional Labour, Discrete Emotions, and Classroom Management Self-Efficacy

    Science.gov (United States)

    Lee, Mikyoung; van Vlack, Stephen

    2018-01-01

    Extending research on teachers' emotions beyond general educational contexts and Western samples, we examined how teachers' emotions correlated with their emotional labour strategies and classroom management self-efficacy with an East-Asian sample in an English teaching context (127 Korean English teachers). Surface acting (emotional expressions…

  16. Mobile Technology in Second Language Classrooms: Insights into Its Uses, Pedagogical Implications, and Teacher Beliefs

    Science.gov (United States)

    Van Praag, Benjamin; Sanchez, Hugo Santiago

    2015-01-01

    Adopting a multiple-case, multiple-method design, this study investigates mobile technology use in the practices of three experienced second language teachers. The findings, based on an analysis of the teachers' rationales, stated beliefs and classroom actions, show that the teachers tend to prohibit or reluctantly tolerate mobile device usage,…

  17. Elementary School Teachers' ICT Use in the Classroom and Their Motivators for Using ICT

    Science.gov (United States)

    Uluyol, Çelebi; Sahin, Sami

    2016-01-01

    Teachers play a significant role in integrating information and communication technology (ICT) in schools, and motivated teachers reflect higher levels of ICT use in their classroom. In this study, we used semistructured interviews to investigate elementary school teachers' ICT use and their motivators for doing so. The participants consisted of…

  18. Perceptions of Prospective Pre-School Teachers Regarding Children's Right to Participate in Classroom Activities

    Science.gov (United States)

    Koran, Nihan; Avci, Neslihan

    2017-01-01

    This study investigates the behaviours of pre-school teachers working with children aged between 4 and 6 years with regard to their right to participate in classroom activities. In this context, pre-school teacher's negative or positive applications regarding children's participation rights were revealed. Furthermore, preschool teachers'…

  19. What Contributes to First-Year Student Teachers' Sense of Professional Agency in the Classroom?

    Science.gov (United States)

    Soini, Tiina; Pietarinen, Janne; Toom, Auli; Pyhältö, Kirsi

    2015-01-01

    This study explores Finnish first-year primary teacher students' (N = 244) sense of professional agency in the classroom. In addition, the interrelation between student teachers' sense of professional agency and the perceptions of teacher education as a learning environment is explored. The sense of professional agency in the classroom…

  20. Teachers' use of classroom assessment in primary school mathematics education in the Netherlands

    NARCIS (Netherlands)

    Veldhuis, M.; van den Heuvel-Panhuizen, M.; Vermeulen, Jorine; Eggen, Theodorus Johannes Hendrikus Maria

    2013-01-01

    This paper reports on a survey of the classroom assessment practices of Dutch primary school teachers in mathematics education. We investigated, using an online questionnaire, how teachers collect information on their studentś progress and how teacherś assessment methods, purposes, and beliefs about

  1. Keeping an Eye on Learning: Differences between Expert and Novice Teachers' Representations of Classroom Management Events

    Science.gov (United States)

    Wolff, Charlotte E.; van den Bogert, Niek; Jarodzka, Halszka; Boshuizen, Henny P. A.

    2015-01-01

    Classroom management represents an important skill and knowledge set for achieving student learning gains, but poses a considerable challenge for beginning teachers. Understanding how teachers' cognition and conceptualizations differ between experts and novices is useful for enhancing beginning teachers' expertise development. We created a coding…

  2. Turkish Mathematics and Science Teachers' Technology Use in Their Classroom Instruction: Findings from TIMSS 2011

    Science.gov (United States)

    Tas, Yasemin; Balgalmis, Esra

    2016-01-01

    The goal of this study was to describe Turkish mathematics and science teachers' use of computer in their classroom instruction by utilizing TIMSS 2011 data. Analyses results revealed that teachers most frequently used computers for preparation purpose and least frequently used computers for administration. There was no difference in teachers'…

  3. Comparison of voice-use profiles between elementary classroom and music teachers.

    Science.gov (United States)

    Morrow, Sharon L; Connor, Nadine P

    2011-05-01

    Among teachers, music teachers are roughly four times more likely than classroom teachers to develop voice-related problems. Although it has been established that music teachers use their voices at high intensities and durations in the course of their workday, voice-use profiles concerning the amount and intensity of vocal use and vocal load have neither been quantified nor has vocal load for music teachers been compared with classroom teachers using these same voice-use parameters. In this study, total phonation time, fundamental frequency (F₀), and vocal intensity (dB SPL [sound pressure level]) were measured or estimated directly using a KayPENTAX Ambulatory Phonation Monitor (KayPENTAX, Lincoln Park, NJ). Vocal load was calculated as cycle and distance dose, as defined by Švec et al (2003), which integrates total phonation time, F₀, and vocal intensity. Twelve participants (n = 7 elementary music teachers and n = 5 elementary classroom teachers) were monitored during five full teaching days of one workweek to determine average vocal load for these two groups of teachers. Statistically significant differences in all measures were found between the two groups (P vocal loads for music teachers are substantially higher than those experienced by classroom teachers (P vocal load may have immediate clinical and educational benefits in vocal health in music teachers. Copyright © 2011 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

  4. What Will Classroom Teachers Do With Shared Research Results?

    Science.gov (United States)

    Passow, M. J.; Weissel, J. K.; Cormier, M.; Newman, K. R.

    2005-12-01

    Scientists are passionate about the research problems they investigate, and wish to share their discoveries as widely as possible. Similarly, classroom teachers who are passionate about their subject can better foster student learning. One way to enhance such passions involves bringing teachers and scientists together to discuss cutting-edge discoveries and develop curricular materials based on the respective strengths of educators and investigators. Our presentation describes one example of this approach based on research about gas blowout structures offshore Virginia and North Carolina. Methane venting processes along continental margins may have important climatic, geotechnical, hazard, and resource implications. In 2000, shipboard surveys documented that large structures offshore VA-NC resulted from massive gas expulsion. Gas appears to be trapped in shelf edge deltas and stresses resulting from downslope creep is favoring its release. Scientists undertook a new expedition in 2004 to determine if there is present-day discharge of methane-rich fluids through the floors or walls of the blowouts or whether these seepage sites are relict features, and to gain insight into the origin of the vented methane. In July 2005, 12 teachers from New York and New Jersey met with the co-PIs (Weissel and Cormier), graduate student (Newman), and educational specialist (Passow) over a 2-day workshop to learn about how scientific problems are identified, how a research cruise is organized, what was learned through the measurements and analysis, and what might be possible significant impacts from such understandings. Based on what they learned, participants began development of classroom activities, Internet-based investigations, and constructed-response assessment items utilizing data and concepts from the project and other sources. The resulting curriculum units are designed for use in middle and high school chemistry, physics, earth science, and technology courses. Curricular

  5. How Do School-Based Prevention Programs Impact Teachers? Findings from a Randomized Trial of an Integrated Classroom Management and Social-Emotional Program.

    Science.gov (United States)

    Domitrovich, Celene E; Bradshaw, Catherine P; Berg, Juliette K; Pas, Elise T; Becker, Kimberly D; Musci, Rashelle; Embry, Dennis D; Ialongo, Nicholas

    2016-04-01

    A number of classroom-based interventions have been developed to improve social and behavioral outcomes for students, yet few studies have examined how these programs impact the teachers who are implementing them. Impacts on teachers may affect students and therefore also serve as an important proximal outcome to examine. The current study draws upon data from a school-based randomized controlled trial testing the impact of two prevention programs. In one intervention condition, teachers were trained in the classroom behavior management program, PAX Good Behavior Game (PAX GBG). In a second intervention condition, teachers were trained to use an integrated program, referred to as PATHS to PAX, of the PAX GBG and a social and emotional learning curriculum called Promoting Alternative Thinking Strategies (PATHS©). This study aimed to determine whether both interventions positively impacted teachers, with a particular interest in the teachers' own beliefs and perceptions regarding self-efficacy, burnout, and social-emotional competence. The sample included 350 K-5 teachers across 27 schools (18 schools randomized to intervention, 9 to control). Multilevel latent growth curve analyses indicated that the PATHS to PAX condition generally demonstrated the most benefits to teachers, relative to both the control and PAX GBG conditions. These findings suggest that school-based preventive interventions can have a positive impact on teachers' beliefs and perceptions, particularly when the program includes a social-emotional component. Several possible mechanisms might account for the added benefit to teachers. Additional research is needed to better understand how these programs impact teachers, as well as students.

  6. Classroom planning and organizing as tasks for the home economics teacher at secondary schools / Lesley Ann Greyvenstein

    OpenAIRE

    Greyvenstein, Lesley Ann

    1986-01-01

    Classroom management, as part-discipline of Educational Management, is a function of the teacher in his role of teacher-manager, consisting of the specific regulative tasks or actions performed by the teacher to facilitate the achievement of effective education within the classroom. The four major classroom managerial tasks for the teacher are the planning, organizing, leading and controlling actions, each consisting of numerous sub-tasks, which, although researched as separ...

  7. Conceptual systems and teacher attitudes toward regular classroom placement of mildly mentally retarded students.

    Science.gov (United States)

    Feldman, D; Altman, R

    1985-01-01

    The effects of a teacher personality construct (abstract vs. concrete conceptual system) and two pupil variables (race, school behavior) on 454 regular classroom teachers' attitudes toward mainstreaming were determined. Following administration of the Conceptual Systems Test, teachers were randomly assigned a profile of a mildly mentally retarded student that held pupil IQ and school achievement constant while varying pupil's race and school behavior. Subjects responded on an integration inventory comprised of three subscales: social-psychological classroom environment, self-actualization, and classroom cohesiveness. Results revealed a significant main effect on the behavior variable and a significant Personality X Race interaction on all inventory dimensions, suggesting that these teachers perceived maladaptive behavior of mainstreamed retarded students as a significant threat to a conducive instructional atmosphere and the capability of nonretarded students to achieve to their potential. These results have implications for inservice training for teachers based on the pupil race and teacher conceptual system findings.

  8. Teacher Transformation: An Exploration of Science Teachers' Changing Professional Identities, Knowledge, and Classroom Practices

    Science.gov (United States)

    Whitacre, Michelle Phillips

    This qualitative, multiple case study examines five teachers' experiences with a National Science Foundation-funded professional development (PD) program focused on science literacy. Using a three dimensional conceptual framework combining transformative learning theory, communities of practice, and sociocultural conceptions of identity it explores: the ways the "Science Literacy through Science Journalism" (SciJourn) project built professional community and influenced teacher learning; the influence of the project on participating science teachers' professional identities, knowledge, and classroom practices; and the ways teachers were or were not transformed by participation in the project. To this end, data from surveys and phenomenological interviews were analyzed through qualitative textual analysis and narrative analysis. Four of the teachers experienced a change in their stories to live by, aka, an identity shift. Three predominant themes emerged across these cases. These included a changed conceptualization of science literacy, the importance of student engagement and authenticity, and the value of SciJourn's professional development and community. The changed conceptualization of science literacy was particularly salient as it challenged these teachers' assumptions, led them to rethink how they teach science literacy, and also influenced them to re-evaluate their teaching priorities beyond the PD. Consequently, this study concludes that PD efforts should focus as much, or more, on influencing teachers' ideas regarding what and how they teach and less on teaching strategies. A close comparison between two teachers' diverging experiences with the program showed that student engagement played a significant role in teachers' perceptions of the value of project, suggesting that whether or not teachers sustain a new practice is closely tied to their students' feedback. Additionally, this analysis showed that a teacher's individualized needs and sense of efficacy

  9. Teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms

    Directory of Open Access Journals (Sweden)

    Trine Mathiesen Gilje

    2014-10-01

    Full Text Available This article is about a qualitative study of teacher cognition and the teaching of EFL reading in Norwegian upper primary classrooms. Teacher cognition, defined by Borg (2003, p.81 as ‘what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom’, is a relatively new field of research, with few studies focussing on its link to the teaching of EFL reading skills in state schools or in young language learner classrooms. The study therefore aimed to explore upper primary EFL teachers’ reading-related materials and practices, what knowledge, attitudes and beliefs formed the basis of their choices, and the role of teacher education in this context. The method was semi-structured interviews with eight randomly selected 6th grade EFL-teachers. The study showed that the teachers primarily based their teaching of EFL reading on textbooks, used them in similar ways, but also used additional reading materials to varying extents. The teachers thus appeared to be heavily guided by their textbooks, in addition to intuition and routines. The impact of formal teacher education varied from teacher to teacher. Nevertheless, it was argued that pre-service and in-service teacher education will play an important role in helping future EFL teachers make and understand the choices they make about reading materials and pracices, so that they can meet the demands of increasingly diverse classrooms due to differences in linguistic, social and national backgrounds between pupils.

  10. Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research.

    Science.gov (United States)

    Davidow, Jason H; Zaroogian, Lisa; Garcia-Barrera, Mauricio A

    2016-10-01

    This clinical focus article highlights the need for future research involving ways to assist children who stutter in the classroom. The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed. There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom. There is a need for researchers and speech-language pathologists in the schools to study the outcomes of teacher strategies in the classroom for children who stutter.

  11. University Student and Teacher Perceptions of Teacher Roles in Promoting Autonomous Language Learning with Technology outside the Classroom

    Science.gov (United States)

    Lai, Chun; Yeung, Yuk; Hu, Jingjing

    2016-01-01

    Helping students to become autonomous learners, who actively utilize technologies for learning outside the classroom, is important for successful language learning. Teachers, as significant social agents who shape students' intellectual and social experiences, have a critical role to play. This study examined students' and teachers' perceptions of…

  12. Teacher Consultation and Coaching within Mental Health Practice: Classroom and Child Effects in Urban Elementary Schools

    Science.gov (United States)

    Cappella, Elise; Hamre, Bridget K.; Kim, Ha Yeon; Henry, David B.; Frazier, Stacy L.; Atkins, Marc S.; Schoenwald, Sonja K.

    2012-01-01

    Objective To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Method Thirty-six classrooms within five urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Results Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Conclusions Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. PMID:22428941

  13. Teacher Perceptions of the Classroom Behavior of Reflective and Impulsive Children

    Science.gov (United States)

    McKinney, James D.

    1975-01-01

    Four second-grade teachers completed the Classroom Behavior Inventory for every student in their class (N=101). Subjects were classified as either reflective (N=32) or impulsive (N=32) by using the Matching Familiar Figures Test (MFF). (Author)

  14. Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.

    Science.gov (United States)

    Cappella, Elise; Hamre, Bridget K; Kim, Ha Yeon; Henry, David B; Frazier, Stacy L; Atkins, Marc S; Schoenwald, Sonja K

    2012-08-01

    To examine effects of a teacher consultation and coaching program delivered by school and community mental health professionals on change in observed classroom interactions and child functioning across one school year. Thirty-six classrooms within 5 urban elementary schools (87% Latino, 11% Black) were randomly assigned to intervention (training + consultation/coaching) and control (training only) conditions. Classroom and child outcomes (n = 364; 43% girls) were assessed in the fall and spring. Random effects regression models showed main effects of intervention on teacher-student relationship closeness, academic self-concept, and peer victimization. Results of multiple regression models showed levels of observed teacher emotional support in the fall moderated intervention impact on emotional support at the end of the school year. Results suggest teacher consultation and coaching can be integrated within existing mental health activities in urban schools and impact classroom effectiveness and child adaptation across multiple domains. © 2012 American Psychological Association

  15. Collaboration Scripts for Mastership Skills: Online game about classroom dilemmas in teacher education

    NARCIS (Netherlands)

    Hummel, Hans; Geerts, Walter; Slootmaker, Aad; Kuipers, Aad; Westera, Wim

    2013-01-01

    Hummel, H. G. K., Geerts, W. M., Slootmaker, A., Kuipers, D., & Westera, W. (in press). Collaboration scripts for mastership skills: Online game about classroom dilemmas in teacher Education. Interactive Learning Environments.

  16. Senior science teachers' experience of teaching in a changing multicultural classroom: A case study

    Science.gov (United States)

    Ryan, Mark

    Demographic changes within the US are bringing significant changes in the cultural make-up of the classrooms in our schools. Results from national and state assessments indicate a growing achievement gap between the science scores of white students and students from minority communities. This gap indicates a disconnect somewhere in the science classrooms. This study examines the teacher's perspective of the changing learning environment. The study focuses on senior teachers with traditional Midwestern backgrounds and little multicultural experience assuming these teachers had little or no education in multicultural education. Senior teachers are also more likely to have completed their science education within a traditional Universalist perspective of science and likewise have little or no education in multicultural science. The research method was comparative case studies of a purposeful sample of nine science teachers within a community experiencing significant demographic change, seven core senior teachers and two frame of reference teachers. The interviews examined the teachers' awareness of their own cultural beliefs and the impact of those beliefs on classroom practices, the teachers' understanding of cultural influences on the students' academic performance, and the relationships between the teachers' understanding of the cultural aspects of the nature of science and their classroom practices. Analysis of the interview data revealed that the teachers maintain a strong, traditional Midwestern worldview for classroom expectations and they are generally unaware of the impact of those standards on the classroom environment. The teachers were supportive of minority students within their classroom, changing several practices to accommodate student needs, but they were unaware of the broader cultural influences on student learning. The teachers had a poor understanding of the nature of science and none of them recognized a cultural element of NOS. They maintained a

  17. The Teacher as Colleague in Classroom Research. Occasional Paper No. 4.

    Science.gov (United States)

    Florio, Susan; Walsh, Martha

    This paper traces the evolving relationship of a teacher and a researcher who shared life in a kindergarten/first-grade classroom for an academic year. Their relationship became the basis for new ways of thinking about the social and academic competencies of children in the classroom, and for new ways of thinking about the aims and conduct of…

  18. Common Core Math in the K-8 Classroom: Results from a National Teacher Survey

    Science.gov (United States)

    Bay-Williams, Jennifer

    2016-01-01

    Successful implementation of the Common Core State Standards for Mathematics (CCSS-M) should result in noticeable differences in primary and middle school math classrooms across the United States. "Common Core Math in the K-8 Classroom: Results from a National Teacher Survey" takes a close look at how educators are implementing the…

  19. Assessment Training: A Precondition for Teachers' Competencies and Use of Classroom Assessment Practices

    Science.gov (United States)

    Koloi-Keaikitse, Setlhomo

    2016-01-01

    Student assessment, particularly at classroom level, remains an integral part of teaching and learning and is a driving force for the implementation of educational policies and practices in many countries. Nevertheless, problems associated with teachers' classroom assessment practices continue to exist in schools and research shows that teachers…

  20. An Exploratory Study on K-12 Teachers' Use of Technology and Multimedia in the Classroom

    Science.gov (United States)

    Martin, Florence; Carr, Marsha L.

    2015-01-01

    21st century has seen new technology and multimedia made available for integration in K-12 classrooms. This exploratory study examines K-12 teachers' use of technology and multimedia in the classroom in two southern counties in the Southeastern United States. The purpose of the study was to answer the following five research questions: 1) What…

  1. Teachers' Instructional Practices within Connected Classroom Technology Environments to Support Representational Fluency

    Science.gov (United States)

    Gunpinar, Yasemin; Pape, Stephen

    2018-01-01

    The purpose of this study was to investigate the ways that teachers use connected classroom technology (CCT) in conjunction with the Texas Instruments Nspire calculator to potentially support achievement on Algebra problems that require translation between representations (i.e., symbolic to graphical). Four Algebra I classrooms that initially…

  2. Digital Technologies in Mathematics Classrooms: Barriers, Lessons and Focus on Teachers

    Science.gov (United States)

    Sacristán, Ana Isabel

    2017-01-01

    In this paper, drawing from data from several experiences and studies in which I have been involved in Mexico, I reflect on the constraints and inertia of classroom cultures, and the barriers to successful, meaningful and transformative technology integration in mathematics classroom. I focus on teachers as key players for this integration,…

  3. TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS

    Directory of Open Access Journals (Sweden)

    Alamsyah Harahap

    2015-12-01

    Full Text Available English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern and no lesson achieved.

  4. Impacts of Professional Development in Classroom Assessment on Teacher and Student Outcomes

    Science.gov (United States)

    Randel, Bruce; Apthorp, Helen; Beesley, Andrea D.; Clark, Tedra F.; Wang, Xin

    2016-01-01

    The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed…

  5. The Relationship between Critical Thinking Abilities and Classroom Management Skills of High School Teachers

    Science.gov (United States)

    Demirdag, Seyithan

    2015-01-01

    High school teachers experience difficulties while providing effective teaching approaches in their classrooms. Some of the difficulties are associated with the lack of classroom management skills and critical thinking abilities. This quantitative study includes non-random selection of the participants and aims to examine critical thinking…

  6. Teacher-Student Development in Mathematics Classrooms: Interrelated Zones of Free Movement and Promoted Actions

    Science.gov (United States)

    Hussain, Mohammed Abdul; Monaghan, John; Threlfall, John

    2013-01-01

    This paper applies and extends Valsiner's "zone theory" (zones of free movement and promoted actions) through an examination of an intervention to establish inquiry communities in primary mathematics classrooms. Valsiner's zone theory, in a classroom setting, views students' freedom of choice of action and thought as mediated by the teacher. The…

  7. Neuroscience & the Classroom: Making Connections. A Video Course for Grades K-12 Teachers and School Counselors

    Science.gov (United States)

    Annenberg Learner, 2012

    2012-01-01

    Exciting developments in the field of neuroscience are leading to a new understanding of how the brain works that is beginning to transform teaching in the classroom. "Neuroscience & the Classroom: Making Connections" brings together researchers and educators in a dialog about how insights into brain function can be harnessed by teachers for use…

  8. PUPIL-TEACHER ADJUSTEMENT AND MUTUAL ADAPTATION IN CREATING CLASSROOM LEARNING ENVIRONMENTS.

    Science.gov (United States)

    FOX, ROBERT S.; AND OTHERS

    AN ANALYSIS OF THE DYNAMICS OF THE LEARNING SITUATIONS IN A VARIETY OF PUBLIC SCHOOL CLASSROOMS WAS UNDERTAKEN. THE PROJECT MADE A COMPARATIVE ANALYSIS OF THE PATTERNS OF COOPERATION OR ALIENATION AMONG PARENTS, TEACHERS, PEERS, AND INDIVIDUAL PUPILS. THE PATTERNS CREATE LEARNING CULTURES OF DIFFERENT PRODUCTIVITY IN VARIOUS CLASSROOMS. THE DATA…

  9. Cultivating Imaginative Thinking: Teacher Strategies Used in High-Performing Arts Education Classrooms

    Science.gov (United States)

    Fleming, Josephine; Gibson, Robyn; Anderson, Michael; Martin, Andrew J.; Sudmalis, David

    2016-01-01

    This article reports on recent case-study research that examined teacher- and student-level processes in nine Australian arts classrooms. The selected classrooms, based on the results of a connected longitudinal study, demonstrated strong positive links between arts participation and academic motivation, engagement and achievement. The focus here…

  10. Speech-Language Pathologists' and Teachers' Perceptions of Classroom-Based Interventions.

    Science.gov (United States)

    Beck, Ann R.; Dennis, Marcia

    1997-01-01

    Speech-language pathologists (N=21) and teachers (N=54) were surveyed regarding their perceptions of classroom-based interventions. The two groups agreed about the primary advantages and disadvantages of most interventions, the primary areas of difference being classroom management and ease of data collection. Other findings indicated few…

  11. Teachers' Stances on Cell Phones in the ESL Classroom: Toward a "Theoretical" Framework

    Science.gov (United States)

    Brown, Jeff

    2014-01-01

    In the ongoing and constantly expanding discussion surrounding cell phones in the classroom, a theoretical complement to the practical side of the issue is generally lacking. This is perhaps understandable. Many teachers are still trying to deal with the simple presence of cell phones in the class, and managing a classroom in which the presence…

  12. A Survey of the Music Integration Practices of North Dakota Elementary Classroom Teachers

    Science.gov (United States)

    O'Keefe, KariJo; Dearden, Katherine Norman; West, Robert

    2016-01-01

    The purpose of this study was to identify and describe the nature of North Dakota elementary classroom teachers' (NDECT) music integration in the general classroom. The majority of NDECTs integrated music with: the subjects of Language Arts (62.01%), Mathematics (55.00%), and Physical Education (50.89%); the settings of Group Work Time (64.29%),…

  13. Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers

    Science.gov (United States)

    Patel, Nilesh Kumar

    2018-01-01

    This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was…

  14. Teacher Classroom Practices and Mathematics Performance in South African Schools: A Reflection on TIMSS 2011

    Science.gov (United States)

    Arends, Fabian; Winnaar, Lolita; Mosimege, Mogege

    2017-01-01

    Teachers play an important role in the provision of quality education. The variety of classroom practices they use in interacting with learners play a critical role in the understanding of mathematical concepts and overall performance in Mathematics. Following the work done by Hattie (2009, 2012) in relation to classroom practices this study…

  15. Opinions of Prospective Classroom Teachers about Their Competence for Individualized Education Program (IEP)

    Science.gov (United States)

    Debbag, Murat

    2017-01-01

    This research aims to determine the opinions of prospective classroom teachers about preparation and implementation of Individualized Education Program (IEP). In this study, a qualitative research method was used. The participants were 20 classroom-teaching students that had been selected through the purposive sampling method. In the study, the…

  16. Evaluation of Mathematical Game Design Skills of Pre-Service Classroom Teachers

    Science.gov (United States)

    Pilten, Pusat; Pilten, Gülhiz; Divrik, Ramazan; Divrik, Fatma

    2017-01-01

    The purpose of the research is to evaluate the games prepared by pre-service classroom teachers within the scope of "Mathematics Teaching 1" and "Mathematics Teaching 2" courses, which are included in the undergraduate classroom teaching programs in Turkey, and to make predictions on the game design skills of pre-service…

  17. Teacher-Child Relationships and Classroom-Learning Behaviours of Children with Developmental Language Disorders

    Science.gov (United States)

    Rhoad-Drogalis, Anna; Justice, Laura M.; Sawyer, Brook E.; O'Connell, Ann A.

    2018-01-01

    Background: Children with developmental language disorders (DLDs) often struggle with classroom behaviour. No study has examined whether positive teacher-child relationships may act as a protective factor for children with DLDs in that these serve to enhance children's important classroom-learning behaviours. Aims: To examine the association…

  18. Digital Devices in Classroom--Hesitations of Teachers-to-Be

    Science.gov (United States)

    Lam, Paul; Tong, Aiden

    2012-01-01

    More and more teachers are facing the decision whether they should allow or promote students the use of technology in the classroom. The decision is difficult as there are apparently both advantages and disadvantages in doing either way. In terms of positive impacts, research revealed that the use of digital devices in the classroom setting was…

  19. A Vision of Improvement of Learning: South African Teachers' Conceptions of Classroom Assessment

    Science.gov (United States)

    Sethusha, Mantsose Jane

    2013-01-01

    This article explored conceptions that teachers hold about classroom assessment and how these conceptions influence their classroom assessment practices. The qualitative study employed a case study approach. Semi-structured interviews, observations and document analyses were used. The study utilized Brown's (2004) conceptual framework on…

  20. Secondary science teachers' view toward and classroom translation of sustained professional development

    Science.gov (United States)

    Lewis, Elizabeth Blake

    This study concerns the phenomenon of secondary science teacher learning and enacting instructional strategies learned at the Communication in Science Inquiry Project (CISIP) teacher professional development events, as well as teacher perception of, and relationship to, this year-long professional development program. The CISIP program teaches science teachers how to build scientific classroom discourse communities with their students. Some of the science teachers were previous participants in the professional development, and acted as mentor teachers. The research design employed an integrated conceptual framework of situated learning theory with an analytical lens of teachers' professional, institutional and affinity, identities. A multi-method approach was used to generate data. Throughout the 2007-2008 academic year, the teachers' fidelity to the professional development model was measured using a classroom observation instrument aligned with the professional development model. From these observation data a longitudinal model, using hierarchical linear modeling, was constructed. In addition, surveys and interview data were used to construct both whole group and case studies of two high school science teachers who taught biology at the same school. The results indicated that there was a significant difference between previous and new participants; specifically, the longer teachers had participated in the professional development, and adopted a mentorship role, the greater their fidelity of classroom instruction to the CISIP model. Additionally, the case study teacher who developed a CISIP model-aligned affinity identity implemented more of the instructional strategies than the teacher who maintained his school-based institutional identity.

  1. Teachers' Experience in Implementing Cooperative Learning in the Classrooms (Phenomenological Research at Junior High School Classrooms in Ponorogo, East Java, Indonesia)

    Science.gov (United States)

    Harjali

    2017-01-01

    This study aimed to investigate the teachers' perception toward the implementation of cooperative learning in the classroom. The research applied a qualitative phenomenological design that used a purposeful sample of six teachers at Junior High School Classrooms in Ponorogo, East Java, Indonesia. Data collected via in-depth interviews, participant…

  2. The Incredible Years Teacher Classroom Management Program: Using Coaching to Support Generalization to Real-World Classroom Settings

    Science.gov (United States)

    Reinke, Wendy M.; Stormont, Melissa; Webster-Stratton, Carolyn; Newcomer, Lori L.; Herman, Keith C.

    2012-01-01

    This article focuses on the Incredible Years Teacher Classroom Management Training (IY TCM) intervention as an example of an evidence-based program that embeds coaching within its design. First, the core features of the IY TCM program are described. Second, the IY TCM coaching model and processes utilized to facilitate high fidelity of…

  3. How to See the Classroom through the Eyes of a Teacher: Consistency between Perceptions on Diversity and Differentiation Practices

    Science.gov (United States)

    Civitillo, Sauro; Denessen, Eddie; Molenaar, Inge

    2016-01-01

    Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their pupils' needs. The present study used a…

  4. A Confirmatory Factor Analysis of Preservice Teachers' Responses to the Attitudes and Beliefs on Classroom Control Inventory.

    Science.gov (United States)

    Henson, Robin K.; Roberts, J. Kyle

    This study examined the factorial invariance of scores from the Attitudes and Beliefs on Classroom Control Inventory (ABCC) (Martin and others, 1998) for 243 undergraduate preservice teachers. Although the original ABCC was developed with inservice teachers, use of the instrument to study the classroom beliefs of preservice teachers had not been…

  5. Investigating teacher and student effects of the Incredible Years Classroom Management Program in early elementary school.

    Science.gov (United States)

    Murray, Desiree W; Rabiner, David L; Kuhn, Laura; Pan, Yi; Sabet, Raha Forooz

    2018-04-01

    The present paper reports on the results of a cluster randomized trial of the Incredible Years® Teacher Classroom Management Program (IY-TCM) and its effects on early elementary teachers' management strategies, classroom climate, and students' emotion regulation, attention, and academic competence. IY-TCM was implemented in 11 rural and semi-rural schools with K-2 teachers and a diverse student sample. Outcomes were compared for 45 teachers who participated in five full day training workshops and brief classroom consultation and 46 control teachers; these 91 teachers had a total of 1192 students. A high level of teacher satisfaction was found and specific aspects of the training considered most valuable for early elementary teachers were identified. Hierarchical linear modeling indicated a statistically significant intervention effect on Positive Climate in the classroom (d=0.45) that did not sustain into the next school year. No main effects on student outcomes were observed, although a priori moderator analyses indicated that students with elevated social-behavioral difficulties benefitted with regard to prosocial behavior (d=0.54) and inattention (d=-0.34). Results highlight potential benefits and limitations of a universal teacher training program for elementary students, and suggest strategies for future delivery of the IY-TCM program and areas for future research. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

  6. The Effects of Classroom Autonomy, Staff Collegiality, and Administrative Support on Teachers' Job Satisfaction

    Science.gov (United States)

    Lasseter, Austin

    2013-01-01

    The purpose of my dissertation is to determine which job-related factors are most likely to explain teachers' sense of satisfaction with their current job. Based on previous research (Fairchild et al., 2012; Lee, Dedrick, & Smith, 1991; Perie & Baker, 1997), I hypothesized that teachers' perceptions of classroom autonomy, staff…

  7. Turkish Preservice Science Teachers' Socioscientific Issues-Based Teaching Practices in Middle School Science Classrooms

    Science.gov (United States)

    Genel, Abdulkadir; Topçu, Mustafa Sami

    2016-01-01

    Background: Despite a growing body of research and curriculum reforms including socioscientific issues (SSI) across the world, how preservice science teachers (PST) or in-service science teachers can teach SSI in science classrooms needs further inquiry. Purpose: The purpose of this study is to describe the abilities of PSTs to teach SSI in middle…

  8. Authority in the Classroom: Adolescent Autonomy, Autonomy Support, and Teachers' Legitimacy

    Science.gov (United States)

    Graça, João; Calheiros, Maria Manuela; Barata, Maria Clara

    2013-01-01

    Younger generations are increasingly questioning the legitimacy of teachers. However, evidence concerning classroom authority and the many factors that shape it tend to disregard the complexity and dynamics of the relationship between the teacher and the student. This paper aims to contribute to further unfold and understand this topic.…

  9. Coping Styles with Student Misbehavior as Mediators of Teachers' Classroom Management Strategies

    Science.gov (United States)

    Tran, Van Dat

    2016-01-01

    The purpose of the present study is to identify how teachers' use of various coping styles with student misbehavior, and the extent to which these relate to their classroom management techniques -- punishment, recognition and reward, hinting, discussion, and aggression. It examines data from 397 junior high school teachers in Vietnam. The results…

  10. An Empirical Study on New Teacher-Student Relationship and Questioning Strategies in ESL Classroom

    Science.gov (United States)

    Sun, Zuosheng

    2012-01-01

    Teacher-student relationship and questioning strategies are extremely crucial elements in English teaching and learning. Questioning strategies can influence learners' emotional changes in classroom and the relationship between teachers & students. The affective factors play a very important role in language teaching & learning.…

  11. The Relation between Teachers' Math Talk and the Acquisition of Number Sense within Kindergarten Classrooms

    Science.gov (United States)

    Boonen, Anton J. H.; Kolkman, Meijke E.; Kroesbergen, Evelyn H.

    2011-01-01

    The aim of the present study was to investigate the relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms. The mathematical language input provided by 35 kindergarten teachers was examined with 9 different input categories. The results of this study indicate that the role of each of these math talk…

  12. Mental Health and the ESL Classroom: A Guide for Teachers Working with Refugees.

    Science.gov (United States)

    Lucey, Moira; Chaffee, Marcia; Terry, Diane; Le Marbre, Joan; Stone, Betty; Wiencek, Donna

    This manual guides English-as-a-Second-Language (ESL) teachers by outlining the complex burdens that refugee students carry and setting out concrete steps that ESL teachers can take in order to turn their classrooms into effective and welcoming teaching and learning environments. The seven sections focus on the following: (1) "The Refugee and…

  13. The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

    Science.gov (United States)

    Ruggiero, Dana; Mong, Christopher J.

    2015-01-01

    Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers,…

  14. The Development of Qualitative Classroom Action Research Workshop for In-Service Science Teachers

    Science.gov (United States)

    Buaraphan, Khajornsak

    2016-01-01

    In-service science teachers in Thailand are mandated to conduct classroom research, which can be quantitative and qualitative research, to improve teaching and learning. Comparing to quantitative research, qualitative research is a research approach that most of the Thai science teachers are not familiar with. This situation impedes science…

  15. Exploring Teacher Beliefs and Classroom Practices through Reflective Practice: A Case Study

    Science.gov (United States)

    Farrell, Thomas S. C.; Ives, Jessica

    2015-01-01

    This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his…

  16. Classroom-Based Professional Expertise: A Mathematics Teacher's Practice with Technology

    Science.gov (United States)

    Bozkurt, Gulay; Ruthven, Kenneth

    2017-01-01

    This study examines the classroom practice and craft knowledge underpinning one teacher's integration of the use of GeoGebra software into mathematics teaching. The chosen teacher worked in an English secondary school and was professionally well regarded as an accomplished user of digital technology in mathematics teaching. Designed in accordance…

  17. Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case Study

    Science.gov (United States)

    Rahman, Mohammad Mosiur; Singh, Manjet Kaur Mehar; Pandian, Ambigapathy

    2018-01-01

    This paper presents a case study that investigated and compared the stated beliefs and observed classroom practices relating to Communicative Language Teaching (CLT) of two ESL teachers. The findings of the study revealed that both the teachers hold similar complex beliefs that mostly contradict the philosophy of CLT. The practices were not in…

  18. The Most Common Patterns of Classroom Dialogue Used by Science Teachers in Omani Cycle Two Schools

    Science.gov (United States)

    Alshaqsi, Hanan; Ambusaidi, Abdullah

    2018-01-01

    This study aimed to identify the patterns of classroom dialogue used by science teachers in science classes at Omani schools with respect to their gender. The study sample consisted of science teachers: three males and three females. To achieve the aims of the study, mixed methods with three instruments were used. These are an observation card or…

  19. Emotional Intelligence and Beliefs about Children, Discipline and Classroom Practices among Pre-Service Teachers

    Science.gov (United States)

    Flanagan, Maryclare E.

    2009-01-01

    This research sought to explore how emotional intelligence (EI) shapes the beliefs of pre-service teachers with respect to issues such as classroom management and student behavior. 101 pre-service teachers were recruited from undergraduate and graduate education courses at a private, mid-sized university. The Emotional Quotient Inventory (EQ-i),…

  20. Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools

    Science.gov (United States)

    Zehra, Rida; Bilwani, Anam

    2016-01-01

    The primary purpose and objective of this study was to examine and compare the perceptions of teachers in elite and mediocre schools in Karachi. The secondary objectives included comparing the use of technology in classrooms by teachers and the challenges and barriers that they face in the integration of technology. This study was designed as a…

  1. Teachers' Perceptions of Factors Affecting the Educational Use of ICT in Technology-Rich Classrooms

    Science.gov (United States)

    Badia, Antoni; Meneses, Julio; Sigales, Carles

    2013-01-01

    Introduction: The purpose of this study is to identify the main factors that influence teachers' decision-making regarding the educational use of ICT (Information and Communication Technologies) in technology-rich classrooms. Method: We collected data from 278 teachers in Catalonia (Spain) working in eight primary and secondary education schools…

  2. Classroom Performance Evaluation: Stages and Perspectives for Professional Development of Secondary Teachers in Vietnam

    Science.gov (United States)

    Pham, Huy Q.; Roberts, Stacey B.

    2012-01-01

    This study examined classroom performance evaluation of secondary teachers in Vietnam. Specially, it sought to determine the possibility of applying supervision into the evaluation for teaching development. Data were collected from interviews with 34 (n=34) participants: ten evaluators and 24 teachers in different school contexts: rural areas,…

  3. Approaches to inclusive English classrooms a teacher's handbook for content-based instruction

    CERN Document Server

    Mastruserio Reynolds, Kate

    2015-01-01

    This accessible book takes a critical approach towards content-based instruction methods, bridging the gap between theory and practice in order to allow teachers to make an informed decision about best practices for an inclusive classroom. It is a resource for both educators and ESL teachers working within an English learner inclusion environment.

  4. Early Childhood Teachers' Perspectives on Social-Emotional Competence and Learning in Urban Classrooms

    Science.gov (United States)

    Humphries, Marisha L.; Williams, Brittney V.; May, Tanginia

    2018-01-01

    The promotion of social-emotional competence and implementation of social-emotional learning programs have increased substantially in schools; however, little is known about teachers' perceptions of such programs. This qualitative study explored early childhood (3 to 8 years old) teachers' perceptions of classroom-based social-emotional learning…

  5. Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

    Science.gov (United States)

    Hiebert, James; Berk, Dawn; Miller, Emily

    2017-01-01

    The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…

  6. Teacher Competencies for the Implementation of Collaborative Learning in the Classroom: A Framework and Research Review

    Science.gov (United States)

    Kaendler, Celia; Wiedmann, Michael; Rummel, Nikol; Spada, Hans

    2015-01-01

    This article describes teacher competencies for implementing collaborative learning in the classroom. Research has shown that the effectiveness of collaborative learning largely depends on the quality of student interaction. We therefore focus on what a "teacher" can do to foster student interaction. First, we present a framework that…

  7. Bringing Digital Storytelling to the Elementary Classroom: Video Production for Preservice Teachers

    Science.gov (United States)

    Shelton, Catharyn C.; Archambault, Leanna M.; Hale, Annie E.

    2017-01-01

    This study presents and evaluates a 7-week learning experience embedded in a required content-area course in a teacher preparation program, in which 31 preservice elementary teachers produced digital storytelling videos and considered how this approach may apply to their future classrooms. Qualitative and quantitative data from preservice…

  8. Parent Involvement in Head Start Programs: The Role of Parent, Teacher and Classroom Characteristics

    Science.gov (United States)

    Castro, D.C.; Bryant, D.M.; Peisner-Feinberg, E.S.; Skinner, M.L.

    2004-01-01

    The purposes of this study were to determine the extent and types of parent involvement in Head Start programs, and to examine the relations between parent participation and family, teacher and classroom characteristics. Parents (n = 1131) and teachers (n = 59) from four Head Start programs participated. Data were gathered through volunteer logs,…

  9. Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms

    Science.gov (United States)

    Hartman, Pamela; Renguette, Corinne; Seig, Mary Theresa

    2018-01-01

    We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to…

  10. "A Close Read of My Classroom": Teacher Research and Identity Work

    Science.gov (United States)

    Myers, Joy Kammerer

    2016-01-01

    It is not uncommon for classroom teacher researchers to face multiple obstacles, but for the fifth grade teacher in this study, Donna, her administrators did not support her research efforts because they thought it would take away from preparing students for end of grade tests. The purpose of this study was to explore the ways conducting teacher…

  11. The Professional Learning of Grade Six Teachers of Mathematics Implementing the Flipped Classroom Approach

    Science.gov (United States)

    Goodnough, Karen; Murphy, Elizabeth

    2017-01-01

    The purpose of this paper is to make sense of the professional learning of four teachers implementing a flipped classroom approach in their grade six mathematics class. The professional learning took place within a two-year Action Research (AR) project that engaged teachers in collaborative and iterative planning, implementation, observation and…

  12. The Current Status of Classroom Inclusion Activities of Secondary Agriculture Teachers

    Science.gov (United States)

    Hoerst, Caryn M.; Whittington, M. Susie

    2009-01-01

    The current status of classroom inclusion activities among agriculture teachers in comprehensive secondary agricultural education programs in Ohio is reported. The researchers describe secondary agriculture teachers' needs related to teaching learners with special needs in inclusion classes, given legislative mandates. Specifically, the…

  13. Bring Your Own Device (BYOD) Programs in the Classroom: Teacher Use, Equity, and Learning Tools

    Science.gov (United States)

    Fincher, Derrel

    2016-01-01

    This study explores teacher perceptions of Bring Your Own Device (BYOD) programs in the classroom, with a focus on teacher use, student equity of access, and student ability to use their devices as learning tools. While one-to-one laptop programs (students assigned identical school-owned laptop or tablet) has an extensive body of literature behind…

  14. "Inclusion in Practice": Programme Practices in Mainstream Preschool Classrooms and Associations with Context and Teacher Characteristics

    Science.gov (United States)

    Vlachou, Anastasia; Fyssa, Aristea

    2016-01-01

    This study observed the extent to which teachers supported the inclusion of children with disabilities into mainstream classrooms and involved monitoring 52 mainstream preschool settings in Greece. The association between programme quality, context and teacher characteristics was also tested. Findings showed that the quality of inclusion ranged…

  15. Teacher vs. Peer Oral Corrective Feedback in the German Language Classroom

    Science.gov (United States)

    Sippel, Lieselotte; Jackson, Carrie N.

    2015-01-01

    This classroom study investigated the effects of oral teacher and peer corrective feedback on the acquisition of the German present perfect tense, including auxiliary verb selection (a rule-based structure) and past participle formation (an item-based structure). Intermediate learners of German were assigned to a teacher feedback condition, a peer…

  16. Listening to teachers: Views on delivery of a classroom based sensory intervention for students with autism.

    Science.gov (United States)

    Mills, Caroline; Chapparo, Christine

    2018-02-01

    Occupational therapists consider the impact of autism spectrum disorder on occupational performance at school. Occupational therapists work with teachers to support student participation. Atypical sensory processing is common in children with autism. Therefore, collaborating with teachers to enable students with autism to appropriately process sensory information within classrooms may be necessary. This qualitative pilot study aimed to capture teachers' perceptions of using a Sensory Activity Schedule, a sensory based intervention, in the classroom. A qualitative descriptive approach was used to analyse semi-structured interview responses from 19 qualified teachers who taught children with autism from seven different autism specific special schools in NSW. Teachers were asked about their motivation to complete the intervention as well as helpful and difficult aspects of the intervention. Three main categories and eight sub-categories were identified from the 19 respondents who reported that helping their students was an important motivation for using a Sensory Activity Schedule as well as the opportunity to evaluate whether sensory based intervention was beneficial. Teachers reported that learning new ideas, working with an occupational therapist and seeing an increase in concentration and a reduction in undesired behaviours were positive aspects of utilising the intervention. Timing, staffing and fidelity of the intervention were areas of concern. Collaboration with classroom teachers is an essential part of school-based occupational therapy. Insights from teachers who implemented a sensory based intervention in the classroom assist occupational therapists to better support students with autism spectrum disorder in schools. © 2017 Occupational Therapy Australia.

  17. What Are the Influences on Teacher Mobile Technology Self-Efficacy in Secondary School Classrooms?

    Science.gov (United States)

    Tilton, Jo; Hartnett, Maggie

    2016-01-01

    As digital technologies develop and change, so do the ways these tools are integrated into classrooms. In particular, as mobile digital technologies become ubiquitous there is a need to investigate how teachers engage with these tools--both personally and professionally. Research has consistently shown that teachers' underlying beliefs and…

  18. One High School English Teacher: On His Way to a Flipped Classroom

    Science.gov (United States)

    Shaffer, Shelly

    2016-01-01

    This article describes a qualitative case study, conducted at a high school in the Southwestern United States, that follows a veteran teacher as he develops and implements a two-week unit on "The Great Gatsby" by F. Scott Fitzgerald using flipped classroom methods. The researcher collected data while the teacher used this method for the…

  19. Content Validation of the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC)

    Science.gov (United States)

    Nishimura, Trisha Sugita; Busse, R. T.

    2016-01-01

    The purpose of this study was to examine the content validity of the Scale of Teachers' Attitudes towards Inclusive Classrooms (STATIC). An expert panel of 20 special education teachers and five university faculty members provided individual item ratings on a five-point scale regarding wording and content, along with comments. Item and comment…

  20. Teachers Implementing Mathematical Problem Posing in the Classroom: Challenges and Strategies

    Science.gov (United States)

    Leung, Shuk-kwan S.

    2013-01-01

    This paper reports a study about how a teacher educator shared knowledge with teachers when they worked together to implement mathematical problem posing (MPP) in the classroom. It includes feasible methods for getting practitioners to use research-based tasks aligned to the curriculum in order to encourage children to pose mathematical problems.…

  1. Designing Opportunities for Prospective Teachers to Facilitate Mathematics Discussions in Classrooms

    Science.gov (United States)

    Hunter, Roberta; Anthony, Glenda

    2012-01-01

    How prospective teachers can best be prepared to teach effectively in mathematics classrooms is a topic of current concern. In this paper, we describe our exploration of ways in which prospective teachers were supported to translate what they learnt in mathematics methods classes into pedagogical practice. We illustrate how the use of discourse…

  2. Reconsidering Differential Behaviors: Reflection and Teacher Judgment When Forming Classroom Relationships

    Science.gov (United States)

    Newberry, Melissa

    2013-01-01

    Positive teacher-student relationships promote growth in students both academically and socially, but in today's ever-changing classrooms creating such positive relationships can be a challenge. This study attempts to look at the influences on teacher thinking and judgment when creating and maintaining relationships. This is done by examining the…

  3. Students' Motivation and Learning and Teachers' Motivational Strategies in English Classrooms in Thailand

    Science.gov (United States)

    Vibulphol, Jutarat

    2016-01-01

    This research aimed to investigate second language learners' motivation and learning of English and the ways in which the teachers supported the students' motivation and learning in natural classroom settings. Based on Self-Determination Theory (SDT), questionnaires were developed and data were collected from students and their teachers in twelve…

  4. Company Men: Tracing Learning from Divergent Teacher Education Pathways into Practice in Middle Grades Classrooms

    Science.gov (United States)

    Conklin, Hilary G.

    2012-01-01

    In this comparative, longitudinal case study, the author investigates the two different pathways that have been most strongly advocated for certifying middle school social studies teachers: the specialized middle school and subject-specific secondary pathways. Drawing on classroom observations, interviews, documents, teacher and student work…

  5. Social dynamics in the classroom : Teacher support and conflict and the peer ecology

    NARCIS (Netherlands)

    Hendrickx, Marloes M H G; Mainhard, M. Tim; Boor-Klip, Henrike J.; Cillessen, Antonius H M; Brekelmans, Mieke

    2016-01-01

    By showing support and conflict, teachers may function as a model for students regarding how to interact and how to evaluate each other, thereby shaping the classroom peer ecology. Associations of general and student-specific levels and differential provision of teacher support and conflict with the

  6. Bullying and Victimization among Students with Disabilities: Effective Strategies for Classroom Teachers

    Science.gov (United States)

    Rose, Chad A.; Monda-Amaya, Lisa E.

    2012-01-01

    Bullying has come to be recognized as a pervasive problem in schools today. Frequently bullying is not immediately recognized or viewed by classroom teachers as problematic behavior. As more students experience bullying, questions arise as to how well teachers understand the bullying dynamic and are aware of strategies for intervening when those…

  7. Learning Context When Studying Financial Planning in High Schools: Nesting of Student, Teacher, and Classroom Characteristics

    Science.gov (United States)

    Danes, Sharon M.; Rodriguez, Michael C.; Brewton, Katherine E.

    2013-01-01

    Grounded in social construction theory, the current study investigates the learning context when studying financial planning in high school by analyzing the nesting of student, teacher and classroom characteristics. Key findings were that three student characteristics (initial financial knowledge, gender, senior grade level), one teacher variable…

  8. Preparing Preservice Teachers for 21st Century Classrooms: Transforming Attitudes and Behaviors about Innovative Technology

    Science.gov (United States)

    Williams, Mia Kim; Foulger, Teresa S.; Wetzel, Keith

    2009-01-01

    Keeping-up with progressing technology tools has been a troublesome issue for educational technology instructors for over ten years as they endeavor to prepare beginning teachers to integrate technology in their future classrooms. This paper promotes instructors' ideas about behaviors of 21st century teachers, and explores efforts to support their…

  9. The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

    Science.gov (United States)

    Jordan, Michelle E.; Lorenz, Kent; Stylianou, Michalis; Kulinna, Pamela Hodges

    2018-01-01

    This study examined classroom teachers' involvement in a yearlong Comprehensive School Physical Activity Programs (CSPAP) implemented in one K-8 rural U.S. school district. Its purpose was to describe patterns of social interaction among teachers, administrators, and families associated with the intervention (i.e., social capital) and whether…

  10. Why Don't All Maths Teachers Use Dynamic Geometry Software in Their Classrooms?

    Science.gov (United States)

    Stols, Gerrit; Kriek, Jeanne

    2011-01-01

    In this exploratory study, we sought to examine the influence of mathematics teachers' beliefs on their intended and actual usage of dynamic mathematics software in their classrooms. The theory of planned behaviour (TPB), the technology acceptance model (TAM) and the innovation diffusion theory (IDT) were used to examine the influence of teachers'…

  11. ClassBeacons : Designing distributed visualization of teachers' physical proximity in the classroom

    NARCIS (Netherlands)

    An, Pengcheng; Bakker, Saskia; Ordanovski, Sara; Taconis, Ruurd; Eggen, Berry

    2018-01-01

    As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after

  12. Reconceptualizing Teacher-Student Relationships to Foster School Success: Working Alliance within Classroom Contexts

    Science.gov (United States)

    Toste, Jessica R.

    2012-01-01

    Teacher-student relationship has been shown to be a powerful predictor of students' classroom and school adjustment. Beyond the characteristics of warmth, trust, and bond that define an emotional connection, a positive working relationship also includes a sense of collaboration and partnership shared between the teacher and the student. Classroom…

  13. Satisfaction of Teachers' Need for Autonomy and Their Strategies of Classroom Discipline

    Science.gov (United States)

    Tadic, Aleksandar

    2015-01-01

    This paper points to the necessity to conduct researches of contextual conditions of teachers' behavior in classroom, using the framework of the self-determination theory, according to which styles of teachers' behavior toward students is correlated with their satisfaction of psychological need for autonomy in school. We analyzed different…

  14. Changing Pre-Service Teachers' Beliefs to Teach in Inclusive Classrooms in Victoria, Australia

    Science.gov (United States)

    Sharma, Umesh

    2012-01-01

    The purpose of this study was to determine the effect of completing a course in inclusive education on pre-service teachers' beliefs and confidence to teach in inclusive classrooms. Twenty seven pre-service teachers completed a survey and concept maps. It was found that participants' beliefs and confidence level to teach in inclusive classrooms…

  15. Multidimensional Classroom Support to Inclusive Education Teachers in Beijing, China

    Science.gov (United States)

    Wang, Yan; Mu, Guanglun Michael; Wang, Zhiqing; Deng, Meng; Cheng, Li; Wang, Hongxia

    2015-01-01

    Classroom support plays a salient role in successful inclusive education, hence it has been widely debated in the literature. Much extant work has only focused on a particular aspect of classroom support. A comprehensive, systematic discussion of classroom support is sporadic in the literature. Relevant research concerning the Chinese context is…

  16. Effects of Technology-Based Teacher Training and Teacher-Led Classroom Implementation on Learning Reading Comprehension Strategies

    OpenAIRE

    Graves, Michael; Sales, Gregory C.; Lawrenz, Frances; Robelia, Beth; Richardson, Jayson W.

    2010-01-01

    This study examined the effectiveness of a professionally developed comprehensive reading comprehension strategies program when compared to traditional reading comprehension instruction presented to 865 fourth and fifth graders (682 with full data sets) in 34 classrooms in the United States. The treatment included a strong, technology-based teacher training component as well as highly motivational materials for 53 classroom-delivered student lessons. The research design was a randomized tria...

  17. Teachers' perceptions of effective science, technology, and mathematics professional development and changes in classroom practices

    Science.gov (United States)

    Boriack, Anna Christine

    The purpose of this study is to examine teachers' perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional development that results in changes in classroom practices was developed. Data from two programs that provided professional development to teachers in the areas of technology, mathematics, and science was used to inform the conceptual framework. These two programs were Target Technology in Texas (T3) and Mathematics, Science, and Technology Teacher Preparation Academies (MSTTPA). This dissertation used a multiple article format to explore each program separately, yet the proposed conceptual framework allowed for comparisons to be made between the two programs. The first study investigated teachers' perceptions of technology-related professional development after their districts had received a T3 grant. An online survey was administrated to all teachers to determine their perceptions of technology-related professional development along with technology self-efficacy. Classroom observations were conducted to determine if teachers were implementing technology. The results indicated that teachers did not perceive professional development as being effective and were not implementing technology in their classrooms. Teachers did have high technology self-efficacy and perceived adequate school support, which implies that effective professional development may be a large factor in whether or not teachers implement technology in their classrooms. The second study evaluated participants' perceptions of the effectiveness of mathematics and science professional development offered through a MSTTP academy. Current and former participants completed an online survey which measured their perceptions of academy activities and school environment. Participants also self-reported classroom implementation of technology. Interviews and open-ended survey questions were used to provide further insight into

  18. Illustrating the multiple facets and levels of fidelity of implementation to a teacher classroom management intervention.

    Science.gov (United States)

    Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Newcomer, Lori; David, Kimberly

    2013-11-01

    Many school-based interventions to promote student mental health rely on teachers as implementers. Thus, understanding the interplay between the multiple domains of fidelity to the intervention and intervention support systems such as coaching and teacher implementation of new skills is an important aspect of implementation science. This study describes a systematic process for assessing multiple domains of fidelity. Data from a larger efficacy trial of the Incredible Years Teacher Classroom Management (IY TCM) program are utilized. Data on fidelity to the IY TCM workshop training sessions and onsite weekly coaching indicate that workshop leaders and the IY TCM coach implemented the training and coaching model with adequate adherence. Further, workshop leaders' ratings of engagement were associated with teacher implementation of specific praise, following training on this content. Lastly, the IY TCM coach differentiation of teacher exposure to coaching was evaluated and found to be associated with teacher implementation of classroom management practices and student disruptive behavior.

  19. Differences in the classroom: learning about practices of two science teachers

    Directory of Open Access Journals (Sweden)

    Elaine Soares França

    2012-12-01

    Full Text Available In this research, a case study, we adopted ethnography as logic of inquiry to learn about teaching for diverse groups in middle school science classrooms. Multiple data sources were used: participant observation, video and audio records, field notes and semi-structured interviews. We analyzed interviews with two teachers, as well as classroom episodes to construct, through contrast, a characterization of two types of practice involving diversity in the classroom. The first teacher show concerns with introducing students in school culture. She tried to “translate” terms that students do not understand, explaining their meanings. In this process, teaching subject matter knowledge (SMK is a secondary goal. The other teacher emphasized SMK, trying to establish connections between science content and students’ everyday life experiences. Both teachers do not acknowledge significant influences in science learning related to gender, social class, and ethnicity.

  20. Mobile technology in second language classrooms:insights into its uses, pedagogical implications, and teacher beliefs

    OpenAIRE

    Van Praag, Benjamin; Sanchez, Hugo Santiago

    2015-01-01

    Adopting a multiple-case, multiple-method design, this study investigates mobile technology use in the practices of three experienced second language teachers. The findings, based on an analysis of the teachers' rationales, stated beliefs and classroom actions, show that the teachers tend to prohibit or reluctantly tolerate mobile device usage, while they recognise some of its potential benefits to support their teaching and student learning. They also highlight the incentives and barriers wh...

  1. Patterns of participation - a framework for understanding the role of the teacher for classroom practic

    DEFF Research Database (Denmark)

    Larsen, Dorte Moeskær; Østergaard, Camilla Hellsten; Skott, Jeppe

    2015-01-01

    Research on teachers’ knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom ...... practices. The framework is built on social practice theory and symbolic interactionism and adopts a processual approach to understanding the role of the teacher. We use the framework in a qualitative study of two teachers with different prior experiences...

  2. Teacher Classroom Practices, Student Motivation and Mathematics Achievements in High School: Evidence from HSLS:09 Data

    OpenAIRE

    Yu, Rongrong

    2015-01-01

    The present study explored the direct influences of teacher classroom practices, including teacher support, conceptual teaching, and procedural teaching, on 9th grade students' mathematics achievement, and the indirect influences of these teacher variables on student mathematics achievement through students' mathematics self-efficacy and interest in mathematics courses. The base year data of High School Longitudinal Study of 2009 (HSLS: 09) was used for this study. Structural equation modelin...

  3. The Effect upon the Behavior and Attitudes of Student Teachers of Training Cooperating Teachers and Student Teachers in the Use of Interaction Analysis as a Classroom Observational Technique.

    Science.gov (United States)

    Amidon, Edmund

    In a 2 1/2-year study of the application of interaction analysis (a method of classroom observation) to preservice teacher education, approximately 40 secondary student teachers were involved in an experiment during each of 3 semesters. A 2 by 2 factorial design made it possible to test the influence of 2 independent variables (student teacher…

  4. Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings.

    Science.gov (United States)

    Booren, Leslie M; Downer, Jason T; Vitiello, Virginia E

    2012-07-01

    This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children's interactions with teachers were higher in teacher-structured settings, such as large group. On average, children's interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions.

  5. Observations of Children’s Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

    Science.gov (United States)

    Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.

    2014-01-01

    This descriptive study examined classroom activity settings in relation to children’s observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. 145 children were observed for an average of 80 minutes during 8 occasions across 2 days using the inCLASS, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children’s interactions with teachers were higher in teacher-structured settings, such as large group. On average, children’s interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. The implications of these findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply value of certain classroom settings; instead, by providing an evidenced-based picture of the conditions under which children display the most positive interactions, teachers can be more aware of choices within these settings and have a powerful way to assist in professional development and interventions. PMID:25717282

  6. Exploring the meaning of practicing classroom inquiry from the perspectives of National Board Certified Science Teachers

    Science.gov (United States)

    Karaman, Ayhan

    Inquiry has been one of the most prominent terms of the contemporary science education reform movement (Buck, Latta, & Leslie-Pelecky, 2007; Colburn, 2006; Settlage, 2007). Practicing classroom inquiry has maintained its central position in science education for several decades because science education reform documents promote classroom inquiry as the potential savior of science education from its current problems. Likewise, having the capabilities of teaching science through inquiry has been considered by National Board for Professional Teaching Standards [NBPTS] as one of the essential elements of being an accomplished science teacher. Successful completion of National Board Certification [NBC] assessment process involves presenting a clear evidence of enacting inquiry with students. Despite the high-profile of the word inquiry in the reform documents, the same is not true in schools (Crawford, 2007). Most of the science teachers do not embrace this type of approach in their everyday teaching practices of science (Johnson, 2006; Luera, Moyer, & Everett, 2005; Smolleck, Zembal-Saul, & Yoder, 2006; Trumbull, Scarano, & Bonney, 2006). And the specific meanings attributed to inquiry by science teachers do not necessarily match with the original intentions of science education reform documents (Matson & Parsons, 2006; Wheeler, 2000; Windschitl, 2003). Unveiling the various meanings held by science teachers is important in developing better strategies for the future success of science education reform efforts (Jones & Eick, 2007; Keys & Bryan, 2001). Due to the potential influences of National Board Certified Science Teachers [NBCSTs] on inexperienced science teachers as their mentors, examining inquiry conceptions of NBCSTs is called for. How do these accomplished practitioners understand and enact inquiry? The purpose of this dissertation research study was twofold. First, it investigated the role of NBC performance assessment process on the professional development

  7. Teaching and nature: Middle school science teachers' relationship with nature in personal and classroom contexts

    Science.gov (United States)

    Ball, Nadine Butcher

    2000-10-01

    This qualitative study describes three middle-school science teachers' relationship-with-nature in personal and classroom contexts. Participating teachers had more than 7 years experience and were deemed exemplary practitioners by others. Interview data about personal context focused on photographs the teacher took representing her/his relationship-with-nature in daily life. Interview data for classroom context explored classroom events during three or more researcher observations. Transcripts were analyzed using a multiple-readings approach to data reduction (Gilligan, Brown & Rogers, 1990; Miles & Huberman, 1994, p. 14, 141). Readings generated categorical information focused on portrayals of: nature; self; and relationship-with-nature. Categorical data were synthesized into personal and teaching case portraits for each teacher, and cross case themes identified. Participants indicated the portraits accurately represented who they saw themselves to be. Additional readings identified sub-stories by plot and theme. Narrative data were clustered to highlight elements of practice with implications for the relationship-with-nature lived in the classroom. These individual-scale moments were compared with cultural-scale distinctions between anthropocentric and ecological world views. Cross case themes included dimensions of exemplary middle-school science teaching important to teacher education and development, including an expanded conception of knowing and skillful use of student experience. Categorical analysis revealed each teacher had a unique organizing theme influencing their interpretation of personal and classroom events, and that nature is experienced differently in personal as opposed to teaching contexts. Narrative analysis highlights teachers' stories of classroom pets, dissection, and student dissent, illustrating an interplay between conceptual distinctions and personal dimensions during moments of teacher decision making. Results suggest teachers

  8. Teacher perceptions of usefulness of mobile learning devices in rural secondary science classrooms

    Science.gov (United States)

    Tighe, Lisa

    The internet and easy accessibility to a wide range of digital content has created the necessity for teachers to embrace and integrate digitial media in their curriculums. Although there is a call for digital media integration in curriculum by current learning standards, rural schools continue to have access to fewer resources due to limited budgets, potentially preventing teachers from having access to the most current technology and science instructional materials. This dissertation identifies the perceptions rural secondary science teachers have on the usefulness of mobile learning devices in the science classroom. The successes and challenges in using mobile learning devices in the secondary classroom were also explored. Throughout this research, teachers generally supported the integration of mobile devices in the classroom, while harboring some concerns relating to student distractability and the time required for integrating mobile devices in exisiting curriculum. Quantitative and qualitative data collected through surveys, interviews, and classroom observations revealed that teachers perceive that mobile devices bring benefits such as ease of communication and easy access to digitial information. However, there are perceived challenges with the ability to effectively communicate complex scientific information via mobile devices, distractibility of students, and the time required to develop effective curriculum to integrate digital media into the secondary science classroom.

  9. Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?

    Science.gov (United States)

    Hunley, Rebecca C.

    For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

  10. Pre-Service Teachers: An Analysis of Reading Instruction in High Needs Districts Dual Language Classrooms

    Directory of Open Access Journals (Sweden)

    Michael Whitacre

    2013-01-01

    Full Text Available Pre-service teachers need opportunities to apply theory and connect to best practices as they teach in classroom settings be it, whole or small group. For many pre-service teachers often times their experience is limited to simply watching instruction or working with small groups of students (Pryor & Kuhn, 2004. The student teaching experience is a critical component of the teacher preparation program. Through the use of the English Language Learner Classroom Observation Instrument (ELLCOI, and researcher observation the hope is that these will aid in bringing to light the instructional activities used by pre-service teachers during reading instruction with ELLs. This study explores how pre-service bilingual teachers connect theory into practice by examining their instruction in the following categories: Instructional Practices, Interactive Teaching, English-Language Development, and Content Specific to Reading as listed in The English Language Learner Classroom Observation Instrument (ELLCOI developed by Haager, Gersten, Baker, and Graves (2003. To capture these instructional events video tape recordings of eight South Texas pre-service teachers were taken during a reading language arts lesson in order to observe instruction in high need districts’ dual language/bilingual classrooms. Data were compiled to capture the nature and quality of instruction on key essential elements, as well as reading instructional practices specific to the teaching/learning process in the dual language classroom. The findings portray the results of the ELLCOI with bilingual/ESL pre- service teachers and how they make sense of their instructional practices as a means to instruction in one-way dual language public school classrooms.

  11. The Relation of Work Environment and Stress in Classroom Management among Preschool Teachers

    Directory of Open Access Journals (Sweden)

    Abdul Said Ambotang

    2011-10-01

    Full Text Available The purpose of this research is to observe how far preschool teachers endure stress in carrying out their job which is influenced by the work climate including the management of classroom. This research is carried out by choosing a group of 55 preschool teachers as respondents in the district of Keningau Sabah. Data is analyzed using descriptive method (mean, inferential (T-test Statistic, one way ANOVA and Pearson correlation. Result showed that there were high positive relationships between the work climate with stress level among the teachers. (r = 0.807, p<0.01 and classroom management with level of stress (r = 0.770, p< 0.01. It is hoped that with the information obtained by this research will assist the Malaysian Ministry of Education in planning and designing a suitable programme to overcome the stress problem faced by teachers especially preschool teachers towards improving the teaching profession quality in the near future.

  12. "Like, We Don't Want to Be PE Teachers": Preservice Classroom Teachers' Beliefs about Physical Education and Willingness to Incorporate Physical Activity

    Science.gov (United States)

    Linker, Jenny Mae; Woods, Amelia Mays

    2018-01-01

    The purpose of this study was to examine preservice elementary classroom teachers' (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher's role in…

  13. Grounding formative assessment in high-school chemistry classrooms: Connections between professional development and teacher practice

    Science.gov (United States)

    Cisterna Alburquerque, Dante Igor

    This study describes and analyzes the experiences of two high-school chemistry teachers who participated in a team-based professional development program to learn about and enact formative assessment in their classrooms. The overall purpose of this study is to explain how participation in this professional development influenced both teachers' classroom enactment of formative assessment practices. This study focuses on 1) teachers' participation in the professional development program, 2) teachers' enactment of formative assessment, and 3) factors that enabled or hindered enactment of formative assessment. Drawing on cultural-historical activity theory (CHAT) and using evidence from teacher lessons, teacher interviews, professional development meetings as data sources, this single embedded case study analyzes how these two teachers who participated in the same learning team and have similar characteristics (i.e., teaching in the same school, teaching the same courses and population of students, and using the same materials) differentially used the professional development learning about formative assessment as mediating tools to improve their classroom instruction. The learning team experience contributed to both teachers' development of a better understanding of formative assessment---especially in recognizing that their current grading and assessment practices were not appropriate to promote student learning---and the co-creation of artifacts to gather evidence of students' ideas. Although both teachers demonstrated understanding about how formative assessment may serve to promote student learning and had a set of tools available to utilize for formative assessment use, they did not enact these tools in the same way. One teacher appropriated formative assessment as mediating tool to verify if the students were following her explanations, and to check if the students were able to provide the correct response. The other teacher used the mediating tool to promote

  14. Scientific Participation at the Poles: K-12 Teachers in Polar Science for Careers and Classrooms

    Science.gov (United States)

    Crowley, S.; Warburton, J.

    2012-12-01

    PolarTREC (Teachers and Researchers Exploring and Collaborating) is a National Science Foundation (NSF) funded program in which K-12 teachers participate in hands-on field research experiences in the polar regions. PolarTREC highlights the importance of involving teachers in scientific research in regards to their careers as educators and their ability to engage students in the direct experience of science. To date, PolarTREC has placed over 90 teachers with research teams in the Arctic and Antarctic. Published results of our program evaluation quantify the effect of the field experience on the teachers' use of the real scientific process in the classroom, the improvement in science content taught in classrooms, and the use of non-fiction texts (real data and science papers) as primary learning tools for students. Teachers and students both report an increase of STEM literacy in the classroom content, confidence in science education, as well as a markedly broadened outlook of science as essential to their future. Research conducted with science teams affirms that they are achieving broader impacts when PolarTREC teachers are involved in their expeditions. Additionally, they reported that these teachers making vital contributions to the success of the scientific project.

  15. · Attitude towards Computers and Classroom Management of Language School Teachers

    Directory of Open Access Journals (Sweden)

    Sara Jalali

    2014-07-01

    Full Text Available Computer-assisted language learning (CALL is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more learner-centered and conducive language learning environment. The current study explored the relationship between computer attitudes and behavior and instructional classroom management approaches implemented by English institute teachers. In so doing, a total of 105 male (n = 27 and female (n = 78 EFL teachers participated in this study. A computer attitude questionnaire adapted from Albirini (2006 and a Behavior and Instructional Management Scale (BIMS adopted from Martin and Sass (2010 were benefitted from for the purpose of collecting the data. The results of the Pearson Correlation Coefficient revealed that there were no significant relationships between attitude and behavior and instructional management across gender. However, it was found that the more male teachers experience tendency toward using computers in their classes, the more teacher-centered their classes become. In addition, the more female teachers are prone to use computers in their classes, the more student-centered and lenient their classes become.

  16. An ongoing collaborative teacher training through action research. A way of changing classroom practices

    Directory of Open Access Journals (Sweden)

    Raúl A. Barba-Martín

    2015-05-01

    Full Text Available The ongoing education training for teachers can be done through different models that could only report or also accompany the process of implementing innovations. The training through reflection processes is presented as essential to make changes in the classroom; also, if it is done collectively with other teachers or between centers, transformations will not only occur in the classroom, but in the whole context. One way leading to a collaborative ongoing education is through action research groups, considering a set of ethical practices whose characteristics allow participants to be trained according to their needs, and through support with other teachers, in order to transform the context. The research we present here is framed in a Teaching Innovation Project, University of Valladolid, through which teachers from three schools that have been trained in inclusive education through action research implementing in their classrooms interactive groups. This collaborative process played by teachers themselves has changed the thinking of teachers, their classroom and their educational contexts in which they work.

  17. Cellphones in Classrooms Land Teachers on Online Video Sites

    Science.gov (United States)

    Honawar, Vaishali

    2007-01-01

    Videos of teachers that students taped in secrecy are all over online sites like YouTube and MySpace. Angry teachers, enthusiastic teachers, teachers clowning around, singing, and even dancing are captured, usually with camera phones, for the whole world to see. Some students go so far as to create elaborately edited videos, shot over several…

  18. Patterns of participation - a framework for understanding the role of the teacher for classroom practice

    DEFF Research Database (Denmark)

    Larsen, Dorte Moeskær; Østergaard, Camilla Hellsten; Skott, Jeppe

    Research on teachers’ knowledge and beliefs has grown big in recent years. The larger parts of these fields are built on acquisitionist interpretations of human functioning. We explore the potentials of a participationist framework for understanding the role of the teacher for emerging classroom ...... potential and sheds light on the dynamic relationships between the teacher’s engagement in the practices of the mathematics classroom and other, personally significant, past and present ones....

  19. Assessment of special education teachers about their skills for classroom management

    OpenAIRE

    Černe, Maja

    2016-01-01

    The aim of this diploma thesis was to research the perceived self-efficacy in classroom management among special education teachers who teach in an adapted education program with lower educational standards. We wanted to evaluate how prepared are they to meet the challenges in maintaining classroom discipline. In the theoretical part of the thesis, we described the characteristics of pupils with mild intellectual disabilities and their education in an adapted educational program with lower ed...

  20. Teachers' Views about the Education of Gifted Students in Regular Classrooms

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    Neşe Kutlu Abu

    2017-12-01

    Full Text Available The purpose of this study was to investigate classroom teachers’ views about the education of gifted students in regular classrooms. The sample of the study is composed of ten primary school teachers working in the city of Amasya and had gifted students in their classes. In the present study, phenomenological research design was used. Data was collected through semi-structured interviews and analyzed descriptively in the QSR N-Vivo package program. The findings showed that teachers did not believe a need for differentiating curriculum for gifted students; rather they expressed that regular curriculum was enough for gifted students. Based on the findings, it is clear that teachers need training both on the need of differentiated education for gifted students and strategies and approaches about how to educate gifted students. Teachers’ attitudes towards gifted students in regular classrooms should be investigated so that teachers’ unsupportive beliefs about differentiation for gifted students also influence their attitudes towards gifted students.

  1. The interpersonal dimension in the classroom : a model of teachers' interpersonal role identity, appraisal and teacher-student relationships

    NARCIS (Netherlands)

    Brok, den P.J.; Want, van der A.C.; Beijaard, D.; Wubbels, Th.; Gallant, A.; Newberry, M.; Riley, P.

    2013-01-01

    In this chapter, a model to understand teachers’ emotions and behaviors in the classroom in relation to their professional identity will be presented and illustrated with empirical data. In the model it is argued that two types of teacher emotions, in this case associated with the domain of

  2. Enacting understanding of inclusion in complex contexts: Classroom practices of South African teachers

    Directory of Open Access Journals (Sweden)

    Petra Engelbrecht

    2015-08-01

    Full Text Available While the practice of inclusive education has recently been widely embraced as an ideal model for education, the acceptance of inclusive education practices has not translated into reality in most mainstream classrooms. Despite the fact that education policies in South Africa stipulate that all learners should be provided with the opportunities to participate as far as possible in all classroom activities, the implementation of inclusive education is still hampered by a combination of a lack of resources and the attitudes and actions of the teachers in the classroom. The main purpose of this paper was to develop a deeper understanding of a group of South African teachers' personal understanding about barriers to learning and how their understanding relates to their consequent actions to implement inclusive education in their classrooms. A qualitative research approach placed within a cultural-historical and bio-ecological theoretical framework was used. The findings, in this paper, indicate that the way in which teachers understand a diversity of learning needs is based on the training that they initially received as teachers, which focused on a deficit, individualised approach to barriers to learning and development, as well as contextual challenges, and that both have direct and substantial effects on teachers' classroom practices. As a result, they engage in practices in their classrooms that are less inclusive, by creating dual learning opportunities that are not sufficiently made available for everyone, with the result that every learner is not able to participate fully as an accepted member of their peer group in all classroom activities.

  3. Comparing Beginning and Experienced Teachers' Perceptions of Classroom Management Beliefs and Practices in Elementary Schools in Turkey

    Science.gov (United States)

    Unal, Zafer; Unal, Aslihan

    2009-01-01

    The primary objective of this study was to investigate whether a difference in teachers' classroom management styles exists based on years of teaching experience. Data were collected from 282 elementary school teachers employed by 11 elementary schools in Turkey. The Attitudes and Beliefs on Classroom Control Inventory was used to collect the…

  4. Teachers' Motivating Methods to Support Thai Ninth Grade Students' Levels of Motivation and Learning in Mathematics Classrooms

    Science.gov (United States)

    Nenthien, Sansanee; Loima, Jyrki

    2016-01-01

    The aims of this qualitative research were to investigate the level of motivation and learning of ninth grade students in mathematics classrooms in Thailand and to reveal how the teachers supported students' levels of motivation and learning. The participants were 333 students and 12 teachers in 12 mathematics classrooms from four regions of…

  5. The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

    Science.gov (United States)

    Katz, Phyllis; McGinnis, J. Randy; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

    2013-01-01

    In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews,…

  6. Collaborative Action Research as a Tool for Generating Formative Feedback on Teachers' Classroom Assessment Practice: The KREST Project

    Science.gov (United States)

    Harrison, Christine

    2013-01-01

    This paper sets out to explore science teachers' classroom assessment practices and outlines some of the tensions and synergies in changing assessment practices. It describes episodes from a collaborative action research project with science teachers designed to support the strengthening of classroom assessment practices--the King's Researching…

  7. Reading Sacred Texts in the Classroom: The Alignment between Students and Their Teacher's Interpretive Stances When Reading the Hebrew Bible

    Science.gov (United States)

    Hassenfeld, Ziva R.

    2016-01-01

    This study investigated the voices of students interpreting Hebrew Bible texts in one fourth-grade classroom. Through think-alouds on the Biblical text with each student, exit interviews, teacher interviews, and classroom observations, this study found that those students whose interpretive stances were more aligned with the teacher's were given…

  8. Can Teachers' Self-Reported Efficacy, Concerns, and Attitudes toward Inclusion Scores Predict Their Actual Inclusive Classroom Practices?

    Science.gov (United States)

    Sharma, Umesh; Sokal, Laura

    2016-01-01

    This research was undertaken to determine if significant relationships exist between teachers' self-reported attitudes, concerns, and efficacy to teach in inclusive classrooms and their actual classroom behaviour in Winnipeg, Canada. Five teachers completed 3 scales measuring their attitudes to inclusion, their level of concerns about teaching in…

  9. Pre-School Teachers' Classroom Management Competency and the Factors Affecting Their Understanding of Discipline

    Science.gov (United States)

    Buyuktaskapu Soydan, Sema; Alakoc, Pirpir; Ozturk Samur, Ayse; Angin, Duriye Esra

    2018-01-01

    Purpose: This research was carried out to determine the classroom management competency and the levels of perception of understanding of discipline among preschool teachers, the effect of their classroom management competency and understanding of discipline on child-teacher relationship, the relationship between interpersonal problem-solving and…

  10. A comparative study of teacher's opinions relating to inclusive classrooms in Indonesia and Thailand

    Directory of Open Access Journals (Sweden)

    Pennee Kantavong

    2017-09-01

    Full Text Available This research compared the work and opinions of regular school teachers teaching in inclusive classrooms in Indonesia and Thailand. These teachers were drawn from schools participating in an in-service training program to enhance the capacity of students with special needs in regular classrooms. A sample of 172 teachers in primary schools in Thailand and 165 from Indonesia answered a questionnaire based on Friedmen's concept of teacher burnout. Eighty percent of the Thai teachers had bachelor's degrees, but only 1 percent were in special education, whereas 77 percent of the Indonesian teachers had bachelor's degrees and 13 percent were in special education. Teachers' opinions on four areas were investigated: inclusion, support from various parties, work environment, and exhaustion. There was no correlation between background variables and teachers' exhaustion and fulfillment. There was a correlation between the number of students in a class and a teacher's de-personalization at the .01 level. When considering social dimensions and exhaustion, there was a correlation at the .01 level. There was a correlation between self-fulfillment and exhaustion at the .01 level. There was no correlation between the organizational, psychological, structural and support dimensions, and exhaustion. In general, teachers reported that they received support from various parties. Most of them expressed positive opinions of students with special needs.

  11. Homosexual Teachers in the Classroom: The Debate Continues

    Science.gov (United States)

    Rowe, Robert N.

    2006-01-01

    A few years ago a state legislator traveled throughout California to promote a referendum that would prohibit homosexuals from teaching in classrooms. Together with his companions, they said that allowing homosexuals to teach in the classroom would expose young people to the "wrong role models." In this article, the author shares his views on this…

  12. Microcomputers in the Classroom: Trojan Horse or Teacher's Pet?

    Science.gov (United States)

    Olson, John K.

    Arguing that curriculum developers need to seek a better understanding of existing classroom orders before advising reform through new technology, this paper presents a review of research on the effects of microcomputers on the stabilities of classroom practice and describes a pilot study currently underway at Queens University in Ontario to…

  13. Teacher-Student Interactions in Desegregated Classrooms in South Africa

    Science.gov (United States)

    Vandeyar, Saloshna; Killen, Roy

    2006-01-01

    This study explored the state of desegregation and integration in South African schools 11 years after the demise of Apartheid. Three classrooms in three desegregating schools with different histories and race profiles were visited. Overall, each classroom was visited on 10 occasions over a period of 2 weeks. Direct observation was the main data…

  14. The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

    Directory of Open Access Journals (Sweden)

    Dana Ruggiero

    2015-05-01

    Full Text Available Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111 of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning

  15. Expanding the Reach of the Coastal Ocean Science Classroom to Teachers through Teleducation

    Science.gov (United States)

    Macko, S.; Szuba, T.

    2007-12-01

    In a first of its kind connectivity, using high speed internet connections, a summer class in Oceanography was live, interactively broadcast (teleducation) to Arcadia High School on the Eastern Shore of Virginia, allowing teachers in the Accomack County School District to receive university credit without leaving their home classrooms 250 miles from UVA. This project was an outreach and education program with a partner in the K-12 schools on the Eastern Shore of Virginia. It endeavored to build a community knowledgeable of the importance the ocean plays daily in our lives, and our own impact on the ocean. By establishing teleducation linkages with the Eastern Shore High Schools we were rigorously testing the live-Internet-based classroom with earth science teachers enabling them to remotely participate in University of Virginia classes in Oceanography. The classes were designed on a faculty development basis or to allow the teachers to acquire NSTA certification in Earth Science Education. While not without small problems of interruptions in connectivity or the occasional transmission of hardcopies of materials, the approach was seen to be extremely successful. The ability to reach school districts and teachers that are in more remote locations and with fewer resources is clearly supported by this venture. Currently we are planning to link multiple classrooms in the next iteration of this work, intending to offer the expanded classroom in more distant college-based classrooms where Ocean Sciences is a desired portion of the curriculum, but is presently only occasionally offered owing to limited resources.

  16. Analysis of teacher relations with teaching in classroom with prospects to be inclusive.

    Directory of Open Access Journals (Sweden)

    Angela Meneghello Passos

    2015-12-01

    Full Text Available This article presents a proposal for the analysis of teaching relationships in the classroom with prospects of being inclusive, having as theoretical support an instrument called 3x3 matrix. This matrix enables us to understand the actions of the teacher in the classroom based on the relationship with knowledge, teaching and learning in epistemic, personal and social dimensions. The main question that guided this research was: What teacher relationships is possible to see in a classroom with prospects of being inclusive? The methodological procedures were based on discursive textual analysis. Among other, results provided by this research are: the evidence that there is an increase in teaching tasks in the classroom with prospects to be inclusive; the need to expand the 3x3 matrix to accommodate the new teacher relations; and that the presence of the student with disabilities changes the classroom setting and stimulates the concern of the teacher with learning leading him to pay attention to the social dimension of the relationship with knowledge.

  17. Mathematics Teachers' Readiness to Integrate ICT in the Classroom: The Case of Elementary and Middle School Arab Teachers in Israel

    Directory of Open Access Journals (Sweden)

    Nimer F. Baya'a

    2013-03-01

    Full Text Available ICT integration in mathematics education provides mathematics teachers with integrative teaching methods that motivate students learning, support their independent learning and active participation in the discovery of mathematics concepts and topics, and, as a result, helps them have deeper understanding of the mathematical ideas. So, the integration of ICT in the teaching and learning of mathematics, as a result of ICT educational affordances, helps students have better achievement in mathematics. These potentialities of the ICT make its integration in the mathematics classroom a promising practice, but the success of this practice is dependent on various factors, among which are the following: teachers' perceptions of their ability in ICT, teachers' attitudes towards ICT contribution to the mathematics teaching, teachers' attitudes towards ICT contribution to students' mathematics learning, teachers' emotions towards the use of ICT in the mathematics classroom, teachers' feelings of self-esteem and control in the presence of ICT in the mathematics classroom, and teachers' intentions to actually integrate ICT in their teaching. The current research came to verify the readiness of Arab teachers in elementary and middle schools in Israel regarding the integration of ICT in the classroom, and hence its interest in the six above constructs. The research used a questionnaire that included statements related to each one of the above constructs. This questionnaire was administered to 475 Arab teachers in elementary and middle schools in the North, Center and Haifa regions in Israel. The research findings show that more than seventy percent of the participating teachers have positive perceptions of their competence in technology and technology integration in their teaching. Further, they have positive attitudes towards the integration of ICT in teaching and learning and of their self-esteem in the presence of technology, in addition to positive

  18. Teacher Emotions in the Classroom: Associations with Students' Engagement, Classroom Discipline and the Interpersonal Teacher-Student Relationship

    Science.gov (United States)

    Hagenauer, Gerda; Hascher, Tina; Volet, Simone E.

    2015-01-01

    The present study explores teacher emotions, in particular how they are predicted by students' behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel…

  19. Teacher Activities and Adolescent Students’ Participation in a Colombian EFL Classroom

    Directory of Open Access Journals (Sweden)

    Jefferson Caicedo

    2015-07-01

    Full Text Available The present study concerns the activities teachers develop and ninth-graders’ participation in responses to those activities. The objectives of this study were to identify and describe the types of teaching activities developed and how students respond to them and to show how the target language is used in the classroom. The data collection was conducted through daily field notes and a diary. The findings show that in the classroom, the teacher develops twelve types of activities, and the percentage of use of the target language is low.

  20. CLASSROOM INTERACTION STRATEGIES EMPLOYED BY ENGLISH TEACHERS AT LOWER SECONDARY SCHOOLS

    Directory of Open Access Journals (Sweden)

    Nunung Suryati

    2015-07-01

    Full Text Available This article reports a study on teachers’ use of interaction strategies in English Language Teaching (ELT in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT as the instrument. SETT, developed by Walsh (2006, was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacher student interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF patterns, display questions, teacher echo, and extended teacher turns, while students’ extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students’ oral communicative competence.

  1. Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

    Directory of Open Access Journals (Sweden)

    Zafer Unal

    2017-11-01

    Full Text Available As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style.

  2. Integrating Internet Resources into the Science Classroom: Teachers' Perspectives.

    Science.gov (United States)

    Wiesenmayer, Randall L.; Koul, Ravinder

    1998-01-01

    Presents teacher perspectives on the impact of Internet usage on their teaching practices. Semi-structured interviews and two online surveys provide data from teacher participants in the West Virginia K-12 RuralNet Project. (DDR)

  3. Relationship among science teacher personality characteristics and degree of teacher classroom implementation after in-service workshop

    Science.gov (United States)

    Sechler, Phares Lochiel Coleman

    State departments of public instruction require that teachers periodically update their licenses throughout their teaching careers. Various professional development events such as in-service workshops, university offerings, and special innovative programs provide opportunities for novice and experienced teachers to grow professionally. The "Team Science" workshop was designed from models supported by research that described guidelines for successful workshop strategies. In evaluating the workshop, the question was asked "Why did not all teachers implement the ideas from the workshop in their science classrooms?" This study investigates the possible relationship between teacher personality characteristics and implementation of technology innovations. Team Science was an extensive workshop program planned to develop science teachers' expertise in using computer and video technology to teach in physical science, chemistry, and physics classrooms in rural school in North Carolina. Upon evaluating the four-year effort, it was found that the 23 participants implemented the technological strategies at various levels. At the higher end of the range of technology use, some teachers exhibited complete integration of the computers and interfacing devices into both the laboratory work and the classroom inquiry. At the lower end of the range, some teachers used the technology very little. The resulting question emerged from the data collected: Do specific teacher personality characteristics (independent variables) correlate with the degree of implementation (dependent variable) of the innovative ideas and tools used in the teacher's science classroom after the in-service workshop? To determine if there were any significant personality traits, each teacher was given five personality tests. The tests were Hunt's Conceptual Development Test, the Paragraph Completion Test; James Rest's Defining Issues Test; Simmons Personal Survey, an emotional tendency test; the Myers-Briggs Type

  4. Reading Comprehension Instruction in Irish Primary Classrooms: Key Insights into Teachers' Perspectives on Classroom Practices

    Science.gov (United States)

    Concannon-Gibney, Tara; Murphy, Brian

    2012-01-01

    Despite a wealth of international research indicating the importance but also the dearth of explicit reading comprehension instruction in classrooms, current classroom reading pedagogy does not appear to have acknowledged and addressed this shortcoming to any significant degree. This is cause for some considerable concern, as today's students…

  5. Teacher perspectives on science literacy in multilingual classrooms –multidisciplinary explorations

    DEFF Research Database (Denmark)

    Hajer, Maaike; Nielsen, Birgitte Lund; Tytler, Russell

    using Clarke & Hollingworth (2002) (referred to as C&H) model for analyzing teacher development as connections between teachers personal domain of knowledge and beliefs, practice domain of experimenting in the classroom, domain of consequence including salient student outcomes and the external domain...... that requires multidisciplinary cooperation. The Swedish Science and Literacy Teaching (SALT)project focuses on the questions How do science teachers address literacy skills in classes with secondary students in a multilingual classroom? and How can an explicit focus on literacy development become an integrated...... part of science teachers’ practice and thinking? The multidisciplinary team includes expertise in applied linguistics (text analysis, second language teaching), science pedagogy and teacher professional development. Having gathered the SALT data, the challenge in this phase is in the analysis. How can...

  6. Interactive Whiteboard Integration in Classrooms: Active Teachers Understanding about Their Training Process

    Science.gov (United States)

    Pujol, Meritxell Cortada; Quintana, Maria Graciela Badilla; Romaní, Jordi Riera

    With the incorporation in education of Information and Communication Technologies (ICT), especially the Interactive Whiteboard (IWB), emerges the need for a proper teacher training process due to adequate the integration and the didactic use of this tool in the classroom. This article discusses the teachers' perception on the training process for ICT integration. Its main aim is to contribute to the unification of minimum criteria for effective ICT implementation in any training process for active teachers. This case study begins from the development of a training model called Eduticom which was putted into practice in 4 schools in Catalonia, Spain. Findings indicated different teachers' needs such as an appropriate infrastructure, a proper management and a flexible training model which essentially addresses methodological and didactic aspects of IWB uses in the classroom.

  7. Student Teachers' Conceptions of Creativity in the Secondary Music Classroom

    Science.gov (United States)

    Kokotsaki, Dimitra

    2011-01-01

    This study aims to explore the meaning of the concept of creativity from the perspective of student teachers pursuing a one year teacher training course following their first degree. Seventeen student teachers following a specialist music teaching route in secondary education were selected as the sample for this study to offer their understanding…

  8. Close to the Heart: Teacher Authority in a Classroom Community

    Science.gov (United States)

    VanderStaay, Steven L.; Faxon, Beverly A.; Meischen, Jack E.; Kolesnikov, Karlene T.; Ruppel, Andrew D.

    2009-01-01

    In this article we provide a "portrait" of an exemplary writing teacher and the social construction of authority he established with students in two courses. The portrait demonstrates that teacher authority is most essentially a form of professional authority granted by students who affirm the teacher's expertise, self-confidence, and…

  9. Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

    Science.gov (United States)

    Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

    2016-01-01

    Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

  10. Classroom Activity Structures and the Generalizability of Teacher Behavior.

    Science.gov (United States)

    Anderson, Lorin W.; Mandeville, Garrett K.

    The purpose of this study was to examine the influence of several instructional formats (e.g., lecture, discourse, seatwork) on the generalizability of teacher behaviors. Two structured observation instruments were used to observe two samples of teachers: 42 fifth grade science teachers on eight occasions, and 87 fifth grade mathematics teachers…

  11. Teacher and student perspectives on motivation within the high school science classroom

    Science.gov (United States)

    Pickens, Melanie Turnure

    The purpose of this study was to investigate teacher and student perspectives on the motivation of high school science students and to explore specific motivational strategies used by teachers as they attempt to enhance student motivation. Four science teachers took part in an initial audio-taped interview, classroom observations with debriefing conversations, and a final audio-taped interview to discuss findings and allow member checking for data triangulation and interpretation. Participating teachers also took part in a final focus group interview. Student participants from each teacher's class were given a Likert style anonymous survey on their views about motivation and learning, motivation in science class, and specific motivational strategies that emerged in their current science class. This study focused on effective teaching strategies for motivation commonly used by the four teachers and on specific teaching strategies used by two of these four teachers in different tracks of science classes. The intent was to determine not only what strategies worked well for all types of science classes, but also what specific motivational approaches were being used in high and low tracked science classes and the similarities and differences between them. This approach provided insight into the differences in motivating tracked students, with the hope that other educators in specific tracks might use such pedagogies to improve motivation in their own science classrooms. Results from this study showed that science teachers effectively motivate their students in the following ways: Questioning students to engage them in the lesson, exhibiting enthusiasm in lesson presentations, promoting a non-threatening environment, incorporating hands-on activities to help learn the lesson concepts, using a variety of activities, believing that students can achieve, and building caring relationships in the classroom. Specific to the higher tracked classroom, effective motivational

  12. Collaboration Scripts for Mastership Skills: Online game about classroom dilemmas in teacher education

    OpenAIRE

    Hummel, Hans; Geerts, Walter; Slootmaker, Aad; Kuipers, Aad; Westera, Wim

    2013-01-01

    Serious games are seen to hold potential to facilitate workplace learning in a more dynamic and flexible way. This article describes an empirical study into the feasibility of an online collaboration game that facilitates teachers-in-training to deal with classroom management dilemmas. A script to support these students in carrying out such practical tasks, independent of teacher intervention and in collaboration with peers, was designed and worked out in both a faceto- face and an online ver...

  13. Movement integration in elementary classrooms: Teacher perceptions and implications for program planning.

    Science.gov (United States)

    Webster, Collin A; Zarrett, Nicole; Cook, Brittany S; Egan, Cate; Nesbitt, Danielle; Weaver, R Glenn

    2017-04-01

    Movement integration (MI), which involves infusing physical activity (PA) into regular classroom time in schools, is widely recommended to help children meet the national guideline of 60min of PA each day. Understanding the perspective of elementary classroom teachers (ECTs) toward MI is critical to program planning for interventions/professional development. This study examined the MI perceptions of ECTs in order to inform the design and implementation of a school-based pilot program that focused in part on increasing children's PA through MI. Twelve ECTs (Grades 1-3) from four schools were selected to participate based on their responses to a survey about their use of MI. Based on the idea that MI programming should be designed with particular attention to teachers who integrate relatively few movement opportunities in their classrooms, the intent was to select the teacher who reported integrating movement the least at her/his respective grade level at each school. However, not all of these teachers agreed to participate in the study. The final sample included two groups of ECTs, including eight lowest integrating teachers and four additional teachers. Each ECT participated in an interview during the semester before the pilot program was implemented. Through qualitative analysis of the interview transcripts, four themes emerged: (a) challenges and barriers (e.g., lack of time), (b) current and ideal resources (e.g., school support), (c) current implementation processes (e.g., scheduling MI into daily routines), and (e) teachers' ideas and tips for MI (e.g., stick with it and learn as you go). The themes were supported by data from both groups of teachers. This study's findings can inform future efforts to increase movement opportunities for children during regular classroom time. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. Predicting Teacher Participation in a Classroom-Based, Integrated Preventive Intervention for Preschoolers.

    Science.gov (United States)

    Baker, Courtney N; Kupersmidt, Janis B; Voegler-Lee, Mary Ellen; Arnold, David H; Willoughby, Michael T

    2010-01-01

    Preschools provide a promising setting in which to conduct preventive interventions for childhood problems, but classroom programs can only be effective if teachers are willing and able to implement them. This study is one of the first to investigate predictors of the frequency of teacher participation in a classroom-based, randomized controlled trial of an integrated prevention program for preschoolers. The intervention was designed to promote school readiness with an integrated social and academic program, to be implemented by teachers with the support of classroom consultants. The current study is part of a larger project conducted with Head Start and community child care centers that serve primarily economically disadvantaged families; 49 teachers from 30 centers participated in this study. Overall, teachers conducted approximately 70% of the program activities. Participation decreased significantly over time from the first to the final week of the intervention, and also decreased within each week of the intervention, from the first to the final weekly activity. Teachers working at community child care centers implemented more intervention activities than did Head Start teachers. Teacher concerns about the intervention, assessed prior to training, predicted less participation. In addition, teachers' participation was positively related to their perception that their centers and directors were supportive, collegial, efficient, and fair, as well as their job satisfaction and commitment. Teacher experience, education, ethnicity, and self-efficacy were not significantly related to participation. In multi-level models that considered center as a level of analysis, substantial variance was accounted for by centers, pointing to the importance of considering center-level predictors in future research.

  15. Model program for the recruitment and preparation of high ability elementary mathematics/science teachers: A collaborative project among scientists, teacher educators and classroom teachers

    Energy Technology Data Exchange (ETDEWEB)

    1993-12-01

    This teacher education program will provide a model for recruiting, educating and retaining high ability students to become mathematics and science lead teachers in elementary schools. The quality experiences and support provided these students will help them develop the knowledge and attitudes necessary to provide leadership for elementary mathematics and science programs. Students will have research experiences at the Ames Laboratory, high quality field experiences with nationally recognized mathematics and science teachers in local schools and opportunities to meaningfully connect these two experiences. This program, collaboratively designed and implemented by scientists, teacher educators and classroom teachers, should provide a replicatable model for other teacher education institutions. In addition, materials developed for the project should help other laboratories interface more effectively with K-8 schools and help other teacher education programs incorporate real science and mathematics experience into their curriculum.

  16. Teachers' Integration of Scientific and Engineering Practices in Primary Classrooms

    Science.gov (United States)

    Merritt, Eileen G.; Chiu, Jennie; Peters-Burton, Erin; Bell, Randy

    2017-06-01

    The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case analysis of a multiple case study examined teacher practices in the context of a semester-long professional development course for elementary teachers. We reviewed lessons and teacher reflections, examining how kindergarten and first grade teachers incorporated NGSS scientific and engineering practices during inquiry-based instruction. We found that most of the teachers worked with their students on asking questions; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; and obtaining, evaluating and communicating information. Teachers faced challenges in supporting students in developing their own questions that could be investigated and using data collection strategies that aligned with students' development of number sense concepts. Also, some teachers overemphasized the scientific method and lacked clarity in how they elicited and responded to student predictions. Discussion focuses on teacher supports that will be needed as states transition to NGSS.

  17. Cross-cultural analysis of teacher confirmation, student motivation, classroom emotion and emotional interest in China, Korea and Japan

    OpenAIRE

    Shen, Tingting

    2016-01-01

    This study investigates the relationship between teacher confirmation and student motivation across three cultures: China, Korea, and Japan and studies how classroom emotion and emotional interest influence this relationship in three different countries. Students in China (n=718), Korea (n=362), and Japan (n=350) completed questionnaires assessing their perceived teacher confirmation, student motivation, classroom emotion and emotional interest. Results of these samples indicate that teacher ...

  18. Examining small "c" creativity in the science classroom: Multiple case studies of five high school teachers

    Science.gov (United States)

    Lasky, Dorothea Shawn

    As the US continues to strive toward building capacity for a workforce in STEM fields (NSF, 2006), educational organizations and researchers have constructed frameworks that focus on increasing competencies in creativity in order to achieve this goal (ISTE, 2007; Karoly & Panis, 2004; Partnership for 21st Century Skills, 2007). Despite these recommendations, many teachers either do not believe in the relevance of nurturing creativity in their students (Kaufman & Sternberg, 2007) or accept the importance of it, but do not know how best to foster it in their classrooms (Kampylis et al., 2009). Researchers conclude that teachers need to revise their ideas about the kind of creativity they can expect from their students to reflect the idea of small 'c' versus large 'C' creativity. There is a dearth of literature that looks closely at teacher practice surrounding creativity in the US and gives teachers a set of practical suggestions they can follow easily. I examined five case studies of teachers as they participated in and implemented a large-scale, NSF-funded project premised on the idea that training teachers in 21 st century pedagogies, (for example, problem-based learning), helps teachers create classrooms that increase science competencies in students. I investigated how teachers' curricular choices affect the amount of student creativity produced in their classrooms. Analysis included determining CAT scores for student products and continua scores along the Small 'c' Creativity Framework. In the study, I present an understanding of how teachers' beliefs influence practice and how creativity is fostered in students through various styles of teacher practice. The data showed a relationship between teachers' CAT scores, framework scores, and school context. Thus, alongside CAT, the framework was determined to be a successful tool for understanding the degree to which teachers foster small 'c' creativity. Other themes emerged, which included teachers' allotment of

  19. Arctic research in the classroom: A teacher's experiences translated into data driven lesson plans

    Science.gov (United States)

    Kendrick, E. O.; Deegan, L.

    2011-12-01

    Incorporating research into high school science classrooms can promote critical thinking skills and provide a link between students and the scientific community. Basic science concepts become more relevant to students when taught in the context of research. A vital component of incorporating current research into classroom lessons is involving high school teachers in authentic research. The National Science Foundation sponsored Research Experience for Teachers (RET) program has inspired me to bring research to my classroom, communicate the importance of research in the classroom to other teachers and create lasting connections between students and the research community. Through my experiences as an RET at Toolik Field Station in Alaska, I have created several hands-on lessons and laboratory activities that are based on current arctic research and climate change. Each lesson uses arctic research as a theme for exemplifying basic biology concepts as well as increasing awareness of current topics such as climate change. For instance, data collected on the Kuparuk River will be incorporated into classroom activities that teach concepts such as primary production, trophic levels in a food chain and nutrient cycling within an ecosystem. Students will not only understand the biological concepts but also recognize the ecological implications of the research being conducted in the arctic. By using my experience in arctic research as a template, my students will gain a deeper understanding of the scientific process. I hope to create a crucial link of information between the science community and science education in public schools.

  20. Teacher perspectives on specialisation in the elementary classroom: implications for science instruction

    Science.gov (United States)

    Poland, Susan; Colburn, Amanda; Long, David E.

    2017-09-01

    In the current educational climate of testing and accountability, many elementary teachers find they lack adequate time and confidence to enact reform-based science teaching due to pressure to perform in reading and mathematics. With this tension in mind, we explore the phenomenon of elementary teacher specialisation in comparison to the traditional, generalist model of teaching, wherein a teacher is responsible for teaching all subjects to one group of students each year. This mixed-methods study examines teacher perspectives on the practice of specialisation and generalisation through teacher interview data. Our teachers spoke candidly about their attitudes towards specialisation, the perceived impacts of specialization on teachers and students, and the role of accountability, administration, and testing in their decisions to specialise. Additionally, our teachers discussed time dedicated to science in specialist and generalist classrooms. Our findings suggest that specialist roles are sought by those who see specialisation as a means of reducing workload, while allowing for content mastery and improved instruction. Alternatively, generalist roles are sought by those who primarily view the role of elementary teaching as the care and development of children, and who prefer to focus on the classroom as a holistic, fluid space. Implications for science teaching are discussed.

  1. Performance-based classrooms: A case study of two elementary teachers of mathematics and science

    Science.gov (United States)

    Jones, Kenneth W.

    This case study depicts how two elementary teachers develop classrooms devoted to performance-based instruction in mathematics and science. The purpose is to develop empirical evidence of classroom practices that leads to a conceptual framework about the nature of performance-based instruction. Performance-based assessment and instruction are defined from the literature to entail involving students in tasks that are complex and engaging, requiring them to apply knowledge and skills in authentic contexts. In elementary mathematics and science, such an approach emphasizes problem solving, exploration, inquiry, and reasoning. The body of the work examines teacher beliefs, curricular orientations, instructional strategies, assessment approaches, management and organizational skills, and interpersonal relationships. The focus throughout is on those aspects that foster student performance in elementary mathematics and science. The resulting framework describes five characteristics that contribute to performance-based classrooms: a caring classroom community, a connectionist learning theory, a thinking and doing curriculum, diverse opportunities for learning, and ongoing assessment, feedback, and adjustment. The conclusion analyzes factors external to the classroom that support or constrain the development of performance-based classrooms and discusses the implications for educational policy and further research.

  2. Measuring Teacher Knowledge of Classroom Social Networks: Convergent and Predictive Validity in Elementary School Classrooms

    Science.gov (United States)

    Madill, Rebecca A.; Gest, Scott D.; Rodkin, Philip C.

    2012-01-01

    This study contributes to a growing body of literature focused on the role of the teacher's "invisible hand" in managing students social relationships. The authors focus on one specific aspect of attunement, teachers' social network knowledge, which they conceptualize as the completeness and accuracy of the teacher's social network…

  3. Teacher Perceptions of the Impact of Self-Efficacy on Classroom Management Style: A Case Study

    Science.gov (United States)

    McCain, Patty Jo

    2017-01-01

    The purpose of this qualitative case study was to develop an understanding of how current and former middle school teachers in a suburban school district in northeast Georgia perceive low self-efficacy impacts their classroom management style. The theory guiding this study was Bandura's (1977) self-efficacy theory as it supported the idea that…

  4. Tablet PCs in a Paperless Classroom: Student and Teacher Perceptions on Screen Size

    Science.gov (United States)

    Runnels, Judith; Rutson-Griffiths, Arthur

    2013-01-01

    A paperless classroom, when all materials required to complete a class are available in an electronic form, has been shown to have positive impacts on student and teacher motivation, engagement, productivity, and efficiency. Recent trends suggest that of all of the technological tools available, tablet PCs can support many aspects of a paperless…

  5. Using Simulation to Support Novice Teachers' Classroom Management Skills: Comparing Traditional and Alternative Certification Groups

    Science.gov (United States)

    Pankowski, Jennifer; Walker, Joan T.

    2016-01-01

    Drawing from research on situated cognition and the development of expertise and simulations in professional education, we designed two simulation tasks that provided novice teachers with repeated opportunities to deliberately practice managing a classroom under no-fault conditions. The simulations immersed novices in two perennial classroom…

  6. From Folktales to Algorithms: Developing the Teacher's Role as Principal Storyteller in the Classroom

    Science.gov (United States)

    Daniel, A. K.

    2007-01-01

    Whilst much thought has been given to the use of storytelling as a tool in the development of children's oral skills, little has been considered with regard to the role of the teacher as a model of good practice in storytelling, as principle storyteller in the classroom. In this paper I have tried to connect a pragmatic approach to classroom…

  7. "You Are Confusing!": Tensions between Teacher's and Students' Discourses in the Classroom

    Science.gov (United States)

    Park, Hyu-Yong

    2008-01-01

    This article concludes that a "pedagogic discourse" is legitimized in school practices when power in society is actualized and exercised through the use of language as symbolic power. Under these circumstances, the classroom becomes an arena where teachers' discourse as "the regulator" collides with students' discourse as "the regulated".…

  8. Preservice Teachers' Acceptance of ICT Integration in the Classroom: Applying the UTAUT Model

    Science.gov (United States)

    Birch, A.; Irvine, V.

    2009-01-01

    In this study, the researchers explore the factors that influence preservice teachers' acceptance of information and communication technology (ICT) integration in the classroom. The Unified Theory of Acceptance and Use of Technology (UTAUT) was developed by Venkatesh et al. ["MIS Quarterly, 27"(3), 425-478] in 2003 and shown to…

  9. Do Teacher Attitudes Impact Literacy Strategy Implementation in Content Area Classrooms?

    Science.gov (United States)

    McCoss-Yergian, Tanya; Krepps, Loddie

    2010-01-01

    The purpose of this study was to identify beliefs about content area literacy commonly held by teachers and to evaluate whether or not these collective professional convictions and suppositions affect disciplinary instructors' implementation of content area reading strategies in their classrooms. A mixed methodology was applied to gather both…

  10. Blended Learning: How Teachers Balance the Blend of Online and Classroom Components

    Science.gov (United States)

    Jeffrey, Lynn M.; Milne, John; Suddaby, Gordon

    2014-01-01

    Despite teacher resistance to the use of technology in education, blended learning has increased rapidly, driven by evidence of its advantages over either online or classroom teaching alone. However, blended learning courses still fail to maximize the benefits this format offers. Much research has been conducted on various aspects of this problem,…

  11. Ways to Prepare Future Teachers to Teach Science in Multicultural Classrooms

    Science.gov (United States)

    Billingsley, Berry

    2016-01-01

    Roussel De Carvalho uses the notion of superdiversity to draw attention to some of the pedagogical implications of teaching science in multicultural schools in cosmopolitan cities such as London. De Carvalho makes the case that if superdiverse classrooms exist then Science Initial Teacher Education has a role to play in helping future science…

  12. Effects of Training and Feedback on Teachers' Use of Classroom Preventive Practices

    Science.gov (United States)

    Artman-Meeker, Kathleen M.; Hemmeter, Mary Louise

    2013-01-01

    This study examined the effects of in-service training with performance feedback on preschool teachers' use of classroom preventive practices. Three practices designed to prevent challenging behavior were selected: transition preparations, rule reminders, and social-emotional teaching strategies. Following a brief training on each practice,…

  13. Target Inquiry: Changing Chemistry High School Teachers' Classroom Practices and Knowledge and Beliefs about Inquiry Instruction

    Science.gov (United States)

    Herrington, Deborah G.; Yezierski, Ellen J.; Luxford, Karen M.; Luxford, Cynthia J.

    2011-01-01

    Inquiry-based instruction requires a deep, conceptual understanding of the process of science combined with a sophisticated knowledge of teaching and learning. This study examines the changes in classroom instructional practices and corresponding changes to knowledge and beliefs about inquiry instruction for eight high school chemistry teachers.…

  14. Ambitious Teachers' Design and Use of Classrooms as a Place of Science

    Science.gov (United States)

    Stroupe, David

    2017-01-01

    This multicase study examines how three teachers enacting ambitious instruction purposefully designed and used their classroom as a "place of science" in which students participated in disciplinary practices. A place of science is a location that shapes the norms, values, and history of disciplinary practices. Each participant's…

  15. Code-Switching in Vietnamese University EFL Teachers' Classroom Instruction: A Pedagogical Focus

    Science.gov (United States)

    Grant, Lynn E.; Nguyen, Thi Hang

    2017-01-01

    This study examines the under-explored phenomenon in Vietnamese tertiary settings of code-switching practised by EFL (English as a foreign language) teachers in classroom instruction, as well as their awareness of this practice. Among the foreign languages taught and learned in Vietnamese universities, English is the most popular. The research…

  16. Classroom Simulation to Prepare Teachers to Use Evidence-Based Comprehension Practices

    Science.gov (United States)

    Ely, Emily; Alves, Kat D.; Dolenc, Nathan R.; Sebolt, Stephanie; Walton, Emily A.

    2018-01-01

    Reading comprehension is an area of weakness for many students, including those with disabilities. Innovative technology methods may play a role in improving teacher readiness to use evidence-based comprehension practices for all students. In this experimental study, researchers examined a classroom simulation (TLE TeachLivE™) to improve…

  17. Knowledge and Power in the Technology Classroom: A Framework for Studying Teachers and Students in Action

    Science.gov (United States)

    Danielsson, Anna T.; Berge, Maria; Lidar, Malena

    2018-01-01

    The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher-student interactions.…

  18. Five Methods to Score the Teacher Observation of Classroom Adaptation Checklist and to Examine Group Differences

    Science.gov (United States)

    Wang, Ze; Rohrer, David; Chuang, Chi-ching; Fujiki, Mayo; Herman, Keith; Reinke, Wendy

    2015-01-01

    This study compared 5 scoring methods in terms of their statistical assumptions. They were then used to score the Teacher Observation of Classroom Adaptation Checklist, a measure consisting of 3 subscales and 21 Likert-type items. The 5 methods used were (a) sum/average scores of items, (b) latent factor scores with continuous indicators, (c)…

  19. Nutrition, Exercise, and Sleep: Physiological Considerations in the Classroom for Alternative Certification Teachers. Editor's Perspective Article

    Science.gov (United States)

    Evans, Brian R.

    2012-01-01

    Proper nutrition, adequate amounts of physical activity, and sufficient amounts of sleep are three important variables for healthy children. Alternative certification teachers quickly enter the classroom at the beginning of their programs and may encounter disengaged students who lack the energy needed for quality learning and achievement.…

  20. Embracing Digital Technologies in Classroom Practice: The Impact of Teacher Identity

    Science.gov (United States)

    Abbott, Rosemary

    2016-01-01

    It is often perceived that learning in 21st century classrooms will involve extensive use of digital technologies. This paper, based on a qualitative research investigation at a private girls' college in Melbourne, explores the impact of teacher subjectivities on the need to change through the integration of digital technologies into classroom…

  1. Relationship of Mobile Learning Readiness to Teacher Proficiency in Classroom Technology Integration

    Science.gov (United States)

    Christensen, Rhonda; Knezek, Gerald

    2016-01-01

    Mobile learning readiness as a new aspect of technology integration for classroom teachers is confirmed through the findings of this study to be significantly aligned with well-established measures based on older information technologies. The Mobile Learning Readiness Survey (MLRS) generally exhibits the desirable properties of step-wise increases…

  2. Jordanian Social Studies Teachers' Perceptions of Competency Needed for Implementing Technology in the Classroom

    Science.gov (United States)

    Al Bataineh, Mohammad; Anderson, Sharon

    2015-01-01

    This study used a cross-sectional, ten-point Likert-type scale survey design, to examine the perception of Jordanian seventh to twelfth-grade social studies teachers of the competency needed for technology implementation in their classrooms. The instrument for this study was a modified version of a survey developed by Kelly (2003) called the…

  3. Connections between voice ergonomic risk factors in classrooms and teachers' voice production.

    Science.gov (United States)

    Rantala, Leena M; Hakala, Suvi; Holmqvist, Sofia; Sala, Eeva

    2012-01-01

    The aim of the study was to investigate if voice ergonomic risk factors in classrooms correlated with acoustic parameters of teachers' voice production. The voice ergonomic risk factors in the fields of working culture, working postures and indoor air quality were assessed in 40 classrooms using the Voice Ergonomic Assessment in Work Environment - Handbook and Checklist. Teachers (32 females, 8 males) from the above-mentioned classrooms recorded text readings before and after a working day. Fundamental frequency, sound pressure level (SPL) and the slope of the spectrum (alpha ratio) were analyzed. The higher the number of the risk factors in the classrooms, the higher SPL the teachers used and the more strained the males' voices (increased alpha ratio) were. The SPL was already higher before the working day in the teachers with higher risk than in those with lower risk. In the working environment with many voice ergonomic risk factors, speakers increase voice loudness and use more strained voice quality (males). A practical implication of the results is that voice ergonomic assessments are needed in schools. Copyright © 2013 S. Karger AG, Basel.

  4. Teachers' Beliefs about the Possibilities and Limitations of Digital Games in Classrooms

    Science.gov (United States)

    Beavis, Catherine; Rowan, Leonie; Dezuanni, Michael; McGillivray, Christie; O'Mara, Joanne; Prestridge, Sarah; Stieler-Hunt, Colleen; Thompson, Roberta; Zagami, Jason

    2014-01-01

    Teachers' beliefs about what it is (or is not) possible to achieve with digital games in educational contexts will inevitably influence the decisions that they make about how, when, and for what specific purposes they will bring these games into their classrooms. They play a crucial role in both shaping and responding to the complex contextual…

  5. Student and Teacher Perceptions of First Language Use in Secondary French Immersion Mathematics Classrooms

    Science.gov (United States)

    Culligan, Karla

    2015-01-01

    This phenomenological study (Creswell, 2003, 2007; van Manen, 1997) explores student and teacher perceptions of first language use in French immersion mathematics classrooms at a large, urban high school in Canada. During individual interviews, participants discussed their perceptions and experiences of French immersion mathematics, language use,…

  6. Teacher Attitudes, Perceived Influences, and Self-Reported Classroom Behaviors Related to School Nutrition Environments

    Science.gov (United States)

    Girard, Beverly Lawler

    2010-01-01

    This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…

  7. Standing in the Schoolhouse Door: Teacher Perceptions of Mobile Phones in the Classroom

    Science.gov (United States)

    Thomas, Kevin M.; O'Bannon, Blanche W.; Britt, Virginia G.

    2014-01-01

    This study examines the perceptions of 1,121 teachers in Kentucky and Tennessee to determine their support for the use of mobile phones in the classroom, as well as their perceptions of the mobile phone features that are beneficial for school-related work and the instructional barriers to mobile phone use. The results indicated that slightly more…

  8. Undesired Behaviors Faced in Classroom by Physics Teachers in High Schools

    Science.gov (United States)

    Bayar, Adem; Kerns, James H.

    2015-01-01

    The aim of this study is to define undesired behaviors in the classroom, to better understand the reasons of these undesired behaviors, and to offer strategies to overcome these behaviors. The researchers have used a qualitative research approach in this study. For this aim, the researchers have purposefully selected 12 physics teachers who work…

  9. Identifying Teacher Belief Systems Regarding Classroom Technology Use--Planning for Perceptions

    Science.gov (United States)

    Petty, Michael F.

    2012-01-01

    Across the United States, millions of taxpayer dollars are spent on the integration of technology into America's classrooms to increase student achievement and preparation for a 21st century global workforce. The problem is teachers are not using available technology to its fullest capacity. While several studies outlined in the literature review…

  10. Beliefs of Teachers Who Teach Intensive One-to-One Intervention about Links to Classroom Teaching

    Science.gov (United States)

    Tran, Thi L.; Wright, Robert J.

    2014-01-01

    This paper reports teachers' beliefs about the extent to which expertise in one-to-one teaching can be transferred to classroom teaching. The study involved 21 mathematics intervention specialists. Data collection involved a structured questionnaire with six openended questions. Participants were found to be very positive towards transferring…

  11. The Co-Construction of Cooperative Learning in Physical Education with Elementary Classroom Teachers

    Science.gov (United States)

    Dyson, Ben P.; Colby, Rachel; Barratt, Mark

    2016-01-01

    The purpose of this study was to investigate generalist classroom elementary teachers' implementation of the Cooperative Learning (CL) pedagogical model into their physical education classes. The study used multiple sources of data drawing on qualitative data collection and data analysis research traditions (Miles, Huberman, & Saldana, 2014).…

  12. The Impact of Secondary History Teachers' Teaching Conceptions on the Classroom Use of Computers

    Science.gov (United States)

    Arancibia Herrera, Marcelo; Badia Garganté, Antoni; Soto Caro, Carmen Paz; Sigerson, Andrew Lee

    2018-01-01

    During the past 15 years, various studies have described factors affecting the use of computers in the classroom. In analysing factors of influence, many studies have focused on technology-related variables such as computer experience or attitudes toward computers, and others have considered teachers' beliefs as well; most of them have studied…

  13. Can You Skype Me Now? Developing Teachers' Classroom Management Practices through Virtual Coaching

    Science.gov (United States)

    Rock, Marcia L.; Schoenfeld, Naomi; Zigmond, Naomi; Gable, Robert A.; Gregg, Madeleine; Ploessl, Donna M.; Salter, Ashley

    2013-01-01

    In this article, situated within the context of a larger ongoing study on the efficacy of Web-based virtual coaching, these authors describe a virtual coaching model for maximizing pre- and in-service teachers' effective use of evidence-based classroom management practices. They also provide a brief summary of previous results obtained…

  14. Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches

    Science.gov (United States)

    Cevik, Yasemin Demiraslan; Andre, Thomas

    2013-01-01

    This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachers' decision making and reasoning skills related to realistic classroom management situations. Participants in this study received a short-term implementation of one of these three…

  15. The Importance of Free Play in the Early Childhood Classroom: Perspectives from a Teacher

    Science.gov (United States)

    Engel, Maria

    2015-01-01

    Teaching is hard. It's the most rewarding, fulfilling job in the world, but it's also frustrating, infuriating, and really, really hard. In this article, the author reflects on the importance of free play in early childhood classrooms. If teachers want to create happy children who love learning, forcing them to sit at desks or tables through early…

  16. Teachers and Students Poised to Use Mobile Phones in the Classroom

    Science.gov (United States)

    O'Bannon, B. W.; Waters, S.; Lubke, J.; Cady, J.; Rearden, K.

    2017-01-01

    This study examined the perceptions of 15 teachers and 103 middle school students at a progressive private school located in Mumbai, India to determine their support for the use of mobile phones in the classroom, their perceptions of the mobile phone features that are beneficial for school-related work, and the instructional benefits and barriers…

  17. Structuring Collaboration Scripts: Optimizing online group work on classroom dilemmas in teacher education

    NARCIS (Netherlands)

    Hummel, Hans; Geerts, Walter; Slootmaker, Aad; Kuipers, Derek; Westera, Wim

    2014-01-01

    The optimal structure in collaboration scripts for serious games has appeared to be a key success factor. In this study we compare a ‘high- structured’ and ‘low-structured’ version of a mastership game where teachers-in-training discuss solutions on classroom dilemmas. We collected data on the

  18. Does Classroom Management Coursework Influence Pre-service Teachers' Perceived Preparedness or Confidence?

    Science.gov (United States)

    O'Neill, Sue; Stephenson, Jennifer

    2012-01-01

    There has been conjecture that completing focused coursework units on classroom management during pre-service teacher preparation might lead to increased feelings of preparedness and confidence. This study reports the preparedness in managing specific problem behaviours, familiarity, and confidence in using management strategies and models of…

  19. Pupil-Teacher Adjustment and Mutual Adaptation in Creating Classroom Learning Environments. Final Report.

    Science.gov (United States)

    Fox, Robert S.; And Others

    This investigation is directed toward an analysis of the dynamics of the learning situations in a variety of public school elementary and secondary classrooms. The focus of the project is to make a comparative analysis of the patterns of cooperation or alienation among parents, teachers, peers and individual pupils which create learning cultures…

  20. The Classroom Chefs: A Children's Picture Cookbook for Nutrition Education. Teachers Manual.

    Science.gov (United States)

    Minter, Margaret; And Others

    This teacher's manual presents lesson plans and recipes designed for use with preschool children, discusses the need for early nutrition education, and offers suggestions for conducting cooking activities in the classroom. Specific ideas are provided to involve handicapped children in cooking experiences. Nutrition education in the preschool is…

  1. Recruitment and Retention of Effective Teachers in Multicultural Classrooms: A Qualitative Study

    Science.gov (United States)

    Phan, Michael N.

    2013-01-01

    The purpose of this qualitative exploratory case study was to explore how pre-service training and professional development affected recruitment and retention of effective teachers serving in multicultural classrooms. The research questions under investigation were: (1) what pre-service training did effective educators receive before entering…

  2. 100 Ways to Enhance Self-Concept in the Classroom: A Handbook for Teachers and Parents.

    Science.gov (United States)

    Canfield, Jack; Wells, Harold C.

    This handbook for teachers and parents presents 100 practical and easily applicable ways to enhance the self-concept of children in the classroom or at home. The techniques are drawn from many of the newer approaches to self-development such as gestalt therapy, psychosynthesis, guided fantasy, sensory awareness, transactional analysis, expressive…

  3. Comparative Study of Elementary and Secondary Teacher Perceptions of Mobile Technology in Classrooms

    Science.gov (United States)

    De Jong, David; Grundmeyer, Trent; Anderson, Chad

    2018-01-01

    More and more schools are implementing a 1:1 mobile device initiative for their students because the future of learning will have technology embedded within the curriculum. Teachers are often given the direction to utilize mobile devices in the classroom, but quite often educators do not understand the significance of this technology or agree with…

  4. From clinic to classroom: A model of teacher education for inclusion ...

    African Journals Online (AJOL)

    One of the challenges associated with the implementation of inclusive education in South Africa is the effective training of teachers to meet diverse learning needs in their classrooms. This article reflects on the pilot years of a postgraduate degree course in inclusive education developed at a South African university, using ...

  5. The Chinese Classroom Paradox: A Cross-Cultural Comparison of Teacher Controlling Behaviors

    Science.gov (United States)

    Zhou, Ning; Lam, Shui-Fong; Chan, Kam Chi

    2012-01-01

    Chinese classrooms present an intriguing paradox to the claim of self-determination theory that autonomy facilitates learning. Chinese teachers appear to be controlling, but Chinese students do not have poor academic performance in international comparisons. The present study addressed this paradox by examining the cultural differences in…

  6. Teacher Attitudes on Including Students with Behavior Intervention Plans in a High-School Inclusive Classroom

    Science.gov (United States)

    Tucker, Thurman D.

    2017-01-01

    This research examined attitudes to determine factors influencing teachers' attitudes toward including students with behavior intervention plans in inclusive high-school classrooms. For Research Question 1 one-way ANOVAs analyzed quantitative data with no significant differences found and qualitative data discovered common patterns that BIPs are…

  7. Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms

    Science.gov (United States)

    Sun, Jerry Chih-Yuan; Wu, Yu-Ting

    2016-01-01

    This study aimed to investigate the effectiveness of two different teaching methods on learning effectiveness. OpenCourseWare was integrated into the flipped classroom model (experimental group) and distance learning (control group). Learning effectiveness encompassed learning achievement, teacher-student interactions, and learning satisfaction.…

  8. Torey Hayden's Teacher Lore: Classroom Behavior Management of Children with Emotional and Behavioral Disorders

    Science.gov (United States)

    Marlowe, Mike; Disney, Gayle

    2006-01-01

    Torey Hayden's portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: "One child", "Somebody else's kids", "Just another kid", "Ghost girl" and "Beautiful child". Each of these books unfolds within the…

  9. Teacher Interviews, Student Interviews, and Classroom Observations in Combinatorics: Four Analyses

    Science.gov (United States)

    Caddle, Mary C.

    2012-01-01

    This research consists of teacher interviews, student interviews, and classroom observations, all based around the mathematical content area of combinatorics. Combinatorics is a part of discrete mathematics concerning the ordering and grouping of distinct elements. The data are used in four separate analyses. The first provides evidence that…

  10. Collaboration Scripts for Mastership Skills: Online Game about Classroom Dilemmas in Teacher Education

    Science.gov (United States)

    Hummel, Hans; Geerts, Walter; Slootmaker, Aad; Kuipers, Derek; Westera, Wim

    2015-01-01

    Serious games are seen to hold potential to facilitate workplace learning in a more dynamic and flexible way. This article describes an empirical study into the feasibility of an online collaboration game that facilitates teachers-in-training to deal with classroom management dilemmas. A script to support these students in carrying out such…

  11. Collaboration Scripts for Mastership Skills: Online game about classroom dilemmas in teacher education

    NARCIS (Netherlands)

    Hummel, Hans; Geerts, Walter; Slootmaker, Aad; Kuipers, Derek; Westera, Wim

    2017-01-01

    Serious games are seen to hold potential to facilitate workplace learning in a more dynamic and flexible way. This article describes an empirical study into the feasibility of an online collaboration game that facilitates teachers-in-training to deal with classroom management dilemmas. A script

  12. Pre-Service Teachers' Defensive Pessimism in Situ: Two Case Studies within a Mathematics Classroom

    Science.gov (United States)

    Merz, Alice H.; Swim, Terri Jo

    2008-01-01

    In this study, defensive pessimism is reviewed in relation to anxiety, self-esteem, expectations, self-regulation, and self-handicapping. Then, two case studies of American pre-service teachers in a mathematics classroom are provided that move the research beyond survey and correlational studies. In the case analyses, defensive pessimists'…

  13. Motivational Strategies in EFL Classrooms: How Do Teachers Impact Students' Motivation?

    Science.gov (United States)

    Sugita McEown, Maya; Takeuchi, Osamu

    2014-01-01

    The objective is to examine the changes in the effectiveness of motivational strategy use by teachers during one semester in the English as a foreign language (EFL) classrooms. More specifically, we investigate differences in effectiveness changes for each motivational strategy used according to students' English proficiency levels and their…

  14. Teachers, Classrooms, and the Effects of School Desegregation on Effort in School: A "Second Generation" Study.

    Science.gov (United States)

    Hawley, Willis D.

    The focus of this inquiry is on the commitment students have to academic achievement. The model on which this analysis is based assumes that student effort in school is the product of several factors relating to parental influences, classroom structure, teacher behavior and peer norms and characteristics. In assessing the possibility of a linkage…

  15. A Study on the Impact of Teacher Attitude/Efficacy on the Use of Classroom Technology

    Science.gov (United States)

    Ott, Jeran Louis

    2017-01-01

    Increased access to technology has changed the current educational landscape and, will dramatically affect the future of education. These shifts are redefining the roles of educators and require that teachers have the attributes necessary to legitimately incorporate technology into the classroom. The purpose of this study is to examine existing…

  16. The Evolution of Teachers' Instructional Beliefs and Practices in High-Access-to-Technology Classrooms.

    Science.gov (United States)

    Dwyer, David C.; And Others

    Beginning in 1985, Apple Computer, Inc., and several school districts began a collaboration to examine the impact of computer saturation on instruction and learning in K-12 classrooms. The initial guiding question was simply put: What happens when teachers and students have constant access to technology? To provide "constant access,"…

  17. Teaching within-Classroom Groups: Examining the Role of the Teacher.

    Science.gov (United States)

    Anderson, Lorin W.; Pigford, Aretha

    1988-01-01

    This article examines the teacher's contribution to the indirect effect that within-classroom grouping has on student achievement. Two distinct types of groups (ability groups and peer work-groups) are discussed and recommendations made for effective use of within-class grouping. (IAH)

  18. A Short Twenty Years: Meeting the Challenges Facing Teachers Who Bring Rwanda into the Classroom

    Science.gov (United States)

    Gudgel, Mark

    2013-01-01

    As the twentieth anniversary of the 1994 genocide in Rwanda approaches, Mark Gudgel argues that we should face the challenges posed by teaching about Rwanda. Drawing on his experience as a history teacher in the US, his experience researching and supporting others' classrooms in the US and UK, his training in Holocaust education and his knowledge…

  19. Teachers' Beliefs and Their Intention to Use Interactive Simulations in Their Classrooms

    Science.gov (United States)

    Kriek, Jeanne; Stols, Gerrit

    2010-01-01

    In this pilot study, we sought to examine the influence of the beliefs of Grade 10 to 12 physical science teachers on their intended and actual usage of interactive simulations (Physics Education Technology, or PhET) in their classrooms. A combination of the Theory of Planned Behaviour, the Technology Acceptance Model and the Innovation Diffusion…

  20. Interactions of Chemistry Teachers with Gifted Students in a Regular High-School Chemistry Classroom

    Science.gov (United States)

    Benny, Naama; Blonder, Ron

    2018-01-01

    Regular high-school chemistry teachers view gifted students as one of several types of students in a regular (mixed-ability) classroom. Gifted students have a range of unique abilities that characterize their learning process: mostly they differ in three key learning aspects: their faster learning pace, increased depth of understanding, and…

  1. Resistance to Classroom Observation in the Context of Teacher Evaluation: Teachers' and Department Heads' Experiences and Perspectives

    Science.gov (United States)

    de Lima, Jorge Ávila; Silva, Maria João Tavares

    2018-01-01

    This paper reports the main findings of a study that sought to understand how teachers and department heads perceived and experienced the implementation of a classroom observation system in a teacher evaluation context. The data was collected through a teacher and department head survey and interviews with department heads who were responsible for…

  2. Preparing Mainstream Classroom Teachers of English Learner Students: Grounding Practice-Based Designs for Teacher Learning in Theories of Adaptive Expertise Development

    Science.gov (United States)

    Von Esch, Kerry Soo; Kavanagh, Sarah Schneider

    2018-01-01

    Preparing classroom teachers to teach English Learner (EL) students continues to challenge teacher educators. This article argues for EL teaching work to be situated within theories of professional learning that focus on developing teachers who can flexibly and innovatively integrate EL instructional practice into content area teaching. We propose…

  3. Foreign-language teaching and studying in Chilean and Finnish classrooms as seen by teachers

    Directory of Open Access Journals (Sweden)

    Harjanne Pirjo

    2017-09-01

    Full Text Available This article reports Chilean and Finnish foreign-language (FL teachers’ perceptions of teaching and study realities in their own FL classrooms. Communicative language teaching (CLT is used as the teaching–studying–learning methodological framework of an international KIELO project (= the acronym for Finnish “kieltenopetus” meaning “language teaching”, whose online survey was used to collect data for this article. We aim at answering the following research question: What are the FL teachers’ main approaches to teaching and studying in Chilean and Finnish FL classrooms and what is the FL classroom teaching and study reality like in these two countries? The data were collected from 83 Chilean and 147 Finnish FL teachers through an online survey covering 15 key themes of CLT and including 115 Likert-scale statements and 8 open-ended questions. In the descriptive data analysis, both Chilean and Finnish FL teachers claim that they encourage their students to use the target language considerably and that they use communicative oral tasks. For both groups of participants, however, teacher-centeredness and use of textbook score relatively high. The two-cluster analysis revealed a context-dependent cluster and a context-independent cluster. Context-dependent teachers tended to favor communicative oral tasks, real-life tasks and their own language tasks, whereas context-independent teachers favored more non-communicative tasks. Context-dependent teachers proved more student-centered than context-independent teachers. For Chilean and Finnish research participants, the use of mother tongue in foreign language classrooms appears to be an issue despite the growing need of foreign language communication.

  4. STATED VS. ENACTED BELIEFS: LOOKING AT PRE-SERVICE TEACHERS' PEDAGOGICAL BELIEFS THROUGH CLASSROOM INTERACTION

    Directory of Open Access Journals (Sweden)

    Alberto Fajardo

    2013-08-01

    Full Text Available This article explores the relationship between pedagogical beliefs and classroom practice. Two Colombian pre-service primary school language teachers in the final stage of their five-year training programme were the research participants. Interview and classroom observation were the methods used, and content analysis was the analytical approach. It is argued in this study that by comparing the stated beliefs (as articulated in interviews and enacted beliefs (as manifested in classroom interaction, it is possible to gain a fine-grained understanding of the relationship between beliefs and teaching practice. The findings suggested that while there were significant cases of coherence between beliefs and classroom action, there was also evidence of some incongruent relationships.

  5. Target language use in Modern Language classrooms: perception and change among newly qualified teachers in Scotland

    OpenAIRE

    Lynch, Michael Patrick

    2015-01-01

    In this thesis I investigate the practices and perceptions of some Newly Qualified Teachers (NQTs) of modern foreign languages (MFL) in Scotland in relation to how they use the target language (L2). I seek to answer the questions “In what different ways do student teachers of modern languages use the target language in Scottish secondary school classrooms?’, ‘What reasons do they give for how they use it?” and “In what way(s), if any, do newly qualified teachers of modern language...

  6. What works for you? Using teacher feedback to inform adaptations of pivotal response training for classroom use.

    Science.gov (United States)

    Stahmer, Aubyn C; Suhrheinrich, Jessica; Reed, Sarah; Schreibman, Laura

    2012-01-01

    Several evidence-based practices (EBPs) have been identified as efficacious for the education of students with autism spectrum disorders (ASD). However, effectiveness research has rarely been conducted in schools and teachers express skepticism about the clinical utility of EBPs for the classroom. Innovative methods are needed to optimally adapt EBPs for community use. This study utilizes qualitative methods to identify perceived benefits and barriers of classroom implementation of a specific EBP for ASD, Pivotal Response Training (PRT). Teachers' perspectives on the components of PRT, use of PRT as a classroom intervention strategy, and barriers to the use of PRT were identified through guided discussion. Teachers found PRT valuable; however, they also found some components challenging. Specific teacher recommendations for adaptation and resource development are discussed. This process of obtaining qualitative feedback from frontline practitioners provides a generalizable model for researchers to collaborate with teachers to optimally promote EBPs for classroom use.

  7. Impact of Structured Group Activities on Pre-Service Teachers' Beliefs about Classroom Motivation: An Exploratory Study

    Science.gov (United States)

    Mansfield, Caroline F.; Volet, Simone E.

    2014-01-01

    Pre-service teachers' beliefs about classroom motivation, and how these beliefs may be developed during initial teacher preparation, is a relatively new aspect of enquiry in the fields of motivation and teacher education. An empirical study, grounded in a social constructivist perspective, was designed to examine the impact of providing…

  8. Associations of Newly Qualified Teachers' Beliefs with Classroom Management Practices and Approaches to Instruction over One School Year

    Science.gov (United States)

    Aus, Kati; Jõgi, Anna-Liisa; Poom-Valickis, Katrin; Eisenschmidt, Eve; Kikas, Eve

    2017-01-01

    We focus on assessing whether newly qualified teachers' professional outcome expectations and their beliefs about students' intellectual potential are associated with teachers' self-reported classroom management and instructional practices. One hundred and eighteen novice teachers participating in the induction year programme were studied during…

  9. Impact of a Checklist on Principal-Teacher Feedback Conferences Following Classroom Observations. REL 2018-285

    Science.gov (United States)

    Mihaly, Kata; Schwartz, Heather L.; Opper, Isaac M.; Grimm, Geoffrey; Rodriguez, Luis; Mariano, Louis T.

    2018-01-01

    Most states' teacher evaluation systems have changed substantially in the past decade. New evaluation systems typically require school leaders to observe teachers' classrooms two to three times a school year instead of once (Doherty & Jacobs, 2015). The feedback that school leaders provide to teachers after these observations is a key but…

  10. Teaching beyond the Intervention: The Contribution of Teacher Language Extensions to Vocabulary Learning in Urban Kindergarten Classrooms

    Science.gov (United States)

    Neugebauer, Sabina; Coyne, Michael; McCoach, Betsy; Ware, Sharon

    2017-01-01

    Research to increase the early vocabulary development of urban students has emphasized the central role of teachers and the ways in which teachers use intervention curricula and strategies in their classroom contexts. This study explores teachers' fidelity to different components of a vocabulary intervention, specifically their use of prescribed…

  11. Teacher Progress Monitoring of Instructional and Behavioral Management Practices: An Evidence-Based Approach to Improving Classroom Practices

    Science.gov (United States)

    Reddy, Linda A.; Dudek, Christopher M.

    2014-01-01

    In the era of teacher evaluation and effectiveness, assessment tools that identify and monitor educators' instruction and behavioral management practices are in high demand. The Classroom Strategies Scale (CSS) Observer Form is a multidimensional teacher progress monitoring tool designed to assess teachers' usage of instructional and behavioral…

  12. Teachers' Experience and Reflections on Game-Based Learning in the Primary Classroom: Views from England and Italy

    Science.gov (United States)

    Allsop, Yasemin; Jessel, John

    2015-01-01

    This study aims to provide a comparative account of teachers' experience and views of their role when using digital games in primary classrooms in England and Italy. Interviews and a survey administered online and in hardcopy were used to find out teachers' perceptions of game-based learning and how these impact upon their role as a teacher. This…

  13. Teachers' Attitudes toward the Inclusion of Deaf and Hard of Hearing Students in Regular Education Classrooms in Saudi Arabia

    Science.gov (United States)

    Aseery, Fahad. A.

    2016-01-01

    This study investigated teachers attitudes toward including Deaf and hard of hearing (D/hh) students in regular education classrooms in Saudi Arabia. In addition, the study analyzed how the teachers' attitudes toward inclusion were influenced by the following variables: teaching position, training on inclusion the teachers had received, years of…

  14. Preschool Teachers' Use of Music in the Classroom: A Survey of Park District Preschool Programs

    Science.gov (United States)

    Rajan, Rekha S.

    2017-01-01

    The purpose of this study was to explore how preschool teachers use music and identify the types of music activities available to children in their classrooms. Preschool teachers (N = 178) at park district programs throughout a large state in the American Midwest responded to an online questionnaire. Although teachers acknowledged using music…

  15. The Adoption and Integration of Technology Within the Classroom: Teacher Self-Efficacy Beliefs

    Science.gov (United States)

    Haight, Kevin W.

    Many teachers are failing to incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of teacher self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant correlation exists between teacher self-efficacy and technology adoption within an urban K--12 school district. The conceptual framework for the research is grounded in Bandura's theory of self-efficacy. A sample of K--12 faculty members completed a 38-item Likert-type survey designed to measure self-efficacy as it relates to the integration of technology within the classroom. Quantitative data were analyzed using a Pearson product-moment correlation to identify relationships between self-efficacy and technology adoption. In the qualitative phase of the study, 6 participants were interviewed. Constant comparison was performed to analyze the transcribed interview data. The findings indicated a positive correlation between teacher self-efficacy and the integration of technology. The results provide valuable information needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction. Implications for social change include providing educators and administrators with the needed data to develop the skills required to teach technology to their students. Acquiring technical skills will prepare students to become more competitive in a technology based society and for further educational endeavors.

  16. Reaching the Future Teachers in Your Classroom: New Directions in Pre-Service Education

    Science.gov (United States)

    Grier, Jennifer A.; Ruberg, L.

    2006-09-01

    We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre

  17. Digital Libraries in the Classroom: Secondary School Teachers' Conception

    Science.gov (United States)

    Abrizah, A.; Zainab, A. N.

    2011-01-01

    This paper presents findings from a case study investigating secondary school teachers' understanding of the term digital libraries and their relationship with learning. The study addresses two research questions: (1) How do teachers conceptualize digital libraries, their relevance and issues relating to their integration into the curriculum? and…

  18. Formative Assessment and the Classroom Teacher: Recommendations for School Psychologists

    Science.gov (United States)

    Williams, Stacy A. S.; Stenglein, Katherine

    2016-01-01

    In order for school psychologists to effectively work with teachers, it is important to understand not only the context in which they work, but to understand how educators consider and subsequently use data. Therefore, the purpose of this article is to examine how formative assessments are conceptualized in teacher training and pedagogical…

  19. Children's Talking and Listening within the Classroom: Teachers' Insights

    Science.gov (United States)

    Bosacki, Sandra; Rose-Krasnor, Linda; Coplan, Robert J.

    2014-01-01

    Research suggests that social communication (verbal and non-verbal) plays a key role in students' and teachers' elementary-school experiences. Within the framework of sociocognitive developmental theory, this qualitative study investigates teachers' experiences and perceptions of children's talking and listening habits within the elementary-grade…

  20. Nova Scotia Teachers' ADHD Knowledge, Beliefs, and Classroom Management Practices

    Science.gov (United States)

    Blotnicky-Gallant, Pamela; Martin, Cheron; McGonnell, Melissa; Corkum, Penny

    2015-01-01

    Attention-deficit/hyperactivity disorder (ADHD) has a significant impact on children's social, emotional, and academic performance in school, and as such, teachers are in a good position to provide evidence-based interventions to help ensure optimal adjustment of their students. The current study examined teachers' knowledge and beliefs about…

  1. Teacher Knowledge and Classroom Practice: Examining the Connection

    Science.gov (United States)

    Gilbert, Michael; Gilbert, Barbara

    2013-01-01

    This paper extends existing research regarding content knowledge for teaching (CKT) and the role it plays in advancing student learning. Two teachers, with high and low measured CKT respectively, are observed on the same day teaching similar content. Many studies have recently been published linking student achievement to teacher's CKT and many US…

  2. Socioscience and Ethics in Science Classrooms: Teacher Perspectives and Strategies

    Science.gov (United States)

    Sadler, Troy D.; Amirshokoohi, Aidin; Kazempour, Mahsa; Allspaw, Kathleen M.

    2006-01-01

    This study explored teacher perspectives on the use of socioscientific issues (SSI) and on dealing with ethics in the context of science instruction. Twenty-two middle and high school science teachers from three US states participated in semi-structured interviews, and researchers employed inductive analyses to explore emergent patterns relative…

  3. Teachers' Perception of their Role in the Classroom, School and ...

    African Journals Online (AJOL)

    The study sought to investigate and analyse teachers' perception of their role in the school and society in Harare Metropolitan Province and measure the extent to which teachers perceive their role as “diffuse” or just “restricted” to the traditional role of instruction. The investigation employed the survey research design, ...

  4. A Source of Distractions in the Classroom: The Teacher.

    Science.gov (United States)

    Wong, Lily Y. S.

    This paper identifies distracting factors which take away pupils' attention from the lesson and focus it on the teacher. Distracting factors include teachers' irritating habits, improper attire, and mannerisms. Examples of distracting features of both males and females are listed in eight categories: (1) attire; (2) hair; (3) make-up; (4) personal…

  5. Diagnostic Competence of Primary School Mathematics Teachers during Classroom Situations

    Science.gov (United States)

    Hoth, Jessica; Döhrmann, Martina; Kaiser, Gabriele; Busse, Andreas; König, Johannes; Blömeke, Sigrid

    2016-01-01

    One of the main challenges for teachers during teaching in class is the diagnosis of students' learning and thinking processes. For this purpose, teachers must perceive relevant information, they need to interpret this information and finally, they need to respond and select suitable opportunities to learn. In this paper, diagnostic processes in…

  6. Legitimating Multilingual Teacher Identities in the Mainstream Classroom

    Science.gov (United States)

    Higgins, Christina; Ponte, Eva

    2017-01-01

    This article explores the identities of a group of elementary teachers who participated in a professional development (PD) project on multilingual language learners. We study how the participating teachers drew on different aspects of their identities to respond to encouragement to increase their attention to students' diverse multilingual…

  7. Primary Connections: Simulating the Classroom in Initial Teacher Education

    Science.gov (United States)

    Hume, Anne Christine

    2012-01-01

    The challenge of preparing novice primary teachers for teaching in an educational environment, where science education has low status and many teachers have limited science content knowledge and lack the confidence to teach science, is great. This paper reports on an innovation involving a sustained simulation in an undergraduate science education…

  8. Where Cultural Games Count: The Voices of Primary Classroom Teachers

    Science.gov (United States)

    Nabie, Michael Johnson

    2015-01-01

    This study explored Ghanaian primary school teachers' values and challenges of integrating cultural games in teaching mathematics. Using an In-depth conversational interview, ten (10) certificated teachers' voices on the values and challenges of integrating games were examined. Thematic data analysis was applied to the qualitative data from the…

  9. Vulnerability and belonging in the history classroom: A teacher's ...

    African Journals Online (AJOL)

    This article is explorative in its attempt to define vulnerability within transformative pedagogy by analysing excerpts from two “volatile conversations” on racism and xenophobia between a teacher and her grade nine class in a well-resourced Jewish school. The two conversations differed in regard to the teacher's use of ...

  10. Digital Science Notebooks: Perspectives from an Elementary Classroom Teacher

    Science.gov (United States)

    Paek, Seungoh; Fulton, Lori A.

    2017-01-01

    This study investigates how tablet-based note-taking applications can be integrated into elementary science classes as digital science notebooks. A teacher with 20 students in Grades 4-5 from a public charter school in Hawaii participated in the study. The participating science teacher introduced a tablet-based note taking application (TNA) to her…

  11. Preparing Pre-Service Teachers for Multicultural Classrooms

    Science.gov (United States)

    Premier, Jessica Aimee; Miller, Jenny

    2010-01-01

    Cultural diversity is evident throughout schools in Victoria, Australia. Many students are new arrivals from war-torn countries including Sudan, Afghanistan and Iraq. To what extent do teacher training courses in Victoria prepare pre-service teachers to cater for the needs of culturally and linguistically diverse (CALD) students? This paper…

  12. Teacher Perceptions of Project Based Learning in the Secondary Classroom

    Science.gov (United States)

    MacMath, Sheryl; Sivia, Awneet; Britton, Vandy

    2017-01-01

    This study examines teacher perceptions of their experiences with Project Based Learning (PBL) at a secondary school in Western Canada. This PBL initiative included English language arts, mathematics, science, and digital literacy courses and all the grade nines at this large secondary school. This article reports on two teacher focus group…

  13. From Classroom to Coach: One Teacher's Journey

    Science.gov (United States)

    Cataldo, Penny

    2013-01-01

    In this article Penny Cataldo, a veteran early childhood mathematics teacher, describes her experience as a first time early childhood math coach. In contrast to her role as a teacher, as a math coach she was expected to lend her "expertise" to her fellow early childhood colleagues and help them develop their math practice. After…

  14. Teachers' Perceptions of Youth with Obesity in the Classroom

    Science.gov (United States)

    Wilson, Shana M.; Smith, Aimee W.; Wildman, Beth G.

    2015-01-01

    Pediatric obesity is a widespread health concern and youth with obesity face teasing and ridicule, which can lead to academic difficulties (e.g., falling behind from missed class time). Teachers have a direct role in how children are treated by peers. We examined how teachers' views of children with obesity differ from their views of children with…

  15. Attention Deficit Disorder (ADHD: Primary school teachers' knowledge of symptoms, treatment and managing classroom behaviour

    Directory of Open Access Journals (Sweden)

    Beryl Topkin

    2015-05-01

    Full Text Available ADHD is one of the most common chronic conditions of childhood. Teachers are a valuable source of information with regard to referral and diagnosis of the disorder. They also play a major role in creating an environment that is conducive to academic, social and emotional success for children with ADHD. The aim of this study was to examine primary school teachers' knowledge of the symptoms and management of children in their classrooms who were diagnosed with ADHD. The participants were 200 South African primary school teachers (178 female, 22 male; mean age = 43 years of children enrolled in Grades One to Four. A self-administered questionnaire, the Knowledge of Attention-Deficit Disorder Scale (KADDS, which measures the misperceptions and understanding of the disorder, was used to collect the data. The results indicated that overall, 45% of the teachers correctly identified the responses to the items asked in the questionnaire. The "don't know responses" accounted for 31% of responses, while 22% of the responses were incorrectly identified. Furthermore, teachers were more knowledgeable of the general associated features of ADHD than of symptoms, diagnosis and treatment. A majority of teachers indicated that they had received training. These findings suggest a need to consider improving evidenced-based classroom interventions for ADHD among South African teachers.

  16. From Strategic Perspective: Investigating Teacher-Employed Communication Strategies in EFL Classroom Context

    Directory of Open Access Journals (Sweden)

    Massoud Yaghoubi-Notash

    2012-11-01

    Full Text Available Various studies have laid emphasis on the nature and patterns of strategy employment in EFL context. Most studies, however, tend to examine those strategies in learner performance. In this study, the researchers investigated the types of communication strategies used by teachers teaching elementary level learners compared to those who are teaching at advanced levels. To this end, 16 (8 elementary and 8 advanced teachers’ verbal classroom performance were recorded and analyzed for characterizing the strategy types. Four full classroom sessions were recorded and transcribed of each teacher’s teaching. T-test results indicated that propositional reduction strategies were employed more significantly on the part of teachers teaching advanced-levels. There are a number of important pedagogical implications for teachers and learners regarding teaching experience, syllabus design, and curriculum development which are discussed.

  17. Music Teachers' Personal Concepts: Qualitative Classroom Research in Music Education

    Directory of Open Access Journals (Sweden)

    Anne Niessen

    2008-01-01

    Full Text Available How do music teachers reflect on planning and performing school lessons? How do their experiences influence their teaching arrangements? In a qualitative research project the author uses the "Individualkonzept" (personal concept to explore what music teachers think while planning music lessons. In addition, the relationship between personal concepts and biographical experiences is investigated. In accordance with grounded theory methodology, interviews with teachers were analyzed first at the level of the single interviews; followed by developing a grounded theory about the music teachers' personal concepts and their embedding in biography. In doing so an integrative pattern emerged unfolding in time as a learning process. Results of the research suggest finding forms of in-service-training for teachers that will allow them to foster a self-conscious acquaintance with their own biographical background. URN: urn:nbn:de:0114-fqs080178

  18. Classroom management at the university level: lessons from a former high school earth science teacher

    Science.gov (United States)

    Lazar, C.

    2009-12-01

    Just a few days before my career as a fledgling science teacher began in a large public high school in New York City, a mentor suggested I might get some ideas about how to run a classroom from a book called The First Days Of School by Harry Wong. Although the book seemed to concentrate more on elementary students, I found that many of the principles in the book worked well for high school students. Even as I have begun to teach at the university level, many of Wong’s themes have persisted in my teaching style. Wong’s central thesis is that for learning to occur, a teacher must create the proper environment. In education jargon, a good climate for learning is generated via classroom management, an array of methods used by elementary and secondary school teachers to provide structure and routine to a class period via a seamless flow of complementary activities. Many college professors would likely consider classroom management to be chiefly a set of rules to maintain discipline and order among an otherwise unruly herd of schoolchildren, and therefore not a useful concept for mature university students. However, classroom management is much deeper than mere rules for behavior; it is an approach to instructional design that considers the classroom experience holistically. A typical professorial management style is to lecture for an hour or so and ask students to demonstrate learning via examinations several times in a semester. In contrast, a good high school teacher will manage a class from bell-to-bell to create a natural order and flow to a given lesson. In this presentation, I will argue for an approach to college lesson design similar to the classroom management style commonly employed by high school and elementary school teachers. I will suggest some simple, practical techniques learned during my high school experience that work just as well in college: warm-up and practice problems, time management, group activities, bulletin boards, learning environment

  19. Enhancing Teacher and Student Engagement and Understanding of Marine Science Through Classroom Citizen Science Projects

    Science.gov (United States)

    Goodale, T. A.

    2016-02-01

    Overview This paper presentation shares findings from a granted funded project that sought to expand teacher content knowledge and pedagogy within the fields of marine science and coastal resource management through the implementation of classroom citizen science projects. A secondary goal was to increase middle and high school student interest and participation in marine science and natural resources research. Background A local science & engineering fair has seen a rapid decline in secondary student participants in the past four years. Research has demonstrated that when students are a part of a system of knowledge production (citizen science) they become much more aware, involved and conscious of scientific concepts compared to traditional school laboratory and nature of science activities. This project's primary objectives were to: (a) enhance teacher content expertise in marine science, (b) enrich teacher professional learning, (c) support citizen science classroom projects and inspire student activism and marine science engagement. Methods Project goals were addressed through classroom and meaningful outdoor educational experiences that put content knowledge into field based practices. Teachers learned to apply thier expanded content knowlege through classroom citizen science projects that focus on marine resource conservation issues such as fisheries management, water quality, turtle nesting and biodiversity of coastal ecosystems. These projects would eventually become potential topics of citizen science research topics for their students to pursue. Upon completion of their professional development, participants were urged to establish student Marine Science clubs with the goal of mentoring student submissions into the local science fair. Supplemental awards were possible for the students of project participants. Findings Based on project measures participants significantly increased their knowledge and awareness of presented material marine science and

  20. LGBTQ+ Voices from the Classroom: Insights for ESOL Teachers

    Science.gov (United States)

    Kaiser, Evan

    2017-01-01

    Research has indicated that heteronormativity in ESOL classrooms may prevent lesbian, gay, bisexual, transgender, or queer (LGBTQ+) students from producing meaningful language output and negotiating their identities in new social contexts (e.g., Liddicoat, 2009). This study aimed to understand (a) how LGBTQ+ students perceive the framing of sexual…