Influence of teacher-directed scientific inquiry on students' primal inquiries in two science classrooms

Science.gov (United States)

Stone, Brian Andrew

Scientific inquiry is widely used but pervasively misunderstood in elementary classrooms. The use of inquiry is often attached to direct instruction models of teaching, or is even passed as textbook readings or worksheets. Previous literature on scientific inquiry suggests a range or continuum beginning with teacher-directed inquiry on one extreme, which involves a question, process, and outcome that are predetermined by the teacher. On the other end of the continuum is an element of inquiry that is extremely personal and derived from innate curiosity without external constraints. This authentic inquiry is defined by the study as primal inquiry. If inquiry instruction is used in the elementary classroom, it is often manifested as teacher-directed inquiry, but previous research suggests the most interesting, motivating, and lasting content is owned by the individual and exists within the individual's own curiosity, questioning and processes. Therefore, the study examined the impact of teacher-directed inquiry in two elementary fourth grade classrooms on climate-related factors including interest, motivation, engagement, and student-generated inquiry involvement. The study took place at two elementary classrooms in Arizona. Both were observed for ten weeks during science instruction over the course of one semester. Field notes were written with regard for the inquiry process and ownership, along with climate indicators. Student journals were examined for evidence of primal inquiry, and twenty-two students were interviewed between the two classrooms for evidence of low climate-related factors and low inquiry involvement. Data from the three sources were triangulated. The results of this qualitative study include evidence for three propositions, which were derived from previous literature. Strong evidence was provided in support of all three propositions, which suggest an overall negative impact on climate-related factors of interest, motivation, and engagement for

Future Directions in Research on Mathematics-Related Teacher Identity

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Lutovac, Sonja; Kaasila, Raimo

2018-01-01

Mathematics education research has placed great emphasis on teacher identity, examining both pre- and in-service teachers, and within these cohorts, specialised mathematics teachers and non-specialists such as elementary teachers. Extensive research has already been done; hence, this paper discusses possible future directions for research on…

Teacher-Directed Violence in Relation to Social Support and Work Stress

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Bounds, Christina; Jenkins, Lyndsay N.

2016-01-01

Teacher-directed violence, or violence found in a school setting that involves teacher victimization (Espelage et al. in "The American Psychologist," 68(2), 75-87, 2011), is a relatively new area of study in education. Teacher-directed violence or teacher victimization includes obscene gestures/remarks, harassment, verbal threats, and…

Putting Feminist Pedagogy to the Test. The Experience of Women's Studies from Student and Teacher Perspectives.

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Stake, Jayne E.; Hoffmann, Frances L.

2000-01-01

Examined the experience of women's studies (WS) teaching from the perspective of college students and their teachers. Surveys of WS faculty and students nationwide indicated strong emphases on critical thinking/open-mindedness and participatory learning and weaker emphases on personal experience and political understanding/activism. Student…

The Pedagogical Orientations of South African Physical Sciences Teachers Towards Inquiry or Direct Instructional Approaches

Science.gov (United States)

Ramnarain, Umesh; Schuster, David

2014-08-01

In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers' science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong `active direct' teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents' expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science.

Developing Standards-Based Geography Curricular Materials from Overseas Field Experiences for K-12 Teachers

Science.gov (United States)

Oberle, Alex; Palacios, Fabian Araya

2012-01-01

Overseas experiences provide educators with exceptional opportunities to incorporate field study, firsthand experiences, and tangible artifacts into the classroom. Despite this potential, teachers must consider curricular standards that direct how such international endeavors can be integrated. Furthermore, geography curriculum development is more…

Preservice science teachers' experiences with repeated, guided inquiry

Science.gov (United States)

Slack, Amy B.

The purpose of this study was to examine preservice science teachers' experiences with repeated scientific inquiry (SI) activities. The National Science Education Standards (National Research Council, 1996) stress students should understand and possess the abilities to do SI. For students to meet these standards, science teachers must understand and be able to perform SI; however, previous research demonstrated that many teachers have naive understandings in this area. Teacher preparation programs provide an opportunity to facilitate the development of inquiry understandings and abilities. In this study, preservice science teachers had experiences with two inquiry activities that were repeated three times each. The research questions for this study were (a) How do preservice science teachers' describe their experiences with repeated, guided inquiry activities? (b) What are preservice science teachers' understandings and abilities of SI? This study was conducted at a large, urban university in the southeastern United States. The 5 participants had bachelor's degrees in science and were enrolled in a graduate science education methods course. The researcher was one of the course instructors but did not lead the activities. Case study methodology was used. Data was collected from a demographic survey, an open-ended questionnaire with follow-up interviews, the researcher's observations, participants' lab notes, personal interviews, and participants' journals. Data were coded and analyzed through chronological data matrices to identify patterns in participants' experiences. The five domains identified in this study were understandings of SI, abilities to conduct SI, personal feelings about the experience, science content knowledge, and classroom implications. Through analysis of themes identified within each domain, the four conclusions made about these preservice teachers' experiences with SI were that the experience increased their abilities to conduct inquiry

The Development of Sloyd Teacher Students’ Self-Directed Learning Readiness

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Mika Metsärinne

2012-09-01

Full Text Available This research is the first part of a longitudinal study of sloyd teacher students’ self-directed learning of craft & technology studies at the end of bachelor level throughout three decades in Finland. Sloyd education is the main subject in the sloyd teacher study program in University of Turku and Åbo Akademi University in Finland. These sloyd teacher study programs progresses to the master’s level of education and provides readiness to teach the school subject sloyd in comprehensive and high schools. This study is focused mainly of the craft and technology combination in purposes of sloyd education in university of Turku. The studies consists mainly of wood, plastic, metal, information and textile technologies, mechanical engineering, electricity and some basics of automation technologies, research methodologies, pedagogics and product planning. The aim of the present research was to study whether there are any Self-Directed Learning Readiness (SDLR differences between the craft & technology studies of sloyd teacher students in the year 1992 and 2002. The main result was that the 92-group had higher SDLR -points compared to the 02-group. The main conclusion is that craft & technology studies require plenty of time for students’ development of self –directed learning that is adequate for sloyd teacher education.Key words: Sloyd education, Self-direction learning; self-directed learning readiness, Sloyd (craft & technology teacher education

Secondary school teachers' experiences of teaching pregnant ...

African Journals Online (AJOL)

... learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome. Key words: high risk pregnancy; learner pregnancy; school health services; teacher experiences; teenage pregnancy ...

Fusion and direct reactions for strongly and weakly bound projectiles

International Nuclear Information System (INIS)

Hugi, M.; Lang, J.; Mueller, R.; Ungricht, E.; Bodek, K.; Jarczyk, L.; Kamys, B.; Magiera, A.; Strzalkowski, A.; Willim, G.

1981-01-01

The interaction of 6 Li, 9 Be and 12 C projectiles with a 28 Si target was investigated by measuring the angular distributions of the elasitcally scattered projectiles and of the emitted protons, deuterons and α-particles. The experiment was perfomred in order to deduce direct and compound nucleus process contributions to the total reaction cross section and to study the influence of the projectile structure on the relative importance of these two mechanisms. Optical model parameters and therefore the total reaction cross section are strongly influenced by the binding energy of the projectile. The parameters of the Glas-Mosel describing the fusion reaction vary smoothly with the atomic number. In the system 9 B + 28 Si around 50% of all reactions are direct processes even at energies near the Coulomb barrier, whereas in the other systeme the direct part amounts to 15% ( 12 C) and 30% ( 6 Li) only. (orig.)

Assessing the impact of vicarious experiences on preservice elementary science teacher efficacy and preservice elementary teacher efficacy

Science.gov (United States)

Wagler, Ronald Robert

Scope and method of study. The purpose of this study was to investigate the impact of vicarious experiences (preservice teacher field experiences) on perceived preservice science teacher efficacy and perceived preservice teacher efficacy. The participants for the study were 46 preservice elementary education students who were enrolled in CIED 3430 (Early Lab and Clinical Experience in Elementary Education II) at a large Midwestern state university and 20 classroom inservice teachers. A pretest was administered early in the spring 2007 semester, before the preservice teachers did their field experience and consisted of demographic questions and the STEBI-B. A posttest was administered at the end of the spring 2007 semester, after the preservice teachers had completed their field experiences, and consisted of demographic questions, a rating of the teachers they observed during their educational field experience, the STEBI-B and the TES. The field experience classroom inservice teachers provided personal, professional, and classroom data in the middle of the spring 2007 semester. All data were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA). Findings and conclusions. Factors of gender, ethnicity, socioeconomic status and preservice teacher program placement were found to be significant predictors of preservice teachers' efficacy scores. Even though, in some cases, these factors negatively impacted preservice teacher efficacy, preservice teachers should be placed in these environments when support is most available. The Teacher Efficacy Scale (Gibson & Dembo, 1984) is invalid. Even the construct of a general teacher efficacy is questionable.

Exploring Mathematics Teacher Education Fieldwork Experiences through Storytelling

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Elrod, Melody Jeane

2017-01-01

Throughout the history of teacher education, the final fieldwork experience has often been called the single most influential experience in teacher preparation programs (Burns, Jacobs, & Yendol-Hoppey, 2016; Feiman-Nemser & Buchmann, 1986; Parker-Katz & Bay, 2008). Though this experience has been expanded to include fieldwork…

Pupils' Humour Directed at Teachers: Its Types and Functions

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Šedová, Klára

2013-01-01

Based on an analysis of 137 texts written by pupils, this paper examines pupils' humour directed at teachers, its types and social functions. The collected data are divided into three categories that describe different modes of teachers as targets of pupils' humour. The first mode describes teachers as unintentionally comical, the second as duped…

Teacher experiences of generating and interpreting drawings

African Journals Online (AJOL)

I report on a phenomenological investigation into teacher experiences of generating and interpreting drawings during their participation in the Resilient Educators (REds) intervention. All 18 teacher participants came from rural communities challenged by HIV&AIDS. I reflect critically on the ambivalence in teacher ...

Across the Arctic Teachers Experience Field Research

Science.gov (United States)

Warnick, W. K.; Warburton, J.; Wiggins, H. V.; Marshall, S. A.; Darby, D. A.

2005-12-01

From studying snow geese on the North Slope of Alaska to sediment coring aboard the U.S. Coast Guard Cutter Healy in the Arctic Ocean, K-12 teachers embark on scientific expeditions as part of a program that strives to make science in the Arctic a "virtual" reality. In the past two years, seventeen K-12 teachers have participated in Teachers and Researchers Exploring and Collaborating (TREC), a program that pairs teachers with researchers to improve science education through arctic field experiences. TREC builds on the scientific and cultural opportunities of the Arctic, linking research and education through topics that naturally engage students and the wider public. TREC includes expeditions as diverse as studying plants at Toolik Field Station, a research facility located 150 miles above the Arctic Circle; climate change studies in Norway's Svalbard archipelago; studying rivers in Siberia; or a trans-arctic expedition aboard the USCGC Healy collecting an integrated geophysical data set. Funded by the National Science Foundation Office of Polar Programs, TREC offers educators experiences in scientific inquiry while encouraging the public and students to become active participants in the scientific inquiry by engaging them virtually in arctic research. TREC uses online outreach elements to convey the research experience to a broad audience. While in remote field locations, teachers and researchers interact with students and the public through online seminars and live calls from the field, online journals with accompanying photos, and online bulletin boards. Since the program's inception in 2004, numerous visitors have posted questions or interacted with teachers, researchers, and students through the TREC website (http://www.arcus.org/trec). TREC teachers are required to transfer their experience of research and current science into their classroom through the development of relevant activities and resources. Teachers and researchers are encouraged to participate

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.

Building Future Directions for Teacher Learning in Science Education

Science.gov (United States)

Smith, Kathy; Lindsay, Simon

2016-04-01

In 2013, as part of a process to renew an overall sector vision for science education, Catholic Education Melbourne (CEM) undertook a review of its existing teacher in-service professional development programs in science. This review led to some data analysis being conducted in relation to two of these programs where participant teachers were positioned as active learners undertaking critical reflection in relation to their science teaching practice. The conditions in these programs encouraged teachers to notice critical aspects of their teaching practice. The analysis illustrates that as teachers worked in this way, their understandings about effective science pedagogy began to shift, in particular, teachers recognised how their thinking not only influenced their professional practice but also ultimately shaped the quality of their students' learning. The data from these programs delivers compelling evidence of the learning experience from a teacher perspective. This article explores the impact of this experience on teacher thinking about the relationship between pedagogical choices and quality learning in science. The findings highlight that purposeful, teacher-centred in-service professional learning can significantly contribute to enabling teachers to think differently about science teaching and learning and ultimately become confident pedagogical leaders in science. The future of quality school-based science education therefore relies on a new vision for teacher professional learning, where practice explicitly recognises, values and attends to teachers as professionals and supports them to articulate and share the professional knowledge they have about effective science teaching practice.

Why Do They Stay? A Phenomenological Study of Secondary Science Teacher Experiences

Science.gov (United States)

Lastica, Joelle Ramirez

In 2004, The U.S. Department of Education reported that 20% of schoolteachers (public and private) leave their classrooms during the first year of teaching, and nearly twice as many leave within the first three years of teaching (Koppich, 2004). According to the 2007 Condition of Education report, the U.S. Department of Education estimated there were nearly 380,000 public school math and science teachers during the 2003-2004 school year, and of those, approximately 23,000 left the teaching profession the following school year. Yet despite these reports, in 2004-2005, approximately 360,000 public school math and science teachers remained in their classrooms. In this phenomenological dissertation study, I sought to discover how eight secondary science teachers (whose years of teaching experience range from five to 30 years) make meaning of their decisions to remain in teaching. Through semi-structured interviews, these teacher participants and I discussed how each of them decided to become a science teacher, how each of them think of themselves as a science teacher, and how each of them decided to remain teaching despite the ever-growing list of challenges (s)he faces in and out of his/her classroom. These teacher participants chose to become science teachers because they loved their subject area and working with secondary students. These teachers enjoyed working with their students and their teaching colleagues. However, they acknowledged there were also tensions and frustrations in their work, including not feeling supported by school and district administrators and being overwhelmed with the demands of their workload and time. These eight science teachers chose to remain classroom teachers because they have a profound love for their students, a deep admiration for their colleagues, and a strong sense of mission in their work. It is my intent that the stories shared by the teacher participants in this study will shed light upon concerns, tensions and experiences

Explaining Motivational Antecedents of Citizenship Behavior among Preservice Teachers

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Knut-Andreas Christophersen

2015-04-01

Full Text Available A typical preservice teacher will experience demanding teaching situations during practicum. In such situations, interpersonal support from fellow students may be an important factor if experiences gained during teaching practice are to make a constructive contribution to personal growth for the teacher. Human support from other preservice teachers can bridge a gap that can be filled only to a limited extent by practice supervisors, who also have a role in assessing the students’ practice periods. The phenomenon of preservice teachers helping their co-students—even though, strictly speaking, they have no formal responsibility in this area—is called citizenship behavior here. Structural equation modeling of questionnaire data collected among Norwegian preservice teachers shows that performance approach motivation is the factor most strongly associated with citizenship behavior. Intrinsic motivation is also a significant factor, both as a direct and an indirect effect, via study absorption. The self-efficacy of preservice teachers in teaching situations also has a robust association with citizenship behavior, while experiences involving pupil engagement problems in teaching situations have a negative effect on self-efficacy. Pupil engagement problems also have an adverse impact on absorption.

Emotional Experiences as Predictors of Teachers' Mental Health

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Ivana Macuka

2017-07-01

Full Text Available Teaching profession is considered emotionally demanding since teachers experience a variety of positive and negative emotions of significant intensity at work. Emotions they experience in relation to their professional activities can affect their professional and personal development. Frequent experiences of teachers' negative emotions in relation to students, parents, colleagues or educational system in general as well as feelings of emotional exhaustion (as an important aspect of burnout, can have a negative impact on teachers' psychological well-being and increase the occurrence of psychopathological symptoms. The aim of this study was to examine the role of emotions (experienced in relation to students, parents, and educational system and emotional exhaustion in explaining symptoms of anxiety, depression, and somatization among teachers. The study was conducted on a sample of 1149 subject-specific elementary school teachers from different regions in Croatia. A total of 210 male and 939 female teachers, aged between 24 and 65, participated in the study. Considering the expected gender differences in the prevalence of psychopathological symptoms, hierarchical regression analyses were conducted separately on the subsamples of male and female teachers. Results showed that, after controlling for working experience (which explains the somatization symptoms, certain emotions (exhaustion, love, anger, and hopelessness experienced in relation to students; anxiety experienced in relation to parents; and disappointment with educational system and emotional exhaustion significantly explain the symptoms of anxiety, depression, and somatization among teachers. The obtained results emphasise the importance of emotional exhaustion, which results from daily stressors and pressures at work, in explaining psychopathological outcomes in the teaching profession.

Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.

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Linda Darling-Hammond

2005-10-01

Full Text Available Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement with data about their teachers' certification status, experience, and degree levels from 1995-2002. The data set also allows an examination of whether Teach for America (TFA candidates-recruits from selective universities who receive a few weeks of training before they begin teaching-are as effective as similarly experienced certified teachers. In a series of regression analyses looking at 4th and 5th grade student achievement gains on six different reading and mathematics tests over a six-year period, we find that certified teachers consistently produce stronger student achievement gains than do uncertified teachers. These findings hold for TFA recruits as well as others. Controlling for teacher experience, degrees, and student characteristics, uncertified TFA recruits are less effective than certified teachers, and perform about as well as other uncertified teachers. TFA recruits who become certified after 2 or 3 years do about as well as other certified teachers in supporting student achievement gains; however, nearly all of them leave within three years. Teachers' effectiveness appears strongly related to the preparation they have received for teaching.

Who Are the Science Teachers That Seek Professional Development in Research Experience for Teachers (RET's)? Implications for Teacher Professional Development

Science.gov (United States)

Saka, Yavuz

2013-01-01

To address the need to better prepare teachers to enact science education reforms, the National Science Foundation has supported a Research Experience for Teachers (RET's) format for teacher professional development. In these experiences, teachers work closely with practicing scientists to engage in authentic scientific inquiry. Although…

STAR - Research Experiences at National Laboratory Facilities for Pre-Service and Early Career Teachers

Science.gov (United States)

Keller, J. M.; Rebar, B.; Buxner, S.

2012-12-01

part of a project to investigate the impact of the STAR Program on teaching practices. Preliminary analyses indicate that STAR fellows have maintained a strong distributed community of support following their summer experience, including continued contact with their research mentors and other fellows. The STAR research experience has also reinforced and strengthened many of the teachers' commitment to teaching. Additionally, teachers report how their STAR experience contributed to specific practices they use in the classroom to help students develop hypotheses, design experiments, and report their findings to the class. The STAR Program was presented to and cited by the Presidential Council of Advisors on Science and Technology (PCAST) as a national model for addressing K-12 science and math teacher workforce needs. It has also been recognized as a uniquely promising model for recruiting, preparing and retaining outstanding STEM teachers in such national publications as the American Association of Colleges and Universities (AAC&U) Peer Review journal and the National Science Teachers Association NSTA Reports. STAR was also recently cited in an editorial in Science (May 4, 2012) as a model teacher-researcher program that enhances professionalism in science teaching.

Auditing the ICT Experiences of Teacher Education Undergraduates

Science.gov (United States)

Watson, Glenice; Proctor, Romina M. J.; Finger, Glenn; Lang, Wayne

2004-01-01

The importance of teacher education graduates having appropriate information and communication technology (ICT) for learning competencies and experiences is well documented. However, without well developed processes for auditing the ICT experiences of undergraduates it should not be assumed that teachers will enter their profession with the…

"Trapped in the Reform": Kindergarten Teachers' Experiences of Teacher Professionalisation in Buleleng, Indonesia

Science.gov (United States)

Yulindrasari, Hani; Ujianti, Putu Rahayu

2018-01-01

Indonesia has been conducting a teacher reform program since 2005. Teachers' low status and the crisis of student achievement are the rationales of this reform. This paper investigates the implications of Indonesian neo-liberal teacher reform on kindergarten teachers' professional experiences and practices. The research was conducted in Buleleng…

FROM THE EXPERIENCE OF TEACHER CERTIFICATION IN FOREIGN COUNTRIES

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Elina N. Yakovleva

2015-01-01

Full Text Available The purpose of the article is to review foreign experience of teacher certification according to requirements of the Teacher Professional Standards.Methods. The authors use analysis and generalization of official documents and methodical recommendations of the European Commission on introduction of a system of professional competences (standards of the teacher; guides for certification of teachers in the EU countries, the USA and Australia according to standards of the teacher; regulations of Russian centers for certification of pedagogical workers using in their activities overseas experience of similar centers and the international standard of personnel certification.Results. Various options for the use of a system of the teacher professional competencies (standards, as well as models of independent certification of teachers in terms of approaches, goals, objectives and organizational forms used in the EU, the USA and Australia are considered and analysed.Scientific novelty. As a result of the analysis of teacher certification experience in a number of foreign countries some general tendencies are identified and taken into account in the recommendations on the establishment of the system of Russian teachers certification as consistent with the Professional Standard «Teacher (pedagogical activity in the field of pre-school, primary general, basic general, secondary general education (educator, teacher».Practical significance. The results can be used while developing of regional centres for teachers’ independent certification.

Teachers' emotional experiences and exhaustion as predictors of emotional labor in the classroom: an experience sampling study.

Science.gov (United States)

Keller, Melanie M; Chang, Mei-Lin; Becker, Eva S; Goetz, Thomas; Frenzel, Anne C

2014-01-01

Emotional exhaustion (EE) is the core component in the study of teacher burnout, with significant impact on teachers' professional lives. Yet, its relation to teachers' emotional experiences and emotional labor (EL) during instruction remains unclear. Thirty-nine German secondary teachers were surveyed about their EE (trait), and via the experience sampling method on their momentary (state; N = 794) emotional experiences (enjoyment, anxiety, anger) and momentary EL (suppression, faking). Teachers reported that in 99 and 39% of all lessons, they experienced enjoyment and anger, respectively, whereas they experienced anxiety less frequently. Teachers reported suppressing or faking their emotions during roughly a third of all lessons. Furthermore, EE was reflected in teachers' decreased experiences of enjoyment and increased experiences of anger. On an intra-individual level, all three emotions predict EL, whereas on an inter-individual level, only anger evokes EL. Explained variances in EL (within: 39%, between: 67%) stress the relevance of emotions in teaching and within the context of teacher burnout. Beyond implying the importance of reducing anger, our findings suggest the potential of enjoyment lessening EL and thereby reducing teacher burnout.

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.

Teachers' Teaching Experience and Students' Learning Outcomes ...

African Journals Online (AJOL)

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Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.

Violence Directed against Teachers: Results from a National Survey

Science.gov (United States)

Mcmahon, Susan D.; Martinez, Andrew; Espelage, Dorothy; Rose, Chad; Reddy, Linda A.; Lane, Kathleen; Anderman, Eric M.; Reynolds, Cecil R.; Jones, Abraham; Brown, Veda

2014-01-01

Teachers in U.S. schools report high rates of victimization, yet previous studies focus on select types of victimization and student perpetrators, which may underestimate the extent of the problem. This national study was based on work conducted by the American Psychological Association Classroom Violence Directed Against Teachers Task Force and…

Face-to-face: Changing future teachers through direct service learning

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Ron Caro

2012-04-01

Full Text Available This qualitative research study analyzed the changes in social dispositions of pre-service teachers. These pre-service teachers tutored homeless children in an urban homeless shelter as part of a direct service learning project. Utilizing surveys at the beginning of the study and at the end, and reflective journals of participants, data was analyzed according to changes in the following dispositions: understanding students with social needs, anticipated changes in future teaching dispositions, and anticipated changes in pedagogical approaches. Findings support the need for imbedding direct service learning into teacher preparation programs. KEYWORDSteacher preparation, social dispositions, service-learning, community-based research, civic engagement, community engagement, community partnerships

ICT Tools of Professional Teacher Activity: A Comparative Analysis of Russian and European Experience

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Tatiana N.

2018-03-01

Full Text Available Introduction: electronic, distance and blended educational technologies are actively used in modern teaching and learning process. The relevance of the study is predetermined by the necessity to consolidate teachers’ competencies in the field of ICT tools. The purpose of the article is to study and compare the competences of Russian and European teachers in using pedagogical ICT tools. Materials and Methods: comparison and analysis of domestic and foreign pedagogical practices are used. Data was obtained with the help of elaborated questionnaires for teachers with sufficient experience in the use of ICT. Results: the results of a comparative analysis of data characterising the experience of pedagogical ICT tools application by teachers of Russian and foreign universities are presented. Similar trends and problem areas were identified. They relate both to the use of information technology and electronic educational resources and to the variability of the educational opportunities. The obtained results show that the educational request of students in the electronic environment is not always sufficiently recognised and taken into account by teachers. The revealed general directions of research in the area of ICT tools application in teaching activity indicate the tendencies of the integration of the Russian and European experience into the global information and educational space. Discussion and Conclusions: in summary, Russian and foreign teachers have similar competencies in the use of educational ICT tools. They apply the tools to the learning process with varying intensity depending on the experience of distance educational services implementation, the policy of an educational institution, and the awareness of the blended learning specifics. The practical significance of the results it the following: firstly, the directions that need to be strengthened in vocational training programs for future and practicing teachers are identified; secondly

Mathematics Teacher Identity in the Context of Mathematics Reform: Elementary Teacher Experiences

OpenAIRE

Sun, Jennifer

2017-01-01

ABSTRACT OF THE DISSERTATIONMathematics Teacher Identity in the Context of Mathematics Reform:Elementary Teacher Experiences ByJennifer SunDoctor of Philosophy in EducationUniversity of California, Irvine, 2017Associate Professor Elizabeth A. van Es, ChairReform efforts and changes in mathematics education have brought on a shift towards a new vision of mathematics teaching in the United States. In light of recent accountability standards, the focus on teacher learning within the context of m...

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

OpenAIRE

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

2012-01-01

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 Stu...

Changing Teacher Morale: An Experiment in Feedback of Identified Problems of Teachers and Principals. Final Report.

Science.gov (United States)

Bentley, Ralph R.; Rempel, Averno M.

This 2-year study attempted to determine whether feedback to teachers and principals about problems and tensions existing in their schools can be effective in changing morale for (1) teachers generally, (2) vocational teachers, (3) and nonvocational teachers. Relationships between teacher morale and such factors as age, sex, teaching experience,…

Optimal experience among teachers: new insights into the work paradox.

Science.gov (United States)

Bassi, Marta; Delle Fave, Antonella

2012-01-01

Several studies highlighted that individuals perceive work as an opportunity for flow or optimal experience, but not as desirable and pleasant. This finding was defined as the work paradox. The present study addressed this issue among teachers from the perspective of self-determination theory, investigating work-related intrinsic and extrinsic motivation, as well as autonomous and controlled behavior regulation. In Study 1, 14 teachers were longitudinally monitored with Experience Sampling Method for one work week. In Study 2, 184 teachers were administered Flow Questionnaire and Work Preference Inventory, respectively investigating opportunities for optimal experience, and motivational orientations at work. Results showed that work-related optimal experiences were associated with both autonomous regulation and with controlled regulation. Moreover, teachers reported both intrinsic and extrinsic motivation at work, with a prevailing intrinsic orientation. Findings provide novel insights on the work paradox, and suggestions for teachers' well-being promotion.

Linking Reform-Oriented Experiences to Teacher Identity: The Case of an Elementary Mathematics Teacher

Science.gov (United States)

Jong, Cindy

2016-01-01

Novice teachers often have difficulty transferring what they learn in teacher education programs to classroom practice. This is especially true for elementary school teachers who are expected to teach mathematics with reform-oriented methods. The purpose of this longitudinal case study was to examine the experience of one novice elementary school…

Teacher Research Experience Programs = Increase in Student Achievement

Science.gov (United States)

Dubner, J.

2010-12-01

Columbia University's Summer Research Program for Science Teachers (SRP), founded in 1990, is one of the largest, best known university-based professional development programs for science teachers in the U.S. The program’s basic premise is simple: teachers cannot effectively teach science if they have not experienced it firsthand. For eight weeks in each of two consecutive summers, teachers participate as a member of a research team, led by a member of Columbia University’s research faculty. In addition to the laboratory experience, all teachers meet as a group one day each week during the summer for a series of pedagogical activities. A unique quality of the Summer Research Program is its focus on objective assessment of its impact on attitudes and instructional practices of participating teachers, on the performance of these teachers in their mentors’ laboratories, and most importantly, on the impact of their participation in the program on student interest and performance in science. SRP uses pass rate on the New York State Regents standardized science examinations as an objective measure of student achievement. SRP's data is the first scientific evidence of a connection between a research experience for teachers program and gains in student achievement. As a result of the research, findings were published in Science Magazine. The author will present an overview of Columbia's teacher research program and the results of the published program evaluation.

Wow, My Science Teacher Does Real Research! Engaging and Motivating Students Using Experiences from the Field

Science.gov (United States)

Scott, C.

2013-12-01

Students respond to personal connections. When K-12 science teachers are able to participate as field assistants on research projects, their students can benefit greatly from the stories, pictures, and video transmitted or brought back from the field. Teachers can translate and tailor their learning while in the field to the level of their students. Students are ';hooked' into science content by seeing their own teacher out there actually ';doing' science. The teacher is able to provide a direct content connection for the student, an avenue for understanding why ';learning this' is relevant and important. This presentation provides a case for why science teachers and researchers should collaborate as much as possible. The NSF funded PolarTREC program (Teachers and Researchers Exploring and Collaborating) is an excellent example of how to make this collaboration work. The presentation will also provide a look into how teachers can make an effective connection for their students between field science and classroom learning. Alaskan secondary science teacher Carol Scott spent a month at the Kevo Research Station in northern Finland in May/June 2013 as a PolarTREC teacher, and is translating this experience for students. She has also worked on an NSF Research Experience for Teachers grant in Prince William Sound, AK, and has successfully used this work to engage students in the classroom.

Who's doing the talking? Teacher and parent experiences of parent ...

African Journals Online (AJOL)

The most common form of direct communication between parents and teachers in schools worldwide is the parent-teacher conference. Purposeful parent-teacher conferences afford the teacher and the parent the opportunity to address a particular topic related to the child, such as academic progress and behaviour.

On the Issue of Individual Culture in Teachers in the Context of Approbation and Implementation of Professional Standard for Teachers on Municipal Level (From the Author’s Work Experience

Directory of Open Access Journals (Sweden)

Mityashov P.V.,

2016-07-01

Full Text Available The author of the article refers to one of the most difficult for realization directions of the work of managers of different levels with teaching staff - the expansion of cultural horizons, formation of particular outlook and development of intelligence of the modern school teacher. From his point of view, this direction is a necessary condition for approbation and implementation of the professional standard "Teacher (educational activities in the field of preschool, primary general, basic general, secondary education (tutor, teacher" (hereinafter - Professional standard of the teacher and in general - requirement of life. Analyzing the overall situation in terms of readiness of the teacher to work in the context of the development of the federal state educational standard for general education (hereinafter referred to as FSES, approbation of professional standard, the author refers to the experience of educational management body of Novonikolaevsk municipal district of the Volgograd region offering concrete steps and measures for solution of the overall problem of general culture of teacher personality.

NESTA Revolutionizing Teacher's Experiences at NSTA Conventions

Science.gov (United States)

Ireton, F.

2002-05-01

National Science Teachers Association (NSTA) conventions are traditionally composed of short workshops, half or full day workshops, and lectures on science teaching or education research. Occasional science lectures such as the AGU lecture offer science content information. The National Earth Science Teachers Association (NESTA) will join the National Association of Geoscience Teachers (NAGT), American Geophysical Union (AGU), and the American Geological Institute (AGI) to bring teachers a suite of exciting and informative events at the (NSTA) 2002 convention. Events begin with a guided learning field trip to Mission Trails Regional Park and Torrey Pines State Reserve where Earth and space science teachers experience a model of constructivist leaning techniques. Most field trips are a "show and tell" experience, designed to transmit knowledge from the field trip leader to the field trip participants. In the "guided learning" environment, the leader serves as a facilitator, asking questions, guiding participants to discover concepts for themselves. Participants examine selected processes and features that constitute a constructivist experience in which knowledge acquired at any given location builds on knowledge brought to the site. Employing this strategy involves covering less breadth but greater depth, modeling the concept of "less is more." On Thursday NESTA will host two Share-a-thons. These are not what a person would think of as a traditional workshop where presenter makes a presentation then the participants work on an activity. They could be called the flea market of teaching ideas. Tables are set around the perimeter of a room where the presenters are stationed. Teachers move from table to table picking up information and watching short demonstrations. The Earth and Space Science Resource Day on Friday will focus on teachers needs. Starting with breakfast, teachers will hear from Soames Summerhays, Naturalist and President of Summerhays Films, about how he

Georgia Teachers in Academic Laboratories: Research Experiences in the Geosciences

Science.gov (United States)

Barrett, D.

2005-12-01

The Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school mathematics, science and technology teachers in over 1000 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program places an average of 75 teachers per summer into internship positions. In the summer of 2005, 83 teachers worked in corporate and research environments throughout the state of Georgia and six of these positions involved authentic research in geoscience related departments at the Georgia Institute of Technology, including aerospace engineering and the earth and atmospheric sciences laboratories. This presentation will review the history and the structure of the program including the support system for teachers and mentors as well as the emphasis on inquiry based learning strategies. The focus of the presentation will be a comparison of two placement models of the teachers placed in geoscience research laboratories: middle school earth science teachers placed in a 6 week research experience and high school teachers placed in 7 week internships with teams of 3 high school students. The presentation will include interviews with faculty to determine the value of these experiences

Greek Teachers' Experience and Perceptions of Child Abuse/Neglect

Science.gov (United States)

Bibou-Nakou, I.; Markos, A.

2017-01-01

The present paper focuses on teachers' experiences of child abuse/neglect cases, teachers' awareness of reporting or discounting, and their ways of responding to a hypothetical disclosure of abuse/neglect. A total of 1877 teachers in Greek public schools participated from a national teacher in-service training across the country; of them, 306…

A physiotherapy-directed occupational health programme for Austrian school teachers: a cluster randomised pilot study.

Science.gov (United States)

Figl-Hertlein, A; Horsak, B; Dean, E; Schöny, W; Stamm, T

2014-03-01

Although physiotherapists have long advocated workplace health, school teachers have not traditionally been a focus of study by these professionals. However, classroom teaching contributes to a range of occupational health issues related to general health as well as ergonomics that can be prevented or addressed by physiotherapists. To undertake a pilot study to explore the potential effects of a physiotherapy-directed occupational health programme individualised for school teachers, develop study methodology and gather preliminary data to establish a 'proof of concept' to inform future studies. Cluster randomised pilot study using a convenience sample. Eight Austrian regional secondary schools. Schools and their teachers were recruited and allocated to an intervention group (IG, n=26 teachers) or a control group (CG, n=43 teachers). Teachers were eligible to participate if they reported no health issues that compromised their classroom responsibilities. The IG participated in an individualised physiotherapy-directed occupational health programme (six 30-minute sessions) related to ergonomics and stress management conducted over a 5-month semester. The CG had a pseudo-intervention of one oral education session. Primary outcomes included scores from the physical and mental components and health transition item of the Short-Form-36 Health Survey questionnaire (SF-36), and emotional well-being and resistance to stress items from the work-related behaviour and experience patterns questionnaire. Data were collected before and after one semester. The primary outcome measure, the SF-36 physical component score, showed a reduction in the CG and no change in the IG, meaning that the CG deteriorated over the study semester while the IG did not show any change. A physiotherapy-directed occupational health programme may prevent deterioration of physical health of school teachers in one semester (proof of concept). This pilot study provided valuable information to inform the

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

Science.gov (United States)

Ryan, Mark

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

Attention to Intentions—How to Stimulate Strong Intentions to Change

Science.gov (United States)

Dam, M.; Janssen, F. J. J. M.; van Driel, J. H.

2017-04-01

The implementation of educational reforms requires behavioral changes from the teachers involved. Theories on successful behavioral change prescribe the following conditions: teachers need to possess the necessary knowledge and skills, form strong positive intentions to perform the new behavior, and have a supporting environment for change. However, existing approaches to teacher professional development in the context of educational reforms are predominantly aimed at the development of knowledge and skills and at creating a supporting environment, but lack attention to teachers' intentions to change. In the study described in this article, we performed "motivating-for-educational-change" interviews (MECI) and explored the influence on teachers' intentions to change in the direction of the proposed national biology education reform, that is, the introduction of a context-based curriculum. The MECI comprised two tools: building on earlier successful experiences and using lesson segments to rearrange instructional approaches. We explored the influence of the MECI technique on the strength and specificity of participating teachers' intentions. When conducting the MECI, many participants expressed that they now realized how they had already implemented aspects of the reform in their regular instructional approaches. Furthermore, all the participants formulated stronger and more specific intentions to change their regular instructional approach towards that of the proposed reform while taking their regular instructional approach as a starting point.

Entering the Field: Beginning Teachers' Positioning Experiences of the Staffroom

Science.gov (United States)

Christensen, Erin; Rossi, Tony; lisahunter; Tinning, Richard

2018-01-01

Little is known about beginning teachers' political positioning experiences of the staffroom. This paper employs Bourdieu's conceptual tools of field, habitus and capital to explore beginning health and physical education teachers' positioning experiences and learning in staffrooms, the place in which teachers spend the majority of their…

Quality Science Teacher Professional Development and Student Achievement

Science.gov (United States)

Dubner, J.

2007-12-01

Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

A Teacher Research Experience: Immersion Into the World of Practicing Ocean Scientists

Science.gov (United States)

Payne, D. L.

2006-12-01

Professional development standards for science teachers encourage opportunities for intellectual professional growth, including participation in scientific research (NRC, 1996). Strategies to encourage the professional growth of teachers of mathematics and science include partnerships with scientists and immersion into the world of scientists and mathematicians (Loucks-Horsley, Love, Stiles, Mundry, & Hewson, 2003). A teacher research experience (TRE) can often offer a sustained relationship with scientists over a prolonged period of time. Research experiences are not a new method of professional development (Dubner, 2000; Fraser-Abder & Leonhardt, 1996; Melear, 1999; Raphael et al., 1999). Scientists serve as role models and "coaches" for teachers a practice which has been shown to dramatically increase the transfer of knowledge, skill and application to the classroom (Joyce & Showers, 2002). This study investigated if and how secondary teachers' beliefs about science, scientific research and science teaching changed as a result of participation in a TRE. Six secondary science teachers participated in a 12 day research cruise. Teachers worked with scientists, the ships' crew and other teachers conducting research and designing lessons for use in the classroom. Surveys were administered pre and post TRE to teachers and their students. Additionally, teachers were interviewed before, during and after the research experience, and following classroom observations before and after the research cruise. Teacher journals and emails, completed during the research cruise, were also analyzed. Results of the study highlight the use of authentic research experiences to retain and renew science teachers, the impact of the teachers' experience on students, and the successes and challenges of implementing a TRE during the academic year.

Student Teachers' Experiences of Relation Building in Teaching Practice

DEFF Research Database (Denmark)

Nielsen, Anne Maj; Laursen, Per Fibæk

The study explores how 22 student teachers in a Danish college of education experience and interpret their own becoming a teacher and the implied attitudes to pupils. The student teachers attending mainstream teacher education and a course in mindful awareness and relational competencies have...... – to a larger extend than the mainstream educated student teachers - learned a reflexive attitude to their state of being in teaching practice and to their relational interaction with children in class....

Curriculum Change in Teachers' Experience: The Social Innovation Perspective

Science.gov (United States)

Keskula, Eeva; Loogma, Krista; Kolka, Piibe; Sau-Ek, Kristiina

2012-01-01

This article analyses teachers' experience in the period of educational change in Estonia from 1989 to 2010. We review the introduction of the new national curricula and national exams. We show how, in the teachers' experience, the period of change can be divided into two distinct periods. Firstly, the period of freedom and chaos in the early…

Communication, Community, and Disconnection: Pre-Service Teachers in Virtual School Field Experiences

Science.gov (United States)

Wilkens, Christian; Eckdahl, Kelli; Morone, Mike; Cook, Vicki; Giblin, Thomas; Coon, Joshua

2014-01-01

This study examined the experiences of 11 graduate-level pre-service teachers completing Virtual School Field Experiences (VSFEs) with cooperating teachers in fully online, asynchronous high school courses in New York State. The VSFEs included a 7-week online teacher training course, and a 7-week online field experience. Pre-service teachers…

Power-sharing Partnerships: Teachers' Experiences of Participatory Methodology.

Science.gov (United States)

Ferreira, Ronél; Ebersöhn, Liesel; Mbongwe, Bathsheba B

2015-01-01

This article reports on the experiences of teachers as coresearchers in a long-term partnership with university researchers, who participated in an asset-based intervention project known as Supportive Teachers, Assets and Resilience (STAR). In an attempt to inform participatory research methodology, the study investigated how coresearchers (teachers) experienced power relations. We utilized Gaventa's power cube as a theoretical framework and participatory research as our methodologic paradigm. Ten teachers of a primary school in the Eastern Cape and five teachers of a secondary school in a remote area in the Mpumalanga Province in South Africa participated (n=15). We employed multiple data generation techniques, namely Participatory Reflection and Action (PRA) activities, observation, focus group discussions, and semistructured interviews, using thematic analysis and categorical aggregation for data analysis. We identified three themes, related to the (1) nature of power in participatory partnerships, (2) coreasearchers' meaning making of power and partnerships, and their (3) role in taking agency. Based on these findings, we developed a framework of power sharing partnerships to extend Gaventa's power cube theory. This framework, and its five interrelated elements (leadership as power, identifying vision and mission, synergy, interdependent role of partners, and determination), provide insight into the way coresearchers shared their experiences of participatory research methodology. We theorise power-sharing partnerships as a complimentary platform hosting partners' shared strengths, skills, and experience, creating synergy in collaborative projects.

Influence of Teachers' Teaching Experience on Students' Learning ...

African Journals Online (AJOL)

cce

Items 1 - 6 ... should encourage experienced teachers to stay on the job through the provision of incentives .... sampling technique. The instrument used to collect data was an inventory titled 'secondary schools teachers' teaching experience and students' learning .... Source: Statistics Division, Ministry of Education, Akure.

Assessing Student Teaching Experiences: Teacher Candidates' Perceptions of Preparedness

Science.gov (United States)

Lee, Joohi; Tice, Kathleen; Collins, Denise; Brown, Amber; Smith, Cleta; Fox, Jill

2012-01-01

The purpose of this study is to investigate the effectiveness of student teaching experiences by measuring teacher candidates' perceptions of their preparedness. The participants were 130 teacher candidates who had completed their student teaching as part of a program preparing them to teach children in pre-K through grade 4. Teacher candidates…

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

Science.gov (United States)

Rebull, L.; NITARP Team

2011-12-01

Since 2004, we have provided authentic astronomy research experiences for teachers using professional astronomical data. (The program used to be called the Spitzer Teacher Program for Teachers and Students, and in 2009 was renamed NITARP--NASA/IPAC Teacher Archive Research Program.) We partner small groups of teachers with a mentor astronomer, the team does research, writes up a poster, and presents it at the major annual meeting for professional US astronomers, the American Astronomical Society (winter meeting). The teachers incorporate this research experience into their classroom, and their experiences color their teaching for years to come, influencing hundreds of students per teacher. This program, to the best of our knowledge, is completely unique in the following three ways: (1) Each team does original research using real astronomical data, not canned labs or reproductions of previously done research. (2) Each team writes up the results of their research and presents it at an AAS meeting. Each team also presents the educational results of their experience. (3) The 'products' of the program are primarily the scientific results, as opposed to curriculum packets. The teachers in the program involve students at their school and incorporate the experience into their teaching in a way that works for them, their environment, and their local/state standards. The educators in the program are selected from a nationwide annual application process, and they get three trips, all reasonable expenses paid. First, they attend a winter AAS meeting to get their bearings as attendees of the largest professional astronomy meetings in the world. We sponsor a kickoff workshop specifically for the NITARP educators on the day before the AAS meeting starts. After the meeting, they work remotely with their team to write a proposal, as well as read background literature. In the summer (at a time convenient to all team members), the educators plus up to two students per teacher come

Exploring the Salient Experiences of Pre-Service Teacher Candidates Who Were Former Volunteer Tutors

Science.gov (United States)

Gallagher, Tiffany L.; Woloshyn, Vera E.; Elliott, Anne

2009-01-01

Teacher candidates were tracked to monitor whether their former tutoring experience influenced their experiences as teacher candidates. Through interviews, email and group discussions, participants reflected on their teacher preparation experiences and their orientations to effective reading and writing instruction. At times, teacher candidates…

On Teaching Methods: The Personal Experiences of Teachers of English

Science.gov (United States)

Kong, Melinda L. F.

2017-01-01

With the globalization and internationalization of education, many teachers from Asian countries pursue their professional development in English-speaking settings. However, there seems to be scarce research on these teachers' expectations, lived experiences and identities in these contexts, and how their personal experiences influence their views…

One University's Experience with Foreign-trained Teachers

Directory of Open Access Journals (Sweden)

Belinda Bustos Flores

2001-05-01

Full Text Available Texas like many states is facing a teacher shortage. The author suggests that the teacher shortage should be considered in light of the diverse school population. Across states there is a need for well-prepared teachers to work with linguistically and culturally diverse school populations. Thus, areas such as bilingual education continue to be critical shortage areas. While different attempts are currently underway to increase the number of preservice bilingual educators, another way districts have addressed this issue is to employ foreign-trained teachers as paraprofessionals or as teachers. Recently, Texas passed a regulation that would allow legally residing foreign-trained teachers to become certified Texas teachers upon passing the appropriate teacher competency exams and demonstrating English proficiency. The passing of this "fast-track" regulation appears to demonstrate that the state board is thinking out of the box by tapping into a community's resources and acknowledging that immigrants can offer the community services beyond menial tasks. However, the researcher cautions that such actions may not increase the number of teachers and may not assure teacher quality. To support this notion, the researcher offers an analysis of a university's experience with the integration of legally residing foreign-trained Mexican teachers in their bilingual education teacher preparation program. The researcher posits that increasing the number of qualified teachers does require for entities to think out of the box, such as tapping into a community's natural resources; nevertheless, any plan of action should be critically examined and deliberated.

School Psychologists' Experiences with Teacher-to-Student Mistreatment

Science.gov (United States)

Lyles, Sharon R. Brown

2014-01-01

The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its…

Reaching the Future Teachers in Your Classroom: New Directions in Pre-Service Education

Science.gov (United States)

Grier, Jennifer A.; Ruberg, L.

2006-09-01

We will present results and progress from initiatives seeking to improve the experiences of future teachers in college level science classes. A future teacher (pre-service teacher) is inspired to teach science based on personal experiences with college science classes. The most critical opportunity to make a real difference in science education in schools comes when the teachers themselves are first being educated. Given the difficulties in identifying future teachers and the wide variations in their needs, how can we best help future teachers in training? What critical thinking skills are most important for them to absorb from their exposure to science as undergraduates and graduate students? What teaching and learning experiences can we offer that will help science teachers in training confidently assess the relationship between evidence and explanations and then bring that understanding and experience effectively into their own classroom? Recent initiatives in pre-service education have identified several key strategies for improving teacher preparation at the post-secondary level: - Using a constructivist approach to teach physical science concepts and guided inquiry - Knowing common misconceptions about key scientific concepts that students bring to college-level science classrooms - Applying documented strategies for identifying and addressing student misconceptions; and - Knowing how to select and adapt curriculum materials based on common preconceptions held by students. The challenge of reaching these outcomes is complex and cannot be addressed with simple solutions. Teaching strategies that help prepare future teachers include modeling effective teaching of science, understanding the relationship between student/teacher misconceptions, designing and implementing evaluation and assessment, appropriate use of technology tools, and tapping into the existing community of learners to provide ongoing education opportunities and support as the pre

Teacher experiences in the use of the "Zoology Zone" multimedia resource in elementary science

Science.gov (United States)

Paradis, Lynne Darlene

This interpretive research study explored the experiences of teachers with the use of the Zoology Zone multimedia resource in teaching grade three science. Four generalist teachers used the multimedia resource in the teaching of the Animal Life Cycle topic from the Alberta grade three science program. The experiences of the teachers were examined through individual interviews, classroom visits and group interviews. Three dimensions of the study, as they related to elementary science teaching using the Zoology Zone multimedia resource were examined: (a) technology as a teaching resource, (b) science education and constructivist theory, and (c) teacher learning. In the area of planning for instruction, the teachers found that using the multimedia resource demanded more time and effort than using non-computer resources because of the dependence teachers had on others for ensuring access to computer labs and setting up the multimedia resource to run on school computers. The teachers felt there was value in giving students the opportunity to independently explore the multimedia resource because it captured their attention, included appropriate content, and was designed so that students could navigate through the teaming activities easily and make choices about how to proceed with their own learning. Despite the opportunities for student directed learning, the teachers found that it was also necessary to include some teacher directed learning to ensure that students were learning the mandated curriculum. As the study progressed, it became evident that the teachers valued the social dimensions of learning by making it a priority to include lessons that encouraged student to student interaction, student to teacher interaction, small group and whole class discussion, and peer teaching. When students were engaged with the multimedia resource, the teacher facilitated learning by circulating to each student and discussing student findings. Teachers focussed primarily on the

Emotional Experience, Expression, and Regulation of High-Quality Japanese Elementary School Teachers

Science.gov (United States)

Hosotani, Rika; Imai-Matsumura, Kyoko

2011-01-01

The present study investigates the emotional experience, expression, and regulation processes of high-quality Japanese elementary school teachers while they interact with children, in terms of teachers' emotional competence. Qualitative analysis of interview data demonstrated that teachers had various emotional experiences including self-elicited…

The (Co-Construction of Knowledge within Initial Teacher Training: Experiences from Croatia

Directory of Open Access Journals (Sweden)

Lidija Vujičić

2015-06-01

Full Text Available “Learning by doing” within and together with a “community that learns” ought to become the fundamental method of learning – not only for children, but also for their teachers and other participants in the educational process. To what extent are students of early and preschool education involved in such work methods, and what have their experiences been like? An example of a research-based, reflective approach to practice grounded in action research and the co-construction of knowledge with students shall be presented as an example of quality practice at the Faculty of Teacher Education in Rijeka. Such a form of practice creates knowledge through the action itself and through contemplation of one’s actions and the actions of others, all with the purpose of strengthening the practical competencies of future teachers. Our conclusion is that mutual learning, as propounded by the social constructivist approach to education, within the context of the mutual discussions between students and teachers that we organized directly contributed to the development of (self-reflection competencies among future teachers, while also immersing all participants in an environment conducive to deliberation and the (redefinition of oneself and one’s own pedagogical work.

Mapping the entangled ontology of science teachers' lived experience

Science.gov (United States)

Daugbjerg, Peer S.; de Freitas, Elizabeth; Valero, Paola

2015-09-01

In this paper we investigate how the bodily activity of teaching, along with the embodied aspect of lived experience, relates to science teachers' ways of dealing with bodies as living organisms which are both the subject matter as well as the site or vehicle of learning. More precisely, the following questions are pursued: (1) In what ways do primary science teachers refer to the lived and living body in teaching and learning? (2) In what ways do primary science teachers tap into past experiences in which the body figured prominently in order to teach students about living organisms? We draw on the relational ontology and intra-action of Karen Barad (J Women Cult Soc 28(3): 801, 2003) as she argues for a "relational ontology" that sees a relation as a dynamic flowing entanglement of a matter and meaning. We combine this with the materialist phenomenological studies of embodiment by SungWon Hwang and Wolff-Michael Roth (Scientific and mathematical bodies, Sense Publishers, Rotterdam, 2011), as they address how the teachers and students are present in the classroom with/in their "living and lived bodies". Our aim is to use theoretical insights from these two different but complementary approaches to map the embodiment of teachers' experiences and actions. We build our understanding of experience on the work of John Dewey (Experience and education, Simon & Schuster, New York, 1938) and also Jean Clandinin and Michael Connelly (Handbook of qualitative research, Sage Publications, California, 2000), leading us to propose three dimensions: settings, relations and continuity. This means that bodies and settings are mutually entailed in the present relation, and furthermore that the past as well as the present of these bodies and settings—their continuity—is also part of the present relation. We analyse the entanglement of lived experience and embodied teaching using these three proposed dimensions of experience. Analysing interviews and observations of three Danish

Responding to teacher shortages : Relationships among mobility experiences, attitudes, and intentions of Dutch teachers

NARCIS (Netherlands)

van Geffen, R.E.; Poell, R.F.

2014-01-01

From all over the world there have been calls from governmental institutions to address a shortage of high quality teachers. As changing jobs generates new experiences, job mobility could be a way for teachers to adhere to the government’s call to develop themselves into the teaching force needed.

Responding to teacher shortages: relationships among mobility experiences, attitudes, and intentions of Dutch teachers

NARCIS (Netherlands)

van Geffen, R.E.; Poell, R.F.

2014-01-01

From all over the world there have been calls from governmental institutions to address a shortage of high quality teachers. As changing jobs generates new experiences, job mobility could be a way for teachers to adhere to the government’s call to develop themselves into the teaching force needed.

Using school grounds for nature studies: An exploratory study of elementary teachers' experiences

Science.gov (United States)

Willis, Tamra Lee

2001-06-01

The purpose of this study was to gain understanding of the experiences of elementary teachers who used school grounds to do nature studies. Following an inductive, naturalistic approach, the goal was to explore the phenomenon using words of teachers as guides to understanding. Interviews were conducted with a purposeful sampling of ten quality public school teachers in grades K--5 who were well-known for their schoolyard nature programs. Interview questions were focused by a theoretical framework of environmental cognition. Data were gathered about how teachers came to use the outdoors to teach and how they experienced teaching nature studies on the school grounds. A conceptual model of Quality Teachers of Schoolyard Nature Studies was delineated. The model consisted of three components: teacher past and present experiences with nature, teacher beliefs relevant to using the school grounds for nature studies, and teacher action efficacy pertaining to schoolyard nature programs. The model suggested a relationship between teachers' personal experiences' with nature and their beliefs about sharing nature with children. In addition, the model connected teachers' beliefs about schoolyard nature to their action efficacy, i.e. action behavior reflected through motivation and commitment. The participants shared many common experiences and beliefs. Most had extensive childhood experiences in nature and memories of adults who shared nature with them. They did not consider themselves nature experts, but felt they knew the basics of natural science from their own experiences outdoors and from working with children. The teachers' beliefs about schoolyard nature studies developed from several dimensions of their lives: experiences with nature, experiences teaching, and experiences with students. They were motivated to share nature with students on the school grounds by their beliefs that students would come to appreciate and understand nature, just as they had during their own

Collaboration Between Astronomers at UT Austin and K-12 Teachers: Connecting the Experience of Observing and Research with the Classroom

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Finkelstein, Keely D.; Sneden, Christopher; Hemenway, Mary Kay; Preston, Sandra; EXES Teachers Associate Program

2015-01-01

McDonald Observatory has a long history of providing teacher professional development (PD), and recently we have developed a new workshop model for more advanced participants. By choosing a select group of middle and high school teachers from those previously involved in our past PD programs, we have created a joint workshop / observing run program for them. After traveling to the observatory, the teachers participate in an actual observing run with a research astronomer. The teachers are trained first-hand how to take observations, operate the telescope, set up the instrument, and monitor observing conditions. The teachers are fully put in the role of observer. They are also given background information before and during the workshop related to the science and data they are helping to collect. The teachers work in teams to both perform the nightly observations with an astronomer, but to also perform new interactive classroom activities with education staff, and use other telescopes on the mountain. This is a unique experience for teachers since it allows them to take the resources and experiences directly back to their classrooms and students. They can directly relate to their students what skills for specific careers in STEM fields are needed. Evaluation from these workshops shows that there is: increased content knowledge among participants, greater impact that will be passed on to their students, and an authentic research experience that can't be replicated in other PD settings. In addition, not only is this program beneficial to the teachers, but this group is benefit to the education program of McDonald Observatory. Building on an existing PD program (with a 16 year history) we have the opportunity to test out new products and new education endeavors with this devoted group of well-trained teachers before bringing them to wider teacher and student audiences. This program is currently supported by the NSF grant AST-1211585 (PI Sneden).

Teachers and Technology Use in Secondary Science Classrooms: Investigating the Experiences of Middle School Science Teachers Implementing the Web-based Inquiry Science Environment (WISE)

Science.gov (United States)

Schulz, Rachel Corinne

way to develop the user experience through these touch points and help teachers learn how to use the technology as they are selecting and setting up a project run. Further research may study whether improving these touch points can improve the teachers' use of WISE as intended both basically and optimally. It may also study whether or not teacher in basic and optimal ways directly impact student learning results.

#TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K-12 Teachers

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Visser, Ryan D.; Evering, Lea Calvert; Barrett, David E.

2014-01-01

This mixed-methods study explores how K-12 teachers use Twitter. An online survey was disseminated via Twitter to gauge their usage of, access to, and perceptions of Twitter. The results indicated that teachers highly value Twitter as a means of self-directed professional development. Respondents who reported using Twitter multiple times a day…

The experience of aggression by female teachers in the workplace

Directory of Open Access Journals (Sweden)

D. S. van der Merwe

2015-10-01

Full Text Available South Africa is a country with exceptionally high levels of frustration and trauma. Research shows that a third of all people in South Africa are exposed to some kind of violence. This causes insecurity and fear, which creates high levels of stress. High stress levels fuels aggression in the workplace. It was observed that female teachers often experience aggression in the workplace. This has a negative effect on their overall sense of well-being as well as their mental health. A purposive sample was selected through two private schools in Gauteng, South Africa, and consisted of eight female teachers. Data was collected by means of in-depth phenomenological interviews, field notes, naive sketches and observation. One central question was posed to the purposefully selected participants: What is your experience of aggression in your workplace? Thematic coding was used to analyse the data. Three themes were identified: different perceptions influenced female teachers' experience of aggression; the pressure in the school system formed an integral part of the experience of aggression and the experienced effect of aggression on the female teachers.

The experience of aggression by female teachers in the workplace

Directory of Open Access Journals (Sweden)

D.S. van der Merwe

2015-06-01

Full Text Available South Africa is a country with exceptionally high levels of frustration and trauma. Research shows that a third of all people in South Africa are exposed to some kind of violence. This causes insecurity and fear, which creates high levels of stress. High stress levels fuels aggression in the workplace. It was observed that female teachers often experience aggression in the workplace. This has a negative effect on their overall sense of well-being as well as their mental health. A purposive sample was selected through two private schools in Gauteng, South Africa, and consisted of eight female teachers. Data was collected by means of in-depth phenomenological interviews, field notes, naive sketches and observation. One central question was posed to the purposefully selected participants: What is your experience of aggression in your workplace? Thematic coding was used to analyse the data. Three themes were identified: different perceptions influenced female teachers' experience of aggression; the pressure in the school system formed an integral part of the experience of aggression and the experienced effect of aggression on the female teachers.

Research Experiences in Teacher Preparation: Effectiveness of the Green Bank preservice teacher enhancement program

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Hemler, Debra A.

1997-11-01

The purpose of this study was to examine the effectiveness of the preservice teacher component of the Research Experiences in Teacher Preparation (RETP) project aimed at enhancing teacher perceptions of the nature of science, science research, and science teaching. Data was collected for three preservice teacher groups during the three phases of the program: (I) a one week institute held at the National Radio Astronomy Observatory in Green Bank, West Virginia where teachers performed astronomy research using a 40 foot diameter radio telescope; (II) a secondary science methods course; and (III) student teaching placements. Four Likert-type instruments were developed and administered pre and post-institute to assess changes in perceptions of science, attitudes toward research, concerns about implementing research in the classroom, and evaluation of the institute. Instruments were re-administered following the methods course and student teaching. Observations of classroom students conducting research were completed for seven preservice teacher participants in their student teaching placements. Analysis, using t-tests, showed a significant increase in preservice teachers perceptions of their ability to do research. Preservice teachers were not concerned about implementing research in their placements. No significant change was measured in their understanding of the nature of science and science teaching. Concept maps demonstrated a significant increase in radio astronomy content knowledge. Participants responded that the value of institute components, quality of the research elements, and preparation for implementing research in the classroom were "good" to "excellent". Following the methods course (Phase II) no significant change in their understanding of the nature of science or concerns about implementing projects in the classroom were measured. Of the 7 preservice teachers who were observed implementing research projects, 5 projects were consistent with the Green

Science and Mathematics Teachers' Experiences, Needs, and Expectations regarding Professional Development

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Chval, Kathryn; Abell, Sandra; Pareja, Enrique; Musikul, Kusalin; Ritzka, Gerard

2008-01-01

High quality teachers are essential to improving the teaching and learning of mathematics and science, necessitating effective professional development (PD) and learning environments for teachers. However, many PD programs for science and mathematics teachers fall short because they fail to consider teacher background, experience, knowledge,…

Morally injurious experiences and meaning in Salvadorian teachers exposed to violence.

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Currier, Joseph M; Holland, Jason M; Rojas-Flores, Lisseth; Herrera, Sofia; Foy, David

2015-01-01

Helping professionals working to alleviate the effects of violence and injustice can confront morally injurious experiences (MIE) that violate deeply held moral values/beliefs, placing them at risk for burnout and trauma-related problems (e.g., posttraumatic stress disorder [PTSD]). Focusing on 257 teachers from educational departments throughout El Salvador, we incorporated structural equation modeling (SEM) to examine (1) whether exposure to MIEs for this population (e.g., betrayal, witnessing harm to an innocent student) are directly linked with higher PTSD symptomatology and work-related burnout and (2) whether MIEs contribute to these outcomes via meaning made of trauma. SEM results revealed that MIEs were in fact uniquely linked with PTSD symptoms and burnout, above and beyond rates of direct victimization and demographic factors. In addition, greater MIEs were indirectly linked with study outcomes via the extent to which teachers were able to make meaning of their identified stressors. These findings support the importance of screening for MIEs among helping professionals and also suggest that meaning making could serve as a central mediating factor for how MIEs contribute to trauma-related problems among persons working to promote peace and justice in the world. (c) 2015 APA, all rights reserved).

77 FR 22359 - Innovative Technology Experiences for Students and Teachers (ITEST) Program; Comment Request

Science.gov (United States)

2012-04-13

... NATIONAL SCIENCE FOUNDATION Innovative Technology Experiences for Students and Teachers (ITEST.... SUPPLEMENTARY INFORMATION: Title of Collection: Innovative Technology Experiences for Students and Teachers... opportunities for students and teachers to learn about, experience, and use information technologies within the...

One Year Later: Beginning Teachers Revisit Their Preparation Program Experiences.

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Housego, Billie E.; Badali, Salvador J.

1996-01-01

Survey of 48 beginning teachers elicited assessment of their experiences in the elementary teacher education program at the University of British Columbia. Teachers assessed the importance of teaching particular knowledge, skills, and understandings and the program's potential and success in doing so. As in similar studies, findings indicate the…

Preservice Teachers' Memories of Their Secondary Science Education Experiences

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Hudson, Peter; Usak, Muhammet; Fancovicova, Jana; Erdogan, Mehmet; Prokop, Pavol

2010-01-01

Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of…

The Impact of the Student Teaching Experience on the Development of Teacher Perspectives.

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Tabachnick, B. Robert; And Others

Research findings on teachers' perspectives on teaching tend to indicate that institutional pressures are not strong enough to control what teachers think and how they act within their classrooms. While teachers will conform to organizational demands, their basic teaching styles are likely to remain unchanged. This study explored the socializing…

Emotional Experience of Caam(2) in Teaching: Power and Interpretation of Teachers' Work.

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Tsang, Kwok K; Kwong, Tsun L

2016-01-01

The study explores the social psychological process of teachers' emotional experiences. Twenty-one secondary schoolteachers in Hong Kong were interviewed. The findings show that the teachers generally felt caam(2) (a Cantonese adjective that covers a range of meanings like gloomy, dreadful, tragic, pitiful, pathetic, and miserable) in teaching. The social psychological process of the emotional experience of caam(2) involves how teachers interpret the significance of their actual work in attaining the teaching goal of making a difference. If they interpret their work as incapable of fulfilling the goal, they will experience negative emotions in teaching. The findings also suggest that the interpretation is affected by teachers' power which is unequally distributed according to teachers' teaching experience and managerial roles.

Globalising Early Childhood Teacher Education: A Study of Student Life Histories and Course Experience in Teacher Education

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Farell, Ann

2005-01-01

Globalisation in early childhood teacher education is examined in light of a study of the life histories and course experience of students in early childhood teacher education in Queensland, Australia. Contemporary teacher education is embedded in global economies, new technologies and marketisation, which, in turn, may contribute to students…

A Phenomenological Research Study of the Experience of Teachers in the Virgin Islands Teacher Enhancement in Mathematics and Science Project

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Thurland, Karen C.

The purpose of conducting this study was to describe the experience of elementary teachers in a mathematics and science staff development project in the U.S. Virgin Islands. The focus of this study was to describe the meaning teachers attribute to their experience in this three year project, in which many of the national mathematics and science reform efforts were implemented. A phenomenological approach was used in order to develop a complete picture of the teachers' experiences. Data collection consisted of interviews with seven elementary teachers. The data were subjective descriptions of the teachers pertaining to the initial summer institute, the follow-up sessions, and the new innovative methods. The transcendental phenomenological model was used. The textural and structural themes included enhanced learning and changes in teaching practice, and interactions with colleagues. From these themes, individual and composite textual descriptions of the experience of the teacher participants were developed. The synthesis of those descriptions illuminated the meanings and essence of their lived experience. The findings indicate that the essence of the experience was the development of a positive attitude towards the teaching of math and science. The teachers gained confidence in their ability to motivate students with the inquiry method and taught more math and science. The implications for the Virgin Islands Department of Education include establishing a partnership with the local university to offer staff development training in mathematics and science and to conduct evaluations of its training efforts.

Powerful Learning Experiences and Suzuki Music Teachers

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Reuning-Hummel, Carrie; Meyer, Allison; Rowland, Gordon

2016-01-01

Powerful Learning Experiences (PLEs) of Suzuki music teachers were examined in this fifth study in a series. The definition of a PLE is: "Experiences that stand out in memory because of their high quality, their impact on one's thoughts and actions over time, and their transfer to a wide range of contexts and circumstances." Ten…

Research Experiences for Science Teachers: The Impact On Their Students

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Dubner, J.

2005-12-01

Deficiencies in science preparedness of United States high school students were recognized more than two decades ago, as were some of their underlying causes. Among the primary causes are the remoteness of the language, tools, and concepts of science from the daily experiences of teachers and students, and the long-standing national shortage of appropriately prepared science teachers. Secondary school science teachers are challenged each school year by constantly changing content, new technologies, and increasing demands for standards-based instruction. A major deficiency in the education of science teachers was their lack of experience with the practice of science, and with practicing scientists. Providing teachers with opportunities to gain hands-on experience with the tools and materials of science under the guidance and mentorship of leading scientists in an environment attuned to professional development, would have many beneficial effects. They would improve teachers' understanding of science and their ability to develop and lead inquiry- and standards-based science classes and laboratories. They would enable them to communicate the vitality and dynamism of science to their students and to other teachers. They would enhance their ability to motivate and guide students. From its inception, Columbia University's Summer Research Program for Science Teacher's goal has been to enhance interest and improve performance in science of students in New York City area schools. The program seeks to achieve this goal by increasing the professional competence of teachers. Our ongoing program evaluation shows that following completion of the program, the teachers implement more inquiry-based classroom and laboratory exercises, increase utilization of Internet resources, motivate students to participate in after school science clubs and Intel-type science projects; and create opportunities for students to investigate an area of science in greater depth and for longer periods

A Qualitative Phenomenological Exploration of Teachers' Experience With Nutrition Education.

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Hall, Elisha; Chai, Weiwen; Albrecht, Julie A

2016-05-03

Background: Nutrition education delivered by classroom teachers has become a popular intervention designed to combat childhood obesity. However, few qualitative studies have explored nutrition education with teachers Purpose: The purpose of this study was to explore how elementary teachers describe their experience with nutrition education. Methods: A qualitative phenomenological approach was used. Semistructured interviews, observations, and document analysis were conducted with 10 teachers who delivered nutrition education in their classrooms. Inductive coding was used to determine invariant constituents, reduce constituents to categories, and cluster categories into themes. Reliability and validity were accomplished through intercoder agreement, audio recording, triangulation, bracketing, and member checking. Results: Results identified 5 core themes related to roles teachers play in nutrition education, the importance placed upon nutrition, motivation for supplementary activities, barriers, and a triadic relationship between students, teachers, and curriculum. Discussion: Findings reveal interactions within the nutrition education experience in which teachers balance barriers with their value of nutrition education and motivation to help students make healthy choices. Translation to Health Education Practice: Health educators should work with classroom teachers at the program design, implementation, and evaluation stages of curriculum development to better address needs and facilitate the delivery of high-quality nutrition education for students.

The Nature and Influence of Teacher Beliefs and Knowledge on the Science Teaching Practice of Three Generalist New Zealand Primary Teachers

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Anderson, Dayle

2015-01-01

Students' negative experiences of science in the primary sector have commonly been blamed on poor teacher content knowledge. Yet, teacher beliefs have long been identified as strong influences on classroom practice. Understanding the nature of teacher beliefs and their influence on primary science teaching practice could usefully inform teacher…

Pre-Service Teachers' Cultural and Teaching Experiences Abroad

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Ateskan, Armagan

2016-01-01

This study investigates Turkish pre-service teachers' experiences related to a two-month international teaching and cultural experience in the United States of America. In total, 289 graduate students from Turkey participated in a collaborative project from 2001 to 2010. The experience included an orientation week, six weeks of student teaching in…

Teacher's experiences in PBL: implications for practice

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Alves, Anabela C.; Sousa, Rui M.; Fernandes, Sandra; Cardoso, Elisabete; Carvalho, Maria Alice; Figueiredo, Jorge; Pereira, Rui M. S.

2016-03-01

Project-Based Learning (PBL) has been implemented in the first year of the Industrial Engineering and Management programme at the University of Minho, Portugal, since 2004/2005. The purpose of this paper is to analyse and discuss teachers' experiences in PBL in this programme and to explore its implications for student learning and for teaching practices in higher education. For data collection, the research method used was written narratives to these teachers, at the end of the PBL semester. Findings suggest that teachers express a positive view of PBL as a learning approach. They identify student motivation and engagement, along with a better understanding of the application of concepts in real-life situations, as important outcomes of the project for students. Besides this, teachers also highlight the importance of the development of transversal skills by students throughout the project. Recommendations for future work and implications for practice will also be discussed.

The importance of teacher support: Differential impacts by gender and sexuality.

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Dessel, Adrienne B; Kulick, Alex; Wernick, Laura J; Sullivan, Daniel

2017-04-01

Teachers play an important role in shaping the experiences of high school students with regard to patterns of heteronormativity and binary gender norms, particularly for lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students. A climate survey of high school students (n = 953) in the United States examined the association between students' well-being and their relationships with teachers. The sample was majority white (65.8%) and multiracial (14.1%). Cisgender (cis)-girls (49.6%), cis-boys (41.2%), and trans students (9.2%), as well as heterosexual (78.4%) and LGBQ students (21.6%) were represented. Regression models indicate teachers' use of oppressive language and their intervention in situations of bias and students' trust and comfort with teachers were significantly associated with students' self-esteem. Teachers' use of biased language was directly associated with student self-reported grades. Moderation tests indicate teacher relationships are strongly associated with heterosexual and cisgender students' wellbeing. Recommendations for teacher education and future research are discussed. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

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Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-02-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

Rural Teachers' Experiences: Lessons for Today.

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Bryan, Betsy

1986-01-01

Compares and contrasts first year teaching experiences of a grandmother (1919) and granddaughter (1980) in small, isolated, rural New Mexico schools. Offers suggestions for improving recruitment and retention of rural teachers in areas of salary, housing conditions, school philosophy and morale, student population, and community life. (NEC)

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

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Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

2017-06-01

Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher's time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher's habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards "survival" instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

Teachers' experiences of adolescents' pain in everyday life: a qualitative study.

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Rohde, Gudrun; Westergren, Thomas; Haraldstad, Kristin; Johannessen, Berit; Høie, Magnhild; Helseth, Sølvi; Fegran, Liv; Slettebø, Åshild

2015-09-03

More adolescents report pain now than previously. In Norway, episodic pain problems have been reported by 60% of children and adolescents aged 8-18 years, with 21% reporting duration of pain of more than 3 months. Since adolescents spend much time at school, the attitude and behaviour of teachers play important roles regarding the experience of pain felt by adolescents in everyday life. Yet research on how teachers perceive the pain experienced by adolescents in a school setting is limited. We therefore seek to gain insight to teachers' classroom experiences with (1) adolescent's self-reported pain symptoms; (2) adolescents management of their pain and (3) how to help adolescents manage their pain. Teachers in 5 junior high schools in Norway representing municipalities in 3 rural areas and 2 cities. A qualitative study with an explorative design comprising 5 focus group interviews. Each group consisted of 3-8 junior high school teachers. A semistructured interview guide was used to cover the issues. The transcribed text was analysed with qualitative content analysis. 22 teachers participated (5 men, 17 women; age range 29-62 years) with teaching experience ranging from 3 to nearly 40 years. The main theme describing the experience of teachers with adolescents' pain in everyday life is that pain and management of pain is a social, physical and psychological interwoven phenomenon. Through empirical analyses, 3 subcategories emerged: (1) everyday pain--expressing strenuous life; (2) managing pain--escaping struggle and (3) strategies of teachers--support and normalisation. Teachers have a biopsychosocial understanding and approach to pain experienced by adolescents. This understanding influences the role of teachers as significant others in the lives of adolescents with regard to pain and management of their pain in a school setting. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to

Community-Based Field Experiences in Teacher Education: Possibilities for a Pedagogical Third Space

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Hallman, Heidi L.

2012-01-01

The present article discusses the importance of community-based field experiences as a feature of teacher education programs. Through a qualitative case study, prospective teachers' work with homeless youth in an after-school initiative is presented. Framing community-based field experiences in teacher education through "third space" theory, the…

The Effects of Personal Divorce Experience on Teacher Perceptions of Children of Divorce.

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Green, Virginia P.; Schaefer, Lyn

1984-01-01

Determined whether teachers with personal divorce experience differed from other teachers in their opinions on divorce, knowledge about divorce, and feelings about schools' role and responsibility to children of divorce. Those with personal divorce experience were more likely to encourage teacher and school involvement with children of divorce.…

Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

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Cholewa, Blair; Goodman-Scott, Emily; Thomas, Antoinette; Cook, Jennifer

2016-01-01

School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The…

Student Teachers' Emotional Teaching Experiences in Relation to Different Teaching Methods

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Timoštšuk, I.; Kikas, E.; Normak, M.

2016-01-01

The role of emotional experiences in teacher training is acknowledged, but the role of emotions during first experiences of classroom teaching has not been examined in large samples. This study examines the teaching methods used by student teachers in early teaching practice and the relationship between these methods and emotions experienced. We…

Preschool Teachers' Perceptions about and Experience with Child Abuse and Neglect

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Toros, Karmen; Tiirik, Riine

2016-01-01

This study reflects Estonian preschool teachers' perceptions about and experience related to children in need in the context of neglect and abuse. Using quantitative and qualitative data, it was determined that, in general, teachers understand the meaning of "child in need" and abuse, and they have had experience with such children in…

The Role of Teacher and Faculty Trust in Forming Teachers' Job Satisfaction: Do Years of Experience Make a Difference?

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Van Maele, Dimitri; Van Houtte, Mieke

2012-01-01

This study relates trust at the level of both the teacher and the faculty to teachers' job satisfaction. Teaching experience is explored as a moderator of the trust-satisfaction relationship. Multilevel analyses on data of 2091 teachers across 80 secondary schools in Flanders (Belgium) revealed positive associations between teacher trust in…

Male Teachers' Experiences of Own Aggression

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Botha, Johan; Myburgh, Chris; Poggenpoel, Marie

2013-01-01

We describe an exploratory, descriptive, and contextual study on the lived experiences of 17 male teachers' own aggression in the Gert Sibande district in Mpumalanga province. Individual phenomenological interviews were used to collect data from these volunteers for this qualitative research. The data were analysed by means of an open coding…

"Kindergarten, can I have your eyes and ears?" politeness and teacher directive choices in inquiry-based science classrooms

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Oliveira, Alandeom Wanderlei

2009-12-01

This study explores elementary teachers' social understandings and employment of directives and politeness while facilitating inquiry science lessons prior and subsequent to their participation in a summer institute in which they were introduced to the scholarly literature on regulative discourse (directives used by teachers to regulate student behavior). A grounded theory analysis of the institute professional development activities revealed that teachers developed an increased awareness of the authoritative functions served by impolite or direct directives (i.e., pragmatic awareness). Furthermore, a comparative microethnographic analysis of participants' inquiry-based classroom practices revealed that after the institute teachers demonstrated an increased ability to share authority with students by strategically making directive choices that were more polite, indirect, inclusive, involvement-focused and creative. Such ability led to a reduced emphasis on teacher regulation of student compliance with classroom behavioral norms and an increased focus on the discursive organization of the inquiry-based science learning/teaching process. Despite teachers' increased pragmatic awareness, teacher-student linguistic relationships did not become entirely symmetrical subsequent to their participation in the summer institute (i.e., teacher authority was not completely relinquished or lost). Based on such findings, it is argued that teachers need to develop higher levels of pragmatic awareness to become effectively prepared to engage in language-mediated teacher-student interaction in the context of inquiry-based science classroom discourse.

Directional x-ray dark-field imaging of strongly ordered systems

Science.gov (United States)

Jensen, Torben Haugaard; Bech, Martin; Zanette, Irene; Weitkamp, Timm; David, Christian; Deyhle, Hans; Rutishauser, Simon; Reznikova, Elena; Mohr, Jürgen; Feidenhans'L, Robert; Pfeiffer, Franz

2010-12-01

Recently a novel grating based x-ray imaging approach called directional x-ray dark-field imaging was introduced. Directional x-ray dark-field imaging yields information about the local texture of structures smaller than the pixel size of the imaging system. In this work we extend the theoretical description and data processing schemes for directional dark-field imaging to strongly scattering systems, which could not be described previously. We develop a simple scattering model to account for these recent observations and subsequently demonstrate the model using experimental data. The experimental data includes directional dark-field images of polypropylene fibers and a human tooth slice.

Elementary teachers past experiences: A narrative study of the past personal and professional experiences of elementary teachers who use science to teach math and reading

Science.gov (United States)

Acre, Andrea M.

This qualitative study investigated the experiences of four elementary teachers who have elected to use science to teach math and reading/language arts in an attempt to identify what motivates them to do so. Identifying what experiences have motivated these teachers to go against the gain and teach elementary science in this current era of high-stakes tests is of the upmost importance given that science is being eliminated from the elementary curriculum and it is during the elementary years that students' nurture and develop their interest in science. Additionally, the United States is failing to produce enough college graduates in STEM areas to fill the thousands of STEM jobs each year. Through a review of the literature, the past trends and current trends of elementary science education were explored as well as teacher training. Furthermore, the literature reviewed inquiry teaching which is considered to be the most effective teaching method when teaching science at any level. Using John Dewey's Interest and Effort Relationship Theory and the Self-Determination Motivation Theory to guide this study, there were five prominent themes which emerged from the reconstructed stories of the four teachers: positive experiences with science, neutral/negative experiences with science, seeks meaningful professional development, influence and support from others, and regret/wants to do more.

Age and the experience of strong self-conscious emotion.

Science.gov (United States)

Henry, Julie D; von Hippel, William; Nangle, Matthew R; Waters, Michele

2018-04-01

It remains unclear whether there are age-related changes in the experience of strong self-conscious emotion, such as shame, guilt, pride and embarrassment. Because shame and guilt figure prominently in the aetiology of depressive symptoms and other mental health problems, a better understanding of how age affects the strong experience of these two negative self-conscious emotions is of particular importance. Thirty younger, 30 middle-aged and 30 older adults were compared on standardised cognitive assessments, in addition to an interview-based measure that assessed whether there are age differences in the likelihood of strongly experiencing four different types of self-conscious emotion within the past five years (shame, guilt, embarrassment and pride). The three groups did not differ in their likelihood of reporting an event that strongly elicited the positive self-conscious emotion of pride. However, older adults were more likely to report sources of pride that were other (as opposed to self) focused. Older adults were also less likely to report experiencing events that elicited all three negative self-conscious emotions, in particular, shame. Strong negative self-conscious emotion, and in particular shame, appears to be experienced less by older than younger adults.

Primary Teachers and ICT: Is gender, age or experience important?

Directory of Open Access Journals (Sweden)

Graham Morley

2011-12-01

Full Text Available The research uses both qualitative and quantitative methodologies employing multiple sources of data collection. The data collection primarily used a questionnaire survey of primary schools in two English Local Authorities. The qualitative evidence of the teacher sample was through individual semi-structured interviews and a focus group interview of Local Authorities officers. There is an evidence trail which examines academic papers, HMI, QCA, Ofsted and DfES reports. The main findings from these reports indicate that teachers were becoming familiar with the use of computers. They understood the skills involved in using computers but were still uncertain as to a suitable pedagogy which made them lack confidence when using ICT in the classroom. Teachers’ major difficulty is finding time to keep pace or develop their ICT skills. The reports have a generic view of teachers, with no further analysis of gender, age or experience phenomena. The analysis of these variables concludes that teacher subject knowledge formed through teaching experience of the subject, informs teachers when computers aid teaching and learning.

Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

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Eugenia Etkina

2017-01-01

Full Text Available Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher’s time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher’s habits (spontaneous responses to situational cues. Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards “survival” instead of student learning, we propose that teacher preparation programs (e.g., in physics strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress

Science.gov (United States)

Klassen, Robert M.; Chiu, Ming Ming

2010-01-01

The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample…

Learners' experiences of teachers' aggression in a secondary ...

African Journals Online (AJOL)

Background: Research shows that one third of all persons in South Africa have been exposed to one or more types of aggression. It has been observed that learners frequently experience aggression from teachers in the secondary school environment, which has a negative effect on their experience of general wellbeing ...

International Practica Experiences as Events of Influence in a Teacher Candidates' Development

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Maynes, Nancy; Allison, John; Julien-Schultz, Lynn

2012-01-01

Experience may influence beliefs and beliefs may influence practices. Following these premises, we investigated teacher candidates' post experience reflections nine months after an international practicum where they taught for three weeks in rural Kenya. Teacher candidates were placed in non-governmental organization (NGO) sponsored schools on the…

New pedagogies for teaching thinking: the lived experiences of students and teachers enacting narrative pedagogy.

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Ironside, Pamela M

2003-11-01

The need to prepare students for a rapidly changing health care system sustains teachers' interest in developing students' thinking abilities at all levels of nursing education. Although significant effort has been directed toward developing efficient and effective strategies to teach thinking, this study explores the underlying assumptions embedded in any approach to teaching and learning and how these assumptions influence students' thinking. This study, using Heideggerian hermeneutics, explored how teachers and students experience enacting a new pedagogy, Narrative Pedagogy, and this article explains how enacting this pedagogy offers new possibilities for teaching and learning thinking. Two themes emerged from this analysis and are discussed: Thinking as Questioning: Preserving Perspectival Openness and Practicing Thinking: Preserving Fallibility and Uncertainty.

Teacher Informal Collaboration for Professional Improvement: Beliefs, Contexts, and Experience

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Beatrice Avalos-Bevan

2017-01-01

Full Text Available The article presents results of a study on teachers’ views, beliefs, and experience on school-based informal collaboration for professional improvement. It explores the relationship of teacher beliefs in the collective efficacy of their colleagues and school’s capital and culture with their beliefs and experience in school-based collaborative learning. The key source of evidence used is a survey of 1025 primary and secondary teachers in three geographical regions of Chile. Main results show that teachers hold positive beliefs about the collective efficacy of their colleagues and students in their schools but more negative ones regarding the contribution of parents. In terms of collaboration, teachers hold positive beliefs in general about its role for professional learning but indeed engage more in the “weaker” types of collaboration such as “sharing ideas” and “talking about teaching problems” and less in the more demanding ones such as “mutual lesson observation” and “team teaching.” Differences in teachers’ views, beliefs, and experience were examined in terms of level of teaching (primary/secondary, urban/rural location, school type (public and private, and school size.

Research experience in Maine leads to teacher and student success in Texas

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Slade-Redden, D.; Incze, L.; Census Of Marine Life-Maine

2010-12-01

As a High School science teacher it is my responsibility to present curriculum, to create enthusiasm for science, and to instill a passion and love for science in my students. Through a research experience as an ARMADA master teacher my passion and enthusiasm for the ocean was rekindled in the Gulf of Maine. Topics I had taught for years came alive in front of my eyes, and I was able to experience science to its fullest. I brought home many photographs, valuable information, and new enthusiasm to my students. I began a program called S.A.N.D. (Students As Nature Directors). In this program my students teach 3rd graders about the oceans and its many wonders. Also, I have incorporated hands-on research based projects. The research experience has enabled my students to become more scientifically literate and capable of sharing scientific knowledge with others. This presentation will show how research/teacher partnerships benefit students as well as teachers and how my students and district have benefited from my experience as an ARMADA master teacher. Author: Debra Slade-Redden Author #2: Lew Incze

PRINCIPAL'S LEADERSHIP STYLE, AS PERCEIVED BY TEACHERS, IN RELATION TO TEACHER'S EXPERIENCE FACTOR OF SCHOOL CLIMATE IN ELEMENTARY SCHOOLS

Directory of Open Access Journals (Sweden)

Gabriel Pinkas

2017-09-01

Full Text Available The experience of the environment in which the activity is performed is a significant factor of the outcome of this activity, that is, the efficiency of the work and the degree of achieving the goal. Within the work environment, physical and social conditions can be observed. The first, which includes material and technical means, are mostly static, easily perceivable and measurable. Others, which include social relations, are much more susceptible to change, more difficult to perceive and measure, and their experience with different individuals within the same group can be more distinct. Although all members of the group participate in group dynamics and relationships, not all are equally relevant to these processes. Considering the position that carries the right and responsibility of setting up a vision and mission, setting goals, creating conditions for work, making decisions and providing feedback, the leader is in most cases crucial. This paper analyzes the role of elementary school principals in creating a school climate, as a non - material environment in which educational activity is carried out, and in this sense it is a specific group / work organization. An estimate was used to measure both variables, i.e. teacher's experience. The instruments used are Multifactor Leadership Questionnaire - MLQ (Avolio and Bass and School Level Environment Questionnaire - SLEQ (Johnson, Stevens and Zvoch. The survey was conducted in elementary schools in the wider city area of Tuzla, on a sample of 467 teachers and 25 principals. In statistical data processing, multiple regression (Ordinary least squares and direct square discriminatory analysis were applied. The obtained results point to the connection between the perceived leadership style of elementary school principals and the school climate experienced by teachers, especially in the field of innovation in teaching and mutual cooperation.

Experience, theory, and practical wisdom in teaching and teacher education

NARCIS (Netherlands)

Lunenberg, Mieke; Korthagen, Fred

In this contribution, we discuss what it means to be a professional teacher with practical wisdom, and how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school?based. Building on theories

Experience, theory, and practical wisdom in teaching and teacher education

NARCIS (Netherlands)

Lunenberg, Mieke; Korthagen, Fred

2009-01-01

In this contribution, we discuss what it means to be a professional teacher with practical wisdom, and how practical wisdom is related to theory and experience. These questions are especially relevant as nowadays, in many countries, teacher education becomes more school-based. Building on theories

Effects of teacher-directed versus student-directed instruction and cues versus no cues for improving spelling performance

OpenAIRE

Gettinger, Maribeth

1985-01-01

The purpose of this study was twofold: to examine the effects of imitating children's spelling errors alone and in combination with visual and verbal cues on spelling accuracy and retention among poor spellers and to compare the effectiveness of student-directed versus teacher-directed spelling instruction on children's spelling accuracy and retention. Nine children received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed ins...

Perspectives on Teacher Quality: Bilingual Education and ESL Teacher Certification, Test-Taking Experiences, and Instructional Practices

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Lemberger, Nancy; Reyes-Carrasquillo, Angela

2011-01-01

This descriptive exploratory study looked at the certification process, test-taking experiences, and instructional practices of a group of graduate bilingual education (BE) and English-as-a-Second-Language (ESL) teachers to understand why some had problems passing teacher certification tests after completing their degrees. The study surveyed 63 BE…

Teachers' Experiences With and Perceptions of Students With Attention Deficit/hyperactivity Disorder.

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Lawrence, Kay; Estrada, Robin Dawson; McCormick, Jessica

The purpose of this research was to examine teacher experiences with and perceptions of students with attention deficit/hyperactivity disorder (ADHD). Teachers are integral in helping these children learn effectively and foster healthy relationships, yet little is known about their interactions with these children. Semi structured interviews were conducted with a purposive sample of fourteen currently practicing or retired elementary and middle schools teachers in North Carolina and South Carolina. All interviews were audio-recorded then analyzed for common themes. Participants obtained ADHD information from in-services or peer interaction, rather than formal education. Culture and gender influenced teacher perceptions, and ADHD classroom strategies were based on anecdotal experience. Teachers experienced guilt and worry while negotiating student needs, school system constraints, and family issues. While teachers have developed effective coping mechanisms through informal means, formal education and support will help teachers better serve students with ADHD. Pediatric nurses in many settings can benefit from better understanding how teachers perceive and interact with students who have attentional issues. Copyright © 2017 Elsevier Inc. All rights reserved.

Teachers' Online Experience: Is There a Covert Curriculum in Online Professional Development?

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Norton, Priscilla; Hathaway, Dawn

2015-01-01

Although the literature emphasizes the need for teachers to have online learning experiences in preparation for teaching online, teachers have few opportunities to experience online learning. One opportunity is online professional development. The authors hypothesized that online professional development might serve not only as a way to gain…

Elementary Teachers' Experiences of Departmentalized Instruction and Its Impact on Student Affect

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Minott, Robert Charles

2016-01-01

The purpose of this qualitative dissertation was to explore the lived experiences of departmentalized elementary teachers, Grades 1-3, and how they addressed their students' affective needs. The main research question of the study was how do elementary school teachers perceive departmentalized instruction and describe their experiences of this…

Pre-Service Secondary Mathematics Teachers' Reflections on Good and Bad Mathematics Teaching

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Dayal, Hem Chand

2013-01-01

Researchers suggest that teachers' beliefs about teaching are strongly influenced by their personal experiences with mathematics. This study aimed to explore Pacific Island pre-service secondary mathematics teachers' perceptions about good and bad mathematics teachers. Thirty pre-service teachers, enrolled in a mathematics teaching methods course…

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.

Innovation through College Classroom Teacher: an Analysis of Experience

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

2014-05-01

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

Enhancing Diversity In The Geosciences; Intensive Field Experience In USA And Mexico For Middle And High School Teachers Serving Large Hispanic Populations.

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Leal-Bautista, R. M.; Kitts, K. B.; Velazquez Oliman, G.; Perry, E. C.

2008-12-01

To encourage Hispanic participation and enrolment in the geosciences and ultimately enhance diversity within the discipline, we recruited ten middle and high school science teachers serving large Hispanic populations (60-97%) for a paid three-week field experience supported by an NSF Opportunities for Enhancing Diversity in the Geosciences grant. In 2006, the field experiences focused on volcanic events and the water problems of the Central part of Mexico. In 2008, the field experiences focused on karstic and hydrogeological conditions of the Yucatan Peninsula. In addition to the geological aspects of the fieldwork experience, the trip to Mexico exposed the teachers to a social environment outside of their community where they interacted with a diverse group of scientists from the Universidad National Autonoma de Mexico (UNAM), Centro de Investigacion Cientifica de Yucatan (CICY) and Centro Nacional de Desastres (CENAPRED). A key part of this project was the encounter between American and Mexican teachers that included a day of presentations, panel discussion and some class-room activities. Direct interaction between the cooperating teachers and the American and Mexican geoscientists provided actual scientific research experiences to educate and to help dispel misconceptions the teachers themselves may have had about who geoscientists really are and what they do. Teachers of the 2006 group produced educational materials from their field experiences and presented these materials at professional conferences. We measured the efficacy of these activities quantitatively via pre- and post-tests assessing confidence levels, preconceptions and biases, NIU staff observations of participants in their home institutions, and evaluations of participants' field books and pedagogical materials. We present these data here and identify specific activities that are both effective and efficient in changing teacher behaviours and attitudes enabling them to better connect with their

Enhancing Preservice Teachers' Skillsets and Professionalism through Literacy Tutoring Experiences

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Paquette, Kelli R.; Laverick, DeAnna M.

2017-01-01

This qualitative study explores preservice teachers' experiences in a service-learning literacy tutoring program offered at a university with children in grades one through eight. This study examines briefly the history of literacy centers and service-learning, the specific instructional tutoring methods employed by preservice teachers connected…

Strong normalization by type-directed partial evaluation and run-time code generation

DEFF Research Database (Denmark)

Balat, Vincent; Danvy, Olivier

1998-01-01

We investigate the synergy between type-directed partial evaluation and run-time code generation for the Caml dialect of ML. Type-directed partial evaluation maps simply typed, closed Caml values to a representation of their long βη-normal form. Caml uses a virtual machine and has the capability...... to load byte code at run time. Representing the long βη-normal forms as byte code gives us the ability to strongly normalize higher-order values (i.e., weak head normal forms in ML), to compile the resulting strong normal forms into byte code, and to load this byte code all in one go, at run time. We...... conclude this note with a preview of our current work on scaling up strong normalization by run-time code generation to the Caml module language....

Strong Normalization by Type-Directed Partial Evaluation and Run-Time Code Generation

DEFF Research Database (Denmark)

Balat, Vincent; Danvy, Olivier

1997-01-01

We investigate the synergy between type-directed partial evaluation and run-time code generation for the Caml dialect of ML. Type-directed partial evaluation maps simply typed, closed Caml values to a representation of their long βη-normal form. Caml uses a virtual machine and has the capability...... to load byte code at run time. Representing the long βη-normal forms as byte code gives us the ability to strongly normalize higher-order values (i.e., weak head normal forms in ML), to compile the resulting strong normal forms into byte code, and to load this byte code all in one go, at run time. We...... conclude this note with a preview of our current work on scaling up strong normalization by run-time code generation to the Caml module language....

Analysis of pre-service physics teacher skills designing simple physics experiments based technology

Science.gov (United States)

Susilawati; Huda, C.; Kurniawan, W.; Masturi; Khoiri, N.

2018-03-01

Pre-service physics teacher skill in designing simple experiment set is very important in adding understanding of student concept and practicing scientific skill in laboratory. This study describes the skills of physics students in designing simple experiments based technologicall. The experimental design stages include simple tool design and sensor modification. The research method used is descriptive method with the number of research samples 25 students and 5 variations of simple physics experimental design. Based on the results of interviews and observations obtained the results of pre-service physics teacher skill analysis in designing simple experimental physics charged technology is good. Based on observation result, pre-service physics teacher skill in designing simple experiment is good while modification and sensor application are still not good. This suggests that pre-service physics teacher still need a lot of practice and do experiments in designing physics experiments using sensor modifications. Based on the interview result, it is found that students have high enough motivation to perform laboratory activities actively and students have high curiosity to be skilled at making simple practicum tool for physics experiment.

A Graduate Student's Experience and Perspective on a Student-Teacher-Researcher Partnership

Science.gov (United States)

Bostic, J.; Stylinski, C.; Doty, C.

2017-12-01

Teachers and their K-12 students lack firsthand experience in science research and often harbor misconceptions about science practices and the nature of science. To address this challenge, the NOAA-funded Student-Teacher-Researcher (STAR) partnership that provides rural high school students with authentic research experiences investigating the amount and sources of nitrate in schoolyard runoff. Teachers received training, guiding curricular materials aligned with NGSS and in-classroom support. With a focus on evidence-based reasoning skills, students actively participate in the research process through sample collection, data analysis, and an in-person discussion of conclusions and implications with our scientist team. As a member of this team, I assisted with refining the study design, analyzing nitrate isotope runoff samples, and sharing insights and feedback with students during the in-person discussion session. Assessment results indicate student gained an understanding of nitrate pollution and of science practices. As a graduate student, young scientist, and possessor of a B.S. in Science Education, I already recognized the value of involving K-12 students and teachers in authentic research experiences, as these experiences expose students to the nature of science while also improving content knowledge. During the STAR partnership, I learned firsthand some of the obstacles presented during outreach involving partnerships between a research institution and schools, such as inflexibility of school scheduling and the need for flexibility with research questions requiring complex lab analysis. Additionally, I discovered the challenge of working systemically across a school district, which can have broad impact but limit student experiences. Highlights of my experience included interactions with students and teachers, especially when students have unexpected answers to my questions, providing novel explanations for patterns observed in the data. Despite the

The Influence of Cross-Cultural Experiences & Location on Teachers' Perceptions of Cultural Competence

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Lopes-Murphy, Solange A.; Murphy, Christopher G.

2016-01-01

The increasing cultural and linguistic diversity in academic settings necessitates greater cultural competence on the part of teachers, and enhancing the cultural competence of teachers requires a greater understanding of both the level of cultural competence among teachers and the experiences that enhance cultural competence. Teacher educators…

Thinking in nursing education. Part II. A teacher's experience.

Science.gov (United States)

Ironside, P M

1999-01-01

Across academia, educators are investigating teaching strategies that facilitate students' abilities to think critically. Because may these strategies require low teacher-student ratios or sustained involvement over time, efforts to implement them are often constrained by diminishing resources for education, faculty reductions, and increasing number of part-time teachers and students. In nursing, the challenges of teaching and learning critical thinking are compounded by the demands of providing care to patients with increasingly acute and complex problems in a wide variety of settings. To meet these challenges, nurse teachers have commonly used a variety of strategies to teach critical thinking (1). For instance, they often provide students with case studies or simulated clinical situations in classroom and laboratory settings (2). At other times, students are taught a process of critical thinking and given structured clinical assignments, such as care plans or care maps, where they apply this process in anticipating the care a particular patient will require. Accompanying students onto clinical units, teachers typically evaluate critical thinking ability by reviewing a student's preparation prior to the experience and discussing it with the student during the course of the experience. The rationales students provide for particular nursing interventions are taken as evidence of their critical thinking ability. While this approach is commonly thought to be effective, the evolving health care system has placed increased emphasis on community nursing (3,4), where it is often difficult to prespecify learning experiences or to anticipate patient care needs. In addition, teachers are often not able to accompany each student to the clinical site. Thus, the traditional strategies for teaching and learning critical thinking common to hospital-based clinical courses are being challenged, transformed, and extended (5). Part II of this article describes findings that suggest

Science Student Teachers and Educational Technology: Experience, Intentions, and Value

Science.gov (United States)

Efe, Rifat

2011-01-01

The primary purpose of this study is to examine science student teachers' experience with educational technology, their intentions for their own use, their intentions for their students' use, and their beliefs in the value of educational technology in science instruction. Four hundred-forty-eight science student teachers of different disciplines…

Prospective Secondary Mathematics Teachers' Reflections on Teaching after Their First Teaching Experience

Science.gov (United States)

Yazgan-Sag, Gönül; Emre-Akdogan, Elçin; Argün, Ziya

2016-01-01

The aim of our study was to examine prospective secondary mathematics teachers' reflections about teaching after their first teaching experience. We carried out five interviews during the two semesters with four Turkish prospective secondary mathematics teachers. The data analysis suggests that prospective secondary mathematics teachers'…

Teacher and parent experiences of parent-teacher conferences

African Journals Online (AJOL)

teachers are seldom trained to interact with parents, and both parents and teachers often find such encounters stressful and ineffective. This paper investigates parent and teacher perspectives on the parent-teacher conference through a qualitative inquiry. This is framed by the contributions of ecological theorists to home- ...

The Influence of Experience on Pre-Service and Novice Teachers--The Croatian Perspective

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Škugor, Alma; Sablic, Marija

2018-01-01

This paper researches students' and teacher trainees' personal experience of student-centred teaching during their education in grades 1-4 of primary school. The questionnaire comprised 45 statements and was completed by 403 primary school teacher trainees and 535 students (future teachers) at Faculties of Teacher Education in Croatia. The…

Possible directions in the strategy of continuous education of primary teachers

Directory of Open Access Journals (Sweden)

Cvjetićanin Stanko

2012-09-01

Full Text Available Modern concepts of education include the continuous development of primary teachers in all areas of natural, social and mathematical sciences. The obtained results were selected and differentiated facilities for further education of teachers within the model of professional development. Analysis of teachers' knowledge was made on the basis of results obtained using surveys. The study involved 60 primary teachers from Serbia. A descriptive analytical method, as well as a method of modeling was used. Survey was the research technique used. Results show that teachers are not sufficiently connecting and jointly implementing the contents of natural sciences and mathematics, because they lack a sufficient level of knowledge. It is necessary for them to further educate in the field of integrating the content of natural sciences and mathematics, scientific method and its applications (particularly in mini-projects as well as in the application of quantitative experiments. This would affect the quality of teaching, their professional competence, as well as it would affect their lifelong education.

Do We Know a Successful Teacher when We See One?: Experiments in the Identification of Effective Teachers

Science.gov (United States)

Strong, Michael; Gargani, John; Hacifazlioglu, Ozge

2011-01-01

The authors report on three experiments designed to (a) test under increasingly more favorable conditions whether judges can correctly rate teachers of known ability to raise student achievement, (b) inquire about what criteria judges use when making their evaluations, and (c) determine which criteria are most predictive of a teacher's…

Group processing in an undergraduate biology course for preservice teachers: Experiences and attitudes

Science.gov (United States)

Schellenberger, Lauren Brownback

Group processing is a key principle of cooperative learning in which small groups discuss their strengths and weaknesses and set group goals or norms. However, group processing has not been well-studied at the post-secondary level or from a qualitative or mixed methods perspective. This mixed methods study uses a phenomenological framework to examine the experience of group processing for students in an undergraduate biology course for preservice teachers. The effect of group processing on students' attitudes toward future group work and group processing is also examined. Additionally, this research investigated preservice teachers' plans for incorporating group processing into future lessons. Students primarily experienced group processing as a time to reflect on past performance. Also, students experienced group processing as a time to increase communication among group members and become motivated for future group assignments. Three factors directly influenced students' experiences with group processing: (1) previous experience with group work, (2) instructor interaction, and (3) gender. Survey data indicated that group processing had a slight positive effect on students' attitudes toward future group work and group processing. Participants who were interviewed felt that group processing was an important part of group work and that it had increased their group's effectiveness as well as their ability to work effectively with other people. Participants held positive views on group work prior to engaging in group processing, and group processing did not alter their atittude toward group work. Preservice teachers who were interviewed planned to use group work and a modified group processing protocol in their future classrooms. They also felt that group processing had prepared them for their future professions by modeling effective collaboration and group skills. Based on this research, a new model for group processing has been created which includes extensive

Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

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König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele

2015-01-01

We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

Secondary school teachers' experiences of teaching pregnant learners in Limpopo Province, South Africa

Directory of Open Access Journals (Sweden)

Sogo F Matlala

2014-11-01

Full Text Available This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary school teachers. Data analysis yielded six themes, which are: (1 identification of pregnant learners; (2 continuation of pregnant learners' school career; (3 dilemmas related to school-attending pregnant learners; (4 support of school-attending pregnant learners; (5 gender in pregnancy caretaking; and (6 communication and cooperation between teachers and parents. Teachers experienced challenges in identifying pregnant learners, and to meet their health needs as they lacked health related skills. Parents were not always cooperative towards teachers. It can be concluded that teachers face many dilemmas related to pregnant learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome.

Strongly interacting Fermi gases

Directory of Open Access Journals (Sweden)

Bakr W.

2013-08-01

Full Text Available Strongly interacting gases of ultracold fermions have become an amazingly rich test-bed for many-body theories of fermionic matter. Here we present our recent experiments on these systems. Firstly, we discuss high-precision measurements on the thermodynamics of a strongly interacting Fermi gas across the superfluid transition. The onset of superfluidity is directly observed in the compressibility, the chemical potential, the entropy, and the heat capacity. Our measurements provide benchmarks for current many-body theories on strongly interacting fermions. Secondly, we have studied the evolution of fermion pairing from three to two dimensions in these gases, relating to the physics of layered superconductors. In the presence of p-wave interactions, Fermi gases are predicted to display toplogical superfluidity carrying Majorana edge states. Two possible avenues in this direction are discussed, our creation and direct observation of spin-orbit coupling in Fermi gases and the creation of fermionic molecules of 23Na 40K that will feature strong dipolar interactions in their absolute ground state.

Transforming beliefs and practices: Elementary teacher candidates' development through shared authentic teaching and reflection experiences within an innovative science methods course

Science.gov (United States)

Naidoo, Kara

, supported science teaching self-efficacy development, positioned teachers as agents in their learning and development, provided the opportunity for teacher candidates to problematize teaching experiences to improve practice, developed teacher candidates who were able to critically question and create science curricula with the primary purpose of mediating student learning, and improved teacher candidates questioning skills and assistance with student performance in order to better mediate student learning. Implications for teacher education and future directions for research are discussed.

Establishing collaborative structures and relationships: Teacher leaders' experiences

Science.gov (United States)

Canizo, Thea Lynne

2002-04-01

The purpose of this study was to explore teacher leaders' experiences as they attempted to establish collaborative structures and relationships resulting in improved science instruction at their schools. Teacher leaders were middle school science facilitators, full-time classroom teachers who acted as liaisons between the science teachers at their schools and a change initiative funded by the National Science Foundation. This was a qualitative study, using interviews to create a case study. The researcher used a three-part interview design developed by Seidman (1991). Six research questions served as a framework for the data analysis. Participants identified the following as factors which contributed to their success: support from the principal, other science teachers, central staff personnel, and the district-wide group of science facilitators; professional development; and the successful completion of a scope and sequence for science instruction. Factors identified as hindering their success were: lack of support or conflict with the principal; resistance to change; time constraints; a district policy which limited meeting time; teacher and administrator turnover; tension between the middle school and junior high school models; and personal doubts. From descriptions of their understanding and exercising of leadership, the researcher concluded that teacher leaders had become empowered. The school culture was seen to have a great effect on teacher leaders. The contrasts between a school with a positive culture and another school in disarray were presented. Structures such as summer institutes and release time during the school day were identified as critical for giving teachers the time needed to establish more collaborative working relationships. Once greater trust and understanding were present, teachers were better able to examine their teaching practices more critically. Participants identified mentoring of new members, a continuing role for science

Language experience narratives and the role of autobiographical reasoning in becoming an urban science teacher

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Rivera Maulucci, Maria S.

2011-06-01

One of the central challenges globalization and immigration present to education is how to construct school language policies, procedures, and curricula to support academic success of immigrant youth. This case-study compares and contrasts language experience narratives along Elena's developmental trajectory of becoming an urban science teacher. Elena reflects upon her early language experiences and her more recent experiences as a preservice science teacher in elementary dual language classrooms. The findings from Elena's early schooling experiences provide an analysis of the linkages between Elena's developing English proficiency, her Spanish proficiency, and her autobiographical reasoning. Elena's experiences as a preservice teacher in two elementary dual language classrooms indicates ways in which those experiences helped to reframe her views about the intersections between language learning and science learning. I propose the language experience narrative, as a subset of the life story, as a way to understand how preservice teachers reconstruct past language experiences, connect to the present, and anticipate future language practices.

Transitioning to Inquiry-Based Teaching: Exploring Science Teachers' Professional Development Experiences

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Kazempour, Mahsa; Amirshokoohi, Aidin

2014-01-01

The literature on professional development is replete with studies that utilize survey, interview, and classroom observation data, primarily collected post professional development experience, to explore teachers' knowledge, beliefs, and actions; however, we lack a clear understanding of teachers' learning process and reflections during the…

Perspectives on Science Teacher Professional Development: A study of the ASSET Experience

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Reeves, Katrina; Miller, Scott; Foster, Andrea

2015-01-01

The Astronomy Summer School of East Texas (ASSET) is a two-year NASA-funded teacher professional development program created to help improve middle and high school science teachers' knowledge of and attitudes toward astronomy. During an intensive summer astronomy course experience, science teachers are taught astronomy concepts and principles through engaging pedagogical techniques. The workshop models hands-on/minds-on teaching strategies that strengthened teachers' own pedagogical content knowledge and ways of teaching astronomy to students.As part of our second year of ASSET, participants were observed and interviewed before, during and after the workshop experience to ascertain their perspectives on their own professional development and understanding of astronomy. Interview data, participant observations, surveys, and artifact data (journaling, one-minute papers, etc...) were analyzed and three broad themes emerged regarding the significance of the ASSET experience on teacher enhancement of content knowledge, pedagogical content knowledge (PCK), and the significance of teacher professional development communities in teaching and learning science. We will discuss the major implications of our observations and outline what tools and techniques can be best implemented as part of professional development workshops such as ASSET.This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

Self-efficacy in Environmental Education: Experiences of elementary education preservice teachers

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Gardner, Cynthia Crompton

Despite research showing Environmental Education can provide positive student outcomes in academic achievement, critical thinking, motivation and engagement (Ernst, 2007; Lieberman & Hoody, 1998; Orr, 1992; Palmer, 1998; Powers, 2004; Volk & Cheak, 2003), Environmental Education is currently not a critical element in American public school K-12 education. The present study investigates self-efficacy in Environmental Education through a mixed methods research approach. The data reveal the participants' perspectives of their sense of self-efficacy in Environmental Education. It adds to the body of work on Environmental Education and self-efficacy by specifically investigating the topics through interviews with preservice teachers. Purposeful sampling is used to identify preservice elementary education teachers in their senior year of college with a high measure of self-efficacy. Self-efficacy is measured using the Environmental Education Efficacy Belief Instrument (Sia, 1992). Forty-six preservice teachers completed the instrument. Six preservice teachers were interviewed to determine experiences that impact their self-efficacy in Environmental Education. Continual comparison and cross-case analysis are used to analyze the data. The results reveal a relationship between personal experiences with nature as a young child and current beliefs toward their personal efficacy and teaching outcome efficacy in Environmental Education. Similar to the findings of Sia (1992), the researcher discovered that preservice teachers realize that they lack sufficient knowledge and skill in Environmental Education but believe that effective teaching can increase students understanding of Environmental Education. While the preservice teachers do not believe they will teach Environmental Education as well as other subjects, they will continually seek out better ways to teach Environmental Education. Interviews with participants who had a high self-efficacy revealed the importance of

Experiment of ablative Rayleigh-Taylor instability in a strongly non linear regime on the National Ignition Facility

International Nuclear Information System (INIS)

Casner, A.; Masse, L.; Liberatore, S.; Delorme, B.; Jacquet, L.; Loiseau, P.; Smalyuk, V. A.; Martinez, D.; Remington, B. A.

2012-01-01

As the control of the development of Rayleigh-Taylor-type hydrodynamic instabilities is crucial to achieve efficient implosions on the Laser Megajoule, and as the complexity of these instabilities requires an experimental validation of theoretical models and of the associated numerical simulations, the authors briefly present a proposition of experiments aimed at studying the strongly non linear Rayleigh-Taylor instability on the National Ignition Facility (NIF). This should allow a regime of competition between bubbles to be achieved for the first time in direct attack. They evoke the first experiment performed in March 2013

Configuring NIF for direct drive experiments

International Nuclear Information System (INIS)

Eimerl, D.; Rothenberg, J.; Key, M.

1995-01-01

The National Ignition Facility (NIF) is a proposed 1.8 MJ laser facility for carrying out experiments in inertial confinement fusion, currently designed for indirect drive experiments. The direct drive approach is being pursued at the 30 kJ Omega facility at the University of Rochester. In this paper we discuss the modifications to the NIF laser that would be required for both indirect and direct drive experiments. A primary concern is the additional cost of adding direct drive capability to the facility

They need to be recognized as a person in everyday life: Teachers' and helpers' experiences of teacher-student relationships in upper secondary school.

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Krane, Vibeke; Karlsson, Bengt; Ness, Ottar; Binder, Per-Einar

2016-01-01

The aim of this study was to explore how teachers and helpers experience that teacher-student relationship (TSR) is developed and promoted in upper secondary school.We also explored their experiences of qualities of TSR with students with mental health problems or at risk of dropping out. The study used a qualitative and participative approach; key stakeholders were included as co-researchers. Focus group interviews were held with 27 teachers and helpers. A thematic analysis was conducted. The participants' descriptions of important experiential dimensions of TSR were clustered around four themes: (1) to be recognized as a person with strengths and challenges in everyday life, (2) collaborative relationships between students and teachers, (3) flexible boundaries in the relationship between teachers and students and (4) organization of classes and procedures set the stage for TSR. Collaborative, emotional and contextual qualities were found important to the development of TSR in upper secondary school. Experiences of negative qualities of TSR can contribute to push students out of school. Teachers and helpers experience that TSR may have the potential to play a role in promoting mental health in students' everyday life.

Elementary Teachers' Experiences and Perceptions of Departmentalized Instruction: A Case Study

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Strohl, Alecia; Schmertzing, Lorraine; Schmertzing, Richard

2014-01-01

This case study investigated elementary teachers' experiences and perceptions during a trial year of departmentalized instruction in a rural south Georgia elementary school. To inform their decision about whole-school departmentalization for the future, school administrators appointed twelve first through third grade teachers to pilot the…

The Impact of Training on the Accuracy of Teacher-Completed Direct Behavior Ratings (DBRs)

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LeBel, Teresa J.; Kilgus, Stephen P.; Briesch, Amy M.; Chafouleas, Sandra

2010-01-01

The purpose of this study was to investigate the effects of three levels of training (direct, indirect, and none) on teachers' ability to accurately rate video of student behavior. Direct and indirect training groups received instructional sessions on direct behavior ratings (DBRs), with the direct training group receiving opportunities for…

Undergraduate Science Coursework: Teachers' Goal Statements and How Students Experience Research

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Van der Rijst, Roeland M.; Visser-Wijnveen, Gerda J.; Verloop, Nico; Van Driel, Jan H.

2013-01-01

Understanding the relation between teachers' goal statements and students' experiences about the position of research in undergraduate coursework can give use insight into ways to integrate research and teaching and foster undergraduate research. In this study, we examined to what extent teachers' goal statements agreed with students' experiences…

Effects of the learning assistant experience on in-service teachers' practices

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Gray, Kara E.; Webb, David C.; Otero, Valerie K.

2012-02-01

The Colorado Learning Assistant (LA) Program serves as a content-specific supplement to standard teacher preparation programs. In addition to transforming undergraduate STEM courses, it recruits and prepares math and science majors for teaching careers by involving university STEM faculty. The research reported here compares the teaching practices of in-service teachers who participated in the LA experience as undergraduates to a comparison group of teachers who did not participate in the LA program as undergraduates but were certified to teach through the same program. We report on teachers' views of assessments and differences in their teaching practices. This analysis is based on interviews with approximately 30 teachers and observations of their classrooms throughout their induction years of teaching. This work considers how the LA program may help improve current teacher preparation models.

Bringing Experience from the Field into the Classroom with the NOAA Teacher at Sea and PolarTREC Teacher Research Experience Programs

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Eubanks, E. D.; Kohin, S.; Oberbauer, S.

2008-12-01

As a participant of the National Oceanic and Atmospheric Administration (NOAA), Teacher at Sea (2007) and the Arctic Research Consortium of the U.S., PolarTREC (2008) programs, I have had the opportunity to participate in hands-on research with leading scientific researchers from the tropics to the Arctic. These Teacher Researcher Experiences (TRE's) and the resulting relationships that have developed with the scientific community have been an asset to my professional development and have greatly enhanced my students' learning. The opportunity to participate in data collection and hands-on research with a NOAA researcher, Dr. Kohin, helped me bring shark, ocean, and ship science from my expedition onboard the NOAA Ship David Starr Jordan in the Channel Island region into my classroom. The new knowledge, experiences, and resources that I brought back allowed me to create lesson plans and host Shark Month--an activity that involved all 300 students in my school. My students were able to link real data regarding the location of sharks to practical application and still meet state standards. Likewise, the scientist from my PolarTREC expedition, Dr. Oberbauer, is assisting me in a long-term plan to incorporate his data into my classroom curricula. Already, my experiences from Barrow, Alaska, have been shared through webinars with my community and as a keynote speaker to over 600 Palm Beach County science teachers. We are also working together to develop a yearlong curriculum, in which my entire school of 300 students will discover interdisciplinary polar science. Participation in TRE's has been beneficial for my students and my community, but what is the return on the investment for the scientists who invited me to participate in their research? Both scientists have transferred their knowledge out of the laboratory and made a link between their research and a different generation--our future scientists. They become instrumental science leaders in a community of young

Probing Pre-and In-Service Physics Teachers' Knowledge Using the Double-Slit Thought Experiment

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Asikainen, Mervi A.; Hirvonen, Pekka E.

2014-01-01

This study describes the use of the double-slit thought experiment as a diagnostic tool for probing physics teachers' understanding. A total of 9 pre-service teachers and 18 in-service teachers with a variety of different experience in modern physics teaching at the upper secondary level responded in a paper-and-pencil test and three of these…

The Effect of Layered Curriculum on Reflective Thinking and on Self-Directed Learning Readiness of Prospective Teachers

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Gencel, Ilke Evin; Saracaloglu, A. Seda

2018-01-01

Teachers are important role models for pupils. They should be reflective practitioners and self-directed learners. Teacher training process should promote being a reflective thinker and a self-directed learner. Curriculum should be designed in accordance with constructivism. The aim of this research is to investigate effects of layered curriculum…

Teachers' Experiences Providing One-on-One Instruction to Struggling Readers

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Liebfreund, Meghan D.; Amendum, Steven J.

2017-01-01

This study examined the experiences of 12 kindergarten, first-, and second-grade classroom teachers who provided one-on-one intervention instruction for struggling readers within the general classroom context. Teachers were interviewed at the end of the project. Interview statements clustered into four themes: Managing One-on-One Intervention,…

Workplace Experiences of Australian Lesbian and Gay Teachers: Findings from a National Survey

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Ferfolja, Tania; Stavrou, Efty

2015-01-01

Historically, lesbian and gay teachers working in schools have experienced silencing, invisibility, and discrimination. This paper reports on research that examined the experiences of self-identified lesbian and gay teachers working in a variety of school types and school systems across Australia. Specifically, it explores these teachers'…

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

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

2009-01-01

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

The Effect of Student Teaching Experience and Teacher Beliefs on Pre-Service Teachers' Self-Efficacy and Intention to Use Technology in Teaching

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Han, Insook; Shin, Won Sug; Ko, Yujung

2017-01-01

The student teaching experience has been considered important in establishing pre-service teachers' beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration--especially pre-service teachers' pedagogical…

Improving Geoscience Education through the PolarTREC Teacher Research Experience Model (Invited)

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Warburton, J.; Timm, K.; Larson, A. M.

2010-12-01

Teacher Research Experiences (TRE’s) are not new. For more than a decade, the National Science Foundation (NSF) as well as other federal agencies have been funding programs that place teachers with researchers in efforts to invigorate science education by bringing educators and researchers together through hands-on experiences. Many of the TRE’s are successful in providing a hands-on field experience for the teachers and researchers however many of the programs lack the resources to continue the collaborations and support the growing network of teachers that have had these field experiences. In 2007, NSF provided funding for PolarTREC—Teachers and Researchers Exploring and Collaborating, a program of the Arctic Research Consortium of the U.S. (ARCUS). PolarTREC is a TRE where K-12 teachers participate in polar field research, working closely with scientists as a pathway to improving science education. In just three years, it has become a successful TRE. What makes PolarTREC different than other the teacher research experience programs and how can others benefit from what we have learned? During this presentation, we will share data collected through the program evaluation and on how PolarTREC contributes to the discipline of Science, Technology, Engineering, and Mathematics (STEM) education and pedagogy through a model program conceived and organized according to current best practices, such as pre-research training, mentoring, support for classroom transfer, and long-term access to resources and support. Data shows that PolarTREC’s comprehensive program activities have many positive impacts on educators and their ability to teach science concepts and improve their teaching methods. Additionally, K-12 students polled in interest surveys showed significant changes in key areas including amount of time spent in school exploring research activities, importance of understanding science for future work, importance of understanding the polar regions as a person

The Preservice Teachers Are Watching: Framing and Reframing the Field Experience

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Scherff, Lisa; Singer, Nancy Robb

2012-01-01

In this article we employ Sizers' (1999) school- and classroom-based lenses for observation and apply them to the events and interactions that teacher education students see during school-based field experiences. Our data include online reflections and discussions among 33 students enrolled in a teacher education program at a large, public…

Influence of Teachers' Teaching Experience on Students' Learning ...

African Journals Online (AJOL)

This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the ...

Male teachers' experiences of own aggression | Botha | South ...

African Journals Online (AJOL)

We describe an exploratory, descriptive, and contextual study on the lived experiences of 17 male teachers' own aggression in the Gert Sibande district in Mpumalanga province. Individual phenomenological interviews were used to collect data from these volunteers for this qualitative research. The data were analysed by ...

Collaborating on Facebook: Teachers Exchanging Experiences Through Social Networking Sites

Directory of Open Access Journals (Sweden)

da Cunha Júnior F.,

2016-12-01

Full Text Available This study explores the use of Facebook for educational purposes, as a collaborative online space for enabling communication among teachers from different schools. The article describes how a group of 43 teachers on Facebook, from various schools in the southeast region of Brazil used a group on Facebook as a collaborative space for communicating among each other. On the group, these teachers shared experiences about the use of digital technologies in their secondary education classes. This study is based on Cultural Historical Activity Theory, considering the group on Facebook as a tool for mediating communication . The objective of this study is to explore why and how teachers collaborated with each other on Facebook, and to study how communication among them evolved in the process. We examined the posts on that group from 2012 to 2014, and two questionnaires responded online by the teachers in June 2012 and in December 2013. Our findings suggest that teachers tend to critically collaborate in smaller groups and that further online communication evolved outside the group of teachers, with the creation of smaller groups on Facebook inside their schools.

Snapshots of Authentic Scientific Inquiry and Teacher Preparation: Undergraduate STEM Courses, Preservice and Inservice Teachers' Experiences

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French, Debbie Ann

In this dissertation, the researcher describes authentic scientific inquiry (ASI) within three stages of teacher preparation and development: a1) undergraduate STEM courses, b2) preservice secondary science education methods courses, and c3) inservice teacher professional development (PD). Incorporating (ASI)-- pedagogy closely modeling the research practices of scientists--is at the forefront of national science, technology, engineering, and mathematics (STEM) initiatives and the Next Generation Science Standards (NGSS). In the first of three research articles, 42 students participated in an introductory astronomy course which employed inquiry-based pedagogy. The researcher administered the Test Of Astronomy STandards (TOAST) pre/post instruction. In the second article, 56 preservice secondary science teachers completed ideal lesson plan scenarios before and after 80 hours of methods instruction. The researcher scored the scenarios using a rubrirubric developedc according to the NGSS Science and Engineering Practices, and analyzed the components from the scenarios. The third article surveyed 63 inservice STEM teachers with prior research and industry experience. The researcher highlights teacher ASI perspectives. Overall, teachers incorporated opportunities for K-20 students to use scientific instrumentation and technology to collect and analyze data, work collaboratively, and develop evidence-based conclusions. Few teachers provided opportunities for students to ask scientific questions or disseminate results, suggesting the need that teachers (at all levels) need scaffolded instruction in these areas. The researcher argues that while ASI and STEM PDs are effective for teachers, developing similar interest, on-going communities of practice may provide support for teacher to implement the ASI practices in their classrooms.

Assimilation or transformation? An analysis of change in ten secondary science teachers following an inquiry-based research experience for teachers

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Blanchard, Margaret R.

2006-12-01

It is argued that teachers must experience inquiry in order to be able to translate it to their classrooms. The National Science Foundation's (NSF's) Research Experiences for Teachers (RETs) offer promising programs, yet scant empirical support documents the effectiveness of these programs. In this study, ten experienced, secondary science teachers were followed back to the classroom after a five-week, marine ecology RET, addressing the questions: How do teachers' conceptions and enactment of classroom inquiry change after the program?; What are the program's goals?; What accounts for these differences?; and What do these findings imply for future RETs? Data collected includes pre and post program questionnaires, audiotapes and videotapes of pre and post program teaching, post program STIR instrument responses, interviews, and field notes. The study found that an extensive, reflective program model, conducted by scientists who are teacher-centered, successfully conveyed the program model of inquiry. Post program, teachers' conceptions of inquiry were more student centered, focused less on assessment and classroom management and more on authentic content, questions, and presentations, and incorporated program language. Question patterns during enactment shifted to fewer teacher questions, more student questions, and increased higher order questions by students and teachers. More procedural questions indicated role shifts. The STIR instrument fostered understanding of enactment and, with critical incidents analyses, highlighted underlying teacher value structures. Teachers with more theoretical sophistication and who had Rationalistic and Egalitarian value structures applied inquiry throughout their teaching and moved beyond contextual constraints. Implications suggest that those who develop and implement RETs need to be masterful "bridge builders" to help transition teachers and their learning back to the classroom. Reflection holds promise for illuminating teachers

Online Education and the Emotional Experience of the Teacher

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Cook, Judi Puritz

2018-01-01

This chapter examines the emotional experience of teachers who are designing courses for digital learning environments. Recommendations for gaining confidence and coping with the emotional stress of rethinking a course for online learning are addressed.

Stewart and Ray's Big Adventure: A Research Experience for Teachers at UMASS/Amherst

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McCarthy, Ray

2011-01-01

Late in the winter of 2010, teachers across Massachusetts received invitations to apply for six- to eight-week Research Experiences for Teachers (RET) in which middle or high school teachers in STEM subjects would work alongside scientists and their graduate students as they sought to solve real-world problems. This country-wide effort was funded…

Pura Vida: Teacher Experiences in a Science Education Study Abroad Course in Costa Rica

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Medina, Stephanie Rae

The purpose of this study was to explore the experiences of classroom teachers who participated in a science-focused study abroad during their time as a preservice teacher and to explore how they are using their study abroad experiences in science curriculum planning and in classroom instruction. This study is guided by two research questions: 1) what are the study abroad experiences that have influenced classroom teachers; and, 2) how do classroom teachers incorporate study abroad experiences into science curriculum planning and instruction in the classroom? Participants were two in-service science teachers from schools located in the Southwestern United States. The participants were enrolled in the course, Environmental Science and Multicultural Experience for K-8 Teachers offered through the Department of Educational Leadership, Curriculum and Instruction during their time as preservice teachers. The course included a two-week study abroad component in Costa Rica. Participants spent their mornings observing a monolingual, Spanish-speaking elementary classroom followed by a faculty-led multicultural seminar. Afternoons during the study abroad experience were dedicated to field science activities such as quantifying plant and animal biodiversity, constructing elevation profiles, determining nutrient storage in soil, and calculating river velocity. Throughout the course students participated in science-focused excursions. A cross case study design was used to answer the two research questions guiding this dissertation study. Data collection included participant-created concept maps of the science experiences during the study abroad experience, in-depth interviews detailing the study abroad experience and classroom instruction, and participant reflective journal entries. Cross-caseanalysis was employed to explore the uniqueness of each participant's experience and commonalities between the cases. Trustworthiness was established by utilizing multiple sources of data

Dangerous Practices: The Practicum Experiences of Non-Indigenous Pre-Service Teachers in Remote Communities

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Auld, Glenn; Dyer, Julie; Charles, Claire

2016-01-01

This paper seeks to explore the risks of providing preservice teachers with professional experiences in remote communities. In particular this paper focuses on the risks associated with this kind of professional experience. Twelve pre-service teachers were interviewed whilst on a three-week practicum around Katherine and in Maningrida in the…

Subject- and Experience-Bound Differences in Teachers' Conceptual Understanding of Sustainable Development

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Borg, C.; Gericke, N.; Höglund, H.-O.; Bergman, E.

2014-01-01

This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers' conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable…

Research Capabilities Directed to all Electric Engineering Teachers, from an Alternative Energy Model

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Víctor Hugo Ordóñez Navea

2017-08-01

Full Text Available The purpose of this work was to contemplate research capabilities directed to all electric engineering teachers from an alternative energy model intro the explanation of a semiconductor in the National Training Program in Electricity. Some authors, such as. Vidal (2016, Atencio (2014 y Camilo (2012 point out to technological applications with semiconductor electrical devices. In this way; a diagnostic phase is presented, held on this field research as a descriptive type about: a how to identify the necessities of alternative energies, and b The research competences in the alternatives energies of researcher from a solar cell model, to boost and innovate the academic praxis and technologic ingenuity. Themselves was applied a survey for a group of 15 teachers in the National Program of Formation in electricity to diagnose the deficiencies in the research area of alternatives energies. The process of data analysis was carried out through descriptive statistic. Later the conclusions are presented the need to generate strategies for stimulate and propose exploration of alternatives energies to the development of research competences directed to the teachers of electrical engineering for develop the research competences in the enforcement of the teachers exercise for the electric engineering, from an alternative energy model and boost the technologic research in the renewal energies field.

Followership in Higher Education: Academic Teachers and their Formal Leaders

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Jennie Billot

2013-09-01

Full Text Available The concept of followership in higher education has been given limited attention despite the fact that followers are key players in the follower/leader equation and that leadership is increasingly seen as vital to improving the student learning experience. This paper explores this concept, reporting on the findings of a qualitative study underpinned by a socio-constructivist framework. Thirty-eight narratives describing the experience of being a follower and interacting with a formal leader were collected from academic teachers in seven institutions worldwide and analysed using inductive content analysis. The richness of the narratives collected illustrates the intricate relationship formed by the followership/leadership interaction. The results affirm the premise that, just as teachers are defined by their students’ learning, leaders are defined by their followers’ engagement. However, some teachers also display a strong reluctance towards the very idea of being a follower in academia where critical and independent thinking form the backbone of all practices. Negotiation, responsibility, and mutual respect appear essential aspects of any form of followership/leadership interaction as it directly or indirectly influences student learning and personal development. The research presented suggests that, in challenging times, academic leaders must attend to the characteristics and needs of their followers.

The Nature and Influence of Teacher Beliefs and Knowledge on the Science Teaching Practice of Three Generalist New Zealand Primary Teachers

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Anderson, Dayle

2015-06-01

Students' negative experiences of science in the primary sector have commonly been blamed on poor teacher content knowledge. Yet, teacher beliefs have long been identified as strong influences on classroom practice. Understanding the nature of teacher beliefs and their influence on primary science teaching practice could usefully inform teacher development initiatives. In science education, teacher beliefs about teaching and learning have been proposed as key influences in the development of pedagogical content knowledge for science teaching. This paper uses a multiple qualitative case study design to examine the nature and influence of beliefs on the practice and knowledge development of three generalist primary teachers during the implementation of a unit of work in science. Data for each case study included observations and transcripts of recordings of the lessons forming each science unit, together with multiple interviews with the teacher throughout its implementation. Findings support those of other researchers suggesting that beliefs about purposes of science education, the nature of science, and science teaching and learning strongly influence teacher practice and knowledge. Beliefs about the purposes of science education were found to be a particularly strong influence on practice in the observed cases. However, beliefs about students and the teachers' aims for education generally, as well as teachers' notions concerning vertical science curriculum, were also crucially influential on the type of science learning opportunities that were promoted. Beliefs were found to additionally influence the nature of both subject matter knowledge and pedagogical content knowledge for science developed by the teachers.

Secondary Teachers' Experiences with Students with Disabilities: Examining the Global Landscape

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Hauerwas, Laura Boynton; Mahon, Jennifer

2018-01-01

This study contributes to the international conversation about the education for students with disabilities at the secondary level by providing some international data about secondary teachers' training and experiences with inclusive practices. Teacher leaders from 20 different countries participated in this exploratory survey research about the…

Direct characterization of chaotic and stochastic dynamics in a population model with strong periodicity

International Nuclear Information System (INIS)

Tung Wenwen; Qi Yan; Gao, J.B.; Cao Yinhe; Billings, Lora

2005-01-01

In recent years it has been increasingly recognized that noise and determinism may have comparable but different influences on population dynamics. However, no simple analysis methods have been introduced into ecology which can readily characterize those impacts. In this paper, we study a population model with strong periodicity and both with and without noise. The noise-free model generates both quasi-periodic and chaotic dynamics for certain parameter values. Due to the strong periodicity, however, the generated chaotic dynamics have not been satisfactorily described. The dynamics becomes even more complicated when there is noise. Characterizing the chaotic and stochastic dynamics in this model thus represents a challenging problem. Here we show how the chaotic dynamics can be readily characterized by the direct dynamical test for deterministic chaos developed by [Gao JB, Zheng ZM. Europhys. Lett. 1994;25:485] and how the influence of noise on quasi-periodic motions can be characterized as asymmetric diffusions wandering along the quasi-periodic orbit. It is hoped that the introduced methods will be useful in studying other population models as well as population time series obtained both in field and laboratory experiments

Directed emission of CdSe nanoplatelets originating from strongly anisotropic 2D electronic structure

Science.gov (United States)

Scott, Riccardo; Heckmann, Jan; Prudnikau, Anatol V.; Antanovich, Artsiom; Mikhailov, Aleksandr; Owschimikow, Nina; Artemyev, Mikhail; Climente, Juan I.; Woggon, Ulrike; Grosse, Nicolai B.; Achtstein, Alexander W.

2017-12-01

Intrinsically directional light emitters are potentially important for applications in photonics including lasing and energy-efficient display technology. Here, we propose a new route to overcome intrinsic efficiency limitations in light-emitting devices by studying a CdSe nanoplatelets monolayer that exhibits strongly anisotropic, directed photoluminescence. Analysis of the two-dimensional k-space distribution reveals the underlying internal transition dipole distribution. The observed directed emission is related to the anisotropy of the electronic Bloch states governing the exciton transition dipole moment and forming a bright plane. The strongly directed emission perpendicular to the platelet is further enhanced by the optical local density of states and local fields. In contrast to the emission directionality, the off-resonant absorption into the energetically higher 2D-continuum of states is isotropic. These contrasting optical properties make the oriented CdSe nanoplatelets, or superstructures of parallel-oriented platelets, an interesting and potentially useful class of semiconductor-based emitters.

Postglobal Teacher Preparation: Border Thinking along the Global South through International Cross-Cultural Experiences

Science.gov (United States)

Rahatzad, Jubin; Sasser, Hannah L.; Phillion, JoAnn; Karimi, Nastaran; Deng, Yuwen; Akiyama, Reiko; Sharma, Suniti

2013-01-01

Preservice teachers' international cross-cultural experiences can provide opportunities for the exploration of epistemic frontiers. In this article we suggest that postglobal teacher preparation take a critically reflective approach that engages preservice teachers in border thinking, which allows for other ways of knowing while studying abroad.…

Barriers to Conducting Supervised Agricultural Experiences as Perceived by Preservice Agricultural Education Teachers

Directory of Open Access Journals (Sweden)

J. Joey Blackburn

2014-10-01

Full Text Available The purpose of this descriptive study was to assess preservice agriculture teachers’ perceptions of the importance of Supervised Agricultural Experience (SAE and their views on barriers to conducting SAE. A census of the sophomore-level agricultural education course at Oklahoma State University was conducted to measure perceptions at the beginning and end of the course. This study was framed upon Ajzen’s Theory of Planned Behavior. Results indicated that preservice teachers perceived SAE was an important component of agricultural education and important at the secondary school they attended. The greatest barrier to conducting SAE was their lack of familiarity with newer SAE categories. This was true at both the beginning and end of the course. It is recommended that preservice teachers receive instruction on and experiences in all types of SAE. This would increase the likelihood of preservice teachers perceiving they have control over this barrier regarding SAE implementation. This cohort of preservice teachers should be surveyed over time to determine change in their perceptions of barriers to SAE implementation as they progress in the agricultural education program and through their careers. Further, the views of in-service teachers should also be assessed to determine if perceived barriers differ with professional experience.

Becoming a science teacher: The competing pedagogies of schools and teacher education

Science.gov (United States)

Rozelle, Jeffrey J.

A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to view student teaching skeptically; student teachers often move away from the reform-minded practices espoused in teacher education. This multi-site ethnographic study investigated a full-year internship experience for six science interns at three diverse high schools as part of a teacher preparation program at a large state university. In taking an ecological perspective, this study documented the dynamic and evolving relationships between interns, cooperating teachers, teacher educators, and the school and classroom contexts. The goals of the study were to describe the changes in interns throughout the course of a year-long internship as a science teacher and to determine the relative influences of the various aspects of the ecology on interns. Data include fieldnotes from 311 hours of participant observation, 38 interviews with interns, cooperating teachers, and teacher educators, and 190 documents including course assignments, evaluations, and reflective journals. Interns' teaching practices were strongly influenced by their cooperating teachers. During the first two months, all six interns "used their mentor's script." When teaching, they attempted to re-enact lessons they witnessed their cooperating teachers enact earlier in the day. This included following the lesson structure, but also borrowing physical mannerisms, representations, anecdotes, and jokes. When interns could no longer follow their cooperating teacher due to an increased teaching load, they "followed their mentors' patterns"---implementing instruction that emphasized similar strategies---regardless of whether they were experiencing success in the

Secondary School Teachers' Courses of Action in Relation to Experience and Sense of Self-Efficacy.

Science.gov (United States)

Korevaar, Gerda

This study describes and assesses the influence of experience and self-confidence on teachers' reactions to problematic situations. Participants in the study were 303 expert and 136 student teachers. Data were obtained by using the questionnaires, "Situations" and "Sense of Efficacy." As expected, student teachers and expert teachers with a high…

Strong Measurements Give a Better Direct Measurement of the Quantum Wave Function.

Science.gov (United States)

Vallone, Giuseppe; Dequal, Daniele

2016-01-29

Weak measurements have thus far been considered instrumental in the so-called direct measurement of the quantum wave function [4J. S. Lundeen, Nature (London) 474, 188 (2011).]. Here we show that a direct measurement of the wave function can be obtained by using measurements of arbitrary strength. In particular, in the case of strong measurements, i.e., those in which the coupling between the system and the measuring apparatus is maximum, we compared the precision and the accuracy of the two methods, by showing that strong measurements outperform weak measurements in both for arbitrary quantum states in most cases. We also give the exact expression of the difference between the original and reconstructed wave function obtained by the weak measurement approach; this will allow one to define the range of applicability of such a method.

Reflection after teaching a lesson: Experiences of secondary school science teachers

Science.gov (United States)

Halstead, Melissa A.

Secondary science teachers spend most of their time planning, collaborating, and teaching, but spend little time reflecting after teaching a single lesson. The theoretical framework of the adult learning theory and the transformative learning theory was the basis of this study. This qualitative research study was conducted to understand the reflective experiences of secondary science educators after teaching a single or several lessons. The collection of data consisted of interviews from a group of purposefully selected secondary science teachers who met the criteria set forth by the researcher. Through a qualitative analysis of interviews and field notes, the researcher determined that the secondary science teachers in this study shared similar as well as different experiences regarding collaborative and individual reflection after teaching a single or several lessons. The findings from this study also suggested that secondary science educators prefer to collaboratively reflect and then reflect alone to allow for further thought. Additionally, a supportive school culture increases the secondary science teacher’s desire to engage in collaborative as well as individual reflection. The information from this study could be used to close the gaps that exist in the teacher professional development programs.

Teachers doing science: An authentic geology research experience for teachers

Science.gov (United States)

Hemler, D.; Repine, T.

2006-01-01

Fairmont State University (FSU) and the West Virginia Geological and Economic Survey (WVGES) provided a small pilot group of West Virginia science teachers with a professional development session designed to mimic experiences obtained by geology majors during a typical summer field camp. Called GEOTECH, the program served as a research capstone event complimenting the participants' multi-year association with the RockCamp professional development program. GEOTECH was funded through a Improving Teacher Quality Grant administered by West Virginia Higher Education Policy Commission. Over the course of three weeks, eight GEOTEACH participants learned field measurement and field data collection techniques which they then applied to the construction of a surficial geologic map. The program exposed participants to authentic scientific processes by emphasizing the authentic scientific application of content knowledge. As a secondary product, it also enhanced their appreciation of the true nature of science in general and geology particular. After the session, a new appreciation of the effort involved in making a geologic map emerged as tacit knowledge ready to be transferred to their students. The program was assessed using pre/post instruments, cup interviews, journals, artifacts (including geologic maps, field books, and described sections), performance assessments, and constructed response items. Evaluation of the accumulated data revealed an increase in participants demonstrated use of science content knowledge, an enhanced awareness and understanding of the processes and nature of geologic mapping, positive dispositions toward geologic research and a high satisfaction rating for the program. These findings support the efficacy of the experience and document future programmatic enhancements.

Nursing Students' Experiences of the Empathy of Their Teachers: A Qualitative Study

Science.gov (United States)

Mikkonen, Kristina; Kyngäs, Helvi; Kääriäinen, Maria

2015-01-01

The purpose of this study was to describe nursing students' experiences of empathy of nursing teachers with the emphasis on how experiencing empathy from their teachers influences students, their learning and professional development. This research was a qualitative descriptive study conducted through face-to-face interviews with nursing students.…

A Cultural Immersion Field Experience: Examining Pre-Service Music Teachers' Beliefs about Cultural Differences

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VanDeusen, Andrea J.

2017-01-01

With the intent of informing music teacher education practices and developing more culturally responsive and relevant teachers, the purpose of this research was to explore pre-service music teachers' understandings of culture and diversity, and to examine the impact of a short-term cultural immersion field experience on pre-service music teachers'…

An Examination of Technology Training Experiences from Teacher Candidacy to In-Service Professional Development

Science.gov (United States)

Williams, Mable Evans

2017-01-01

The purpose of this qualitative study was to explore the perceptions of in-service teachers concerning the effectiveness of technology training from a teacher education preparation program to in-service professional development. The findings of the study revealed that inservice teachers have had varying degrees of technology experiences from their…

NSF GK-12 Fellows as Mentors for K-12 Teachers Participating in Field Research Experiences

Science.gov (United States)

Ellins, K.; Perry, E.

2005-12-01

The University of Texas Institute for Geophysics (UTIG) recognizes the value of providing educational opportunities to K-12 teachers who play a critical role in shaping the minds of young people who are the future of our science. To that end, UTIG established the "Texas Teachers in the Field" program in 2000 to formalize the participation of K-12 teachers in field programs that included UTIG scientists. In 2002, "Texas Teachers in the Field" evolved through UTIG's involvement in a University of Texas at Austin GK-12 project led by the Environmental Sciences Institute, which enabled UTIG to partner a subset of GK-12 Fellows with teachers participating in geophysical field programs. During the three years of the GK-12 project, UTIG successfully partnered four GK-12 Fellows with five K-12 teachers. The Fellows served as mentors to the teachers, as liaisons between UTIG scientists leading field programs and teachers and their students, and as resources in science, mathematics, and technology instruction. Specifically, Fellows prepared teachers and their students for the field investigations, supervised the design of individual Teacher Research Experience (TRE) projects, and helped teachers to develop standards-aligned curriculum resources related to the field program for use in their own classrooms, as well as broader distribution. Although all but one TRE occurred during the school year, Texas school districts and principals were willing to release teachers to participate because the experience and destinations were so extraordinary (i.e., a land-based program in Tierra del Fuego, Argentina; and research cruises to the Southeast Caribbean Sea and Hess Deep in the Pacific Ocean) and carried opportunities to work with scientists from around the world. This exceptional collaboration of GK-12 Fellows, K-12 teachers and research scientists enriches K-12 student learning and promotes greater enthusiasm for science. The level of mentoring, preparation and follow-up provided

War, Peace, and Peace Education: Experiences and Perspectives of Pre-Service Teachers

Science.gov (United States)

Gurdogan-Bayir, Omur; Bozkurt, Mahmut

2018-01-01

The purpose of this study was to reveal the perceptions of preservice teachers with war experience regarding war, peace and peace education. In the study, the phenomenological design was applied. The participants of the study were individuals who experienced wars or conflicts for several reasons in their countries and who received teacher training…

Trouble in the schoolhouse: new views on victimization, fear of crime, and teacher perceptions of the workplace.

Science.gov (United States)

Williams, L E; Winfree, L T; Clinton, L

1989-01-01

The current study examines the self-reported victimizations of 90 public school teachers, over one-third of whom reported school-based theft of personal property or threats of violence. The study addressed two basic questions. First, what was the relationship between these school-based victimization experiences and the level of fear expressed by teachers? Second, what was the relationship between both the victimizations and fear and teacher satisfaction with their jobs and their employers? In order to provide a thorough examination of these relationships, several recognized correlates of teacher satisfaction, including respondent's sex, age, work assignments, and racial attitudes and orientations, were included in the analysis. It was found that teacher satisfaction was influenced not only by factors normally associated with teaching, but also by perceptions of and experiences with youthful misbehavior at school. For its part, fear of crime exhibited a strong direct link to both types of satisfaction, and it apparently mitigated the influences of racism on satisfaction with one's job and employer. These observations were consistent with an emerging perspective in victimization studies, which views the link between victimizations and fear of crime as part of the more general social climate, including perceptions of one's work environment, a perspective that frees the researcher from the confines of more traditional conceptualizations about crime.

The Influence of Experience on Pre-service Teachers' Perceptions of Good and Bad Aspects of a Lesson

Science.gov (United States)

Mitchell, Murray; Doolittle, Sarah; Schwager, Susan

2005-01-01

Experiences in sport and physical activity prior to formal teacher preparation are thought to be influential on perceptions of aspiring teachers. Various types of sport and teaching experiences of future teachers have not, however, been linked to specific beliefs and perceptions of teaching effectiveness. The purpose of this study was to examine…

Direct photon experiments

International Nuclear Information System (INIS)

Boeggild, H.

1986-11-01

The author reviews the experiments on direct photon production in hadronic collisions. After a description of the experimental methods for the study of such processes he presents some results on differential cross sections and the γ/π 0 ratio in π - p, π + p, pp, and anti pp processes as well as in reactions of π - , π + , and p on carbon. (HSI)

The Current Situation of Field Experience in a Five-Year Science Teacher Education Program in Thailand

Science.gov (United States)

Faikhamta, Chatree; Jantarakantee, Ekgapoom; Roadrangka, Vantipa

2011-01-01

This research explored the current situation in managing the field experience of a five-year science teacher education program in one university in Thailand. A number of methods were used to assess field experience situation: (1) a questionnaire on the perceptions of pre-service science teachers of field experience management; (2) participant…

Online Platform Support for Sustained, Collaborative and Self-directed Engagement of Teachers in a Blended Professional Development Program

Science.gov (United States)

Osburg, Thomas; Todorova, Albena

Professional development of teachers plays a significant role for the success of educational reforms and for student achievement. Programs for developing teachers’ skills to integrate digital media in the classroom have received increased attention, due to the role of technology in today’s world. Recent research and field experiences have identified elements which contribute to the effectiveness of such programs, among them opportunities for sustained, collaborative and self-directed learning. This paper explores how an online platform of a large scale blended program for professional development, Intel® Teach - Advanced Online, supports the implementation of such opportunities in practice and incorporates them in the structure of the program. The positive outcomes from the program as evidenced by its evaluation indicate that professional development based on the design principles identified as effective by recent research is a viable solution for addressing the limitations of traditional teacher training for technology integration.

Challenges Confronting Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming Science Teachers

Science.gov (United States)

Watters, James J.; Diezmann, Carmel M.

2015-03-01

Recruitment of highly qualified science and mathematics graduates has become a widespread strategy to enhance the quality of education in the field of STEM. However, attrition rates are very high suggesting preservice education programs are not preparing them well for the career change. We analyse the experiences of professionals who are scientists and have decided to change careers to become teachers. The study followed a group of professionals who undertook a 1-year preservice teacher education course and were employed by secondary schools on graduation. We examined these teachers' experiences through the lens of self-determination theory, which posits autonomy, confidence and relatedness are important in achieving job satisfaction. The findings indicated that the successful teachers were able to achieve a sense of autonomy and confidence and, in particular, had established strong relationships with colleagues. However, the unique challenges facing career-change professionals were often overlooked by administrators and colleagues. Opportunities to build a sense of relatedness in their new profession were often absent. The failure to establish supportive relationships was decisive in some teachers leaving the profession. The findings have implications for both preservice and professional in-service programs and the role that administrators play in supporting career-change teachers.

Gender, Forced Migration and Education: Identities and Experiences of Refugee Women Teachers

Science.gov (United States)

Kirk, Jackie

2010-01-01

Drawing on narrative data from women teachers in a refugee camp in northern Ethiopia, this article explores how women's lived experiences of being teachers in a very local context are shaped within and against globalised geographies. Particular attention is paid to the forces of forced migration, to the complexities of local-global economies and…

An Investigation of Turkish Middle School Science Teachers' Pedagogical Orientations Towards Direct and Inquiry Instructional Approaches

Science.gov (United States)

Sahingoz, Selcuk

One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping in-service science teachers improve their orientations toward science teaching begins with identifying their current orientations. While there are many aspects of an effective science teaching orientation, this study specifically focuses on effective pedagogy. The interest of this study is to clarify pedagogical orientations of middle school science teachers in Turkey toward the teaching of science conceptual knowledge. It focuses on what instructional preferences Turkish middle school science teachers have in theory and practice. The purpose of this study is twofold: 1) to elucidate teacher pedagogical profiles toward direct and inquiry instructional approaches. For this purpose, quantitative profile data, using a Turkish version of the Pedagogy of Science Teaching Test (POSTT-TR) assessment instrument, was collected from 533 Turkish middle school science teachers; 2) to identify teaching orientations of middle school science teachers and to identify their reasons for preferring specific instructional practices. For this purpose, descriptive qualitative, interview data was collected from 23 teachers attending a middle school science teacher workshop in addition to quantitative data using the POSTT-TR. These teachers sat for interviews structured by items from the POSTT-TR. Thus, the research design is mixed-method. The design provides a background profile on teacher orientations along with insights on reasons for pedagogical choices. The findings indicate that instructional preference distributions for the large group and smaller group are similar; however, the smaller workshop group is more in favor of inquiry instructional approaches. The findings also indicate that Turkish middle school science teachers appear to have variety of teaching orientations and they have varied reasons. Moreover, the

Stories we live, identities we build: how are elementary teachers' science identities shaped by their lived experiences?

Science.gov (United States)

Avraamidou, Lucy

2018-02-01

The aim of this multiple case study was to uncover a series of critical events and experiences related to the formation of the science identities of four beginning elementary female teachers, through a life-history approach and a conceptualization of teacher identity as lived experience. Grounded within the theoretical framework of Figured Worlds, the study used qualitative, interpretive methods for data collection (interviews, biographies, teaching philosophies) and analysis. The analysis shed light on the ways in which various experiences situated within different Figured Worlds (science, family and childhood, schooling, out-of-school, university, professional) impacted the participants' identity trajectories. The findings provided three main insights that contribute to science identity research and have implications for elementary teacher preparation: (a) science teacher identity is multidimensional and extends beyond cognitive domains of becoming to include affective dimensions; (b) science teacher identity is relational, linked and shaped by various other constructs or sub-identities; (c) place and time, defined as a space with meaning created by experiences, and science teacher identity are inextricably bound to one another.

Meaningful work and secondary school teachers' intention to leave

Directory of Open Access Journals (Sweden)

M. Janik

2015-05-01

Full Text Available The study investigates the relations between secondary school teachers' work-role fit, job enrichment, supervisor relationships, co-worker relationships, psychological meaningfulness of work and intention to leave. A cross-sectional survey was used. The participants were 502 secondary school teachers in Namibia. The following measuring instruments were used: Work-role Fit Scale, Job Enrichment Scale, Co-worker and Supervisor Relationships Scales, Psychological Meaningfulness Scale and Turnover Intention Scale. Work-role fit and job enrichment both had direct positive effect on experiences of psychological meaningfulness at work, while poor work-role fit and low psychological meaningfulness both had a direct effect on teachers' intentions to leave. An analysis of the indirect effects showed that poor work-role fit and poor job enrichment affected intention to leave due to the concomitant experience of low psychological meaningfulness. These findings have implications for the retention of teachers in secondary schools.

Understanding and Preventing Violence Directed against Teachers: Recommendations for a National Research, Practice, and Policy Agenda

Science.gov (United States)

Espelage, Dorothy; Anderman, Eric M.; Brown, Veda Evanell; Jones, Abraham; Lane, Kathleen Lynne; McMahon, Susan D.; Reddy, Linda A.; Reynolds, Cecil R.

2013-01-01

Violence directed against K-12 teachers is a serious problem that demands the immediate attention of researchers, providers of teacher pre-service and in-service training, school administrators, community leaders, and policymakers. Surprisingly, little research has been conducted on this growing problem despite the broad impact teacher…

Influence of teacher experience and training on their attitudes towards education of children with impaired vision in secondary schools

Directory of Open Access Journals (Sweden)

Jablan Branka

2011-01-01

Full Text Available As a contemporary educational tendency, inclusion captures a great deal of attention from researchers, and hence there are numerous studies dealing with various aspects of this process. This paper is aimed at studying whether experience in work with children with impaired vision and training for work with children with disabilities lead to differences in teacher evaluations of: (a the problems the children with impaired vision are facing in regular school; (b readiness of regular school for inclusive education of this group of children. The sample comprised 63 teachers in regular secondary schools: 54% have had previous experience in working with children with impaired vision, while 42.9% attended training for work with children with disabilities. The results of two-factor analysis (ANOVA suggest that teacher experience and training have an independent effect on their evaluations. Compared to the teachers without experience in work with visually impaired children, the teachers who have had this experience evaluate considerably lower the problems of adaptation and students’ fitting in school environment, complying with the demands of compulsory curriculum and the level of teacher education, while they evaluate much higher school readiness when it comes to the level of training of teaching staff. The teachers trained for work with children with disabilities evaluate lower than teachers without previous training the student problems in the accomplishment of the compulsory curriculum and much higher teacher training, adjustment of textbooks and teaching aids. The obtained findings indicate that teacher experience and training play a significant role in teacher readiness for inclusive education.

Experiments on plasma turbulence induced by strong, steady electric fields

International Nuclear Information System (INIS)

Hamberger, S.M.

1975-01-01

The author discusses the effect of applying a strong electric field to collisionless plasma. In particular are compared what some ideas and prejudices lead one to expect to happen, what computer simulation experiments tell one ought to happen, and what actually does happen in two laboratory experiments which have been designed to allow the relevant instability and turbulent processes to occur unobstructed and which have been studied in sufficient detail. (Auth.)

The Teacher as Co-Creator of Drama: A Phenomenological Study of the Experiences and Reflections of Irish Primary School Teachers

Science.gov (United States)

McDonagh, Fiona; Finneran, Michael

2017-01-01

Classroom drama in the Irish primary school context remains a relatively new endeavour and is largely under-researched. The knowledge base for all aspects of teacher education should be informed by rigorous reflection on teachers' experiences in the classroom. This paper reports on a phenomenological study conducted with seven Irish primary school…

Blended learning experience in teacher education: the trainees´ perspective

Directory of Open Access Journals (Sweden)

Monika Černá

2009-03-01

Full Text Available The article deals with blended learning in the context of pre-graduate English language teacher education. Firstly, the concept of blended learning is defined, then, the attention is focused on the online component of a blend, namely on the issue of interpersonal interaction including the challenges, which learning through online networking poses. Finally, results of a small–scale research are provided to offer insights into teacher trainees´ perspective of the blended learning experience at the University of Pardubice, Czech Republic.

Investigating the Experiences of Special School Visual Arts Teachers

African Journals Online (AJOL)

the practical learning problems their students experience, the teachers maintained that studying ... 2009, the Hong Kong Education Bureau adopted a new ... arts is one of the elective subjects available to special ... methodology, since it is attentive to how things reveal .... educational backgrounds and their teaching careers.

Recognition-Based Pedagogy: Teacher Candidates' Experience of Deficit

Science.gov (United States)

Parkison, Paul T.; DaoJensen, Thuy

2014-01-01

This study seeks to introduce what we call "recognition-based pedagogy" as a conceptual frame through which teachers and instructors can collaboratively develop educative experiences with students. Recognition-based pedagogy connects the theories of critical pedagogy, identity politics, and the politics of recognition with the educative…

What teacher factors influence their attributions for children's difficulties in learning?

Science.gov (United States)

Brady, Katy; Woolfson, Lisa

2008-12-01

Identifying the factors that influence teacher beliefs about teaching children with learning difficulties is important for the success of inclusive education. This study explores the relationship between teachers' role, self-efficacy, attitudes towards disabled people, teaching experience and training, on teachers' attributions for children's difficulties in learning. One hundred and eighteen primary school teachers (44 general mainstream, 33 mainstream learning support, and 41 special education teachers) completed the short form of the Teachers' Sense of Efficacy Scale, the Interaction with Disabled Persons Scale (IDP), and a revised version of the Teacher Attribution Scale. Regression analysis found that teachers' role influenced stability and controllability attributions. However, for stability attributions the effect was not sustained when examined in the context of the other factors of teaching efficacy, experience, training, and attitudes towards disability. What emerged as important instead was strong feelings of sympathy towards disabled people which predicted stable attributions about learning difficulties. Experience of teaching children with additional support needs and teaching efficacy positively predicted external locus of causality attributions. Surprisingly, training was not found to have an impact on attributions. A mixed MANOVA found that mainstream teachers' controllability attributions were influenced by whether or not the child had identified learning support needs. Teacher efficacy, experience of teaching students with support needs, attitudes towards disabled people, and teachers' role all impact on teacher attributions, but no relationship with training was found. Implications for teacher training and development, and for student achievement and student self-perception are discussed.

Quantum and classical strong direct product theorems and optimal time-space tradeoffs

NARCIS (Netherlands)

H. Klauck (Hartmut); R. Spalek (Robert); R. M. de Wolf (Ronald)

2007-01-01

textabstractA strong direct product theorem says that if we want to compute $k$ independent instances of a function, using less than $k$ times the resources needed for one instance, then our overall success probability will be exponentially small in $k$. We establish such theorems for the

Where There Is No Hope: A Teacher's Experience with Homelessness

Science.gov (United States)

Nath, Veena; Hallett, Ronald E.

2015-01-01

Stereotypical notions of who experiences homelessness frame how educational institutions approach policy and program development. This life history of a teacher challenges assumptions by providing an in-depth look at a mother's struggle to find stability.

The Pain and Ecstasy: Pre-service Teacher Perceptions On Changing Teacher Roles and Technology

Directory of Open Access Journals (Sweden)

Dean Dyer

2000-01-01

Full Text Available Are pre-service teachers really open to change? Are they prepared for the shifts in their roles that are likely to occur over the next few decades? Are they developing a critical consciousness, to better assume leadership roles in educational change? These questions framed this exploration which qualitatively investigated pre-service teachers' perceptions of their role as educators in relation to advanced technologies. Pre-service teachers were asked to respond to a reading identifying (via an open ended think paper assignment what they liked and did not like about the future vision of education offered in the reading. Their responses indicate a strong conflict between the desire to work with motivated, responsible students who are actively engaged in their own learning and their notion of what a teacher should be, based on their own experiences in schools.

Children's reasoning about deception and defiance as ways of resisting parents' and teachers' directives.

Science.gov (United States)

Gingo, Matthew

2017-09-01

This research presented 8-, 10-, and 12-year-olds (N = 120) with hypothetical situations depicting comparably aged children engaging in defiance and deception to circumvent authorities' directives that they disagreed with. The nature of the situations varied in terms of domain (personal, moral, or prudential) and type of authority figure (parent or teacher). Evaluations and justifications for the legitimacy of the directives, defiance, and deception were examined, as were general evaluations of deception. Across domains, increased age was associated with decreased acceptance of directives, and increased acceptance of defiance and deception. Participants judged that defiance and deception were legitimate ways to resist immoral directives. Directives about personal acts were also widely rejected, particularly teachers' directives. Defiance and deception were seen by some as legitimate ways to resist unwarranted control over children's personal choices. Prudential directives were widely accepted, whereas defiance and deception in those situations was generally rejected. Results indicate that children value honesty and authority but sometimes prioritize moral and personal considerations when deciding whether or not to lie. Findings are discussed in terms of the ways children coordinate multiple competing rules and motivations when making moral judgments about honesty. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Teacher labor markets in developing countries.

Science.gov (United States)

Vegas, Emiliana

2007-01-01

Emiliana Vegas surveys strategies used by the world's developing countries to fill their classrooms with qualified teachers. With their low quality of education and wide gaps in student outcomes, schools in developing countries strongly resemble hard-to-staff urban U.S. schools. Their experience with reform may thus provide insights for U.S. policymakers. Severe budget constraints and a lack of teacher training capacity have pushed developing nations to try a wide variety of reforms, including using part-time or assistant teachers, experimenting with pay incentives, and using school-based management. The strategy of hiring teachers with less than full credentials has had mixed results. One successful program in India hired young women who lacked teaching certificates to teach basic literacy and numeracy skills to children whose skills were seriously lagging. After two years, student learning increased, with the highest gains among the least able students. As in the United States, says Vegas, teaching quality and student achievement in the developing world are sensitive to teacher compensation. As average teacher salaries in Chile more than doubled over the past decade, higher-quality students entered teacher education programs. And when Brazil increased educational funding and distributed resources more equitably, school enrollment increased and the gap in student test scores narrowed. Experiments with performance-based pay have had mixed results. In Bolivia a bonus for teaching in rural areas failed to produce higher-quality teachers. And in Mexico a system to reward teachers for improved student outcomes failed to change teacher performance. But Vegas explains that the design of teacher incentives is critical. Effective incentive schemes must be tightly coupled with desired behaviors and generous enough to give teachers a reason to make the extra effort. School-based management reforms give decisionmaking authority to the schools. Such reforms in Central America

Student teachers' experiences of a learning programme based on ...

African Journals Online (AJOL)

The aim of this article is to explore student teachers' experiences of the content dimension of the essential features of technology and Technology Education in an OBE related learning programme. To achieve this, a learning programme was developed using criteria derived from these essential features. In gauging ...

Determine Earthquake Rupture Directivity Using Taiwan TSMIP Strong Motion Waveforms

Science.gov (United States)

Chang, Kaiwen; Chi, Wu-Cheng; Lai, Ying-Ju; Gung, YuanCheng

2013-04-01

Inverting seismic waveforms for the finite fault source parameters is important for studying the physics of earthquake rupture processes. It is also significant to image seismogenic structures in urban areas. Here we analyze the finite-source process and test for the causative fault plane using the accelerograms recorded by the Taiwan Strong-Motion Instrumentation Program (TSMIP) stations. The point source parameters for the mainshock and aftershocks were first obtained by complete waveform moment tensor inversions. We then use the seismograms generated by the aftershocks as empirical Green's functions (EGFs) to retrieve the apparent source time functions (ASTFs) of near-field stations using projected Landweber deconvolution approach. The method for identifying the fault plane relies on the spatial patterns of the apparent source time function durations which depend on the angle between rupture direction and the take-off angle and azimuth of the ray. These derived duration patterns then are compared with the theoretical patterns, which are functions of the following parameters, including focal depth, epicentral distance, average crustal 1D velocity, fault plane attitude, and rupture direction on the fault plane. As a result, the ASTFs derived from EGFs can be used to infer the ruptured fault plane and the rupture direction. Finally we used part of the catalogs to study important seismogenic structures in the area near Chiayi, Taiwan, where a damaging earthquake has occurred about a century ago. The preliminary results show a strike-slip earthquake on 22 October 1999 (Mw 5.6) has ruptured unilaterally toward SSW on a sub-vertical fault. The procedure developed from this study can be applied to other strong motion waveforms recorded from other earthquakes to better understand their kinematic source parameters.

From teacher education to primary school

DEFF Research Database (Denmark)

Christiansen, Rene B

2014-01-01

such as Kathy Charmaz and later works by Strauss and Glaser. Phenomenography forms the other meth-odological part of the dissertation. Phenomenography is defined here as “ … research which aims at description, analysis, and understanding of experiences; that is, re-search which is directed towards experimental...... teachers. This dissertation has been written and constructed around two research ques-tions. The first research question asked the following: How does new teachers ex-perience being new? How do they experience possibilities and barriers when trying to carry out their intentions as teachers? The other...... question examined was this: “How is ac-cess possible to the everyday practice of schools and how can this everyday practice be under-stood”? Throughout the dissertation both questions has been examined both theoretically and empirically. The first research question deals with the aspects of professions...

The effects of teacher training on new instructional behaviour in reading comprehension

NARCIS (Netherlands)

de Jager, B.; Reezigt, G.J.; Creemers, B.P.M.

2002-01-01

This study concerns the effects of teacher training in instructional behaviour based on new insights in the field of learning and instruction. In an experiment, eight teachers were trained to apply a cognitive apprenticeship model and five teachers were trained to apply a direct instruction model in

Addressing second-career teachers' earlier experiences

NARCIS (Netherlands)

Tigchelaar, A.

2012-01-01

Alternative certification programmes (ACPs) for second-career teachers are seen as a solution to teacher shortages because they offer a way to expand a pool of qualified teachers by attracting individuals who might otherwise not have become teachers. The principal virtue of ACPs is that they are

Our Lives as Writers: Examining Preservice Teachers' Experiences and Beliefs about the Nature of Writing and Writing Instruction

Science.gov (United States)

Norman, Kimberly A.; Spencer, Brenda H.

2005-01-01

Since instruction in writing theory and pedagogy for preservice teachers is often limited, it is essential that teacher educators provide learning experiences that are supported by research in effective teacher preparation and make maximum impact in the time available. One of the experiences that has been identified as holding promise for…

Qualities of an effective teacher: what do medical teachers think?

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Singh, Simerjit; Pai, Dinker R; Sinha, Nirmal K; Kaur, Avneet; Soe, Htoo Htoo Kyaw; Barua, Ankur

2013-09-17

Effective teaching in medicine is essential to produce good quality doctors. A number of studies have attempted to identify the characteristics of an effective teacher. However, most of literature regarding an effective medical teacher includes student ratings or expert opinions. Furthermore, interdisciplinary studies for the same are even fewer. We did a cross-sectional study of the characteristics of effective teachers from their own perspective across medicine and dentistry disciplines. A questionnaire comprising of 24 statements relating to perceived qualities of effective teachers was prepared and used. The study population included the faculty of medicine and dentistry at the institution. Respondents were asked to mark their response to each statement based on a 5-point Likert scale ranging from strongly disagree to strongly agree. These statements were grouped these into four main subgroups, viz. Class room behaviour/instructional delivery, interaction with students, personal qualities and professional development, and analysed with respect to discipline, cultural background, gender and teaching experience using SPSS v 13.0. For bivariate analysis, t-test and one way ANOVA were used. Multiple linear regression for multivariate analysis was used to control confounding variables. The top three desirable qualities of an effective teacher in our study were knowledge of subject, enthusiasm and communication skills. Faculty with longer teaching experienced ranked classroom behaviour/instructional delivery higher than their less experienced counterparts. There was no difference of perspectives based on cultural background, gender or discipline (medicine and dentistry). This study found that the faculty perspectives were similar, regardless of the discipline, gender and cultural background. Furthermore, on review of literature similar findings are seen in studies done in allied medical and non-medical fields. These findings support common teacher training programs

Manual for Scoring the Test of Directed Imagination.

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Veldman, Donald J.; And Others

A scoring manual for the Directed Imagination Test, a projective technique wherein the subject is instructed to write four fictional stories (four minutes are allowed for each) about teachers and their experiences, is presented. The manual provides detailed instructions for rating each story by fifteen dimensions relevant to teacher education…

Preservice elementary teachers' actual and designated identities as teachers of science and teachers of students

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Canipe, Martha Murray

Preservice elementary teachers often have concerns about teaching science that may stem from a lack of confidence as teachers or their own negative experiences as learners of science. These concerns may lead preservice teachers to avoid teaching science or to teach it in a way that focuses on facts and vocabulary rather than engaging students in the doing of science. Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Elementary teachers are generalists and as such rather than identifying themselves as teachers of particular content areas, they may identify more generally as teachers of students. This study examines three preservice teachers' identities as teachers of science and teachers of students and how these identities are enacted in their student teaching classrooms. Using a narrated identity framework, I explore stories told by preservice teachers, mentor teachers, student teaching supervisors, and science methods course instructors about who preservice teachers are as teachers of science and teachers of students. Identities are the stories that are told about who someone is or will become in relation to a particular context. Identities that are enacted are performances of the stories that are an identity. Stories were collected through interviews with each storyteller and in an unmoderated focus group with the three preservice teachers. In addition to sorting stories as being about teachers of science or students, the stories were categorized as being about preservice teachers in the present (actual identities) or in the future (designated identities). The preservice teachers were also observed teaching science lessons in their student teaching placements. These enactments of identities were analyzed in order to identify which aspects of the identity stories were reflected in the way preservice teachers taught their science lessons. I also analyzed the

The teacher under stress

Directory of Open Access Journals (Sweden)

Krnjajić Stevan B.

2003-01-01

Full Text Available Empirical records consistently point to the fact that the phenomenon of stress is characteristic of service professions, especially of teacher’s. Although stress in teachers is a problem of public interest, it is still a relatively new field of empirical investigations. Data available show that stress in teachers can have negative effects on school as an organization teacher professional achievement, his/her and his/her family psychosocial status. The most frequent symptoms of a prolonged professional stress are anxiety, depression, frustration, unfriendly behavior towards students and colleagues, emotional weariness, and extreme tension. Health and psychological problems cause, most frequently, the reduction of self-esteem job dissatisfaction, job resignation, absenteeism, and wrong decision-making. In an attempt to call professional public attention to negative effects of stress on the outcomes of teacher work, we have analyzed four important aspects of stress teachers experience in their everyday work (a definition and measurement of stress, (b distribution and sources of stress (problem behaviors in students, poor working conditions, lack of time, poor school ethos, (c teacher personality traits (sex, age, work experience, locus of control, job satisfaction, intention to resign absenteeism, (d strategies for overcoming and reducing negative effects of stress (direct action techniques, palliative techniques.

Preservice Teachers' Memories of Their Secondary Science Education Experiences

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Hudson, Peter; Usak, Muhammet; Fančovičová, Jana; Erdoğan, Mehmet; Prokop, Pavol

2010-12-01

Understanding preservice teachers' memories of their education may aid towards articulating high-impact teaching practices. This study describes 246 preservice teachers' perceptions of their secondary science education experiences through a questionnaire and 28-item survey. ANOVA was statistically significant about participants' memories of science with 15 of the 28 survey items. Descriptive statistics through SPSS further showed that a teacher's enthusiastic nature (87%) and positive attitude towards science (87%) were regarded as highly memorable. In addition, explaining abstract concepts well (79%), and guiding the students' conceptual development with practical science activities (73%) may be considered as memorable secondary science teaching strategies. Implementing science lessons with one or more of these memorable science teaching practices may "make a difference" towards influencing high school students' positive long-term memories about science and their science education. Further research in other key learning areas may provide a clearer picture of high-impact teaching and a way to enhance pedagogical practices.

The Experience of an International University Teacher in Australia

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Abayadeera, Nadana

2013-01-01

Accounting and Business schools in Australia have a considerable number of international academic staff, and the teaching effectiveness of such staff is an increasingly salient issue. Many international teachers are non-native English speakers and have different teaching approaches and styles, often reflecting their own experiences as a learner in…

Mobile Technologies as a Catalyst for Pedagogic Innovation within Teacher Education

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Caldwell, Helen

2018-01-01

This article reviews the use of mobile technologies within teacher education at the University of Northampton. In order to develop a strong commitment to digital literacy, the School of Education is using sets of teaching iPads with trainee teachers and has allocated an iPad to every member of the academic staff. Experiences from mobile technology…

Providing Montessori: Identity and Dilemmas in a Montessori Teacher's Lived Experience

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Christensen, Olivia

2016-01-01

This phenomenological case study was conducted to better understand the experience of a Montessori teacher in a leadership role. A veteran Montessori teacher, newly hired by an established Montessori preschool, was interviewed over the course of her first year in the position. A critical discourse analysis revealed multiple social identities that…

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

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Katadae, Ayako

2008-01-01

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

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

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Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-02-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience

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Kraft, Matthew A.; Papay, John P.

2014-01-01

Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years. PMID:25866426

Science Teachers' Beliefs about the Influence of Their Summer Research Experiences on Their Pedagogical Practices

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Miranda, Rommel J.; Damico, Julie B.

2013-01-01

This study sought to determine the beliefs that tenured, in-service high school science teachers hold about how their participation in a large mid-Atlantic university's 6-week summer research experiences for teachers (RET) program might influence their pedagogical practices. The findings show a number of factors that teachers believed helped them…

The direction and autonomy of interdisciplinary study and research paths in teacher education

DEFF Research Database (Denmark)

Rasmussen, Klaus

2016-01-01

This paper presents a case study of didactic infrastructures to direct Study and Research Paths (SRP) in teacher education within the context of interdisciplinary inquiry. The disciplines of school mathematics and school biology, and their didactics, are made to interconnect through...

The Views of the Teachers Related to the Problems the Nursery Class Teachers Encounter in Personnel Services and General Services

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Ertör, Eren; Akan, Durdagi

2016-01-01

In this study, it was aimed to analyze the problems that the nursery school teachers, who worked in primary schools of Ministry of National Education in Agri city center in 2014-2015 academic years, experience in personnel services and general services according to the views of the teachers. In the direction of this purpose, phenomenology design,…

Investigation of the computer experiences and attitudes of pre-service mathematics teachers: new evidence from Turkey.

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Birgin, Osman; Catlioğlu, Hakan; Gürbüz, Ramazan; Aydin, Serhat

2010-10-01

This study aimed to investigate the experiences of pre-service mathematics (PSM) teachers with computers and their attitudes toward them. The Computer Attitude Scale, Computer Competency Survey, and Computer Use Information Form were administered to 180 Turkish PSM teachers. Results revealed that most PSM teachers used computers at home and at Internet cafes, and that their competency was generally intermediate and upper level. The study concludes that PSM teachers' attitudes about computers differ according to their years of study, computer ownership, level of computer competency, frequency of computer use, computer experience, and whether they had attended a computer-aided instruction course. However, computer attitudes were not affected by gender.

Thinking about "Design Thinking": A Study of Teacher Experiences

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Retna, Kala S.

2016-01-01

Schools are continuously looking for new ways of enhancing student learning to equip students with skills that would enable them to cope with twenty-first century demands. One promising approach focuses on design thinking. This study examines teacher's perceptions, experiences and challenges faced in adopting design thinking. There is a lack of…

Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes

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Dag, Funda; Durdu, Levent

2017-01-01

Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work…

The effects of experience and attrition for novice high-school science and mathematics teachers.

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Henry, Gary T; Fortner, C Kevin; Bastian, Kevin C

2012-03-02

Because of the current high proportion of novice high-school teachers, many students' mastery of science and mathematics depends on the effectiveness of early-career teachers. In this study, which used value-added models to analyze high-school teachers' effectiveness in raising test scores on 1.05 million end-of-course exams, we found that the effectiveness of high-school science and mathematics teachers increased substantially with experience but exhibited diminishing rates of return by their fourth year; that teachers of algebra 1, algebra 2, biology, and physical science who continued to teach for at least 5 years were more effective as novice teachers than those who left the profession earlier; and that novice teachers of physics, chemistry, physical science, geometry, and biology exhibited steeper growth in effectiveness than did novice non-science, technology, engineering, and mathematics teachers.

Teaching and Learning Science through Song: Exploring the Experiences of Students and Teachers

Science.gov (United States)

Governor, Donna; Hall, Jori; Jackson, David

2013-01-01

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and…

Having a Go: Looking at Teachers' Experience of Risk-Taking in Technology Integration

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Howard, Sarah K.; Gigliotti, Amanda

2016-01-01

Risk is an integral part of change. Technology-related change in teachers' practice is guided by confidence engaging in and beliefs about integration. However, it is also affected by how teachers feel about taking risks, experimenting and change. This paper presents a theoretical framework of affect and emotion to understand how teachers…

Inclusion and exclusion processes in teacher trainees' professional practice

DEFF Research Database (Denmark)

Elle, Birgitte

In the autumn of 2009, a new initiative and way of thinking about teacher education started on a small scale in Denmark. This new Danish initiative consisted of a simultaneous trainee employment at a school, and maintaining the study activities at the teacher education college. This initiative...... differs from other ways that are well-known in western countries, of organising teacher education as school-based, with a strong workplace focus, as well as from the use of the teacher assistant as support staff in schools, or later in-service teacher education. This paper will discuss key findings...... between the teacher training college, the trainee jobs and the learning processes of the students. The results of the study are important for rethinking teacher education, but also for future discussions on the possible directions for the renewal of university colleges. It contributes to an understanding...

How Student Teachers Describe the Online Collaborative Learning Experience and Evaluate Its Contribution to Their Learning and Their Future Work as Teachers

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Margaliot, Adva; Gorev, Dvora; Vaisman, Tami

2018-01-01

This study examined student teachers' attitudes toward online collaborative learning (OCL) as related to their satisfaction, learning experience, contribution to personal knowledge, and future teaching. One hundred and four students participated in a program that retrains university graduates to become K-12 teachers. The study combines both…

Measuring mixing efficiency in experiments of strongly stratified turbulence

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Augier, P.; Campagne, A.; Valran, T.; Calpe Linares, M.; Mohanan, A. V.; Micard, D.; Viboud, S.; Segalini, A.; Mordant, N.; Sommeria, J.; Lindborg, E.

2017-12-01

Oceanic and atmospheric models need better parameterization of the mixing efficiency. Therefore, we need to measure this quantity for flows representative of geophysical flows, both in terms of types of flows (with vortices and/or waves) and of dynamical regimes. In order to reach sufficiently large Reynolds number for strongly stratified flows, experiments for which salt is used to produce the stratification have to be carried out in a large rotating platform of at least 10-meter diameter.We present new experiments done in summer 2017 to study experimentally strongly stratified turbulence and mixing efficiency in the Coriolis platform. The flow is forced by a slow periodic movement of an array of large vertical or horizontal cylinders. The velocity field is measured by 3D-2C scanned horizontal particles image velocimetry (PIV) and 2D vertical PIV. Six density-temperature probes are used to measure vertical and horizontal profiles and signals at fixed positions.We will show how we rely heavily on open-science methods for this study. Our new results on the mixing efficiency will be presented and discussed in terms of mixing parameterization.

Learning from Our Own Lessons: Pre-Service Teachers' Narratives of Teaching as an Experiment

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Wickstrom, Megan H.; Wilm, Stephanie; Mills, Emily; Johnson, Alexis; Leonard, Nicole; Larberg, Raegan

2018-01-01

Pre-service teachers need to develop habits of mind that allow them to grow as new teachers. This article describes an elementary mathematics methods course in which teaching as an experiment was used a framework for pre-service teachers to participate in action research by developing learning goals, observing and analyzing student thinking,…

Alternative-Specific and Case-Specific Factors Involved in the Decisions of Islamic School Teachers Affecting Teacher Retention: A Discrete Choice Experiment

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Abd-El-Hafez, Alaa Karem

2015-01-01

Teacher retention is a concern in all educational sectors in America. It is of special importance to Islamic schools, which tend to lack the resources necessary in recruiting and training new teachers. This dissertation addressed this problem in full-time Islamic schools in New York State by conducting a discrete choice experiment, which reflects…

The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

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Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-08-01

The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.

Collective pedagogical teacher culture, teacher-student ethno-racial mismatch, and teacher job satisfaction.

Science.gov (United States)

Stearns, Elizabeth; Banerjee, Neena; Mickelson, Roslyn; Moller, Stephanie

2014-05-01

Teacher job satisfaction is critical to schools' successful functioning. Using a representative sample of kindergarten teachers from the Early Childhood Longitudinal Study, we investigate the association among professional learning community and teacher collaboration, teacher ethno-racial group, teacher-student ethno-racial mismatch, and teacher job satisfaction. We find that White teachers are significantly less satisfied than African-American and Latino teachers, especially when they teach in majority non-White classrooms. However, the existence of a professional community moderates the negative influence of teacher-student ethno-racial mismatch on White teachers' job satisfaction. In effect, strong professional communities serve as a cushion to bolster teacher job satisfaction. Copyright © 2014 Elsevier Inc. All rights reserved.

Teachers' experiences of teaching in a blended learning environment.

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Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

Reflective Processes: A Qualitative Study Exploring Early Learning Student Teacher Mentoring Experiences in Student Teaching Practicums

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Barnes, Michelle M.

2013-01-01

This doctoral thesis explored mentoring in early learning teacher preparation programs. This study explored the reflective processes embedded in the work between student teachers and their mentors during early learning student teacher experiences at Washington State community and technical colleges. Schon's (1987a) concepts of…

Does content knowledge matter for new teachers?

Science.gov (United States)

Reeves, Todd D.

reduce the plausibility of selection threats to internal validity. The study found no evidence for relationships between teacher content knowledge or pedagogical content knowledge and student mathematics and science achievement in fourth and eighth grade. Furthermore, the results indicated no interactive relationships between forms of teacher knowledge and teaching experience, and student achievement in these grades/subjects. The limitations of cross-sectional, observational studies using large-scale data and directions for further research are discussed.

Teaching and Learning Science Through Song: Exploring the experiences of students and teachers

Science.gov (United States)

Governor, Donna; Hall, Jori; Jackson, David

2013-12-01

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.

Pre-Service Teachers’ Experiences during Off-Campus Observation: Basis for Improving the Roles of Teacher Education Institutions and Cooperating Schools

Directory of Open Access Journals (Sweden)

Maripaz C. Abas

2016-05-01

Full Text Available Observing experienced teachers is an indispensable part of practicum studies in teacher education.  This paper examined the perceptions of pre-service teachers from five major fields of teacher education program on their experiences during off-campus observation in selected secondary schools. This used qualitative content analysis method in order to “subjectively interpret the content of text data through the systematic classification process of coding and identifying themes or patterns” (Hsieh & Shanon, 2005 p. 1278 . Data were taken from 136 pre-service teachers  through open-ended questions and two high school principals, 10 cooperating teachers, six student supervisors and 12 pre-service teachers through Focus Group Interview (FGI and Key Informant Interview (KII. Codes and emerging themes were derived using content analysis.  Results showed 18 themes for desirable experiences and 24 themes for undesirable experiences. Pre-service teachers’ experiences mostly focused on students’ attitudes and behaviors. Suggestions to improve off-campus observation from multi-level participants of the study concentrated on preparedness,  orientation programs, supervision and monitoring,  personal attributes and roles, values, attitudes and behaviors, deployment, post conferences,  supervisory plan, observation policies and guidelines,  required documents, seminars, time management, evaluation, coordination, and cultural diversity. To sustain the desirable experiences, both cooperating teachers and student supervisors believed that their roles were to serve as model, guide, leader, monitor, planner, and motivator. The varied experiences of pre-service teachers imply that Teacher Education Institutions (TEIs and cooperating schools should provide opportunities, develop competencies, take responsibilities and strengthen partnership to enhance off-campus observation.

A teacher's identity trajectory within a context of change

African Journals Online (AJOL)

Hennie

change in South Africa on a teacher's identity trajectory. The data was generated ... Iris was articulate, a strong voice in the school, eager to share her experiences and .... (Perold et al., 2012). Comparative international studies, such as the.

Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers

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Hordvik, Mats M.; MacPhail, Ann; Ronglan, Lars T.

2017-01-01

Purpose: In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education? Method: One…

76 FR 4137 - Comment Request: Innovative Technology Experiences for Students and Teachers (ITEST) Program

Science.gov (United States)

2011-01-24

... NATIONAL SCIENCE FOUNDATION Comment Request: Innovative Technology Experiences for Students and... Friday. SUPPLEMENTARY INFORMATION: Title of Collection: Innovative Technology Experiences for Students... Technology Experiences for Students and Teachers (ITEST) is a National Science Foundation program that...

Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation

Science.gov (United States)

Bruckermann, Till; Aschermann, Ellen; Bresges, André; Schlüter, Kirsten

2017-04-01

Promoting preservice science teachers' experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students' experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N = 16). Independent observers rated preservice teachers' group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed.

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

Directory of Open Access Journals (Sweden)

Dana Ruggiero

2015-05-01

Full Text Available Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111 of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning

Teachers discovering nuclear science for the 90's

International Nuclear Information System (INIS)

Otto, R.J.

1990-01-01

High school and junior high school teachers from across the country have rediscovered nuclear science through summer participation as teacher research associates at the Lawrence Berkeley Laboratory. As a result of their new knowledge and awareness of the broad range of applications of nuclear science with obvious positive benefit to society, these teachers are putting nuclear chemistry and physics back into their curriculum. Through direct research participation teachers become a primary resource for students. The Department of Energy is now supporting over 150 teacher research associates in its TRAC program in all areas of science. The eight week teacher research associate appointments provide an in-depth experience for the teacher, and an opportunity for teachers and scientists to become engaged in new curriculum and materials development

An Examination of Black Science Teacher Educators' Experiences with Multicultural Education, Equity, and Social Justice

Science.gov (United States)

Atwater, Mary M.; Butler, Malcolm B.; Freeman, Tonjua B.; Carlton Parsons, Eileen R.

2013-12-01

Diversity, multicultural education, equity, and social justice are dominant themes in cultural studies (Hall in Cultural dialogues in cultural studies. Routledge, New York, pp 261-274, 1996; Wallace 1994). Zeichner (Studying teacher education: The report of the AERA panel on research and teacher education. Lawrence Erlbaum Associates, Mahwah, pp 737-759, 2005) called for research studies of teacher educators because little research exists on teacher educators since the late 1980s. Thomson et al. (2001) identified essential elements needed in order for critical multiculturalism to be infused in teacher education programs. However, little is known about the commitment and experiences of science teacher educators infusing multicultural education, equity, and social justice into science teacher education programs. This paper examines twenty (20) Black science teacher educators' teaching experiences as a result of their Blackness and the inclusion of multicultural education, equity, and social justice in their teaching. This qualitative case study of 20 Black science teacher educators found that some of them have attempted and stopped due to student evaluations and the need to gain promotion and tenure. Other participants were able to integrate diversity, multicultural education, equity and social justice in their courses because their colleagues were supportive. Still others continue to struggle with this infusion without the support of their colleagues, and others have stopped The investigators suggest that if science teacher educators are going to prepare science teachers for the twenty first century, then teacher candidates must be challenged to grapple with racial, ethnic, cultural, instructional, and curricular issues and what that must mean to teach science to US students in rural, urban, and suburban school contexts.

PSYCHOLOGICAL FEATURES OF PROFESSIONAL IDENTITY CRISIS EXPERIENCE BY TEACHERS

Directory of Open Access Journals (Sweden)

N. O. Sadovnikova

2018-01-01

Full Text Available Introduction. In the conditions of constant changes in many public institutions, economic and social instability, permanent educational reforms generate and increase the sense of personal insecurity experienced by modern educators. The requirements of the new social and professional situation involve the independent design of their professional path, the presence of high internal motivation for professional achievement. At the same time, against the backdrop of the low social status of the profession as well as the increasing requirements for the level of performance of activities, many teachers and educators are not prepared to rethink own role in the modern educational process and to resolve emerging professional difficulties. The aim of the publication is to analyze the essence of the concept of “professional identity crisis” and to disclose the psychological features of the experience of this state by teachers. Methodology and research methods. The following questionnaire methods were used for empirical data collection in the course of the study: the method of biographical reflection of M. V. Klementyeva; differential reflexivity test developed by D. A. Leontiev and E. A. Osin; the test of meaningful orientations by D. A. Leontiev. Data processing was conducted by means of descriptive statistics, comparative analysis with the involvement of the Mann-Whitney U test and correlation analysis having applied the Spearman’s rank correlation coefficient. Results and scientific novelty. Based on the theoretical analysis of the literature, the authors have defined the term “professional identity crisis experience”. The phenomenological questionnaire “Professional Identity Crisis Experience” has been developed. Having used the materials of questioning and self-reports of teachers, the group of the respondents going through the professional personality crisis (n=70 was found out among the examinees (n=150. In the course of the analysis of

On the Geography of Accountability: Comparative Analysis of Teachers' Experiences across Seven European Countries

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Muller, Jorg; Hernandez, Fernando

2010-01-01

Different forms of accountability are part of educational restructuring across Europe. This article will focus on the different national configurations of accountability from teachers' point of view. A comparative perspective will enlarge on commonalities and differences between teachers' experiences in Spain, Portugal, Ireland, England, Sweden,…

Forming Future Teachers' Aesthetic Culture in Foreign Educational Practice

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Sotska, Galyna

2016-01-01

The article deals with a theoretical analysis of foreign educational experience in solving scientific problems of forming future teachers' aesthetic culture. Given the current socio-cultural situation, it has been noted that a teacher who developed his/her aesthetic culture can make a direct contribution to the social and cultural challenges of a…

Tenure and Promotion Experiences of Music Teacher Educators: A Mixed-Methods Study

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Pellegrino, Kristen; Conway, Colleen M.; Millican, J. Si

2018-01-01

To examine music education faculty members' promotion and tenure experiences, we interviewed (N = 9) and surveyed (N = 124) music teacher educators (MTEs) who were pretenure or tenured within the past 3 years. Findings highlighted MTE's perceptions of evaluative criteria and standards, mentoring programs and experiences, professional identity, and…

Teacher-to-Teacher Mentoring. For Tech Teachers

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Gora, Kathleen; Hinson, Janice

2004-01-01

Many principals want to provide effective professional development to assist teachers with technology integration, but they don't know where to begin. Sometimes teachers participate in professional development opportunities offered by local school districts, but these one-size-fits-all experiences seldom address teachers' specific needs or skill…

Current Direct Neutrino Mass Experiments

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G. Drexlin

2013-01-01

Full Text Available In this contribution, we review the status and perspectives of direct neutrino mass experiments, which investigate the kinematics of β-decays of specific isotopes (3H, 187Re, 163Ho to derive model-independent information on the averaged electron (antineutrino mass. After discussing the kinematics of β-decay and the determination of the neutrino mass, we give a brief overview of past neutrino mass measurements (SN1987a-ToF studies, Mainz and Troitsk experiments for 3H, cryobolometers for 187Re. We then describe the Karlsruhe Tritium Neutrino (KATRIN experiment currently under construction at Karlsruhe Institute of Technology, which will use the MAC-E-Filter principle to push the sensitivity down to a value of 200 meV (90% C.L.. To do so, many technological challenges have to be solved related to source intensity and stability, as well as precision energy analysis and low background rate close to the kinematic endpoint of tritium β-decay at 18.6 keV. We then review new approaches such as the MARE, ECHO, and Project8 experiments, which offer the promise to perform an independent measurement of the neutrino mass in the sub-eV region. Altogether, the novel methods developed in direct neutrino mass experiments will provide vital information on the absolute mass scale of neutrinos.

Teachers' Perceptions of Their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching

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Gut, Dianne M.; Beam, Pamela C.; Henning, John E.; Cochran, Deborah C.; Knight, Rhonda Talford

2014-01-01

The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers' expectations for teacher development,…

A qualitative exploration of chiropractic and physiotherapy teachers' experiences and conceptualizations of the educational environment

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Palmgren, Per J.; Liljedahl, Matilda; Lindquist, Ingrid; Laksov, Klara Bolander

2018-01-01

Objective: There has been increasing scholarly interest in the role of environments in health care professional education, and the value of these has been widely acknowledged as an influential factor in educational quality. However, little is known about how teachers experience the environment, and there is a recognizable absence of a perspective from chiropractic and physiotherapy faculties. The aim of this study was to explore and contrast chiropractic and physiotherapy teachers' experiences and conceptualizations of the meaning of the educational environment. Methods: In this qualitative study, we performed semistructured interviews with 14 teachers, purposefully selected to obtain richness, variation, and breadth in the data. The data were analyzed using inductive qualitative content analysis. Results: The most noteworthy findings were, first, that chiropractic teachers experienced the meaning of the environment as motivating a vocational practice and modeling ideal, supporting and managing stressed students, and including students in the community of chiropractors. Physiotherapy teachers experienced the meaning of the environment as putting the pedagogical vision into practice, balancing students' expectations, and providing the prerequisites to grow within the profession. Second, both groups of teachers held common conceptualizations of the constituents of the environment as physical, organizational, relational, communicational, and pedagogical; however, they attached different connotations to these dimensions. Conclusion: The findings conveyed a variance in the experience of the meaning of the educational environment that can be attributed to contextual and cultural differences. PMID:29257707

Pre-Service Teachers' Humanistic vs. Custodial Beliefs: Before and After the Student Teaching Experience

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Schramm-Possinger, Megan

2016-01-01

The student teaching experience is cited as one of the most critical facets of teachers' professional development. However, teachers' beliefs about pedagogical practices and disciplinary procedures, as well as their perceptions of students, also influence the approaches they use in the classroom. This study uses a humanistic and custodial…

Teachers' Experience of the Implementation of Values in Education in Schools: "Mind the Gap"

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Ferreira, C.; Schulze, S.

2014-01-01

In many societies violence, crime and intolerance have become an everyday reality. In this context teachers are responsible for facilitating values in education. The study aimed to investigate teachers' experiences of the implementation of values in education in classroom praxis. Constructivism was used as conceptual framework. Data were collected…

Why do workaholics experience depression? A study with Chinese University teachers.

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Nie, Yingzhi; Sun, Haitao

2016-10-01

This study focuses on the relationships of workaholism to job burnout and depression of university teachers. The direct and indirect (via job burnout) effects of workaholism on depression were investigated in 412 Chinese university teachers. Structural equation modeling and bootstrap method were used. Results revealed that workaholism, job burnout, and depression significantly correlated with each other. Structural equation modeling and bootstrap test indicated the partial mediation role of job burnout on the relationship between workaholism and depression. The findings shed some light on how workaholism influenced depression and provided valuable evidence for prevention of depression in work. © The Author(s) 2015.

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

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Unal, Zafer; Unal, Aslihan

2012-01-01

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

Novice Teachers and Linguistics: Foregrounding the Functional

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Chappell, Phil; Moore, Stephen

2012-01-01

This forum article describes a postgraduate certificate teaching English to speakers of other languages (TESOL) program with a strong linguistics orientation and argues that such a program provides novice language teachers with knowledge and skills superior to those of programs which focus more on methodology and practicum experience and less on…

Teaching with Socio-Scientific Issues in Physical Science: Teacher and Students' Experiences

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Talens, Joy

2016-01-01

Socio-scientific issues (SSI) are recommended by many science educators worldwide for learners to acquire first hand experience to apply what they learned in class. This investigated experiences of teacher-researcher and students in using SSI in Physical Science, Second Semester, School Year 2012-2013. Latest and controversial news articles on…

The place of experience, culture and multimedia learning in teacher training

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Monica Fantin

2012-05-01

Full Text Available What are the challenges of training children, young people and teachers today? Speaking of knowledge and skills necessary for teachers to perform in current scenarios implies asking to what extent university degree courses and teacher training institutions are adapting to the new demands of education. By highlighting some current challenges of university education, this article emphasizes the importance of experience, cultural training and multimedia in teacher training, from a culturalistic perspective of media education. Considering that media education is a field under construction, the transversality and the contribution of multidisciplinary knowledge of science, education, communication and the arts are a “border-object”, an interface that can better interpret the current transformation of knowledge and the tools of digital culture which are not limited to school education. The text discusses the possibility of multimedia education and its skills, such as integration of knowledge and methodological contributions deriving from different areas of knowledge and from the perspective of multiple languages in school and culture. From this results the need to set up other spaces for thinking about educational and training praxis, discussing news forms of cultural mediation in contemporary settings of teachers training.

Teacher beliefs about teaching science through Science-Technology-Society (STS)

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Massenzio, Lynn

2001-07-01

Statement of the problem. As future citizens, students will have the enormous responsibility of making decisions that will require an understanding of the interaction of science and technology and its interface with society. Since many societal issues today are grounded in science and technology, learning science in its social context is vital to science education reform. Science-Technology-Society (STS) has been strongly identified with meeting this goal, but despite its benefits, putting theory into practice has been difficult. Research design and methodology. The purpose of this study was to explore teacher beliefs about teaching science through STS. The following broad research questions guided the study: (1) What are the participants' initial beliefs about teaching science through STS? (2) What beliefs emerge as participants reflect upon and share their STS instructional experiences with their peers? A social constructivist theoretical framework was developed to plan interactions and collect data. Within this framework, a qualitative methodology was used to interpret the data and answer the research questions. Three provisionally certified science teachers engaged in a series of qualitative tasks including a written essay, verbal STS unit explanation, reflective journal writings, and focus group interviews. After implementing their STS unit, the participants engaged in meaningful dialogue with their peers as they reflected upon, shared, and constructed their beliefs. Conclusions. The participants strongly believed in STS as a means for achieving scientific and technological literacy, developing cognition, enhancing scientific habits of mind and affective qualities, and fostering citizen responsibility. Four major assertions were drawn: (a) Participants' initial belief in teaching for citizen responsibility did not fully align with practice, (b) Educators at the administrative level should be made aware of the benefits of teaching science through STS, (c

The Relationships among Sources of Teacher Pedagogical Beliefs, Teaching Experiences, and Student Outcomes

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Morteza Mellati

2015-03-01

Full Text Available Teachers’ beliefs are derived from various sources such as experiences and personality (Kennedy, 1997; Donaghue, 2003; Ellis, 2008, childhood learning experiences (Rokeach, 1968, teaching experiences (Zeichner and Tabachnick, 1981, and folk pedagogy (Bruner, 1996. The relationship of these sources and learners’ outcomes are under question; therefore, this study investigated the relationships among sources of teacher pedagogical beliefs, teaching experiences, and student outcomes. The researchers classified these sources into two categories “Experienced Pedagogical Beliefs” and “Educational Pedagogical Beliefs”. To conduct this study, 150 Iranian ELT instructors had been chosen randomly. Their students’ scores were also used in data analysis. A beliefs’ questionnaire and interview were employed to elicit instructors’ sources of pedagogical beliefs. The results suggested that a significant proportion of the total variations in learners’ outcomes were predicted by teachers’ sources of pedagogical beliefs and teachers’ teaching experiences. The implications for improving the quality of teacher education programs were also discussed.

Living the Poet's Life: Using an Aesthetic Approach to Poetry to Enhance Preservice Teachers' Poetry Experiences and Dispositions

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Certo, Janine L.; Apol, Laura; Wibbens, Erin; Hawkins, Lisa K.

2012-01-01

In this article, we argue that preservice teachers have limited experience reading and writing poetry, and that if they are to teach poetry in meaningful ways to their future students, they need to have compelling experiences with poetry in teacher education--ones that take into account their former experiences and incoming dispositions and that…

“It’s just really not me”: How pre-service English teachers from a traditional teacher education program experience student-teaching in charter-school networks

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April S. Salerno

2016-12-01

Full Text Available Though teacher educators nationwide are considering ways to provide urban placements for pre-service teachers (PSTs, little research has examined how PSTs experience placements in schools operated by charter management organizations (CMOs. This study considers CMOs—which often hold particular instructional and classroom management philosophies—as a specific type of school-based learning environment. We draw from a Discourse analytic theoretical framework using qualitative methodology to study how three English education focal PSTs experience disconnections between student-teaching placements at CMO schools and their teacher education program. Findings suggest three ways teacher educators can support PSTs in navigating school-based learning. PSTs in this study experienced contexts and philosophies that varied greatly between their schools and teacher education program. Implications include: (1 PSTs must feel that others in their schools value their learning; (2 PSTs in cohorts must feel they belong to learning communities; and (3 PSTs need support in confronting paradoxes they face between theory and practice.

Teachers' Experiences with and Expectations of Children with Incarcerated Parents

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Dallaire, Danielle H.; Ciccone, Anne; Wilson, Laura C.

2010-01-01

Children with incarcerated parents, and mothers in particular, are at increased risk for academic failure and school dropout. In two studies, we examined teachers' experiences with children with incarcerated parents and their expectations for competence of children with incarcerated mothers. In Study 1, a descriptive, qualitative study, teachers…

"A Fly in the Ointment": African American Male Preservice Teachers' Experiences with Stereotype Threat in Teacher Education

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Scott, Sonya V.; Rodriguez, Louie F.

2015-01-01

This study draws from a larger phenomenological study on African American academic persistence and career aspirations in education. This article highlights three African American males' experiences with concentrated forms of stereotype threat in teacher education. Their voices revealed dimensions of how power and privilege operate in teacher…

Enthusiastic Teachers, Vivid Experiments

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Moore, John W.

2000-04-01

in important ways to such professional development. My overriding goal for this Journal is to provide accurate, interesting, relevant information that can enhance chemistry teaching and learning. Your editorial staff organize the information so that access is as quick and easy as possible, and we try to make connections both by juxtaposition of articles in print and by linking information electronically. The latest example of this is being introduced this month. It is a new feature directed especially to busy high school chemistry teachers: the JCE High School Chemed Learning Information Center (JCE HS CLIC). In this special section of JCE Online we have collected and organized JCE's many articles that are of interest to high school teachers, aiming to provide the quickest, easiest access to the information. You can read more about it on page 536. We look forward to feedback from those who have tried CLIC and have suggestions for adding to it or otherwise improving it. When asked how children today could be weaned from the many distractions of modern life and turned on to chemistry, Oliver Sacks recommended, "Enthusiastic teachers, vivid experiments". I recommend that you read Sacks's article in the New Yorker to rejuvenate your enthusiasm and read JCE to find new, vivid experiments. The combination may be just what is needed to capture students' attention for the rest of this school year and to enhance learning for many years to come.

Teacher Research Experiences: Impacting and Benefiting Teacher Professional Development and School-wide Practices (Invited)

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Manning, C. B.

2013-12-01

Providing authentic research opportunities is a potent form of professional development that significantly impacts teaching practices. The University of Rhode Island's ARMADA Project (2003-2010) was funded by the National Science Foundation to create opportunities for teachers to work with marine science researchers and implement best-practices in their classrooms. In early 2009, I participated in a 6-week research experience that has changed how I teach and how I learn. On board the R/V Knorr, I worked as a sedimentologist with an international crew who used geophysics, geochemistry, microbiology and geology to understand the controls on and distribution of subseafloor microbial life in the equatorial Pacific. This experience has affected my educational practices in two ways: (1) motivating me to fill gaps in my own understanding of natural chemical processes, and (2) prioritizing authentic research opportunities for all students at my school. My participation in the ARMADA project underscored the importance of an interdisciplinary approach to research. The team of scientists exposed me to a variety of topics. Biochemistry and the role of redox reactions in biological systems were relatively new to me. Scientists encouraged me to dig deeper into the chemical systems that we were researching. Through self-study and coursework focusing on biogeochemical cycles, deriving energy through chemical processes, and atmospheric chemistry, I have learned much of the chemistry that I am now expected to teach in my courses. I continue to seek out opportunities to learn more and am currently volunteering at geochemistry laboratories at the USGS. My ARMADA research experience depended on teamwork. I learned that while the dynamics of research teams can be simplified if the teams are carefully designed, it is important that students need to learn to work with a variety of people in different situations. Therefore, in my courses, students work in different teams to design and

Intergroup Differences and Their Impact on African American Teachers.

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Mabokela, Reitumetse Obakeng; Madsen, Jean A.

2003-01-01

Examined how intergroup differences within suburban schools affected African American teachers' experiences. Organizational culture strongly influenced how whites treated their minority counterparts. Because the majority established norms, minorities were expected to comply with uniform sets of rules and regulations. Intergroup conflict arose…

Expressions of agency within complex policy structures: science teachers' experiences of education policy reforms in Sweden

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Ryder, Jim; Lidar, Malena; Lundqvist, Eva; Östman, Leif

2018-03-01

We explore the experiences of school science teachers as they enact three linked national curriculum and assessment policy reforms in Sweden. Our goal is to understand teachers' differing responses to these reforms. A sample of 13 teachers engaged in 2 interviews over a 6-9-month period. Interviews included exploration of professional background and school context, perceptions of the aims of the policy reforms and experiences of working with these reforms in the classroom. Analysis was guided by an individual-oriented sociocultural perspective on professional agency. Here teaching is conceptualised as an ongoing interplay between teachers' knowledge, skills and personal goals, and the characteristics of the social, institutional and policy settings in which they work. Our analysis shows that navigating the ensuing continuities and contradictions results in many different expressions of teacher agency, e.g. loss of autonomy and trust, pushing back, subversion, transfer of authority, and creative tensions. Typically, an individual teacher's enactment of these reforms involved several of these expressions of agency. We demonstrate that the sociocultural perspective provides insights into teachers' responses to education policy reform likely to be missed by studies that focus largely on individual teacher knowledge/beliefs about reform or skills in 'implementing' reform practices.

The Effect of the Courses of School Experience and Teaching Practice on Primary School Mathematics Teachers

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Huseyin, Aksu Hasan

2015-01-01

The aim of this study is to determine elementary mathematics teachers' thoughts and feelings on the courses of school-experience and teacher-practice. In this study was used the qualitative research method. Those involved in the study were 20 mathematics teachers employed in formal/government primary schools in the Province of Giresun and in the…

Teacher-Pay Experiments Mounting Amid Debate

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Olson, Lynn

2007-01-01

The debate over linking teacher pay to student test scores that ignited on Capitol Hill recently underscores the growing momentum--and continued controversy--behind tying what teachers earn to what students learn. Both the National Education Association and the American Federation of Teachers came out swinging against language in a draft bill for…

STAR: Preparing future science and math teachers through authentic research experiences at national laboratories

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Keller, John; Rebar, Bryan

2012-11-01

The STEM Teacher and Researcher (STAR) Program provides 9-week paid summer research experiences at national research laboratories for future science and math teachers. The program, run by the Cal Poly Center for Excellence in Science and Mathematics Education (CESaME) on behalf of the entire California State University (CSU) System, has arranged 290 research internships for 230 STEM undergraduates and credential candidates from 43 campuses over the past 6 years. The program has partnered with seven Department of Energy labs, four NASA centers, three NOAA facilities, and the National Optical Astronomy Observatory (NOAO). Primary components of the summer experience include a) conducting research with a mentor or mentor team, b) participating in weekly 2-3 hour workshops focused on translating lessons learned from summer research into classroom practice, and c) presenting a research poster or oral presentation and providing a lesson plan linked to the summer research experience. The central premise behind the STAR Program is that future science and math teachers can more effectively prepare the next generation of science, math, and engineering students if they themselves have authentic experiences as researchers.

Developing Expertise: Using Video to Hone Teacher Candidates' Classroom Observation Skills

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Cuthrell, Kristen; Steadman, Sharilyn C.; Stapleton, Joy; Hodge, Elizabeth

2016-01-01

This article explores the impact of a video observation model developed for teacher candidates in an early experiences course. Video Grand Rounds (VGR) combines a structured observation protocol, videos, and directed debriefing to enhance teacher candidates' observations skills within nonstructured and field-based observations. A comparative…

"A Constant State of Flex and Change": A Teacher Candidate's Perceptions of and Experiences with Military-Connected Learners

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Sherbert, Vicki S.

2018-01-01

All teacher candidates enter the classroom with initial perceptions and assumptions regarding their students' diverse lived experiences and the role those experiences may play in the classroom (Wenger & Dinsmore, 2005). For teacher candidates with no military background, concerns may extend beyond those typical of teacher candidates in other…

(Reinforcing) Factors Influencing a Physical Education Teacher's Use of the Direct Instruction Model Teaching Games

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Jayantilal, Kumar; O'Leary, Nick

2017-01-01

The purpose of this study was to explore how a physical education (PE) teacher employed the direct instruction model (DIM) teaching games in a United Kingdom secondary school. The research sought to identify how the teacher utilised the DIM and those factors that influenced his use of the model. Occupational socialization was used to identify the…

Teachers' Perceptions and Undergraduate Students' Experience in E-Exam in Higher Institution in Nigeria

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Hamsatu, Pur; Yusufu, Gambo; Mohammed, Habib A.

2016-01-01

This study was conducted to explore teachers' perceptions, and students' experiences in e-Examination in University of Maiduguri. Questionnaires were distributed to 30 teachers and 50 students, and the 80 collated instruments were valid for data analysis, representing a response rate of 100%. The validity of the questionnaire was approved by some…

Work-related behavior and experience patterns of entrepreneurs compared to teachers and physicians.

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Voltmer, Edgar; Spahn, Claudia; Schaarschmidt, Uwe; Kieschke, Ulf

2011-06-01

This study examined the status of health-related behavior and experience patterns of entrepreneurs in comparison with teachers and physicians to identify specific health risks and resources. Entrepreneurs (n = 632), teachers (n = 5,196), and physicians (n = 549) were surveyed in a cross-sectional design. The questionnaire Work-related Behavior and Experience Patterns (AVEM) was used for all professions and, in addition, two scales (health prevention and self-confidence) from the Checklist for Entrepreneurs in the sample of entrepreneurs. The largest proportion of the entrepreneurs (45%) presented with a healthy pattern (compared with 18.4% teachers and 18.3% physicians). Thirty-eight percent of entrepreneurs showed a risk pattern of overexertion and stress, followed by teachers (28.9%) and physicians (20.6%). Unambitious or burnout patterns were seen in only 9.3/8.2% of entrepreneurs, respectively, and 25.3/27.3% of teachers, and 39.6/21.5% of physicians. While the distribution of patterns in teachers and physicians differed significantly between genders, a gender difference was not found among entrepreneurs. Entrepreneurs with the risk pattern of overexertion scored significantly (P successful enterprise depends, in part, on the health of the entrepreneur. The large proportion of entrepreneurs with the healthy pattern irrespective of gender may support the notion that self-selection effects of healthy individuals in this special career might be important. At the same time, a large proportion was at risk for overexertion and might benefit from measures to cope with professional demands and stress and promote a healthy behavior pattern.

Current status of direct dark matter detection experiments

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Liu, Jianglai; Chen, Xun; Ji, Xiangdong

2017-03-01

Much like ordinary matter, dark matter might consist of elementary particles, and weakly interacting massive particles are one of the prime suspects. During the past decade, the sensitivity of experiments trying to directly detect them has improved by three to four orders of magnitude, but solid evidence for their existence is yet to come. We overview the recent progress in direct dark matter detection experiments and discuss future directions.

Preparing Science Teachers: Strong Emphasis on Science Content Course Work in a Master's Program in Education

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Ajhar, Edward A.; Blackwell, E.; Quesada, D.

2010-05-01

In South Florida, science teacher preparation is often weak as a shortage of science teachers often prompts administrators to assign teachers to science classes just to cover the classroom needs. This results is poor preparation of students for college science course work, which, in turn, causes the next generation of science teachers to be even weaker than the first. This cycle must be broken in order to prepare better students in the sciences. At St. Thomas University in Miami Gardens, Florida, our School of Science has teamed with our Institute for Education to create a program to alleviate this problem: A Master of Science in Education with a Concentration in Earth/Space Science. The Master's program consists of 36 total credits. Half the curriculum consists of traditional educational foundation and instructional leadership courses while the other half is focused on Earth and Space Science content courses. The content area of 18 credits also provides a separate certificate program. Although traditional high school science education places a heavy emphasis on Earth Science, this program expands that emphasis to include the broader context of astronomy, astrophysics, astrobiology, planetary science, and the practice and philosophy of science. From this contextual basis the teacher is better prepared to educate and motivate middle and high school students in all areas of the physical sciences. Because hands-on experience is especially valuable to educators, our program uses materials and equipment including small optical telescopes (Galileoscopes), several 8-in and 14-in Celestron and Meade reflectors, and a Small Radio Telescope installed on site. (Partial funding provided by the US Department of Education through Minority Science and Engineering Improvement Program grant P120A050062.)

Teachers' Negative Experiences and Expressions of Emotion: Being True to Yourself or Keeping You in Your Place?

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Kitching, Karl

2009-01-01

This paper examines teachers' experiences and displays of negative emotion as a means of partially exploring how identities at work might be formed and regulated. It uses the concepts of emotional labour and subjectivation to interrogate the negative emotions teachers may experience and/or express at work. It suggests that emotion display rules…

The Influence of Personal School Experience in Biology Classes on the Beliefs of Students in University Teacher Education

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Schneider, Christoph; Pakzad, Ursula; Schlüter, Kisten

2013-01-01

Teachers' pedagogical beliefs are thought to play a prominent role in determining teacher behavior. In contrast to other professions, pedagogical beliefs of teachers and students in teacher education are widely influenced by personal experiences gained in school, which has been referred to as "apprenticeship of observation" (Lortie,…

"Elite" Career-Changers and Their Experience of Initial Teacher Education

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Wilkins, Chris

2017-01-01

This study explores the motivation of "high-status" professionals to change career and enter teaching, and their experience of undertaking initial teacher education (ITE) programmes in England. The study builds on previous research which found that career-changers are disproportionately more likely to fail to complete their ITE studies,…

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences

OpenAIRE

Al Otaiba, Stephanie; Lake, Vickie E.; Greulich, Luana; Folsom, Jessica S.; Guidry, Lisa

2012-01-01

This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed ...

Professional and private experience with persons with special needs and attitudes of teachers of regular schools towards inclusion

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Rajović Vera

2010-01-01

Full Text Available In this paper, we seek for the factors of formation of attitudes of primary school teachers towards inclusion of children who due to some sensory, bodily, mental disability or social deprivation have the need for additional support in development and learning. Research on attitudes towards inclusive education of children with special needs so far indicates that teachers of regular schools 'hesitate' in accepting children with special needs, stating as a reason the fact that they do not feel competent enough to work with them. However, the increase in teacher readiness to work with these children can be seen from the projects for the inclusion of these children that educate the teachers and envisage the support of the school expert team. This study was conducted with the aim of determining whether teacher's experience - either private or professional - with persons with disabilities distinguishes the respondents who exhibit more favourable attitudes towards inclusive education of these children from those with less favourable attitudes. The sample consisted of 105 teachers from five regular primary schools at the territory of Belgrade, 44.2% of whom declared that they had professional experience in working with students with special needs, while 40% of respondents had private experience with persons with developmental disabilities. The results (ANOVA indicate that professional experience with working with children with special needs does not significantly affect the formation and changing of attitudes of teachers of regular schools towards inclusive education. On the other hand, private experience with persons with developmental disabilities has a significant influence both on the attitude towards inclusion as a whole and towards all its components (cognitive, conative, the feeling of competence. Based on the obtained results, implications for the development of the curriculum for educating teachers for working with children with developmental

Pre-Service and In-Service Teachers' Experiences of Learning to Program in an Object-Oriented Language

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Govender, I.; Grayson, D. J.

2008-01-01

This paper presents the results of an investigation into the various ways in which pre-service and in-service teachers experience learning to program in an object-oriented language. Both groups of teachers were enrolled in university courses. In most cases, the pre-service teachers were learning to program for the first time, while the in-service…

I was a teacher - I won experience

International Nuclear Information System (INIS)

Stiopol, Mihaela; Paunescu, Aurelia

1995-01-01

The interest of the teachers in schools, their desire to enlarge the children's (novAedge, to offer hem other new things than the Manuals, directly combined with their own interest in the Subjects, constituted a great help to us and at the same time, they encouraged us in our future activity. As already mentioned the beginning had no strategy on its basis. Our lectures addressed to an audience made-up of grammar-school pupils, high-school pupils, with a general educational profile, energetic profile high-schools, inclusively. The first conclusion of a practical activity was: 'the younger the audience, the higher the interest and curiosity'

The experience of aggression by female teachers in the workplace ...

African Journals Online (AJOL)

High stress levels fuels aggression in the workplace. It was observed that female teachers often experience aggression in the workplace. This has a negative effect on their overall sense of well-being as well as their mental health. A purposive sample was selected through two private schools in Gauteng, South Africa, and ...

The influence of authentic scientific research experiences on teachers' conceptions of the nature of science (NOS) and their NOS teaching practices

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Moriarty, Meghan A.

This study explored the influence of teachers' authentic scientific research experiences (ASREs) on teachers' conceptions of the nature of science (NOS) and teachers' NOS instruction. Twelve high school biology teachers participated in this study. Six of the participants had authentic scientific research experience (ASRE) and six had not participated in authentic scientific research. Data included background surveys, modified Views of the Nature of Science (VNOS) questionnaires, interviews, and teaching observations. Data was coded based on the eight NOS understandings outlined in 2013 in the Next Generation Science Standards (NGSS). Evidence from this study indicates participating in authentic scientific research as a member of a scientific community has dual benefits of enabling high school science teachers with informed understandings of the NOS and positioning them to teach with the NOS. However, these benefits do not always result from an ASRE. If the nature of the ASRE is limited, then it may limit teachers' NOS understandings and their NOS teaching practices. The results of this study suggest that participation in ASREs may be one way to improve teachers' NOS understandings and teaching practices if the experiences themselves offer a comprehensive view of the NOS. Because ASREs and other science learning experiences do not always offer such experiences, pre-service teacher education and professional development opportunities may engage science teachers in two ways: (1) becoming part of a scientific community may enable them to teach with NOS and (2) being reflective about what being a scientist means may improve teachers' NOS understandings and better position them to teach about NOS.. Keywords: nature of science, authentic scientific research experiences, Next Generation Science Standards, teaching about NOS, teaching with NOS.

Shifting Perspectives and Practices: Teacher Candidates’ Experiences of a First Nation, Métis, and Inuit Infusion in Mainstream Teacher Education

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Melissa Marilyn Fern Blimkie

2014-10-01

Full Text Available This exploratory case study shares teacher candidates’ perspectives and experiences of the First Nation, Métis, and Inuit Infusion at ABC University’s Faculty of Education field site in XYZ, Ontario. For this initiative, Aboriginal content and pedagogies were infused throughout placements and courses of the mainstream teacher education program. Teacher candidates shared that the Infusion prepared them to teach Aboriginal content in culturally respectful and meaningful ways by providing them with a foundation to build on and helping them to develop teaching practices inclusive of diverse ways of knowing and being in the world. These findings may be useful to other educators developing and implementing their own infusion initiatives.

The analysis of the physical education teacher candidates’ attitudes towards school experience course: the case of Batman University

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Enes IŞIKGÖZ

2016-12-01

Full Text Available Aim: The aim of this study is to analyse the attitudes of the physical education teacher candidates towards ‘Teacher Classroom Practice’ course present in programs for training teachers for sport high schools and for teachers of physical education. Material and Methods: The study group of this research was compiled of 60 students from 2015-2016 school year in Batman University, Physical Education and Sport High school Physical Education Department and Department for Sport High school Teachers, which attended the course “Teacher Classroom Practice”. The results of the research were collected with “Course for Teacher Classroom Practice Attitude Scale”. Besides descriptive statistics used for the analysis, Mann Whitney U test was used for the comparison between the results of different groups. Results: According to the results of the study, even though physical education teacher candidates’ attitudes towards the course showed positive results, an inconsistence was observed between the high school and practice school results. It was also observed that there are no significantly different reactions to the attitude of teacher candidates according to the gender or schools that participated the study. In the light of these results. Conclusion: It is observed that the general attitude levels of pre-service physical education teachers towards the school experience course are positively high. This is an expected and desired result in terms of showing that school experience course is a very important course in providing experience and chance of observing the profession of teaching beforehand in field.

Direct Observation of Strong Ion Coupling in Laser-Driven Shock-Compressed Targets

International Nuclear Information System (INIS)

Ravasio, A.; Benuzzi-Mounaix, A.; Loupias, B.; Ozaki, N.; Rabec le Gloahec, M.; Koenig, M.; Gregori, G.; Daligault, J.; Delserieys, A.; Riley, D.; Faenov, A. Ya.; Pikuz, T. A.

2007-01-01

In this Letter we report on a near collective x-ray scattering experiment on shock-compressed targets. A highly coupled Al plasma was generated and probed by spectrally resolving an x-ray source forward scattered by the sample. A significant reduction in the intensity of the elastic scatter was observed, which we attribute to the formation of an incipient long-range order. This speculation is confirmed by x-ray scattering calculations accounting for both electron degeneracy and strong coupling effects. Measurements from rear side visible diagnostics are consistent with the plasma parameters inferred from x-ray scattering data. These results give the experimental evidence of the strongly coupled ionic dynamics in dense plasmas

Digital Story-Based Problem Solving Applications: Preservice Primary Teachers' Experiences and Future Integration Plans

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Kilic, Çigdem; Sancar-Tokmak, Hatice

2017-01-01

This case study investigates how preservice primary school teachers describe their experiences with digital story-based problem solving applications and their plans for the future integration of this technology into their teaching. Totally 113 preservice primary school teachers participated in the study. Data collection tools included a…

Is It "Writing on Water" or "Strike It Rich?" The Experiences of Prospective Teachers in Using Search Engines

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Sahin, Abdurrahman; Cermik, Hulya; Dogan, Birsen

2010-01-01

Information searching skills have become increasingly important for prospective teachers with the exponential growth of learning materials on the web. This study is an attempt to understand the experiences of prospective teachers with search engines through metaphoric images and to further investigate whether their experiences are related to the…

Investigating Omani Science Teachers' Attitudes towards Teaching Science: The Role of Gender and Teaching Experiences

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Ambusaidi, Abdullah; Al-Farei, Khalid

2017-01-01

A 30-item questionnaire was designed to determine Omani science teachers' attitudes toward teaching science and whether or not these attitudes differ according to gender and teaching experiences of teachers. The questionnaire items were divided into 3 domains: classroom preparation, managing hands-on science, and development appropriateness. The…

Role of Creative Activity in the Formation of Professional and Personal Experience of the Future Music Teacher

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Natalia Popovych

2014-05-01

Full Text Available This paper investigated and substantiated the role of creative activity in the formation of professional and personal experience of the future music teacher. It was determined that the creative activity as a complex personality formation acts as a prerequisite and the result of musical and educational activities, provides an unusual approach and creative solution of professional problems. It is proved that the high level of creative activity is determined by positive motivation, strong interest and focus on music and teaching activities, expression of emotions and significant willpower, self-reliance, initiative, imagination, the ability to perform the academic tasks in a non-standard way, and the availability of adequate self-assessment of one’s own musical abilities and professional activities.

Teacher Candidates and Latina/o English Learners at Fenton Elementary School: The Role of Early Clinical Experiences in Urban Teacher Education

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Nasir, Ambareen; Heineke, Amy J.

2014-01-01

This study investigates how early clinical experiences impact teacher candidates' learning and experiences with Latina/o English learners in a field-based program housed in a multilingual, urban elementary school. We draw on multiple-case study design and use discourse analysis to explore cases of three candidates. Findings reveal exploration of…

Investigation of the Perceived Causes of Pre-Service Physics Teachers' Problems Encountered in School Experience

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Körhasan, Nilüfer Didis; Didis, M. Gözde

2015-01-01

This study investigates a group of pre-service physics teachers' perceptions about the causes of problems in school experience through the attribution theory. The participants were thirteen pre-service physics teachers from a public university in Turkey. Data were collected through the interviews by requesting the participants to reflect their own…

Pre-Service Post Graduate Teachers' First Time Experience with Constructivist Learning Environment (CLE) Using MOODLE

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Boopathiraj, C.; Chellamani, K.

2015-01-01

The aim of this study is to enlighten and discuss Post Graduate student teachers' first time experiences and their level of satisfaction with the use of Moodle Learning Management System (LMS) during their "Research Methods in Education" course offered online. This study investigated 30 pre-service Post Graduate student teachers' to…

Peer Observation of Teaching: Perceptions and Experiences of Teachers in a Primary School in Cyprus

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Karagiorgi, Yiasemina

2012-01-01

This article examines teachers' perceptions of, and experiences with, professional development opportunities involving a school-based project on peer observation of teaching. The study aims to reveal the ways in which seven teachers in one primary school in Cyprus see themselves as agents improving their own and peers' teaching through informal…

Triangulation of written assessments from patients, teachers and students: useful for students and teachers?

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Gran, Sarah Frandsen; Braend, Anja Maria; Lindbaek, Morten

2010-01-01

Many medical students in general practice clerkships experience lack of observation-based feedback. The StudentPEP project combined written feedback from patients, observing teachers and students. This study analyzes the perceived usefulness of triangulated written feedback. A total of 71 general practitioners and 79 medical students at the University of Oslo completed project evaluation forms after a 6-week clerkship. A principal component analysis was performed to find structures within the questionnaire. Regression analysis was performed regarding students' answers to whether StudentPEP was worthwhile. Free-text answers were analyzed qualitatively. Student and teacher responses were mixed within six subscales, with highest agreement on 'Teachers oral and written feedback' and 'Attitude to patient evaluation'. Fifty-four per cent of the students agreed that the triangulation gave concrete feedback on their weaknesses, and 59% valued the teachers' feedback provided. Two statements regarding the teacher's attitudes towards StudentPEP were significantly associated with the student's perception of worthwhileness. Qualitative analysis showed that patient evaluations were encouraging or distrusted. Some students thought that StudentPEP ensured observation and feedback. The patient evaluations increased the students' awareness of the patient perspective. A majority of the students considered the triangulated written feedback beneficial, although time-consuming. The teacher's attitudes strongly influenced how the students perceived the usefulness of StudentPEP.

Nonlinear interaction of strong microwave beam with the ionosphere MINIX rocket experiment

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Kaya, N.; Matsumoto, H.; Miyatake, S.; Kimura, I.; Nagatomo, M.; Obayashi, T.

1986-01-01

A rocket-borne experiment called MINIX was carried out to investigate the nonlinear interaction of a strong microwave energy beam with the ionosphere. The MINIX stands for Microwave-Ionosphere Nonlinear Interaction Experiment and was carried out on August 29, 1983. The objectives of the MINIX is to study possible impacts of the SPS microwave energy beam on the ionosphere such as the Ohmic heating and plasma wave excitation. The experiment showed that the microwave with f = 2.45 GHz nonlinearly excites various electrostatic plasma waves, though no Ohmic heating effects were detected. 4 figures.

Nonlinear interaction of strong microwave beam with the ionosphere MINIX rocket experiment

Science.gov (United States)

Kaya, N.; Matsumoto, H.; Miyatake, S.; Kimura, I.; Nagatomo, M.

A rocket-borne experiment called 'MINIX' was carried out to investigate the nonlinear interaction of a strong microwave energy beam with the ionosphere. The MINIX stands for Microwave-Ionosphere Nonlinear Interaction eXperiment and was carried out on August 29, 1983. The objective of the MINIX is to study possible impacts of the SPS microwave energy beam on the ionosphere, such as the ohmic heating and plasma wave excitation. The experiment showed that the microwave with f = 2.45 GHz nonlinearly excites various electrostatic plasma waves, though no ohmic heating effects were detected.

Nonlinear interaction of strong microwave beam with the ionosphere MINIX rocket experiment

International Nuclear Information System (INIS)

Kaya, N.; Matsumoto, H.; Miyatake, S.; Kimura, I.; Nagatomo, M.; Obayashi, T.

1986-01-01

A rocket-borne experiment called MINIX was carried out to investigate the nonlinear interaction of a strong microwave energy beam with the ionosphere. The MINIX stands for Microwave-Ionosphere Nonlinear Interaction Experiment and was carried out on August 29, 1983. The objectives of the MINIX is to study possible impacts of the SPS microwave energy beam on the ionosphere such as the Ohmic heating and plasma wave excitation. The experiment showed that the microwave with f = 2.45 GHz nonlinearly excites various electrostatic plasma waves, though no Ohmic heating effects were detected. 4 figures

Engineering teacher training models and experiences

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González-Tirados, R. M.

2009-04-01

Institutions and Organisations that take training seriously and devote time, effort and resources, etc, to their own teams are more likely to succeed, since both initial teacher training and continuous improvement, studies, hours of group discussion, works on innovation and educational research, talks and permanent meetings, etc, will all serve to enhance teaching and its quality. Teachers will be able to introduce new components from previously taught classes into their university teaching which will contribute to improving their work and developing a suitable academic environment to include shared objectives, teachers and students. Moreover, this training will serve to enhance pedagogic innovation, new teaching-learning methodologies and contribute to getting teaching staff involved in respect of the guidelines set out by the EHEA. Bearing in mind that training and motivation can be key factors in any teacher's "performance", their productivity and the quality of their teaching, Teacher Training for a specific post inside the University Organisation is standard practice of so-called Human Resources management and an integral part of a teacher's work; it is a way of professionalising the teaching of the different branches of Engineering. At Madrid Polytechnic University, in the Institute of Educational Sciences (ICE), since it was founded in 1972, we have been working hard with university teaching staff. But it was not until 1992 after carrying out various studies on training needs that we planned and programmed different training actions, offering a wide range of possibilities. Thus, we designed and taught an "Initial Teacher Training Course", as it was first called in 1992, a programme basically aimed to train young Engineering teachers just setting out on their teaching career. In 2006, the name was changed to "Advanced University Teacher Training Course". Subsequently, with the appearance of the Bologna Declaration and the creation of the European Higher

Phenomenological Analysis of Teachers' Organizational Deviance Experiences in a Rural Primary School in Turkey

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Anasiz, Burcu Türkkas; Püsküllüoglu, Elif Iliman

2018-01-01

The purpose of this study was to analyze organizational deviance experiences of teachers. The study was in phenomenological design among qualitative research methods. In the research convenience sampling technique was used. The research was conducted in a rural primary school in Mugla province in Turkey. Nine teachers participated in the study,…

Teachers' Experience and Reflections on Game-Based Learning in the Primary Classroom: Views from England and Italy

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Allsop, Yasemin; Jessel, John

2015-01-01

This study aims to provide a comparative account of teachers' experience and views of their role when using digital games in primary classrooms in England and Italy. Interviews and a survey administered online and in hardcopy were used to find out teachers' perceptions of game-based learning and how these impact upon their role as a teacher. This…

Developing a Strong Direct Care Workforce.

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Stear, Lynda A

The aging population of the United States has led to a need for more direct care workers to provide personal care to older adults and disabled people in their homes. The U.S. Bureau of Labor Statistics predicts employment of paraprofessionals in home care will grow 49% between 2012 and 2022 as the baby boomer generation ages and requires more assistance in activities of daily living. The typical direct care worker is a female aged 25 to 54 years old, a demographic that is projected to remain flat in the coming years. Direct care workers typically are poorly paid for work that is labor-intensive and often work in less than optimal working conditions. It is important that agencies hiring direct care workers understand the challenges these workers face and institute sound hiring practices and provide proper training and ongoing supervision. It is possible to have a quality direct care team. Proper training, role modeling, and supervision will improve employee satisfaction, decrease turnover, and improve care outcomes for patients.

How science teachers' concerns about school-based assessment of practical work vary with time: the Hong Kong experience

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Cheung, Derek; Yip, Din-Yan

2004-02-01

School-based assessment of science students' practical skills has two important roles--as a complement to written papers in public examinations and as a catalyst for enriching the science curriculum in schools. This article describes a quantitative study of the concerns chemistry and biology teachers experience as they engage in the process of implementation of a school-based assessment scheme for practical work. A 23-item questionnaire was developed to measure five categories of teacher concern: evaluation, information, management, consequence and refocusing. The nature of each category of teacher concern is discussed in relation to innovation adoption and implementation. Data were collected from 400 chemistry and 412 biology teachers in Hong Kong. Teachers' information and management concerns lessened in intensity when they became experienced users of a school-based assessment scheme. However, teaching experience alone could not motivate teachers to think more about the impact of school-based assessment on student learning, their professional development in student assessment and the possible refinements in their school-based assessment scheme. Concerns-based interventions are suggested to help teachers grow professionally.

University Teachers' Experiences of Academic Leadership and Their Approaches to Teaching

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Ramsden, Paul; Prosser, Michael; Trigwell, Keith; Martin, Elaine

2007-01-01

The study examined associations between university teachers' experiences of academic leadership, their perceptions of a specific academic context and their approaches to teaching in a particular subject that was taught in that context. The sample consisted of 439 lecturers in Australian universities in four fields of study. Lecturers completed…

A qualitative, phenomenological study on the lived experiences of science teachers in The Bahamas

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Micklewhite, Thalia Vionne

This phenomenological study investigates the lived experiences and perceptions of secondary science teachers in the archipelagic country of The Bahamas and how these teachers make meaning of the secondary science program in The Bahamas through the lens of life in a democratic society. The study's purpose was to answer the question: What are the lived experiences of secondary science teachers in The Bahamas in terms of their working conditions'? Using principles of phenomenological research to approach meaning, in-depth interviewing was conducted with six secondary science teachers on four islands of The Bahamas, including the capital of New Providence. The participants and the selected islands are representative of the diversity of teachers, the population, and school climates and structures throughout the country. Narratives were obtained via three ninety-minute interviews with each participant; and thematic analysis was the instrument by which three central themes emerged. Analysis of narratives reveals that lived experience of secondary science teachers revolve around themes of: (1) The Professional Self, (2) Curriculum Leadership, and (3) Curriculum. Most participants are in the career of secondary science education as second choice but are still committed to the profession. Participants overwhelmingly commented that there was a lack of supportive frameworks for critical elements of their daily work, and a need for clear, visionary and decisive curriculum leadership by The Ministry of Education and private School Boards. Participants also desired more appropriate and alternative science curricula that would meet the need of non-academically inclined Bahamian students. Antecedent to their calls was a pressing recognition that they lacked participatory democratic voice in national secondary science education evidenced by years of unrecognized and unattended suggestions sent to those in authority. As a result of these findings, the researcher was propelled towards

Impact of Including Authentic Inquiry Experiences in Methods Courses for Pre-Service Secondary Teachers

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Slater, T. F.; Elfring, L.; Novodvorsky, I.; Talanquer, V.; Quintenz, J.

2007-12-01

Science education reform documents universally call for students to have authentic and meaningful experiences using real data in the context of their science education. The underlying philosophical position is that students analyzing data can have experiences that mimic actual research. In short, research experiences that reflect the scientific spirit of inquiry potentially can: prepare students to address real world complex problems; develop students' ability to use scientific methods; prepare students to critically evaluate the validity of data or evidence and of the consequent interpretations or conclusions; teach quantitative skills, technical methods, and scientific concepts; increase verbal, written, and graphical communication skills; and train students in the values and ethics of working with scientific data. However, it is unclear what the broader pre-service teacher preparation community is doing in preparing future teachers to promote, manage, and successful facilitate their own students in conducting authentic scientific inquiry. Surveys of undergraduates in secondary science education programs suggests that students have had almost no experiences themselves in conducting open scientific inquiry where they develop researchable questions, design strategies to pursue evidence, and communicate data-based conclusions. In response, the College of Science Teacher Preparation Program at the University of Arizona requires all students enrolled in its various science teaching methods courses to complete an open inquiry research project and defend their findings at a specially designed inquiry science mini-conference at the end of the term. End-of-term surveys show that students enjoy their research experience and believe that this experience enhances their ability to facilitate their own future students in conducting open inquiry.

Alternative Student Growth Measures for Teacher Evaluation: Implementation Experiences of Early-Adopting Districts. REL 2015-093

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McCullough, Moira; English, Brittany; Angus, Megan Hague; Gill, Brian

2015-01-01

Alternative student growth measures for teacher evaluation: Implementation experiences of early-adopting districts: State requirements to include student achievement growth in teacher evaluations are prompting the development of alternative ways to measure growth in grades and subjects not covered by state assessments. These alternative growth…

Are the Effects of University Teacher Education "Washed Out" by School Experience?

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Zeichner, Kenneth M.; Tabachnick, B. Robert

1981-01-01

Numerous studies on the education of teachers indicate that, as students advance educationally, their attitudes and beliefs tend to become increasingly liberal and progressive. However, the impact of the college education is "washed out" by the teaching experience. (JN)

Experiences That Predict Early Career Teacher Commitment to and Retention in High-Poverty Urban Schools

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Whipp, Joan L.; Geronime, Lara

2017-01-01

Correlation analysis was used to analyze what experiences before and during teacher preparation for 72 graduates of an urban teacher education program were associated with urban commitment, first job location, and retention in urban schools for 3 or more years. Binary logistic regression was then used to analyze whether urban K-12 schooling,…

CONCERNING THE NETWORKING INTERACTION EXPERIENCE OF TEACHERS AND STUDENTS OF PEDAGOGICAL UNIVERSITY

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E. A. Dmitrieva

2015-01-01

Full Text Available The purpose of the research is to identify the possibilities for the formation knowledge and practical skills related to the use of the professional activity of software and network resource of teaching communities in the pedagogical sphere.Methods. The methods involve the analysis of the literary sources, regulatory documents, Internet resources within the researched problem; an analysis of the practical experience of teachers of secondary schools, work of high school teachers and establishment of training teachers on the research problem; the experimental work and monitoring the learning process.Results. The process of teachers’ training inYaroslavl, in particular preparation of students-biologists at theYaroslavlStatePedagogicalUniversityis reflected. Activity of network pedagogical community of Yaroslavl is considered as a platform for network interaction; the analysis of such platform, use of its resources, and also conversations with subject teachers and students have shown that the given electronic and communication resources cause a great interest for practicing teachers and future experts, however, they not always possess necessary knowledge and abilities concerning its operation.Scientific novelty. The author describes in detail the process of forming a competence of networking of professional interaction in terms of its methodological support that is relevant to the educational process, both in the high school, and post-graduate education.Practical significance. The research implementations can be useful while developing specific guidelines to explain the content and methodology of the training network of professional interaction with examples of practicing teachers and students ofPedagogicalUniversity– future teachers of biology.The article is addressed to researchers, dealing with networking, specialists of teaching service centers (institutions of educational development, the practicing subject teachers and teachers of high

Teaching as Improvisational Experience: Student Music Teachers' Reflections on Learning during an Intercultural Project

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Westerlund, Heidi; Partti, Heidi; Karlsen, Sidsel

2015-01-01

This qualitative instrumental case study explores Finnish student music teachers' experiences of teaching and learning as participants in an intercultural project in Cambodia. The Multicultural Music University project aimed at increasing master's level music education students' intercultural competencies by providing experiences of teaching and…

A Strengthened Teaching Mission in Preschool: Teachers' Experiences, Beliefs and Strategies

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Westman, Susanne; Bergmark, Ulrika

2014-01-01

This paper aimed to explore how preschool teachers' experience their strengthened teaching mission, specifically when working with scientific exploration. The study was based on the philosophy of the life-world, a branch of the phenomenological movement. Life-world philosophy focuses on the concrete reality humans inhabit and is responsive to its…

Teacher Candidates' Experiences with Clinical Teaching in Reading Instruction: A Comparison between the Professional Development School Environment and the Non-Professional Development School Environment

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Hopper, Cynthia J.

2016-01-01

Teacher candidates experience a variety of school settings when enrolled in teacher education methods courses. Candidates report varied experiences when in public school classrooms. This dissertation investigated clinical experiences of teacher candidates when placed in two different environments for clinical teaching. The two environments were a…

Assessing Pre-Service Teachers' Computer Phobia Levels in Terms of Gender and Experience, Turkish Sample

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Ursavas, Omer Faruk; Karal, Hasan

2009-01-01

In this study it is aimed to determine the level of pre-service teachers' computer phobia. Whether or not computer phobia meaningfully varies statistically according to gender and computer experience has been tested in the study. The study was performed on 430 pre-service teachers at the Education Faculty in Rize/Turkey. Data in the study were…

Issues Surrounding the Evaluation of Teacher Internship Programs

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Barrett, D.

2006-12-01

Georgia Intern-Fellowships for Teachers (GIFT) is a collaborative effort designed to enhance mathematics and science experiences of Georgia teachers and their students through summer research internships for teachers. By offering business, industry, public science institute and research summer fellowships to teachers, GIFT provides educators with first-hand exposure to the skills and knowledge necessary for the preparation of our future workforce. Since 1991, GIFT has placed middle and high school math, science and technology teachers in over 1100 positions throughout the state. In these fellowships, teachers are involved in cutting edge scientific and engineering research, data analysis, curriculum development and real-world inquiry and problem solving, and create Action Plans to assist them in translating the experience into changed classroom practice. Since 2004, an increasing number of high school students have worked with their teachers in research laboratories. The GIFT program has an advisory board composed of university researchers, business and education leaders. The board members work in various subcommittees assisting the program with areas such as sponsor recruitment, evaluation and long term planning. The evaluation subcommittee has been actively involved in providing direction regarding the evaluation of the GIFT program's impact on teachers and their students. The program recently conducted a survey of its former participants. This presentation will discuss the results of the survey and the challenges associated with program evaluation of teacher internship programs.

A professional experience learning community for secondary mathematics: developing pre-service teachers' reflective practice

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Cavanagh, Michael; McMaster, Heather

2015-12-01

This paper reports on the reflective practice of a group of nine secondary mathematics pre-service teachers. The pre-service teachers participated in a year-long, school-based professional experience program which focussed on observing, co-teaching and reflecting on a series of problem-solving lessons in two junior secondary school mathematics classrooms. The study used a mixed methods approach to consider the impact of shared pedagogical conversations on pre-service teachers' written reflections. It also examined whether there were differences in the focus of reflections depending on whether the lesson was taught by an experienced mathematics teacher, or taught by a pair of their peers, or co-taught by themselves with a peer. Results suggest that after participants have observed lessons taught by an experienced teacher and reflected collaboratively on those lessons, they continue to reflect on lessons taught by their peers and on their own lessons when co-teaching, rather than just describe or evaluate them. However, their written reflections across all contexts continued to focus primarily on teacher actions and classroom management rather than on student learning.

TRAINING TEACHERS AT A DISTANCE: Perceptions ad Challenges Of Open And Distance Learning (ODL IN TEACHER EDUCATION The Zimbabwean Experience

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Wellington SAMKANGE

2013-10-01

Full Text Available Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers’ colleges (2-5-2 was more inclined to ODL than the ‘conventional’ model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU.

Knowledge and Attitudes Towards Biotechnology of Elementary Education Preservice Teachers: The first Spanish experience

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Casanoves, Marina; González, Ángel; Salvadó, Zoel; Haro, Juan; Novo, Maite

2015-11-01

Due to the important impact that biotechnology has on current Western societies, well-informed critical citizens are needed. People prepared to make conscious decisions about aspects of biotechnology that relate to their own lives. Teachers play a central role in all education systems. Thus, the biotechnological literacy of preservice teachers is an important consideration as they will become an influential collective as future teachers of the next generation of children. The attitudes toward science (and biotechnology) that teachers have affect their behavior and influence the way they implement their daily practice of science teaching in school. This study analyzes the attitudes and knowledge of Spanish preservice teachers toward biotechnology. We designed a new survey instrument that was completed by 407 university students who were taking official degree programs in preschool and primary education. Our results point out that although they are aware of biotechnology applications, topics concerning the structure of DNA, management of genetic information inside the cell, genetically modified organism technology and the use of microorganisms as biotechnological tools were not correctly answered. According to our attitude analysis, Spanish preservice teachers could be defined as opponents of genetically modified product acquisition, supporters of biotechnology for medical purposes and highly interested in increasing their knowledge about biotechnology and other scientific advances. Our results show a positive correlation between better knowledge and more positive attitudes toward biotechnology. A Spanish preservice teacher with positive attitudes toward biotechnology tends to be a student with a strong biology background who scored good marks in our knowledge test.

Preparing culturally and linguistically diverse preservice Early Childhood teachers for field experience

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Melinda Miller

2016-07-01

Full Text Available This article reports on an action research project focussed on preparing culturally and linguistically diverse (CALD preservice early childhood teachers for field experience. A series of targeted workshops delivered over one semester was designed to support the students to develop intercultural competence in relation to knowledge, attitude, skills and behaviours that contribute to success on field placement. Findings indicate that short-term initiatives targeted specifically to students’ identified needs and strengths can help to build intercultural competence for both students and teacher educators. For the participants, access to communication strategies, opportunities for rehearsal of teaching practice, and peer and academic support contributed to shifts in attitude, and the development of skills and new knowledge. New learnings for the teacher educators included challenging assumptions about CALD students’ sense of community and belonging in the university context.

Fostering Pre-service Teachers' Self-Determined Environmental Motivation Through Green Chemistry Experiments

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Karpudewan, Mageswary; Ismail, Zurida; Roth, Wolff-Michael

2012-10-01

The global environmental crisis intensifies particularly in developing nations. Environmental educators have begun to understand that changing the environmental impact requires not only changes in pro-environmental knowledge and attitudes but also in associated, self-determined motivation. This study was designed to test the hypothesis that a green chemistry curriculum changes Malaysian pre-service teachers' environmental motivation. Two comparable groups of pre-service teachers participated in this study. The students in the experimental group ( N = 140) did green chemistry experiments whereas the control group ( N = 123) did equivalent experiments in a traditional manner. Posttest results indicate that there is significant difference between both the groups for intrinsic motivation, integration, identification, and introjections scales and no differences for external regulation and amotivation scales. The qualitative analysis of interview data suggests that the changes are predominantly due to the personal satisfaction that participants derived from engaging in pro-environmental behavior.

How Can a Process of Reflection Enhance Teacher-Trainees’ Practicum Experience?

Directory of Open Access Journals (Sweden)

Diana Zulimay Camacho Rico

2012-12-01

Full Text Available The present study was an attempt to understand how a process of reflection helped five foreign language student teachers throughout their first teaching experience. This study was conducted in the classrooms of five public schools in Colombia where English was taught to high school students. Data were collected through classroom observations, students’ reflective journals, lesson plans and semi-structured interviews. Findings revealed that reflection is a way to help foreign language student teachers to improve their first teaching practice. The analysis was based on the light of two theories, reflection in action and reflection on action from Schön (1987 and Van Manen’s (1977 three levels of reflection.

Does Teacher Preparation Matter? Evidence about Teacher Certification, Teach for America, and Teacher Effectiveness.

OpenAIRE

Linda Darling-Hammond; Deborah J. Holtzman; Su Jin Gatlin; Julian Vasquez Heilig

2005-01-01

Recent debates about the utility of teacher education have raised questions about whether certified teachers are, in general, more effective than those who have not met the testing and training requirements for certification, and whether some candidates with strong liberal arts backgrounds might be at least as effective as teacher education graduates. This study examines these questions with a large student-level data set from Houston, Texas that links student characteristics and achievement ...

Sequencing learning experiences to engage different level learners in the workplace: An interview study with excellent clinical teachers.

Science.gov (United States)

Chen, H Carrie; O'Sullivan, Patricia; Teherani, Arianne; Fogh, Shannon; Kobashi, Brent; ten Cate, Olle

2015-01-01

Learning in the clinical workplace can appear to rely on opportunistic teaching. The cognitive apprenticeship model describes assigning tasks based on learner rather than just workplace needs. This study aimed to determine how excellent clinical teachers select clinical learning experiences to support the workplace participation and development of different level learners. Using a constructivist grounded theory approach, we conducted semi-structured interviews with medical school faculty identified as excellent clinical teachers teaching multiple levels of learners. We explored their approach to teach different level learners and their perceived role in promoting learner development. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 clinical teachers and identified three themes related to their teaching approach: sequencing of learning experiences, selection of learning activities and teacher responsibilities. All teachers used sequencing as a teaching strategy by varying content, complexity and expectations by learner level. The teachers initially selected learning activities based on learner level and adjusted for individual competencies over time. They identified teacher responsibilities for learner education and patient safety, and used sequencing to promote both. Excellent clinical teachers described strategies for matching available learning opportunities to learners' developmental levels to safely engage learners and improve learning in the clinical workplace.

The AP Calculus Exam Reading Experience: Implications for Teacher Classroom Practice and Student Comprehension

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Corcoran, Mimi

2017-01-01

This dissertation explores the views and experiences of high school calculus teachers and college mathematics professors on the professional development which occurs at the annual national AP Calculus exam grading. This professional development experience comes in several forms: the exam briefing sessions, the actual reading of the exams, the…

Quality insights of university teachers on dying, death, and death education.

Science.gov (United States)

Mak, Mui-Hing June

One of the main responsibilities of teachers is to help individual students cope with life difficulties such as grief following a death. However, very little research explores teachers' views on death, dying, and how they handle grief and loss in schools. This study aims to explore university teachers' knowledge and attitudes on dying, death, and death education. Fifteen university teachers were recruited using a qualitative method. This study reveals that most teachers' views on death and related issues are largely affected by their death experiences, religious beliefs, professional background, and the mass media. Although they have a general negative response toward death and dying, some teachers begin to affirm their meanings of life and death. Most teachers agree that they do not feel adequate about managing and teaching on life and death issues, so they strongly support including death education in the formal programs in Hong Kong.

Breaking Down Barriers--Building Strong Foundations: Parents and Teachers of Exceptional Students Working Together.

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Spinelli, Cathleen G.

1999-01-01

Provides guidelines for fostering positive teacher-parent relationships. Discusses recent legislative mandates, how parent/teacher relationships are affected by current policy issues promoted by professional education organizations, and methods of constructive communication. Parents and teachers of students with learning disabilities are urged to…

Teaching Students from Other Cultures: An Exploration of Language Teachers' Experiences with Ethnic Minority Students

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Gu, Mingyue

2018-01-01

This article reports on a qualitative study investigating a group of novice ESL teachers' teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with…

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…

Using Educational Computer Games in the Classroom: Science Teachers' Experiences, Attitudes, Perceptions, Concerns, and Support Needs

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An, Yun-Jo; Haynes, Linda; D'Alba, Adriana; Chumney, Frances

2016-01-01

Science teachers' experiences, attitudes, perceptions, concerns, and support needs related to the use of educational computer games were investigated in this study. Data were collected from an online survey, which was completed by 111 science teachers. The results showed that 73% of participants had used computer games in teaching. Participants…

Elementary Teacher Assessments of Principal Servant Leadership, Their Experience with Team Learning and Student Academic Achievement

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Zahn, Brian

2011-01-01

This study compared teacher assessments of principal servant leadership and their experience with team learning in high, moderate, and low student academic achieving elementary schools. The participants were from fifteen moderate need elementary schools located in southern New York State counties. One hundred sixty two teachers responded to a 36…

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

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Munroe, Elizabeth

2014-01-01

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

Students' Perceptions of Teacher Impact on Their Self-Directed Language Learning with Technology beyond the Classroom: Cases of Hong Kong and U.S.

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Lai, Chun; Li, Xiaoshi; Wang, Qiu

2017-01-01

Teachers are important social agents who affect students' cognitive and social behaviors, including students' self-directed use of technology for language learning outside the classroom. However, how teachers influence student behaviors may vary across cultures, and understanding how teacher influences vary across different cultures is critical to…

"The Driver Doesn't Sit, He Stands up like the Flintstones!": Sibling Teaching during Teacher-Directed and Self-Guided Tasks

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Howe, Nina; Recchia, Holly; Porta, Sandra Della; Funamoto, Allyson

2012-01-01

Associations among sibling teaching strategies, learner behavior, age, age gap, gender, and social-cognitive skills (second-order false-belief and interpretive understanding of knowledge) were investigated in 63 sibling dyads in early and middle childhood. Two teaching tasks were introduced to the older sibling teacher: a teacher-directed task…

Making the informal formal: An examination of why and how teachers and students leverage experiences in informal learning environments

Science.gov (United States)

Schneider, Barbara P.

This study was an effort to understand the impact of informal learning environments (museums, aquaria, nature centers, and outdoor education programs) on school groups by developing a picture of why and how teachers and their students leverage experiences in these settings. This work relied on the self-reported visions for science education of formal and informal teachers as a means of creating a portrait or profile of the teacher visitor thus providing a new way to assess the quality of informal visits based on vision elements. Multi-level, year long case studies at six school sites and their partnering informal centers that included multiple interviews, observations (250 hours) of both school based and field trip activities, as well as focus group interviews with students two months past their field trip experience comprised the bulk of data collection activities. In addition to this more intensive work with case study teachers data was gathered from a broader group of participants through surveys (n = 396) and one-time classroom teacher interviews (n = 36) in an effort to validate or confirm case study findings. I discovered that central to informal and formal teachers' visions was a view of education as empowerment. I explored such goals as empowering students to conceive of themselves and their worlds differently, empowering students by sharing responsibility for what and how they learn, and empowering students by creating environments where everyone can contribute meaningfully. Much of what classroom teachers did to leverage the informal experience in supporting their visions of education related to these goals. For example teachers used shared experiences in informal settings as a way for their students to gain better access to and understanding of the classroom curriculum thereby increasing student participation and allowing more students to be successful. They also changed their approach to content by basing the classroom curriculum on students' interests

Male teachers' experiences of own aggression

African Journals Online (AJOL)

male teachers' own aggression in the Gert Sibande district in Mpumalanga province .... aggression is viewed as a response to a perceived threat. ... sive behaviour develops through emulating the aggressive actions or behaviour others ..... them (the young teachers) it is more acceptable that the children talk softly and move.

Teachers' Commitment To, and Experiences of, the Teaching Profession in Tanzania: Findings of Focus Group Research

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Mkumbo, Kitila A. K.

2012-01-01

This qualitative study examined teachers' commitment to, and experiences of, the teaching profession in six regions of Tanzania. The study used focus group discussions as research method and data collection tool. Twenty four groups were conducted, with group membership ranging from five to nine participants. The results show that the teachers'…

The role of organizational virtuousness in organizational citizenship behavior of teachers: The test of direct and indirect effect through job satisfaction mediating

Directory of Open Access Journals (Sweden)

Kooshki Abedi Sara

2016-01-01

Full Text Available The aim of this study was to test the direct and indirect effect of organizational virtuousness in organizational citizenship behaviors of teachers and propose a model with a causal connection. The population consisted of all secondary school teachers of Karaj metropolitan areas where by cluster method sampling and Morgan table 403 people selected. The aim of this study is functional and in terms of methodology is survey. Standard questionnaires used to collect data and all of them had good reliability and validity. To analyze the data confirmatory factor analysis and structural equation modeling techniques used. The results showed that schools organizational virtuousness directly affect Less and non-significant on organizational citizenship behavior of teachers. The assumed test pattern suggests that organizational virtuousness with the mediation of job satisfaction can affect the behavior of teachers' organizational citizenship behavior. The findings of this study emphasis the importance of reinforcement of schools as well as teachers' job satisfaction and organizational virtuousness.

Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences.

Science.gov (United States)

Al Otaiba, Stephanie; Lake, Vickie E; Greulich, Luana; Folsom, Jessica S; Guidry, Lisa

2012-01-01

This randomized-control trial examined the learning of preservice teachers taking an initial Early Literacy course in an early childhood education program and of the kindergarten or first grade students they tutored in their field experience. Preservice teachers were randomly assigned to one of two tutoring programs: Book Buddies and Tutor Assisted Intensive Learning Strategies (TAILS), which provided identical meaning-focused instruction (shared book reading), but differed in the presentation of code-focused skills. TAILS used explicit, scripted lessons, and the Book Buddies required that code-focused instruction take place during shared book reading. Our research goal was to understand which tutoring program would be most effective in improving knowledge about reading, lead to broad and deep language and preparedness of the novice preservice teachers, and yield the most successful student reading outcomes. Findings indicate that all pre-service teachers demonstrated similar gains in knowledge, but preservice teachers in the TAILS program demonstrated broader and deeper application of knowledge and higher self-ratings of preparedness to teach reading. Students in both conditions made similar comprehension gains, but students tutored with TAILS showed significantly stronger decoding gains.

Quiescent H-mode plasmas with strong edge rotation in the cocurrent direction.

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Burrell, K H; Osborne, T H; Snyder, P B; West, W P; Fenstermacher, M E; Groebner, R J; Gohil, P; Leonard, A W; Solomon, W M

2009-04-17

For the first time in any tokamak, quiescent H-mode (QH-mode) plasmas have been created with strong edge rotation in the direction of the plasma current. This confirms the theoretical prediction that the QH mode should exist with either sign of the edge rotation provided the magnitude of the shear in the edge rotation is sufficiently large and demonstrates that counterinjection and counteredge rotation are not essential for the QH mode. Accordingly, the present work demonstrates a substantial broadening of the QH-mode operating space and represents a significant confirmation of the theory.

Nature of Science and Models: Comparing Portuguese Prospective Teachers' Views

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Torres, Joana; Vasconcelos, Clara

2015-01-01

Despite the relevance of nature of science and scientific models in science education, studies reveal that students do not possess adequate views regarding these topics. Bearing in mind that both teachers' views and knowledge strongly influence students' educational experiences, the main scope of this study was to evaluate Portuguese prospective…

Curricular innovation in higher education: experiences lived by teachers in a school of nursing

Directory of Open Access Journals (Sweden)

Verónica Guerra-Guerrero

2018-01-01

Full Text Available Introduction: In recent decades, in Chile, vocational training in nursing has undergone transformations in their study plans, moving from having a traditional curriculum to one based on competencies, in accordance with the current demands of the labor market. Objective: To analyze two topics derived from the study focused on understanding the life experiences of teachers in a Nursing School on the curricular innovation. Materials and methods: A phenomenological study through in-depth interviews was conducted to twenty teachers, who have participated in the training of nurses. Sampling for convenience was done according to the data saturation criterion. The data analysis was thematic type as proposed by Van Manen. The research was approved by the Ethics Committee of the institution. Results: Seven main themes were identified, two of which are analyzed in this article: innovation as a complex process and unchanged changes. Conclusions: The transition from a traditional curriculum to one based on competences, from the experience of teachers, implies complex challenges and profound changes; considering this, higher education institutions have to provide the conditions to facilitate such a process.

"Oh God, She Is Looking at Every Little Thing I am Doing!" Student Teachers' Constructions of the Observation Experience

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Fantozzi, Victoria B.

2013-01-01

This qualitative study examines the variance in the ways that four student teachers made meaning of the experience of being observed by their cooperating teachers and university supervisors. Using Kegan's (1994) theory of cognitive development, the study focuses on the differences in the ways the teacher candidates constructed the prospect of…

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.

The Lived Experience of Teachers and Administrators in Persistently Low Achieving Schools

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Bickenheuser, Charles William

2013-01-01

In 2010 Washington State's persistently lowest performing public schools were identified and published by the superintendent of public instruction. However, no research has described the lived experiences of teachers and administrators who work in those schools. Guided by the combined frameworks of Van Manen and Moustakas, this qualitative study…

A Professional Experience Model for Primary Pre-Service Teachers Specialising in Mathematics

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McMaster, Heather; Cavanagh, Michael

2016-01-01

Many primary pre-service teachers (PSTs) who are enthused by tertiary courses that espouse and model a socio-constructivist approach to teaching mathematics, revert to a traditional approach when they encounter mathematics teaching during professional experience. An intervention was designed to translate the initial pedagogical intent of four…

Job Satisfaction among Secondary School Teachers: The Role of Gender and Experience

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Menon, Maria Eliophotou; Athanasoula-Reppa, Anastasia

2011-01-01

The paper investigates the association between individual characteristics and teacher job satisfaction in secondary education in Cyprus. It focuses on two individual characteristics commonly linked to job satisfaction in the literature, namely, gender and years of experience. A short version of a questionnaire previously employed by Dinham and…

Middle Years Science Teachers Voice Their First Experiences with Interactive Whiteboard Technology

Science.gov (United States)

Gadbois, Shannon A.; Haverstock, Nicole

2012-01-01

Among new technologies, interactive whiteboards (IWBs) particularly seem to engage students and offer entertainment value that may make them highly beneficial for learning. This study examined 10 Grade 6 teachers' initial experiences and uses of IWBs for teaching science. Through interviews, classroom visits, and field notes, the outcomes…

The Teacher Talent Trove

Science.gov (United States)

Quinn, Terrence

2003-01-01

Teacher leadership represents a powerful approach to assert the true professionalism that educators have long been seeking. Opportunities abound for teachers to contribute to school reform by demonstrating their leadership skills. This article considers strategies to rebuild the portrait of teachers and thereby encourage strong professional…

An Evaluation of the Effectiveness of Teacher Preparation Programmes in Khyber Pakhtunkhwa Province, Pakistan

Directory of Open Access Journals (Sweden)

Iqbal Ahmad

2013-07-01

The trainee teachers were able to communicate easily and clearly in classroom situations. The prospective teachers could make lessons plans and implement it successfully. The teacher preparation program has developed classroom management skills of the prospective teachers. The teachers could use different strategies in their classrooms for student’s learning evaluations. The teachers were more confident to share their experiences with other teachers. However, a unique finding of the study is that the teacher preparation program has failed to develop research skills of the teachers. It was found that the trained teachers did not know how to conduct research in their contexts on various issues of teaching and learning. Therefore on the basis of this study it is recommended that a strong component of research project should be incorporated in the curriculum of the teacher preparation program of RITEs to enable the prospective teachers to conduct research on different issues of teaching and learning.

Coherent Vortices in Strongly Coupled Liquids

International Nuclear Information System (INIS)

Ashwin, J.; Ganesh, R.

2011-01-01

Strongly coupled liquids are ubiquitous in both nature and laboratory plasma experiments. They are unique in the sense that their average potential energy per particle dominates over the average kinetic energy. Using ''first principles'' molecular dynamics (MD) simulations, we report for the first time the emergence of isolated coherent tripolar vortices from the evolution of axisymmetric flows in a prototype two-dimensional (2D) strongly coupled liquid, namely, the Yukawa liquid. Linear growth rates directly obtained from MD simulations are compared with a generalized hydrodynamic model. Our MD simulations reveal that the tripolar vortices persist over several turn over times and hence may be observed in strongly coupled liquids such as complex plasma, liquid metals and astrophysical systems such as white dwarfs and giant planetary interiors, thereby making the phenomenon universal.

Coherent Vortices in Strongly Coupled Liquids

Science.gov (United States)

Ashwin, J.; Ganesh, R.

2011-04-01

Strongly coupled liquids are ubiquitous in both nature and laboratory plasma experiments. They are unique in the sense that their average potential energy per particle dominates over the average kinetic energy. Using “first principles” molecular dynamics (MD) simulations, we report for the first time the emergence of isolated coherent tripolar vortices from the evolution of axisymmetric flows in a prototype two-dimensional (2D) strongly coupled liquid, namely, the Yukawa liquid. Linear growth rates directly obtained from MD simulations are compared with a generalized hydrodynamic model. Our MD simulations reveal that the tripolar vortices persist over several turn over times and hence may be observed in strongly coupled liquids such as complex plasma, liquid metals and astrophysical systems such as white dwarfs and giant planetary interiors, thereby making the phenomenon universal.

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.

'It Takes Me Half a Bottle of Whisky to Get through One of Your Assignments': Exploring One Teacher Educator's Personal Experiences of Dyslexia.

Science.gov (United States)

Glazzard, Jonathan; Dale, Kirsty

2015-05-01

This article uses a life history approach to explore personal experiences of dyslexia of one higher-education lecturer and its impact on her professional identity. The informant is currently employed as a lecturer of initial teacher training in a UK university. She worked as a primary school teacher for over a decade prior to embarking on an academic career in teacher education. The informant draws on her own experiences as a pupil, teacher and lecturer, and additionally, she presents accounts of student teachers with dyslexia drawn from her current professional context. Although the data are not generalizable, the account nevertheless illustrates the positive impact of the social model of disability for the informant and her students who had been identified as dyslexic during their initial training as teachers. Additionally, the account also illustrates the ways in which teachers' personal experiences of dyslexia can shape professional identities in very positive ways. Implications for both teacher training and pedagogic approaches in schools to support learners with dyslexia are drawn out of the narrative. Copyright © 2015 John Wiley & Sons, Ltd.

Teachers' Understanding and Operationalisation of `Science Capital'

Science.gov (United States)

King, Heather; Nomikou, Effrosyni; Archer, Louise; Regan, Elaine

2015-12-01

Across the globe, governments, industry and educationalists are in agreement that more needs to be done to increase and broaden participation in post-16 science. Schools, as well as teachers, are seen as key in this effort. Previous research has found that engagement with science, inclination to study science and understanding of the value of science strongly relates to a student's science capital. This paper reports on findings from the pilot year of a one-year professional development (PD) programme designed to work with secondary-school teachers to build students' science capital. The PD programme introduced teachers to the nature and importance of science capital and thereafter supported them to develop ways of implementing science capital-building pedagogy in their practice. The data comprise interviews with the participating teachers (n = 10), observations of classroom practices and analyses of the teachers' accounts of their practice. Our findings suggest that teachers found the concept of science capital to be compelling and to resonate with their own intuitive understandings and experiences. However, the ways in which the concept was operationalised in terms of the implementation of pedagogical practices varied. The difficulties inherent in the operationalisation are examined and recommendations for future work with teachers around the concept of science capital are developed.

Life histories of female elementary teachers and their science/teacher role construction

Science.gov (United States)

Ramseur, Aletha Johnson

The research conducted in this study focuses on life histories of female elementary teachers and their science/teacher role construction. Identity theorists argue that the self consists of a collection of identities founded on occupying a particular role. Who we are depends on the roles we occupy. These roles are often referred to as "role identities". In the case of these participants, many role identities (mother, wife, sibling, and teacher) exist. This study focuses primarily on their (science) teacher role identity. Literature on women's lives, as learners and teachers, suggest that women's experiences, currently and throughout history influenced their teacher role construction. There is however, little knowledge of women's lives as elementary teachers of science and the affect of their experiences, currently and throughout history, on their (science) teacher identity construction. Schools delineated by race, class, and gender relations, are similar to other sectors of society's, social and cultural spheres within which race, class, and gender identities are constructed. Using in-depth-interviews female elementary teachers were encouraged to actively reconstruct their life and work-life experiences focusing on family, school and science interactions. They addressed the intellectual and emotional connections between their life and work experiences by focusing on details of their past and present experiences and examining the meaning of those experiences. It was the scrutiny of these connections between their life and work experiences, the meaning derived from them and historical events, and the constraints imposed on their personal choices by broader power relations, such as those of class, race, and gender that informed why we teach, how we teach, and what we teach.

Challenging Thoughts, Changing Minds: Preservice Teachers' Reflections on Their Experience Working in an Alternative School Setting

Science.gov (United States)

Blevins, Brooke; Moore, Brandon; Dexter Torti, Cameron

2017-01-01

This study was designed to use critical reflective journaling practices to explore the experiences of preservice teachers working in a juvenile justice education program called the Reach Academy. Using a qualitative case study design, the researchers explored how 48 preservice teachers utilized critical reflective journaling to examine their own…

Meaningful Learning with Mobile Devices: Pre-Service Class Teachers' Experiences of Mobile Learning in the Outdoors

Science.gov (United States)

Kärki, Tomi; Keinänen, Heli; Tuominen, Anu; Hoikkala, Marianna; Matikainen, Eila; Maijala, Hanna

2018-01-01

The authors consider the use of mobile learning environment ActionTrack in teacher education. Pre-service class teachers' (N = 277) experiences of the mobile learning environment were measured with a 7-point Likert-scale questionnaire based on seven attributes of meaningful learning. Students' ratings for different attributes were analysed…

Physical Education Teacher Education Students' Knowledge, Perceptions and Experiences of Promoting Healthy, Active Lifestyles in Secondary Schools

Science.gov (United States)

Harris, Jo

2014-01-01

Background: Physical education teacher education (PETE) offers a context for students to learn about the promotion of active lifestyles in secondary schools through their interactions and experiences during the teacher education process. However, previous studies have found low levels of health-related fitness knowledge amongst PETE students,…

The Effect of Teaching Experience and Specialty (Vocal or Instrumental) on Vocal Health Ratings of Music Teachers

Science.gov (United States)

Hackworth, Rhonda S.

2010-01-01

The current study sought to determine the relationship among music teachers' length of teaching experience, specialty (vocal or instrumental), and ratings of behaviors and teaching activities related to vocal health. Participants (N = 379) were experienced (n = 208) and preservice (n = 171) music teachers, further categorized by specialty, either…

Exploring light mediators with low-threshold direct detection experiments

Energy Technology Data Exchange (ETDEWEB)

Kahlhoefer, Felix [Deutsches Elektronen-Synchrotron (DESY), Hamburg (Germany); RWTH Aachen Univ. (Germany). Inst. for Theoretical Particle Physics and Cosmology; Kulkarni, Suchita [Oesterreichische Akademie der Wissenschaften, Vienna (Austria). Inst. fuer Hochenergiephysik; Wild, Sebastian [Deutsches Elektronen-Synchrotron (DESY), Hamburg (Germany)

2017-11-15

We explore the potential of future cryogenic direct detection experiments to determine the properties of the mediator that communicates the interactions between dark matter and nuclei. Due to their low thresholds and large exposures, experiments like CRESST-III, SuperCDMS SNOLAB and EDELWEISS-III will have excellent capability to reconstruct mediator masses in the MeV range for a large class of models. Combining the information from several experiments further improves the parameter reconstruction, even when taking into account additional nuisance parameters related to background uncertainties and the dark matter velocity distribution. These observations may offer the intriguing possibility of studying dark matter self-interactions with direct detection experiments.

Exploring light mediators with low-threshold direct detection experiments

International Nuclear Information System (INIS)

Kahlhoefer, Felix

2017-11-01

We explore the potential of future cryogenic direct detection experiments to determine the properties of the mediator that communicates the interactions between dark matter and nuclei. Due to their low thresholds and large exposures, experiments like CRESST-III, SuperCDMS SNOLAB and EDELWEISS-III will have excellent capability to reconstruct mediator masses in the MeV range for a large class of models. Combining the information from several experiments further improves the parameter reconstruction, even when taking into account additional nuisance parameters related to background uncertainties and the dark matter velocity distribution. These observations may offer the intriguing possibility of studying dark matter self-interactions with direct detection experiments.

Exploring Teachers' Blended Learning Experiences in a Rural Alabama High School

Science.gov (United States)

Jones, Aslean Madison

2017-01-01

The use of blended learning is fast becoming a practice used in public schools to address 21st century learning challenges. However, despite the growing use of instructional delivery models that blend online learning platforms with traditional instruction in brick and mortar classrooms, little is known about teachers' experiences with the…

Strongly and weakly directed approaches to teaching multiple representation use in physics

Directory of Open Access Journals (Sweden)

Patrick B. Kohl

2007-06-01

Full Text Available Good use of multiple representations is considered key to learning physics, and so there is considerable motivation both to learn how students use multiple representations when solving problems and to learn how best to teach problem solving using multiple representations. In this study of two large-lecture algebra-based physics courses at the University of Colorado (CU and Rutgers, the State University of New Jersey, we address both issues. Students in each of the two courses solved five common electrostatics problems of varying difficulty, and we examine their solutions to clarify the relationship between multiple representation use and performance on problems involving free-body diagrams. We also compare our data across the courses, since the two physics-education-research-based courses take substantially different approaches to teaching the use of multiple representations. The course at Rutgers takes a strongly directed approach, emphasizing specific heuristics and problem-solving strategies. The course at CU takes a weakly directed approach, modeling good problem solving without teaching a specific strategy. We find that, in both courses, students make extensive use of multiple representations, and that this use (when both complete and correct is associated with significantly increased performance. Some minor differences in representation use exist, and are consistent with the types of instruction given. Most significant are the strong and broad similarities in the results, suggesting that either instructional approach or a combination thereof can be useful for helping students learn to use multiple representations for problem solving and concept development.

Sociomoral Atmosphere in Direct-Instruction, Eclectic, and Constructivist Kindergartens: A Study of Teachers' Enacted Interpersonal Understanding.

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DeVries, Rheta; And Others

This study examined the interactions between teachers and children in three kindergarten classrooms. Programs used in the classrooms were: a direct-instruction (DI) program, representing a cultural transmission paradigm; a contructivist program (CON), representing the cognitive-developmental paradigm; and an eclectic program (ECL), combining…

Can an International Field Experience Assist Health and Physical Education Pre-Service Teachers to Develop Cultural Competency?

Science.gov (United States)

Winslade, Matthew

2016-01-01

An emerging focus of teacher education courses within countries such as Australia centres on the development of cultural competency. An international practicum experience or student mobility programme embedded within pre-service teacher education programmes is one way to provide such an opportunity. In subject areas such as Health and Physical…

Examining High School Anatomy and Physiology Teacher Experience in a Cadaver Dissection Laboratory and Impacts on Practice

Science.gov (United States)

Mattheis, Allison; Ingram, Debra; Jensen, Murray S.; Jackson, Jon

2015-01-01

This article describes the results of a study that investigated the experiences of a group of high school anatomy and physiology teachers who participated in a cadaver dissection laboratory workshop organized through a university-school partnership. Teacher feedback was collected before, during, and after the workshop through pre-arrival surveys,…