WorldWideScience

Sample records for program geography teacher

  1. "Doing Geography": Evaluating an Independent Geographic Inquiry Assessment Task in an Initial Teacher Education Program

    Science.gov (United States)

    Harte, Wendy; Reitano, Paul

    2016-01-01

    The assessment task of the final course in a bachelor of secondary education program is examined for opportunities for preservice geography teachers to achieve the course aims of integrating, consolidating, applying, and reflecting on the knowledge and skills they have learned during their initial teacher education program. The results show that…

  2. An Investigation of Non-Thesis Master's Program Geography Teacher Candidates' Attitudes towards Teaching Profession regarding Several Socio-Cultural Features

    Science.gov (United States)

    Sezer, Adem; Kara, Hasan; Pinar, Adnan

    2011-01-01

    The purpose of this study is to examine the attitudes of non-thesis master's degree program: geography teacher candidates towards teaching profession regarding several socio-cultural features. The study was conducted in different universities with 218 geography teacher candidates enrolled in the geography education non-thesis master's degree…

  3. Teachers Envisioning Future Geography Education at Their Schools

    Science.gov (United States)

    Béneker, Tine; Palings, Hans; Krause, Uwe

    2015-01-01

    One of the challenges of a geography teacher education program is preparing teachers for their leading roles in keeping geography education relevant for the young people of today. It is important to allow teachers to think about geography education and the future and to foster their curriculum-making competences. In a master course at Fontys…

  4. Teachers envisioning future geography education at their schools

    NARCIS (Netherlands)

    Beneker, Tine; Palings, Hans; Krause, Uwe

    2015-01-01

    One of the challenges of a geography teacher education program is preparing teachers for their leading roles in keeping geography education relevant for the young people of today. It is important to allow teachers to think about geography education and the future and to foster their

  5. What Is Innovative Geography Teaching? A Perspective from Geography Teachers

    Science.gov (United States)

    Artvinli, Eyüp

    2017-01-01

    The purpose of the study is to examine views of geography teachers on innovative geography teaching. The study group consists of 15 geography teachers (8 Females, 7 Males). The study is designed in keeping with phenomenological research. Semi-structured interview form is used as a data collection tool in the study. The collected data are analyzed…

  6. Geography Teachers' Metaphors Concerning the Concept of "Geography"

    Science.gov (United States)

    Sagdic, Mustafa

    2013-01-01

    The purpose of the present study is to reveal geography teachers' perception on the concept of "Geography", by means of the metaphors they use. The study was participated by 116 geography teachers working in several high-schools in Istanbul City center within the 2012-2013 academic year. Answers to the following questions were sought in…

  7. Geography Teachers' Views on Effective Geography Teaching

    Science.gov (United States)

    Kocalar, Ali Osman; Demirkaya, Hilmi

    2017-01-01

    Geography teaching is fulfilled within the frame of a specific curriculum and in order to achieve some acquirements in Turkey. Though there are course books prepared in accordance with the curriculum and activities in order to achieve the acquirements in geography teaching, they are geography teachers who will coordinate and fulfill the curriculum…

  8. Investigating the Activity Design and Development Skills of Geography Teachers

    Science.gov (United States)

    Meydan, Ali

    2017-01-01

    As geography program has been discussed with the constructivist approach, it has become necessary to enhance the lessons with activities. Geography teachers implement the activities in course books, on the one hand, and also use the activities other teachers prepared or the activities in social network websites, on the other. However, what is more…

  9. THEORETICAL CONCEPTIONS OF GEOGRAPHY TEACHERS

    Directory of Open Access Journals (Sweden)

    Eloy Montes Galbán

    2007-11-01

    Full Text Available The main goal of this research was to determine the current theoretical concepts handled by third stage basic education geography teachers. A non experimental descriptive study was made. Data was collected through a semi structured questionnaire. The population was conformed by the teachers who work at the National schools placed in the parishes Raul Leoni and Cacique Mara of Maracaibo city, Zulia State. There is not clarity in regard to the correct handling of the different geographic currents, and the slight notion teachers have leans towards a traditional, descriptive, retrospective memory based conception.

  10. Opinions of the Geography Teacher Candidates toward Mind Maps

    Science.gov (United States)

    Seyihoglu, Aysegul

    2013-01-01

    The purpose of this study is to reveal the opinions of the teacher candidates about mind mapping technique used in Geography education of undergraduate program. In this study, the qualitative research techniques were used. The study group consists of 55 teacher candidates. The teacher candidates have been asked for their opinions about the process…

  11. Defining Primary Geography from Teachers' Expertise: What Chilean Teachers Mean by Geography

    Science.gov (United States)

    Salinas-Silva, Victor; Perez-Gallardo, Patricio; Arenas-Martija, Andoni

    2015-01-01

    This article examines teachers' subject expertise in a context where geography could be considered a neglected school subject. Using an empirical approach to the problem, the article aims to provide a view on the dynamics of teaching primary geography in Chile, through considering teachers' narratives on curriculum making and their associated…

  12. Geography Teachers' Stories of Sustainability: An Introduction to Narrative Research

    Science.gov (United States)

    Brooks, Clare

    2016-01-01

    Geography teacher recruitment and retention is an important issue for the future of geography education. This Special Issue of "International Research in Geographical and Environmental Education" ("IRGEE") tackles this issue head on by focusing on geography teachers' narratives about their experiences of teaching geography, and…

  13. The geography teacher's set of appliances - `GEOGRAPHY nEtQUIPMENT' - Self improved school equipment used in teaching geography

    Science.gov (United States)

    Pajtok-Tari, I.

    2009-04-01

    The multimedia application and the use of Internet are becoming more and more common at schools and at homes due to the widespread of computers. The multimedia programs offer a great help for geography teachers because with their use all the visual aids are not needed in the classroom. They mix the advantages of blacboards, slides, displays, overhead projectors and VCR-s. At the same time offering other opportunities which could not be provided by the aids mentioned above because of their limits. Using a projector connected to a computer students can see the visual aids prepared by the teacher projected. Their use is justified because student's books cannot contain all the increasing amount of knowledge. Success is guaranteed because students are sensitive to new approaches. Digitalizing the material and finding it on the internet that way preparing a colourful, varied geography lesson is a time-consuming process. Being the methodologist and didactic information technologist at the Geography Department of Eszterházy Károly College I have been working for years on facilitating the work of my students, colleagues and my own activity using varied visual aids and types of equipment as preparation for the geography lesson. I have created an electronic set of appliances using the Dreamweaver MX program (‘GEOGRAPHY nEtQUIPMENT', from the 1st September 2006 on the Internet), it can be a real help for the teacher in each teaching situation. The ‘GEOGRAPHY nEtQUIPMENT' is a multimedia, Internet service which can be loaded free, the teacher gets into a virtual office clicking to the different pieces (drawer, shelf, wall map, globe, laptop, Tv set etc.) the teacher can continue with the necessary school equipment. Such equipment like: lesson plans for the lessons using digital technology, photos, video clips, animation, illustrations, pieces of music, maps, collection of minerals, database, diagrams, charts, bibliography, student's books, geography lexicons, magazines

  14. Perceptions and attitudes of geography teachers to biotechnology: A ...

    African Journals Online (AJOL)

    This study reports the perceptions and attitudes of geography teachers towards biotechnology and genetically-modified (GM) foods in Turkey. A survey was conducted with secondary school geography teachers attending teacher workshops in various parts of the country in 2008 and was responded to by 78 teachers from ...

  15. Reconciling Discourse about Geography and Teaching Geography: The Case of Singapore Pre-Service Teachers

    Science.gov (United States)

    Seow, Tricia

    2016-01-01

    This study draws upon a Foucauldian notion of discourse to explore how four pre-service geography teachers in Singapore made decisions about what geography is and how to enact their understandings of geography in their classrooms. This analysis of discursive power is particularly relevant to Singapore because of the high level of state control…

  16. GIS Adoption among Senior High School Geography Teachers in Taiwan

    Science.gov (United States)

    Lay, Jinn-Guey; Chen, Yu-Wen; Chi, Yu-Lin

    2013-01-01

    This article explores the adoption of geographic information system (GIS) knowledge and skills through in-service training for high school geography teachers in Taiwan. Through statistical analysis of primary data collected from a census of Taiwan's high school geography teachers, it explores what motivates these teachers to undertake GIS…

  17. Australian Primary In-Service Teachers' Conceptions of Geography

    Science.gov (United States)

    Preston, Lou

    2015-01-01

    This paper reports on the second part of a two pronged qualitative investigation that examines the ways in which Australian primary teachers conceptualise geography and geography teaching. In the first part of the project, 47 pre-service primary teachers were surveyed. In this paper, I draw on interviews with six in-service primary teachers to…

  18. Geography Teachers and Curriculum Making in "Changing Times"

    Science.gov (United States)

    Mitchell, David

    2016-01-01

    This paper explores the controls and influences over geography teachers' curriculum making. A tension is identified between the teacher's agency to "make" a geography curriculum and a controlling social-economic climate of accountability, performance pressure and technological change which limits the teacher's agency. The paper argues…

  19. The Geography Teacher. Volume 6, Number 1, 2009

    Science.gov (United States)

    Geography Teacher, 2009

    2009-01-01

    "The Geography Teacher" provides hands-on reference and educative material for K-12 Geography teachers. The journal also pioneers innovative ideas for contemporary teaching methods, including lesson plans. This issue contains the following: (1) Ask Dr. de Blij (Dr. Harm de Blij); (2) Meet GADO (TGT); (3) Why French? (David Bulambo Bitingingwa);…

  20. Geography Teachers' Usage of the Internet for Education Purposes

    Science.gov (United States)

    Sezer, Adem

    2010-01-01

    The purpose of this study is to determine geography teachers' use of the Internet for education purposes and the extent to which Turkish Internet sites can fulfill the needs and requirements of geography teachers' Internet usage. Research is carried out using the screening method. Data were collected by means of a measurement tool that was…

  1. Student Teachers' Reflections on Prior Experiences of Learning Geography

    Science.gov (United States)

    Dolan, Anne M.; Waldron, Fionnuala; Pike, Susan; Greenwood, Richard

    2014-01-01

    Primary geography education is an important part of initial teacher education. The importance of prior experiences in the development of student teachers has long been recognised and there is growing evidence of the nature of those experiences in areas such as geography. This paper reports the findings of research conducted with one cohort of…

  2. 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…

  3. An Investigation into Geography Teachers' Use of Current Events in Geography Classes

    Science.gov (United States)

    Degirmenci, Yavuz; Ilter, Ilhan

    2017-01-01

    This study aimed to investigate the extent to which geography teachers use current events within the context of their geography instruction, their sources of information about current events, the methods and techniques they adopt while using current events in their teaching and the skills and values they expect their students to develop. The…

  4. Australian Primary Pre-Service Teachers' Conceptions of Geography

    Science.gov (United States)

    Preston, Lou

    2014-01-01

    This article reports on the results of a survey of Australian primary pre-service teachers' experiences, conceptions and perceptions of geography. Research was conducted with two cohorts of undergraduate primary pre-service teachers; one group in second year and another in the final year of a four-year teacher education course. The findings show…

  5. Danish geography teachers' perceptions of their own teaching professionalism according to climate change

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel

    2015-01-01

    This paper reports from research examining eight Geography teachers’ own perceptions of their teaching professionalism, understood as Pedagogical Content Knowledge (PCK), in relation to the topic of climate change. Apparently, Geography teachers with a strong academic profile in Physical Geography...

  6. A Model Pre-Service Teacher Conference: Getting New Teachers "Hooked on Geography"

    Science.gov (United States)

    Hutson, Martha; Rutherford, David J.; Foster, Ellen J.; Richardson, Bobbie

    2014-01-01

    This article presents one approach to providing geography education training to pre-service teachers--a two-day, professional development conference dedicated to preservice teachers and provided to them at no cost. The authors begin by explaining more fully the need for reaching pre-service teachers with good training in geography education. A…

  7. Geography Teachers' Concepts of Working with Thinking through Geography Strategies--Results of an Empirical Reconstructive Study

    Science.gov (United States)

    Applis, Stefan

    2016-01-01

    The educational standards in geography in the German-speaking world separately refer to the areas of competence of judgment and evaluation and thus attach outstanding importance to reflective value orientation in geography classes. The tasks and challenges that arise from that for geography teachers will be investigated in a…

  8. Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality

    Science.gov (United States)

    Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

    2016-01-01

    In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators…

  9. Climate change science: The literacy of Geography teachers in the ...

    African Journals Online (AJOL)

    Hennie

    Keywords: climate change education; climate change misconceptions; climate change science literacy; Geography teachers; ... project requires, among other things, teachers who have adequate information about the science of climate change so that they can ... management strategies they employ in providing instruction ...

  10. Fieldwork in Geography Education: Defining or Declining? The State of Fieldwork in Canadian Undergraduate Geography Programs

    Science.gov (United States)

    Wilson, Heather; Leydon, Joseph; Wincentak, Joanna

    2017-01-01

    This paper investigates the prevalence of fieldwork in undergraduate Geography programs in Canada. It examines the presence of fieldwork, provided through both field courses and courses that include fieldwork components, by reviewing program requirements and course offerings in undergraduate geography programs. The research explores the extent to…

  11. Geography Teachers' Views on the Assessment and Evaluation Instruments and Methods Used in the Renewed Geography Curriculum

    Science.gov (United States)

    Pinar, Adnan

    2011-01-01

    The aim of this study is to reveal the teachers' views regarding the recommended instruments and methods of measuring assessment in Geography Course Curriculum that has been in practice in Turkey since 2005. In the qualitatively planned research, the data has been analysed from the discussions of 10 different geography teachers, 4 of them females,…

  12. GIS Adoption and Diffusion among Senior High School Geography Teachers in Taiwan

    Science.gov (United States)

    Lay, J. G.; Chen, Y. W.

    2011-09-01

    The crux of this paper lies in exploring geographic information system (GIS) adoption and diffusion among high school geography teachers in Taiwan. Because the integration of GIS in the high school curriculum is relatively new, we assume that high school geography teachers require resources, training, and assistance in learning GIS and in developing modules that can be incorporated into their teaching. A number of in-service training programs have been created to this end. We aim to study what motivates geography teachers to learn GIS during in-service training. The adoption of GIS has been studied in countries such as the U.S. and Singapore; however, as there is presently no literature on Taiwan's experience, we intend to fill this gap. This is achieved through statistical analysis of primary data gleaned from a census of Taiwan's high school geography teachers. The design of the questionnaire is largely inspired by an existing measurement of two commonly cited theoretical models. The technology acceptance model (TAM) and its various modifications focus on teachers' perceived usefulness (PU) and perceived ease of use (PEOU). The social influence model (SIM), differently, postulates that teachers' usage of GIS is affected by peers and their schools. Using the census data, we provide a preliminary analysis of these two models in this paper.

  13. Geography Education Research in Serbia: A Teacher's Perspective

    Science.gov (United States)

    Rajovic, Goran; Bulatovic, Jelisavka

    2017-01-01

    In all European Union countries have harmonized attitudes on the need and improving the quality geographic of education and his innovating. Modernization of geographic education is unthinkable without quality professional and personal development of teacher's geography. Renewal, modernization and supplement professional knowledge and skills…

  14. Geography teachers' interpretation of a curriculum reform initiative ...

    African Journals Online (AJOL)

    This article addresses how teachers in a specific developing world context interpreted a curriculum reform initiative. It is located within a broader interpretive study that investigated the integration of Environmental Education into the formal education system of Lesotho with particular reference to secondary school geography.

  15. Perceptions of Geography Teachers to Integrating Technology to Teaching and Their Practices

    Science.gov (United States)

    Sanli, Cennet; Sezer, Adem; Pinar, Adnan

    2016-01-01

    In present study the objective has been to manifest perceptions and practices of geography teachers towards integrating technology to teaching geography. In 5 different types of schools within Nevsehir (Turkey) city center, a total of 22 geography teachers volunteering to participate in the research were included in this study in which data were…

  16. Changing Times in England: The Influence on Geography Teachers' Professional Practice

    Science.gov (United States)

    Brooks, Clare

    2012-01-01

    School geography in England has been characterised as a pendulum swinging between policies that emphasise curriculum and pedagogy alternately. In this paper, I illustrate the influence of these shifts on geography teacher's professional practice, by drawing on three "moments" from my experience as a student, teacher and teacher educator.…

  17. Primary Teacher Educators' Perception of Desired and Achieved Pedagogical Content Knowledge in Geography Education in Primary Teacher Training

    Science.gov (United States)

    Blankman, Marian; van der Schee, Joop; Volman, Monique; Boogaard, Marianne

    2015-01-01

    This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students' desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The findings indicate that primary teacher educators…

  18. A Teacher's Perspective of Geography: A School Subject for Today, Tomorrow, and for All Time

    Science.gov (United States)

    MacLeod, Douglas G.

    2014-01-01

    In this article, a retired long-time geography teacher offers his perspective on what a geography teacher needs to keep in mind when teaching geography. The author notes that geography is a useful school subject because it helps young people make their way in the world by giving them some tools to become lifelong learners. The author encourages…

  19. Pre-Service Geography Teachers' Confidence in Geographical Subject Matter Knowledge and Teaching Geographical Skills

    Science.gov (United States)

    Harte, Wendy; Reitano, Paul

    2015-01-01

    This research tracked the confidence of 16 undergraduate and postgraduate pre-service geography teachers as they completed a single semester, senior phase geography curriculum course. The study focused specifically on the pre-service teachers' confidence in geographical subject matter knowledge and their confidence in teaching geographical skills.…

  20. Not Nearly Enough Geography! University Provision for England's Pre-Service Primary Teachers

    Science.gov (United States)

    Catling, Simon

    2017-01-01

    Research into geography provision in primary initial teacher education [ITE] courses in the United Kingdom and worldwide is very limited. England educates pre-service primary teachers of 5-11 year olds to be "generalists" who teach the full range of curriculum subjects, including geography. This article identifies that the provision of…

  1. Influence of Teacher Factors on Attitudes of Geography Teachers to ...

    African Journals Online (AJOL)

    Those teachers that hold negative attitudes should work at such attitudes so that through the lessons they teach they could impact positively on the behaviour of their students. Also, teacher professional development on the job should be taken into account in the improvement of teacher attitude to teaching. Ife PsychologIA ...

  2. Primary teacher educators' perception of desired and attached pedagogical content knowledge in geography education in primary teacher training

    NARCIS (Netherlands)

    Blankman, M.C.M.; van der Schee, J.A.; Volman, M.; van den Boogaard, M.

    2015-01-01

    This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students' desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The

  3. Primary teacher educators' perception of desired and achieved pedagogical content knowledge in geography education in primary teacher training

    NARCIS (Netherlands)

    Blankman, M.; Schee, J.; Volman, M.; Boogaard, M.

    2015-01-01

    This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students’ desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The

  4. Primary teacher educators’ perception of desired and achieved pedagogical content knowledge in geography education in primary teacher training

    NARCIS (Netherlands)

    Joop van der Schee; Drs Marian Blankman; dr Marianne Boogaard; Monique Volman

    2014-01-01

    This paper presents the findings of a study conducted among primary geography teacher educators. The research examines the perceptions of educators of primary teacher students’ desired and achieved levels of substantial knowledge, syntactic knowledge, and beliefs about the subject of geography. The

  5. The Problems of Geography Education and Some Suggestions

    Science.gov (United States)

    Gokce, Nazli

    2009-01-01

    When teacher education programs in Turkey are scrutinized in detail, it can be seen that geography education is included in the teacher training programs of Geography, Primary School, and Social Studies. These programs aim to provide field knowledge, general culture, and field teaching skills. The success of geography teaching depends on defining…

  6. The Influence of Teacher Variables on Climate Change Science Literacy of Geography Teachers in the Western Cape, South Africa

    Science.gov (United States)

    Anyanwu, Raymond; Le Grange, Lesley

    2017-01-01

    Teachers play an important role in promoting climate change literacy in schools, but not much is known about which teacher characteristics significantly influence Geography teachers' climate change science literacy. The purpose of this study is to determine the influence of teachers' characteristics such as gender, age, qualification,…

  7. Examining the Place of Geography in the American Social Studies Curriculum and the Efforts toward an Effective Teacher Education in K-12 Geography

    Directory of Open Access Journals (Sweden)

    Cemalettin AYAS

    2008-12-01

    Full Text Available This paper primarily focuses on locating geography education in the American secondary social studies curriculum, and then examines the American teacher education in geography. Therefore, the paper first defines the common ground between social studies and geography, followed by a discussion regarding how geography as a school subject fits in to the social studies curriculum. It next analyzes the American experience in preparing pre- and in-service geography and/or social studies teachers as there have been quite efforts to that end due to the widespread “geographic illiteracy” in the American schools. As a result, the current paper attempts to provide the interested audience with a general perspective concerning the place of geography education in the American schools, and suggests a comprehensive teacher education model based on the related literature investigated

  8. The pedagogical content knowledge of Danish geography teachers in a changing schooling context

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel

    2016-01-01

    This study examines the self-reported, topic-specific professional knowledge (TSPK) of Danish geography teachers seen as an aspect of their pedagogical content knowledge (PCK) when teaching weather formation and climate change. This topic is considered representative of geography teaching...

  9. Primary Geography in Australia: Pre-Service Primary Teachers' Understandings of Weather and Climate

    Science.gov (United States)

    Lane, Rod

    2015-01-01

    Recent curriculum introductions and revisions on a global scale have highlighted the importance of primary teachers' content knowledge in geography and the lack of research in this area (Catling, 2014). This has become a particular focus in Australia with the introduction of the "Australian Curriculum: Geography" in 2013 and the…

  10. The Standardization of Geography Teachers' Practices: A Journey to Self-Sustainability and Professional Identity Development

    Science.gov (United States)

    Alexandre, Fernando

    2016-01-01

    Geography education in Portugal is still very much attached to what can be defined as a descriptive and factual approach, which seems to prevail in spite of all the changes introduced in the design of school geography. Given this context, the paper intends to foresee the process that leads to the standardization of teachers' knowledge and…

  11. Further education of secondary-grammar-school geography teachers in Karlovy Vary region

    OpenAIRE

    Fenklová, Eva

    2013-01-01

    The master thesis focuses on further education of secondary-grammar-school geography teachers in the Karlovy Vary region. The topic has been studied in detail using a qualitative research in the form of multiple case studies of semi-structured interviews of persons relevant to further education in the studied region. The qualitative research conducted brings a wide range of data relevant to the approaches taken by management of different schools and geography teachers to further education, op...

  12. A Typological Analysis of South Korean Primary Teachers' Awareness of Primary Geography Education

    Science.gov (United States)

    Lee, Dong-min

    2018-01-01

    This study illuminates primary teachers' awareness of geography education. Data were collected through interviews with twenty-one teachers and analyzed using Straussian-grounded theory. A total of 210 concepts were categorized into twenty-two categories. The participants were categorized into three types. Many participating teachers (type 1 and 2)…

  13. Localism and Teacher Labor Markets: How Geography and Decision Making May Contribute to Inequality

    Science.gov (United States)

    Engel, Mimi; Cannata, Marisa

    2015-01-01

    A wide body of evidence indicates that there is a large inequality in the distribution of teachers across schools. Relatedly, recent research has revealed a number of important dimensions of teacher labor markets in the United States. We review the literature in two of these areas: the geography of teacher labor markets and the decision-making…

  14. Primary Education Teachers' Self-Efficacy Beliefs for Teaching Geography Lessons

    Science.gov (United States)

    Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

    2017-01-01

    This study was carried out to investigate the primary education teachers' self-efficacy regarding geography education, their beliefs regarding the classroom learning environment, and how these beliefs were related to each other and to teachers' background characteristics. Questionnaire data were collected from 489 Dutch primary school teachers.…

  15. The Initial Training of Geography Teachers at the University of Porto: Model and Training, Practices and Representations

    Science.gov (United States)

    Martins, Felisbela

    2015-01-01

    Since 2008, the initial training of Geography teachers in Portugal was combined with the initial training of History teachers. This forced union has led to implications in the practices and teaching of geography. This paper intends to explore the thoughts and actions of the student teachers at the Faculty of Arts and Humanities, University of…

  16. Development of Geography Text Books Used by Senior High School Teachers Case Study at East Java-Indonesia

    Science.gov (United States)

    Purwanto, Edy; Fatchan, Ach.; Purwanto; Soekamto, Hadi

    2016-01-01

    The aim of this study was to analyze the geography text book for: (1) identify and describe the errors in the organization of geography textbooks, and (2) identify and describe the content of the textbook standard errors of geography. The text book is currently being used by teachers of Senior High School in East Java. To analyze the contents of…

  17. Geography Teachers and Climate Change: Emotions about Consequences, Coping Strategies, and Views on Mitigation

    Science.gov (United States)

    Hermans, Mikaela

    2016-01-01

    It has been indicated that teachers' emotions about climate change and their views on mitigation influence their instruction and students' engagement in mitigation actions. The aim of the study is to explore Finnish secondary geography teachers' emotions about the consequences of climate change, their strategies for coping with these emotions, and…

  18. What Influences Geography Teachers' Usage of Geographic Information Systems? A Structural Equation Analysis

    Science.gov (United States)

    Lay, Jinn-Guey; Chi, Yu-Lin; Hsieh, Yeu-Sheng; Chen, Yu-Wen

    2013-01-01

    Understanding the usage of the geographic information system (GIS) among geography teachers is a crucial step in evaluating the current dissemination of GIS knowledge and skills in Taiwan's educational system. The primary contribution of this research is to further our understanding of the factors that affect teachers' GIS usage. The structural…

  19. Geography teachers PCK according to climate change - match between beliefs and reality?

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel; Nielsen, Birgitte Lund

    The aim of this study is to uncover differences or similarities between Geography teachers’ own perception of their Pedagogical Content Knowledge (PCK) in relation to teaching weather formation and climate change and how they actually perform “in-action” in the lower secondary school. The concept...... of Pedagogical Content Knowledge is understood as an amalgam of Subject Matter Knowledge (SMK), Pedagogical Knowledge (PK) and Knowledge of Context (KofC). There will be presented results from interviews and observations from eight lower secondary Geography teachers and from a questionnaire send to Geography...

  20. Geomedia in the primary school. An explorative study of European primary geography teachers' experience

    OpenAIRE

    Donadelli, Giovanni

    2017-01-01

    This study aims to provide further understanding on European primary geography teachers' conceptual and factual standpoint on the use of digital technologies in primary geography lessons by researching their technological, pedagogical and content knowledge (TPACK), together with their teaching praxis and their teaching context. The study includes both qualitative and quantitative methodology and consists of two research modules. The first is a large-scale survey administered online to a vo...

  1. Determining the Cognitive Structures of Geography Teacher Candidates on "Earthquake"

    Science.gov (United States)

    Kaya, Bastürk; Aladag, Caner

    2017-01-01

    The objective of this study is to determine the cognitive structures of the students of geography teaching department by identifying their conceptual frameworks about the concept of earthquake. A case study design from qualitative research approaches was used in this research. Sample group of the study constitutes 155 students from the Department…

  2. Discovering Geography: Teacher Created Activities for High School and Middle School.

    Science.gov (United States)

    Petersen, James F., Ed.

    This guide contains 20 classroom activities designed by teachers to study topics in geography with the eventual goal of aiding in the development of geographic literacy in students. The various activities involve map reading skills, climatology, current events, urban development, and community planning. Each activity presentation includes an event…

  3. Application of Digital Technologies in the Geography Teaching Process from the Teachers' Perspective

    Science.gov (United States)

    Karolcík, Štefan; Cipková, Elena; Mázorová, Henrieta

    2016-01-01

    This survey focused on the analysis of opinions and attitudes expressed by Geography teachers participating in the national project called "Modernization of the Educational Process in Elementary and Secondary School", in selected training centres in Slovakia during 2008-2013. The main objective of the course was innovation and…

  4. Too Much, Too Young? Teachers' Opinions of Risk Education in Secondary School Geography

    Science.gov (United States)

    Bardsley, Douglas K.

    2017-01-01

    Ecological and social risks are part of life on Earth, and yet they have increased during the late modern era due to environmental change and rising inequality. People who are well-educated are better able to plan for and respond to risk, both individually and collectively. Geography teachers' perceptions are critically analysed to examine the…

  5. The relationship between geographical curriculum writing on new standard with geography teacher education direction in Normal Universities

    Science.gov (United States)

    Yang, L.

    2013-12-01

    Middle school geography curriculum standards emphasize on cultivating students' practical ability and sense of exploration. As a result, when compiling textbook, we emphasize on students' learning geography through exploratory activities. Currently, according to the geographical curriculum writing standard, sets of geography textbooks have been published, which have been reviewed and approved by the Chines National Ministry of Education National School Textbook Examination Committee and approved to be tested trial in the experimental area. From the overall design situation of these new materials, we know that they can reflect the basic reform idea of the national basic education curriculum and exploration is prominent very much. Since part of the new textbook writers are implementers and secondary school geography teachers trained in Geography Education in Normal Universities, and there are natural connection between high school geography education and geography teacher education in Normal Universities, so the exploration in the new curriculum secondary school geography textbooks writing would inevitably lead to further concept changes of Geography Education Teachers.

  6. Geography in Education

    Science.gov (United States)

    Geographical Education, 1973

    1973-01-01

    This statement, prapared by the Council of the Australian Geography Teachers Association to assist geography teachers, curriculum planners, and educational administrators, describes geography as a field of study focusing on the environment through the use of spatial concepts and establishes the usefulness and importance of geography in school…

  7. The Florida Master Teacher Program.

    Science.gov (United States)

    Wilson, Garfield W.

    The Florida Master Teacher Program has added two new levels of certification for teachers: the associate master teacher and the master teacher. Only the associate master teacher level has meaning during 1984-85 since one must have been an associate master teacher for three years before becoming a master teacher. To become an associate master…

  8. Geography teachers' interpretation of a curriculum reform initiative ...

    African Journals Online (AJOL)

    visions of action competence, LEESP envisaged a democratic teaching and learning process in which learners would ..... have the potential to promote cooperative learning. Another teacher from a different ... talk” in the extract above reso- nates with a response given by another teacher, who said that some students are shy ...

  9. Climate change science: The literacy of Geography teachers in the ...

    African Journals Online (AJOL)

    Hennie

    misconceptions about the concepts underlying global warming. On the other hand, Ambusaidi,. Boyes, Stanisstreet and Taylor (2012) found that teachers in Oman demonstrated an awareness of the measures humans can take to mitigate and adapt to climate change. The majority of these studies indicate that teachers have ...

  10. The Role of Media in Geography Courses from the Perspectives of PreService Social Studies Teachers

    Directory of Open Access Journals (Sweden)

    Cemalettin Ayas

    2015-05-01

    Full Text Available In this article, the authors explore the social studies teacher candidates’ understanding of the role of media in geography courses which they took. Qualitative research techniques were used in the study designed using phenomenological pattern. The study was conducted with 134 pre-service social studies teachers at a state university’s Faculty of Education, Department of Social Studies Education in the 2013-2014 academic year. Data were collected via semi-structured interview technique. Data of the study were analyzed by using qualitative descriptive analysis. According to results from the analysis, social studies teacher candidates have been accessing the geographical knowledge mostly by means of internet, but they didn’t use internet fruitful. Teacher candidates thought that their geography lecturers have not been using media in geography courses adequately. After appointment to teacher profession, they will have used instructional media technologies effectively.

  11. Climate change science: The literacy of Geography teachers in the ...

    African Journals Online (AJOL)

    One of the universal responses to tackling global climate change is teaching climate change concepts at all levels of formal education. This response requires, among other things, teachers who are fully literate about climate change science, so that they can explain the concepts underlying the causes, impacts and solutions ...

  12. The Role of Media in Geography Courses from the Perspectives of Pre-Service Social Studies Teachers

    Science.gov (United States)

    Ayas, Cemalettin

    2015-01-01

    In this article, the authors explore the social studies teacher candidates' understanding of the role of media in geography courses which they took. Qualitative research techniques were used in the study designed using phenomenological pattern. The study was conducted with 134 pre-service social studies teachers at a state university's Faculty of…

  13. Perceptions of Pre-Service Social Sciences Teachers Regarding the Concept of "Geography" by Mind Mapping Technique

    Science.gov (United States)

    Ozturk Demirbas, Cagri

    2013-01-01

    The objective of this study is to present the perceptions of preservice social sciences teachers regarding the concept of geography. In the study, the study group consists of 46 preservice social sciences teachers, who receive education at Ahi Evran University. The data were collected in December, 2010. Mind maps were used as data collection tools…

  14. Teachers' Interests in Geography Topics and Regions--How They Differ from Students' Interests? Empirical Findings

    Science.gov (United States)

    Hemmer, Ingrid; Hemmer, Michael

    2017-01-01

    Teachers' interest is a key influencing factor in geography class, development of curricula and writing textbooks and only little is known about it. A cross-sectional study along the lines of interest theory originating from educational psychology was carried out in Germany in the summer of 2015, in which 141 teachers at secondary schools…

  15. Working With Students With Special Educational Needs: Views and Experiences of Geography Teachers

    Directory of Open Access Journals (Sweden)

    Tatjana Resnik Planinc

    2016-12-01

    Full Text Available In recent times characterised by rapid changes in knowledge, technology and also in values systems, children and adolescents with special educational needs have taken on a different place and role in the world compared to the past. Along with these changes, when it comes to people with special educational needs the ideas of integration, normalisation and, more recently, of inclusion have emerged and borne fruit. Through a qualitative pilot study we aimed to determine how geography teachers who teach in primary and secondary schools in Slovenia evaluate their own ability to work with students with special educational needs and garner their previous experience doing so. Geography teachers are aware of the importance of their tasks and accept them with full responsibility although they are critical about their own competencies. Among the main shortcomings of the current work in the inclusive school teachers mention an excessive number of pupils with special needs since the involvement of more than two pupils with different special needs can have a significant impact on their ability to achieve high quality teaching standards.

  16. Teacher-librarian collaboration (TLC in a highly diverse branch: supporting information literacy of geography students

    Directory of Open Access Journals (Sweden)

    Anne Kakkonen

    2010-09-01

    Full Text Available The purpose of this paper is to present an example of teacher-librarian collaboration (TLC in a highly diverse branch of geography as a part of bachelor's seminar teaching. One can say that everything is geography if the phenomenon in question is delimited in a certain region, place or space. Thus every other discipline provides its methods, paradigms and information sources into the use of geography. This obviously presents a challenge to the librarian as he tries to support the geography students' information seeking. The topics can vary between cellular biology applications to sociological perception which also means a large variety in information needs. In our paper we aim to describe different approaches of collaboration this kind of variety requires based on the experiences and feedback gathered in a project, the aim of which was to integrate information literacy (IL into the academic curriculum. Collaborating with teachers with different backgrounds and from different scientific traditions can be challenging for the librarian. Not only the information sources, databases and methods are different but it is the whole approach to the science that is different. Thus it is fairly obvious that the competence of a single librarian or a teacher is not sufficient for an effective IL instruction. The key here is the collaboration when librarian's information literacy and teacher's academic subject competence complete each other. A successful TLC gives opportunity for both marketing the idea of information literacy and the competence of a library professional. It may also increase the efficiency of teaching and studies and even shorten the time for a student to graduate. Especially in the case of seminar teaching TLC seems to give a valuable opportunity to instruct the students' seminar thesis along the way. In 2008, Kumpula Campus Library launched a project to integrate the IL teaching into the academic curriculum and to enhance the collaboration

  17. Geography Teachers' Interpretation of a Curriculum Reform Initiative: The Case of the Lesotho Environmental Education Support Project (LEESP)

    Science.gov (United States)

    Raselimo, Mohaeka; Wilmot, Di

    2013-01-01

    This article addresses how teachers in a specific developing world context interpreted a curriculum reform initiative. It is located within a broader interpretive study that investigated the integration of Environmental Education into the formal education system of Lesotho with particular reference to secondary school geography. More specifically…

  18. THE ROLE OF THE "GEOSPACE” FORMATION PROGRAM IN DEVELOPING GEOGRAPHY TEACHERS’ COMPETENCE, IN RAISING THE DEGREE OF LESSON ATTRACTIVENESS AND IN IMPROVING STUDENTS’ RESULTS

    Directory of Open Access Journals (Sweden)

    IULIU VESCAN

    2013-01-01

    Full Text Available This paper starts from the analysis of needs of specialty training for Geography teachers when confronted with the scientific evolution of the field and considering the challenges imposed by an ever changing educational system. Within this framework, the Faculty of Geography at “Babeş-Bolyai” University, Cluj-Napoca, Romania, as a supplier of teacher training courses, organized a training course in the field of Geomatics. We analyzed the necessity and usefulness of this type of training course considering the number of teachers interested in this training course and an evaluation form of the course. Additionally, we evaluated the way in which the competences obtained during the formation program in Geomatics were put into practice on two separate components: an increase in the degree of attractiveness in Geography lessons and the improvement of students’ school performance. The efficiency of the training program was evaluated by comparing the knowledge taught during a reference lesson in which the teaching was carried out in two different ways. The following step was to apply a unique test to two different student groups with a similar level of knowledge, which revealed that the best results belonged to the students in the group in which the methods and techniques used to deliver the teaching were the ones acquired during the training course. By validating the initial hypothesis, we reached the conclusion that it was necessary to introduce these GIS-TIC contents in the educational context for preuniversity education.

  19. Commonsense Geography.

    Science.gov (United States)

    McHoul, Alec

    1990-01-01

    Presents an ethnomethodological study of how Australian high school geography teachers and students rely on common sense knowledge and reasoning to facilitate learning. Analyzes portions of transcripts from a class activity in which students built a scale model of a city. Explains location categorization devices, illustrating how learning involves…

  20. Strengthening Teacher Education Program: Keys to Develop through Teacher Assessment

    OpenAIRE

    Tecnam Yoon

    2014-01-01

    Teacher performance assessment is a part of a global trend based on teacher education program. The purpose of this paper is to investigate the American Teacher Performance Assessment (TPA) program, to identify some of the features in creating a system for pre-service teachers in developing countries, and to suggest an ideal TPA model for strengthening the teacher education program.

  1. Integrating Hydrology and Historical Geography in an Interdisciplinary Environmental Masters Program in Northern Ontario, Canada

    Science.gov (United States)

    Greer, Kirsten; James, April

    2016-04-01

    Research in hydrology and other sciences are increasingly calling for new collaborations that "…simultaneously explore the biogeophysical, social and economic forces that shape an increasingly human-dominated global hydrologic system…" (Vorosmarty et al. 2015, p.104). With many environmental programs designed to help students tackle environmental problems, these initiatives are not without fundamental challenges (for example, they are often developed around a single epistemology of positivism). Many environmental graduate programs provide narrow interdisciplinary training (within the sciences, or bridging to the social sciences) but do not necessarily engage with the humanities. Geography however, has a long tradition and history of bridging the geophysical, social sciences, and humanities. In this paper, we reflect on new programming in an Interdisciplinary Master's program in Northern Ontario, Canada, inspired by the rich tradition of geography. As Canada Research Chairs trained in different geographical traditions (historical geography and hydrology), we aim to bring together approaches in the humanities and geophysical sciences to understand hydrological and environmental change over time. We are teaching in a small, predominantly undergraduate University located in Northern Ontario, Canada, a region shaped significantly by colonial histories and resource development. The Masters of Environmental Studies/Masters of Environmental Sciences (MES/MESc) program was conceived from a decade of interdisciplinary dialogue across three undergraduate departments (Geography, Biology and Chemistry, History) to promote an understanding of both humanistic and scientific approaches to environmental issues. In the fall of 2015, as part of our 2015-2020 Canada Research Chair mandates, we introduced new initiatives to further address the integration of humanities and sciences to our graduate program. We believe the new generation of environmental scientists and practioners

  2. The geography and human cultural resources working group of the EROS program

    Science.gov (United States)

    Gerlach, A. C.

    1972-01-01

    The functions, activities, and objectives of the Geography and Human-Cultural Resources Working Group of the EROS program are outlined. The Group's primary function is to coordinate remote sensing experiments of physical scientists and the needs of socioeconomic and culturally orientated planners, policy makers, administrators, and other user groups. Other functions of the Group include land use analysis, resource mapping, and development of an operational automatic information system receptive to land use and environmental data.

  3. Spanish language teacher program

    CERN Multimedia

    Caraban Gonzalez, Noemi

    2017-01-01

    These one-week programmes are held in one of the national languages of CERN Member States. National teacher programmes are also open for teachers from other countries speaking the same language. To follow up after each teacher programme, the lecture material and video recordings of selected lectures are archived to act as unique resources for all physics teachers when introducing particle physics into the classroom. CERN provides all scientific, administrative and technical support for the programme free of charge. This includes the scientific content and provision of national language facilitators, lecturers, and guides. However, costs for travel, accommodation and meals have to be covered individually by the teachers or by official sources, e.g. educational foundations or national authorities.

  4. An Evaluation of Occupational Ethical Values of Geography Teacher Candidates in Turkey

    Science.gov (United States)

    Ünlü, Mehmet

    2018-01-01

    Geographers can be influenced by the occupational ethical values in their cultures. In this research, the opinions of the geography teaching candidates were determined according to occupational ethical values at Marmara University, Faculty of Education, Department of Geography Teaching. Occupational ethical values identified are used to collect…

  5. Problem-Based Learning to Foster Deep Learning in Preservice Geography Teacher Education

    Science.gov (United States)

    Golightly, Aubrey; Raath, Schalk

    2015-01-01

    In South Africa, geography education students' approach to deep learning has received little attention. Therefore the purpose of this one-shot experimental case study was to evaluate the extent to which first-year geography education students used deep or surface learning in an embedded problem-based learning (PBL) format. The researchers measured…

  6. Geography From Another Dimension

    Science.gov (United States)

    2002-01-01

    The GEODESY software program is intended to promote geographical awareness among students with its remote sensing capabilities to observe the Earth's surface from distant vantage points. Students and teachers using GEODESY learn to interpret and analyze geographical data pertaining to the physical attributes of their community. For example, the program provides a digital environment of physical features, such as mountains and bodies of water, as well as man-made features, such as roads and parks, using aerial photography, satellite imagery, and geographic information systems data in accordance with National Geography Standards. The main goal is to have the students and teachers gain a better understanding of the unique forces that drive their coexistence. GEODESY was developed with technical assistance and financial support from Stennis Space Center's Commercial Remote Sensing Program Office, now known as the Earth Science Applications Directorate.

  7. The Practices of Geography

    Science.gov (United States)

    Bednarz, Sarah Witham

    2016-01-01

    Sarah Bednarz begins by thanking Rebecca Theobald for the invitation to contrubute to this issue of "The Geography Teacher"("TGT"). As a member of the National Council for Geographic Education (NCGE) Publications Committee and coeditor of the "Journal of Geography," Bednarz confesses that she was not favorably…

  8. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-06-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the American Association of Physics Teachers (AAPT), has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012-2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  9. Sustaining Physics Teacher Education Coalition programs in physics teacher education

    Directory of Open Access Journals (Sweden)

    Rachel E. Scherr

    2017-02-01

    Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.

  10. A Case Study of Progressing Geography Fieldwork Skills over Years 7-10

    Science.gov (United States)

    Woolhouse, Julian

    2016-01-01

    This paper investigates the teaching of fieldwork skills over the course of a student's geography education from Years 7 to 10. Relevant research is considered, and findings and discussion are drawn from a case study of the fieldwork program at an independent school in Melbourne. The rationale for this study is that a geography teacher will be…

  11. Sustaining Physics Teacher Education Coalition Programs in Physics Teacher Education

    Science.gov (United States)

    Scherr, Rachel E.; Plisch, Monica; Goertzen, Renee Michelle

    2017-01-01

    Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society (APS) and the…

  12. Professional Development Programs for Teachers of English

    Directory of Open Access Journals (Sweden)

    Singgih Widodo

    2016-02-01

    Full Text Available Well-planned programs based on the needs for professional development of teachers are strongly needed to enhance the teaching-staff improvement.The impact of teacher improvement will effect the students learning and school achievement. This paper aims at raising awareness of English teachers to upgrade themselves as autonomous learners as well as researchers and broaden their horizon for stepping the ladder-career of their profession. For that purpose, a survey as reported here aimed to identify the needs of individual English teachers and the preferred programs for professional development. The findings indicated that the 36 teachers involved needed teacher training, teacher association, teacher materials, continuing education, and interschool visit and that teacher training was the most well known program among teachers.

  13. GIS Education in Taiwanese Senior High Schools: A National Survey among Geography Teachers

    Science.gov (United States)

    Wang, Yao-Hui; Chen, Che-Ming

    2013-01-01

    Following the integration of GIS into the national curriculum standards of senior high school geography, Taiwan has systematically implemented GIS education for over a decade. However, the effectiveness of this implementation is currently unclear. Therefore, this study investigates the status of GIS education in Taiwanese senior high schools. A…

  14. Geography teachers PCK according to climate change - match between beliefs and reality?

    DEFF Research Database (Denmark)

    Clausen, Søren Witzel; Nielsen, Birgitte Lund

    The aim of this study is to uncover differences or similarities between Geography teachers’ own perception of their Pedagogical Content Knowledge (PCK) in relation to teaching weather formation and climate change and how they actually perform “in-action” in the lower secondary school. The concept...

  15. Geography Teacher Candidates' Experiences of Field Study in Western Anatolia: A Qualitative Study

    Science.gov (United States)

    Balci, Ali

    2012-01-01

    The aim of this study is to establish expectations of 5th grade students from Marmara University's Department of Geography Teaching on geographical field study in Western Anatolia. For this reason, a field study trip was organized to Western Anatolia. A survey, which was consisted of open-ended questions, was prepared by experts and it was…

  16. Analysis of Pre-Service Social Sciences Teachers' Geography Perceptions through Metaphors: Case of Dumlupinar University

    Science.gov (United States)

    Sahin, Süleyman Hilmi

    2016-01-01

    The purpose of this study was to try to explain the perceptions of undergraduate students regarding geography concept using metaphors. A total of 192 students studying in the Department of Social Studies at Kütahya Dumlupinar University in the academic year 2014-2015 participated in this research. In the study following questions were searched to…

  17. EXAMINATION OF TEACHER CANDIDATES’ METAPHORS RELATED TO TEACHER EDUCATION PROGRAMS

    OpenAIRE

    YAYLA, Gamze; DEMİRCİOĞLU, Handan

    2014-01-01

    This study was aimed to determine teachercandidates’ metaphors related to teacher education programs. Research sampleconsisted of 230 seniors, who studied programs in Elementary Science andTechnology Education (n=170) and Secondary Mathematics Education (n=60)Departments. The data were collected by means of the teacher candidates’completion of the statement “Teacher education programs are like … because …”.In this research phenomenological research design was used and data wereanalyzed by mea...

  18. Geography teachers' interpretation of a curriculum reform initiative: the case of the Lesotho Environmental Education Support Project (LEESP

    Directory of Open Access Journals (Sweden)

    Mohaeka Raselimo

    2013-01-01

    Full Text Available This article addresses how teachers in a specific developing world context interpreted a curriculum reform initiative. It is located within a broader interpretive study that investigated the integration of Environmental Education into the formal education system of Lesotho with particular reference to secondary school geography. More specifically the focus was on a Danish donor-fundedproject, known as the Lesotho Environmental Education Support Project (LEESP. Driven by a sustainable development imperative, the project was intended to assist Lesotho with the implementation of local action for Agenda 21 by introducing environmental education into the formal education system. It is widely accepted that teachers play an important role in implementing curriculum change. Using a previous framework, we generate insights for understanding how teachers' epistemologies interact with contextual factors to impede the process ofcurriculum sense-making. Furthermore, guided by the notion ofcurriculum as a contextualised social process, we present the findings on the contextual/structural factors enabling or constraining implementation ofthe LEESP curriculum policy intentions as perceived by the teachers.

  19. RESEARCH CONTRIBUTIONS IN THE SUPERVISED INTERNSHIP IN SHAPING THE GEOGRAPHY TEACHER

    Directory of Open Access Journals (Sweden)

    Jacqueline Praxedes de Almeida

    2016-06-01

    Full Text Available The supervised internship, mandatory curricular component in teacher training courses, must walk towards the practice of research on the formation of a critical, reflective educator and producer of knowledge. The design of an educator to work in contemporary times should contemplate the preparation to assist in building an inclusive school, toward the formation of a democratic and thinking citizen. Thus, the students of the course of Geography Degree, who attended the discipline Supervised Internship II, were included in a survey developed at school internship field seeking his students ' perceptions about gender, social prejudice and sexual orientation. It is not intended in this paper to discuss the themes addressed in this investigation, but the contributions arising from the practice of research carried out on stage. Trainees participated in all stages of research, since the drafting of questionnaires to the submission of the results to the school community. In this study of qualitative nature, the content analysis and categorization, using as a tool for data collection the questionnaire. Throughout the development of the work, the trainees were confronted with their own prejudices and taken to rethink their values and to reflect on its role as an educator. O estágio supervisionado, componente curricular obrigatório nos cursos de formação docente, deve caminhar no sentido da inserção da prática da pesquisa como forma de contribuir na formação de um educador crítico, reflexivo e produtor de conhecimento. A concepção de um educador para atuar na contemporaneidade deve contemplar a preparação para auxiliar na construção de uma escola inclusiva, voltada para a formação de um pensamento democrático e cidadão. Baseando-se nesses princípios, os licenciandos do curso de Geografia Licenciatura, que cursavam a disciplina Estágio Supervisionado II, foram inseridos em uma pesquisa desenvolvida na escola campo de estágio que

  20. Geography in an Urban Age: Trials of High School Geography Project Materials in New Zealand Schools

    Science.gov (United States)

    Renner, John; Slater, Frances

    1974-01-01

    The High School Geography Project was used and evaluated by 15-year old students in New Zealand. The program, highly innovative in approaches in teaching Geography, is found to be highly adapted to Australian needs in Geography instruction. (JR)

  1. The Analysis of Teaching Effectiveness Evaluation Programs in Geography Departments in the United States

    Science.gov (United States)

    Cooper, Brian J.

    2012-01-01

    Teaching evaluation systems are an important part of the total evaluation of faculty in geography departments in the United States. As demands for accountability for teaching effectiveness continue to emerge from many groups, it has become increasingly important for geography departments to develop systems that not only provide teaching…

  2. Geography in Australian Schools: A View from the AGTA Chair

    Science.gov (United States)

    Hutchinson, Nick

    2006-01-01

    The Australian Geography Teachers' Association (AGTA) seeks to: (1) foster the teaching and learning of geography in Australian schools and enhance awareness of its applications in society; (2) promote and circulate the results of research into geography education; (3) maintain a professional network through which teachers of geography in…

  3. Environmental education in teacher training level through the race Biology-Geography

    Directory of Open Access Journals (Sweden)

    Lidia Quesada-Martínez

    2017-01-01

    Full Text Available This works directed to the teaching learning process perfection at the Santiago pedagogical Branch at media level course in Biology-Geography can seer from many insufficiencies that face the students in formation, taking into account that after two years they begin teaching at Secondaries Schools as professionals of education. Here are proposed some activities with a developed didactic conception, that propiciate a change in the students behaviour, exploting all the potencialities that subjects offers. Taking into consideration a system of activities to reinforce the preparation and obtain better results is the teaching learning process at the media level students.

  4. Pupils' Perceptions of Geography in Dutch Primary Schools: Goals, Outcomes, Classrooms Environment, and Teacher Knowledge and Performance

    Science.gov (United States)

    Bent, Gert Jan; Bakx, Anouke; den Brok, Perry

    2014-01-01

    Concerns about the decreasing quality of geography education within primary schools can be linked to a decrease of time spent on geography education and, for example, to low achievement on national or school-specific tests. Learning outcomes for geography stay behind in relation to what experts believe that pupils should perform. Results indicate…

  5. The Consulting Teacher Program: Ten Years Later.

    Science.gov (United States)

    Perelman, Phyllis F.; And Others

    A program designed to train learning specialists called consulting teachers who, in turn, train classroom teachers to educate handicapped children in the regular classroom setting is described. Consulting teacher trainees are selected on the basis of teaching experience, leadership capability, academic promise, and commitment to special education.…

  6. GEOGRAPHY nEtQUIPMENT to study geography: the homepage and reflections from the users

    Science.gov (United States)

    Pajtok-Tari, I.

    2009-04-01

    The main objective of the GEOGRAPHY nEtQUIPMENT is to convey structured information to teachers and pupils, as well as, professors and students of geography. This learning aid is a homepage, first published in Hungarian still in 2006 (http://netszkozkeszlet.ektf.hu), to help in orientation among the rapidly growing information on the Internet, to provide extra digitalized professional materials that are not yet available digitally and to share experiences of the teachers and professors working in the same area of interest and language environment. At present, its English version is already prepared and partly available at the same address. The GEOGRAPHY nEtQUIPMENT can be used free after registration, at present the homepage counts 2807 registered users. The interested user first enters a virtual office where the entries of the Menu can be opened by clicking at the drawer, shelf, wall map, globe, laptop, TV-set, etc. These entries are professional lesson plans using digital technology, photos, video clips, animations on physical and social geography. The homepage also mirrors pieces of music, maps, collection of minerals, database links, diagrams, bibliography, lecture notes, dictionaries, scientific and popular journals, geography games, web pages, etc. The whole set of appliances is based on Dreamweaver MX program. During the past 2.5 years some experience has been gained about the GEOGRAPHY nEtQUIPMENT in use, mainly from teachers of geography, who downloaded and responded to the questionnaire. Another source of information is the group of students in the College, where future teachers of geography are trained in a one-semester course on application of the Info-Communication Technology. From the first group, i.e. 59 active teachers of geography, 54 % use the Internet "always" or "frequently" in the classroom, whereas 75 % of them rely on it for preparation to the lessons. Before trying the homepage, these numbers were 25 % and 54 %, only. From among the listed

  7. Trauma-Focused Training Program for Teachers

    Science.gov (United States)

    Davis, Marilyn Diane

    2016-01-01

    Teachers have reported that they have difficulty providing support to traumatized children and youth because of a lack of training in how to identify and respond to the needs of these children. The program, "Amazing Help Skills for Teachers to Unmask Trauma in Children and Youth" (AHSUM), is a trauma-focused training program, designed…

  8. A Conceptual Perspective of Teacher Education Programs.

    Science.gov (United States)

    Hatfield, Robert

    This model for a conceptual structure of teacher education programs is intended to codify and accumulate aspects of knowledge related to teacher education programs, and to identify available studies on the topic as well as to note problems that need further investigation. It seeks to provide an understanding of the dynamics and interactions of…

  9. Teachers' Perceptions of the School Breakfast Program.

    Science.gov (United States)

    Ragno, Mary B.

    Noting that there is a relationship between hunger and the ability to learn, this study examines teacher opinions of the impact of a school breakfast program on student success. A survey, focusing on grades 1 through 3, was completed by 188 elementary teachers in 100 Connecticut schools in which breakfast programs had been implemented. Respondents…

  10. Defining Professionalism in Teacher Education Programs

    Science.gov (United States)

    Creasy, Kim L.

    2015-01-01

    Professionalism and how it is to be acquired should be a focus of every teacher education program. Despite the significant role professionalism plays there is a lack of a universally accepted definition of professionalism in teacher education programs. This paper investigates "working definitions" of professionalism as they pertain to…

  11. Sustained programs in physics teacher education

    Science.gov (United States)

    Scherr, Rachel

    2014-03-01

    For over a decade, physics teacher education programs have been transformed at a number of institutions around the country through support from the Physics Teacher Education Coalition (PhysTEC), led by the American Physical Society in partnership with the American Association of Physics Teachers. In 2012-2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher education programs. Most PhysTEC legacy sites studied have sustained their production of physics teachers. A few sites studied have thriving physics teacher education programs, that is, programs that have continued to substantially increase their production of teachers since the PhysTEC award. All of the studied sites that sustained their production of physics teachers have a champion of physics teacher education and corresponding institutional motivation and commitment. The necessity of the champion was known from the Report of the Task Force on Teacher Education in Physics (T-TEP report) and borne out by this study. The necessity of institutional motivation and commitment is a finding of this study. At some sites, PhysTEC support has precipitated an institutional focus on physics teacher education, leveraging other resources (including both awards and personnel) benefiting physics teacher education. The study also documented the sustainability of components of physics teacher education programs, such as recruitment, early teaching experiences, and a teacher in residence. Sustained components tend to be those that have direct benefit to undergraduates in the physics department, whereas less-sustained components seem to be those that primarily benefit secondary teachers. The number of sustained components does not appear to correspond to teacher production; that is, sites that have sustained

  12. Geography: The South Australian Experience

    Science.gov (United States)

    McInerney, Malcolm; Shepherd, Rita

    2006-01-01

    Geography as a discipline has a long and healthy history in South Australia. Due to the passion of individual educators and the activities of the Geography Teachers Association of South Australia (GTASA) since its foundation in 1936, South Australia has experienced ongoing curriculum development and indeed innovation in the geographical studies in…

  13. Core Concepts in Introductory Physical Geography.

    Science.gov (United States)

    Bacon, Robert S.; Green, Jerry E.

    1981-01-01

    An analysis of 14 introductory physical geography textbooks yielded 121 core concepts (basic concepts appearing in 7-10 books). The authors suggest that the trend toward overspecialization in introductory geography classes can be reversed if teachers agree to stress core concepts and their relationships to geography as a whole. (AM)

  14. Teachers' Reflective Practice in Lifelong Learning Programs

    DEFF Research Database (Denmark)

    Jensen, Annie Aarup; Thomassen, Anja Overgaard

    2018-01-01

    This chapter explores teachers' reflective practice in lifelong learning programs based on a qualitative study of five teachers representing three part-time Master's programs. The theoretical framework for analysis of the interview data is Ellström's (1996) model for categorizing levels of action......, knowledge and learning, activity theory (Engeström, 1987) and expansive learning (Engeström & Sannino, 2010). The results show a divergence between what the teachers perceive as the Master students' learning goals and the teachers' goals and objectives. This is highlighted through the teachers' experience...... with the students' understandings of the theories they are introduced to and how they apply them in relation to their practice context. The insights and the issues raised by the study are relevant for teachers in Higher Education....

  15. Perceptions and Practices of Multicultural Education among Ethiopian Secondary Teacher Education Program Officials, Teacher Educators and Prospective Teachers

    Science.gov (United States)

    Egne, Robsan M.

    2017-01-01

    This study explores the perceptions and practices of multicultural education among Ethiopian secondary teacher education program officials, teacher educators and prospective teachers. To that end, data were collected from secondary teacher education program officials, teacher educators and student teachers using questionnaire and interview. The…

  16. New strategies for learning geography: a tool for teachers' professional development in England and the Netherlands

    NARCIS (Netherlands)

    Leat, D.; Schee, J. van der; Vankan, L.J.A.E.

    2005-01-01

    Following a constructivist view on learning and based on the work of Adey and Shayer a group of teachers and lecturers in geographical education from north‐east England developed some successful strategies to stimulate pupils' thinking skills. At the start of this century the ideas reached The

  17. Climate Change Science: The Literacy of Geography Teachers in the Western Cape Province, South Africa

    Science.gov (United States)

    Anyanwu, Raymond; Le Grange, Lesley; Beets, Peter

    2015-01-01

    One of the universal responses to tackling global climate change is teaching climate change concepts at all levels of formal education. This response requires, among other things, teachers who are fully literate about climate change science, so that they can explain the concepts underlying the causes, impacts and solutions of climate change as…

  18. Accelerated Learning Formats in Teacher Education Programs

    Science.gov (United States)

    Richards, Jan S.

    2006-01-01

    The US student population is increasing; consequently, 50,000 additional teachers will be needed within the next ten years. Overcrowded teacher education programs in traditional universities cannot guarantee the availability of necessary classes, however, and students desiring a teaching credential anticipate an extended time frame for credential…

  19. Crossing Boundaries between Cultures and Disciplines: Using Geography and Creative Arts to Build Bridges with Community Groups in One School

    Science.gov (United States)

    Reynolds, Ruth; Lane, Sue

    2009-01-01

    In an attempt to develop tolerance and acceptance of other cultural groups, teacher educators from the University of Newcastle worked with members of the local African community and teachers from a local school to develop a Creative Arts and Geography program for young school children (aged 7-9 years). The program developed put together the…

  20. Student Teaching Program: Feedback from Supervising Teachers.

    Science.gov (United States)

    Funk, Fanchon F.; And Others

    1982-01-01

    Provides an example of a comprehensive form for obtaining specific evaluative data related to teacher education programs. Reports on the findings of preliminary investigations that used the form. (FL)

  1. Graphical programming for training natural science teachers

    Directory of Open Access Journals (Sweden)

    Т К Константинян

    2008-06-01

    Full Text Available Problems of applying methods of graphical programming for educational processes of natural sciences teachers training are considered in the article. Deductive problems, approaches and advantages of virtual automatization of laboratory practicals are also discussed.

  2. Language Teaching Models in Teacher Training Programs

    OpenAIRE

    Aslan, Alper

    2016-01-01

    Any language teacher who has gone through some kind of training program for the teaching of English should be familiar with various specific language teaching models that constitute the core of the training process. A language teaching model is a guide that helps the trainee to sequence the activities designed for the expectations and needs of learners in a lesson. This paper reviews the common language teaching models in teacher training programs (PPP, OHE, III, TTT, TBLT, ESA, ARC) and disc...

  3. The Importance, Content and Teaching of the Political Geography Course in Social Studies Undergraduate Programs

    Science.gov (United States)

    Ocal, Tulay

    2016-01-01

    Today, big countries and other countries inside their axes have entered power wars in regions where underground and aboveground sources are important. One of the characteristics of countries where these power wars take place is them not being able to understand the current world politics and elements of political geography. These countries cannot…

  4. Enhancing the earth-science content and inquiry basis of physical geography education in Singapore schools

    Science.gov (United States)

    McCaughey, J.; Chong, E.

    2011-12-01

    Singapore has a long tradition of geography education at the secondary and Junior College levels (ages 12-18). Although most geography teachers teach both human and physical geography, many of them have received more extensive university training in human geography. The Earth Obervatory of Singapore (EOS), a newly established research institute at Nanyang Technological University (NTU), is building an education and outreach program to integrate its research across formal and informal education. We are collaborating with the Singapore Ministry of Education to enhance the earth-science content and inquiry basis of physical geography education in Singapore classrooms. EOS is providing input to national curriculum, textbook materials, and teaching resources, as well as providing inquiry-based field seminars and workshops for inservice teachers. An upcoming 5-year "Our Dynamic Earth" exhibit at the Science Centre Singapore will be a centerpoint of outreach to younger students, their teachers and parents, and to the community at large. On a longer time scale, the upcoming undergraduate program in earth science at NTU, the first of its kind in Singapore, will provide a stream of earth scientists into the geography teaching workforce. Developing ties between EOS and the National Institute of Education will further enhance teacher training. With a highly centralized curriculum, small land area, high-performing student population, and key stakeholders eager to collaborate with EOS, Singapore presents an unusual opportunity to impact classrooms on a national scale.

  5. Does the High School Geography Experience Influence Enrollment in University Geography Courses?

    Science.gov (United States)

    Leydon, Joseph; McLaughlin, Christina; Wilson, Heather

    2017-01-01

    The literature suggests that owing to profound difficulties with high school geography curricula, teachers play a vital role in stimulating student interest and in providing a platform for continuation in the study of geography at university. Yet, with little empirical evidence offered in support, it is unclear why students select geography at…

  6. Florida Master Teacher Program: Testing Teacher Subject Matter Knowledge.

    Science.gov (United States)

    Lavely, Carolyn; And Others

    1986-01-01

    The efforts of the Florida Institute for Instructional Research and Practice in designing, developing, and analyzing the subject area knowledge tests of the Florida Master Teacher Program are described. A total of 13 subject area examinations was developed in 1984-85, and 5 additional tests were developed the following year. For each subject area…

  7. Program Development Project in International Teacher Education.

    Science.gov (United States)

    Towson State Coll., MD.

    In the past two years, the Department of Early Childhood Teacher Education at Towson State College has completed phases of program development in studies abroad in four countries--England, Israel, Mexico, and Australia. An essential element of the program is a strategy of progressive development. It is characterized by a preparatory phase in which…

  8. Massachusetts Signing Bonus Program for New Teachers

    Directory of Open Access Journals (Sweden)

    R. Clarke Fowler

    2003-04-01

    Full Text Available This article examines the Massachusetts Signing Bonus Program for New Teachers, a nationally prominent program that has recruited and prepared $20,000 bonus recipients to teach after seven weeks' training at the Massachusetts Institute for New Teachers (MINT. Although state officials have trumpeted this initiative as a national model that other states are copying, they announced in November 2002 that they were radically changing it. The changes included halting the state's national recruitment efforts and replacing the seven-week, fast-track training program designed by the New Teacher Project with year-long programs to be designed by three of the state's education schools. Even though the state spent more than $50,000 recruiting individuals from states outside the Northeast over the first four program years, it garnered just seven bonus recipients from the non-Northeast states its recruiters visited, only four of whom were still teaching in Fall 2002. The state did, however, generate a substantial number of applicants in each program year (ranging from 783 to nearly 950, most of whom came from Massachusetts or nearby states. Contrary to state officials' claims, though, it appears that many of these individuals had substantial prior educational experience. Although officials stated that all bonus teachers would go to 13 designated high-need urban districts, the state has never met this commitment, sending fewer bonus teachers to these districts in each of the first three years of the program. The state has lost a high percentage of its bonus teachers to attrition particularly in state-designated, high-need districts. These attrition rates are substantially higher than comparable national rates. Although the state has portrayed the Bonus and MINT programs, combined, as highly successful, officials exaggerated many of the purported positive outcomes. On the positive side, independent survey data (Churchill et al., 2002 indicated that principals

  9. Effects of the Use of Thinking Through Geography Strategies

    NARCIS (Netherlands)

    van der Schee, J.A.; Vankan, L.; Leat, D.

    2006-01-01

    Expressing the desire that geography should be a more challenging subject that helps pupils to become better learners a group of academic geographers and geography teachers from northeast England developed teaching strategies to stimulate pupils to think through geography. Teachers in England and

  10. 78 FR 25669 - Exchange Visitor Program-Teachers

    Science.gov (United States)

    2013-05-02

    ... stated purpose, the teacher exchange program is not to be used to recruit and train foreign teachers for... Department as best practices and positive program models. Teacher Eligibility Current regulations state that... Part 62 RIN 1400-AC60 Exchange Visitor Program--Teachers AGENCY: Department of State. ACTION: Proposed...

  11. Multiculturalism in Four Teacher Education Programs: For Replication or Transformation

    Science.gov (United States)

    Ensign, Jacque

    2009-01-01

    This article describes four teacher education programs and their student teachers' responses to why some students in their classrooms were not doing well. The responses and programs fell into two categories: education for replication of inequities and education for transformation. If teacher education programs want their prospective teachers to be…

  12. GEOGRAPHY HOMEWORK. STUDENTS’ OPINIONS

    Directory of Open Access Journals (Sweden)

    Marius-Alin NICOLAE

    2017-08-01

    Full Text Available The topic of homework is constantly brought into discussion, not only by researchers or curriculum designers, but also by students, teachers and parents, its importance for learning quality being generally recognised. The present study aims to identify the views of a sample of 30 students from a high school with a vocational profile (economic. Their opinions are related to some aspects referring to the Geography homework: attractiveness, content (the types of tasks, the usefulness of homework in learning Geography, time spent by students in doing their homework, working methods, etc. Data were collected using a 30-item questionnaire. The responses received from the students acknowledge the importance of homework in the process of learning Geography.

  13. A Note on the Status of Geography Teachers in Indian Schools

    Science.gov (United States)

    Alam, Sarfaraz

    2015-01-01

    Pervasiveness of illiteracy has remained a foremost social and developmental challenge for India. This has prompted successive central and state governments to remain obsessed with increasing enrolments and decreasing dropout of children. However, these efforts are not accompanied by policies and programs for improving the quality of education. A…

  14. Evaluation metrics of educational programs for teachers

    Science.gov (United States)

    Mitchell, Gwendolyn D.

    1995-01-01

    A system for evaluating the teacher programs and services in the Education Services Branch was developed. The primary stakeholder was interested in determining the worth or usefulness of these services to educators. Therefore, two instruments were developed to collect the data. One questionnaire was administered. Data was collected, analyzed and reported. The other questionnaire was pilot tested and will be administered to teachers during the school year.

  15. AP Geography, Environmental Science Thrive

    Science.gov (United States)

    Robelen, Erik W.

    2012-01-01

    Geography may not be particularly known as a hot topic among today's students--even some advocates suggest it suffers from an image problem--but by at least one measure, the subject is starting to come into its own. Across more than 30 topics covered in the Advanced Placement (AP) program, participation in geography is rising faster than any…

  16. Free teacher education in China : a study on free teacher program

    OpenAIRE

    Gao, Wen

    2009-01-01

    The supply and quality of teachers are the keys to the development of education. Teacher education is an important part of social education system. Chinese government have practiced free teacher education program in 2007 to improve teacher education. The purpose of this study is to present an overview of free teacher education in China. The contents, reasons and goals of free teacher education are illustrated in this study to analyze this new education program. Quantitative research meth...

  17. The Role of Geography in the Assessment of Quality: Evidence from the Medicare Advantage Program.

    Science.gov (United States)

    Soria-Saucedo, Rene; Xu, Peng; Newsom, Jack; Cabral, Howard; Kazis, Lewis E

    2016-01-01

    The Affordable Care Act set in motion a renewed emphasis on quality of care evaluation. However, the evaluation strategies of quality by the Centers for Medicare and Medicaid Services do not consider geography when comparisons are made among plans. Using an overall measure of a plan's quality in the public sector--the Medicare Advantage (MA) star ratings--we explored the impact of geography in these ratings. We identified 2,872 U.S counties in 2010. The geographic factor predicted a larger fraction of the MA ratings' compared to socio-demographic factors which explained less. Also, after the risk adjustments, almost half of the U.S. states changed their ranked position in the star ratings. Further, lower MA star ratings were identified in the Southeastern region. These findings suggest that the geographic component effect on the ratings is not trivial and should be considered in future adjustments of the metric, which may enhance the transparency, accountability, and importantly level the playing field more effectively when comparing quality across health plans.

  18. Spanish Teacher Education Programs and Community Engagement

    Science.gov (United States)

    Jovanovi, Ana; Filipovi, Jelena

    2013-01-01

    Theories of situated knowledge support that knowledge involves experience of practices rather than just accumulated information. While an important segment of foreign language teacher education programs focuses on the theoretical component of second/foreign language acquisition theories and relevant methodological concerns, it is mainly through…

  19. THE ROMANIAN GEOGRAPHY TEACHERS’ OPINIONS ON CONTINUOUS TRAINING

    Directory of Open Access Journals (Sweden)

    ANCA LIANA GALE

    2017-02-01

    Full Text Available In the first part of the paper, we present the legislation from Romania and the methodologies related to the continuous training of teachers. In order to know the teachers’ opinions about their professional development, about the programes, courses and other training activities in which they were involved and about their needs for continuous training as geography teachers, a questionnaire was applied, and was completed by 170 teachers. The results were analysed and interpreted. These views are important because, based on them, decisions can be made concerning the teachers’ continuous training at both ministry level, as well as at the level of various institutions involved in such activities.

  20. Institutionalizing ESD Standards in Teacher Education Programs: Case of National Accreditation Council for Teacher Education, Pakistan

    Science.gov (United States)

    Mirza, Munawar Sultana

    2015-01-01

    Any reform in education leverages reform in teacher education. The National Accreditation Council for Teacher Education developed Standards for Accreditation of Teacher Education Programs including specific standards relating to Education for Sustainable Development (ESD). Data from 103 teacher education programs (TEPs) accredited during the first…

  1. Teacher Induction Programs: The Impact of Years Three and Four

    Science.gov (United States)

    Kneer, M. Joseph, Jr.; Reiter, Jana; Shackelford, Beth M.

    2009-01-01

    This is a problem-based learning project that focused on a discrepancy in program content and retention rates between two-year teacher induction programs and induction programs that last three or four years. It specifically focused on the impact induction has on new teacher perceptions and teacher retention. The project also examined the influence…

  2. Blended Teacher Professional Development: A Synthesis of Three Program Evaluations

    Science.gov (United States)

    Owston, Ron; Wideman, Herb; Murphy, Janet; Lupshenyuk, Denys

    2008-01-01

    This study synthesized the findings of three program evaluations of teacher blended professional development programs from the perspective of situated design and implementation, development of community, changes in teacher practice, and impact on students. We found that the blended programs were effective in providing teachers with an opportunity…

  3. The Group as Support in a Native Teacher Education Program.

    Science.gov (United States)

    Lang, H. R.; Scarfe, D. R.

    This study examines a specific Indian/Metis teacher education program which uses the group as a support system--the Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Regina. SUNTEP is a part of the Elementary Teacher Education Program of the Univesity of Regina. This paper: (1) discusses the support services and systems provided as a…

  4. Mapping Possibilities for a Critical Geography.

    Science.gov (United States)

    Singh, Michael

    1990-01-01

    Examines the possibility of developing a socially critical geography curriculum in Australian schools. Emphasizes teachers' responsibility to evaluate, select, and use appropriate instructional materials. Explains technical, interpretive, and critical approaches to geography instruction by contrasting three activities based on "Women of…

  5. GeoGebra in a Geography Class

    Science.gov (United States)

    Herceg, Ðorde; Herceg-Mandic, Vera

    2013-01-01

    Certain secondary school subjects, such as geography, contain topics which are based on mathematical concepts. However, some geography teachers either fail to recognize this connection or choose to ignore it when they teach. Instead, they present the subject matter as a collection of facts, which need to be memorized and reproduced by the pupils.…

  6. Teachers' voices: A comparison of two secondary science teacher preparation programs

    Science.gov (United States)

    Kohlhaas Labuda, Kathryn

    This dissertation, using cross-case qualitative methodology, investigates the salient and latent features of two philosophically different university-based secondary science teacher preparation programs. Written documents from the two programs and from the Salish I Research project provided the salient data. New teachers' interview transcripts provided the latent data. This study provides the opportunity to hear teachers voice their perceptions of preparation programs. Three questions were investigated in this research study. First, What are the salient features of two different secondary science teacher preparation programs? Second, What are the latent features of two different secondary science teacher programs as perceived by new teachers? Third, How do new secondary science teachers from different programs perceive their preservice programs? The last question incorporates teachers' perceptions of gaps and coherence in the programs and teachers' recommendations to improve their preservice programs. Salient features of the programs revealed differences in the types of certification, and the amounts and types of required course work. Both programs certified teachers at the secondary science level, but only M program certified their teachers as elementary science specialists. Program M required more semester hours of education and science course work than Program S. Although teachers from both programs perceived little coherence between their science and education courses, S-teachers presented a more fragmented picture of their education program and perceived fewer benefits from the program. Lack of relevance and courses that focused on elementary teaching were perceived as part of the problem. M-teachers perceived some cohesion through the use of cohorts in three consecutive semesters of science methods courses that provided multiple field experiences prior to student teaching. S-teachers did not perceive an organized philosophy of their program. M-teachers

  7. The International Challenge of More Thinking Through Geography

    NARCIS (Netherlands)

    Schee, J. van der; Vankan, L.J.A.E.; Leat, D.

    2004-01-01

    Geography is a brilliant, exciting subject but you would not say that when you look in some classrooms. Often pupils are bored and demotivated. The question is how to make geography lessons more interesting. In the 1990s the Thinking Through Geography (TTG) group, comprising teachers and

  8. Effect of Teacher Education Program on Science Process Skills of Pre-Service Science Teachers

    Science.gov (United States)

    Yakar, Zeha

    2014-01-01

    Over the past three or more decades, many studies have been written about teacher education and the preparation of science teachers. Presented here is one which investigated the effectiveness of scientific process skills on pre-service science teachers of Pamukkale University Primary Science Teacher Education Program for four years. This study…

  9. The Hidden Curriculum of a Teacher Induction Program: Ontario Teacher Educators' Perspectives

    Science.gov (United States)

    Barrett, Sarah Elizabeth; Solomon, R. Patrick; Singer, Jordan; Portelli, John P.; Mujuwamariya, Donatille

    2009-01-01

    This article investigates the hidden curriculum of Ontario's New Teacher Induction Program (NTIP). The study involved interviews with 47 teacher educators from eight faculties of education. Responses revealed concerns about (a) who chooses the mentors, (b) the probationary status of new teachers, and (c) the evaluation of new teachers' competence.…

  10. Quality of secondary preservice mathematics teacher education programs

    OpenAIRE

    Gómez, Pedro

    2005-01-01

    Characterizing the quality of teacher education programs and courses Supported by the Ministry of Science and Technology Working for three years Three universities working on secondary mathematics pre- service teacher education Almeria, Cantabria and Granada With a common model

  11. Appendix A: Rankings for All Programs in "NCTQ Teacher Prep Review 2014." [2014 Teacher Prep Review

    Science.gov (United States)

    Greenberg, Julie; Walsh, Kate; McKee, Arthur

    2014-01-01

    The "NCTQ Teacher Prep Review" evaluates the quality of programs that provide preservice preparation of public school teachers. The rankings of all 2,400 elementary, secondary, and special education programs included in "NCTQ Teacher Prep Review 2014" are listed in this appendix as: (1) a numeric national ranking; (2)…

  12. Computer Literacy of Turkish Preservice Teachers in Different Teacher Training Programs

    Science.gov (United States)

    Ozsevgec, Tuncay

    2011-01-01

    This paper reports on an investigation into the sophomore and senior preservice teachers' computer literacy in different teacher training programs and to determine relationship between grades and the teacher training programs in terms of their computer literacy. The study used case study research methodology, and the sample consisted of 276…

  13. Does Teacher Certification Program Lead to Better Quality Teachers? Evidence from Indonesia

    Science.gov (United States)

    Kusumawardhani, Prita Nurmalia

    2017-01-01

    This paper examines the impact of the teacher certification program in Indonesia in 2007 and 2008 on student and teacher outcomes. I create a rule-based instrumental variable from discontinuities arising from the assignment mechanism of teachers into certification program. The thresholds are determined empirically. The study applies a two-sample…

  14. An Evaluation of the New Teacher Induction Program in Turkey through the Eyes of Beginning Teachers

    Science.gov (United States)

    Hangül, Sükrü

    2017-01-01

    Aim of this study was to explore and compare beginning teachers' experiences and evaluations about the new teacher induction program put into practice by the Turkish Ministry of Education. According to the directive and training program announced by the Ministry of Education on March 2nd 2016, the teachers who were appointed in February, 2016 took…

  15. Knowledge, beliefs, and performance of new high school chemistry teachers: A study of teachers' characteristics and teacher preparation program influences

    Science.gov (United States)

    Alshannag, Qasim Mohammad

    This study investigated the influence of teachers' characteristics and secondary science teacher preparation programs on new high school chemistry teachers' knowledge, beliefs, and performance. "New high school chemistry teacher" refers to any teacher who during their first three years of teaching, has a major/minor in chemistry and/or any teacher who teaches chemistry for high school students. This research focused on four new high school chemistry teachers in their second year of teaching who were part of the Salish I Research Project. These four teachers graduated from two different teacher preparation programs, at major research universities. The focus of this study was on teachers who demonstrated one or more of the following teaching styles: teacher-centered, conceptual, and student-centered. A cross case analysis was done among these four teachers to explore the linkages among teachers' characteristics, secondary science teacher preparation program features, and new high school chemistry teachers' knowledge, beliefs, and performance. Data included interviews with university faculty in education and in science, analysis of course syllabi and program descriptions, interviews with the new teachers, analysis video portfolios of the classroom teaching, and other data collected as part of the Salish I Project. The key findings of the in-depth study included: (1) The course objectives in the teacher education courses at both institutions were more diverse and more comprehensive than science disciplinary course objectives. (2) All four of the new teachers and most of the faculty interviewed confirmed that the connections between prospective science teachers' learning and real world applications were not clearly addressed as a major goal in science courses at either institution. (3) Prospective science teachers did not experience cooperative learning in their science courses, but did so in education courses. (4) All new secondary science teachers reported that they

  16. Program Standards and Accreditation in the Teacher Education

    Directory of Open Access Journals (Sweden)

    Abdullah ADIGÜZEL

    2009-02-01

    Full Text Available In this article, based on the sources and researches related with the quality standards, it is aimed at describing the importance of quality standards in teacher training. Thus, in this article, firstly the necessity of developing standards, the steps of developing these standards in teacher training, current studies in the USA, England, and Turkey, secondly the relationship between goals, accreditation and quality teacher training and lastly the aim and benefits of developing standards in teacher training are described. As a result, since developing standards in Teacher Training means quality assurance, quality standards are used to accredit the productivity of an educational program which prepares candidate teacher for becoming teacher.

  17. Implementation Challenges of the New Geography Diploma ...

    African Journals Online (AJOL)

    The study focused on implementation challenges of the new Geography Diploma Syllabus in Tanzania. The study used Korogwe and Dakawa Teachers' Training Colleges as a case. Dakawa teachers' training college is located in Morogoro region while Korogwe teachers' training college is based in Korogwe district, ...

  18. Workplace Conditions that Affect Teacher Quality and Commitment: Implications for Teacher Induction Programs.

    Science.gov (United States)

    Rosenholtz, Susan J.

    1989-01-01

    Identifies critical dimensions of the social organization of schools associated with teachers' commitment: rewards, task autonomy and discretion, learning opportunities, and efficacy. Suggests policy recommendations necessary to develop a successful teacher induction program. (RJC)

  19. Research on teacher education programs: logic model approach.

    Science.gov (United States)

    Newton, Xiaoxia A; Poon, Rebecca C; Nunes, Nicole L; Stone, Elisa M

    2013-02-01

    Teacher education programs in the United States face increasing pressure to demonstrate their effectiveness through pupils' learning gains in classrooms where program graduates teach. The link between teacher candidates' learning in teacher education programs and pupils' learning in K-12 classrooms implicit in the policy discourse suggests a one-to-one correspondence. However, the logical steps leading from what teacher candidates have learned in their programs to what they are doing in classrooms that may contribute to their pupils' learning are anything but straightforward. In this paper, we argue that the logic model approach from scholarship on evaluation can enhance research on teacher education by making explicit the logical links between program processes and intended outcomes. We demonstrate the usefulness of the logic model approach through our own work on designing a longitudinal study that focuses on examining the process and impact of an undergraduate mathematics and science teacher education program. Copyright © 2012 Elsevier Ltd. All rights reserved.

  20. Teacher perceptions of a physical education statewide assessment program.

    Science.gov (United States)

    Rink, Judith; Jones, Laura; Kirby, Kym; Mitchell, Murray; Doutis, Panayiotis

    2007-06-01

    A statewide program assessment was established to make positive change in physical education school programs in South Carolina. Reform efforts depend both on balancing accountability for change and teacher support for change (Odden &Anderson, 1986). The purpose of the study was to determine teacher perceptions of the South Carolina Physical Education Assessment Program and its effects across six related themes including: changes in teaching and learning, changes in curriculum and instruction, teacher awareness of the assessment program, teacher support for the program, work place conditions, and the advocacy role of the program. It was also the purpose of this study to determine if the survey responses were in any way related to teacher and school variables. The overall results of the study indicated positive change and support for the assessment program, supporting the viability of the standards, assessment, and accountability reform effort to positively impact physical education programs.

  1. Facilitating a Reading Anxiety Treatment Program for Preservice Teachers.

    Science.gov (United States)

    Crawford, Ruth M.

    1998-01-01

    Examines the use of systematic desensitization in a reading anxiety treatment program designed for preservice teachers. States that reading anxiety creates in teachers non-productive attitudes which can, and should, be altered to advance the literacy development of students. Measures reading anxiety of 23 preservice teachers before, during, and…

  2. Teacher Beliefs regarding Bilingualism in an English Medium Reading Program

    Science.gov (United States)

    Vaish, Viniti

    2012-01-01

    Reading classes in schools where English is the medium of instruction are increasingly servicing a linguistically diverse population; however, teacher-training for English teachers lacks a focus on bilingualism. Using the context of Singapore, this paper analyses beliefs on bilingualism of English teachers in an early intervention reading program.…

  3. English Teacher Training Programs in Denmark, Sweden and Turkey

    Science.gov (United States)

    Solak, Ekrem

    2016-01-01

    Teachers play one of the most important roles in reaching learning objectives. The qualifications of teachers in an education system reflect the potential of that system and directly influence the learners' achievement. Therefore, the purpose of this study is to compare Danish and Swedish English teacher training programs with that of Turkey and…

  4. Pursuing Equity in and through Teacher Education Program Admissions

    Science.gov (United States)

    Childs, Ruth A.; Broad, Kathryn; Gallagher-Mackay, Kelly; Sher, Yael; Escayg, Kerry-Ann; McGrath, Christopher

    2011-01-01

    This case study investigated equity in teacher education admissions. Through document analysis and structured interviews with ten past or current members of the admissions committee in a large initial teacher education program in Ontario, we developed an understanding of equity in teacher education admissions as encompassing two foci: equity in…

  5. Program Development for Primary School Teachers' Critical Thinking

    Science.gov (United States)

    Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan

    2017-01-01

    The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'…

  6. The Arctic Climate Modeling Program: Professional Development for Rural Teachers

    Science.gov (United States)

    Bertram, Kathryn Berry

    2010-01-01

    The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…

  7. Individual Stress Management Coursework in Canadian Teacher Preparation Programs

    Science.gov (United States)

    Harris, Gregory E.

    2011-01-01

    Teacher stress is a significant issue facing the teaching profession. The current paper explores individual stress management as a viable option to address stress in this profession. Specifically, Canadian teacher education programs are examined to identify the prevalence of pre-service teacher education courses focused on individual stress…

  8. Geography and Gender in the Secondary School Classroom.

    Science.gov (United States)

    Nairn, Karen

    1991-01-01

    Describes the distribution of teacher interactions with male and female students in secondary geography classrooms. Reports that, in 70 percent of the classes, attention was unequally divided with the surplus in favor of males in 57 percent. Notes that the majority of geography students are female, whereas 80 percent of the teachers are male. (DK)

  9. Teachers as Leaders: The Impact of Teacher Leadership Supports for Beginning Teachers in an Online Induction Program

    Science.gov (United States)

    Ellis, Joshua; Polizzi, Samuel Justin; Roehrig, Gillian; Rushton, Gregory

    2017-01-01

    Induction programs have become a leading model of providing coherent, targeted support for beginning teachers who are most at risk for leaving the profession. This comparison study assessed the impact of a designed teacher leadership intervention to support beginning teachers' reflective practices and their use of network social capital in an…

  10. Behavior and Classroom Management: Are Teacher Preparation Programs Really Preparing Our Teachers?

    Science.gov (United States)

    Flower, Andrea; McKenna, John William; Haring, Christa D.

    2017-01-01

    Research suggests that many teachers are underprepared for the behaviors that their students may bring to the classroom, resulting in challenges to teaching and learning. The purpose of this study was to examine the behavior management content included in preservice teacher preparation programs for general education and special education teachers.…

  11. Teachers' Perceptions of the Virginia State University Teacher Education Program's Effectiveness

    Science.gov (United States)

    Claiborne, Shandra

    2016-01-01

    The professional preparation of teachers is essential because of their critical role in developing students' learning. Preparing quality teachers is a complex process, as they matriculate through the programs that prepare them for the classroom. The problem addressed by this study is teachers' lack of effective strategies and skills in…

  12. Are Teacher Candidates Learning What They Are Taught? Declarative Literacy Learning in 10 Teacher Preparation Programs

    Science.gov (United States)

    Grisham, Dana L.; Yoder, Karen Kreider; Smetana, Linda; Dobler, Elizabeth; Wolsey, Thomas DeVere; Lenski, Susan J.; Young, Janet; Chambers, Sandra; Scales, Roya Qualls; Wold, Linda S.; Ganske, Kathy; Scales, W. David

    2014-01-01

    This article describes the first phase of a longitudinal study that examines the impact of teacher preparation programs on the literacy instructional practices of teacher candidates. Case summaries and cross-case analysis by 12 researchers of 10 teacher preparation universities across the United States determined (1) the signature aspects of…

  13. Second/Foreign Language Program Preservation and Advancement: Literatures and Lessons for Teachers and Teacher Education

    Science.gov (United States)

    Crookes, Graham; Talmy, Steven

    2004-01-01

    In a period of declining state support for education, we argue S/FL teachers and teacher educators would do well to become oriented to language program preservation and advancement. We discuss three areas such an orientation could take, namely organizing, direct action, and fundraising, so that teachers and students can become more involved in…

  14. Comparison of University-Based Teacher Certification Programs and Alternative Certification Programs

    Science.gov (United States)

    Roberts, Keonna

    2016-01-01

    The purpose of this qualitative study was to understand further similarities and differences between traditionally certified teachers and alternatively certified teachers specifically in the areas of teacher self-efficacy, classroom management, and teacher perceptions of their preparation program. The following research questions guided this…

  15. The Best Little Teacher Education Program in Kansas

    Science.gov (United States)

    Demski, Jennifer

    2012-01-01

    Many undergraduate teacher education programs still treat technology as an elective, instead of an integral and inseparable part of the curriculum. So when "T.H.E. Journal" set out to find the best program for training tomorrow's teachers, it found one at a K-12 school district in Kansas. The Blue Valley School District in Overland Park,…

  16. Training programs in research into the effectiveness of teacher behavior

    NARCIS (Netherlands)

    Tomic, W.

    2008-01-01

    This article contends that studies into the effectiveness of teacher behavior should give more attention both to a systematic design of training programs as well as to the collection of implementation data concerning teacher behavior, before incorporating the training program into an experimental

  17. Huntington II Simulation Program-POLUT. Teacher's Guide.

    Science.gov (United States)

    Braun, L.; And Others

    This teacher's guide is written to accompany the Huntington II Simulation Program - POLUT. POLUT is a program written in BASIC which provides simulation of the interaction between water and waste. It creates a context within which the user can control specific variables which effect the quality of a water resource. The teacher's guide provides…

  18. Ethics Education in Australian Preservice Teacher Programs: A Hidden Imperative?

    Science.gov (United States)

    Boon, Helen J.; Maxwell, Bruce

    2016-01-01

    This paper provides a snapshot of the current approach to ethics education in accredited Australian pre-service teacher programs. Methods included a manual calendar search of ethics related subjects required in teacher programs using a sample of 24 Australian universities and a survey of 26 university representatives. Findings show a paucity of…

  19. The Galileo Teacher Training Program Global Efforts

    Science.gov (United States)

    Doran, R.; Pennypacker, C.; Ferlet, R.

    2012-08-01

    The Galileo Teacher Training Program (GTTP) successfully named representatives in nearly 100 nations in 2009, the International Year of Astronomy (IYA2009). The challenge had just begun. The steps ahead are how to reach educators that might benefit from our program and how to help build a more fair and science literate society, a society in which good tools and resources for science education are not the privilege of a few. From 2010 on our efforts have been to strengthen the newly formed network and learn how to equally help educators and students around the globe. New partnerships with other strong programs and institutions are being formed, sponsorship schemes being outlined, new tools and resources being publicized, and on-site and video conference training conducted all over the world. Efforts to officially accredit a GTTP curriculum are on the march and a stronger certification process being outlined. New science topics are being integrated in our effort and we now seek to discuss the path ahead with experts in this field and the community of users, opening the network to all corners of our beautiful blue dot. The main aim of this article is to open the discussion regarding the urgent issue of how to reawaken student interest in science, how to solve the gender inequality in science careers, and how to reach the underprivileged students and open to them the same possibilities. Efforts are in strengthening the newly formed network and learning how to equally help educators and students around the globe.

  20. Program Fidelity and Teacher Decisions: A Case Study of the Renaissance Learning Program

    Science.gov (United States)

    Putnam, Jennifer D.

    2011-01-01

    This dissertation was designed to examine the degree to which the fidelity of implementation of the Renaissance Learning program impacts teacher instruction, as well as teacher perception of student reading motivation and achievement. The teachers at a western North Carolina elementary school used the Renaissance Learning program for over 15…

  1. Teacher beliefs and cultural models: A challenge for science teacher preparation programs

    Science.gov (United States)

    Bryan, Lynn A.; Atwater, Mary M.

    2002-11-01

    The purpose of this paper is to present an argument for developing science teacher education programs that examine teachers' beliefs about multicultural issues and their impact on science teaching and learning. In the paper, we (a) delineate a rationale for the study of teacher beliefs about issues of culture and its impact on science teaching and learning; (b) assert three major categories of teacher beliefs to examine for designing teacher education programs that aim to meet the challenges of increasingly culturally diverse classrooms; and (c) discuss implications for science teacher education programs and research. Research has shown that knowing teachers' beliefs and designing instruction and experiences to explicitly confront those beliefs facilitate refinement of and/or transformation of beliefs and practices (Bryan & Abell, J Res Sci Teaching, 36, 121-140, 1999; Harrington & Hathaway, J Teacher Education, 46, 275-284, 1995; Hollingsworth, Am Educational Res J, 26(2), 160-189, 1989; Olmedo, J Teaching Teacher Education, 13, 245-258, 1997; Tobin & LaMaster, J Res Sci Teaching, 32, 225-242, 1995). Furthermore, prior to student teaching, preservice teachers need to be at least culturally sensitive teachers (Gillette, In Teacher Thinking in Cultural Contexts, F. A. Rios (Ed.); Albany, NY: State University of New York Press; 1996, pp. 104-128). Science educators need to continue to identify those beliefs and practices that undergird desirable and equitable science instruction.

  2. University Instructors' Responses on Implementation of Differentiated Instruction in Teacher Education Programs

    Science.gov (United States)

    Lockley, Jeannie; Jackson, Nykela; Downing, Allison; Roberts, Jalynn

    2017-01-01

    General education teachers are encouraged in many teacher education programs to differentiate instruction. The question was if instructors in teacher education programs modeled differentiated instruction (DI) in their teacher education programs. University instructors in teacher education programs were surveyed about their use of DI. DI included…

  3. Making Teacher Incentives Work: Lessons from North Carolina's Teacher Bonus Program. Education Outlook. No. 5

    Science.gov (United States)

    Ahn, Thomas; Vigdor, Jacob L.

    2011-01-01

    North Carolina has operated one of the country's largest pay-for-performance teacher-bonus programs since the late 1990s. New research shows that a North Carolina-style incentive-pay program has the potential to improve student learning by encouraging teachers to exert more effort on the job. The North Carolina model avoids three pitfalls…

  4. Teachers' Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality

    Science.gov (United States)

    Whitebook, Marcy; King, Elizabeth; Philipp, George; Sakai, Laura

    2016-01-01

    Early childhood teachers routinely face insufficient teaching supports and inadequate rewards for their education and commitment (e.g., low pay, lack of professional supports, and lack of benefits). These shortcomings contribute to poor program quality and fuel high levels of teacher turnover, preventing program improvement and making it…

  5. Recruiting & Preparing Diverse Urban Teachers: One Urban-Focused Teacher Education Program Breaks New Ground

    Science.gov (United States)

    Waddell, Jennifer; Ukpokodu, Omiunota N.

    2012-01-01

    This article explores a university's Urban Teacher Education Program (UTEP) and its success not just in recruiting, preparing, retaining, and graduating its students, but in likewise leading to employment and retention as teachers in urban schools. It focuses on critical aspects of the program, including recruitment of diverse candidates,…

  6. Disrupting ELL Teacher Candidates' Identities: Indigenizing Teacher Education in One Study Abroad Program

    Science.gov (United States)

    Kasun, G. Sue; Saavedra, Cinthya M.

    2016-01-01

    In this article, the researchers describe and theorize the challenges and promises of exposing preservice teachers' identities to indigenous, critical second language teaching experiences in one study abroad program in Mexico. The eight teacher candidates who participated in this 4-week program were predominantly white, like the majority of…

  7. 75 FR 8854 - Teacher Incentive Fund Program

    Science.gov (United States)

    2010-02-26

    ... assessments of teacher performance at multiple points in the year, carried out by evaluators trained in using...-based assessments of teacher performance at least twice a year. Given the complexity of models that use... model to teachers to enable them to use the data generated through the models to improve classroom...

  8. A Geography Undergraduate Course in Multiculturalism

    Science.gov (United States)

    Frazier, John W.

    2008-01-01

    Increasing multicultural course offerings in the undergraduate curriculum is a challenge for geography programs. Effective approaches to teaching multicultural geography of the United States include emphasizing institutional affects on minority populations and the life experiences and geographic expressions of minority groups. This article shares…

  9. Applying Disciplinary Literacy in Elementary Geography

    Science.gov (United States)

    Britt, Judy; Ming, Kavin

    2017-01-01

    In this article, a social studies teacher and a literacy teacher describe a vision for social studies that highlights reading practices that foster disciplinary literacy in elementary geography. Their purpose is to share a practical approach for enriching elementary social studies lessons and activities with a geographic lens. During the…

  10. Environmental Concerns in the Geography Curriculum: Perceptions ...

    African Journals Online (AJOL)

    The data reveals that the three teachers have conceptual difficulties regarding these terms. I argue that unless these conceptual difficulties are addressed through pre-service teacher training and in-service professional development programmes, the implementation of EE and ESD through the geography curriculum is not ...

  11. Student teacher perceptions regarding career readiness and the effectiveness of a teacher preparation program

    Directory of Open Access Journals (Sweden)

    Josue Dantas

    2016-08-01

    Full Text Available This study investigated student teachers perceptions regarding career readiness and the effectiveness of a teacher preparation program at Lynn University. In 2011, research conducted by McCulloch, Burris, and Ulmer emphasized that there are more than 1,400 colleges and universities in the United States preparing students to enter the teaching profession. Teacher preparation programs in the United States continue to graduate many individuals who do not go into a teaching career long-term. This study was designed to provide insight into whether or not student teacher perceptions might be used as a different perspective in terms of teacher preparation program evaluation. The investigation was conducted through the collection of data from a demographic survey and the administration of semi-structured interviews with the research participants. The data were organized through the categories of analysis proposed by the researcher: Category A: Effective classroom management skills; Category B: Programs and Endorsements; Category C: Instructor recommendations; Category D: Program requirements and features; Category E: Test preparation – State requirements and further combinations among them. The results of the study demonstrated that students recommend the inclusion of “hands on activities” as an alternative devoted to enhance the teacher preparation program. The findings of this study may be useful to contribute to the development of teacher preparation programs, to educational research literature, and also in terms of planning and implementing effective professional development for teachers.

  12. Changes in teacher efficacy and beliefs during a one-year teacher preparation program

    Science.gov (United States)

    Lockman, Alison Schirmer

    This study attempted to further understanding of factors affecting the teacher efficacy beliefs of secondary science preservice teachers, and to develop a model relating teacher efficacy to beliefs about teaching and students. A mixed quantitative and qualitative methodology was utilized in order to track participants' beliefs both broadly and in depth throughout a one-year teacher preparation program. Results from this analysis revealed that preservice teachers at the end of the program had significantly higher personal science teaching efficacy beliefs than at the beginning of the program. No significant difference in science teaching outcome expectancy beliefs was found, although individual preservice teachers did develop alternate beliefs. Teacher efficacy beliefs were directly affected by three of Bandura's four sources of self-efficacy beliefs---Mastery experiences, vicarious experiences, and verbal persuasion---with the influence of each source of self-efficacy information appearing to change during the course of the teacher preparation program. No evidence was found that affective states by themselves had resulted in belief changes, although many of the other experiences were more powerful because they were accompanied by an emotional incident. Connections between teacher efficacy beliefs, beliefs about students, and beliefs about teaching were uncovered, as was the importance of content knowledge and pedagogical content knowledge on a teacher's sense of efficacy.

  13. Looking at teacher education programs in a new way

    OpenAIRE

    Zimmermann, Erika; Universidade de Brasília UNB; Bertani, Januária Araújo; UEMG - Mato Grosso

    2003-01-01

    This paper aims to discuss and reflect about Science and Mathematics Teacher Education Programs. Those programs have been showing quite a few problems; one of these is about articulation. There is no articulation between the several disciplines of the program and also no articulation between theory and practice. It shows that it is crucial to think about a new way of structuring and planning teacher education. In this way, this paper presents some Bachelar s and Lakato s con...

  14. Powerpoint presentation usage in geography education

    OpenAIRE

    Mrázová, Marcela

    2010-01-01

    The thesis studies using PowerPoint presentation in geography teaching, especially for the impact of visualized substance on the effectiveness of teaching. The theoretical part is followed by questionnaire survey to monitor the current situation in Czech schools. Students and teachers of Geography were asked if they are computer users and how are their subjective views and experiences of using PowerPoint in teaching. I also examined the technical background of Czech schools and whether there ...

  15. Rethinking Postgraduate Geography Education in the USA: Issues and Concerns

    Science.gov (United States)

    Foote, Kenneth; Bednarz, Sarah; Monk, Janice; Solem, Michael; Stoltman, Joseph

    2012-01-01

    Postgraduate geography education in the USA is growing and changing. In recent years, the number of postgraduate programs has increased at both the doctoral and master's levels. Interest in improving and reforming doctoral education has increased dramatically both inside and outside geography, and geography has been involved in these reforms.…

  16. How Did the Teacher Training Program Change the Teacher Trainees' View of Language Education? : Based on SCAT Analysis of Essays

    OpenAIRE

    小原, 亜紀子; 稲葉, みどり

    2016-01-01

    It is necessary for teachers to respond to the increased diversity of Japanese learners in Japanese language classes. Therefore, “teacher development programs (development programs),” which are considered more effective than “teacher training programs for practical teaching methods (methodical programs),” are in their trial stage. “Methodical programs,” in this paper, is defined as teacher training which aims to promote teaching skills, whereas “development programs” emphasize improving teach...

  17. Science teacher's perception about science learning experiences as a foundation for teacher training program

    Science.gov (United States)

    Tapilouw, Marisa Christina; Firman, Harry; Redjeki, Sri; Chandra, Didi Teguh

    2017-05-01

    Teacher training is one form of continuous professional development. Before organizing teacher training (material, time frame), a survey about teacher's need has to be done. Science teacher's perception about science learning in the classroom, the most difficult learning model, difficulties of lesson plan would be a good input for teacher training program. This survey conducted in June 2016. About 23 science teacher filled in the questionnaire. The core of questions are training participation, the most difficult science subject matter, the most difficult learning model, the difficulties of making lesson plan, knowledge of integrated science and problem based learning. Mostly, experienced teacher participated training once a year. Science training is very important to enhance professional competency and to improve the way of teaching. The difficulties of subject matter depend on teacher's education background. The physics subject matter in class VIII and IX are difficult to teach for most respondent because of many formulas and abstract. Respondents found difficulties in making lesson plan, in term of choosing the right learning model for some subject matter. Based on the result, inquiry, cooperative, practice are frequently used in science class. Integrated science is understood as a mix between Biology, Physics and Chemistry concepts. On the other hand, respondents argue that problem based learning was difficult especially in finding contextual problem. All the questionnaire result can be used as an input for teacher training program in order to enhanced teacher's competency. Difficult concepts, integrated science, teaching plan, problem based learning can be shared in teacher training.

  18. The Impact of a Community College Teacher Education Program on the Success Rate of Minority Teacher Certification Students

    Science.gov (United States)

    Perkins, Britine Lynee

    2013-01-01

    The relationship between the mission of community colleges and the increasing teacher shortage has become more transparent as many community colleges have implemented teacher education programs to address community needs, the shortage of qualified teachers, and the lack of diversity among teachers. As the community college's teacher education role…

  19. Research on the IBM Grant Program's Impact on Teacher Preparation.

    Science.gov (United States)

    Bitter, Gary G.; Pryor, Brandt W.

    Technology is not often a factor in classroom activities because teachers are untrained in its use. In 1990, International Business Machines (IBM) contributed over 30 million dollars' worth of workstations, networking hardware and software, IBM courseware, cash, and training to prompt 144 selected teacher preparation programs to integrate…

  20. Integrating Global Content into Special Education Teacher Preparation Programs

    Science.gov (United States)

    Xin, Joy F.; Accardo, Amy L.; Shuff, Midge; Cormier, Mary; Doorman, Diane

    2016-01-01

    Globalization affects many aspects of our lives in the 21st century and requires us to adopt an international perspective. For this study, global content was integrated into one course of an undergraduate special education teacher education program. A total of 118 teacher candidates were enrolled in the course over two semesters. A pre-post test…

  1. Followership: A Neglected Skill in Teacher Preparation Programs.

    Science.gov (United States)

    Holifield, Mitchell; And Others

    1992-01-01

    School effectiveness depends, in part, on committed teachers exercising positive followership skills transactionally with dedicated leaders. The paper recommends that teacher education programs help students develop followership skills necessary for effective teaching, noting that leaders come from the ranks of followers. (SM)

  2. Managing Personal Income: Teacher Guide. Family Financial Education Program 1.

    Science.gov (United States)

    Continental Illinois National Bank and Trust Co., Chicago.

    The teacher's guide is for a high school unit on personal income management, part of a family financial education program which also includes a unit on accepting credit responsibility. It can be used by teachers of any subject attempting to develop in students habits and attitudes in the area of earning, saving, and spending. The unit is based on…

  3. Program Management Educational Needs of Idaho Business and Marketing Teachers

    Science.gov (United States)

    Kitchel, Allen; Cannon, John; Duncan, Dennis

    2009-01-01

    The purpose of this study was to determine the perceived program management professional development needs of Idaho secondary business/marketing teachers (N = 233) in order to guide pre-service curriculum development and in-service training activities. Sixty-two percent (n = 146) of the 233 teachers completed a modified version of Joerger's (2002)…

  4. Teacher Education Reform in Urban Educator Preparation Programs

    Science.gov (United States)

    Banks, Tachelle

    2015-01-01

    The majority of teachers in the United States are of a different race, ethnicity, class, gender, and linguistic dominance from that of their students. Teachers are specifically challenged by a variety of racial and ethnic issues as they enter their classrooms. This paper discusses the importance of educator preparation programs devoting attention…

  5. ACE: A Collaborative School Consultation Program for Secondary School Teachers

    Science.gov (United States)

    Couture, Caroline; Massé, Line

    2014-01-01

    This article presents a description of ACE (Accompagnement collaboratif des enseignants (Collaborative teacher accompaniment)), a new program designed to guide secondary school teachers in integrating students with behavioral problems in their classrooms. ACE proposes collaborative accompaniment inspired by behavioral and mental health…

  6. Easing the transition for queer student teachers from program to field: implications for teacher education.

    Science.gov (United States)

    Benson, Fiona J; Smith, Nathan Grant; Flanagan, Tara

    2014-01-01

    Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs.

  7. Adventures in supercomputing: An innovative program for high school teachers

    Energy Technology Data Exchange (ETDEWEB)

    Oliver, C.E.; Hicks, H.R.; Summers, B.G. [Oak Ridge National Lab., TN (United States); Staten, D.G. [Wartburg Central High School, TN (United States)

    1994-12-31

    Within the realm of education, seldom does an innovative program become available with the potential to change an educator`s teaching methodology. Adventures in Supercomputing (AiS), sponsored by the U.S. Department of Energy (DOE), is such a program. It is a program for high school teachers that changes the teacher paradigm from a teacher-directed approach of teaching to a student-centered approach. {open_quotes}A student-centered classroom offers better opportunities for development of internal motivation, planning skills, goal setting and perseverance than does the traditional teacher-directed mode{close_quotes}. Not only is the process of teaching changed, but the cross-curricula integration within the AiS materials is remarkable. Written from a teacher`s perspective, this paper will describe the AiS program and its effects on teachers and students, primarily at Wartburg Central High School, in Wartburg, Tennessee. The AiS program in Tennessee is sponsored by Oak Ridge National Laboratory (ORNL).

  8. Hybrid-Mentoring Programs for Beginning Elementary Science Teachers

    Science.gov (United States)

    Bang, EunJin

    2013-01-01

    This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring programs, and a traditional offline induction program--in terms of interactivity, inquiry-based teaching, and topics of knowledge. Fifteen elementary science…

  9. Integrating Advocacy into Teacher Education Programming

    Science.gov (United States)

    Richards, K. Andrew R.; Aros, Emily; Ostrander, Anna

    2015-01-01

    It is critical that preservice teachers (PSTs) in PE learn strategies to help them advocate for the importance of their subject in and around school settings. This article describes curricular and extracurricular activities that teacher educators can draw upon in preparing PSTs to advocate for their subject.

  10. The Relevance of Teachers' Practical Knowledge in the Development of Teacher Education Programs

    Science.gov (United States)

    Oss, Débora Izé Balsemão

    2018-01-01

    Teacher education programs have evolved mostly from the scholarly world's perspective, which can eventually impact the work that practitioners face on an everyday basis, particularly in regard to dealing with their students. This article of reflection addresses aspects related to a Brazilian teacher's personal practical knowledge and the role of…

  11. New Teacher Perceptions of Inclusive Practices: An Examination of Contemporary Teacher Education Programs

    Science.gov (United States)

    Soleas, Eleftherios Kyprianos

    2015-01-01

    This article details a sequential explanatory mixed-method study into the perceptions of 44 new teachers regarding inclusive practices from their teacher education program, as well as their relative intent to utilize them in their practice. The purpose of this study was to determine the self-perceived capacity of the next generation of teachers…

  12. Teachers' Attitudes about Teacher Bonuses under School-Based Performance Award Programs.

    Science.gov (United States)

    Heneman, Herbert G., III; Milanowski, Anthony T.

    1999-01-01

    Examines attitudes of 1,150 teachers from Charlotte-Mecklinberg (North Carolina) and 1,748 Kentucky teachers working under school-based performance award programs with monetary bonuses if their schools met or exceeded student achievement goals. Findings suggest that the motivational potential of the incentives can be offset by undesirable program…

  13. Meeting the Challenge of Systemic Change in Geography Education: Lucy Sprague Mitchell's Young Geographers

    Science.gov (United States)

    Downs, Roger M.

    2016-01-01

    The history of K-12 geography education has been characterized by recurrent high hopes and dashed expectations. There have, however, been moments when the trajectory of geography education might have changed to offer students the opportunity to develop a thorough working knowledge of geography. Lucy Sprague Mitchell's geography program developed…

  14. Supporting Students of Color in Teacher Education: Results from an Urban Teacher Education Program

    Science.gov (United States)

    Waddell, Jennifer

    2014-01-01

    This article describes an urban teacher education program on a predominantly White campus, in which 71% of the students in the program were students of color. This article details a qualitative study and highlights the structures of support most influential in the retention of students within the program. Findings suggest that a multifaceted…

  15. Twenty Years of One Astronomy Teacher Professional Development - The EXES Teacher Associate Program at UT Austin

    Science.gov (United States)

    Finkelstein, Keely; Hemenway, Mary Kay; Sneden, Chris; Lacy, John; Richter, Matthew J.; EXES Teacher Associates

    2018-01-01

    The Astronomy Department and McDonald Observatory at the University of Texas at Austin has and continues to offer a suite of different astronomy based K-12 teacher professional development programs. One of our longest running, and most successful programs, is reaching its 20th anniversary, the EXES Teacher Associate Program, which was started in 1998. The EXES Teacher Associate program features sustained and continued professional development opportunities for K-12 science and math educators. It consists of 6 times per year day-long meetings, coupled with other professional development opportunities provided at various times. In total, there are approximately 30 active members of the group currently, but more than 90 teachers have participated in this group over its 20 year history. The program has had astronomy education as its focus throughout its history, but different partnerships and collaborations with other programs have supported the group and have allowed for a variety of professional development opportunities and themes for educators to engage in. We will give an overview of this program, present evaluation data and teacher feedback related to program success and student impact, and highlight a few specific program opportunities that are unique and have been shown to be most impactful for participants.

  16. Geosystems: An Introduction to Physical Geography

    DEFF Research Database (Denmark)

    Christopherson, Robert, W.; Birkeland, Ginger

    Among the most highly regarded in physical geography, Robert Christopherson’s best-selling texts are known for their meticulous attention to detail, currency, accuracy, and rich integration of climate change science. Geosystems: An Introduction to Physical Geography,Ninth Edition is uniquely...... edition presents bold new features that cultivate an active learning environment both in and outside the classroom.The Ninth Edition is available with MasteringGeography™ , the most effective and widely used online tutorial, homework, and assessment system for the sciences. This program will provide...... an interactive and engaging learning experience for your students. Here’s how: Personalize learning with Mastering Geography: Mastering Geography provides students with engaging and interactive experiences that coach them through introductory physical geography with specific wrong-answer feedback, hints...

  17. Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana

    Science.gov (United States)

    Ababio, Bethel T.; Dumba, Hillary

    2014-01-01

    This article empirically assessed the extent to which geography teachers adhered to the Ghana Education Service policy guidelines on the teaching of geography at the Senior High School Level in Ghana. Census survey was used to collect data from seven geography teachers because of the researchers' objective of gaining a quick insight into the…

  18. The Needs of Primary English Teachers for an In-Service Teacher Training Program

    Directory of Open Access Journals (Sweden)

    Enisa Mede

    2016-04-01

    Full Text Available The purpose of this study is to investigate the needs of the primary English teachers at a private school about an in-service teacher training program. Under the light of former studies and literature, this study attempts to find out their needs on the predefined concepts namely, adaptation of teaching methods, emphasis on language skills, utilization of technology, classroom environment, instructional practices and material development. The differences between the needs of the participating teachers according to their grade level (K1-4 were examined as well. A sample of 60 primary English teachers working in private schools around different cities in Turkey participated in this study. Data were collected through a triangulated approach, in which questionnaires, semi-structured interviews and teacher diaries were administered to the participating teachers. The findings revealed except for the material development, the primary English teachers are in a high need of a design for an in-service training program on the predefined concepts. Besides, the only difference between the grade levels was in relation to the utilization of technology. These findings will serve as basis for the design of a new in-service teacher training program to meet their needs in the following academic years.

  19. Fortunate Inhabitants? Challenges for School Geography in New Zealand

    Science.gov (United States)

    Morgan, John

    2014-01-01

    This article is a reflection on the challenges faced by school geography teachers in New Zealand. After a brief description of how the geography curriculum is currently organised, it provides a short statement about the current curriculum settlement in New Zealand. This leads to the main argument that much of the twentieth century school geography…

  20. Using "Petites Projects" to Further Engage Students in Geography

    Science.gov (United States)

    Katz, Richard

    2013-01-01

    The challenge of teaching AP Human Geography to high school students is to make geography relevant, engaging and "real world." Often the pace of teaching AP classes constrains the ability of teachers to do creative projects and truly engage students until after the exam is over in May. In this lesson plan, the author suggests using "Petites…

  1. Placing Advanced Placement® Human Geography: Its Role in U.S. Geography Education

    Science.gov (United States)

    Bednarz, Sarah Witham

    2016-01-01

    This article examines Advanced Placement Human Geography (AP HG) in the context of its place in efforts to reform geography education. It presents a critical analysis of the AP program and its curriculum, asserting that it represents "powerful knowledge" as conceptualized by Young. It concludes with a call for research in AP HG aligned…

  2. Authentic Astronomy Research Experiences for Teachers: The NASA/IPAC Teacher Archive Research Program (NITARP)

    Science.gov (United States)

    Rebull, L. M.; Gorjian, V.; Squires, G.; Nitarp Team

    2012-08-01

    How many times have you gotten a question from the general public, or read a news story, and concluded that "they just don't understand how real science works?" One really good way to get the word out about how science works is to have more people experience the process of scientific research. Since 2004, the way we have chosen to do this is to provide authentic research experiences for teachers using real data (the program used to be called the Spitzer Teacher Program for Teachers and Students, which in 2009 was rechristened the NASA/IPAC Teacher Archive Research Program, or NITARP). We partner small groups of teachers with a mentor astronomer, they do research as a team, write up a poster, and present it at an American Astronomical Society (AAS) meeting. The teachers incorporate this experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program differs from other similar programs in several important ways. First, each team works on an original, unique project. There are no canned labs here! Second, each team presents their results in posters at the AAS, in science sessions (not outreach sessions). The posters are distributed throughout the meeting, in amongst other researchers' work; the participants are not "given a free pass" because they are teachers. Finally, the "product" of this project is the scientific result, not any sort of curriculum packet. The teachers adapt their project to their classroom environment, and we change the way they think about science and scientists.

  3. Interested and Influential: The Role of a Professional Association in the Development of the Foundation to Year 10 Australian Curriculum: Geography

    Science.gov (United States)

    Caldis, Susan

    2014-01-01

    The Australian Geography Teachers Association (AGTA) represents the views of Australian geography teachers on educational matters. AGTA also seeks to improve the capacity of geography teachers to respond to a changing teaching and learning landscape. The Australian Curriculum, Assessment and Reporting Authority (ACARA) is an independent authority…

  4. The Australian Geography Competition: An Overview of Participation and Results 2004-2013

    Science.gov (United States)

    Childs, Iraphne R. W.; Berg, Kathryn

    2015-01-01

    The Australian Geography Competition (AGC) was established in 1995 by the Royal Geographical Society of Queensland (RGSQ) and the Australian Geography Teachers' Association to promote the study of geography in Australian secondary schools and to reward student excellence in geographical studies. Initially focusing on students at the lower…

  5. How one teacher research experience program is transforming STEM education

    Science.gov (United States)

    Warburton, J.; Fahnestock, J.; Larson, A.

    2016-12-01

    Celebrating over 10 years of success, the PolarTREC-Teachers and Researchers Exploring and Collaborating program, administered by the Arctic Research Consortium of the United States, is a unique professional development program for United States educators and polar researchers. Through an innovative teacher research experience, utilizing field-based experiences in the polar regions, PolarTREC provides teachers the content knowledge, pedagogical tools, confidence, understanding of science in the broader society, and experiences with scientific inquiry they need to promote authentic scientific research in their classroom. The program evaluation objectives were 1) to better understand the immediate impacts of the program on participating teachers, their students, and the researchers with whom they partnered; and 2) to explore the long-term impacts of the PolarTREC experiences on participating teachers' professional experiences, and in particular their use of authentic scientific research with their students and ongoing relationships with researcher team members and other PolarTREC teachers. In this presentation, we will share our data on how the PolarTREC model is transforming STEM educators not only how they teach science in their classroom but also how they both perceive science, a paradigm shift, that defines their careers.

  6. Professional choices and teacher identities in the Science Teacher Education Program at EACH/USP

    Science.gov (United States)

    Dominguez, Celi Rodrigues Chaves; Viviani, Luciana Maria; Cazetta, Valéria; Guridi, Verónica Marcela; Faht, Elen Cristina; Pioker, Fabiana Curtopassi; Cubero, Josely

    2015-12-01

    In this article, we present results from a research project in which the main aim was to understand students' decision-making processes in choosing to become a teacher and to make sense of the relationships between this process and the formation of their identity as a teacher. The study was conducted with 39 students from the Science Teacher Education Program (LCN) at the São Paulo University (USP) School of Arts, Sciences, and Humanities (EACH) in Brazil while the students engaged in a supervised practical internship. The data used in this study was collected from narratives written by the students in which they provided their reasons for selecting the LCN program and for choosing a teaching career. The analysis showed several elements contributing to their decision making and the formation of their identities as teachers, including the nature of the undergraduate program, representational models of teaching/teachers, the possibility of being an agent for social transformation, and an affinity toward natural sciences and/or education. Findings from this research offer implications for improvement of the LCN program and suggestions for designing teacher education programs to include actions for improving the teaching career as a life project for new students.

  7. Teacher Candidates' Opinions on Erasmus Student Exchange Program

    Science.gov (United States)

    Unlu, Ihsan

    2015-01-01

    This study contains teacher candidates' opinions who spent a portion of their educational career abroad as participants in the Erasmus Program regarding the academic, cultural, and personal gains of the program. Using the Quantitative Research Method, this study focuses on phenomena that researchers are aware of, but on which they do not have…

  8. 2012 Report Card on the Effectiveness of Teacher Training Programs

    Science.gov (United States)

    Tennessee Higher Education Commission, 2012

    2012-01-01

    The Tennessee General Assembly passed legislation in 2007 requiring that the State Board of Education produce an assessment on the effectiveness of teacher training programs. The law requires that the report include data on the performance of each program's graduates in the following areas: placement and retention rates, Praxis II results, and…

  9. Creating Leaders through the Teacher Learning and Leadership Program

    Science.gov (United States)

    Pearce, Kyle

    2015-01-01

    Leadership is a skill that can be learned through professional development, mentoring, and leadership development programs. In Ontario, the Teacher Learning and Leadership Program (TLLP) helps educators develop their leadership skills through a Ministry of Education--funded project that addresses student learning needs in their classrooms. This…

  10. Teacher Training and Teacher Use of Laptops in a 1:1 Laptop Program: A Correlational Study

    Science.gov (United States)

    Staub, Justin H.

    2013-01-01

    The purpose of this quantitative correlational study was to examine the relationship, if any, between teacher training and teacher use of a laptop in a one-to-one laptop program. Teachers recorded their training weekly throughout the twelve-week study. Teacher use of laptops was measured through self-reporting in a pretest and posttest design,…

  11. 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…

  12. An Analysis of How Building a Collaborative Community of Professional Social Studies Teachers through Targeted Ambient Professional Development Impacts Social Studies Classroom Practices

    Science.gov (United States)

    Thomas-Brown, Karen; Shaffer, LaShorage; Werner, Sharon

    2016-01-01

    This study examined the impact of a yearlong ambient professional development (PD) program-The Wayne Schools Global Geography Project (WSGG-project)-that focused on improving teacher quality through PD and classroom observations for in-service social studies teachers. The project targeted middle and high school social studies teachers and used…

  13. The Induction Program--Teachers' Experience after Five Years of Practice

    Science.gov (United States)

    Eisenschmidt, Eve; Oder, Tuuli; Reiska, Epp

    2013-01-01

    The induction program to provide support for novice teachers was introduced into teacher education in Estonia in 2004. The teachers who participated in the first program have now been working for several years. To evaluate the effectiveness of induction activities, we explored how mentoring and an induction program influence teachers' opinions…

  14. EDUCOPEDIA, A TOOL TO TEACH GEOGRAPHY

    Directory of Open Access Journals (Sweden)

    Renata Bernardo Andrade

    2017-10-01

    Full Text Available The present work proposal had as objective to analyze how the Educopedia platform referring to the Geography discipline, created in 2010, by the Municipal Department of Education of the City of Rio de Janeiro, can contribute to carry out a geographic education of the elementary school students. The platform is online, contains digital classes in which students and teachers can access self-explanatory activities from anywhere and anytime. The use of new Information and Communication Technologies (ICTs is growing and can help students develop their cognitive ability to think about concepts, contents and geographic phenomena. As a qualitative research methodology, the content analysis was used, in which the analysis of the page was developed, as well as the general geography contents described. As a result of the preliminary analysis, it is possible to verify the importance of using the platform, as soon as the teacher develops other practices and learning activities during Geography classes.

  15. Exploring the mathematical confidence of Indigenous preservice teachers in a remote teacher education program

    Science.gov (United States)

    Thornton, Steve; Giles, Wendy; Prescott, Debbie; Rhodes, David

    2011-06-01

    This paper reports on the efficacy of an accelerated teacher education program ( Growing Our Own) focused in remote Indigenous communities in the Northern Territory. The program is a joint initiative of Charles Darwin University and the Northern Territory Catholic Education Office, providing an intensive two-year program designed to educate Indigenous Teacher Assistants to full teacher status. We describe the growth in knowledge and confidence that has occurred through the program using the story of one of the students in the project, Philomena, as an evocative representation of the experiences of the participants in the program. This growth is particularly evident in one lesson that Philomena taught towards the end of the program in which she was able to challenge her previously accepted role as subservient to the non-Indigenous teacher. Our discussion highlights some key issues for improving outcomes for Indigenous children, including the potential mismatch between Western and Aboriginal ways of thinking in mathematics and developing the mathematical capacity of Indigenous teacher assistants in remote settings. We suggest that the mutual respect of the participants at various levels of Growing Our Own, the situated and purposeful nature of the learning, and the capacity of students to engage in that learning without abandoning their community responsibilities have been pivotal in enhancing educational outcomes in remote communities and in providing opportunities for Indigenous people.

  16. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2016-05-02

    May 2, 2016 ... Under the project, IDRC grantee IT for Change (ITfC), isimplementing action research on a professional learning communities(PLCs) model for collaborative creation of open educational resources ... Teachers across 34 districts have learned to use digital tools and resources in their classroom teaching.

  17. The Mexican experience in the elaboration of State Land-Use Programs, diagnostic, issues and perspectives: standpoint of UNAM's Institute of Geography

    Directory of Open Access Journals (Sweden)

    María Teresa Sánchez Salazar

    2012-02-01

    Full Text Available In Mexico, the elaboration of State Land-Use Programs (SLUP has started recently, fostered by the Ministry of Social Development. Today, 27 states have already completed their corresponding SLUP and four of them have partial results. From the experience and results of the various States a series of issues have been detected, derived from the way in which the national program was developed. These served as bases for UNAM's Institute of Geography to develop the Second Generation of Methodological Guidelines to elaborate a SLUP. The major issues detected included the gap in the incorporation to the program at a state level; the impossibility of applying the first generation of guidelines to some specific pilot cases before the program's start-up; the differences in availability of national cartographic and statistical databases needed for project development; the heterogeneous professional and technical qualifications of the consulting groups which carried out works for state governments and of those responsible for the final assessments. Altogether, these resulted in SLUP with a highly variable quality, which made impossible to incorporate results derived from them into integral projects like the Meso-regional Land-Use Management Programs.

  18. Project Marco Polo: Experiences Applying Geography.

    Science.gov (United States)

    Trygestad, JoAnn; Nelson, Jasmine

    1993-01-01

    Describes a summer 1992 study tour of Egypt and Greece by 15 teachers, 15 students, and 5 geography administrators. Focuses on the experiences and attitudes of one eighth-grade student. Asserts that her presentations to student and adult groups have encouraged other students to become more interested in travel and other cultures. (CFR)

  19. Contemporary Textbook Treatment of Political Geography.

    Science.gov (United States)

    Fleming, Dan B.; Morrill, Robert W.

    1982-01-01

    Presents a critical examination of six high school geography textbooks to see how they varied in their treatment of world politics, and comments on the degree of nationalistic bias in each one. Suggestions for teachers are included to help them deal with political concepts and bias in textbooks. (Author/AM)

  20. Gapminder: An AP Human Geography Lab Assignment

    Science.gov (United States)

    Keller, Kenneth H.

    2012-01-01

    This lesson is designed as a lab assignment for Advanced Placement (AP) Human Geography students wherein they use the popular Gapminder web site to compare levels of development in countries from different world regions. For this lesson, it is important for the teacher to practice with Gapminder before giving the assignment to students. (Contains…

  1. Values and the Teaching of Geography.

    Science.gov (United States)

    Smith, D.

    1978-01-01

    Examines how values are included in the geography curriculum as modes of conduct acceptable in a classroom, methodologies of the subject, canons for validity and truth of information, and as part of the hidden curriculum. Concludes that teachers are responsible for helping learners develop their own value positions. Journal availability: see SO…

  2. Internationalizing Geography Education: A Focus on India

    Science.gov (United States)

    Solem, Michael; Balachandran, Chandra Shekhar

    2014-01-01

    The Association of American Geographers (AAG), through its Center for Global Geography Education (CGGE) project, recently published a collection of online educational resources examining important geographic issues affecting people, places, and environments in India. The resources were created by a delegation of high school teachers and academic…

  3. Geography, memory and non-representational geographies

    OpenAIRE

    Jones, O.

    2011-01-01

    I discuss the presence of memory within geography, particularly in relation to the interweaving\\ud non-representational ⁄ peformative ⁄ affective ‘turns’. Memory seems under-considered in these nonrepresentational\\ud geographies (nrgs) which focus on the affective performativities of the present and the richness and creative potentials therein. As memory is a fundamental aspect of becoming, the roles it plays in the peformative moment need to be considered. Richness, potential and creativity ...

  4. Czech Student Attitudes towards Geography

    Science.gov (United States)

    Kubiatko, Milan; Janko, Tomas; Mrazkova, Katerina

    2012-01-01

    This study investigates 540 Czech lower secondary students' attitudes towards geography. It examined the general influence of gender and grade level on attitudes towards geography with an emphasis on four specific areas in particular: geography as a school subject; geography and the environment; the importance of geography; and the relevance of…

  5. Teachers are students in ZPG program called 'Pop Ed.'.

    Science.gov (United States)

    Schline, S

    1977-01-01

    Zero Population Growth's Population Education (Pop Ed) program began in 1975 as an ongoing effort to bring the "real world" into the classroom by demonstrating the relationships among population trends, food and energy resources, and environmental and economic problems. The training workshops which last for a day or 2 have the following goals: 1) to offer a brief demographic overview for teachers, 2) to provide lesson plans and techniques readily usable in the classroom, 3) to alert teachers to the best written and audiovisual materials available, 4) to identify local resources for teaching Pop Ed, and 5) to provide sample materials. In the 1st year of program operation 10 workshops were held. These workshops are credited, at least partly, with the subsequent population instruction that reached over 10,400 students and 1600 teachers. Another 15 workshops were held in the 2nd year of operation. Obstacles to the program are the assumption on the part of some teachers that Pop Ed belongs in disciplines other than their own and the belief on the part of many teachers that they will require extensive training.

  6. Understanding science teacher enhancement programs: Essential components and a model

    Science.gov (United States)

    Spiegel, Samuel Albert

    Researchers and practioners alike recognize that "the national goal that every child in the United States has access to high-quality school education in science and mathematics cannot be realized without the availability of effective professional development of teachers" (Hewson, 1997, p. 16). Further, there is a plethora of reports calling for the improvement of professional development efforts (Guskey & Huberman, 1995; Kyle, 1995; Loucks-Horsley, Hewson, Love, & Stiles, 1997). In this study I analyze a successful 3-year teacher enhancement program, one form of professional development, to: (1) identify essential components of an effective teacher enhancement program; and (2) create a model to identify and articulate the critical issues in designing, implementing, and evaluating teacher enhancement programs. Five primary sources of information were converted into data: (1) exit questionnaires, (2) exit surveys, (3) exit interview transcripts, (4) focus group transcripts, and (5) other artifacts. Additionally, a focus group was used to conduct member checks. Data were analyzed in an iterative process which led to the development of the list of essential components. The Components are categorized by three organizers: Structure (e.g., science research experience, a mediator throughout the program), Context (e.g., intensity, collaboration), and Participant Interpretation (e.g., perceived to be "safe" to examine personal beliefs and practices, actively engaged). The model is based on: (1) a 4-year study of a successful teacher enhancement program; (2) an analysis of professional development efforts reported in the literature; and (3) reflective discussions with implementors, evaluators, and participants of professional development programs. The model consists of three perspectives, cognitive, symbolic interaction, and organizational, representing different viewpoints from which to consider issues relevant to the success of a teacher enhancement program. These

  7. The PhysTEC Teacher Education Program at FIU

    Science.gov (United States)

    Kramer, Laird

    2010-10-01

    The FIU PhysTEC Project is an integral component of the Physics Department's educational transformation that has led to more than a ten-fold increase in majors. The transformation seeks to increase the quality and quantity of physics majors and future physics teachers, including those from historically underrepresented groups. Elements of the efforts include transformed introductory physics courses, establishment of a physics research and learning community, engagement of stakeholders spanning high school through the university administration, and advocacy by a physics education research group. The PhysTEC Project supports future physics teachers through a Learning Assistant program coupled to newly revised secondary education programs. The Learning Assistant program is an experiential program that recruits new students into teaching careers while providing a mechanism for transforming courses - undergraduates experience the rewards and intellectual challenges of teaching through providing interactive engagement learning experiences for their peers in introductory physics courses. Students that continue in the program enroll in a multidisciplinary teacher preparation program and may receive significant financial support. FIU is a minority-serving urban public research institution in Miami, Florida serving over 39,000 students, of which 64% are Hispanic, 13% are Black, and 56% are women. Programmatic strategies and impacts of the program will be provided.

  8. The Influence of Feedback from Supervising Teachers on a Student Teaching Program.

    Science.gov (United States)

    Funk, Fanchon F.; And Others

    An example of a comprehensive mechanism for obtaining specific evaluative data related to teacher education programs is presented. This Supervising Teacher's Program Evaluation Form was devised to gather data from cooperating teachers in three areas: (1) the adequacy of the student teacher's training; (2) the adequacy of the university…

  9. An Instrument for Use by Supervising Teachers in Evaluating Student Teaching Programs.

    Science.gov (United States)

    Funk, Fanchon F.; And Others

    A questionnaire was developed for obtaining feedback from supervising (cooperating) teachers on the strengths and weaknesses of teacher education programs. Over a period of three years, the questionnaire was distributed to more than 550 teachers in the Florida State University teacher education program. The response rate increased over the three…

  10. Mapping Culturally Relevant Pedagogy into Teacher Education Programs: A Critical Framework

    Science.gov (United States)

    Allen, Ayana; Hancock, Stephen D.; W. Lewis, Chance; Starker-Glass, Tehia

    2017-01-01

    Background/Context: Teacher education programs are charged with the daunting task of preparing the next generation of teachers. However, the extant literature has documented that teacher education programs have struggled to effectively arm teacher candidates with effective pedagogies to meet the needs of our increasingly diverse student…

  11. Understanding the Educational Experiences of Science Teachers in a Five-Year Teacher Education Program: A Phenomenological Study

    Science.gov (United States)

    Srivastava, Nitin

    This qualitative study provides an overview of educational experiences of six in-service and three pre-service secondary science teachers in the Benedum Collaborative Five-Year Teacher Education Program at a land-grant university. The researcher interviewed secondary science teachers on the experiences they found meaningful in various program components that influenced their teacher identity, beliefs about science pedagogy, and their sense of preparedness for teaching. Document analysis of teachers' journals and lesson plans supplemented the qualitative data in addition to the researcher's role and knowledge as an outsider (non-Benedum graduate) and insider (facilitator and instructor in the technology integration based classes for one year) of the Benedum Collaborative Five-Year Teacher Education Program. Findings also supported the Holmes (1986) and Goodlad (1990) views for extended field experiences and "collaborative culture" in teacher education for well-prepared teachers.

  12. Facilitating Participant Success: Teachers Experiencing Antarctica and the Arctic Program

    Science.gov (United States)

    Shipp, S. S.; Bruccoli, A.; Porter, M.; Meese, D.

    2003-12-01

    Through the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program K-12 science teachers participate as members of polar field projects. Objectives of the program include: immersing the science teacher in the experience of research; 2) leveraging the research experience of the teacher to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The polar field experience is an exciting opportunity accompanied by a daunting number of responsibilities. In addition to preparing for field research, TEA teachers bring their experience to colleagues, classrooms, and communities. Before going into the field, they give presentations, help plan how students can connect to the polar regions, and share the expedition with the public. In the field, the TEA teacher is a team member and educational liaison, responding to questions by e-mail, and posting e-journals describing the research experience. Upon return, the TEA again shares the experience broadly with the community. In addition, they work closely with 3 colleagues for 140 hours to bring the experience of research into classrooms. Formative evaluation of the TEA Program underscores the need to support teachers in accomplishing their responsibilities; this support is necessary to achieve program objectives. TEA teachers are responsible for sharing the science content of their research. While many broadcast the excitement of the experience, they may not have the scientific background to convey the content. This is due, in part, to many teachers having to be generalists in their classrooms. Shifting into the role of specialist can be challenging. In the year of preparation before the field experience, TEA teachers attend orientation, meet with their research teams for several days, and are encouraged to learn more about their science topic. Understanding builds through the field experience. It may take two or more years after the field work for the

  13. Career Planning in the Teacher Preparation Program (TPP).

    Science.gov (United States)

    Greis, Naguib

    The question posed by this paper is: How can a teacher preparation program (TPP) guide participants in the critical area of career planning, which is also important to the profession? The aim of this article is to describe the structure of a proposed special career planning course, in light of the relevant areas in current practice and the…

  14. A Look at Teaching Standards in ASL Teacher Preparation Programs

    Science.gov (United States)

    Jacobowitz, E. Lynn

    2007-01-01

    This article addresses whether there are enough ASL teacher preparation programs in the country and how prepared are their graduates. It examines six organizations that provide teaching standards: the Education Section of the National Association of the Deaf, the National Board for Professional Teaching Standards, the American Sign Language…

  15. Taiwan Teacher Preparation Program Evaluation: Some Critical Perspectives

    Science.gov (United States)

    Liu, Tze-Chang

    2015-01-01

    This paper focuses on the influences and changes of recent Taiwan teacher preparation program evaluation (TTPPE) as one of the national evaluation projects conducted by the Higher Education Evaluation and Accreditation Council of Taiwan. The main concerns are what kind of ideology is transformed through the policy by means of evaluation, and what…

  16. Effects of the Missouri Career Ladder Program on Teacher Mobility.

    OpenAIRE

    Kevin Booker; Steven Glazerman

    2009-01-01

    This report presents evidence suggesting that a school district’s participation in the Missouri Career Ladder Program would tend to increase retention in the district and the profession, especially for mid-career teachers. The report notes that small bonuses can affect behavior but not necessarily lead to large effects.

  17. Advancing Teacher Education and Curriculum Development through Study Abroad Programs

    Science.gov (United States)

    Rhodes, Joan A., Ed.; Milby, Tammy M., Ed.

    2016-01-01

    The number of English language students in American schools has dramatically increased in recent years, creating a greater awareness of cross-cultural issues and considerations in education. Globalization as well as an increase in international exchange student programs has proven that pre-service teachers can benefit from traveling abroad and…

  18. Curriculum and Practice of an Innovative Teacher Professional Development Program

    Science.gov (United States)

    Horton, Akesha; Shack, Kyle; Mehta, Rohit

    2017-01-01

    The MSUrbanSTEM fellowship program provides exemplary urban STEM teachers the opportunity to engage in transformative instructional and leadership experiences that support the advancement of their teaching practice. In this chapter, we provide a foundational examination of the development and implementation of a curriculum for this innovative…

  19. Neuro-Linguistic Programming: Enhancing Teacher-Student Communications.

    Science.gov (United States)

    Childers, John H., Jr.

    1985-01-01

    Defines Neurolinguistic Programming (NCP) and discusses specific dimensions of the model that have applications for classroom teaching. Describes five representational systems individuals use to process information and gives examples of effective and ineffective teacher-student communication for each system. (MCF)

  20. Creating Learning Outcomes for a TESOL Teacher Preparation Program

    Science.gov (United States)

    Henrichsen, Lynn; Tanner, Mark

    2011-01-01

    This article shares the results of a multisemester effort to create learning outcomes and related assessment measures for a graduate-level teaching English to speakers of other languages (TESOL) teacher preparation program. It starts by explaining what learning outcomes are, why they are important, and how to create them. It then describes the…

  1. Moving from Traditional Teacher Education to a Field-Based Urban Teacher Education Program: One Program's Story of Reform

    Science.gov (United States)

    Waddell, Jennifer; Vartuli, Sue

    2015-01-01

    In recent years, teacher education has been charged with reforming programs to better align curriculum, clinical practice, and accountability. The sense of urgency for reform has been heightened by competition from alternative routes to teaching that jump straight to practice, often criticized for foregoing essential knowledge and theory. This…

  2. Why We Complete a Teacher Education Program: Credentialed Teachers, a Critical Incident Inquiry

    Science.gov (United States)

    Alastuey, Lisa; Justice, Madeline; Weeks, Sandy; Hardy, James

    2005-01-01

    This study focused on the initial reasons individuals enter and complete the teacher education program, and pass the state test. These same individuals do not enter the public school classroom. This study identified meaningful categories for incidents reported as effective or helpful to successfully facilitating their decision to enter and…

  3. Digital Opportunities within the Aboriginal Teacher Education Program: A Study of Preservice Teachers' Attitudes and Proficiency in Technology Integration

    Science.gov (United States)

    Dragon, Karon; Peacock, Kim; Norton, Yvonne; Steinhauer, Evelyn; Snart, Fern; Carbonaro, Mike; Boechler, Patricia

    2012-01-01

    This article explores changes that occurred in preservice teachers' thinking about the use of educational technology in a post-secondary, Aboriginal, elementary teacher education program. The research explores relationships associated with changes in preservice teachers' attitudes and perceived proficiency with technology integration. Quantitative…

  4. Effects of a Teacher Professional Development Program on Science Teachers' Views about Using Computers in Teaching and Learning

    Science.gov (United States)

    Çetin, Nagihan Imer

    2016-01-01

    The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was…

  5. Preparing Teacher Leaders: Perceptions of the Impact of a Cohort-Based, Job Embedded, Blended Teacher Leadership Program

    Science.gov (United States)

    Ross, Dorene; Adams, Alyson; Bondy, Elizabeth; Dana, Nancy; Dodman, Stephanie; Swain, Colleen

    2011-01-01

    This qualitative study was designed to examine teachers' and principals' perceptions of the impact of a graduate program designed to prepare teacher leaders. Impact was investigated through interviews with 20 graduates and 6 principals. Using Mezirow's concept of transformational learning, the study documents perceived transformation of teachers'…

  6. Teacher Adherence and Its Relation to Teacher Attitudes and Student Outcomes in an Elementary School-Based Violence Prevention Program

    Science.gov (United States)

    Biggs, Bridget K.; Vernberg, Eric M.; Twemlow, Stuart W.; Fonagy, Peter; Dill, Edward J.

    2008-01-01

    This study examined variability in teachers' reported adherence to a school-based violence prevention program, Creating a Peaceful School Learning Environment, and investigated the relations of teacher adherence to teachers' attitudes related to the intervention and students' attitudes about and responses to bullying. The results provide evidence…

  7. A Competency-Based and Field-Centered Teacher Education Program in French: Teacher Competencies and Evidence of Achievement.

    Science.gov (United States)

    Papalia, Anthony

    The foreign language teacher training program described here is competency-based and therefore assumes the use of stated assessment criteria. Foreign language teacher competencies are listed in three categories: (1) content area, (2) learning-teaching process, and (3) teacher-school-community and profession. The team leader responsible for…

  8. Consistencies between New Teachers' Beliefs and Practices and Those Grounding Their Initial Teacher Education Program

    Science.gov (United States)

    Towers, Jo

    2013-01-01

    This paper discusses the experiences of beginning teachers as they navigated their first seven years in the profession. Drawing on data from a research study that charted these teachers' experiences during and after their initial teacher education program, I reveal that although the participants' teaching contexts varied considerably,…

  9. Geography Makes a Comeback.

    Science.gov (United States)

    McPike, Elizabeth; And Others

    1992-01-01

    Presents two lesson plans exemplifying analytical geography. The first lesson shows how medical geography can be used to track the silent route of cholera. The second lesson about the Bermuda Triangle is an exercise in fundamental mapping skills and teaches children a valuable lesson in double-checking facts. (RLC)

  10. Sexing Geography, Teaching Sexualities.

    Science.gov (United States)

    England, Kim

    1999-01-01

    Draws on experiences as a straight feminist geographer to address questions regarding teaching sexualities in geography. Looks at "sexing" and "queering" geography curricula at the college level; discusses strategies to make universities and classrooms less heterosexist and lesbo/homophobic; and discusses dilemmas of disclosing…

  11. Ghana Journal of Geography

    African Journals Online (AJOL)

    The Ghana Journal of Geography publishes the best of original research and scholarship in physical and human geography as well as research from other disciplines ... This issue/volume was produced with financial support from the Carnegie Corporation of New York through the University of Ghana Building the Next ...

  12. South African School Geography:

    African Journals Online (AJOL)

    Lorraine Innes

    now poised to prepare geospatially competent school leavers for a GIS-enabled future in South. Africa is discussed ... Studies in the first three years of primary school and that Geography was included with History, ... 1967, Social Studies incorporating Geography, History and Civics became a compulsory subject for learners ...

  13. Seeking Teachers for Underwater Robotics PD Program

    Science.gov (United States)

    McGrath, Beth; Sayres, Jason

    2012-01-01

    With funding from the National Science Foundation (NSF), ITEEA members will contribute to the development of a hybrid professional development program designed to facilitate the scale-up of an innovative underwater robotics curriculum. WaterBotics[TM] is an underwater robotics curriculum that targets students in middle and high school classrooms…

  14. Learning in Context: Technology Integration in a Teacher Preparation Program Informed by Situated Learning Theory

    Science.gov (United States)

    Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C.

    2013-01-01

    This investigation explores the effectiveness of a teacher preparation program aligned with situated learning theory on preservice science teachers' use of technology during their student teaching experiences. Participants included 26 preservice science teachers enrolled in a 2-year Master of Teaching program. A specific program goal was to…

  15. Incentive Pay Programs Do Not Affect Teacher Motivation or Reported Practices: Results from Three Randomized Studies

    Science.gov (United States)

    Yuan, Kun; Le, Vi-Nhuan; McCaffrey, Daniel F.; Marsh, Julie A.; Hamilton, Laura S.; Stecher, Brian M.; Springer, Matthew G.

    2013-01-01

    This study drew on teacher survey responses from randomized experiments exploring three different pay-for-performance programs to examine the extent to which these programs motivated teachers to improve student achievement and the impact of such programs on teachers' instruction, number of hours worked, job stress, and collegiality. Results showed…

  16. Supervised Agricultural Experience Instruction in Agricultural Teacher Education Programs: A National Descriptive Study

    Science.gov (United States)

    Rank, Bryan D.; Retallick, Michael S.

    2017-01-01

    Faculty in agricultural teacher education programs are responsible for preparing future teachers to lead effective school-based agricultural education programs. However, agriculture teachers are having difficulty implementing supervised agricultural experience (SAE), even though they value it conceptually as a program component. In an effort to…

  17. The Development of Practical Item Analysis Program for Indonesian Teachers

    Directory of Open Access Journals (Sweden)

    Ali Muhson

    2017-04-01

    Full Text Available Item analysis has essential roles in the learning assessment. The item analysis program is designed to measure student achievement and instructional effectiveness. This study was aimed to develop item-analysis program and verify its feasibility. This study uses a Research and Development (R & D model. The procedure includes designing and developing a product, validating, and testing the product. The data were collected through documentations, questionnaires, and interviews. This study successfully developed item analysis program, namely AnBuso. It is developed based on classical test theory (CTT. It was practical and applicable for Indonesian teachers to analyse test items

  18. 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.

  19. Key Stakeholdersí Attitudes towards Teacher Education Programs in TEFL: A Case Study of Farhangian University in Iran

    Science.gov (United States)

    Gholami, Javad; Qurbanzada, Isa

    2016-01-01

    Recently, teacher training courses have attracted the researchers' special attention, while teacher education programs have not received as much attention. The present study investigated the attitudes key stakeholders in a teacher education program (i.e., student teachers, in-service teachers, and teacher educators) hold toward the appropriateness…

  20. Anesthesiology Residents-as-Teachers Program: A Pilot Study.

    Science.gov (United States)

    Berger, Jeffrey S; Daneshpayeh, Negin; Sherman, Marian; Gaba, Nancy; Keller, Jennifer; Perel, Leon; Blatt, Benjamin; Greenberg, Larrie

    2012-12-01

    The role of residents as teachers has grown over time. Programs have been established within various specialties to formally develop these skills. Anesthesiology residents are frequently asked to provide supervision for novice learners and have numerous opportunities for teaching skills and clinical decision making. Yet, there are no educational programs described in the literature to train anesthesiology residents to teach novice learners. To explore whether a resident-as-teacher program would increase anesthesiology residents' self-reported teaching skills. An 8-session interactive Anesthesiology Residents-as-Teachers (ART) Program was developed to emphasize 6 key teaching skills. During a 2-year period, 14 anesthesiology residents attended the ART program. The primary outcome measure was resident self-assessment of their teaching skills across 14 teaching domains, before and 6 months after the ART program. Residents also evaluated the workshops for quality with a 9-item, postworkshop survey. Paired t testing was used for analysis. Resident self-assessment led to a mean increase in teaching skills of 1.04 in a 5-point Likert scale (P < .001). Residents reported the greatest improvement in writing/using teaching objectives (+1.29, P < .001), teaching at the bedside (+1.57, P  =  .002), and leading case discussions (+1.64, P  =  .001). Residents rated the workshops 4.2 out of 5 (3.9-4.7). Residents rated their teaching skills as significantly improved in 13 of 14 teaching domains after participation in the ART program. The educational program required few resources and was rated highly by residents.

  1. Implementation of Geographic Information System (GIS) in Secondary Geography Curriculum in Hong Kong: Current Situations and Future Directions

    Science.gov (United States)

    Lam, Chi-Chung; Lai, Edith; Wong, Janice

    2009-01-01

    Using geographic information system (GIS) in teaching and learning geography is an important direction in the secondary geography curriculum in Hong Kong. In the present study, interviews were conducted individually with 28 geography teachers from different secondary schools in Hong Kong, with a view to finding their views on the inclusion of GIS…

  2. Development of Effective Teacher Program: Teamwork Building Program for Thailand's Municipal Schools

    Science.gov (United States)

    Chantathai, Pimpka; Tesaputa, Kowat; Somprach, Kanokorn

    2015-01-01

    This research is aimed to formulate the effective teacher teamwork program in municipal schools in Thailand. Primary survey on current situation and problem was conducted to develop the plan to suggest potential programs. Samples were randomly selected from municipal schools by using multi-stage sampling method in order to investigate their…

  3. Teachers' participation in research programs improves their students' achievement in science.

    Science.gov (United States)

    Silverstein, Samuel C; Dubner, Jay; Miller, Jon; Glied, Sherry; Loike, John D

    2009-10-16

    Research experience programs engage teachers in the hands-on practice of science. Program advocates assert that program participation enhances teachers' skills in communicating science to students. We measured the impact of New York City public high-school science teachers' participation in Columbia University's Summer Research Program on their students' academic performance in science. In the year before program entry, students of participating and nonparticipating teachers passed a New York State Regents science examination at the same rate. In years three and four after program entry, participating teachers' students passed Regents science exams at a rate that was 10.1% higher (P = 0.049) than that of nonparticipating teachers' students. Other program benefits include decreased teacher attrition from classroom teaching and school cost savings of U.S. $1.14 per $1 invested in the program.

  4. Faculty development programs for medical teachers in India

    Directory of Open Access Journals (Sweden)

    SANJAY ZODPEY

    2016-04-01

    Full Text Available Introduction: India has the highest number of medical colleges in the world and subsequently the higher number of medical teachers. There is a dire need of adopting a systematic approach to faculty development to enhance quality education to meet health challenges for 21st Century. This manuscript provides a landscape of faculty development programs in India, identifying gaps and opportunities for reforms in faculty development. Methods: Conventionally, FDPs are organized by medical colleges and universities through Basic Courses and Advanced Courses focusing on pedagogy. Medical Council of India is facilitating FDPs through 18 selected regional centers to enable medical teachers to avail modern education technology for teaching from July 2009. Foundation for Advancement of International Medical Education and Research has three Regional Institutes in India. Results: Recommendations include the need for formulating a national strategy for faculty development to not only enhance the quantity of medical teachers but also the quality of medical education; providing support for Departments of Medical Education/Regional Centers in terms of finance and staffing and incorporation of teaching skills in postgraduate training. Conclusion: Distance learning courses focusing on educational leadership and pedagogy for medical teachers can be an option to reach a wider audience. FDPs can be an asset in recruiting and retaining teachers as they offer valued professional development opportunities.

  5. The Workshop Program on Authentic Assessment for Science Teachers

    Science.gov (United States)

    Rustaman, N. Y.; Rusdiana, D.; Efendi, R.; Liliawati, W.

    2017-02-01

    A study on implementing authentic assessment program through workshop was conducted to investigate the improvement of the competence of science teachers in designing performance assessment in real life situation at school level context. A number of junior high school science teachers and students as participants were involved in this study. Data was collected through questionnaire, observation sheets, and pre-and post-test during 4 day workshop. This workshop had facilitated them direct experience with seventh grade junior high school students during try out. Science teachers worked in group of four and communicated each other by think-pair share in cooperative learning approach. Research findings show that generally the science teachers’ involvement and their competence in authentic assessment improved. Their knowledge about the nature of assessment in relation to the nature of science and its instruction was improved, but still have problem in integrating their design performance assessment to be implemented in their lesson plan. The 7th grade students enjoyed participating in the science activities, and performed well the scientific processes planned by group of science teachers. The response of science teachers towards the workshop was positive. They could design the task and rubrics for science activities, and revised them after the implementation towards the students. By participating in this workshop they have direct experience in designing and trying out their ability within their professional community in real situation towards their real students in junior high school.

  6. The Matter of Geography in Education for Sustainable Development

    DEFF Research Database (Denmark)

    Grindsted, Thomas Skou

    2015-01-01

    Geographical imaginations are absolutely vital to make sense of sustainability challenges. Yet, a number of studies reveal that geography education has been slow in integrating issues of sustainability into curricula. Geography is particularly interesting in the context of ESD, due to its tradition...... of investigating human environment interactions. In this paper we aim to contribute to this particular field of knowledge by providing an empirical analysis of ESD in Danish University Geography. In this paper it is examined how programs in Geography in higher education have taken different approaches...

  7. The Retention Question in Context-Specific Teacher Education: Do Beginning Teachers and Their Program Leaders See Teachers' Future Career Eye to Eye

    Science.gov (United States)

    Tamir, Eran

    2010-01-01

    This paper discusses the challenge of retaining teachers in hard-to-staff schools by examining how it is addressed in three context specific teacher education programs, which prepare teachers to teach in urban public, urban Catholic, and Jewish Day Schools in U.S.A. The findings of this study suggest that counter to teaching force trends teachers…

  8. Migrations in Slovenian geography textbooks

    Directory of Open Access Journals (Sweden)

    Jurij Senegačnik

    2013-12-01

    Full Text Available In Slovenia, the migrations are treated in almost all geographical textbooks for different levels of education. In the textbooks for the elementary school from the sixth to ninth grade, students acquire knowledge of the migrations by the inductive approach. Difficulty level of treatment and quantity of information are increasing by the age level. In the grammar school program a trail of gaining knowledge on migration is deductive. Most attention is dedicated to migrations in general geography textbooks. The textbooks for vocational and technical school programs deal with migrations to a lesser extent and with different approaches.

  9. Central District Physical Education Teacher Education Program Coordinators' Perceptions Regarding the NASPE Initial Teacher Standards

    Science.gov (United States)

    Nelson, Tracy

    2012-01-01

    To receive National Association for Sport and Physical Education (NASPE)/National Council for the Accreditation of Teacher Education (NCATE) accreditation, Physical Education Teacher Education (PETE) programs must meet the six NASPE standards (NASPE, 2009). The NASPE/NCATE regulations ensure PETE programs provide a curriculum aligned with NASPE.…

  10. The Evolution of a Mathematics Lead Teacher Program: Teacher Leaders' Perspective on the Selection and Adaptation of Their Leadership Roles

    Science.gov (United States)

    Saada, Nivan

    2012-01-01

    I examine a unique Elementary Mathematics Lead Teacher program entering its second decade of operation. The program is based in a large, urban, Midwestern school district, with the vision of developing a cadre of teacher leaders to support mathematics education. The district's professional development content was conventional, including both…

  11. Making It Real: A Practice-Based Early Childhood Teacher Education Program

    Science.gov (United States)

    Vartuli, Sue; Snider, Karrie; Holley, Maggie

    2016-01-01

    In early childhood teacher education programs, the reality of educational systems must be understood and teacher candidates must be ready to deal with the current challenges schools face. The rationale and application of the principles of practice based teacher education are presented in this article. Practice-based teacher education programs…

  12. A Rural Education Teacher Preparation Program: Course Design, Student Support and Engagement

    Science.gov (United States)

    Eaton, Sarah Elaine; Gereluk, Dianne; Dressler, Roswita; Becker, Sandra

    2017-01-01

    Attracting and retaining teachers for rural and remote areas is a pervasive global problem. Currently, teacher education in Canada is primarily delivered in face-to-face formats located in urban centres or satellite campuses. There is a need for relevant and responsive teacher education programs for rural pre-service teachers. Recognizing this…

  13. A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey

    Science.gov (United States)

    Sert, Olcay

    2010-01-01

    This study proposes a comprehensive framework for a Conversation Analysis (CA) informed English language teacher education program in Turkey. By reviewing recent studies in CA, Critical Reflective Practice, Teacher Language Awareness and language teacher education in general; the author calls for a more effective language teacher education program…

  14. A Fresh Look at Graduate Programs in Teacher Leadership in the United States

    Science.gov (United States)

    Leonard, Jack; Petta, Katherine; Porter, Christina

    2012-01-01

    Teacher leadership has been studied in the United States for 30 years, but less is known about American graduate programs that purport to prepare teacher leaders. Furthermore, the federal No Child Left Behind Act of 2001 prompted a closer look at teacher effectiveness, which then shifted the definition of teacher leadership and caused some…

  15. Geography and math: a technique for finding population centers.

    Science.gov (United States)

    Enedy, J D

    1993-01-01

    In the absence of core requirements that secondary and/or college-level students fulfill specific geography proficiency standards prior to graduation, geography will continue to be taught informally by teachers as a corollary to other major disciplines. These teachers, however, generally lack formal training in the concepts and sheer information of the geography field. Moreover, available texts at these levels tend to simply present statistical data on countries and maybe compare them to those for other countries. The duty of explaining spatial distribution and density implications falls upon the teacher. The basic mathematical concepts of mean and media are easy measures which can be used by teachers to teach the concepts of mean center and median of a population distribution. The processes by which these central points are determined are described and applied respectively to province and state data for China and the US as suggested student activities for practice and discussion.

  16. Experiments in progress: The geography of science in the Atomic Energy Commission's peaceful uses of nuclear explosives program, 1956-1973

    Science.gov (United States)

    Kirsch, Scott Lawrence

    From 1957 to 1973, the United States Atomic Energy Commission (AEC) actively pursued the "peaceful uses of nuclear explosives" through Project Plowshare. Nuclear excavation, the detonation of shallowly buried hydrogen bombs for massive earthmoving projects like harbors and canals, was considered the most promising of the Plowshare applications, and for a time, the most economically and technically "feasible." With a basis in and contributing to theory in critical human geography and science studies, the purpose of this dissertation is to examine the collisions of science, ideology, and politics which kept Plowshare designs alive--but only as "experiments in progress." That is, this research asks how the experimental program persisted in places like the national weapons laboratory in Livermore, California, and how its ideas were tested at the nuclear test site in Nevada, yet Plowshare was kept out of those spaces beyond AEC control. Primary research focuses on AEC-related archival materials collected from the Department of Energy Coordination and Information Center, Las Vegas, Nevada, and from the Lawrence Livermore National Laboratory, as well as the public discourse through which support for and opposition to Plowshare projects was voiced. Through critical analysis of Plowshare's grandiose "geographical engineering" schemes, I thus examine the complex relations between the social construction of science and technology, on one hand, and the social production of space, on the other.

  17. Making Secondary School Geography Come Alive in Nigeria: A ...

    African Journals Online (AJOL)

    as they occur in particular patterns and as they evolve in a process in any ... independence, as it came to emphasize three main areas which are now prominent. ..... The Site's Hosts: The geography teacher also has to make preliminary ... principal and the parents, the teacher with the help and strong support of the principal ...

  18. Factors Affecting the Enrolment of Students in Geography in Public ...

    African Journals Online (AJOL)

    The main objective of the study was to determine the relationship between availability and use of teaching/learning resources and enrolment in the subject. The study adopted a survey design. The target population consisted of Form III students, geography teachers and the head teachers of the thirty-one public secondary ...

  19. A simulation-based resident-as-teacher program: The impact on teachers and learners.

    Science.gov (United States)

    Miloslavsky, Eli M; Sargsyan, Zaven; Heath, Janae K; Kohn, Rachel; Alba, George A; Gordon, James A; Currier, Paul F

    2015-12-01

    Residency training is charged with improving resident teaching skills. Utilizing simulation in teacher training has unique advantages such as providing a controlled learning environment and opportunities for deliberate practice. We assessed the impact of a simulation-based resident-as-teacher (RaT) program. A RaT program was embedded in an existing 8-case simulation curriculum for 52 internal medicine (IM) interns. Residents participated in a workshop, then served as facilitators in the curriculum and received feedback from faculty. Residents' teaching and feed back skills were measured using a pre- and post-program self-assessment and post-session and post-curriculum evaluations by intern learners. Forty-one second- and third-year residents participated in the study August 2013 to October 2013 at a single center. Pre- and post-program teaching skills were assessed for 34 of 41 resident facilitators (83%) participating in 3.9 sessions on average. Partaking in the program led to improvements in resident facilitators' self-reported teaching and feedback skills across all domains. The most significant improvement was in teaching in a simulated environment (2.81 to 4.16, P model for the development of simulation curricula and RaT programs within IM residencies. © 2015 Society of Hospital Medicine.

  20. How Induction Programs Affect the Decision of Alternate Route Urban Teachers to Remain Teaching

    Science.gov (United States)

    LoCascio, Steven J.; Smeaton, Patricia S.; Waters, Faith H.

    2016-01-01

    This mixed-methods study analyzes the induction programs for alternate route beginning teachers in low socioeconomic, urban schools. The researcher surveyed 53 teachers at the end of their first year and conducted six in-depth follow-up interviews. The study found that half the teachers did not receive an induction program congruent with state…

  1. A Longitudinal Evaluation Study of a Science Professional Development Program for K-12 Teachers: NERDS

    Science.gov (United States)

    Ewing-Taylor, Jacque M.

    2012-01-01

    A longitudinal evaluation study of a science professional development program for K-12 teachers was conducted using the CIPP evaluation model. Eleven years of program data were described and analyzed. Elementary teachers comprised 62% of the 384 participants, 17% of all participants were middle school teachers, and 13% of all participants were…

  2. An Engineering Research Program for High School Science Teachers: Year Two Changes and Results

    Science.gov (United States)

    DeJong, Brian P.; Yelamarthi, Kumar; Kaya, Tolga

    2016-01-01

    The research experiences for teachers program at Central Michigan University was initiated to team in-service and pre-service teachers with undergraduate engineering students and engineering faculty, in an engineering research setting. During the six-week program, teachers learn engineering concepts and develop high-school instructional material…

  3. 76 FR 18741 - Privacy Act of 1974; System of Records-Evaluation of Teacher Residency Programs

    Science.gov (United States)

    2011-04-05

    ... identity. RECORD SOURCE CATEGORIES: This system contains records on residents, mentors, teachers, and... Privacy Act of 1974; System of Records--Evaluation of Teacher Residency Programs AGENCY: Institute of...) publishes this notice of a new system of records entitled ``Evaluation of Teacher Residency Programs'' (18...

  4. Assessing Graduate Teacher Training Programs: Can a Teaching Seminar Reduce Anxiety and Increase Confidence?

    Science.gov (United States)

    Pelton, Julie A.

    2014-01-01

    Some effort to test the effectiveness of teacher assistant training programs is common, but these evaluations are typically limited to measures of student satisfaction. Two forms of assessment commonly used in elementary and secondary teacher training programs, measuring levels of teaching anxiety and teacher efficacy, may be of use for sociology…

  5. Who Shall Control Entry to Teacher Education? North Carolina Quality Assurance Program.

    Science.gov (United States)

    Knight, J. Pat

    A Quality Assurance Program (QAP) has been established by North Carolina as a means of assuring competent professional programs for teacher education. The QAP is based on two major premises: (1) Crucial competencies for teacher effectiveness can be identified, verified, and validated; and (2) Teacher education begins at initial entry and…

  6. Do Alternative Teacher Education Programs Manage to Attract Different Candidates and Students?

    Science.gov (United States)

    Donitsa-Schmidt, Smadar; Weinberger, Yehudith

    2014-01-01

    During 2009, three alternative teacher retraining programs in English as a Foreign Language, mathematics and biology were launched for the first time in one of Israel's largest teacher education colleges. The programs, which offered varied economic incentives to participants, were initiated by the state owing to shortages of teachers in these…

  7. Meeting the Demand for Accountability: Case Study of a Teacher Education Program in China

    Directory of Open Access Journals (Sweden)

    Tak Cheung CHAN

    2009-02-01

    Full Text Available To meet the demand for accountability, a teacher education program in a university located in South China has established processes at the college, the program, and the faculty levels to assure its program quality. Highlights of the processes are: involvement of stakeholders and the examination of program effectiveness. Although much has been done to help program candidates succeed, more effort is needed in the areas of program assessment and continuous improvement to assure program quality. An accountability implementation plan, a beginning teacher mentoring program, and a comparative study of beginning teacher performance were recommended to further enforce its strategies toward program accountability.

  8. China's urban geography.

    Science.gov (United States)

    Pannell, C W

    1990-06-01

    "In this paper I seek to review recent work on Chinese urban geography and to appraise the development of China's urban geography as a field of study both inside and outside China. The temporal scope will span scholarship finished and published mainly during the 1980s." The focus is on works published in English. The author examines the primary topics of interest, methodologies and theories, and available sources of data. excerpt

  9. Teacher Self-Efficacy Beliefs of Candidate Teachers in Education Faculty and Pedagogical Formation Program

    Directory of Open Access Journals (Sweden)

    Necla Ekinci

    2012-11-01

    Full Text Available The purpose of this study is to determine the self-efficacy beliefs of education faculty and pedagogical formation program (literally teaching certificate program students about the profession of teaching and compare them in relation to some variables. The data of the study were collected through the administration of Teachers’ Self Efficacy Scale to 454 pre-service teachers attending the education faculty and the pedagogical formation program. The findings of the study revealed that the level of self-efficacy beliefs of the Education Faculty and Pedagogical Formation Program students about the profession of teaching are high and there is no significant difference between the levels of the self-efficacy beliefs of the two groups. Moreover, no significant difference was found between the students’ self-efficacy beliefs and gender variable.

  10. The Challenge to Change (?) Geography Teaching from a Number of Perspectives Offered by Polish Student-Teachers at the University of Gdansk

    Science.gov (United States)

    Sadon-Osowiecka, Teresa; Blazk, Martin

    2015-01-01

    The author interprets comments made by student-teachers given during interviews, as well as notes written in their teaching practice journals, made during or completed shortly after their practices in school. The background to these interpretations are official documents (e.g. the Polish Standards for Teacher Education, the Polish National…

  11. The influence of science teacher preparation programs on instructional practices of beginning primary school teachers in Malawi

    Science.gov (United States)

    Kalande, Wotchiwe Mtonga

    The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the instructional practices of the six beginning primary school science teachers who were prepared in the teacher training college programs? (c) What connections were evident between what beginning primary school science teachers were expected to learn and what they demonstrated in the classroom? All of the six participants (5 males and 1 female) had completed MIITEP in the past three to five years. The data sources for these science teachers included a self-assessment form, pre-observation interviews, post-observation interviews, and lesson observations. Data were also gathered from MIITEP handbooks and three science teacher educators who were interviewed. The data were analyzed using descriptive analysis. The study revealed that there were matches, partial matches, and mismatches between what the six primary school teachers demonstrated in their classroom as compared with the Malawi Ministry of Education science teacher preparation expectations. Of particular interest were that science teachers did not fully engage pupils in most of the process skills for science teaching, nor did they utilize a variety of appropriate teaching and learning strategies and materials for teaching science. In addition, allotted time for teaching science lessons was not fully utilized due to, among other factors, time conflicts with other official and community welfare duties, and mixing English with

  12. Applying Program Theory-Driven Approach to Design and Evaluate a Teacher Professional Development Program

    Science.gov (United States)

    Lin, Su-ching; Wu, Ming-sui

    2016-01-01

    This study was the first year of a two-year project which applied a program theory-driven approach to evaluating the impact of teachers' professional development interventions on students' learning by using a mix of methods, qualitative inquiry, and quasi-experimental design. The current study was to show the results of using the method of…

  13. Preparing Teachers to Use GIS: The Impact of a Hybrid Professional Development Program on Teachers' Use of GIS

    Science.gov (United States)

    Moore, Steven; Haviland, Don; Moore, William; Tran, Michael

    2016-01-01

    This article reports the findings of a 3-year study of a hybrid professional development program designed to prepare science and mathematics teachers to implement GIS in their classrooms. The study was conducted as part of the CoastLines Innovative Technology Experiences for Students and Teachers project funded by the National Science Foundation.…

  14. Peace Corps Stateside Teacher Training for Volunteers in Liberia. Volume II: Training Program for Teacher Trainers (Group A). Final Report.

    Science.gov (United States)

    PSI Associates, Inc., Washington, DC.

    The goal of the teacher/university education component of the Peace Corps Liberia Education Training Program is to provide trainees with experiential and theoretical learnings that would be useful to them as inservice teacher trainers or university educators for the Ministry of Education, Republic of Liberia. To achieve this goal, training focuses…

  15. Queer Youth as Teachers: Dismantling Silence of Queer Issues in a Teacher Preparation Program Committed to Social Justice

    Science.gov (United States)

    Stiegler, Sam

    2008-01-01

    This interview-based essay explores how a teacher-training program, while ostensibly dedicated to the idea of teaching for social justice, completely neglected issues of homophobia and heterosexism. How did silence around queer issues leave a dedicated group of young, queer teachers-in-training without the academic, intellectual, or psychological…

  16. Multilingual Pedagogies and Pre-Service Teachers: Implementing "Language as a Resource" Orientations in Teacher Education Programs

    Science.gov (United States)

    Catalano, Theresa; Hamann, Edmund T.

    2016-01-01

    While Ruiz's (1984) influential work on language orientations has substantively influenced how we study and talk about language planning, few teacher education programs today actually embed his framework in the praxis of preparing pre-service and practicing teachers. Hence, the primary purpose of this article is to demonstrate new understandings…

  17. Analyzing Preservice Teachers' Technological Pedagogical Content Knowledge Development in the Context of a Multidimensional Teacher Preparation Program

    Science.gov (United States)

    Shinas, Valerie Harlow; Karchmer-Klein, Rachel; Mouza, Chrystalla; Yilmaz-Ozden, Sule; Glutting, Joseph J.

    2015-01-01

    In this quantitative study, correlational and multiple regression analyses were conducted to examine the technological pedagogical content knowledge (TPACK) development of 299 preservice teachers in response to the technology preparation they received during their initial teacher licensure program. Survey data were analyzed to determine the…

  18. Teacher Educator Identity in a Culture of Iterative Teacher Education Program Design: A Collaborative Self-Study

    Science.gov (United States)

    Chang, Aurora; Rak Neugebauer, Sabina; Ellis, Aimee; Ensminger, David; Marie Ryan, Ann; Kennedy, Adam

    2016-01-01

    Faculty in the School of Education have collaborated to re-envision teacher education at our university. A complex, dynamic, time-consuming and sometimes painstaking process, redesigning a teacher education program from a traditional approach (i.e. where courses focus primarily on theoretical principles of practice through textbooks and…

  19. A Professional Development Program for the Mother Tongue-Based Teacher: Addressing Teacher Knowledge and Attitudes about MTBMLE

    Science.gov (United States)

    Paulson Stone, Rebecca

    2012-01-01

    This study investigates teacher attitudes about language and education. The purpose of the study is to help program designers develop professional development efforts that successfully address some of the major identified challenges teachers face when transitioning into Mother Tongue Based Multi-Lingual Education (MTBMLE), including negative…

  20. Stuttering at school: the effect of a teacher training program on stuttering.

    Science.gov (United States)

    Silva, Lorene Karoline; Martins-Reis, Vanessa de Oliveira; Maciel, Thamiris Moreira; Ribeiro, Jessyca Kelly Barbosa Carneiro; Souza, Marina Alves de; Chaves, Flávia Gonçalves

    2016-07-04

    Verify the knowledge of teachers from public and private schools about stuttering and attest the effectiveness of the Teacher Training Program on Stuttering in the expansion of this knowledge. The study sample comprised 137 early-childhood teachers. Initially, the teachers responded to a questionnaire on stuttering. After that, 75 teachers attended a 4-hour Teacher Training Program on Stuttering. One month later, the teachers responded to the same questionnaire again. The following points were observed after the training program: increased percentage of teachers who consider as low the prevalence of stuttering in the population; beginning of reports stating that stuttering is more frequent in males; increased number of teachers who consider stuttering hereditary; decreased incidence of teachers who believe stuttering is psychological; prevalence of those who believe stuttering is a consequence of multiple causes; decreased rate of teachers who believe stuttering is emotional; a better understanding of how educators should behave to help stutterers. Before the course, the teachers had some knowledge regarding stuttering, but it was insufficient to differentiate from other language disorders. The Program expanded their knowledge on stuttering. However, it proved to be more effective with respect to the characteristics of stuttering than to the attitudes of the teachers.

  1. Chilean Teachers Begin Exchange Program Visit in Magdalena

    Science.gov (United States)

    2007-01-01

    Two teachers from the town of San Pedro de Atacama, in the northern desert of the South American nation of Chile, arrive in Magdalena, New Mexico, Sunday, January 28, for a two-week visit that is part of a Sister Cities program sponsored by Associated Universities, Inc. (AUI), the nonprofit research corporation that operates the National Radio Astronomy Observatory (NRAO). They will be accompanied by their town's mayor. Myriam Nancy Rivera Mercado, Head of the high school in San Pedro, Gabriela Fernanda Rodriguez Moraleda, a tourism teacher there, and San Pedro Mayor Sandra Berna Martinez will begin a visit that includes classroom observations in the Magdalena schools, a reception hosted by the Magdalena Village Council, and a Mayor's Breakfast with Magdalena Mayor Jim Wolfe. They also will meet local residents, tour the Bosque del Apache National Wildlife Refuge with a second-grade class, visit an area ranch, tour the Very Large Array (VLA) radio telescope, and see Socorro's Community Arts Party. "These teachers will learn much about New Mexico, the United States, and our educational system, and will take this new knowledge back to their students and their community," said NRAO Education Officer Robyn Harrison. The visit is part of a Sister Cities program initiated and funded by AUI, which operates the NRAO for the U.S. National Science Foundation. Radio astronomy is a common link between San Pedro de Atacama and Magdalena. San Pedro is near the site of the Atacama Large Millimeter/submillimeter Array (ALMA), an international telescope project now under construction with funding by major partners in North America, Europe, and Japan. Magdalena is near the site of NRAO's VLA radio telescope. In Magdalena, the Village Council and Mayor Wolfe formalized their participation in the Sister Cities program last September, and San Pedro ratified the program in December. In San Pedro, the ceremony ratifying the agreement was attended by U.S. Ambassador to Chile Craig K

  2. Middle School Teachers' Perceptions of Computer-Assisted Reading Intervention Programs

    Science.gov (United States)

    Bippert, Kelli; Harmon, Janis

    2017-01-01

    Middle schools often turn to computer-assisted reading intervention programs to improve student reading. The questions guiding this study are (a) in what ways are computer-assisted reading intervention programs utilized, and (b) what are teachers' perceptions about these intervention programs? Nineteen secondary reading teachers were interviewed…

  3. Digital Video Assignments: Focusing a New Lens on Teacher Preparation Programs

    Science.gov (United States)

    Fiorentino, Leah Holland

    2004-01-01

    Since NCATE requires teacher preparation programs to integrate technology, this article begins the dialogue for sharing start-up strategies. This article shows how one program (Adelphi University) has integrated digital video assignments into the teacher preparation program. It is hoped that this will spur interest and effort from other teacher…

  4. The Geography of the Beatles Approaching Concepts of Human Geography

    Science.gov (United States)

    Kruse, Robert J., II

    2004-01-01

    Human geography can be taught by focusing on popular culture contexts with which undergraduate students may already be familiar such as rock music. The Geography of the Beatles introduced undergraduate students to concepts of "new" cultural geography such as space, place, representation, geopolitics, social space, and tourism-pilgrimage…

  5. Geography for Life: National Geography Standards 1994. Executive Summary.

    Science.gov (United States)

    de Souza, Anthony R.; Downs, Roger M.

    This booklet is both an executive summary of "Geography for Life: National Geography Standards 1994" and an introduction to geography as an essential part of every child's education, and as an integral part of the lives of all U.S. citizens. The publication is illustrated on every page with photographs, paintings, graphs, and maps. It…

  6. Designing an E-Mentoring Program for Novice Teachers in Turkey and Investigating Online Interactions and Program Outcomes

    Science.gov (United States)

    Alemdag, Ecenaz; Erdem, Mukaddes

    2017-01-01

    In this collaborative research, we designed an e-mentoring program for novice teachers and explored online interactions between mentors and mentees, participant satisfaction, and the perceived benefits of the program for mentees and mentors. Our study included 14 mentees, 14 mentors, and 6 teacher educators. Data were gathered through online…

  7. A geography of big things

    OpenAIRE

    2006-01-01

    The journal Cultural Geographies, and its predecessor Ecumene, has provided flagship scholarship in cultural geography for over a decade. Cultural Geographies has played this part in a period that has witnessed both unprecedented enthusiasm for the (now not so new) cultural turn, and an emergent scepticism around what cultural geography has come to stand for, and specifically its apparent over- emphasis on representation. As Catherine Nash and I have observed elsewhere, this ne...

  8. Using Geocoded Databases in Teaching Urban Historical Geography.

    Science.gov (United States)

    Miller, Roger P.

    1986-01-01

    Provides information regarding hardware and software requirements for using geocoded databases in urban historical geography. Reviews 11 IBM and Apple Macintosh database programs and describes the pen plotter and digitizing table interface used with the databases. (JDH)

  9. The Needs of Primary English Teachers for an In-Service Teacher Training Program

    Directory of Open Access Journals (Sweden)

    Enisa Mede

    2016-04-01

    Full Text Available The purpose of this study is to investigate the needs of the primary English teachers at a private school about an in-service teacher training program. Under the light of former studies and literature, this study attempts to find out their needs on the predefined concepts namely, adaptation of teaching methods, emphasis on language skills, utilization of technology, classroom environment, instructional practices and material development. The differences between the needs of the participating teachers according to their grade level (K1-4 were examined as well. A sample of 60 primary English teachers working in private schools around different cities in Turkey participated in this study. Data were collected through a triangulated approach, in which questionnaires, semi-structured interviews and teacher diaries were administered to the participating teachers. The findings revealed except for the material development, the primary English teachers are in a high need of a design for an in-service training program on the predefined concepts. Besides, the only difference between the grade levels was in relation to the utilization of technology. These findings will serve as basis for the design of a new in-service teacher training program to meet their needs in the following academic years.Keywords: In-service teacher education, primary English language teachers, teacher needs, program design. İlköğretim Düzeyi İngilizce Öğretmenlerinin Hizmetiçi Eğitim Programlarına İlişkin İhtiyaçlarıÖzBu çalışma, ilköğretim düzeyi İngilizce öğretmenlerinin hizmetiçi eğitim ihtiyaçlarını yönelik ihtiyaçlarını belirlemeyi amaçlamaktadır. Önceden yapılan çalışmaların ışığında, bu çalışma öğretmenlerinin önceden belirlenmiş kavramlar olan öğretim yöntem ve tekniklerinin adaptasyonu, dil becerilerinin vurgulanması, teknolojinin kullanımı, sınıf ortamı, öğretimde uygulamalar ve materyal geliştirme

  10. The Actuality, Inefficiency, and Needs of EFL Teacher-Preparation Programs in Saudi Arabia

    Directory of Open Access Journals (Sweden)

    Khalid Salim Al-Seghayer

    2014-01-01

    Full Text Available Designing an effective English-teacher-preparation program and the provision of providing ongoing support and professional development opportunities are key compounding factors in preparing knowledgeable and competent English teachers linguistically and pedagogically as well as in facilitating their professional growth throughout their mammoth teaching journeys. This paper presents an in-depth discussion of the current training available to Saudi English teachers and reviews the changes that English-teacher-preparation programs have undergone over the years. Then, a pre-service and in-service teacher-preparation program will be proposed in addition to a continuing professional development program for Saudi EFL teachers. Finally, a number of key issues will be highlighted to ensure the effectiveness of the proposed training program.

  11. The Information Revolution in Geography.

    Science.gov (United States)

    Tikunov, Vladimir S.

    1996-01-01

    Describes a number of topics in geography that are effected by the multimedia information revolution. These include research in political geography, finance, and the geography of tourism and medicine. Considers new technologies assisting spatial modeling and visualization of data and their effects on these fields. (MJP)

  12. Curriculum Development in New Zealand: New Directions, Opportunities and Challenges for School Geography

    Science.gov (United States)

    Fastier, Murray

    2013-01-01

    Geography as a senior subject in New Zealand secondary schools has been long overdue for curriculum change. The 2007 New Zealand Curriculum (NZC) currently being implemented at the senior school level provides geography with the mechanisms for positive curriculum change, giving teachers the opportunity to refocus on existing teaching, learning and…

  13. Geography Education Students' Experiences with a Problem-Based Learning Fieldwork Activity

    Science.gov (United States)

    Raath, Schalk; Golightly, Aubrey

    2017-01-01

    This article reports on a problem-based learning (PBL) fieldwork activity carried out by geography education students on the Mooi River in the North West province of South Africa. The value of doing practical fieldwork using a PBL approach in the training of geography teachers was researched by means of an interpretative multimethods approach.…

  14. Advanced Placement® Human Geography: Looking Back and Looking Ahead

    Science.gov (United States)

    Lanegran, David A.; Zeigler, Donald J.

    2016-01-01

    Over the past fifteen years, AP Human Geography has grown in numbers and spread to almost every state. This article synopsizes the early history of the subject, summarizes the course and the exam, highlights positive impacts on the discipline of geography, and focuses on the following three issues: teachers who come to the course having majored in…

  15. The Place of Place-Based Education in the Australian Primary Geography Curriculum

    Science.gov (United States)

    Preston, Lou

    2015-01-01

    The idea for this paper emerged from a recent qualitative investigation which examined the ways in which six Australian primary teachers conceptualised geography and geography teaching (Preston, 2014b). A finding of this research was a strong correlation between the breadth of geographical understandings and the years of experience and age of…

  16. Field "Work" vs "Feel" Trip: Approaches to Out-of-Class Experiences in Geography Education

    Science.gov (United States)

    Preston, Lou

    2016-01-01

    Fieldwork is viewed as integral to geography teaching and acclaimed benefits often include holistic, student-driven learning, where all the senses are engaged and the impacts are more than cognitive. While these benefits are often assumed, in this paper, I argue that geography fieldwork in schools is often teacher-led and focused on the…

  17. Perspectives on the Development and Future of Advanced Placement® Human Geography

    Science.gov (United States)

    Hildebrant, Barbara

    2016-01-01

    Advanced Placement (AP) Human Geography faced a number of hurdles that nearly derailed the course before it launched in 2000-2001. A dedicated cadre of geography professionals and high school teachers rose to the challenge and the course remains one of the fastest growing AP courses currently offered by College Board. Seventeen readers and leaders…

  18. Do Curriculum Reforms Affect Classroom Teaching in Geography? The Case Study of Switzerland

    Science.gov (United States)

    Reinfried, Sibylle

    2004-01-01

    The Swiss national curriculum for upper secondary schools requires geography to be taught according to new paradigms concerning subject contents and learning methodology. Today, nearly 10 years after the new curriculum was enacted, the question arises whether the paradigmatic changes were acknowledged by geography teachers and integrated into…

  19. World Views, a Story about How the World Works: Their Significance in the Australian Curriculum: Geography

    Science.gov (United States)

    Hutchinson, Nick

    2013-01-01

    The Australian Curriculum Cross-curriculum priorities and the Australian Curriculum: Geography both include the term "world views." The meaning of world views, the development of world views as part of the history of geographic thought, and the adoption world of views by teachers and students, affect the ways in which geography is taught…

  20. The London Geography Alliance: Re-Connecting the School Subject with the University Discipline

    Science.gov (United States)

    Standish, Alex; Hawley, Duncan; Willy, Tessa

    2016-01-01

    The London Geography Alliance was established to provide a network of subject-based support to primary and secondary schools, by linking teachers and university lecturers. Workshops and fieldwork were conducted over a 17-month period to address different aspects of the geography curriculum. The effects of the project were evaluated using…

  1. Learning to Redesign Teacher Education: A Conceptual Framework to Support Program Change

    Science.gov (United States)

    Anagnostopoulos, Dorothea; Levine, Thomas; Roselle, Rene; Lombardi, Allison

    2018-01-01

    University-based teacher education faces intensifying pressure to prove its effectiveness. This has prompted renewed interest in program redesign. In this article, we argue that enacting meaningful redesign requires university-based teacher educators to learn new ways of thinking and acting not only with teacher candidates but also with their…

  2. Research on Teaching Practice in a Portuguese Initial Secondary Mathematics Teacher Education Program

    Science.gov (United States)

    da Ponte, João Pedro; Santos, Leonor; Oliveira, Hélia; Henriques, Ana

    2017-01-01

    In teacher education, a key issue is how prospective teachers learn. At the University of Lisbon, based on an inquiry-based approach to mathematics learning, we developed a secondary school mathematics teacher education program, in which a central feature is the elaboration of a final investigative report based on teaching practice. In this paper,…

  3. Teachers' Perceptions of the Effectiveness of the Art Education Preparation Program in Kuwait

    Science.gov (United States)

    AlHaddad, Ghadeer

    2014-01-01

    This study was designed to investigate how pre-service, beginners, and advanced art teachers in Kuwait viewed their teacher preparation program by describing and evaluating its effectiveness. To examine the issues of art teacher training and current teaching, this study used quantitative and qualitative research approaches. The study included a…

  4. Teachers' Views of Social-Emotional Skills and Their Perspectives on Social-Emotional Learning Programs

    Science.gov (United States)

    Esen-Aygun, Hanife; Sahin-Taskin, Cigdem

    2017-01-01

    This research aimed to understand primary teachers' views of primary teachers' social-emotional learning and social-emotional learning programs in Turkey. Findings revealed that although most of the teachers had heard of the concept of social-emotional learning, they could not give a detailed explanation of it. Additionally, most of them were not…

  5. Views on and Practices of Integrating Theory and Practice in Teacher Education Programs in Atlantic Canada

    Science.gov (United States)

    Falkenberg, Thomas; Goodnough, Karen; MacDonald, Ronald J.

    2014-01-01

    The need for and lack of integration of theory and practice in initial teacher education programs has been discussed as a central issue for teacher education. This article reports on a study that surveyed university-based teacher educators in Atlantic Canada on their perspectives regarding how theory and practice can be integrated, how they and…

  6. What about Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs

    Science.gov (United States)

    Myers, Joy; Scales, Roya Q.; Grisham, Dana L.; Wolsey, Thomas DeVere; Dismuke, Sherry; Smetana, Linda; Yoder, Karen Kreider; Ikpeze, Chinwe; Ganske, Kathy; Martin, Susan

    2016-01-01

    This small scale, exploratory study reveals how writing instruction is taught to preservice teachers across the United States in university-based preservice teacher education programs based on online survey results from 63 teacher educators in literacy from 50 institutions. Despite the growing writing demands and high stakes writing sample testing…

  7. Reimagining Understandings of Literacy in Teacher Preparation Programs Using Digital Literacy Autobiographies

    Science.gov (United States)

    McTavish, Marianne; Filipenko, Margot

    2016-01-01

    This article examines preservice teachers' understandings and beliefs about literacy in the 21st century specifically at the beginning of their teacher education program. In particular, the authors explored preservice teachers' responses to the first assignment of their foundations literacy course for evidence of their emerging beliefs and…

  8. Preservice Teachers' Knowledge of Information Literacy and Their Perceptions of the School Library Program

    Science.gov (United States)

    Lee, Elizabeth A.; Reed, Brenda; Laverty, Corinne

    2012-01-01

    Graduating preservice teachers were surveyed regarding their knowledge of information literacy concepts, the pedagogy of information literacy, and the role of the teacher librarian and school library programs. The preservice teachers felt poorly prepared to teach information literacy to pupils, had a limited array of information skills, and held a…

  9. CSPAP Professional Preparation: Takeaways from Pioneering Physical Education Teacher Education Programs

    Science.gov (United States)

    Carson, Russell L.; Castelli, Darla M.; Kulinna, Pamela Hodges

    2017-01-01

    As comprehensive school physical activity program (CSPAP) professional development becomes increasingly available to current K-12 physical education teachers, this special feature shifts attention to the preparation of future PE teachers and teacher educators for CSPAP. The purpose of this concluding article is to summarize the undergraduate- and…

  10. 34 CFR 611.1 - What definitions apply to the Teacher Quality Enhancement Grants Program?

    Science.gov (United States)

    2010-07-01

    ... 34 Education 3 2010-07-01 2010-07-01 false What definitions apply to the Teacher Quality... Education (Continued) OFFICE OF POSTSECONDARY EDUCATION, DEPARTMENT OF EDUCATION TEACHER QUALITY ENHANCEMENT GRANTS PROGRAM General Provisions § 611.1 What definitions apply to the Teacher Quality Enhancement...

  11. What Assessment Knowledge and Skills Do Initial Teacher Education Programs Address? A Western Canadian Perspective

    Science.gov (United States)

    Poth, Cheryl-Anne

    2012-01-01

    Teacher education programs play a crucial role in preparing teachers for their future assessment roles and responsibilities, yet many beginning teachers feel unprepared to assess their students' performances (Mertler, 2009). To address concerns related to the relevancy of pre-service assessment education, this study examined 57 syllabi from…

  12. Rethinking the PhD in geography: overview and introduction

    OpenAIRE

    Boyle, Mark

    2015-01-01

    Today many Higher Education Institutions (HEIs) are actively upscaling, refining and improving their existing PhD programs. Geography PhD programs have not been immune from these developments. The intention of this Special Issue (SI) is to further build and fortify the community of interest which is now forming around the changing trajectory of the PhD degree in Geography by: (a) providing a brief resume of knowledge and thinking about the principal problems which c...

  13. Teacher training program for medical students: improvements needed.

    Science.gov (United States)

    van Diggele, Christie; Burgess, Annette; Mellis, Craig

    2015-01-01

    Skills in peer teaching, assessment, and feedback are increasingly documented internationally as required graduate attributes in medicine. Yet these skills are rarely taught in medical schools. We sought to design and deliver a short but effective teacher training (TT) program for medical students that could be easily integrated into the professional development curriculum. This study sought to evaluate such a pilot program, based on student perception. The study took place at a major metropolitan teaching hospital, where 38 medical students were invited to attend a voluntary, newly designed four-module TT program. In total, 23/38 (61%) of invited students attended. Mixed methods were used for evaluation. Questionnaires were completed by 21/23 (91%) of students, and 6/23 (26%) of students participated in a focus group. Students reported that as a result of the program they felt more confident to facilitate small group teaching activities and to provide feedback to peers using the suggested frameworks. Students would like the program to contain more in-depth educational theory and to allow a more time for small group learning activities. They would also like to see opportunities for participation across all clinical schools. The TT program was successful in increasing student awareness of educational theory and practice, thereby improving their confidence in teaching and assessing their peers and making them feel better prepared for their careers as medical practitioners. Key improvements to the program are needed in terms of more in-depth theory and more time spent on small group learning. This might be achieved by complementing the course with e-learning.

  14. Blogs, webinars and significant learning: A case report on a teacher training program for college teachers

    Directory of Open Access Journals (Sweden)

    Rodrigo Polanco-Bueno

    2013-02-01

    Full Text Available This case study reports on a teacher training experience for college professors in which participants were trained, taking advantage of technological tools, in two main teaching competences. First, professors were trained to use technology to enrich students’ learning outcomes. Second, they applied strategies of significant learning in the design of students’ learning experiences. The learning experience consisted in an International Certificate on Significant Learning integrated by six modules, 20 hours each. Every module of the program consisted of two consecutive webinars with online activities in between. The results showed the positive impact of the program on participants’ perceptions about the quality of the contents, evidence of learning and products (E-portfolios that served as content mastery evidences, as well as learning products produced by their students. DOI: 10.18870/hlrc.v3i1.72

  15. The Importance of Training Needs’ Questionnaire in order to Arrange Science Teacher Training Program

    OpenAIRE

    M. C. Tapilouw; H. Firman; S. Redjeki; D. T. Chandra

    2017-01-01

    An ideal teacher training program is by participant’s need. The major aim of this study is getting information about science teacher’s perception and needs in their professional’s life as a science teacher in Junior High School. The main idea of teacher training is to strengthen the integrated science of Natural Science concepts and problem-based learning. Data is gathered by spreading training needs questionnaire to 20 science teachers under an education foundation in Bandung. The questionna...

  16. Tourism and Geography.

    Science.gov (United States)

    Longmire, Joan M.

    1997-01-01

    Presents a lesson outline in which students study the application of geography to the tourism industry by first discussing tourism, then researching various tourist destinations and comparing them. Notes the geographic skills and national standards addressed, materials needed, lesson objective, suggested teaching procedures, and a student handout.…

  17. Department of Geography

    African Journals Online (AJOL)

    USER

    2015-04-28

    Apr 28, 2015 ... Department of Geography, University of Lagos, Akoka-Lagos, Nigeria. Abstract. The precipitation concentration index (PCI) of Owerri and Enugu for 19 4 to 2011 was ..... UNESCO (2007). Zonation of water regimes in Latin America and the. Caribbean from a climatic point of view, focusing on vulnerable ...

  18. The Revenge of Geography

    Directory of Open Access Journals (Sweden)

    V. Ia. Belokrenitsky

    2016-01-01

    Full Text Available This author discussed the prominent book of American journalist and expert Robert D. Kaplan in the light of the recent publication of its Russian translation: [Kaplan R. Mest’ geografi i (The revenge of geography / Transl. by M. Kotov. Moscow: Ko-Libri, 2015. P.277].

  19. Geography, Planning and EIA.

    Science.gov (United States)

    Morgan, R . K.

    1987-01-01

    Defines Environmental Impact Assessment (EIA) as a major tool for environmental management throughout the world. Provides background to the EIA concept and describes how it might be used within secondary school geography as an integrative teaching device. Special emphasis is given to the new EIA/Seventh-Form syllabus currently being used in New…

  20. Geography from Money.

    Science.gov (United States)

    Hargreaves, Ray

    1991-01-01

    Suggests utilizing foreign coins and banknotes as teaching aids for geography. Discusses coins portrayal of such issues as societal goals, historical commemorations, or conservation of wildlife. Cites banknotes as a source of even more geographical information than coins. Suggests sources of information, coins, and banknotes. (DK)

  1. Department of Geography,

    African Journals Online (AJOL)

    USER

    2016-11-18

    Accepted: November 18, 2016. Department of Geography, Olabisi Onabanjo University, Ago-Iwoye, Nigeria. Email: otunwo@yahoo.com. Abstract .... location plan the new locations will simply involve the movement of personnel and ..... University of Otago, Dunedin, New. Zealand, November, 2005. Ewhrudjakpor, C. (2010).

  2. Department of Geography, Ibra

    African Journals Online (AJOL)

    USER

    2016-09-07

    Accepted: September 07, 2016. Department of Geography, Ibrahim Badamasi Babangida University Lapai Niger State,. Nigeria. Abstract ... Data for the study was obtained from primary and secondary sources using questionnaire, interview ..... water are mostly children of school age that are supposedly to be in the school at.

  3. European dimension and European identity through the perspective of geography teaching in Slovenia

    Directory of Open Access Journals (Sweden)

    Tatjana Resnik Planinc

    2012-12-01

    Full Text Available This paper discusses geography teaching inSloveniaas viewed through the prism of a European dimension and identity. The author aims to identify to what extent the ‘European dimension’ and ‘European identity’ exist within school geography curricula, and how they are represented and constructed. Surveys discussed in the paper cover a 15 year period and dealing with the three most important elements of (geography education: teachers, content and pupils/students. Using the results of the surveys, the author suggests possibilities for the development of geography teaching, particularly with regard to subject areas concerning the implementation of European identity issues within the framework of European dimension.

  4. Preparing Teachers to Use GIS: The Impact of a Hybrid Professional Development Program on Teachers' Use of GIS

    Science.gov (United States)

    Moore, Steven; Haviland, Don; Moore, William; Tran, Michael

    2016-12-01

    This article reports the findings of a 3-year study of a hybrid professional development program designed to prepare science and mathematics teachers to implement GIS in their classrooms. The study was conducted as part of the CoastLines Innovative Technology Experiences for Students and Teachers project funded by the National Science Foundation. Three cohorts of teachers participated in the program, with each participant receiving 40 h of synchronous online instruction and 80 h of in-person instruction and support over an 8-month period. Data from surveys of participants both before and after the program were analyzed using correlation, ordinary least squares, and ordered logit regression analyses. The analyses revealed increases in the self-reported frequency of GIS use and enhanced feelings of preparation, competence, community, and comfort with respect to using GIS for instruction. A composite index of all impact variables was positively influenced as well. The statistical analyses found a strong relationship between self-reported feelings of preparation and use of GIS. Some support was found for the idea that feelings of competence, community, and comfort were related to the teachers' sense of preparation. The findings suggest that a robust hybrid model of teacher professional development can prepare teachers to use GIS in their classrooms. More research is needed to understand how hybrid models influence the sociopsychological and other dimensions that support teachers' feelings of preparation to implement GIS.

  5. CSU Science Teacher and Researcher (STAR) Program: Developing "Teacher-Researchers" Through Paid Summer Research Experiences for Pre-Service and Early Career Science and Math Teachers

    Science.gov (United States)

    Keller, J.; Rebar, B.; Elrod, S.

    2011-09-01

    The Science Teacher and Researcher (STAR) program aims to enhance the recruitment, preparation, and retention of science and math teachers by providing pre-service and early career science and math teachers with a "teacher-researcher" experience. With the guidance of a research mentor, STAR Fellows work on original science projects in national laboratories and other research facilities for eight to ten weeks. Weekly education workshops and an opening and closing conference provide context and opportunities for STAR Fellows to consider how the "doing of science" may be translated into the "teaching of science." This model has allowed for considerable growth over the first four years from 16 participants in its first year to 71 in the most recent year. Early indications suggest that, as a result of the program, STAR Fellows have increased interest in teaching, feel more prestige about teaching careers, and feel more included in the teacher-researcher community.

  6. ePortfolio Integration in Teacher Education Programs: Does Context Matter from a Student Perspective?

    OpenAIRE

    Ndoye, Abdou; Parker, Michele A; Albert D. Ritzhaupt

    2012-01-01

    Though ePortfolios have grown in acceptance by teacher education programs across the United States, there still remain many questions regarding whether the tools are meeting student and teacher education program needs. This chapter will address this concern by first describing ePortfolios within teacher education. Next, the chapter will present a stakeholder interaction model and identify the individuals involved in an ePortfolio system. Then, a series of integration questions will be high...

  7. Workplace violence against K-12 teachers: implementation of preventive programs.

    Science.gov (United States)

    Ruff, Jill M; Gerding, Gail; Hong, OiSaeng

    2004-05-01

    Decreasing both workplace and school violence needs to be a priority of individuals, families, communities, and workplaces for the effort to be successful. Key factors associated with school and workplace violence such as parental influences, school staff and police involvement, peer pressure, student influences such as drug and alcohol abuse and a preoccupation with weapons, and the mass media have all been identified as possible factors associated with violence against teachers. In addition, individual student characteristics such as gender, socioeconomic status, and a history of prior violence may play a role. However, none of these factors can be identified or singled out as the reason for violence. Violence against teachers occurs as a result of a combination of these factors. Understanding how these factors interact should be a goal of every community and school. Occupational health nurses have the unique opportunity to partner with communities, school nurses, and the school system to develop effective violence prevention programs. Working in schools is an area of expansion for occupational health nurses. They have the expertise to perform worksite assessments and to identify key areas of weakness throughout the facility. Their expertise in reviewing and analyzing workplace injury data and developing cost effectiveness analysis for proposed interventions is unique. Occupational health nurses also have the skills to network with school officials and other key stakeholders to develop interventions to impact the substantial implications of violence in the schools.

  8. 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…

  9. Does Teaching Experience Matter? Examining Biology Teachers' Prior Knowledge for Teaching in an Alternative Certification Program

    Science.gov (United States)

    Friedrichsen, Patricia J.; Abell, Sandra K.; Pareja, Enrique M.; Brown, Patrick L.; Lankford, Deanna M.; Volkmann, Mark J.

    2009-01-01

    Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing individuals with teaching experience to those…

  10. Why Do Teachers Choose to Implement or Reject Drug Abuse Prevention Programs?

    Science.gov (United States)

    Campbell, James Reed; Swanchak, John

    State and local school systems have developed comprehensive drug abuse prevention programs that appear to have little influence on the rising tide of teenage drug abuse. Classroom teachers, as implementors of such programs, frequently veto them or change them considerably. Forty secondary teachers were selected as research subjects to examine this…

  11. Quality Teacher Induction: "Fourth-Wave" (1997-2006) Induction Programs

    Science.gov (United States)

    Wood, Ann L.; Stanulis, Randi Nevins

    2009-01-01

    The purpose of this essay is to describe quality teacher induction that has evolved from "fourth-wave" (1997-2006) teacher induction program development and research. A definition of quality induction is proposed, and a set of induction goals and components are outlined. Understandings gained from fourth-wave programs are described, including ways…

  12. Experts in the Classroom: Fellows Program Connects Teacher Learning to Student Outcomes

    Science.gov (United States)

    Pett, Kate; Strahan, David; Gates, Carlye

    2014-01-01

    This article provides snapshots of teacher leadership in action as one result of the Asheville (N.C.) City Schools Foundation Innovation Fellows program, an approach to providing high quality professional learning for the district's best teachers. With start-up funding from the Z. Smith Reynolds Foundation, this program was created to retain great…

  13. Going from Good to Great: A Study of Teacher Induction Programs in Southwestern Pennsylvania School Districts

    Science.gov (United States)

    Vanatta, Johannah Mischelle

    2012-01-01

    The purpose of this study was to focus on how school districts are incorporating effective teacher induction programs in their school districts. The goal of the study was to identify effective research based characteristics of teacher induction programs and investigate how these characteristics are or are not utilized in the school district's…

  14. Combating Obesity in the Beginning: Incorporating Wellness and Exercise Principles in Teacher Education Programs

    Science.gov (United States)

    Cavallini, M. Felicia; Wendt, Janice C.; Rice, Desmond

    2007-01-01

    Schools have the potential to foster healthy behaviors among youths through sound health and physical education programs. Teacher candidates who are being certified through teacher preparation programs should take a course on basic wellness and exercise principles, in order to prepare themselves to teach those principles to all school faculty…

  15. Pre-Service Music Teachers' Metaphorical Perceptions of the Concept of a Music Teaching Program

    Science.gov (United States)

    Kiliç, Deniz Beste Çevik

    2017-01-01

    This study was intended to reveal pre-service music teachers' perceptions of the concept of a "music teaching program" with the use of metaphors. Its sample included 130 pre-service music teachers in the Music Teaching Program of Fine Arts Teaching Department in Balikesir University's Education Faculty. The study data were collected by…

  16. When Outbound Mobility Programs and Service Learning Align in Pre-Service Teacher Education

    Science.gov (United States)

    Power, Anne; Truong, Son; Gray, Tonia; Downey, Greg; Hall, Tim; Jones, Benjamin

    2017-01-01

    This project sought to investigate the learning that comes about from the intersection of outbound mobility experience programs (OMEs) with service learning in pre-service teacher education settings. The aim of the program of international service learning in the case study was to encourage pre-service teachers to rethink potentially ethnocentric…

  17. Perceived Factors Impacting School Music Programs: The Teacher's Perspective

    Science.gov (United States)

    Abril, Carlos R.; Bannerman, Julie K.

    2015-01-01

    The purpose of this study was to examine elementary music teachers' perceptions of factors impacting their music programs and teaching positions as well as the actions these teachers take in response to those factors. The following research questions guided the study: (1) What factors are perceived to impact music programs and teaching…

  18. Science Teacher Leadership: Learning from a Three-Year Leadership Program

    Science.gov (United States)

    Luft, Julie A.; Dubois, Shannon L.; Kaufmann, Janey; Plank, Larry

    2016-01-01

    Teachers are professional learners and leaders. They seek to understand how their students learn, and they participate in programs that provide new instructional skills, curricular materials, and ways to become involved in their community. This study follows a science teacher leadership program over a three-year period of time. There were…

  19. Toward A Competency-Based Teacher Education Program in Foreign Languages at SUNY/Buffalo.

    Science.gov (United States)

    Papalia, Anthony

    SUNY/Buffalo's competency-based teacher education program in foreign languages emphasizes: (1) a field-centered program, (2) a multi-institutional pattern of organizations, (3) feedback to students regarding their progress, (4) preservice/inservice continuum. The competencies required of foreign language teachers include: a practical command of…

  20. Turning Policy into Practice: Examining the Relationship between Policy, Research, and Program Development in Teacher Education

    Science.gov (United States)

    Paolucci, Catherine; Jennings, Kevin

    2017-01-01

    This article discusses the relationship between policy, research, and program development in mathematics teacher education. In particular, it considers the influences of policy and research along with social, economic, and cultural factors in the conceptualization and development of an undergraduate mathematics teacher education program in…

  1. Communication Barriers: A Study of Eastern Mediterranean University Students' and Teachers' of Online Program and Courses

    Science.gov (United States)

    Isman, Aytekin; Altinay, Fahriye

    2005-01-01

    This research study defines communication barriers in online programs and courses by determining the perceptions of students and teachers at Eastern Mediterranean University. It aims to get the answers to the questions of what sorts of problems students and teachers face while being involved in online courses and online programs. Distance…

  2. Assessment of the Motivational Reactions of Teachers to a School-Based Performance Award Program.

    Science.gov (United States)

    Heneman, Herbert G., III

    1998-01-01

    Assessed teachers' motivational reactions to an award program in the Charlotte-Mecklenburg (North Carolina) schools and compared findings with those from a similar program in Kentucky. The goals were specific, understandable, focused and challenging, but teachers had concerns about meeting higher future goals. Monetary bonuses were less motivating…

  3. Teachers' Readiness to Implement Nutrition Education Programs: Beliefs, Attitudes, and Barriers

    Science.gov (United States)

    Perikkou, Anastasia; Kokkinou, Eleni; Panagiotakos, Demosthenes B.; Yannakoulia, Mary

    2015-01-01

    Teachers' attitudes about school food environments and their readiness to implement school-based nutrition programs were investigated. A total of 1,436 primary-school teachers filled out a questionnaire on their demographic and professional characteristics and their attitudes, beliefs, and barriers for implementing health educational programs. The…

  4. Examining Student Teachers' Beliefs about Oral Corrective Feedback: Insights from a Teacher Education Program in Turkey

    Science.gov (United States)

    Ozmen, Kemal Sinan; Aydin, Hale Ülkü

    2015-01-01

    Teachers' beliefs about language learning and teaching are largely shaped during pre-service teacher education. Although many empirical studies have analyzed various dimensions of how student teachers' beliefs and practices are formed, the literature is scarce with the research on student teacher's beliefs about oral corrective feedback. For the…

  5. Educational Equality or Social Mobility: The Value Conflict between Preservice Teachers and the Free Teacher Education Program in China

    Science.gov (United States)

    Wang, Dan; Gao, Manman

    2013-01-01

    In 2007, the Chinese government piloted the Free Teacher Education (FTE) program in the top normal universities with the aim to enlist high-quality young graduates to join the teaching profession and to improve education in underdeveloped rural regions. However, a conflict has arisen as FTE students enrolled in the program are reluctant to work in…

  6. Black Teachers Matter: Qualitative Study of Factors Influencing African American Candidates Success in a Teacher Preparation Program

    Science.gov (United States)

    Dinkins, Elizabeth; Thomas, Kevin

    2016-01-01

    This qualitative study examined the perspectives and experiences of ten African American students at a predominantly White institution to understand why students persisted or discontinued in the teacher preparation program. Findings indicate three predominant factors influence Black candidates' decision to complete or leave the program: the role…

  7. Deaf Education Teacher Preparation: A Phenomenological Case Study of a Graduate Program With a Comprehensive Philosophy.

    Science.gov (United States)

    Engler, Karen S; MacGregor, Cynthia J

    2018-01-01

    At a time when deaf education teacher preparation programs are declining in number, little is known about their actual effectiveness. A phenomenological case study of a graduate-level comprehensive deaf education teacher preparation program at a midwestern university explored empowered and enabled learning of teacher candidates using the Missouri Department of Elementary and Secondary Education educator pillars: (a) commitment to the profession, (b) proficiency in practice, and (c) learning impact, all deemed critical to developing quality teachers. A strong connection was found between the program's comprehensive philosophy and its practice. Embracing diversity of d/Deafness and differentiated instruction were the most prevalent themes expressed by participants. Teacher candidates displayed outstanding commitment to the profession and high proficiency in practice. The findings suggest that additional consideration should be given to classroom and behavior management, teacher candidate workload, teaching beyond academics, and preparation for navigating the public school system.

  8. Module Cluster: UG - 001.00 (GSC) Urban Geography.

    Science.gov (United States)

    Currier, Wade R.

    This is one of several module clusters developed for the Camden Teacher Corps project. This module cluster is designed to introduce students to urban studies through the application of a geographic approach. Although geography shares with other social sciences many concepts and methods, it has contributed a distinctive set of viewpoints and a…

  9. Geography in Western Australia--A Time of Transition

    Science.gov (United States)

    Cawley, Rosemary

    2006-01-01

    The Western Australian schooling system is in the final phase of the move towards Outcomes Based Education with the Post Compulsory Geography Course of Study commencing in 2007. This move has been somewhat controversial amongst politicians, teachers and parent groups, partly because of the negative press Outcomes Based Education has received in…

  10. The National Teacher Enhancement Program (K-8) coordinated by the Oak Ridge National Laboratory

    Energy Technology Data Exchange (ETDEWEB)

    Richmond, C.R.

    1991-01-01

    Teachers need help, not harassment. So do the establishments in which teachers practice their profession. Community resources must be marshalled to provide help to local schools and teachers. In 1990 the National Science Foundation (NSF) established a unique educational activity named the National Teacher Enhancement Program (NTEP). NSF took advantage of the Department of Energy (DOE) sponsored educational programs and resources at several large DOE contractor labs that had had prior experience with DOE supported teacher enhancement programs. While DOE concentrated on teacher enhancement activities for secondary teachers, the NSF concentrated on teachers from grades K-8. The Oak Ridge National Laboratory (ORNL) is the lead organization for both administering and coordinating the grant. Other participating laboratories are Argonne National Laboratory (ANL), Fermi National Accelerator Laboratory (FERMI), Battelle-Pacific Northwest Laboratory (PNL), Lawrence Livermore Laboratory (LLNL) with some support functions provided by Brookhaven National Laboratory (BNL) and the Oak Ridge Associated Universities (ORAU). The program calls for a three week duration workshop to be conducted at each lab followed by in-service training and other activities during the year. The NSF/NTEP protocol calls for networking among the participating organizations and some of the teachers. An assessment effort is also an integral part of the program. 2 refs.

  11. The Vision of Geography Underlying the Australian Geography Curriculum

    OpenAIRE

    MAUDE, Alaric

    2014-01-01

    A common geography curriculum for Australian schools was approved in May 2013. This paper describes the conceptual and philosophical foundations of the curriculum through a discussion of its definition of geography, selection of concepts, integration of skills into the process of inquiry, and specification of learning about countries and continents, and of the perspectives that are stated or implied. It describes a view of geography that is eclectic yet emphasises the subject’s distinctive wa...

  12. Aviation/Aerospace Teacher Education Workshops: Program Development and Implementation

    Science.gov (United States)

    1998-01-01

    The Aviation/Aerospace Teacher Education Workshops have been recommended by the Illinois Task force for Aviation/Space Education (1988) as a way of encouraging aeronautical education. The workshop will be offered to elementary school teachers. During...

  13. Survey of handwriting instruction practices of elementary teachers and educational programs: implications for occupational therapy.

    Science.gov (United States)

    Donica, Denise K; Larson, Michelle H; Zinn, Abbey A

    2012-01-01

    ABSTRACT The purpose of this study was to investigate perceptions of elementary school teachers on training in handwriting instruction received during their education, as well as their current classroom practices. The quantity and quality of training in handwriting instruction provided by baccalaureate degree-granting teacher education programs in North Carolina was also examined. An online survey was administered to each population identified to inquire about handwriting instruction practices. Results from 505 teachers and 16 professors indicated that while handwriting instruction content is valued by both teachers and professors, varied levels of training were provided to the teachers. Implications for occupational therapy practice are discussed including strategies for school-based therapists.

  14. Practice and Economic Geography

    OpenAIRE

    Jones, A.; Murphy, J. T.

    2010-01-01

    Economic geography has over the last decade become increasingly interested in the role of practice, conceptualised as the regularised or stabilised social actions through which economic agents organize or coordinate production, marketing, service provision, exchange and/or innovation activities. Interest in practice is most clearly manifest in a growing body of research concerned to conceptualise how the regularized social relations and interactions linking economic actors (e.g. entrepreneurs...

  15. Urban geography and complexity

    Directory of Open Access Journals (Sweden)

    Denise Pumain

    2004-12-01

    Full Text Available The contemporary approach of complex systems raises common questions that could be handled by a transdisciplinary theory. We demonstrate how the main concepts of urban geography could be integrated in such a theory ofcomplexity. We illustrate the complexity approach by a short presentationof the SIMPOP model that uses a multi-agents formalism for the simulationof the evolutionary properties of systems of cities.

  16. Innovative Noyce Program for Preparing High School Physics Teachers.

    Science.gov (United States)

    Hagedorn, Eric; Kosheleva, Olga; Wagler, Amy; Wagler, Ron

    2011-10-01

    The ``Robert Noyce Scholarships for Teaching Miners'' program at the University of Texas at El Paso currently consists of 14 mathematics majors minoring in secondary education, most of whom are preparing for the Mathematics-Physics Certification. From the time of their selection (junior year), till after they begin teaching, participants in this program will have financial support consisting of a 10,000 per year scholarship during the last two years in college. Programmatic support during these two years consists of four, half-day workshops emphasizing: 1) inquiry-based teaching, 2) mathematics & science integration, and 3) actual inquiry in the form of a senior research project. The workshops are facilitated by a team of university faculty and school district partners (EPISD and YISD). These district partners help with the workshops, but also mentor the scholars when placed at their classroom observation and student teacher sites. Once the scholars graduate and receive certification, they will experience unique induction year support: being hired in pairs or small groups and placed together in the same school. This placement with classmates combined with the mentoring of the same district personnel with whom they are familiar is hypothesized to be uniquely effective.

  17. Developing fundamental principles for teacher education programs and practices

    NARCIS (Netherlands)

    Korthagen, F.; Loughran, J.; Russell, T.

    2006-01-01

    Traditional approaches to teacher education are increasingly critiqued for their limited relationship to student teachers' needs and for their meager impact on practice. Many pleas are heard for a radical new and effective pedagogy of teacher education in which theory and practice are linked

  18. Pedagogical Decision Making through the Lens of Teacher Preparation Program

    Science.gov (United States)

    Prachagool, Veena; Nuangchalerm, Prasart; Subramaniam, Ganakumaran; Dostal, Jirí

    2016-01-01

    Pedagogical decision making is very important for professional teachers, it concerns belief, self-efficacy, and actions that teachers expose to classroom. This paper employed theoretical lens and education policy in Thailand to examine the preservice teachers' views about pedagogical decision making. Discussion helps school mentors understand…

  19. Factors Associated with Teacher Delivery of a Classroom-Based Tier 2 Prevention Program.

    Science.gov (United States)

    Sutherland, Kevin S; Conroy, Maureen A; McLeod, Bryce D; Algina, James; Kunemund, Rachel L

    2018-02-01

    Teachers sometimes struggle to deliver evidence-based programs designed to prevent and ameliorate chronic problem behaviors of young children with integrity. Identifying factors associated with variations in the quantity and quality of delivery is thus an important goal for the field. This study investigated factors associated with teacher treatment integrity of BEST in CLASS, a tier-2 prevention program designed for young children at risk for developing emotional/behavioral disorders. Ninety-two early childhood teachers and 231 young children at-risk for emotional/behavioral disorders participated in the study. Latent growth curve analyses indicated that both adherence and competence of delivery increased across six observed time points. Results suggest that teacher education and initial levels of classroom quality may be important factors to consider when teachers deliver tier-2 (i.e., targeted to children who are not responsive to universal or tier-1 programming) prevention programs in early childhood settings. Teachers with higher levels of education delivered the program with more adherence and competence initially. Teachers with higher initial scores on the Emotional Support subscale of the Classroom Assessment Scoring System (CLASS) delivered the program with more competence initially and exhibited higher growth in both adherence and competence of delivery across time. Teachers with higher initial scores on the Classroom Organization subscale of the CLASS exhibited lower growth in adherence across time. Contrary to hypotheses, teacher self-efficacy did not predict adherence, and teachers who reported higher initial levels of Student Engagement self-efficacy exhibited lower growth in competence of delivery. Results are discussed in relation to teacher delivery of evidence-based programs in early childhood classrooms.

  20. Developing a pedagogical problem solving view for mathematics teachers with two reflection programs

    Directory of Open Access Journals (Sweden)

    Bracha Karamarski

    2009-10-01

    Full Text Available The study investigated the effects of two reflection support programs on elementary school mathematics teachers’ pedagogical problem solving view. Sixty-two teachers participated in a professional development program. Thirty teachers were assigned to the self-questioning (S_Q training and thirty two teachers were assigned to the reflection discourse (R_D training. The S_Q program was based on the IMPROVE self-questioning approach which emphasizes systematic discussion along the phases of mathematical or pedagogical problem solving as student and teacher. The R_D program emphasized discussion of standard based teaching and learning principles. Findings indicated that systematic reflection support (S_Q is effective for developing mathematics PCK, and strengthening metacognitive knowledge of mathematics teachers, more than reflection discourse (R_D. No differences were found between the groups in developing beliefs about teaching mathematics in using problem solving view.

  1. Geography Education Through Maps

    Directory of Open Access Journals (Sweden)

    N. Demiralp

    2007-09-01

    Full Text Available Geography studies the relationship between human and the earth and pay attention to space, place and environment. In its simplest definition, maps are language and communication tools in transferring knowledge of an area in the science of geography which studies the space. Thus teaching and teaching how to use maps is quite important. This is not valid just for all matters of geography education; they can be used at any point, level, age or grade in teaching. This is because map reading involves transferring a piece of information by coding it on a platform and the users to read and interpret the information by encoding it according to their needs. Thus, we can say that teaching maps and teaching how to use maps is the transformation or translation of a piece of knowledge from life, with the appropriate language. In order for this kind of teaching and learning to be accomplished it is a must that the map maker and the map user to know the common language of maps, which is map language, and for them to know qualities, types and limitations of maps. To gain this kind of knowledge, students must see every type of map from the simplest to the most complicated and study and analyse them, as well as get to know their different usages.

  2. Is Teacher Professional Development an Effective Way to Mitigate Teachers' Gender Differences in Technology? Result from a Statewide Teacher Professional Development Program

    Science.gov (United States)

    Li, Yi

    2016-01-01

    This study analyzed data from a statewide professional development (PD) program to investigate whether gender difference towards technology usage was mitigated after participation in the program. Teachers responded to pre- and post-questionnaires regarding their perceptions and use of technology before and after participating in PD courses.…

  3. Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers

    Science.gov (United States)

    Rhee, Hyang-yon; Choi, Kyunghee

    2014-01-01

    The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized…

  4. BECA (Bilingual Education Centro de Accion) Program Handbook for Student Teachers and Supervisory Personnel.

    Science.gov (United States)

    Reyes, Maria; And Others

    This manual is a reference guide for both student teachers and supervisory personnel involved with the Texas Woman's University Bilingual Education "Centro de Accion" (BECA) Program. The BECA program includes the following components in addition to the fulltime BECA undergraduate program: para-professional training program, graduate…

  5. A Randomized Effectiveness Trial of a Behavioral Teacher Program Targeting ADHD Symptoms

    NARCIS (Netherlands)

    Veenman, B.Y.; Luman, M.; Oosterlaan, J.

    2016-01-01

    Objective: This study investigated the effectiveness of the Positivity & Rules Program (PR program), a behavioral teacher program targeting ADHD symptoms in the classroom involving both student-focused and classroom-focused programs. Method: Primary school children with ADHD symptoms (N = 114) were

  6. Exploring the beliefs of persisting secondary science teachers in general induction programs: A longitudinal study

    Science.gov (United States)

    Wong, Sissy Sze-Mun

    Experienced, prepared, and fully certified teachers have been related with higher student achievement, but teacher retention has been a challenge for many decades, especially retention of secondary science teachers. In order to support teachers and student learning, it is critical to understand what impacts secondary science teachers' decisions to persist in the field. This mixed methods study explored whether teacher beliefs were related to persistence over a three-year period. Participants were beginning secondary science teachers that participated in general induction programs provided by their school or district. These participants were selected due to their representative nature of the average beginning secondary science teacher in the United States. Participants' responses to annual semi-structured interviews were the source of data. Findings from quantitative and qualitative analyses revealed that the persisting teachers' beliefs remained stable over the three-year period. Quantitative analyses also revealed that there were no prevalent beliefs among the persisting teachers, even when the variables of gender and socioeconomic status of their schools were considered. When persisting teachers' beliefs about teaching and beliefs about learning were quantitatively analyzed, no relationship was found. Case study of one persisting teacher and one non-persisting teacher revealed that personal experiences and knowledge impacted their beliefs about teaching and learning. The persisting teacher that participated in inquiry-based experiences held student-centered beliefs, while the non-persisting teacher that participated in verification-type experiences held teacher-centered beliefs. This study contributes to the field of science education by examining science teacher persistence instead of attrition. It focused specifically on secondary science teachers while exploring their beliefs longitudinally. Implications from this study calls for teacher beliefs to be

  7. Teaching manual communication to preservice teachers of the deaf in an accredited comprehensive undergraduate teacher preparation program.

    Science.gov (United States)

    Goodman, Carol A

    2006-01-01

    NOTING THAT there are no standardized manual communication curricula or proficiency assessments available to teacher preparation programs, the author used a case study to describe how preservice teachers of the deaf are taught to incorporate American Sign Language and various forms of signed English as effective communication tools for students who are deaf and hard of hearing. An accredited undergraduate teacher preparation program located in a rural area was selected for the study. Eight curricular components were examined, and data were triangulated from observations, interviews, and document analyses. The author found (a) that manual communication was taught in three required courses making up 6.57% of the overall curriculum, (b) direct application to the classroom was limited, and (c) there was minor misalignment across the eight curricular components examined. The program did not require an exit-level proficiency exam.

  8. Geography 2050, November 19, 2014

    Science.gov (United States)

    2016-02-04

    16. SECURITY CLASSIFICATION OF: On November 19, 2014, the American Geographical Society hosted Geography 2050, a high?level symposium including top...UU UU UU UU 04-02-2016 Approved for public release; distribution is unlimited. Geography 2050, November 19, 2014 The views, opinions and/or findings...ABOVE ADDRESS. University of Kansas 2385 Irving Hill Road Lawrence, KS 66044 -7552 ABSTRACT Geography 2050, November 19, 2014 Report Title On November

  9. THE EFFECTS OF REFLECTIVE TEACHING ON AN INTENSIVE TEACHER TRAINING PROGRAM

    Directory of Open Access Journals (Sweden)

    Mei Hua Lan

    2013-07-01

    Full Text Available Abstract: The preliminary case study was conducted to understand the effects of reflective teaching approach on English teachers' teaching performances in a short-term intensive teacher training program, and to know the participating English teachers’ feedback to the program. Totally 13 English teachers, who had taught English for 1 to 5 years, participated in this program for 3 weeks with 54 instruction hours. During the intensive program, teachers were asked to design lesson plans and demonstrate their lessons, while their peers, other experienced teachers, provided them with constructive feedback. In addition, the presenters self-assessed and reflected on their own teaching. Through several cycles of teaching demonstrations, peer-assessments, self-assessments and reflections, most teachers indicated that the reflective teaching approach was beneficial for sharpening their teaching skills, equipping them with additional teaching strategies and class management skills, and raising their awareness of the needs for examinations of their teaching reflectively in the future, and the importance of reflection of their own teaching for improvements. To give the teachers more inputs and inspirations, experienced teachers with creative teaching ideas were invited as guest speakers, and positive feedback to the guest speeches was also drawn. The findings of this study were expected to provide some pedagogical inspirations for the related fields, especially English teacher training in EFL contexts.

  10. Imagining Geographies, Mapping Identities

    Directory of Open Access Journals (Sweden)

    Matthew Graves

    2015-03-01

    Full Text Available The ambition of this issue of Portal is to reach across the methodological boundaries of history, politics, literature and geography to apply their complementary perspectives to the study of identity and its relation to space and place, an aim that involves attempting to identify the many different ways the notoriously slippery concepts of identity and geography may intersect. For this issue we have selected articles that cast a fresh perspective on two areas where identity and geography intersect: the construction of identity through the imaginative recreation of place in literature: Mapping Literary Spaces; and the study of the shifting relationships of centre and periphery, exclusion and inclusion in urban settings and geopolitical confrontations: Social and Political Peripheries. Gerard Toal has written that geography is not a noun but a verb: it does not describe what space is but studies what we do with space, imaginatively and politically. The articles in this issue illustrate the exercise of the literary and political imagination and the role of materiality and memory in the creation of geographic representation. They show too a new awareness of the centrality of space in the constitution of identities, and the need for a new geocritical reading of its discourse, as the interrelations of place and community are played out on the many scales of social and political life, from the local to the global.   The special issue is organised thus: Introduction Matthew Graves (Aix-Marseille University & Liz Rechniewski (Sydney University: “Imagining Geographies, Mapping Identities.” I. Mapping Literary Spaces - Isabelle Avila (University of Paris XIII, "Les Cartes de l'Afrique au XIXe siècle et Joseph Conrad : Perceptions d'une Révolution Cartographique." - Daniela Rogobete (University of Craiova, "Global vs Glocal: Dimensions of the post-1981 Indian English Novel." II. Social and Political Peripheries - Elizabeth Rechniewski (Sydney

  11. Teaching Qualitative Geography: A JGHE Written Symposium.

    Science.gov (United States)

    Lee, Roger

    1992-01-01

    Reviews the recent growth of interest in qualitative geography. Discusses whether or not qualitative research can be accepted on the same scholarly level as quantitative research. Contends that qualitative methodology has much to offer geography and geography instruction. (CFR)

  12. Measuring Research Data Uncertainty in the 2010 NRC Assessment of Geography Graduate Education

    Science.gov (United States)

    Shortridge, Ashton; Goldsberry, Kirk; Weessies, Kathleen

    2011-01-01

    This article characterizes and measures errors in the 2010 National Research Council (NRC) assessment of research-doctorate programs in geography. This article provides a conceptual model for data-based sources of uncertainty and reports on a quantitative assessment of NRC research data uncertainty for a particular geography doctoral program.…

  13. One Model for Scientist Involvement in K-12 Education: Teachers Experiencing Antarctica and the Arctic Program

    Science.gov (United States)

    Meese, D.; Shipp, S. S.; Porter, M.; Bruccoli, A.

    2002-12-01

    Scientists involved in the NSF-funded Teachers Experiencing Antarctica and the Arctic (TEA) Program integrate a K-12 science teacher into their polar field project. Objectives of the program include: having the science teacher immersed in the experience of research; 2) through the teacher, leveraging the research experience to better inform teaching practices; and 3) sharing the experience with the broader educational and general community. The scientist - or qualified team member - stays involved with the teacher throughout the program as a mentor. Preparation of the teacher involves a week-long orientation presented by the TEA Program, and a two week pre-expedition visit at the scientist's institution. Orientation acquaints teachers with program expectations, logistical information, and an overview of polar science. While at the scientist's institution, the teacher meets the team, prepares for the field, and strengthens content knowledge. In the field, the teacher is a team member and educational liaison, responding to questions from students and colleagues by e-mail, and posting electronic journals describing the research experience. Upon return, the teachers work closely with colleagues to bring the experience of research into classrooms through creation of activities, design of longer-term student investigations, and presentations at scientific, educational, and community meetings. Interaction with the scientific team continues with a visit by the scientist to the teacher's classrooms, collaboration on presentations at scientific meetings, and consultation on classroom activities. In some cases, the teacher may participate in future expeditions. The involvement by scientists in mentor relationships, such as those of the TEA Program, is critical to improving science education. Many teachers of science have not had the opportunity to participate in field research, which offers valuable first-hand experience about the nature of science, as well as about specific

  14. In Search of Teaching Quality of EFL Student Teachers through Teaching Practicum: Lessons from a Teacher Education Program

    Directory of Open Access Journals (Sweden)

    Siti Nurul Azkiyah

    2017-12-01

    Full Text Available This study was intended to investigate the teaching quality of student teachers when they conducted their teaching practicum. Teaching quality is conceptualised based on eight classroom factors (orientation, structuring, modelling, application, questioning, building classroom as a learning environment, assessment, and time management of the dynamic model, which have previously been found to affect student outcomes. The study used a mixed-methods design: a survey on students’ perceptions of the teaching quality of their teacher (student teachers and classroom observation. The study was conducted in Tangerang Selatan, Indonesia, involving English as a Foreign Language (EFL student teachers in the English Education Program, Syarif Hidayatullah State Islamic University, Indonesia and 199 students of three different schools. The findings revealed that the student teachers did not yet practice the classroom factors of the dynamic model. Some recommendations include incorporating the classroom factors of the dynamic model in the curriculum or syllabus related to pedagogical skills to better prepare teachers in the future. It is also beneficial to study the possibility of sending student teachers to school earlier not only for the teaching practicum but also for other relevant purposes.

  15. MTU-pre-service teacher enhancement program. Final report, September 1992--May 1995

    Energy Technology Data Exchange (ETDEWEB)

    Anderson, C.S.; Yarroch, W.J.

    1996-01-01

    The MTU Pre-Service Teacher Enhancement Program was a two year extended project designed to introduce a select group of science and engineering undergraduate students, with good {open_quotes}people skills,{close_quotes} to the teaching profession. Participants were paid for their time spent with area teacher/mentors and were involved in a variety of in school activities, projects and observations to illustrate the teaching profession. They were encouraged to consider the teaching profession as a future career option. The student participants, however, were under no obligation to enter the Teacher Education Program at the conclusion of the program.

  16. An Assessment of the Impact of a Science Outreach Program, Science In Motion, on Student Achievement, Teacher Efficacy, and Teacher Perception

    Science.gov (United States)

    Herring, Phillip Allen

    2009-01-01

    The purpose of the study was to analyze the science outreach program, Science In Motion (SIM), located in Mobile, Alabama. This research investigated what impact the SIM program has on student cognitive functioning and teacher efficacy and also investigated teacher perceptions and attitudes regarding the program. To investigate student…

  17. Preservice Teacher Preparation in International Contexts: A Case-Study Examination of the International Student Teacher Programs

    Directory of Open Access Journals (Sweden)

    W. James Jacob

    2010-12-01

    Full Text Available This article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Straus and Corbin’s (1998a substantive grounded theory and Patton’s (1997 Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings.

  18. The Vision of Geography Underlying the Australian Geography Curriculum

    Science.gov (United States)

    Maude, Alaric

    A common geography curriculum for Australian schools was approved in May 2013. This paper describes the conceptual and philosophical foundations of the curriculum through a discussion of its definition of geography, selection of concepts, integration of skills into the process of inquiry, and specification of learning about countries and…

  19. Aesthetics in Geography: Ideas for Teaching Geography Using Poetry

    Science.gov (United States)

    Kirman, Joseph M.

    2007-01-01

    This article discusses how poetry can be used for teaching geography. The rational for using and writing poetry, its relationship to the National Standards for Geography, grade levels, pedagogical concerns associated with poetry writing, and subject integration are discussed. There are also classroom activities, sample discussion questions, lesson…

  20. Connection Between the Theory and Practice in Pre-service Teacher Education Programs in Turkey

    Directory of Open Access Journals (Sweden)

    Gülsen ÜNVER

    2016-05-01

    Full Text Available Research reveals that there are severe problems on connecting theory and practice in pre-service teacher education programs in Turkey. This descriptive study was limited by examining the decisions and applications related to connecting theory and practice in pre-service teacher education since 1998. Results are organized by concerning the factors like durations and semesters of field experiences, efficiencies of the stakeholders of teacher education programs. In conclusion connecting theoy and practice in pre-service teacher education is considered important in Turkey. However the policies on this issue in Turkey can be criticized; and the stakeholders of teacher education programs are not efficiacy on connecting theory and practice. And the study presents recommendations for enhancing connecting theory and practice in pre-service teacher education as follows: University-School Cooperation Protocol should include methods courses, directors of universities and practice schools should promote other stakeholders for connecting theory and practice, faculties should indigenize connecting theory and practice in teacher education and, cooperating teachers should be good models for teacher candidates in terms of connecting theory and practice.

  1. A Study of Science Teachers Utilizing Visual Programming Techniques

    Directory of Open Access Journals (Sweden)

    Cheryl Denise Seals

    2008-08-01

    Full Text Available This paper presents a study of learning in Stagecast Creator to discover more about novice programmer teachers, direct manipulation techniques and exploration of methods to create interactive lessons for their classrooms. The authors performed a longitudinal guided exploration of Stagecast Creator with two middle school science teachers. The results of these evaluations help to identify implications for educational simulations for novice programmer teachers and produce a set of initial system requirements.

  2. Enrollment trends in deaf education teacher preparation programs, 1973-2009.

    Science.gov (United States)

    Dolman, David

    2010-01-01

    The number of deaf education teacher preparation programs and the number of program graduates were tabulated from reference issues of the American Annals of the Deaf beginning in 1973 and progressing every third year through 2009. Programs and graduates reached their highest levels from the mid-1970s through mid-1980s. In 2006 and 2009, only about one fourth as many students were majoring in deaf education in relation to the general U.S. college population as in 1973, 1976, and 1979. Yet because the population of children identified as deaf and hard of hearing has also declined, the ratio of program graduates to deaf children has stayed relatively balanced for the past 20 years. Current challenges faced by teacher preparation programs include increases in interpreter preparation programs and programs for teaching American Sign Language, as well as the changing nature of the role of teacher of the deaf.

  3. Dismantling the Context and Breaking Free from Contextual Oppositions: How Teacher Education Programs Can Combat Homophobia

    Science.gov (United States)

    Jones, Joseph R.

    2012-01-01

    In exploring homophobia in schools, the author discusses a qualitative research study conducted with a group of teachers from New York State. The article examines how the group of teachers (participating in professional development program) discusses their perceptions of homophobia in their classrooms and schools. Specifically, the teachers…

  4. Unpacking the Clinical and Participatory Dimensions of the Trump Math-Teacher-Residency-Program

    Science.gov (United States)

    Imanuel-Noy, Dalia; Wagner, Tili

    2016-01-01

    The research presents a Residency Math teacher education program that has been developed in Israel in search of transforming initial teacher preparation on the Clinical-Participatory continuum. It is a "multi-phase" mixed-method research aiming to present the clinical and participatory dimensions of the TMR: the way in which they are…

  5. The Impact of Mentoring Programs on Teachers in Urban Middle Schools

    Science.gov (United States)

    Wider, Beyonka Shantel

    2012-01-01

    Retaining teachers is a pressing issue facing many urban middle schools in the southern US. Urban middle schools continually face increased teacher turnover rates in spite of state mandated induction and mentoring programs. Drawing from Maslow's hierarchy of needs theory, the purpose of the qualitative case study was to examine urban middle…

  6. A Theory of Secondary Teachers' Adaptations When Implementing a Reading Intervention Program

    Science.gov (United States)

    Leko, Melinda M.; Roberts, Carly A.; Pek, Yvonne

    2015-01-01

    This study examined the causes and consequences of secondary teachers' adaptations when implementing a research-based reading intervention program. Interview, observation, and artifact data were collected on five middle school intervention teachers, leading to a grounded theory composed of the core component, reconciliation through adaptation, and…

  7. Teachers' Perceptions of Georgia's Early Reading Intervention Program: A Qualitative Study

    Science.gov (United States)

    Hobby, Patti Tennant

    2012-01-01

    This qualitative study used an ethnographic method to investigate teachers' perceptions of reading interventions delivered in a state-funded early intervention program (EIP). Academically at-risk students struggle to meet grade-level standards year after year, even with interventions involving small group, targeted assistance. Teacher perceptions…

  8. Qualitative Analysis of Student Perceptions of E-Portfolios in a Teacher Education Program

    Science.gov (United States)

    Parker, Michele; Ndoye, Abdou; Ritzhaupt, Albert D.

    2012-01-01

    In the last decade, e-portfolios have moved to the forefront of teacher preparation programs across the United States. With its widespread use, faculty and administrators need to understand teacher candidates' perspectives to meet their needs. In the present study, the researchers gathered in-depth information from 244 students who were required…

  9. Preparing Teachers To Meet the Needs of Students with Severe Disabilities: Program Configuration and Expertise.

    Science.gov (United States)

    Ryndak, Diane Lea; Clark, Denise; Conroy, Maureen; Stuart, Christy Holthaus

    2001-01-01

    This paper provides information on: (1) nationally recognized masters programs to prepare teachers with expertise in severe disabilities and (2) areas of expertise considered essential for teachers who work with these students. Results are discussed according to the population of students, content courses, field experiences, credit hours, and…

  10. Examining science teachers' pedagogical content knowledge in the context of a professional development program

    NARCIS (Netherlands)

    Wongsopawiro, Dirk Soenario

    2012-01-01

    This dissertation reports on the pedagogical content knowledge (PCK) of science teachers during a professional development program. This research intended to help us understand why and how teachers make their classroom decisions as they teach science. The main questions in this study were: What is

  11. Participatory Action Research as Pedagogy: Investigating Social and Ecological Justice Learning within a Teacher Education Program

    Science.gov (United States)

    Anderson, Vince; McKenzie, Marcia; Allan, Scott; Hill, Teresa; McLean, Sheelah; Kayira, Jean; Knorr, Michelle; Stone, Joshua; Murphy, Jeremy; Butcher, Kim

    2015-01-01

    A research collective comprised of teacher candidates, graduate students, and faculty set out to investigate the role and impact of social and ecological justice learning in a teacher education program. Amidst the tensions, negotiations, and articulations of the research design, the collective came to recognize the spaces of participatory action…

  12. Self-Regulation Programs for At-Risk Youth: Are Teachers Affected Too?

    Science.gov (United States)

    Lichtinger, Einat; Leichtentritt, Judith

    2016-01-01

    This study examines changes experienced by teachers of youth at socioeconomic risk during and after conducting self-regulation programs with their students. Participants' self-reports were classified into 3 change models. Teachers in the 1st model reported changes in their interaction with the school, their role with the students, and their own…

  13. The Effects of a Voice Education Program on VHI Scores of Elementary School Teachers.

    Science.gov (United States)

    Faham, Maryam; Ahmadi, Akram; Drinnan, Michael; Saadatmand, Najme; Fatahi, Elahe; Jalalipour, Maryam

    2016-11-01

    Teachers seem to be vulnerable to voice disorders because of excessive use of their voice. The purpose of this study was to investigate the effects of a voice education program on the Vocal Handicap Index (VHI) scores of elementary school teachers in the Persian education system. This was a semi-experimental study, performed in Shiraz public schools. Ten schools were selected on their similarity in number of students and teachers, and allocated at random to training or control groups. Sixty-one teachers in the training group and 66 teachers in the control group completed the VHI in the first week. Teachers in the trained group received voice education for 4 weeks, and then continued to follow the program for a further 4 weeks. The control group received no training. After 8 weeks, all subjects completed the questionnaire again. Compliance was good for all practices except "breathing exercises" and "using amplifiers" where it was exceptionally poor. Teachers in the training group improved significantly in total VHI score (from 14.2 to 6.8), whereas the control group showed a significant worsening (from 10.1 to 13.7). These effects were significant (P voice education program can have positive effects on the voice of teachers, even without dysphonia, in the middle of their teaching. Such a program may have a place in the Persian education system. Copyright © 2016 The Voice Foundation. Published by Elsevier Inc. All rights reserved.

  14. The Outcomes of a Social Skills Teaching Program for Inclusive Classroom Teachers

    Science.gov (United States)

    Sazak Pinar, Elif; Sucuoglu, Bülbin

    2013-01-01

    In this study, the effectiveness of a Social Skills Teaching Program (SSTP) prepared for inclusive classroom teachers was investigated. The SSTP gauged (1) teachers' expectations related to social skills of students with special needs, (2) their knowledge levels related to teaching social skills, and (3) their use of social skills teaching…

  15. Situating ICT in the Teacher Education Program: Overcoming Challenges, Fulfilling Expectations

    Science.gov (United States)

    Martinovic, Dragana; Zhang, Zuochen

    2012-01-01

    This exploratory case study examined pre-service teachers' expectations of and attitudes toward the learning and integrating of ICT into their teaching, and their perceptions of the availability and use of ICT in the Teacher Education Program (TEP) and their placement schools. For two years in a row the researchers collected data through online…

  16. The Use of E-Portfolios in Music Teacher Education Programs: 2003-2013

    Science.gov (United States)

    Rawlings, Jared

    2016-01-01

    This systematic review of literature presents empirical research published between 2003-2013 examining the use of E-portfolios within music teacher education programs located in the United States. International E-portfolio research in music teacher education offers a backdrop and a thematic influence throughout this review. The central research…

  17. Teachers' Use of Fitness Tests in School-Based Physical Education Programs

    Science.gov (United States)

    Keating, Xiaofen Deng; Silverman, Stephen

    2004-01-01

    This study was designed to investigate the status of teachers' use of fitness tests in school-based physical education programs. Full-time physical education teachers (N = 325) in 10 states participated. A questionnaire was developed specifically for this study to collect data. Various methods were utilized to lend evidence for the reliability and…

  18. A Professional Learning Program Designed to Increase K-12 Teachers' Instructional Technology Use

    Science.gov (United States)

    Spencer, Lisa A.

    2014-01-01

    Despite the ready availability of many instructional-technology resources, many teachers in the researched Maryland school district are uncomfortable using technology to deliver content. This concurrent mixed methods case study examined the impact of Sharing Technology with Educators Program (STEP) on 269 K-12 teachers' technology use. The study…

  19. Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

    Science.gov (United States)

    Malik, Sufiana Khatoon; Nasim, Uzma; Tabassum, Farkhanda

    2015-01-01

    The major purpose of the study was to assess the perceived effectiveness of professional development programs of teachers at higher educational level. The objectives of the study were: "to assess university level teachers'" opinion about effectiveness of professional development training with reference to quality teaching, to measure…

  20. Historical Research Skills Development in Light of a Training Program for Secondary Stage History Teachers

    Science.gov (United States)

    Al-qout, Ghada Ahmed

    2017-01-01

    The study aimed to design a training program to develop the historical research skills after defining the nature of the historical research skills that the history teachers are required to master, especially the secondary stage teachers, in addition to defining the opinions of the educational supervisors on the extent to which the secondary…

  1. Investigating the Relationship between Iranian EFL Teachers' Autonomy and Their Neuro-Linguistic Programming

    Science.gov (United States)

    Hosseinzadeh, Ehsan; Baradaran, Abdollah

    2015-01-01

    The present study was an attempt to investigate the relationship between English Language Teachers' autonomy and their Neuro-linguistic Programming (NLP). To this end, a group of 200 experienced English language teachers at various language schools in Tehran, inter alia, Asre Zaban Language Academy, were given two questionnaires namely Teaching…

  2. Taking the Incredible Years Child and Teacher Programs to Scale in Wales

    Science.gov (United States)

    Hutchings, Judy; Williams, Margiad Elen

    2017-01-01

    Students who demonstrate conduct problems pose ongoing challenges for teachers. Therefore, prevention programs that all families and teachers of young children can use to promote social and emotional learning, emotion regulation, and problem solving are of great interest to researchers and practitioners alike. This article describes the Incredible…

  3. Fostering Technology-Rich Service-Learning Experiences between School Librarians and Teacher Education Programs

    Science.gov (United States)

    Shepherd, Craig E.; Dousay, Tonia; Kvenild, Cassandra; Meredith, Tamara

    2015-01-01

    School libraries are untapped resources for fieldwork by preservice teachers. Many school librarians have expertise in pedagogy and standards-based curriculum development, both for information literacy and for technology integration. By forging partnerships with teacher-preparation programs, school librarians can provide fieldwork sites rich in…

  4. Impact of a Continuing Health Education Inservice Program on Teachers' Competencies.

    Science.gov (United States)

    Chen, William; And Others

    1990-01-01

    An intensive weekend workshop for teachers focusing on foundations of health education, drug education, emotional health, and human sexuality demonstrated that a well-planned and implemented in-service training program can effectively improve teachers' competency in health education. (JD)

  5. Comparative and International Education in Teacher Training Programs: The Case of North Park University in Chicago

    Science.gov (United States)

    Balodimas-Bartolomei, Angelyn

    2016-01-01

    For decades, scholars have claimed the importance of implementing comparative and international education courses in teacher education programs. Although there are countless benefits of doing so, information or evidence about offering comparative and international education in the teacher education curricula, is negligible. To date, it is…

  6. The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs

    OpenAIRE

    Clark, Melissa A.; Hanley S. Chiang; Tim Silva; Sheena McConnell; Kathy Sonnenfeld; Anastasia Erbe; Michael Puma

    2013-01-01

    The first large-scale, random assignment study of the effects of secondary school math teachers from Teach For America and the Teaching Fellows programs found they were as effective as, and in some cases more effective than, teachers receiving traditional certification. The study was sponsored by the U.S. Department of Education's Institute of Education Sciences.

  7. Community Organizations' Programming and the Development of Community Science Teachers

    Science.gov (United States)

    Varelas, Maria; Morales-Doyle, Daniel; Raza, Syeda; Segura, David; Canales, Karen; Mitchener, Carole

    2018-01-01

    In this study, we explored how science teacher candidates construct ideas about science teaching and learning in the context of partnerships with urban community-based organizations. We used a case study design focusing on a group of 10 preservice teachers' participation in educational programming that focused on environmental racism and connected…

  8. Exploring the Effectiveness of a Curricular Choice Majors Program on Teacher Motivation

    Science.gov (United States)

    VanDeusen Gaddis, Linda Marie

    2014-01-01

    The purpose of this qualitative case study was to explore how a curricular choice majors program influenced teacher motivation and student performance at a charter high school in Pennsylvania from the perception of the administration and teachers. The theoretical foundation for this study was the attribution motivation theory. This theory…

  9. The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program

    NARCIS (Netherlands)

    Fokkens-Bruinsma, Marjon; Canrinus, Esther T.

    2012-01-01

    This study examined the suitability of the FIT-Choice scale in a Dutch educational context among two cohorts of preservice teachers (Ns = 62, 89), surveyed at the end and the beginning of their one-year program respectively. The relationships between the motivations for becoming a teacher and

  10. Digitized and Decoupled? Teacher Sensemaking around Educational Technology in a Model 1:1 Program

    Science.gov (United States)

    Gherardi, Stacy

    2017-01-01

    This mixed-methods study utilized surveys and interviews to analyze teacher sensemaking in a widely acclaimed 1:1 laptop program in a predominantly low-income, predominantly Latino school district. Quantitative and qualitative measures found that teachers across the district used technology in similar ways and that technology strongly increased…

  11. Implementation of an Action Research Course Program for Science Teachers: A Case for Turkey

    Science.gov (United States)

    Kucuk, Mehmet; Cepni, Salih

    2005-01-01

    The purpose of this study was to introduce an AR approach to a group of science teachers during an in-service AR course program and learn its contributions to their professional development. Data were gathered through an AR project by working with a group of eight science teachers throughout a four-week period. In the content of the course,…

  12. Italian information geographies

    Directory of Open Access Journals (Sweden)

    Maria Paradiso

    2013-05-01

    Full Text Available Introduction A range of papers focusing on Italian cases of ICTs use and changes in society are presented here in this NETCOM issue. A national research group on Geography of Information Society was founded in 2007 and hosted by the Italian Geographical Society later evolved in a specialty group within AgeI, the Association of Italian Geographers. This issue brings together papers from members of the Italian specialty group along the general theme of Internet mediation in everyday life. A pre...

  13. Teachers for Rural Alaska (TRA) Program. Part A: Project Portrayal. Part B: Program Assessment Report. Part C: Practice Profile. Final Report.

    Science.gov (United States)

    Kleinfeld, Judith; Noordhoff, Karen

    Teachers for Rural Alaska is a fifth year program leading to secondary teacher certification and focusing on preparation for teaching in small village high schools with predominantly Native populations. Emphasizing a reflective inquiry orientation, the program aims to develop teachers who (1) can identify crucial problems and dilemmas in rural,…

  14. Industrial Dynamics and Economic Geography

    NARCIS (Netherlands)

    Capasso, Marco; Stam, Erik; Cefis, Elena

    2015-01-01

    Capasso M., Stam E. and Cefis E. Industrial dynamics and economic geography, Regional Studies. How do industries emerge and evolve over space? In this special issue the fields of industrial dynamics and economic geography are brought together in order to achieve a richer and more fundamental

  15. Students' Conceptual Thinking in Geography.

    Science.gov (United States)

    Trygestad, JoAnn

    This study explores students' conceptual thinking by examining the extent and complexity of their concept identification and organization in geography. The study investigated students' conceptual thinking through identification of salient geography concepts and construction of individual concept maps at three academic achievement and grade levels.…

  16. Omani Students' Definitions of Geography

    Science.gov (United States)

    Al-Nofli, Mohammed Abdullah

    2014-01-01

    Very few studies have been conducted on students' definitions of geography. The purpose of the present study was to add to the existing literature by exploring Omani students' definitions of geography. Participants were 477 students of grade 6 (ages 11-12) and grade 10 (ages 15-16) in one school district in Oman. They had been taught geography…

  17. The Effect of Teacher Education Programs on Future Elementary Mathematics Teachers' Knowledge: A Five-Country Analysis Using TEDS-M Data

    Science.gov (United States)

    Qian, Hong; Youngs, Peter

    2016-01-01

    This article addresses the problem of how opportunities to learn in teacher education programs influence future elementary mathematics teachers' knowledge. This study used data collected for the Teacher Education and Development Study in Mathematics (TEDS-M). TEDS-M measured the mathematics content knowledge (MCK) and the mathematics pedagogical…

  18. The Association between a Community College's Teacher Education Program and the 4-Year Graduation Rates of Black and Hispanic Teacher Education Students

    Science.gov (United States)

    Perkins, Britine; Arvidson, Cody

    2017-01-01

    In response to a shortage of qualified Black and Hispanic teachers, community colleges (CC) have developed certificate programs and Associate of Arts degrees in teacher education to address shortages of minority teachers in the nation's classrooms. We examined one CC's effectiveness in transferring Black and Hispanic students to university teacher…

  19. Building an Online Community: Student Teachers' Perceptions on the Advantages of Using Social Networking Services in a Teacher Education Program

    Science.gov (United States)

    Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz

    2018-01-01

    This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the…

  20. Supervision in Physical Education Teacher Education Programs: Making the Case for Paired Placements

    Science.gov (United States)

    Heidorn, Brent; Jenkins, Deborah Bainer

    2015-01-01

    Many student teaching experiences in physical education teacher education programs face challenges related to supervision and realistic preparation for the workplace. This article suggests paired placements as a model for effective supervision and increased collaboration during the student teaching internship.

  1. A Competency Based Instructional Program for Teachers of Deaf-Blind Children.

    Science.gov (United States)

    Caldwell, Erin Kent; And Others

    Described is a 9-week, summer, competency-based, instructional program for teachers of deaf blind children. Information provided includes the background and rationale for the program, a list of administrative and instructional staff members, program goals, and a sample scheduling sequence. Goals, session topics, texts and materials, session…

  2. History of EFL Teacher Education Programs in Turkey

    Science.gov (United States)

    Ulum, Ömer Gökhan

    2015-01-01

    English as a foreign language gains importance in a highly ascending order day by day. Almost all countries empower their EFL teachers according to what they need in terms of employment goals in the long run. In this article the case of educating EFL teachers in Turkey is viewed in its historical process. English is now the most popular foreign…

  3. Bridging the Gap: The Halifax New Teacher Support Program

    Science.gov (United States)

    Power, Alayne

    2013-01-01

    New teachers require specific and targeted support, as witnessed by alarming rates of attrition in their first years in the profession. Research shows they often struggle to bridge the gap between their university study and effective practice, especially with issues such as assessment, classroom management and diversity. New teachers should have…

  4. The effect of a science work experience program for teachers on the classroom environment: A qualitative program evaluation

    Science.gov (United States)

    Frazier, Wendy Michelle

    Science Work Experience Programs for Teachers (SWEPTs) provide an opportunity for science and math teachers to work in research laboratories during the summer to experience science as it is practiced in the laboratory-setting. Through the use of interviews with teachers and students, classroom observations, and an analysis of printed student sheets and student work, the lived experience of a cohort of program participants in Columbia University's Summer Research Program for Secondary School Science Teachers was recorded in an effort to describe the effect of experience in a SWEPT on the classroom environment of teacher participants and student outcomes. Relying on Social Learning Theory and science education reform documentation as a theoretical framework the following dimensions of the classroom were examined: (1) emergent themes that include the participants' perceptions of the importance of technology in the classroom, (2) interpersonal relationships with the teachers at the participants' schools, fellow program participants, research scientists, and students, and (3) changes in epistemological structure, curriculum, instructional strategies, and classroom practices. Methodological and theoretical implications are addressed with respect to future studies, and suggestions for refinement of SWEPTs are provided.

  5. Qualitative Analysis of Student Perceptions of E-Portfolios in a Teacher Education Program

    OpenAIRE

    Parker, M.; Ndoye, A.; Ritzhaupt, Albert D.

    2012-01-01

    In the last decade, e-portfolios have moved to the forefront of teacher preparation programs across the United States. With its widespread use, faculty and administrators need to understand teacher candidates’ perspectives to meet their needs. In the present study, the researchers gathered in-depth information from 244 students who were required to create e-portfolios for their academic program. The researchers asked students, using open-ended survey items, about the advantages, disadv...

  6. [Michigan Technological University Pre-Service Teacher Enhancement Program]. [Includes a copy of the Student Guide

    Energy Technology Data Exchange (ETDEWEB)

    Anderson, C.S.; Yarroch, W.L.

    1993-04-27

    The Michigan Technological University Teacher Education Program received funding from the US Department of Energy for the purpose of providing capable and suitably inclined, MTU Engineering and Science students a chance to explore high school level science and mathematics teaching as a career option. Ten undergraduate students were selected from nominations and were paired with mentor teachers for the study. This report covers the experience of the first ten nominees and their participation in the program.

  7. [Michigan Technological University Pre-Service Teacher Enhancement Program]. Progress performance report

    Energy Technology Data Exchange (ETDEWEB)

    Anderson, C.S.; Yarroch, W.L.

    1993-04-27

    The Michigan Technological University Teacher Education Program received funding from the US Department of Energy for the purpose of providing capable and suitably inclined, MTU Engineering and Science students a chance to explore high school level science and mathematics teaching as a career option. Ten undergraduate students were selected from nominations and were paired with mentor teachers for the study. This report covers the experience of the first ten nominees and their participation in the program.

  8. Reducing substance abuse risk factors among children through a teacher as facilitator program.

    Science.gov (United States)

    McLaughlin, R J; McClanahan, K K; Holcomb, J D; Gibbins, A D; Smith, Q W; Vlasak, J W; Kingery, P M

    1993-01-01

    A Teachers as Facilitators (TAF) Program used classroom teachers as leaders of small groups that promoted social, emotional, and academic development of children at high risk of adopting potentially destructive substance abuse patterns. The program was intended to increase participating students' positive socialization experiences and academic achievement by successfully integrating these students into the school's social system. A longer-range goal was to increase students' sense of worth as it affects their attitudes toward relationships with other people and academic demands. Program results were: 1) school personnel were found capable of accurately identifying and referring to the TAF Program children who were at risk of substance usage and in need of assistance; 2) the TAF Program was effective in improving at-risk students' perceived academic self-concept, but was less effective in increasing students' perceived sense of social support; and 3) the program was endorsed by participating teachers, counselors, and administrators.

  9. PREPARING FUTURE TEACHERS THROUGH DISTANCE LEARNING: An Empirical Study on Students’ Perception of Teacher Education Program Provided by AIOU Pakistan

    Directory of Open Access Journals (Sweden)

    Mohammad NADEEM

    2013-10-01

    Full Text Available The purpose of the current study was to analyse the pre service teachers training programs for the distance learners of Allama Iqbal Open University (AIOU Islamabad, Pakistan. This kind of training is provided to the future teachers enrolled to acquire pre service training to become a teacher in a Government educational institution in Pakistan. The data was collected by administering a 45 items agree disagree four points Likert type scale to the subjects mainly through the scheduled meetings during the workshops. The independent sample t-test, and one way ANOVA along with mean difference was worked out for the data set. A group of 490 student teachers were randomly selected from the regions of Bahawalpur, Bahawalnagar, Rahimyarkhan, Multan, and D.G.Khan Districts (Southern Punjab. The planning for training is made timely but lacking physical facilities remains dominant in trainings. Although training plays an important role in students learning yet it is considered just a routine activity which made it a useless exercise. Similarly, findings reveal that co-curricular activities and child psychology are those aspects which ignored in the training. Future studies may be aimed at comparing the training system of teachers with teacher training through other channels of formal system of governments.

  10. A Study of NSF Teacher Enhancement Program (TEP) Participants and Principal Investigators: 1984-1989. Volume I: Summary Report.

    Science.gov (United States)

    Abt Associates, Inc., Cambridge, MA.

    The National Science Foundation (NSF) supported more than 600 inservice teacher training programs between 1984 and 1989 under its Teacher Enhancement Program (TEP). Two studies were undertaken of TEP: the first was a survey of the 600 Principal Investigators (PIs) who had operated inservice teacher enhancement projects and the second, a survey of…

  11. The Effect of an MEd Program in Science Education on Teachers' Professional Development: An Israeli Case Study

    Science.gov (United States)

    Trumper, Ricardo; Eldar, Osnat

    2015-01-01

    This study reports the effect of teachers' professional development in a two-year MEd program of High School Science Education, held from October 2010 until March 2012. Twelve out of the 33 teachers enrolled in the program participated in the study. The main research questions were: what are the teachers' perceptions of their own work and teaching…

  12. Effects of a Technology-Friendly Education Program on Pre-Service Teachers' Perceptions and Learning Styles

    Science.gov (United States)

    Kim, Dong-Joong; Choi, Sang-Ho

    2016-01-01

    A technology-friendly teacher education program can make pre-service teachers more comfortable with using technology from laggard to innovator and change their learning styles in which they prefer the use of technology in teaching. It is investigated how a technology-friendly mathematics education program, which provided 49 pre-service teachers an…

  13. Program and Teacher Characteristics Predicting the Implementation of Banking Time with Preschoolers Who Display Disruptive Behaviors.

    Science.gov (United States)

    Williford, Amanda P; Wolcott, Catherine Sanger; Whittaker, Jessica Vick; Locasale-Crouch, Jennifer

    2015-11-01

    This study examined the relationship among baseline program and teacher characteristics and subsequent implementation of Banking Time. Banking Time is a dyadic intervention intended to improve a teacher's interaction quality with a specific child. Banking Time implementation was examined in the current study using a sample of 59 teachers and preschool children displaying disruptive behaviors in the classroom (~three children per classroom). Predictors included preschool program type, teacher demographic characteristics (personal and professional), and teacher beliefs (self-efficacy, authoritarian beliefs, and negative attributions about child disruptive behavior). Multiple measures and methods (i.e., teacher report, consultant report, independent observations) were used to assess implementation. We created three implementation composite measures (dosage, quality, and generalized practice) that had high internal consistencies within each composite but were only modestly associated with one another, suggesting unique constructs of implementation. We found that type of preschool program was associated with dosage and quality. Aspects of teacher demographics related to all three implementation composites. Teacher beliefs predicted dosage and generalized practice. Results suggest that the factors that predict the implementation of Banking Time vary as a function of the type of implementation being assessed.

  14. The FOSTER Project: Teacher Enrichment Through Participation in NASA's Airborne Astronomy Program

    Science.gov (United States)

    Koch, David; Hull, G.; Gillespie, C., Jr.; DeVore, E.; Witteborn, Fred C. (Technical Monitor)

    1995-01-01

    NASA's airborne astronomy program offers a unique opportunity for K-12 science teacher enrichment and for NASA to reach out and serve the educational community. Learning from a combination of summer workshops, curriculum supplement materials, training in Internet skills and ultimately flying on NASA's C-141 airborne observatory, the teachers are able to share the excitement of scientific discovery with their students and convey that excitement from first hand experience rather than just from reading about science in a textbook. This year the program has expanded to include teachers from the eleven western states served by NASA Ames Research Center's Educational Programs Office as well as teachers from communities from around the country where the scientist who fly on the observatory reside. Through teacher workshops and inservice presentations, the FOSTER (Flight Opportunities for Science Teacher EnRichment) teachers are sharing the resources and experiences with many hundreds of other teachers. Ultimately, the students are learning first hand about the excitement of science, the scientific method in practice, the team work involved, the relevance of science to their daily lives and the importance of a firm foundation in math and science in today's technologically oriented world.

  15. An Evaluation of a Media Literacy Program Training Workshop for Late Elementary School Teachers

    Science.gov (United States)

    Scull, Tracy Marie; Kupersmidt, Janis Beth

    2012-01-01

    The present study examined the efficacy of a media literacy education, substance abuse prevention training workshop for late elementary school teachers. Analyses revealed that the randomly assigned intervention (n = 18) and control (n = 23) teachers were similar in demographic characteristics and pre-training beliefs and knowledge. Teachers who participated in the workshop reported stronger beliefs in the importance of and familiarity with media literacy education and scored higher on a direct assessment of media deconstruction skills than teachers in the control group. Teachers reported positive program assessment ratings. This randomized controlled trial provides evidence that a one-day teacher training workshop on media literacy education is effective at improving teachers’ beliefs and knowledge about media literacy that are relevant for successful student outcomes. PMID:23275894

  16. THE EFFECT OF PREVENTIVE CLASSROOM MANAGEMENT TRAINING PROGRAM ON APPROVAL AND DISAPPROVAL BEHAVIORS OF TEACHERS

    Directory of Open Access Journals (Sweden)

    Nevin Güner

    2012-01-01

    Full Text Available In this study, the effect of Preventive Classroom Management Training Program (PCMTP on approval and disapproval behaviors of teachers working in inclusive classrooms was investigated. The study group consisted of 45 teachers who were working in public schools and had students with special needs in their classrooms. Data were gathered using Teacher Behaviors Observation Form, which was developed by the researcher, and during one lesson which was videotaped in the classrooms of teachers in the experimental group (n=21 who had a training using PCMTP and the control group (n=24. The analysis of the research data revealed that PCMTP did not make significant differences in the approval/disapproval behaviors of the teachers in terms of the post-test results but the maintenance results showed that disapproval behaviors of the teachers were significantly lower.

  17. Effects of Doctorate Program on a Novice Teacher's Conceptualization of an Effective Teacher: A Case Study

    Science.gov (United States)

    Ilin, Gülden

    2016-01-01

    This case study, the framework of which is provided by Kelly's Personal Construct Theory, investigates how a female novice ELT teacher structures her constructs on the qualities of an effective teacher. Repertory grid, a cognitive mapping approach, based on Kelly's theory was used as an elicitation technique in the study. The study focused on four…

  18. Elementary Preservice Teacher Field Supervision: A Survey of Teacher Education Programs

    Science.gov (United States)

    Jacobs, Jennifer; Hogarty, Kristine; Burns, Rebecca West

    2017-01-01

    There is a heightened focus within teacher education to centralize clinical experiences and develop strong partnerships between schools and universities. University field supervisors fulfill a critical role within clinical experiences because they are uniquely situated in spaces where they can help preservice teachers and school-based partners…

  19. Cultivating Agentic Teacher Identities in the Field of a Teacher Education Program

    Science.gov (United States)

    Block, Lee Anne; Betts, Paul

    2016-01-01

    Teacher candidates' individual and collaborative inquiry occurs within multiple and layered contexts of learning. The layered contexts support a strong connection between the practicum and the university and the emergent teaching identities. Our understanding of teacher identity is as situated and socially constructed, yet fluid and agentic. This…

  20. Specialized Preparation for Middle Level Teachers: A National Review of Teacher Preparation Programs

    Science.gov (United States)

    Howell, Penny B.; Faulkner, Shawn A.; Cook, Chris M.; Miller, Nicole C.; Thompson, Nicole L.

    2016-01-01

    Since William Alexander's (1963, 1995) call for attention to the need for specialized middle level teacher preparation in 1963, 45 states have created requirements for middle level certification, licensure, or endorsement (Association for Middle Level Education [AMLE], 2014) which have led to institutions of teacher preparation creating routes…

  1. Infusing Science, Technology, and Society Into an Elementary Teacher Education Program: The Impact on Preservice Teachers

    Science.gov (United States)

    Henning, Mary Beth; Peterson, Barbara R.; King, Kenneth Paul

    2011-01-01

    In an effort to improve science and social studies instruction, preservice teachers developed original science, technology, and society units to teach in elementary and middle school classrooms during their clinical field experience. Data revealed that the preservice teachers fell into categories of being skeptics, open-minded instructors, or…

  2. ICT competence in geography: a targeted course based on an Internet-based study tool with quantified effects on improvement of the students

    Science.gov (United States)

    Pajtók-Tari, Ilona; Mika, János

    2010-05-01

    The information and communication technology (ICT) is a tool of development for acting or prospective teachers. In geography, however, this competence often needs directed improvement, especially for the students less information and motivation for using the full potential of this tool. In the MA program for prospective teachers of geography there is a course held by one of the authors (PTI) to introduce the students into all possibilities of ICT. The course is focused at and widely illustrated by the GEOGRAPHY nEtQUIPMENT, which is a homepage, first published in Hungarian still in 2006 (http://netszkozkeszlet.ektf.hu), to help in orientation among the rapidly growing information on the Internet. The main objective of the GEOGRAPHY nEtQUIPMENT is to convey structured information to teachers and pupils, as well as, professors and students of geography. It can be used free after registration. The homepage counts ca. three thousand registered users. The English version is available from the same entry. The set of appliances is based on Dreamweaver MX program. Development of the students' ICT-competence was measured in 2008 during the course. Before the course 38 students answered 110 questions and, after the course, the same questions were answered by 29 students. The questions were related to their attitude to ICT, technical abilities in using a PC and projections on application in a school environment. In 31 cases the answers fell into one category not allowing the chi2 test. From the 79 remained questions, there where not any which were reflected significant step-back in the ICT-competence. At the same time, significant improvement of the competence appeared in 29, 41 and 48 % of the questions at the 1, 5 and 10 % level. The course and the homepage also improved their ability to (i) memorise and reconstruct the pieces of knowledge, (ii) reconstruct the patterns in space from their 2D-images, (iii) explain the images and documents in their own words, and (iv) co

  3. An Analysis of Geography Content in Relation to Geography for Life Standards in Oman

    Science.gov (United States)

    Al-Nofli, Mohammed Abdullah

    2018-01-01

    Since the publication of "Geography for Life: National Geography Standards" in the United States (Geography Education Standards Project, 1994), it has been widely used to develop quality curriculum materials for what students should know and able to do in geography. This study compared geography content taught in Omani public schools…

  4. Recent Trends in Geography Education in Louisiana

    Science.gov (United States)

    Rohli, Robert V.; Binford, Paul E.

    2016-01-01

    Geography at elementary and middle schools in Louisiana, USA., remains a social studies strand along with civics, economics, and history, with no state-required geography course at any level. But because schools may require more geography than the state standard, this research examines the extent to which K-12 students are exposed to geography in…

  5. Introduction. Teaching Advanced Placement Human Geography.

    Science.gov (United States)

    Murphy, Alexander B.

    2000-01-01

    Introduces this special issue of "Journal of Geography" focusing on the teaching of Advanced Placement (AP) human geography. States that essays were developed by members of the AP Human Geography Development Committee focusing on areas in the human geography course outline which are included in the appendix. (CMK)

  6. A Road Map for Improving Geography Assessment

    Science.gov (United States)

    Wertheim, Jill A.; Edelson, Daniel C.; Hildebrant, Barbara; Hinde, Elizabeth; Kenney, Marianne; Kolvoord, Robert; Lanegran, David; Marcello, Jody Smothers; Morrill, Robert; Ruiz-Primo, Maria; Seixas, Peter; Shavelson, Richard

    2013-01-01

    In late 2012, both the second edition of the "Geography for Life: National Geography Standards" and the National Science Foundation-funded "Road Map for Geography Education Project" reports were released; the former document describes the conceptual goals for K-12 geography education, and the latter, a route to coordinating reform efforts to…

  7. Sessional teachers in a BN program: bridging the divide or widening the gap?

    Science.gov (United States)

    Andrew, Sharon; Halcomb, Elizabeth J; Jackson, Debra; Peters, Kath; Salamonson, Yenna

    2010-07-01

    Casualisation of the academic workforce has resulted in an increase in the employment of sessional teachers in Bachelor of Nursing (BN) programs. Many of these teachers are drawn from specialty clinical areas and continue to work clinically while teaching part-time. The aim of this study was to explore the perceptions of sessional teachers about their perceived contribution to an undergraduate Bachelor of Nursing program in a single Australian university. Twelve sessional teachers participated in semi-structured interviews as part of a larger mixed method study exploring the issues related to sessional teaching in the Bachelor of Nursing program. Three themes emerged from the data; (1) "Bringing 'reality' to the classroom", (2) "Privileging experiential knowledge", and (3) "Establishing boundaries with students". Underpinning the narratives was a strong subtext related to the theory-practice gap. Proactive strategies to facilitate the potential of sessional staff are articulated in the paper. Copyright 2009 Elsevier Ltd. All rights reserved.

  8. Teacher Change and Development during Training in Social and Emotional Learning Programs in Sweden

    Directory of Open Access Journals (Sweden)

    Rolf Sandell

    2013-04-01

    Full Text Available The paper presents the results from a thematic analysis of the process diaries of teachers involved in teacher training in social and emotional learning (SEL in Sweden. Twenty-nine out of the 122 diaries available were analyzed until saturation was reached. The following themes and sub-themes were extracted: development (professional and personal, and classroom climate, and concomitants of development (need for collaboration and unease. The themes and sub-themes are related to theoretical aspects of specialised teacher education and to the debate in Sweden on how to proceed with SEL programs, and more generally with life skills programs. The results suggest that training generates both general teacher improvement and better implementation of SEL programs.

  9. Teaching Approaches of Beginning Teachers for Jewish Studies in Israeli "Mamlachti" Schools: A Case Study of a Jewish Education Teachers' Training Program for Outstanding Students

    Science.gov (United States)

    Katzin, Ori

    2015-01-01

    This article presents findings from a longitudinal qualitative study that examined teaching approaches of neophyte teachers in Israel during their 4-year exclusive teachers' training program for teaching Jewish subjects and first two years of teaching. The program wanted to promote change in secular pupils' attitudes toward Jewish subjects. We…

  10. (Re)theorising population geography.

    Science.gov (United States)

    White, P; Jackson, P

    1995-12-01

    "Population geography has become separated from other branches of human geography by not engaging strongly with recent debates in social theory. The reasons for this partly lie in the wealth of data that population geographers have available to them concerning their major interest--demographic events....A case is made here for population geographers to consider in particular three areas of social theoretic debate--social construction theories, realist ideas on extensive and intensive research, and the politics of position. Suggestions are made as to what a (re)theorised population geography might look like." excerpt

  11. A study of the effectiveness of a four semester preservice Secondary Science Teacher Education program regarding changes in teacher perceptions and practices

    Science.gov (United States)

    Yakar, Zeha

    The purpose of this study was to investigate the development and change in constructivist behaviors of preservice science teachers of the Iowa-Secondary Science Teacher Education Program (SSTEP) over the four semester sequence. Constructivist behaviors were investigated from four perspectives; including actual classroom performances as viewed from videotapes, teacher perceptions of teacher use of constructivist teaching practices, and teacher beliefs as gained from open-ended questions, and written artifacts. The participants of the study included a total of 41 secondary science preservice teachers in four different semesters of their teacher preparation program. Three instruments were used to generate the main data to answer the research questions. The three instruments were: (1) Constructivist Learning Environment Survey (CLES), (2) Philosophy of Teaching and Learning (PTL), and (3) videotape portfolio evaluated with the Reformed Teaching Observation Protocol (RTOP). Major findings include the following: (1) Preservice teachers' perceptions regarding constructivist approaches become significantly and increasingly more student-centered in terms of Personal Relevance, Critical Voice, Shared Control, and Student Negotiation as they prepare through the four semester sequence. (2) Preservice teachers' conceptions concerning teaching and learning become significantly and increasingly more student-centered in terms of what students need to do to improve their understanding of science concepts. (3) Preservice teachers conceptions and their perceptions about actual classroom practices rarely align with observed teaching practices in their classrooms. Although preservice teachers hold student-centered beliefs and perceptions, their actual classroom teaching practices were "transitional constructivist". (4) Preservice teachers' constructivist practices of teaching and learning began to decline in the third semester with preservice teachers moving towards more teacher

  12. From "Hesitant" to "Environmental Leader": The Influence of a Professional Development Program on the Environmental Citizenship of Preschool Teachers

    Science.gov (United States)

    Spektor-Levy, Ornit; Abramovich, Anat

    2017-01-01

    This study investigated the influence that the "Environmental Leadership Professional Development" program had on preschool teachers. The program's aim is to enhance environmental awareness, thus developing environmental citizenship and leadership. The program offered experiential and reflective learning, meetings with environmental…

  13. Geography by Rail®: A New Twist on a Romantic Concept

    Science.gov (United States)

    Allen, Casey D.; Barbour, Jon M.

    2016-01-01

    Based on William Morris Davis' great Transcontinental Excursion of 1912, this article assesses and reviews the Geography by Rail® program (GbR)--a unique, short-term, field-based study abroad experience that takes an uncommon-in-the-US approach to international exploration and fieldwork, incorporating on-the-ground, regional geography-based…

  14. The collaborative process developed among pre- and in-service teachers within a continuing teacher education program

    Directory of Open Access Journals (Sweden)

    Maísa Helena Brum

    2015-07-01

    Full Text Available Current paper discusses the collaborative process developed between a pre- and an in-service teacher of English Language within a continuing teacher education program at a public school in Santa Maria, Rio Grande do Sul State, Brazil. The collaborative research investigation (MAGALHÃES; FIDALGO, 2008 focused on the interactions established between the participants in the development of English Language classes, which were prepared based on the concept of language as social practice (MOTTA-ROTH, 2008 for Grade Five students of the primary school, taking into account students’ needs and specificities. Lessons were recorded and transcriptions became the corpus of the research. The analysis revealed the collaborative process through the incorporation by the participants of traditional  pre-established roles: a leading role undertaken by the in-service teacher, and a supporting role performed by the pre-service teacher, due to their hierarchical position within the apprenticeship and trainee system. However, the analysis also showed that the supporting role by the pre-service teacher enhanced a more dialogical collaborative process to the English classes, since her teaching contributions increased students’ participation and stimulated their production in the activities proposed.

  15. History, geography and world-systems theory

    OpenAIRE

    Kearns, Gerry

    1988-01-01

    Peter Taylor's Political geography: world-economy, nation-state and locality presents the work of Immanuel Wallerstein to geographers in a clear and accurate fashion, It reconnects political geography and political science, mapping Mackinder onto Spykman and Whittlesey onto Deutsch. It urges that human geography be a historical social science. Elsewhere, Taylor has teasingly averred "that all geography is historical geography", and has argued that the world-systems project s...

  16. Learning to Teach Geography for Primary Education: Results of an Experimental Programme

    Science.gov (United States)

    Blankman, Marian; Schoonenboom, Judith; van der Schee, Joop; Boogaard, Marianne; Volman, Monique

    2016-01-01

    Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils' geographical awareness, a six weeks programme was developed. The characteristics of this programme -- named Consciously Teaching Geography…

  17. Learning to teach geography for primary education : Results of an experimental programme

    NARCIS (Netherlands)

    Blankman, M.; Schoonenboom, J.; van der Schee, J.; Boogaard, M.; Volman, M.

    2016-01-01

    Students training to become primary school teachers appear to have little awareness of the core concepts of geography (teaching). To ensure that future primary school teachers are able to develop their pupils’ geographical awareness, a six weeks programme was developed. The characteristics of this

  18. Teaching planetary sciences to elementary school teachers: Programs that work

    Science.gov (United States)

    Lebofsky, Larry A.; Lebofsky, Nancy R.

    1993-01-01

    Planetary sciences can be used to introduce students to the natural world which is a part of their lives. Even children in an urban environment are aware of such phenomena as day and night, shadows, and the seasons. It is a science that transcends cultures, has been prominent in the news in recent years, and can generate excitement in young minds as no other science can. Planetary sciences also provides a useful tool for understanding other sciences and mathematics, and for developing problem solving skills which are important in our technological world. However, only 15 percent of elementary school teachers feel very well qualified to teach earth/space science, while better than 80 percent feel well qualified to teach reading; many teachers avoid teaching science; very little time is actually spent teaching science in the elementary school: 19 minutes per day in K-3 and 38 minutes per day in 4-6. While very little science is taught in elementary and middle school, earth/space science is taught at the elementary level in less than half of the states. It was pointed out that science is not generally given high priority by either teachers or school districts, and is certainly not considered on a par with language arts and mathematics. Therefore, in order to teach science to our youth, we must empower our teachers, making them familiar and comfortable with existing materials. In our earlier workshops, several of our teachers taught in classrooms where the majority of the students were Hispanic (over 90 percent). However, few space sciences materials existed in Spanish. Therefore, most of our materials could not be used effectively in the classroom. To address this issue, NASA materials were translated into Spanish and a series of workshops for bilingual classroom teachers from Tucson and surrounding cities was conducted. Our space sciences workshops and our bilingual classroom workshops and how they address the needs of elementary school teachers in Arizona are

  19. Fieldwork Lesson based on" the International Geography Olympiad" (iGeo)

    Science.gov (United States)

    Otani, Seiichi

    2017-04-01

    Japanese social studies consist of three fields. That's geography, history and civics. About geographical studies in Japan, it has a lot of contents of human geography and has little contents of natural geography. I think that Japanese social studies teachers should teach more natural geography contents for ESD.   There is a fieldwork lesson in geographical studies in Japan. This is the educational activity by which body and head were used. But in fact, fieldwork lessons are not performed in many Japanese junior high schools. I was a leader of iGeo2012 (in Germany). iGeo is held by three tests; Multimedia tests, Writing tests and Fieldwork tests. The test is included of a lot of contents of natural geography. And there are two skills that students acquire through the fieldwork test in iGeo. One is a map making skill, the other is decision making skill. Japanese students need more knowledge of natural geography. And those are not enough skills for Japanese students. So I did a fieldwork lesson based on iGeo's fieldwork test. The fieldwork lesson was performed around the school. It was also performed under the point of natural geography. After the lessons, students could improve map making skill. Because a lot of maps made by students in this lesson got prize of map contest in Japan. Some maps were included the view of natural geography.

  20. Professional Development of Physics Teachers in an Evidence-Based Blended Learning Program

    Science.gov (United States)

    Berger, Hana; Eylon, Bat-Sheva; Bagno, Esther

    2008-08-01

    The present study examined continuity of learning between face-to-face and online environments in a "blended" professional development program designed for 16 physics teachers. The program had nine face-to-face meetings as well as continuous online exchanges between them through a website. The program focused on "knowledge integration" (KI) innovative activities in physics classes using an "evidence-based" approach: The teachers implemented the activities, collected and analyzed data about their practice and their students' learning, and reflected on the evidence with their peers. Five reflective tools were used to promote continuity: Your Comments, Hot Polls, Smashing Sentences, Hot Reports, and Mini Research. Continuity was assessed with regard to the ideas discussed by the teachers and the reasoning patterns that they employed. Analysis of the online exchanges in relation to teachers' face-to-face discourse revealed that the teachers discussed the same ideas (KI, evidence and learner-centered pedagogies), employed the same reasoning patterns (e.g., forming generalizations), and extended ideas in re-visitation. The online and face-to-face environments played different and complementary roles in the teachers' learning. This study shows that appropriate use of an online environment in a blended program can lead to a continuous course of learning and can transform a "9 once-a-month-meetings" workshop into a "9-month" workshop.