WorldWideScience

Sample records for technologies students teachers

  1. 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…

  2. How Does Using Technology Affect Student Attitudes about Teachers?

    Science.gov (United States)

    Forman, David W.

    1997-01-01

    Describes how a version of the Tuckman Teacher Feedback Form (TTFF) was used to measure teachers'"personality" factors as perceived by students. The instrument included 28 sets of bipolar adjectives to use in describing the teacher. Findings revealed that the application of technology to instruction improved students' perceptions of…

  3. 77 FR 22359 - Innovative Technology Experiences for Students and Teachers (ITEST) Program; Comment Request

    Science.gov (United States)

    2012-04-13

    ... Innovative Technology Experiences for Students and Teachers (ITEST) Program; Comment Request AGENCY: National...: Innovative Technology Experiences for Students and Teachers (ITEST) Program. Evaluation for the National...: Initial clearance. Abstract: Innovative Technology Experiences for Students and Teachers (ITEST) is a...

  4. Teacher Verbal Aggressiveness and Credibility Mediate the Relationship between Teacher Technology Policies and Perceived Student Learning

    Science.gov (United States)

    Finn, Amber N.; Ledbetter, Andrew M.

    2014-01-01

    In this study, we extend previous work on teacher technology policies by refining the teacher technology policies instrument to account for the technology purpose (social, academic) and type (cell phone, laptop/tablet), and examine a model of teacher technology policies and perceived learning. We found that students are more sensitive to policies…

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

    Science.gov (United States)

    Liu, Ping

    2016-01-01

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

  6. 76 FR 4137 - Comment Request: Innovative Technology Experiences for Students and Teachers (ITEST) Program

    Science.gov (United States)

    2011-01-24

    ... Comment Request: Innovative Technology Experiences for Students and Teachers (ITEST) Program AGENCY... INFORMATION: Title of Collection: Innovative Technology Experiences for Students and Teachers (ITEST) Program... Teachers (ITEST) is a National Science Foundation program that responds to current concerns and...

  7. Assistive Technology Competencies for Teachers of Students with Visual Impairments

    Science.gov (United States)

    Smith, Derrick W.; Kelley, Pat; Maushak, Nancy J.; Griffin-Shirley, Nora; Lan, William Y.

    2009-01-01

    Using the expert opinion of more than 30 professionals, this Delphi study set out to develop a set of assistive technology competencies for teachers of students with visual impairments. The result of the study was the development of a highly reliable and valid set of 111 assistive technology competencies. (Contains 2 tables.)

  8. Assistive Technology Competencies for Teachers of Students with Visual Impairments

    Science.gov (United States)

    Smith, Derrick W.; Kelley, Pat; Maushak, Nancy J.; Griffin-Shirley, Nora; Lan, William Y.

    2009-01-01

    Using the expert opinion of more than 30 professionals, this Delphi study set out to develop a set of assistive technology competencies for teachers of students with visual impairments. The result of the study was the development of a highly reliable and valid set of 111 assistive technology competencies. (Contains 2 tables.)

  9. Visible Parts, Invisible Whole: Swedish Technology Student Teachers' Conceptions about Technological Systems

    Science.gov (United States)

    Hallström, Jonas; Klasander, Claes

    2017-01-01

    Technological systems are included as a component of national technology curricula and standards for primary and secondary education as well as corresponding teacher education around the world. Little is known, however, of how pupils, students, and teachers conceive of technological systems. In this article we report on a study investigating…

  10. Student Teachers' Intentions and Actions on Integrating Technology into Their Classrooms during Student Teaching: A Singapore Study

    Science.gov (United States)

    Choy, Doris; Wong, Angela F. L.; Gao, Ping

    2009-01-01

    The purpose of the study is to explore student teachers' intentions and actions in technology integration in their classrooms. A postgraduate teacher education cohort of 118 Singapore student teachers participated in the study. The results suggested that student teachers in Singapore showed positive intentions to integrate technology to facilitate…

  11. Using a Student-Centered Model for Assessing Preservice Teachers' Use of Technology in Student Teaching

    Science.gov (United States)

    Pratt, David; Stevenson, Heidi J.

    2007-01-01

    This article describes a student-centered assessment model used at a large university to encourage preservice teachers' use of technology in the K-12 classroom. This model allows preservice teachers to have discretion over the content, form, and time period in which they complete technology proficiencies. More specifically, this article describes…

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

    Science.gov (United States)

    Daniel, Mayra C.; Cowan, John E.

    2012-01-01

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

  13. Assistive Technology Competencies of Teachers of Students with Visual Impairments: A Comparison of Perceptions

    Science.gov (United States)

    Zhou, Li; Smith, Derrick W.; Parker, Amy T.; Griffin-Shirley, Nora

    2011-01-01

    This study surveyed teachers of students with visual impairments in Texas on their perceptions of a set of assistive technology competencies developed for teachers of students with visual impairments by Smith and colleagues (2009). Differences in opinion between practicing teachers of students with visual impairments and Smith's group of…

  14. Understanding Student Teachers' Behavioural Intention to Use Technology: Technology Acceptance Model (TAM) Validation and Testing

    Science.gov (United States)

    Wong, Kung-Teck; Osman, Rosma bt; Goh, Pauline Swee Choo; Rahmat, Mohd Khairezan

    2013-01-01

    This study sets out to validate and test the Technology Acceptance Model (TAM) in the context of Malaysian student teachers' integration of their technology in teaching and learning. To establish factorial validity, data collected from 302 respondents were tested against the TAM using confirmatory factor analysis (CFA), and structural equation…

  15. Using Technology to Enhance Feedback to Student Teachers

    Science.gov (United States)

    Gibson, Lenwood; Musti-Rao, Shobana

    2016-01-01

    The importance of effective and efficient feedback is paramount during the student teaching experience. This experience is a vital component of many teacher preparation programs. During these limited experiences, supervisors deliver performance feedback that is designed to improve the way student teachers implement evidence-based practices and/or…

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

    Science.gov (United States)

    Lai, Chun; Yeung, Yuk; Hu, Jingjing

    2016-01-01

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

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

    Science.gov (United States)

    Lai, Chun; Yeung, Yuk; Hu, Jingjing

    2016-01-01

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

  18. Information and Communication Technology Literacy among Student-Teachers in Universities in Nigeria

    Science.gov (United States)

    Daramola, Florence Olutunu; Yusuf, Mudasiru Olalere; Oyelekan, Oloyede Solomon

    2015-01-01

    The use of information and communication technology (ICT) in the school system is becoming increasingly prominent. This study was conducted to find out the information and communication technology literacy levels among student-teachers in the universities in North-Central Nigeria. The study involved a total of 638 student-teachers out of which 360…

  19. Special Education Teachers' Use of Assistive Technology with Students Who Have Severe Disabilities

    Science.gov (United States)

    Connor, Cynthia; Snell, Martha; Gansneder, Bruce; Dexter, Sara

    2010-01-01

    Teachers' integration of computer-based assistive technology has been linked to positive educational outcomes for students with disabilities. This study was conducted to identify factors that are predictive of integrating assistive technology into teaching practices among general and special education teachers of students with severe disabilities.…

  20. Helping Mathematics Teachers Develop Noticing Skills: Utilizing Smartphone Technology for One-on-One Teacher/Student Interviews

    Science.gov (United States)

    Chao, Theodore; Murray, Eileen; Star, Jon R.

    2016-01-01

    Teaching mathematics for understanding requires listening to each student's mathematical thinking, best elicited in a one-on-one interview. Interviews are difficult to enact in a teacher's busy schedule, however. In this study, the authors utilize smartphone technology to help mathematics teachers interview a student in a virtual one-on-one…

  1. Teacher Effectiveness as Correlate of Students' Cognitive Achievement at Upper Basic Education in Basic Technology

    Science.gov (United States)

    Owoh, Titus M.

    2016-01-01

    This study sought to find out the relationship between students perception of their teacher effectiveness and academic achievement in Basic Technology. Teacher's personality, teaching techniques/classroom management strategy and appearance, all integrate to make for teacher effectiveness. To carry out this research, two research questions and one…

  2. Using Web 2.0 Technologies: Exploring Perspectives of Students, Teachers and Parents

    Science.gov (United States)

    Yu, Mingmei; Yuen, Allan H. K.; Park, Jae

    2012-01-01

    Purpose: The purpose of the study is to explore the perspectives of students, teachers, and parents in using Web 2.0 technologies. Design/methodology/approach: This study is based on the focus group interview data collected from two groups of students, two groups of teachers, and one group of parents in a secondary school in Hong Kong. Findings:…

  3. Assistive Technology Competencies for Teachers of Students with Visual Impairments: A National Study

    Science.gov (United States)

    Zhou, Li; Ajuwon, Paul M.; Smith, Derrick W.; Griffin-Shirley, Nora; Parker, Amy T.; Okungu, Phoebe

    2012-01-01

    Introduction: For practicing teachers of students with visual impairments, assistive technology has assumed an important role in the education of their students' assessment and learning of content. Little research has addressed this area; therefore, the purpose of the study presented here was to identify the teachers' self-reported possession of…

  4. Assistive Technology for Students with Disabilities: Resources and Challenges Encountered by Teachers

    Science.gov (United States)

    Jacobsen, Dawn LaRae

    2012-01-01

    Assistive technology may be a solution for students with disabilities who are struggling to achieve academic growth; however, the consideration for assistive technology process is not prevalent in schools. The purpose of this qualitative study was to take an in-depth look at the processes and factors that teachers of students with disabilities…

  5. Introduction to Surgical Technology. Third Edition. Teacher Edition [and] Student Edition.

    Science.gov (United States)

    Bushey, Vicki; Hildebrand, Bob; Hildebrand, Dinah; Johnson, Dave; Sikes, John; Tahah, Ann; Walker, Susan; Zielsdorf, Lani

    These teacher and student editions provide instructional materials for an introduction to surgical technology course. Introductory materials in the teacher edition include information on use, instructional/task analysis, academic and workplace skill classifications and definitions, related academic and workplace skill list, and crosswalk to…

  6. Secondary Teachers' Perceptions of Assistive Technology Use for Students with Learning Disabilities

    Science.gov (United States)

    Williamson-Henriques, Kendra M.

    2013-01-01

    The purpose of this study was to examine secondary general education teachers' perspective of assistive technology use for students with disabilities. A total of four secondary schools participated in this study. Within these schools, 110 general education teachers completed surveys. The survey included three subscales: usage of assistive…

  7. [Michigan Technological University Pre-Service Teacher Enhancement Program]. [Includes a copy of the Student Guide

    Energy Technology Data Exchange (ETDEWEB)

    Anderson, C.S.; Yarroch, W.L.

    1993-04-27

    The Michigan Technological University Teacher Education Program received funding from the US Department of Energy for the purpose of providing capable and suitably inclined, MTU Engineering and Science students a chance to explore high school level science and mathematics teaching as a career option. Ten undergraduate students were selected from nominations and were paired with mentor teachers for the study. This report covers the experience of the first ten nominees and their participation in the program.

  8. Improving Science Student Teachers' Self-Perceptions of Fluency with Innovative Technologies and Scientific Inquiry Abilities

    Science.gov (United States)

    Çalik, Muammer; Ebenezer, Jazlin; Özsevgeç, Tuncay; Küçük, Zeynel; Artun, Hüseyin

    2015-01-01

    The aim of this study was to investigate the effects of "Environmental Chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) self-perceptions of fluency with innovative technologies (InT) and scientific inquiry abilities. The study was conducted with 117 SSSTs (68…

  9. Improving Science Student Teachers' Self-Perceptions of Fluency with Innovative Technologies and Scientific Inquiry Abilities

    Science.gov (United States)

    Çalik, Muammer; Ebenezer, Jazlin; Özsevgeç, Tuncay; Küçük, Zeynel; Artun, Hüseyin

    2015-01-01

    The aim of this study was to investigate the effects of "Environmental Chemistry" elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers' (SSSTs) self-perceptions of fluency with innovative technologies (InT) and scientific inquiry abilities. The study was conducted with 117 SSSTs (68…

  10. Assistive Technology for Students with Visual Impairments: Challenges and Needs in Teachers' Preparation Programs and Practice

    Science.gov (United States)

    Zhou, Li; Parker, Amy T.; Smith, Derrick W.; Griffin-Shirley, Nora

    2011-01-01

    This article reports on a survey of 165 teachers of students with visual impairments in Texas to examine their perceptions of their knowledge of assistive technology. The results showed that they had significant deficits in knowledge in 55 (74.32%) of the 74 assistive technology competencies that were examined and that 57.5% of them lacked…

  11. Teachers of Students with Visual Impairments and Their Use of Assistive Technology: Measuring the Proficiency of Teachers and Their Identification with a Community of Practice

    Science.gov (United States)

    Siu, Yue-Ting; Morash, Valerie S.

    2014-01-01

    Introduction: This article presents an instrument that measures the assistive technology proficiency of teachers of students with visual impairments and their identification with a community of practice that values assistive technology. Teachers' deficits in assistive technology proficiency negatively impact students who are visually impaired by…

  12. Teaching with Technology: An Examination of Literacy Instruction and the Use of Technology with Teacher Candidates and Elementary School Students

    Science.gov (United States)

    Garas-York, Keli; Wiedemann, Chantal; Bennett, Joelle

    2008-01-01

    The article describes teacher candidates' perceptions of the instructional effectiveness of integrating literacy and technology during the field experience component of a literacy methods course. An examination of the impact of the inclusion of technology with literacy instruction on student engagement was also conducted but no significant…

  13. The Impact of Technology-Enhanced Student Teacher Supervision on Student Teacher Knowledge, Performance, and Self-Efficacy during the Field Experience

    Science.gov (United States)

    Kopcha, Theodore J.; Alger, Christianna

    2011-01-01

    The eSupervision instructional program is a series of five online modules housed in a content management system that support triad members (student teachers, cooperating teachers, university supervisors) during the field experience. The program was designed on a cognitive apprenticeship framework and uses a variety of technology to support both…

  14. Student Teachers of Technology and Design: Can Short Periods of STEM-Related Industrial Placement Change Student Perceptions of Engineering and Technology?

    Science.gov (United States)

    Gibson, Ken S.

    2012-01-01

    This is a report, on a small-scale case study, of a programme of short industrial placements (5 day block) for student teachers of technology and design in Northern Ireland. Such placements increase student awareness and understanding of the nature of Engineering and Technology and therefore better prepare them to teach these subjects, as integral…

  15. Enhancing Teachers' Technological Knowledge and Assessment Practices to Enhance Student Learning in Technology: A Two-year Classroom Study

    Science.gov (United States)

    Moreland, Judy; Jones, Alister; Northover, Ann

    2001-02-01

    This paper reports on a two-year classroom investigation of primary school (Years 1-8) technology education. The first year of the project explored emerging classroom practices in technology. In the second year intervention strategies were developed to enhance teaching, learning and assessment practices. Findings from the first year revealed that assessment was often seen in terms of social and managerial aspects, such as teamwork, turn taking and co-operative skills, rather than procedural and conceptual technological aspects. Existing formative interactions with students distorted the learning away from the procedural and conceptual aspects of the subject. The second year explored the development of teachers' technological knowledge in order to enhance formative assessment practices in technology, to inform classroom practice in technology, and to enhance student learning. Intervention strategies were designed to enhance the development of procedural, conceptual, societal and technical aspects of technology for teachers and students. The results from this intervention were very positive. This paper highlights the importance of developing teacher expertise pertaining to broad concepts of technology, detailed concepts in different technological areas and general pedagogical knowledge. The findings from this research therefore have implications for thinking about teaching, learning and assessment in technology.

  16. Information and Communication Technology Literacy among Student-Teachers in Universities in Nigeria

    Directory of Open Access Journals (Sweden)

    Florence Olutunu Daramola

    2015-10-01

    Full Text Available The use of Information and Communications Technology (ICT in the school system is becoming increasingly prominent. This study was conducted to find out the ICT literacy levels among student-teachers in the universities in North-Central Nigeria. The study involved a total of 638 student-teachers consisting of 360 males and 248 females. The instrument used for the study was a researcher-designed questionnaire with a reliability index of .74. The results indicated that student-teachers in North-central Nigeria have an average ICT literacy level. No significant difference was established in the level of ICT literacy between male and female student-teachers {t(636=1.672 >.05} and there was no significant difference in the level of ICT literacy by student-teachers in the Arts, Sciences, and Social Sciences {F(2,635 = 0.935 > 0.05}. It was recommended that universities make available more ICT equipment and facilitate the student-teachers in adopting the culture of integrating ICT into pedagogy and educational administration since they have an average ICT literacy level.

  17. Technology to Support Teachers Using Evidence from Student Work to Customize Technology-Enhanced Inquiry Units

    Science.gov (United States)

    Matuk, Camillia F.; Linn, Marcia C.; Eylon, Bat-Sheva

    2015-01-01

    Teachers' involvement in curriculum design is essential for sustaining the relevance of technology-enhanced learning materials. Customizing--making small adjustments to tailor given materials to particular situations and settings--is one design activity in which busy teachers can feasibly engage. Research indicates that customizations based…

  18. Redesigning Schools to Reach Every Student with Excellent Teachers: Financial Planning for Time-Technology Swap--Rotation Model

    Science.gov (United States)

    Public Impact, 2012

    2012-01-01

    This brief shows how teachers in a Time-Technology swap school model may earn more, sustainably. In this model, schools use age-appropriate portions of digital learning (as little as about an hour daily per student) to free the time of excellent teachers to teach more students and potentially to collaborate with peers. By teaching more students,…

  19. Student Teachers' Discourse about Digital Technologies and Transitions between Formal and Informal Learning Contexts

    Science.gov (United States)

    Pöntinen, Susanna; Dillon, Patrick; Väisänen, Pertti

    2017-01-01

    This research is a contribution to issues of digital technology use at the interface of formal and informal learning contexts. The research was conducted in the discourse tradition and investigates Finnish teacher training students' 'manners of speaking' as resources for, and obstacles to, making pedagogical changes in response to the potential of…

  20. Connecting Points: Teacher Decision-Making About Student Data-Collection Technology

    Science.gov (United States)

    Kreuger, Alice; Rawls, Greg

    1998-09-01

    For today's classroom teacher, faced with the prospect of selecting and using data collection technology, a number of questions are emerging, including: 1) Why should my students use this technology? 2) Is the use of this technology appropriate both pedagogically and developmentally? 3) Will the technology persist? 4) Is the use of technology justifiable, given the investment of time (and money) to prepare for its use? 5) How do I choose the type of data-collection technology to use with my students? The article illustrates issues to be considered when addressing these questions. A learner-centered rationale for the use of technology in the science classroom is given. Appropriateness is discussed in terms of standards-driven curricula. Regarding the `persistence' of the technology, a `reciprocal evolution' is suggested, with educator use dictating in part the actual development of new technology. Justifiable and proper use are contrasted. Finally, a comparison is made between various types of data-collection technologies. Teachers and school staff are encouraged to not consider one as `superior' to another, but rather to select carefully based on the educational needs of their students.

  1. Digital technology use by the students and english teachers and self-directed language learning

    Directory of Open Access Journals (Sweden)

    Nehir Sert

    2017-01-01

    Full Text Available The digital era is a new challenge for teachers. While children get acquainted with the digital technology before the age of six, teachers, who have encountered with the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use technology particularly beyond the classroom settings. The aim of this study was to examine the difference between the perceptions of 5-8 graders in low and high income groups about their technology use skills and their English teachers’ technology use skills. It also tested the correlation between their perceptions of their self-directed language learning behaviors and their technology use skills as well as their English teachers’ technology use skills. The population of the study consisted of 145 students. Inter group comparisons and correlational research methods were adopted. The results indicated that the low and high income students’ perceptions did not differ regarding their own technology use skills, and similarly their English teachers’ technology use skills. There was no correlation between the perceptions of the low/high income group combination regarding their technology use skills and their English teachers’ technology use skills. And lastly, their perceptions on their self-directed learning behaviors did not correlate with their perceptions on their technology use skills and their English teachers’ technology use skills. The educational implications of these results were discussed and suggestions were put forward so as to produce more effective learning environments.

  2. Assessment of Computer Technology Availability, Accessibility and Usage by Agricultural Education Student Teachers in Secondary Schools in Botswana

    Science.gov (United States)

    Hulela, K.; Rammolai, M.; Mpatane, W.

    2014-01-01

    This study examines the availability, accessibility and usability of computer as a form of information and communication technologies (ICTs) by student teachers in secondary schools. 44 out of 51 student teachers of Agriculture responded to the questionnaire. Means and percentages were used to analyze the data to establish the availability,…

  3. Knowledge and power in the technology classroom: a framework for studying teachers and students in action

    Science.gov (United States)

    Danielsson, Anna T.; Berge, Maria; Lidar, Malena

    2017-03-01

    The purpose of this paper is to develop and illustrate an analytical framework for exploring how relations between knowledge and power are constituted in science and technology classrooms. In addition, the empirical purpose of this paper is to explore how disciplinary knowledge and knowledge-making are constituted in teacher-student interactions. In our analysis we focus on how instances of teacher-student interaction can be understood as simultaneously contributing to meaning-making and producing power relations. The analytical framework we have developed makes use of practical epistemological analysis in combination with a Foucauldian conceptualisation of power, assuming that privileging of educational content needs to be understood as integral to the execution of power in the classroom. The empirical data consists of video-recorded teaching episodes, taken from a teaching sequence of three 1-h lessons in one Swedish technology classroom with sixteen 13-14 years old students. In the analysis we have identified how different epistemological moves contribute to the normalisation and exclusion of knowledge as well as ways of knowledge-making. Further, by looking at how the teacher communicates what counts as (ir)relevant knowledge or (ir)relevant ways of acquiring knowledge we are able to describe what kind of technology student is made desirable in the analysed classroom.

  4. Space Weather Around the World: Using Educational Technology to Engage Teachers and Students in Science Research

    Science.gov (United States)

    Lewis, E.; Cline, T.; Thieman, J.

    2007-12-01

    The Space Weather Around the World Program uses NASA satellite data and education technology to provide a framework for students and teachers to study the effects of solar storms on the Earth and then report their results at their own school and to others around the world. Teachers and students are trained to create Space Weather Action Centers by building their own equipment to take data or using real satellite and/or ground-based data available through the internet to study and track the effects of solar storms. They can then predict "space weather" for our planet and what the effects might be on aurora, Earth-orbiting satellites, humans in space, etc. The results are presented via proven education technology techniques including weather broadcasts using green screen technology, podcasts, webcasts and distance learning events. Any one of these techniques can capture the attention of the audience, engage them in the science and spark an interest that will encourage continued participation. Space Weather Around the World uses all of these techniques to engage millions. We will share the techniques that can be applied to any subject area and will increase participation and interest in that content. The Space Weather program provides students and teachers with unique and compelling teaching and learning experiences that will help to improve science literacy, spark an interest in careers in Science, Technology, Engineeering, and Mathematics (STEM), and engage children and adults in shaping and sharing the experience of discovery and exploration.

  5. ESP In The Classroom:Student And Teacher Competencies In Modern Computer And Communication Technologies

    Directory of Open Access Journals (Sweden)

    Milosevic Danica

    2015-11-01

    Full Text Available This paper is going to present an approach to developing language competencies both in teachers and students on the example of the Technical College of Applied Sciences in Niš, Serbia at the departments of Modern Computer and Communication Technologies with the idea to draw attention to the advantages of this approach which has been tested in practice over the years.

  6. Student and Teacher Use of Technology at the University Level

    Science.gov (United States)

    Gobel, Peter; Kano, Makimi

    2013-01-01

    "Digital Native" and "Digital Immigrant" are terms, popularized by Prensky (2001), to describe those born either before, or in the digital era (i.e. after 1980). In recent years, this dichotomy has been used to raise awareness of differences in technology usage and what these differences may mean for education. The present…

  7. Experiences of Turkish Student Teachers in Pedagogy and Educational Technology during an Internship Program in the US

    Science.gov (United States)

    Sahin, Ismail; Toy, Serkan

    2009-01-01

    This quantitative research study was conducted to examine technological and pedagogical experiences of Turkish student teachers in a US Department of State sponsored international internship program. The internship program had a specific emphasis on student-centered teaching and technology integration. Turkish interns completed a 6-week teaching…

  8. The modern technologies of subject-subject mutual relations of teacher and students in Higher School

    Directory of Open Access Journals (Sweden)

    Gonchar O.V.

    2012-03-01

    Full Text Available Humanistic essence of pedagogical mutual relations idea of is exposed and the row of modern technologies is analyzed. The directions of creative application of progressive theoretical ideas of realization of pedagogical mutual relations of teachers and students are reflected. The certain features and practical achievements of their realization in higher school practice are described in order not to allow miscalculations and defects in development of the higher education system of Ukraine. The substance of definition "pedagogical co-operation in an educational process" in correlation with a concept "pedagogical technology" is analyzed.

  9. Explaining the Intention to Use Technology among Student Teachers: An Application of the Theory of Planned Behavior (TPB)

    Science.gov (United States)

    Teo, Timothy; Lee, Chwee Beng

    2010-01-01

    Purpose: This paper aims to examine pre-service teachers' self-reported intention to use technology by employing the Theory of Planned Behavior (TPB) as the research framework. Design/methodology/approach: In total, 157 student teachers completed a survey questionnaire measuring their responses to four constructs in the TPB. These were…

  10. The Effect of Student Teaching Experience on Preservice Elementary Teachers' Self-Efficacy Beliefs for Technology Integration in the UAE

    Science.gov (United States)

    Al-Awidi, Hamed Mubarak; Alghazo, Iman Mohammad

    2012-01-01

    This study examines the effect of the student teaching experience on preservice elementary teachers' self-efficacy beliefs and the sources of their beliefs about technology integration in teaching in the UAE. The participants were 62 pre-service elementary teachers at the United Arab Emirates University. Pre- and post-survey was administered to…

  11. Explaining the Intention to Use Technology among Student Teachers: An Application of the Theory of Planned Behavior (TPB)

    Science.gov (United States)

    Teo, Timothy; Lee, Chwee Beng

    2010-01-01

    Purpose: This paper aims to examine pre-service teachers' self-reported intention to use technology by employing the Theory of Planned Behavior (TPB) as the research framework. Design/methodology/approach: In total, 157 student teachers completed a survey questionnaire measuring their responses to four constructs in the TPB. These were…

  12. Improving Science, Technology and Mathematics Students' Achievement: Imperatives for Teacher Preparation in the Caribbean Colleges and Universities

    Science.gov (United States)

    Ogunkola, Babalola J.

    2012-01-01

    The concerns of this article are the unacceptable status of Science, Technology and Mathematics (STM) Education in the Caribbean and how to improve the students' achievement in the subjects involved through the instrumentality of better preparation of teachers by the Colleges and University faculties training teachers in the region. The index for…

  13. A Pre-Service Teacher Training Model with Instructional Technology Graduate Students as Peer Coaches to Elementary Pre-Service Teachers

    Science.gov (United States)

    Slagter van Tryon, Patricia J.; Schwartz, Catherine Stein

    2012-01-01

    This paper describes a peer coaching collaboration between graduate students in a Master's program in Instructional Technology and undergraduate pre-service teachers enrolled in an elementary mathematics methods course. Integrated as a major project in a graduate level K-12 technology integration course, the Instructional Technology students…

  14. Novice Mathematics Teachers' Use of Technology to Enhance Student Engagement, Questioning, Generalization, and Conceptual Understanding

    Science.gov (United States)

    Fraser, Virginia; Garofalo, Joe

    2015-01-01

    The purpose of this study was to describe how and why novice mathematics teachers incorporated technology-generated representations in their instruction. The participants in the study were graduates of a technology-rich mathematics teacher educator program. The teachers were interviewed at the beginning and end of the study concerning their…

  15. Cognetics: Thinking Skills Activities in Inventions/Technology and Science. Teacher's Manual and Student Manual.

    Science.gov (United States)

    Burr, Judith E.; And Others

    Cognetics provides an exciting cooperative learning experience for students that develops both thinking skills and content knowledge. In Cognetics, teams of students in grades 3 to 12 create solutions to problems. This set contains a student manual and a teacher's manual. The teacher's manual explains the concept of cognetics and then provides…

  16. C-MORE Science Kits: Putting Technology in the Hands of K-12 Teachers and Students

    Science.gov (United States)

    Achilles, K.; Weersing, K.; Daniels, C.; Puniwai, N.; Matsuzaki, J.; Bruno, B. C.

    2008-12-01

    The Center for Microbial Oceanography: Research and Education (C-MORE) is a NSF Science and Technology Center based at the University of Hawaii. The C-MORE education and outreach program offers a variety of resources and professional development opportunities for science educators, including online resources, participation in oceanography research cruises, teacher-training workshops, mini-grants to incorporate microbial oceanography-related content and activities into their classroom and, most recently, C- MORE science kits. C-MORE science kits provide hands-on classroom, field, and laboratory activities related to microbial oceanography for K-12 students. Each kit comes with complete materials and instructions, and is available free of charge to Hawaii's public school teachers. Several kits are available nationwide. C-MORE science kits cover a range of topics and technologies and are targeted at various grade levels. Here is a sampling of some available kits: 1) Marine Murder Mystery: The Case of the Missing Zooxanthellae. Students learn about the effect of climate change and other environmental threats on coral reef destruction through a murder-mystery experience. Participants also learn how to use DNA to identify a suspect. Grades levels: 3-8. 2) Statistical sampling. Students learn basic statistics through an exercise in random sampling, with applications to microbial oceanography. The laptops provided with this kit enable students to enter, analyze, and graph their data using EXCEL. Grades levels: 6-12. 3) Chlorophyll Lab. A research-quality fluorometer is used to measure the chlorophyll content in marine and freshwater systems. This enables students to compare biomass concentrations in samples collected from various locations. Grades levels: 9-12. 4) Conductivity-Temperature-Depth (CTD). Students predict how certain variables (e.g., temperature, pressure, chlorophyll, oxygen) vary with depth. A CTD, attached to a laptop computer, is deployed into deep water

  17. Determining student teachers' perceptions on using technology via Likert scale, visual association test and metaphors: A mixed study

    Directory of Open Access Journals (Sweden)

    Mevhibe Kobak

    2013-04-01

    Full Text Available The aim of this study is to determine senior student teachers’ perceptions on using technology by approaching various points of view. In this study, researchers collected data through Technology Perceptions Scale, Visual Association Activity and Technology Metaphors. The participants of the study were 104 senior student teachers who were enrolled in Balıkesir University Necatibey Faculty of Education. In this descriptive study, researchers interpreted qualitative data in conjunction with quantitative data. Based on the data obtained, even though student teachers’ perceptions on using technology were found positive in the light of Likert scale, there was no significant relation in terms of gender and enrolled undergraduate program. According to the results of visual association test, student teachers ranked smartboard, Internet and computer in the first three, and portable media player, mobile phone and video/camera in the last three. Besides, researchers analyzed and classified student teachers’ metaphors about technology under 9 categories: 1developing-changing technology, 2rapidly progressing technology, 3 limitless-endless technology, 4beneficial technology, 5harmful technology, 6both beneficial and harmful technology, 7indispensible technology, 8technology as a necessity, 9 all-inclusive technology. At the end of the study, those nine categories which were acquired using the content analysis technique are presented in a table which shows the interaction between categories in a holistic view.

  18. Comparative Analysis of Teacher Trainee Students' eLearning Technology (ELT) Readiness towards Promoting Global Curriculum Best Practice

    Science.gov (United States)

    Ogwu, Edna N.

    2016-01-01

    This study compares teacher trainee students (TTSs), electronic learning technology (ELT) readiness, competence as well as their constraints to ELT readiness using 373 University education students' from Botswana and Nigeria that are randomly selected. Data was descriptively analysed based on the research objectives and hypotheses using mean…

  19. Preparing Special Education Teachers to Use Educational Technology to Enhance Student Learning

    Science.gov (United States)

    Wallace, Teresa; Georgina, David

    2014-01-01

    New standards require teachers to integrate the use of technology in their teaching and preparing teachers at the preservice level to integrate technology into the classroom is key. The way in which this is accomplished varies across institutions though often a technology tools course stands as an individual course with the hope professors are…

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

    NARCIS (Netherlands)

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

    2005-01-01

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

  1. Preschool Student Teachers, Technology, and Gender: Positive Expectations Despite Mixed Experiences from Their Own School Days

    Science.gov (United States)

    Hedlin, Maria; Gunnarsson, Gunilla

    2014-01-01

    The Swedish preschool curriculum emphasises preschool teachers' task to stimulate children's interest in science and technology. Technology education, however, has not always had a given place in Swedish early childhood education, and this has been associated with female preschool teachers' fear of technology. This qualitative study explores how…

  2. Teachers' Views about Science and Technology Lesson Effects on the Development of Students' Entrepreneurship Skills

    Science.gov (United States)

    Bacanak, Ahmet

    2013-01-01

    The purpose of this study was to determine the views of science and technology teachers about the effects of 6th, 7th and 8th grade science and technology courses on students' entrepreneurship skills. In the study, phenomenographic method was used and data were collected through a semi-structured interview method with 8 questions. 5 science…

  3. Mars mission program for primary students: Building student and teacher skills in science, technology, engineering and mathematics

    Science.gov (United States)

    Mathers, Naomi; Pakakis, Michael; Christie, Ian

    2011-09-01

    The Victorian Space Science Education Centre (VSSEC) scenario-based programs, including the Mission to Mars and Mission to the Orbiting Space Laboratory, utilize methodologies such as hands-on applications, immersive learning, integrated technologies, critical thinking and mentoring. The use of a scenario provides a real-life context and purpose to what students might otherwise consider disjointed information. These programs engage students in the areas of maths and science, and highlight potential career paths in science and engineering. The introduction of a scenario-based program for primary students engages students in maths and science at a younger age, addressing the issues of basic numeracy and science literacy, thus laying the foundation for stronger senior science initiatives. Primary students absorb more information within the context of the scenario, and presenting information they can see, hear, touch and smell creates a memorable learning and sensory experience. The mission also supports development of teacher skills in the delivery of hands-on science and helps build their confidence to teach science. The Primary Mission to the Mars Base gives primary school students access to an environment and equipment not available in schools. Students wear flight suits for the duration of the program to immerse them in the experience of being an astronaut. Astronauts work in the VSSEC Space Laboratory, which is transformed into a Mars base for the primary program, to conduct experiments in areas such as robotics, human physiology, microbiology, nanotechnology and environmental science. Specialist mission control software has been developed by La Trobe University Centre for Games Technology to provide age appropriate Information and Communication Technology (ICT) based problem solving and support the concept of a mission. Students in Mission Control observe the astronauts working in the space laboratory and talk to them via the AV system. This interactive

  4. Digital Technology Use by the Students and English Teachers and Self-Directed Language Learning

    Science.gov (United States)

    Sert, Nehir; Boynuegri, Ebru

    2017-01-01

    The digital era is a new challenge for teachers. While children get acquainted with the digital technology before the age of six, teachers, who have encountered with the digital world at a later time in their lives, struggle with it. Self-directed learning, which is crucial for lifelong learning, can be enhanced by the use technology particularly…

  5. Teacher Use of Instructional Technology in a Special Education School for Students with Intellectual Disabilities: A Case Study

    Directory of Open Access Journals (Sweden)

    Canan Sola Özgüç

    2014-01-01

    Full Text Available The purpose of this study was to investigate use of Instructional Technology (IT by special education teachers in a school for students with moderate to severe intellectual disability (ID. Research questions were a Which IT do teachers use during class time? b What are the ways of providing IT? (c What are the problems that teachers encountered while using IT? (d What are the results and effects of the encountered problems? (e Is there any use of assistive technology (AT devices? This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews were conducted with nine teachers; students with moderate to severe ID in the first, second, fifth, and seventh grade were observed in social studies lessons, as were eight teachers of those students. The study showed that use of IT is limited in a special school for children with ID and this situation is affecting teachers and students in a negative way. Also, use of AT is lacking

  6. The Classroom Teacher's Technology Survival Guide

    Science.gov (United States)

    Johnson, Doug

    2012-01-01

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

  7. The Classroom Teacher's Technology Survival Guide

    Science.gov (United States)

    Johnson, Doug

    2012-01-01

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

  8. Exploring How Teacher-Related Factors Relate to Student Achievement in Learning Advanced Algebra in Technology-Enhanced Classrooms

    Science.gov (United States)

    Hegedus, Stephen J.; Tapper, John; Dalton, Sara

    2016-01-01

    In this study, we examine the relationship between contextual variables related to teachers and student performance in Advanced Algebra classrooms in the USA. The data were gathered from a cluster-randomized study on the effects of SimCalc MathWorlds®, a curricular and technological intervention as a replacement for Algebra 2 curriculum, on…

  9. Effect of Technology-Embedded Scientific Inquiry on Senior Science Student Teachers' Self-Efficacy

    Science.gov (United States)

    Calik, Muammer

    2013-01-01

    The aim of this study was to investigate the effect of technology-embedded scientific inquiry (TESI) on senior science student teachers' (SSSTs) self-efficacy. The sample consisted of 117 SSSTs (68 females and 49 males aged 21-23 years) enrolled in an Environmental Chemistry elective course. Within a quasi-experimental design, the…

  10. Exploring How Teacher-Related Factors Relate to Student Achievement in Learning Advanced Algebra in Technology-Enhanced Classrooms

    Science.gov (United States)

    Hegedus, Stephen J.; Tapper, John; Dalton, Sara

    2016-01-01

    In this study, we examine the relationship between contextual variables related to teachers and student performance in Advanced Algebra classrooms in the USA. The data were gathered from a cluster-randomized study on the effects of SimCalc MathWorlds®, a curricular and technological intervention as a replacement for Algebra 2 curriculum, on…

  11. Effect of Technology-Embedded Scientific Inquiry on Senior Science Student Teachers' Self-Efficacy

    Science.gov (United States)

    Calik, Muammer

    2013-01-01

    The aim of this study was to investigate the effect of technology-embedded scientific inquiry (TESI) on senior science student teachers' (SSSTs) self-efficacy. The sample consisted of 117 SSSTs (68 females and 49 males aged 21-23 years) enrolled in an Environmental Chemistry elective course. Within a quasi-experimental design, the…

  12. Collaborative Action Research Approach Promoting Professional Development for Teachers of Students with Visual Impairment in Assistive Technology

    Science.gov (United States)

    Argyropoulos, Vassilios; Nikolaraizi, Magda; Tsiakali, Thomai; Kountrias, Polychronis; Koutsogiorgou, Sofia-Marina; Martos, Aineias

    2014-01-01

    This paper highlights the framework and discusses the results of an action research project which aimed to facilitate the adoption of assistive technology devices and specialized software by teachers of students with visual impairment via a digital educational game, developed specifically for this project. The persons involved in this…

  13. The Effect of Use of Information and Communication Technologies on Elementary Student Teachers' Perceived Information Literacy Self-Efficacy

    Science.gov (United States)

    Demiralay, Raziye; Karadeniz, Sirin

    2010-01-01

    The aim of this research is to investigate and evaluate elementary student teachers' perceived information literacy self-efficacy in terms of the use of information and communication technologies (ICT). The relational survey method which determines the relationships between two or more variables was used in the research. The data gathered from…

  14. Collaborative Action Research Approach Promoting Professional Development for Teachers of Students with Visual Impairment in Assistive Technology

    Science.gov (United States)

    Argyropoulos, Vassilios; Nikolaraizi, Magda; Tsiakali, Thomai; Kountrias, Polychronis; Koutsogiorgou, Sofia-Marina; Martos, Aineias

    2014-01-01

    This paper highlights the framework and discusses the results of an action research project which aimed to facilitate the adoption of assistive technology devices and specialized software by teachers of students with visual impairment via a digital educational game, developed specifically for this project. The persons involved in this…

  15. Individual differences in nurse and teacher training students' attitudes toward and use of information technology.

    Science.gov (United States)

    Wishart, Jocelyn; Ward, Rod

    2002-04-01

    Students in both nurse and teacher training are now expected to learn to make effective use of IT for their profession. However, they enter training with a variety of experience in IT which will affect how they respond to further IT skills training. In this survey, 154 nursing and 128 teacher training students reported on the uses they had made of computers and their attitudes towards them. Also, as a sense of being in control of the computer is important for becoming involved in its use, they completed a questionnaire to locate their locus of internal control. The teacher training students were more likely than the nursing students to have access to a home computer, to use computers more often and to have used a greater variety of software. However, this may be a gender effect as a greater proportion of the teacher trainees were male. For both teacher training and nursing students, having a more internal locus of control was correlated with more positive attitudes towards computers. This finding is important for those introducing students to the use of IT in their professions, so that appropriate software and teaching styles involving less open-ended tasks may be provided for the less internally controlled individuals. Interestingly, a much stronger relationship between being more internally controlled and being less scared of using a computer was found for teacher trainees than for nurse trainees. Thus for nurse trainees it is more likely that there are other individual factors predisposing them to fear using computers.

  16. One Science Teacher's Professional Development Experience: A Case Study Exploring Changes in Students' Perceptions of Their Fluency with Innovative Technologies

    Science.gov (United States)

    Ebenezer, Jazlin; Columbus, Russell; Kaya, Osman Nafiz; Zhang, Lin; Ebenezer, Devairakkam Luke

    2012-02-01

    The purpose of this case-study is to narrate a secondary science teacher's experience of his professional development (PD) education and training in innovative technologies (IT) in the context of engaging students in environmental research projects The sources from which the narrative is derived include (1) the science teacher's reflective reports during three summer institute programs and (2) the science teacher's reflective reports while subsequently engaging students in IT-embedded environmental research projects in his classroom. The science teacher's explanations for changes in students' perception of their IT fluency illuminate his personal narrative. The science teacher attributed his growth and significant changes in students' perceptions of their IT fluency to the following mechanisms: (a) a personal commitment to developing his own and his students' IT abilities in the context of doing environmental research projects, and (b) an increase in class time devoted to science education due to school-time scheduling policy. The study implies that immersive professional development opportunities have the potential to produce significant increases in students' perceptions of their IT fluency.

  17. The school inclusion and use of assistive technology with myelomeningocele sequelae students: a view of the teachers

    Directory of Open Access Journals (Sweden)

    Caroline Penteado Assis

    2011-06-01

    Full Text Available Myelomeningocele is a congenital malformation that affects the fetus during pregnancy. It can causes numerous consequences for the development of the child and consequently in their schooling process. So, there are several challenges that can be experienced by these children in their inclusion at school. The use of assistive technology in the school context has been implanted with goal to high from the functional abilities of these students. In Brazil are conducted a lot of studies to know the reality of children with myelomeningocele. Therefore, the goal of this study was to investigate, from the teacher ́s perspective of regular and multifunctional class, as was the process of schooling for students with myelomeningocele sequelae and resource utilization of assistive technology in the school context. The participants of this research were seven teachers and four students with myelomeningocele sequels enclosed in regular scholl.The researcher confectioned the instruments used in interviews. Data were analyzed using content of interview analysis. The results reveal that there are present challenges for inclusion of students with myelomeningocele sequelae and that teachers did not use assistive technology resources at school. It is considered that for the real practice of educational inclusion of these students the knowledge about meningomyelocele and various technologies that can be used in the school context must be published.

  18. Assistive Technology Approaches for Large-Scale Assessment: Perceptions of Teachers of Students with Visual Impairments

    Science.gov (United States)

    Johnstone, Christopher; Thurlow, Martha; Altman, Jason; Timmons, Joe; Kato, Kentaro

    2009-01-01

    Assistive technology approaches to aid students with visual impairments are becoming commonplace in schools. These approaches, however, present challenges for assessment because students' level of access to different technologies may vary by school district and state. To better understand what assistive technology tools are used in reading…

  19. Influences on students' assistive technology use at school: the views of classroom teachers, allied health professionals, students with cerebral palsy and their parents.

    Science.gov (United States)

    Karlsson, Petra; Johnston, Christine; Barker, Katrina

    2017-09-07

    This study explored how classroom teachers, allied health professionals, students with cerebral palsy, and their parents view high-tech assistive technology service delivery in the classroom. Semi-structured interviews with six classroom teachers and six parents and their children were conducted. Additionally, two focus groups comprising 10 occupational therapists and six speech pathologists were carried out. Ethical and confidentiality considerations meant that the groups were not matched. Results revealed that it is often untrained staff member who determine students' educational needs. The participants' experiences suggested that, particularly in mainstream settings, there is a need for support and guidance from a professional with knowledge of assistive technology who can also take a lead and guide classroom teachers in how to meet students' needs. Students' motivation to use the technology was also found to be critical for its successful uptake. The study points to the need for classroom teachers to be given sufficient time and skill development opportunities to enable them to work effectively with assistive technology in the classroom. The participants' experiences suggest that such opportunities are not generally forthcoming. Only in this way can it be ensured that students with disabilities receive the education that is their right. Implications for Rehabilitation Classroom teachers, allied health professionals, students, parents need ongoing support and opportunities to practise operational, strategic and linguistic skills with the assistive technology equipment. System barriers to the uptake of assistive technology need to be addressed. To address the lack of time available for training, programing and other support activities around assistive technology, dedicated administrative support is crucial. Professional development around the use of the quality low cost ICF-CY checklist is recommended for both school and allied health staff.

  20. Effects of interactive technology, teacher scaffolding and feedback on university students' conceptual development in motion and force concepts

    Science.gov (United States)

    Stecklein, Jason Jeffrey

    The utilization of interactive technologies will affect learning in science classrooms of the future. And although these technologies have improved in form and function, their effective employment in university science classrooms has lagged behind the rapid development of new constructivist pedagogies and means of instruction. This dissertation examines the enlistment of instructional technologies, in particular tablet PCs and DyKnow Interactive Software, in a technologically enhanced, university-level, introductory physics course. Results of this qualitative case study of three university students indicate that (1) the use of interactive technology positively affects both student learning within force and motion and self-reported beliefs about physics, (2) ad hoc use of instructional technologies may not sufficient for effective learning in introductory physics, (3) student learners dictate the leveraging of technology in any classroom, and (4) that purposeful teacher structuring of classroom activities with technologies are essential for student construction of knowledge. This includes designing activities to elicit attention and make knowledge visible for low-level content, while augmenting student interactions and modelling procedural steps for higher-level content.

  1. Designing a Technology-Based Science Lesson: Student Teachers Grapple with an Authentic Problem of Practice

    Science.gov (United States)

    Butler, Susan McAleenan; Wiebe, Eric N.

    2003-01-01

    This project used techniques from problem-based learning to aid students in developing a technology-based science lesson. In this case, the "problem" students were asked to solve, was that of combining curriculum knowledge and pedagogical skills to incorporate computer graphics animation technology within a science lesson and then teach the lesson…

  2. Towards a Socio-Cultural Framework for the Analysis of Joint Student-Teacher Development over Technology-Based Mathematics Lessons

    Science.gov (United States)

    Monaghan, John

    2013-01-01

    This paper offers a framework, an extension of Valsiner's "zone theory", for the analysis of joint student-teacher development over a series of technology-based mathematics lessons. The framework is suitable for developing research studies over a moderately long period of time and considers interrelated student-teacher development as…

  3. Redesigning Schools: To Reach Every Student with Excellent Teachers. Financial Planning for Secondary-Level Time-Technology Swap + Multi-Classroom Leadership

    Science.gov (United States)

    Public Impact, 2013

    2013-01-01

    This brief shows how middle and high school teachers in a Time-Technology Swap school model, with or without Multi-Classroom Leaders, may earn more while reaching more students, sustainably. In this model, students alternate between learning with teachers and working in a digital learning lab, where they learn online and engage in offline skill…

  4. Impacts of a teacher geospatial technologies professional development project on student spatial literacy skills and interests in science and technology in grade 5--12 classrooms across Montana

    Science.gov (United States)

    Crews, Jeffrey Willard

    This study utilized participants in a teacher geospatial technologies professional development project. Data was collected on the impact this professional development model, and the corresponding classroom implementation of the curriculum, had on student spatial literacy skills and students' interest in science and technology. Twenty teachers from across Montana with demonstrated competency in the use of geospatial technologies were selected for participation in this project. These twenty teachers were broken into two cohorts, cohort one served as the experimental group and cohort two served as the control group. Students within these classrooms ranging in grades 5--12, took two assessments, a spatial literacy skills assessment (grades 9--12) and a science and technology interest survey (grades 5--12). Statistical comparisons of the spatial literacy skills assessment made between pretest and posttest experimental group scores showed no significant change between scores from pretest to posttest. Post-hoc analysis of the spatial literacy data differentiated by teacher, gender, grade, level of proficiency, and teacher specific variables did reveal some interesting findings. Scores for teacher specific groupings showed a positive change between testing intervals. Positive changes also occurred for certain groups differentiated by gender, grade level, proficiency level, quantity of implementation, and teacher competency. Frequency distributions results from the science and technology interest survey did not show an important difference between the testing intervals, nor was there an important difference between the experimental group and the control group. Comparative analyses of two teachers varying in quantity of implementation (high and low) produced an increase in student spatial literacy scores for the high quantity implementation group and a decrease for the low quantity group. Student interest scores for the high quantity implementation group decreased while the

  5. Anatomy and Physiology. Module Set II: Major Body Systems. Teacher Edition [and] Student Edition. Surgical Technology.

    Science.gov (United States)

    Hilley, Robert

    This document, which is the second part of a two-part set of modules on anatomy and physiology for future surgical technicians, contains the teacher and student editions of an introduction to anatomy and physiology that consists of modules on the following body systems: integumentary system; skeletal system; muscular system; nervous system;…

  6. Perceptions of Digital Competency among Student Teachers: Contributing to the Development of Student Teachers' Instructional Self-Efficacy in Technology-Rich Classrooms

    Science.gov (United States)

    Elstad, Eyvind; Christophersen, Knut-Andreas

    2017-01-01

    Adequate self-efficacy is useful for motivating individuals to engage in continued improvement. This study explores the potential antecedents of instructional self-efficacy beliefs among Norwegian student teachers attending a programme for secondary school teachers. The most important finding was the strong association between the student…

  7. Teaching 2.0: Teams Keep Teachers and Students Plugged into Technology

    Science.gov (United States)

    Bourgeois, Michelle; Hunt, Bud

    2011-01-01

    A Colorado district develops a two-year program that gives teacher teams an opportunity to learn how to use digital tools in the classroom. Called the Digital Learning Collaborative, it is built on three things about professional learning: (1) Learning takes time; (2) Learning is a social process; and (3) Learning about technology should be…

  8. Student Teachers Speak Out!

    Science.gov (United States)

    Berridge, Gina G.; Goebel, Vella

    2013-01-01

    The high teacher attrition and early-career exodus of beginning teachers suggest that traditional methods fall short of providing the support needed by beginning teachers. This qualitative study examined the challenges encountered by student teachers during their practicum experience. Findings suggest that the attrition rate may be at least…

  9. Student Teachers Speak Out!

    Science.gov (United States)

    Berridge, Gina G.; Goebel, Vella

    2013-01-01

    The high teacher attrition and early-career exodus of beginning teachers suggest that traditional methods fall short of providing the support needed by beginning teachers. This qualitative study examined the challenges encountered by student teachers during their practicum experience. Findings suggest that the attrition rate may be at least…

  10. An Investigation of Middle School Science Teachers and Students Use of Technology inside and outside of Classrooms: Considering Whether Digital Natives Are More Technology Savvy than Their Teachers

    Science.gov (United States)

    Wang, Shiang-Kwei; Hsu, Hui-Yin; Campbell, Todd; Coster, Daniel C.; Longhurst, Max

    2014-01-01

    The purpose of the study is to investigate the popular assumption that the "digital natives" generation surpasses the previous "digital immigrants" generation in terms of their technology experiences, because they grow up with information and communication technology. The assumption presumes that teachers, the digital…

  11. Teachers, Let Students Talk.

    Science.gov (United States)

    Pigford, Aretha Butler

    1988-01-01

    To improve oral communication skills of their students, teachers should provide opportunities for students to talk in class. Teachers are advised to: begin early, be sensitive to the individuality of students' speech patterns, and stress that there are different kinds of speech patterns for different situations. (JDD)

  12. Historiography in Graduate Technology Teacher Education

    Science.gov (United States)

    Flowers, Jim; Hunt, Brian

    2012-01-01

    A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is forwarded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write…

  13. Moral Teachers, Moral Students.

    Science.gov (United States)

    Weissbourd, Rick

    2003-01-01

    Argues that schools will largely fail in their efforts to improve the moral and emotional growth of students if they do not attend to the moral and ethical development of teachers, especially urban teachers, who suffer from depression and disillusionment, the two primary causes of which are isolation and stress induced by problem students.…

  14. A COMPARISON OF UNDERGRADUATE FACULTY AND MILLENNIAL STUDENTS REGARDING THE UTILIZATION OF WEBLOG AND PODCAST TECHNOLOGY IN A TEACHER EDUCATION DEPARTMENT

    Directory of Open Access Journals (Sweden)

    Leslie STURDIVANT ENNIS

    2010-01-01

    Full Text Available The main objective of the study was to compare the utilization of weblog and podcast technology by undergraduate university faculty and Millennial college students. The study was conducted to test the hypothesis, formed from existing literature, that there might be a difference in the utilization of weblog and podcast technology between faculty and Millennial students in a Teacher Education Department. Analysis of the data using descriptive statistics revealed that the mean of both populations was similar in their technological utilization.A technology survey was distributed to Millennial college students and undergraduate university faculty in a Teacher Education Department. One hundred surveys were utilized based upon the number of students currently enrolled in Teacher Education classes at the time of the study. Fifty-nine students and five undergraduate faculties participated in the survey. The average age of the student population was twenty-one, with a faculty average of forty-nine. Data were collected and analyzed using descriptive statistics regarding the utilization of weblog and podcast technology by faculty and students. The study refuted the hypothesis that there is a difference in weblog and podcast utilization between faculty and Millennial students. There was no significant difference in the utilization of weblogs and podcasts in the two populations. The results indicate that the perceived technological gap between Millennial students and university faculty is not as prevalent as theorized by the existing literature.

  15. [INFORMATION AWARENESS OF STUDENTS--FUTURE TECHNOLOGY FOR HEALTHY LIFESTYLES TEACHERS AND TRAINING IN THEIR EDUCATIONAL ACTIVITIES IN AREA OF HUMAN HEALTH PRESERVATION].

    Science.gov (United States)

    Kalinina, I A

    2015-01-01

    In the article there are presented results of the questionnaire survey of students--future technology for healthy lifestyles teachers on issues of shaping of health and a healthy lifestyle. There is given an estimation of the degree of the formedness in students adjustment for healthy lifestyle, including eating behavior and nutrition ration. There were determined basic directions of the shaping of the health-saving competence of the school teacher.

  16. Social Adjustment of At-Risk Technology Education Students

    Science.gov (United States)

    Ernst, Jeremy V.; Moye, Johnny J.

    2013-01-01

    Individual technology education students' subgroup dynamic informs progressions of research while apprising technology teacher educators and classroom technology education teachers of intricate differences between students. Recognition of these differences help educators realize that classroom structure, instruction, and activities must be…

  17. A ‘blended’ in-service arrangement for classroom technology integration: impacts on teachers and students

    NARCIS (Netherlands)

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

    2005-01-01

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

  18. Predictors of Teacher-Directed Student Use of Technology in Elementary Classrooms: A Multilevel SEM Approach Using Data from the USEIT Study

    Science.gov (United States)

    Miranda, Helena; Russell, Michael

    2011-01-01

    This study is a secondary data analysis of the USEIT data to inform school administrators and policymakers about the factors affecting instructional technology use in elementary classrooms. Researchers developed a predictive multilevel SEM model for teacher-directed student use of technology (TDS). The model depicts relationships between factors…

  19. A Different Approach to Have Science and Technology Student-Teachers Gain Varied Methods in Laboratory Applications: A Sample of Computer Assisted POE Application

    Science.gov (United States)

    Saka, Arzu

    2012-01-01

    The purpose of this study is to develop a new approach and assess the application for the science and technology student-teachers to gain varied laboratory methods in science and technology teaching. It is also aimed to describe the computer-assisted POE application in the subject of "Photosynthesis-Light" developed in the context of…

  20. The Impact of Technology on Hispanic Students

    Science.gov (United States)

    Kelsey, Cheryl; Mata-Claflin, Guadalupe; Holland, Glenda; Castillo, Jose Eduardo

    2011-01-01

    The purpose of the study was to determine if elementary teachers use technology as a tool to enhance classroom strategies for improving student achievement among Hispanic students. The following research questions were utilized: a) Are computers available for classroom teachers and Hispanic students? b) Has the available technology contributed to…

  1. Invasive Technologies: How Administrators, Teachers, and Students Negotiate the Use of Students’ Mobile Technologies in the Classroom

    OpenAIRE

    2016-01-01

    The rise in popularity of mobile technologies, particularly with respect to youth, has created new challenges and opportunities for districts, schools, and classrooms. As more students come to own these devices they have increasingly sought to use them in their schools and classrooms, with or without their schools’ official support. Districts and schools have responded to this encroachment in a variety of ways ranging from establishing policies that dictate common practices across all classro...

  2. A Quantitative and Qualitative Inquiry into Future Teachers' Use of Information and Communications Technology to Develop Students' Information Literacy Skills

    Science.gov (United States)

    Simard, Stéphanie; Karsenti, Thierry

    2016-01-01

    This study aims to understand how preservice programs prepare future teachers to use ICT to develop students' information literacy skills. A survey was conducted from January 2014 through May 2014 with 413 future teachers in four French Canadian universities. In the spring of 2015, qualitative data were also collected from 48 students in their…

  3. Technology Integration Experiences of Teachers

    Science.gov (United States)

    Çoklar, Ahmet Naci; Yurdakul, Isil Kabakçi

    2017-01-01

    Teachers are important providers of educational sustainability. Teachers' ability to adapt themselves to rapidly developing technologies applicable to learning environments is connected with technology integration. The purpose of this study is to investigate teachers' technology integration experiences in the course of learning and teaching…

  4. Technology Teacher Education through a Constructivist Approach

    Science.gov (United States)

    Fox-Turnbull, Wendy; Snape, Paul

    2011-01-01

    This paper reviews literature on constructivist learning theories relevant to and evident in teacher education in a New Zealand university. These theories are illustrated within an authentic technology education context which involves students from a primary teacher-education degree programme. It investigates how a practical activity, based on…

  5. [Students as teachers

    DEFF Research Database (Denmark)

    Gustafsson, A.; Ringsted, C.

    2008-01-01

    and addressing their problems. Empirical studies support these theories and show that high levels of satisfaction are associated with near-peer teaching without compromising the learning outcome. In addition, student teachers achieve a substantial learning benefit from teaching. Much more research is needed......The concept of near-peer teaching is reviewed in this article. Theories of learning support the rationale for using students as teachers by explaining how near-peers as opposed to experts may have a superior understanding of the needs of the taught students and a better basis for identifying...

  6. The Relationship Between Teachers' Self-efficacy Perception of Application-Based Educational Technology and Material Development Skills and Their Students' Level Certifying Exam Scores

    Directory of Open Access Journals (Sweden)

    İlhan Varank

    2013-12-01

    Full Text Available The purpose of the study is to investigate the relationship between 6th., 7th., and 8th grade Turkish, math, science and technology, social sciences and foreign language teachers' self-efficacy perception of application-based educational technology and material development skills and their students' Level Certifying Exam scores. A total of 256 Turkish, math, science and technology, social sciences and foreign language teachers and their students from 48 elementary schools located in a city and one of its close districts in Inner Aegean area participated in the study. The significance levels of the models established to explain students' Level Certifying Exam performance show differences from subject to subject and from grade to grade. Similar results were found for the significance levels of the variables used in the models

  7. Relationships between Teacher Characteristics and Educational Technology

    Science.gov (United States)

    Schulze, Kurt Ronald

    2014-01-01

    Too often, teachers are using educational technology resources for administrative purposes instead of using these resources in a constructivist manner to enhance student learning. The study site was well behind the national average in overall educational technology use categories. The purpose of this explanatory correlational research was to…

  8. Using Remote Sensing Technology, Web Casts, and Participation in a Valuable Research Project to Jazz Teachers and Excite Students About Science

    Science.gov (United States)

    Benko, T. M.; Czajkowski, K. P.; Struble, J.; Zhao, L.

    2002-12-01

    Scientific education of primary and secondary school children has become a topic of concern in Ohio and throughout the United States. So with that in mind, how do you get students excited about learning science? One route is to inform and jazz teachers about current technology! The University of Toledo has hosted three one-week, NASA and OhioView sponsored professional development institutes entitled, Observing Earth from Space, for teachers from grades K-12 during July 2000, 2001, and 2002. Sixty-seven teachers from the Upper Midwest and Kansas with Earth Science, Social Studies, and Physics backgrounds attended. Each participant acquired new ideas, plenty of educational materials, and posters of satellite imagery. The teachers received basic training in remote sensing, global positioning systems, digital elevation models, and weather observing techniques and learned about useful remote sensing applications. This instruction was conducted through: 1) presentations given by research scientists, 2) integration of the learned content into authentic, hands-on lesson plans, and 3) participation in a learning adventure, where their students collected real-time earth science data at their respective schools while university research scientists gathered corresponding satellite imagery. The students observations were submitted via a simple Web interface: www.remotesensing.utoledo.edu. One of the very exciting platforms used to communicate with the teachers and students throughout the school year were live Web Casts sponsored by NASA Glenn Research Center. The students data have successfully assisted in the validation of cloud/snow remote sensing algorithms, and next year the students observations will include various surface temperature readings. The participation in a cutting-edge technology workshop and in an important global climate change research project, applicable in the classroom, has added another worthwhile dimension to the learning process and career awareness

  9. Teacher Perceptions of Electronic Portfolios as a Technology Integration Tool

    Science.gov (United States)

    Blackwell, John P., III.

    2013-01-01

    This qualitative case study explored the problem that teachers' attitudes and perceptions about technology often serve as barriers to successful technology integration in elementary school classrooms. Trends have showed that technology teachers directly responsible for teaching students technology skills are being laid off due to budget cuts…

  10. K-8 Teachers Using Mobile Technology as a Student Centered Instructional Tool

    Science.gov (United States)

    Durbin, Annette L.

    2013-01-01

    Mobile technology is increasing its presence in the educational environment. The public school district in this study has made great strides improving technology usage in schools with updated hardware, extensive district-wide infrastructure, a technology plan, and professional development. While the district has been successful in some areas, like…

  11. Teachers Choosing Rich Tasks: The Moderating Impact of Technology on Student Learning, Enjoyment, and Preparation

    Science.gov (United States)

    Aubusson, Peter; Burke, Paul; Schuck, Sandy; Kearney, Matthew; Frischknecht, Bart

    2014-01-01

    This article reports on the pioneering use in education of Discrete Choice Experiments (DCEs) to assess teachers' decisions regarding deployment of rich tasks. The incorporation of this quantitative method into what is usually considered the domain of qualitative researchers is an innovative feature of this study. The DCEs enabled rigorous,…

  12. Assistive Technology for Students with Visual Impairments: In-Service Teacher Training and Its Relationship to Student Access and Usage across Academic Subject Areas

    Science.gov (United States)

    Segers, Kathryn S.

    2014-01-01

    Technology is used in almost every school and classroom today and motivates and intrigues students with vision. This same technology is often not accessible to students with visual impairments and blindness. Assistive technology must be used by students with visual impairments and blindness in order to access a computer, the Internet, and print…

  13. Preparing Pre-Service Teachers to Integrate Technology into K-12 Instruction: Evaluation of a Technology-Infused Approach

    Science.gov (United States)

    Admiraal, Wilfried; van Vugt, Felix; Kranenburg, Frans; Koster, Bob; Smit, Ben; Weijers, Sanne; Lockhorst, Ditte

    2017-01-01

    The quality of how technology is addressed in teacher education programmes is conditional for how student teachers apply technology in secondary schools after their graduation. Two technology-infused courses of one teacher education programme were evaluated. In line with studies on the development of pre-service teachers' technological,…

  14. Developing an Educational Technology Group for Pre-Service Teachers

    Science.gov (United States)

    Wilson, Jay

    2012-01-01

    The College of Education Technology Group is a pilot program that supports teacher candidates in developing an understanding of the integration of technology. By engaging teacher candidates with local schools the program is enhancing technology-based learning in the classroom for high school students, especially those from First Nations and other…

  15. Ubiquitous Mobile Educational Data Management by Teachers, Students and Parents: Does Technology Change School-Family Communication and Parental Involvement?

    Science.gov (United States)

    Blau, Ina; Hameiri, Mira

    2017-01-01

    Digital educational data management has become an integral part of school practices. Accessing school database by teachers, students, and parents from mobile devices promotes data-driven educational interactions based on real-time information. This paper analyses mobile access of educational database in a large sample of 429 schools during an…

  16. Students and Teachers' Perceptions on Technology-Enhanced Turkish Language Learning Environment in Turkey

    Science.gov (United States)

    Aydin, Hasan

    2013-01-01

    The purpose of this study is to determine learners' and instructors' perceptions about technology-enhanced learning environment. This study uses both quantitative and qualitative methods. A Likert-scale survey was developed and administered to 48 Turkish language learners in various language courses in Istanbul to investigate their perceptions of…

  17. Curriculums in Industrial Technology. Plastics Technology. Industrial Maintenance. Computer Numerical Control. Teacher's Manuals and Student Learning Guides.

    Science.gov (United States)

    El Paso Community Coll., TX.

    Curriculum guides are provided for plastics technology, industrial maintenance, and computer numerical control. Each curriculum is divided into a number of courses. For each course these instructor materials are presented in the official course outline: course description, course objectives, unit titles, texts and materials, instructor resources,…

  18. Materials Science and Technology Teachers Handbook

    Energy Technology Data Exchange (ETDEWEB)

    Wieda, Karen J.; Schweiger, Michael J.; Bliss, Mary; Pitman, Stan G.; Eschbach, Eugene A.

    2008-09-04

    The Materials Science and Technology (MST) Handbook was developed by Pacific Northwest National Laboratory, in Richland, Washington, under support from the U.S. Department of Energy. Many individuals have been involved in writing and reviewing materials for this project since it began at Richland High School in 1986, including contributions from educators at the Northwest Regional Education Laboratory, Central Washington University, the University of Washington, teachers from Northwest Schools, and science and education personnel at Pacific Northwest National Laboratory. Support for its development was also provided by the U.S. Department of Education. This introductory course combines the academic disciplines of chemistry, physics, and engineering to create a materials science and technology curriculum. The course covers the fundamentals of ceramics, glass, metals, polymers and composites. Designed to appeal to a broad range of students, the course combines hands-on activities, demonstrations and long term student project descriptions. The basic philosophy of the course is for students to observe, experiment, record, question, seek additional information, and, through creative and insightful thinking, solve problems related to materials science and technology. The MST Teacher Handbook contains a course description, philosophy, student learning objectives, and instructional approach and processes. Science and technology teachers can collaborate to build the course from their own interests, strengths, and experience while incorporating existing school and community resources. The course is intended to meet local educational requirements for technology, vocational and science education.

  19. Perceptions of Teachers of Students with Visual Impairments regarding Assistive Technology: A Follow-Up Study to a University Course

    Science.gov (United States)

    Kamei-Hannan, Cheryl; Howe, Jon; Herrera, Robyn Rene; Erin, Jane N.

    2012-01-01

    Introduction: The study presented here examined the learning outcomes of graduate students in visual impairment who were enrolled in an assistive technology course in three university programs. Methods: The students' perceptions of learning were evaluated using pre- and posttests administered during the course. A follow-up questionnaire was…

  20. Incorporating Geospatial Technology into Teacher Professional Development

    Science.gov (United States)

    Sproles, E. A.; Songer, L.

    2009-12-01

    The need for students to think spatially and use geospatial technologies is becoming more critical as these tools and concepts are increasingly incorporated into a broad range of occupations and academic disciplines. Geospatial Teaching Across the Curriculum (Geo-STAC) is a collaborative program that provides high school teachers with mentored professional development workshops in geospatial thought and technology. The seminars, led by community college faculty, give high school teachers the ability to incorporate geospatial technology into coursework across the curriculum — in Science, Technology, Engineering, and Math (STEM) and non-STEM disciplines. Students participating in the hands-on lessons gain experience in web-based and desktop Geographic Information Systems (GIS). The goals of the workshop are for teachers to: (1) understand the importance of geospatial thinking; (2) learn how to employ geospatial thinking in each discipline; (3) learn about geospatial technologies; (4) develop a Web-based GIS lesson; and, (5) implement a Web-based GIS lesson. Additionally, Geo-STAC works with high school students so that they: (1) understand the importance of geospatial technologies and careers in future job markets; (2) learn how to use Web-based GIS to solve problems; and, (3) visit the community college GIS lab and experience using desktop GIS. Geo-STAC actively disseminates this collaborative model to colleges to community colleges and high schools across the country.

  1. The Focusing Effect of Technology: Implications for Teacher Education.

    Science.gov (United States)

    Lobato, Joanne; Ellis, Amy Burns

    2002-01-01

    Discusses the focusing effect of technology as a way of systematically accounting for the role of technology when students form ideas that are unexpected and unwanted by teachers and designers of the technology being implemented. Includes examples of university students using graphing calculators and mathematics software and considers implications…

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

    Directory of Open Access Journals (Sweden)

    Majedah Fawzi Abu Al Rub

    2015-12-01

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

  3. Becoming-Teachers: Desiring Students

    Science.gov (United States)

    Mercieca, Duncan

    2012-01-01

    This article proposes a reading of the lives of teachers through a Deleuzian-Guattarian materialistic approach. By asking the question "what kind of life do teachers live?" this article reminds us that teachers sometimes welcome the imposed policies, procedures and programmes, the consequences of which remove them from students. This desire is…

  4. Students' ratings of teacher practices

    Science.gov (United States)

    Stevens, T.; Harris, G.; Liu, X.; Aguirre-Munoz, Z.

    2013-10-01

    In this paper, we explore a novel approach for assessing the impact of a professional development programme on classroom practice of in-service middle school mathematics teachers. The particular focus of this study is the assessment of the impact on teachers' employment of strategies used in the classroom to foster the mathematical habits of mind and mathematical self-efficacy of their students. We describe the creation and testing of a student survey designed to assess teacher classroom practice based primarily on students' ratings of teacher practices.

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

    OpenAIRE

    Majedah Fawzi Abu Al Rub

    2015-01-01

    With the increased availability of technology in today’s schools, concerns arise over whether teachers are effectively incorporating technology tools into their instruction in order to advance student learning and engagement. This project was designed to examine the types of educational technology practices that kindergarten and elementary teachers in Denver, Colorado, USA, implement in their classrooms and their beliefs concerning the implementation of educational technology in their classro...

  6. Teachers' Attitudes toward Technology: Considerations for Designing Preservice and Practicing Teacher Instruction

    Science.gov (United States)

    Banas, Jennifer R.

    2010-01-01

    To best design technological pedagogical content knowledge (TPCK) related instruction for preservice teachers or for practicing teachers, community college librarians must have an accurate assessment of their audience's attitudes towards technology. A summary, analysis, and excerpts from 225 student responses to a course reflection regarding…

  7. Classroom Climate among Teacher Education Mathematics Students

    Directory of Open Access Journals (Sweden)

    Polemer M. Cuarto

    2015-11-01

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

  8. Technology Integration in a Science Classroom: Preservice Teachers' Perceptions

    Science.gov (United States)

    Rehmat, Abeera P.; Bailey, Janelle M.

    2014-12-01

    The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology to create an advantageous learning experience in science classrooms. To understand preservice teachers' conceptions of technology integration, this research study explored 15 elementary science methods students' definitions of technology and their attitudes toward incorporating technology into their teaching. The phenomenological study took place in a science methods course that was based on a constructivist approach to teaching and learning science through science activities and class discussions, with an emphasis on a teacher beliefs framework. Data were collected throughout the semester, including an open-ended pre/post-technology integration survey, lesson plans, and reflections on activities conducted throughout the course. Through a qualitative analysis, we identified improvements in students' technology definitions, increased technology incorporation into science lesson plans, and favorable attitudes toward technology integration in science teaching after instruction. This research project demonstrates that positive changes in beliefs and behaviors relating to technology integration in science instruction among preservice teachers are possible through explicit instruction.

  9. Effects of Technology Immersion on Teachers' Growth in Technology Competency, Ideology, and Practices

    Science.gov (United States)

    Shapley, Kelly; Sheehan, Daniel; Maloney, Catherine; Caranikas-Walker, Fanny

    2010-01-01

    In the study of the Technology Immersion model, high-need middle schools were "immersed" in technology by providing laptops for each teacher and student, instructional and learning resources, professional development, and technical and pedagogical support. This article reports third-year findings for the teacher component of the theory-driven…

  10. Mathematical Modeling: An Integrated Algebra, Physics and Chemistry Workshop for Teachers as a Tool for Recruiting Science, Technology and Mathematics Students.

    Science.gov (United States)

    Obot, V.; Reiff, P.; Morris, P. A.; Humphrey, M.

    2004-12-01

    chosen to go on to college and pursue majors in a science, technology, engineering or mathematics fields. Because the teachers have been presented with an alternative and perhaps more exciting way of presented the topics, they have become more excited and are better able to communicate this excitement to their students, and as a consequence, they serve as effective recruiters for science and technology majors.

  11. Technology Usage of Tennessee Agriculture Teachers

    Science.gov (United States)

    Coley, Michael D.; Warner, Wendy J.; Stair, Kristin S.; Flowers, James L.; Croom, D. Barry

    2015-01-01

    This study examined the accessibility and use of instructional technologies by agriculture teachers in Tennessee. Data were collected using a survey instrument to investigate teachers' adoption of technology, sources of acquired technology skills, accessibility and use of technological equipment, and barriers to technology integration. The study…

  12. The Characteristics of a Model Technology Education Teacher

    Science.gov (United States)

    Kaufman, Andrew R.; Warner, Scott A.; Buechele, Jessica R.

    2011-01-01

    The things that make the quality of a teacher stand out can cover a wide range of characteristics, actions, words, and experiences. The mark left on a student by a teacher, for good or bad, is written in an ink that will last a lifetime. This article describes a study that identifies the characteristics of exceptional technology education…

  13. Integrating Educational Technologies into Teacher Education: A Case Study

    Science.gov (United States)

    Rawlins, Peter; Kehrwald, Benjamin

    2014-01-01

    This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…

  14. Teacher Knowledge of Assistive Technology for Inclusive Classrooms

    Science.gov (United States)

    Knighton, Laura Hembree

    2013-01-01

    This nonexperimental, mixed-methods study explored elementary general and special education teachers' knowledge related to assistive technology as both teacher groups are charged with the appropriate education of students with special needs in inclusive classrooms. The study sought to examine the nature of the knowledge that drives the decision…

  15. Technology Alone Won't Transform Teacher to Facilitator

    Science.gov (United States)

    Martinez, Monica; McGrath, Dennis

    2014-01-01

    Technology alone won't be enough to improve teaching and learning to where it needs to be for 21st century skills. Where it is being done successfully, teachers collectively share a vision of promoting deeper learning in all their students, and have collaboratively redesigned the role of the teacher to that of facilitator who uses technology…

  16. Integrating Educational Technologies into Teacher Education: A Case Study

    Science.gov (United States)

    Rawlins, Peter; Kehrwald, Benjamin

    2014-01-01

    This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…

  17. Teacher Immediacy and its Impacts on Teacher-Student Relationship

    Institute of Scientific and Technical Information of China (English)

    孙亚兰

    2011-01-01

    Effective communication between teacher and students can help establish a closer relationship between the two sides and motivate the latter to engage in learning activities more efficiently. This paper aims to explore the impacts teacher immediacy has on teacher-student relationship and find some ways to improve teacher immediacy.

  18. Teacher Wellbeing: The Importance of Teacher-Student Relationships

    Science.gov (United States)

    Spilt, Jantine L.; Koomen, Helma M. Y.; Thijs, Jochem T.

    2011-01-01

    Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the wellbeing of teachers starting from the…

  19. Black Students in Teacher Education.

    Science.gov (United States)

    Robbins, Margaret Moyo

    1995-01-01

    Examines black student's experiences in initial teacher education, and reveals what still needs to be done before these students can receive the same positive treatment as their white colleagues. The author presents research revealing the various forms of racism, discrimination, and stereotyping that create these negative educational experiences…

  20. Teachers Promoting Student Mathematical Reasoning

    Science.gov (United States)

    Mueller, Mary; Yankelewitz, Dina; Maher, Carolyn

    2014-01-01

    During an informal, after-school, math program, a group of middle school students worked collaboratively on open-ended problems. The students co-constructed arguments, provided justifications for their solutions, and engaged in mathematical reasoning. This paper describes the specific teacher moves that promoted this phenomenon. The findings of…

  1. Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

    Science.gov (United States)

    Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L.

    2013-12-01

    This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in the context of a 2-year Master of Teaching program. Of the 27 preservice teachers, 26 used technology for inquiry instruction during student teaching. Our goals were to describe how these 26 preservice science teachers: (1) used educational technologies to support students' investigations and (2) demonstrated their developing TPACK through technology-enhanced inquiry instruction. Multiple data sources (observations, lesson plans, interviews, and reflections) allowed for characterization of participants' technology integration to support inquiry instruction and their decision-making related to the use of technology to support inquiry. Results indicated that participants incorporated technologies appropriate to the content and context to facilitate non-experimental and experimental inquiry experiences. Participants developing TPACK was evidenced by their selective and appropriate use of technology. Appropriate technology use for inquiry included the following: (1) to present an engaging introduction, (2) to facilitate data collection, (3) to facilitate data analysis, and (4) to facilitate communication and discussion of results. These results suggest that using digital images to facilitate whole-class inquiry holds considerable promise as a starting point for teachers new to inquiry instruction. Results of the present study may inform science teacher educators' development of content-specific, technology-enhanced learning opportunities that: prepare preservice teachers for the responsibility of supporting inquiry instruction with technology, facilitate the transition to student-centered instruction, and support TPACK development.

  2. Teacher Quality and Student Achievement

    Directory of Open Access Journals (Sweden)

    Linda Darling-Hammond

    2000-01-01

    Full Text Available Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS, and the National Assessment of Educational Progress (NAEP, this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed.

  3. Attitudes toward Information Technology of Teachers of the Gifted: Implications for Gifted Education

    Science.gov (United States)

    Shaunessy, Elizabeth

    2007-01-01

    This statewide study of teachers of intellectually gifted students examined teachers' attitudes toward information technology. Participants were 418 teachers of the intellectually gifted in a southeastern state who voluntarily responded to a survey about technology attitudes. Results indicated positive attitudes toward technology, with training in…

  4. Web 2.0 Technologies: The Best-Fit Model for Preservice Teachers

    Science.gov (United States)

    Amundson, Lisa

    2017-01-01

    Web 2.0 technologies facilitate teacher partnerships in today's diverse classrooms. Teacher preparation programs are seeking the factors to support their students desire to use these technologies. A total of 590 preservice teachers reported the factors that lead to their behavioral intentions to use Web 2.0 technologies. Using the theoretical…

  5. Malaysian Teachers' Conceptions and Uses of Digital Technology in English Writing Instruction: A Multiple Case Study

    Science.gov (United States)

    Mohamed Razali, Abu Bakar

    2013-01-01

    Very little is known about how teachers' "conceptualizations" of digital technology and their "uses" of the technology evolve and relate. Yet knowing about and understanding teachers' conceptions and uses of digital technology are essential for learning how teachers integrate it effectively for student learning. By applying…

  6. Student to Teacher

    Directory of Open Access Journals (Sweden)

    Sheila Spence

    2012-06-01

    Full Text Available Teacher preparation cast in Heidegger’s terms is “present-at-hand” (potentially useful until interrogation makes it ready-to-hand (actually useable. What authentic questions prompt teaching to become ready-to-hand for the beginning teacher? How might we show that the essential particularity for phronesis (knowledge as practical wisdom resides in teaching other Beings who are not just present or ready for us, but are creating the very world in which we encounter within the classroom? The study described below, undertaken in the 2008/2009 school year, juxtaposes passages from Being and Time (Heidegger, 1962 with observations in the classroom, knowledge of the local university teacher preparation program, and interviews with beginning teachers. So that no teacher might be able to self-identify, “Becky” and “Eloise” are both fictitious names. “Becky” comes from a university program outside the area now teaching in the district described in the study, whereas “Eloise” was educated in the local teacher preparation program.

  7. Preservice Teachers' Technology Self-Efficacy

    Science.gov (United States)

    Kent, Andrea M.; Giles, Rebecca M.

    2017-01-01

    Since efficacy of experienced teachers is difficult to change (Hoy, 2000), preservice teachers' technology self-efficacy is a creditable indicator of graduates' likelihood to use instructional technology throughout their careers. A study was conducted with elementary preservice teachers (n = 62) who completed a 5-item, Likert-type survey measuring…

  8. Social and Emotional Learning and Teacher-Student Relationships: Preschool Teachers' and Students' Perceptions

    Science.gov (United States)

    Poulou, Maria S.

    2017-01-01

    The study aimed to investigate how teachers' perceptions of emotional intelligence, and social and emotional learning (SEL) relate to teacher-student relationships. Teachers' perceptions of teacher-student relationships and the degree of agreement with students' perceptions was also investigated. Preschool teachers from 92 public schools in…

  9. A way of integrating technological tools into teacher training

    Directory of Open Access Journals (Sweden)

    Susana Molina Martín

    2009-04-01

    Full Text Available This paper presents an experience of didactic innovation and its impact on the learning of teacher training students who took a course on School Organization. With the innovation described here we attempted to use technological tools with our students as a positive stimulus during the teaching and learning processes which would enable them to learn more effectively. Students considered this experience as positive and they got better marks than students in the previous academic year.

  10. Factors Affecting Teachers Utilization of Technology in Malaysian ESL Classrooms

    Science.gov (United States)

    Mahmood, Foziah; Halim, Huzaina Abdul; Rajindra, Sarasvati; Ghani, Munirah Mohd

    2014-01-01

    Previous studies conducted by researchers show that technology utilization in the ESL classroom indeed aids students in the learning process (Snelbecker 1999). Furthermore, it also ensures that students achieve better results in English Language. Thus, this study was conducted as a stepping stone to help teachers perform better in utilizing…

  11. Technology Needs for Teachers Web Development and Curriculum Adaptations

    Science.gov (United States)

    Carroll, Christy J.

    1999-01-01

    Computer-based mathematics and science curricula focusing on NASA inventions and technologies will enhance current teacher knowledge and skills. Materials and interactive software developed by educators will allow students to integrate their various courses, to work cooperatively, and to collaborate with both NASA scientists and students at other locations by using computer networks, email and the World Wide Web.

  12. Studying Student Teachers' Acceptance of Role Responsibility.

    Science.gov (United States)

    Davis, Michael D.; Davis, Concetta M.

    1980-01-01

    There is variance in the way in which student teachers accept responsibility for the teaching act. This study explains why some variables may affect student teachers' acceptance of role responsibilities. (CM)

  13. Physiotherapy students' perception of their teachers' clinical ...

    African Journals Online (AJOL)

    Physiotherapy students' perception of their teachers' clinical teaching attributes. ... The objective of the study was to report on Nigerian physiotherapy students' perceptions of the clinical teaching skills of their teachers. ... Article Metrics.

  14. Changes in Student Teachers' Intention to Teach during Student Teaching

    Science.gov (United States)

    Roberts, T. Grady; Greiman, Bradley C.; Murphy, T. H.; Ricketts, John C.; Harlin, Julie F.; Briers, Gary E.

    2009-01-01

    Over the course of the student teaching experience, a student teacher's intention to teach can increase, decrease, or remain the same. The purpose of this study was to explore differences in student teachers that were representative of each category. Teaching intention of 103 student teachers at four universities in 2005-2006 exhibited little…

  15. Food Science and Technology. Teacher's Instructional Guide [and] Reference Book.

    Science.gov (United States)

    Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences.

    This reference book and teacher's instructional guide are intended for use in one- and two-year food science and technology programs for Texas high school students. The reference book provides information needed by employees in the food science and technology occupational area. Each chapter includes the following components: (1) a list of the…

  16. Pasteur: Student and Teacher.

    Science.gov (United States)

    Moseley, Nicholas

    1983-01-01

    Louis Pasteur's career as a scientist and as a teacher of science is traced. The discovery of his ability and interest, his choice of teaching as a profession, the controversy over teaching versus research, and his methods of teaching science are included. (MNS)

  17. Teacher and student learning through a Teacher Design Team (TDT)

    NARCIS (Netherlands)

    Coenders, Fer

    2015-01-01

    The change from teacher dominated to student controlled classrooms is not easy as teachers fear poorer learning. However, in context based education students need more autonomy. Mandatory context based curricula for the natural sciences were introduced in 2013 in the Netherlands. To support teachers

  18. Exploring student teachers' resistance to teacher education pedagogies

    NARCIS (Netherlands)

    Bronkhorst, L.H.; Koster, B.; Meijer, P.C.; Woldman, N.; Vermunt, J.D.

    2014-01-01

    Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest that resistance is interactive in nature, and can potentially have constructive outcomes. We engaged i

  19. Teacher wellbeing: the importance of teacher-student relationships

    NARCIS (Netherlands)

    Spilt, J.L.; Koomen, H.M.Y.; Thijs, J.T.

    2011-01-01

    Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the

  20. Teacher wellbeing: the importance of teacher-student relationships

    NARCIS (Netherlands)

    Spilt, J.L.; Koomen, H.M.Y.; Thijs, J.T.

    2011-01-01

    Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the

  1. Burnout among Teachers: Students' and Teachers' Perceptions Compared

    Science.gov (United States)

    Evers, Will J. G.; Tomic, Welko; Brouwers, Andre

    2004-01-01

    The aim of this study was to explore students' and teachers' perceptions of teacher burnout in relation to the occurrence of disruptive student classroom behaviour and the teachers' competence to cope with this kind of behaviour. First, the study shows that the Maslach Burnout Inventory, the Coping with Disruptive Behaviour Scale and the Perceived…

  2. Exploring student teachers' resistance to teacher education pedagogies

    NARCIS (Netherlands)

    Bronkhorst, L.H.; Koster, B.; Meijer, P.C.; Woldman, N.; Vermunt, J.D.

    2014-01-01

    Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest that resistance is interactive in nature, and can potentially have constructive outcomes. We engaged

  3. Training English Language Student Teachers to Become Reflective Teachers

    Science.gov (United States)

    Al-Issa, Ali; Al-Bulushi, Ali

    2010-01-01

    Reflective teaching practice has become a central theme in professional growth at the pre-service teacher education level almost everywhere. English language teaching (ELT) teacher trainers, like any other teacher trainers, have a powerful role to play in fostering reflection in their student teachers through the approaches and strategies they…

  4. Beginning Student Teachers' Teacher Identities Based on Their Practical Theories

    Science.gov (United States)

    Stenberg, Katariina; Karlsson, Liisa; Pitkaniemi, Harri; Maaranen, Katriina

    2014-01-01

    In this article, we investigate first-year student teachers' teacher identities through their practical theories and ask what these practical theories reveal about their emerging teacher identities? This study approaches teacher identity from a dialogical viewpoint where identity is constructed through various positions. The empirical part of this…

  5. Redesigning Schools to Reach Every Student with Excellent Teachers: Summary of Teacher Career Paths

    Science.gov (United States)

    Public Impact, 2012

    2012-01-01

    These career paths match Public Impact's school models that use job redesign and technology to extend the reach of excellent teachers to more students, for more pay, within budget. Most models create new roles and teams enabling all teachers and staff to develop and contribute to excellence. In "reach-extended roles," excellent teachers…

  6. Redesigning Schools to Reach Every Student with Excellent Teachers: Teacher, Leader, and Paraprofessional Career Paths

    Science.gov (United States)

    Public Impact, 2012

    2012-01-01

    This document provides an overview of multiple career paths that schools can use to expand opportunities for their teachers. These career paths match Public Impact's school models that use job redesign and technology to extend the reach of excellent teachers to more students, for more pay, within budget. Most of these school models create new…

  7. Redesigning Schools to Reach Every Student with Excellent Teachers: Teacher & Staff Selection, Development, & Evaluation Toolkit

    Science.gov (United States)

    Public Impact, 2012

    2012-01-01

    This toolkit is a companion to the school models provided on OpportunityCulture.org. The school models use job redesign and technology to extend the reach of excellent teachers to more students, for more pay, within budget. Most of these school models create new roles and collaborative teams, enabling all teachers and staff to develop and…

  8. Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-Service English Language Teachers

    Science.gov (United States)

    Ersanli, Ceylan Yangin

    2016-01-01

    Developing as teachers and optimizing learning experiences for future students is the ultimate goal in technology use in teacher education programs. This study aims to explore the effectiveness of a five-week workshop and training sessions on Technological Pedagogical Content Knowledge (TPACK) of pre-service English language teachers. The…

  9. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit; Voogt, Joke

    2015-01-01

    Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher involvem

  10. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit; Voogt, Joke

    2015-01-01

    Design of (technology-enhanced) learning activities and materials is one fruitful process through which teachers learn and become professionals. To facilitate this process, research is needed to understand how teachers learn through design, how this process may be supported, and how teacher involvem

  11. European teachers and new educational technology

    Directory of Open Access Journals (Sweden)

    Manuela Repetto

    2005-01-01

    Full Text Available Analysis of the current status on initial and in-service teachers' use of ICT for education in Europe. The paper describes the results of an analysis conducted in uTeacher, a European project devoted to developing a European Framework on teachers' skills in using new technologies for education.

  12. Professional competence formation of technology teacher

    National Research Council Canada - National Science Library

    Віталій Миколайович Бойчук

    2016-01-01

    The problem of professional competence formation of future technology teachers in higher educational institution that is based on the use of information and communication technologies is considered in the article...

  13. Creating a Personal Technology Improvement Plan for Teachers of the Gifted

    Science.gov (United States)

    Besnoy, Kevin

    2007-01-01

    There is a high incidence of today's gifted students independently interacting with their global community through technology tools. Teachers of the gifted (GT teachers) must possess an understanding of technology processes and concepts in order to engage their students through instructionally meaningful and appropriate lessons. Although many…

  14. Taking Part in the Dance: Technology Teachers Interacting with Communities of Practice

    Science.gov (United States)

    Slatter, Wendy; France, Bev

    2011-01-01

    This research investigated how secondary school technology teachers planned and implemented units that enabled students to access authentic technological practice through their contact with a community of practice (CoP). It was found that when teachers plan to access a community of practice for their students a complex dance-style relationship…

  15. Preservice English Teachers and Technology: A Consideration of Weblogs for the English Classroom

    Science.gov (United States)

    Shoffner, Melanie

    2007-01-01

    Teaching with technology is a complex issue, at best, bound by issues of access, funding, support and time for both students and teachers (Young & Bush, 2004). When English teachers effectively integrate technology into their classrooms, however, they have the opportunity to positively engage students in the learning process. Considering the…

  16. Teacher Technology Competencies: Early Indicators and Benchmarks.

    Science.gov (United States)

    Moore, Julie; Knuth, Randy; Borse, Jennifer; Mitchell, Marlon

    Two recent trends in education--increased technology and accountability--are driving efforts to define technology competencies and standards for teachers. The first lists of competencies from these efforts are just now being completed. While some of these competencies are linked to teacher certification and re-certification, others are developed…

  17. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan; Sagy, Ornit

    2013-01-01

    Kali, Y., McKenney, S., & Sagy, O. (2012, 2-6 July). Teachers as designers of technology enhanced learning. Presentation at the Teachers as Designers of Technology Enhanced Learning pre-conference workshop in conjunction with the ISLS annual meeting, Sydney, Australia.

  18. Providing Effective Feedback to EFL Student Teachers

    Science.gov (United States)

    Ali, Holi Ibrahim Holi; Al-Adawi, Hamed Ahmed

    2013-01-01

    Feedback on school practicum is of utmost importance for student teachers to help them to develop their pedagogical and teaching skills. This paper attempts to collect data from both student teachers and their mentors in an ELT teacher training programme in Oman to answer the questions which are raised by this study: 1) What kind of feedback do…

  19. Teacher Perceptions of Student Bullying Behaviors.

    Science.gov (United States)

    Harris, Sandra; Willoughby, William

    2003-01-01

    Explores 68 teachers' perceptions of student bullying behaviors within a revised framework of Richard Lazarus's stress and coping theory. About half of the teachers indicated they "always" tried to stop bullying. Only a small percentage of teachers said, however, they considered other teachers as "always" interested in trying to stop bullying.…

  20. Chinese Teachers' Perceptions of Students' Classroom Misbehaviour

    Science.gov (United States)

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

    2008-01-01

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

  1. Science teachers' perceptions of the effectiveness of technology in the laboratories: Implications for science education leadership

    Science.gov (United States)

    Yaseen, Niveen K.

    2011-12-01

    The purpose of this study was to identify science teachers' perceptions concerning the use of technology in science laboratories and identify teachers' concerns and recommendations for improving students' learning. Survey methodology with electronic delivery was used to gather data from 164 science teachers representing Texas public schools. The data confirmed that weaknesses identified in the 1990s still exist. Lack of equipment, classroom space, and technology access, as well as large numbers of students, were reported as major barriers to the implementation of technology in science laboratories. Significant differences were found based on gender, grade level, certification type, years of experience, and technology proficiency. Females, elementary teachers, traditionally trained teachers, and less experienced teachers revealed a more positive attitude toward the use of technology in science laboratories. Participants in this study preferred using science software simulations to support rather than replace traditional science laboratories. Teachers in this study recommended professional development programs that focused on strategies for a technology integrated classroom.

  2. Revisiting Teacher Adoption of Technology: Research Implications and Recommendations for Successful Full Technology Integration

    Science.gov (United States)

    Buckenmeyer, Janet

    2008-01-01

    Most teachers are still failing to fully integrate technologies in their classrooms to improve student achievement. If certain conditions exist, however, they are more likely to accept and use appropriate technologies in significant instructional ways. Relevant professional development and continuous access to needed resources are two significant…

  3. Behind the Scenes: Understanding Teacher Perspectives on Technology Integration in a Suburban District Technology Initiative

    Science.gov (United States)

    Woolard, John

    2012-01-01

    Efforts to prepare students with skills necessary to compete in a 21st Century global, digital economy require technological literacy, but many teachers are inhibited by antiquated models of education and epistemological beliefs that leave them reluctant to integrate educational technologies in their content instruction (Dunn & Rakes, 2010;…

  4. Video Narratives to Assess Student Teachers' Competence as New Teachers

    Science.gov (United States)

    Admiraal, Wilfried; Berry, Amanda

    2016-01-01

    In teacher education programmes, written portfolios or text-based self-evaluations are generally used to document the development of student teachers' competence. However, such approaches do no justice to the complex nature of teaching as they tend to lead to evidence in which teacher competencies are disconnected and removed from the actual…

  5. Teachers' and Students' Perceptions of the Ideal Teacher

    NARCIS (Netherlands)

    Telli, Sibel; den Brok, Perry; Cakiroglu, Jale

    The purpose of the Study was to describe the characteristics of an ideal Turkish teacher from an interpersonal point of view. A total number of 21 teachers and 276 students (Grades 9 to 11) answered the questions "What should be/should not be the characteristics of an ideal teacher?" A total of 17

  6. The "Ideal Teacher." Implications for Student Evaluation of Teacher Effectiveness.

    Science.gov (United States)

    Pozo-Munoz, Carmen; Rebolloso-Pacheco, Enrique; Fernandez-Ramirez, Baltasar

    2000-01-01

    Examined characteristics defining the ideal teacher using the semantic differential (SD) scale, which can detect attributes of ideal teachers and find evaluative, emotional, or affective components linked to this concept. Spanish college students completed the SD Scale. Results found teacher profiles similar to those found using other assessments,…

  7. Teachers Know Best: Making Data Work for Teachers and Students

    Science.gov (United States)

    Bill & Melinda Gates Foundation, 2015

    2015-01-01

    As part of the Bill & Melinda Gates Foundation's broader efforts to improve educational opportunities for all students, the "Teachers Know Best" research project seeks to encourage innovation in K-12 education by helping product developers and those who procure resources for teachers better understand teachers' views. The original…

  8. Teachers' and Students' Perceptions of the Ideal Teacher

    NARCIS (Netherlands)

    Telli, Sibel; den Brok, Perry; Cakiroglu, Jale

    2008-01-01

    The purpose of the Study was to describe the characteristics of an ideal Turkish teacher from an interpersonal point of view. A total number of 21 teachers and 276 students (Grades 9 to 11) answered the questions "What should be/should not be the characteristics of an ideal teacher?" A total of 17 s

  9. Technology: Building Success through Teacher Empowerment.

    Science.gov (United States)

    Cooley, Van E.

    1997-01-01

    Empowered technology teams can help realize the financial investment of schools in technology. Teams foster communities of technology users and give teachers and staff opportunities for leadership. A transformational leadership style is essential to the building of a human infrastructure that will use the technological infrastructure. (KS)

  10. Grappling with teaching design and technology: a beginning teacher's experiences

    Science.gov (United States)

    Stein, Sarah J.; Ginns, Ian S.; McRobbie, Campbell J.

    2003-02-01

    This paper reports on an investigation into the first time implementation of a technology education unit of work by a beginning primary school teacher. The researchers monitored the teacher's implementation of the unit across a 6 week period using an interpretivist research approach. A variety of data sources were drawn upon including teacher and student interviews, video and audio recordings of small group and whole-class interactions, and student-developed artefacts. Providing appropriate learning activities to assist students to develop understanding about patterns and shapes incorporated into buildings and other structures to enhance strength and stability was a challenge faced by the beginning teacher. However, she drew support from a teaching resource, which provided guidance and structure for the teaching of technology concepts and processes related to strength and stability of structures and materials. The resource helped her to develop learning activities that were appropriate to the topic and to the needs of the students in her class. Implications of the study relate to the needs of teachers grappling with teaching design and technology for the first time and the support that they can gain from predetermined planning and teaching models and well-developed teaching resources.

  11. Determining Science Teachers' Levels of Motivation and Self-Regulation Regarding Use of Education Technologies

    Science.gov (United States)

    Efe, Hülya Aslan; Baysal, Yunus Emre

    2017-01-01

    In line with the growing importance of use of education technologies in the field of education, teachers are increasingly expected to use education technologies in class environment and to provide students with appropriate environments and opportunities to use these technologies. This situation makes it necessary to investigate teachers'…

  12. A Fingerprint Pattern of Supports for Teachers' Designing of Technology-Enhanced Learning

    Science.gov (United States)

    Svihla, Vanessa; Reeve, Richard; Sagy, Ornit; Kali, Yael

    2015-01-01

    Teachers often find themselves in a position in which they need to adapt technology-enhanced materials to meet the needs of their students. As new technologies--especially those not specifically designed for learning--find their way into schools, teachers need to be able to design learning experiences that use these new technologies in their local…

  13. A Fingerprint Pattern of Supports for Teachers' Designing of Technology-Enhanced Learning

    Science.gov (United States)

    Svihla, Vanessa; Reeve, Richard; Sagy, Ornit; Kali, Yael

    2015-01-01

    Teachers often find themselves in a position in which they need to adapt technology-enhanced materials to meet the needs of their students. As new technologies--especially those not specifically designed for learning--find their way into schools, teachers need to be able to design learning experiences that use these new technologies in their local…

  14. Technology Integration in a Science Classroom: Preservice Teachers' Perceptions

    Science.gov (United States)

    Rehmat, Abeera P.; Bailey, Janelle M.

    2014-01-01

    The challenge of preparing students for the information age has prompted administrators to increase technology in the public schools. Yet despite the increased availability of technology in schools, few teachers are integrating technology for instructional purposes. Preservice teachers must be equipped with adequate content knowledge of technology…

  15. Learner to Teacher: EFL Student Teachers' Perceptions on Internet-Assisted Language Learning and Teaching

    Science.gov (United States)

    Kuo, Ming-Mu

    2008-01-01

    To meet the challenges of fast-paced globalization and a more demanding high-tech environment of the future, it is imperative to train students for equipping with relevant abilities and competencies, especially in online literacy and communication skills, and assist them to build correct technology attitude and belief. Student teachers'…

  16. Teacher-Student Interpersonal Relationships in Indonesian Lower Secondary Education: Teacher and Student Perceptions

    Science.gov (United States)

    Maulana, R.; Opdenakker, M. C. J. L.; den Brok, P.; Bosker, R. J.

    2012-01-01

    This study investigated firstly the reliability and validity of an Indonesian version of the "Questionnaire on Teacher Interaction" (QTI). Second, perceptions of Indonesian secondary school teachers' interpersonal behaviour as perceived by students and teachers were studied with the QTI. Third, differences between students' and teachers'…

  17. Eliciting teachers' technological pedagogical knowledge

    NARCIS (Netherlands)

    Heitink, M.; Voogt, J.; Fisser, P.; Verplanken, L.; Braak, J.

    2017-01-01

    This paper starts from the understanding that teachers' knowledge is situated, grounded in knowledge derived from formal training and from experiences in practice. Based on this understanding we examine teachers' reasoning in relation to the pedagogical choices teachers make while using ICT in

  18. Characteristics of Effective Teachers of Gifted Students: Teacher Background and Personality Styles of Students

    Science.gov (United States)

    Mills, Carol J.

    2003-01-01

    This study was designed to explore characteristics of exceptional teachers of gifted students. Participants included 63 teachers and 1,247 highly able students. Teachers responded to 2 measures: a background questionnaire and the Myers Briggs Type Inventory (MBTI), a self-report personality inventory. Students also completed the MBTI. In response…

  19. Preservice Mathematics Teachers' Ambiguous Views of Technology

    Science.gov (United States)

    Chen, Rong-Ji

    2011-01-01

    While the nature of mathematics and the nature of science have received much attention, there is a lack of research on the nature of technology. This study sought to investigate preservice teachers' perceptions about the nature of technology and its role in mathematics education and society. Based on two philosophical theories of technology, the…

  20. Practices of Assistive Technology Implementation and Facilitation: Experiences of Teachers of Students with Visual Impairments in Singapore

    Science.gov (United States)

    Wong, Meng Ee; Law, Janet S. P.

    2016-01-01

    Assistive technology is defined by the Individuals With Disabilities Education Improvement Act (IDEIA) of 2004 as "any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of a child with a disability"…

  1. Influence of Gender and Computer Teaching Efficacy on Computer Acceptance among Malaysian Student Teachers: An Extended Technology Acceptance Model

    Science.gov (United States)

    Wong, Kung-Teck; Teo, Timothy; Russo, Sharon

    2012-01-01

    The purpose of this study is to validate the technology acceptance model (TAM) in an educational context and explore the role of gender and computer teaching efficacy as external variables. From the literature, it appeared that only limited studies had developed models to explain statistically the chain of influence of computer teaching efficacy…

  2. Why Do Students Use Mobile Technology for Social Purposes during Class? Modeling Teacher Credibility, Learner Empowerment, and Online Communication Attitude as Predictors

    Science.gov (United States)

    Ledbetter, Andrew M.; Finn, Amber N.

    2016-01-01

    Following research indicating prevalent and deleterious use of social communication technology in college classrooms, this study investigated teacher credibility, learner empowerment, and online communication attitude as predictors of such use. The sample included 379 participants who completed an online survey about a college course. Results…

  3. Teacher Learning of Technology Enhanced Formative Assessment

    Science.gov (United States)

    Feldman, Allan; Capobianco, Brenda M.

    2008-01-01

    This study examined the integration of technology enhanced formative assessment (FA) into teachers' practice. Participants were high school physics teachers interested in improving their use of a classroom response system (CRS) to promote FA. Data were collected using interviews, direct classroom observations, and collaborative discussions. The…

  4. Students’ Voices about Learning with Technology

    Directory of Open Access Journals (Sweden)

    Ruth Geer

    2012-01-01

    Full Text Available Problem statement: This study argues for the inclusion of student voice as a valid means of identifying 21st century pedagogical approaches to learning. Today’s students are increasingly living and thriving in a digital world and have a new “digital vernacular” which leads to differences in the way students think about learning. Approach: In Australia many students are already immersed in technologies and have preconceived ideas of what technologies they can expect to use in the classroom and how they will learn. Our schools are slowly changing but are struggling to understand what a contemporary learning environment might look like. Current and emerging technologies are forcing teachers to rethink how best to prepare students for the demands and challenges of the 21st century. Results: Technology plays a key role in how students play, learn, gain information and interact with others. Teachers are challenged to find ways of tapping into the natural curiosities of students allowing them to do more learning on their own. This study explores the use of student voice in an Australian primary school as a valid method to inform teachers about what tools can best support students in their learning. Focus groups, questionnaires and drawings are used to identify technologies, strategies and settings that help students to learn. Conclusion: The findings indicate that students expect to use a variety of technologies in their learning as many students use technologies as a natural tool in their everyday life. This research attempts to clarify what a contemporary learning environment might look like and what teaching strategies and technologies can increase motivation and engagement thus improving student learning opportunities. The student data also includes suggestions to teachers on how they may provide rich learning experiences for students.

  5. Research Experiences for Science Teachers: The Impact On Their Students

    Science.gov (United States)

    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

  6. Teacher Design Knowledge for Technology Enhanced Learning

    NARCIS (Netherlands)

    McKenney-Jensh, Susan E.

    2014-01-01

    This presentation shares a framework for investigating the knowledge teachers need to be able to design technology-enhanced learning. Specific activities are undertaken to consider elements within the framework

  7. Emerging technologies, innovative teachers and moral cohesion

    CSIR Research Space (South Africa)

    Batchelor, J

    2012-05-01

    Full Text Available using Straussian Grounded Theory Method to articulate a substantive theory which aims to better our understanding of knowledge creation when innovative teachers use emerging technology to enhance their teaching and learning practice. The resultant...

  8. Boundary issues in teacher-student relationships.

    Science.gov (United States)

    Plaut, S M

    1993-01-01

    Increasing concern about therapist-patient sex has led to a consideration of boundaries in all trust-based relationships, which always include elements of power and dependency. Such relationships include those between teacher and student, especially those involving research or clinical supervision. Teacher-student relationships differ from those between therapist and patient because of the collegiality considered important for the student's development. Yet, both share the objective of fostering independence of the "client." Therefore, teachers need to find a balance of nurturance and separateness in their relationships with their students, so that the students can carry that modeling into their own careers.

  9. Introducing Dialogic Teaching to Science Student Teachers

    Science.gov (United States)

    Lehesvuori, Sami; Viiri, Jouni; Rasku-Puttonen, Helena

    2011-12-01

    It is commonly believed that science teachers rely on language that allows only minor flexibility when it comes to taking into account contrasting views and pupil thoughts. Too frequently science teachers either pose questions that target predefined answers or simply lecture through lessons, a major concern from a sociocultural perspective. This study reports the experiences of science student teachers when introduced to the Communicative Approach to science education drawing on dialogic teacher-talk in addition to authoritative teacher-talk. This approach was introduced to the students in an interventional teaching program running parallel to the student teachers' field practice. The practical implications of this approach during initial teacher education are the central focus of this study. The data consisting of videos of lessons and interviews indicate that the student teacher awareness of teacher-talk and alternative communicative options did increase. Student teachers reported greater awareness of the different functions of teacher-talk as well as the challenges when trying to implement dialogic teaching.

  10. The Using of the Teaching Methods and Techniques by Science and Technology Teachers and Class Teachers

    Directory of Open Access Journals (Sweden)

    Tohit Gunesa

    2012-04-01

    Full Text Available The purpose of this study is to determine which teaching strategies, techniques and methods are used by teachers in science and technology classes and also to determine the shortcomings they have. A questionnaire was conducted to a total of 95 teachers, 45 of whom were science and technology teachers and 50 of whom were class teachers, and 33 teachers were interviewed. It was found out that the teachers did not have enough information about teaching strategies, methods and techniques and thus were not able to make a precise distinction between them. It was determined that although the teachers were aware that the most convenient teaching technique is experiment technique, they used direct instruction or question and answer technique more and they sometimes used methods and techniques such as laboratory, trip-observation and drama. It was stated that the teachers were not able to implement teaching methods and techniques in which the students could actively participate due to reasons such as insufficient time, intensive curriculum and overcrowded classes. It was also determined that the teachers who were not able to practice different teaching methods although they knew how useful they were needed in-service training.

  11. Exploring Concerns of Business Student Teachers

    Science.gov (United States)

    Fletcher, Edward C., Jr.; Mountjoy, Kathy; Bailey, Glenn

    2011-01-01

    Background: The student teaching internship is the culminating experience and has been cited as the most significant, exciting, and difficult experience teacher candidates will encounter throughout their entire teacher preparation program. In order to prepare business teacher candidates for their internships, it is critical to understand the…

  12. An Investigation of Factors Influencing Student Use of Technology in K-12 Classrooms Using Path Analysis

    Science.gov (United States)

    Ritzhaupt, Albert D.; Dawson, Kara; Cavanaugh, Cathy

    2012-01-01

    The purpose of this research was to examine the effects of teachers' characteristics, school characteristics, and contextual characteristics on classroom technology integration and teacher use of technology as mediators of student use of technology. A research-based path model was designed and tested based on data gathered from 732 teachers from…

  13. An Investigation of Factors Influencing Student Use of Technology in K-12 Classrooms Using Path Analysis

    Science.gov (United States)

    Ritzhaupt, Albert D.; Dawson, Kara; Cavanaugh, Cathy

    2012-01-01

    The purpose of this research was to examine the effects of teachers' characteristics, school characteristics, and contextual characteristics on classroom technology integration and teacher use of technology as mediators of student use of technology. A research-based path model was designed and tested based on data gathered from 732 teachers from…

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

    Science.gov (United States)

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

    2013-01-01

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

  15. Using Instructional Technology to Improve Preservice Teachers' Knowledge of Phonological Awareness

    Science.gov (United States)

    Driver, Melissa K.; Pullen, Paige C.; Kennedy, Michael J.; Williams, Mira Cole; Ely, Emily

    2014-01-01

    Teacher understanding of phonological awareness (PA) and how to teach PA is related to student outcomes; however, many teachers have an inadequate understanding of PA. The purpose of this study is to describe an intervention intended to improve preservice teachers' understanding of PA, using an example of instructional technology called…

  16. Turkish Students' and Teachers' Attitudes toward the Use of Interactive Whiteboards in EFL Classrooms

    Science.gov (United States)

    Mathews-Aydinli, Julie; Elaziz, Fatih

    2010-01-01

    This study explored the attitudes of students and teachers toward the use of interactive whiteboards (IWBs) in a foreign language teaching and learning context. The study also investigated possible factors affecting teachers' and students' attitudes toward IWB technology. Data were collected through questionnaires distributed to 458 students and…

  17. Analyzing Student Teacher Critical Thinking through Blogs in an Electronic Community of Practice

    Science.gov (United States)

    Clark, Taylorann K.; Paulsen, Thomas H.

    2016-01-01

    Technology is becoming increasingly popular in higher education in the way students are asked to communicate and collaborate. The student teaching experience is an integral part of developing critical thinking skills in pre-service teachers. During this experience, it is important that student teachers practice the theory they have been taught in…

  18. Analyzing Student Teacher Critical Thinking through Blogs in an Electronic Community of Practice

    Science.gov (United States)

    Clark, Taylorann K.; Paulsen, Thomas H.

    2016-01-01

    Technology is becoming increasingly popular in higher education in the way students are asked to communicate and collaborate. The student teaching experience is an integral part of developing critical thinking skills in pre-service teachers. During this experience, it is important that student teachers practice the theory they have been taught in…

  19. Influencing Technology Education Teachers to Accept Teaching Positions

    Science.gov (United States)

    Steinke, Luke Joseph; Putnam, Alvin Robert

    2008-01-01

    Technology education is facing a significant teacher shortage. The purpose of this study was to address the technology education teacher shortage by examining the factors that influence technology education teachers to accept teaching positions. The population for the study consisted of technology education teachers and administrators. A survey…

  20. Policies Target Teacher-Student Cyber Talk

    Science.gov (United States)

    Ash, Katie

    2009-01-01

    Teachers in Louisiana may soon think twice before sending a text message or e-mail to a student from a personal electronic device. A new state law requires all Louisiana districts to implement policies requiring documentation of every electronic interaction between teachers and students through a nonschool-issued device, such as a personal…

  1. Student Teacher Beliefs on Grammar Instruction

    Science.gov (United States)

    Graus, Johan; Coppen, Peter-Arno

    2016-01-01

    The role of grammar teaching in foreign language education is a controversial one both in second language acquisition (SLA) research and language pedagogy and, as a result, a potential source of confusion to student teachers. The objective of this study was to gain insight into the beliefs on grammar teaching of student teachers of English as a…

  2. Immigration and Students' Relationship with Teachers

    Science.gov (United States)

    Peguero, Anthony A.; Bondy, Jennifer M.

    2011-01-01

    Students' relationship with teachers is a building block toward student progress and success. Little is known, however, about the relationships the children of immigrants have with their teachers, which is particularly relevant today in the midst of the current social, political, and economic debate over the influence of immigration in U.S.…

  3. Cornerstones: Literacy Units Ready for Teachers, Students

    Science.gov (United States)

    Blasko, Jennifer; Donahue, Sheila

    2008-01-01

    Every day, teachers face the time-consuming task of adapting materials from curricula that do not meet their students' needs or match their learning styles. This article discusses ready-made literacy units specifically designed for teachers of deaf and hard of hearing students. The units were part of the Cornerstones Project, an activity of the…

  4. Teachers' Organization of Participation Structures for Teaching Science with Computer Technology

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2016-08-01

    This paper describes a qualitative study that investigated the nature of the participation structures and how the participation structures were organized by four science teachers when they constructed and communicated science content in their classrooms with computer technology. Participation structures focus on the activity structures and processes in social settings like classrooms thereby providing glimpses into the complex dynamics of teacher-students interactions, configurations, and conventions during collective meaning making and knowledge creation. Data included observations, interviews, and focus group interviews. Analysis revealed that the dominant participation structure evident within participants' instruction with computer technology was ( Teacher) initiation-( Student and Teacher) response sequences-( Teacher) evaluate participation structure. Three key events characterized the how participants organized this participation structure in their classrooms: setting the stage for interactive instruction, the joint activity, and maintaining accountability. Implications include the following: (1) teacher educators need to tap into the knowledge base that underscores science teachers' learning to teach philosophies when computer technology is used in instruction. (2) Teacher educators need to emphasize the essential idea that learning and cognition is not situated within the computer technology but within the pedagogical practices, specifically the participation structures. (3) The pedagogical practices developed with the integration or with the use of computer technology underscored by the teachers' own knowledge of classroom contexts and curriculum needs to be the focus for how students learn science content with computer technology instead of just focusing on how computer technology solely supports students learning of science content.

  5. A Comparison of Undergraduate Faculty and Millennial Students regarding the Utilization of Weblog and Podcast Technology in a Teacher Education Department

    Science.gov (United States)

    Ennis, Leslie Sturdivant; Gambrell, Elizabeth Anne

    2010-01-01

    The main objective of the study was to compare the utilization of weblog and podcast technology by undergraduate university faculty and Millennial college students. The study was conducted to test the hypothesis, formed from existing literature, that there might be a difference in the utilization of weblog and podcast technology between faculty…

  6. Peer and Teacher Preference, Student-Teacher Relationships, Student Ethnicity, and Peer Victimization in Elementary School

    Science.gov (United States)

    Wang, Feihong; Leary, Kevin A.; Taylor, Lorraine C.; Derosier, Melissa E.

    2016-01-01

    The authors examined the effects of peer preference and teacher preference for students, students' perceived relationship with their teacher and student ethnicity on peer victimization in late elementary school. Participants were students in the third through fifth grades in four public elementary schools in a southern state. Using hierarchical…

  7. Student Teachers in Search of Help

    Science.gov (United States)

    Houck, Marla; Chiodo, John J.

    2009-01-01

    This study examined to whom 43 elementary and secondary teacher education students at a large Southwestern university turned for help regarding problems during their student-teaching internship. Participants were asked to complete a survey related to student teaching. In addition, 5 students were interviewed as a follow-up to the survey. Of the…

  8. Using Technology in the Classroom: A Study with Turkish Pre-Service EFL Teachers

    Science.gov (United States)

    Merç, Ali

    2015-01-01

    The purpose of this study is to investigate the student teachers' use of technology in their classrooms during practice teaching experience. To this end, a questionnaire was given to 86 student teachers completing their teaching practicum at Anadolu University English Language Teaching Program. Semi-structured interviews were also conducted with…

  9. Student Teachers' Approaches to Teaching Biological Evolution

    Science.gov (United States)

    Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

    2015-06-01

    Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

  10. Prospective teachers information and communication technology metaphors

    Directory of Open Access Journals (Sweden)

    Ömür Akdemir

    2015-04-01

    Full Text Available Determination of the perceptions of the prospective teachers for the Information and Communications Technology (ICT terms have a remarkable potential to provide input for technology integration plans and ICT trainings. Within this context, the purpose of this study is to discover the metaphors constructed by prospective teachers for the ICT terms. Data were gathered from 180 prospective teachers through survey. 977 valid metaphors constructed by the participants were grouped into conceptual categories for the six ICT terms. The most common conceptual categories are “developing and changing” for technology, “making life easy” for computers and search engines, “limitless and endless” for the Internet, “means of communication” for social networks, and “addictive items” for video games. Future research should concentrate on investigating the match and mismatches between intended use of the ICT tools and the perception of the prospective teachers.

  11. Identifying the Types of Student and Teacher Behaviours Associated with Teacher Stress

    Science.gov (United States)

    Geving, Allison M.

    2007-01-01

    The objectives of this study were to identify the student behaviours associated with teacher stress and determine the types of teacher behaviours that may elicit these stressful student behaviours. Student teachers (n = 186) and their supervising teachers (n = 77) completed a stressful student behaviour questionnaire, a teacher behaviour…

  12. Teachers' and Students' Negotiation Moves When Teachers Scaffold Group Work

    Science.gov (United States)

    González, Gloriana; DeJarnette, Anna F.

    2015-01-01

    Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers…

  13. Perceptions of Teacher Characteristics and Student Judgments of Teacher Effectiveness.

    Science.gov (United States)

    Freeman, Harvey R.

    1988-01-01

    Uses a seven point Likert scale to examine the relationship between perceived teacher attractiveness, expertness, and trustworthiness and student judgment of teacher effectiveness. Correlations suggest that a more accurate view of teaching may be as an instance of social influence process. Urges further research to identify those cues that infer…

  14. Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

    Science.gov (United States)

    Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L.

    2013-01-01

    This investigation provides detailed descriptions of preservice secondary science teachers' technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in…

  15. Developing Pedagogical Technology Integration Content Knowledge in Preservice Teachers: A Case Study Approach

    Science.gov (United States)

    Brantley-Dias, Laurie; Kinuthia, Wanjira; Shoffner, Mary B.; de Castro, Christopher; Rigole, Neil J.

    2007-01-01

    This research examined the effects of case-based instructional strategies on the development of Pedagogical Technology Integration Content Knowledge (PTICK) in alternative teacher preparation students. The study was part of the Crossroads Project funded by the Preparing Tomorrow's Teachers for Using Technology (PT3) grant from the United States…

  16. Assistive Technology in Teacher-Training Programs: A National and International Perspective

    Science.gov (United States)

    Safhi, Mohammad Y.; Zhou, Li; Smith, Derrick W.; Kelley, Pat

    2009-01-01

    The study presented here investigated how assistive technology training is being integrated into teacher preparation programs for teachers of students with visual impairments worldwide. The survey investigated how knowledge of assistive technology is addressed (whether in specific courses or by embedding the content throughout the program), what…

  17. Elementary Education Teacher Candidates' Integration of Technology in the Design of Interdisciplinary Units

    Science.gov (United States)

    Polly, Drew; Rock, Tracy

    2016-01-01

    In this paper the authors evaluate 85 elementary education teacher candidates' integration of technology into interdisciplinary units that the candidates wrote during the semester before their full-time student teaching internship. An inductive analysis of the units revealed that teachers used a wide variety of technologies with a large dependence…

  18. Teacher-Written Feedback: Student Perceptions, Teacher Self-Assessment, and Actual Teacher Performance

    Science.gov (United States)

    Montgomery, Julie L.; Baker, Wendy

    2007-01-01

    Most research in second language (L2) writing has focused on students' perceptions more than teachers' self-assessment of teacher-written feedback. This study's purpose was to investigate: (1) how much local and global written feedback teachers give, (2) how their self-assessments and students' perceptions of this feedback coordinate, and (3) how…

  19. Written Teacher Feedback: Student Perceptions, Teacher Perceptions, and Actual Teacher Performance

    Science.gov (United States)

    Zhan, Li

    2016-01-01

    This study sets out to investigate a teacher's and her students' perceptions of written teacher feedback in a college English as a foreign language (EFL) writing class in China. Essays, questionnaires, and interviews were employed to identify the types of feedback given by the teacher, the perceptions and preferences of students and the…

  20. Integrate Technology with Student Success

    Science.gov (United States)

    Wolf, Drew; Lindeman, Patrick; Wolf, Trent; Dunnerstick, Robert

    2011-01-01

    As information technology continues to progress, teaching mathematic with multimedia is becoming a new way of instruction. Integrating technology enables students to become more active in the learning process. When students feel more vested in actual learning, retention of the material tends to rise significantly. This article describes how tools…

  1. 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.

  2. Teachers' Talk on Students' Writing: Negotiating Students' Texts in Interdisciplinary Teacher Teams

    Science.gov (United States)

    Helstad, Kristin; Lund, Andreas

    2012-01-01

    This paper examines how a team of teachers in a Norwegian upper secondary school responds to, negotiates, and evaluates students' writing in and across different disciplines. The purpose is to identify discourse strategies and professional development as the teachers discuss students' texts, and to explore how the teachers develop a shared…

  3. School Cultures, Teachers, and Technology Transformation

    Science.gov (United States)

    Kitchenham, Andrew D.

    2009-01-01

    This article outlines a recent study on school culture and technology adoption. Adapting Hargreaves' (2003) model of school cultures, research findings are presented on three schools involved in a study on teacher transformation using educational technology to explain how each school represents a separate school culture and school regime. Each…

  4. Introducing Educational Technologies to Teachers: Experience Report

    Science.gov (United States)

    Thota, Neena; Negreiros, Joao G. M.

    2015-01-01

    The dramatic rise in use of digital media has changed the way learning is taking place and has led to new ways to teach with digital technologies. In this article, we describe the experiences of teaching a course that introduces educational technologies to teachers in Macau. The course design is based on connectivism, a learning theory for the…

  5. A Senior Teacher's Implementation of Technology Integration

    Science.gov (United States)

    Tsai, Hsien-Chang

    2015-01-01

    This study investigated whether a senior teacher with many years of teaching experience, despite lacking adequate technology skills or contending with other barriers, can sufficiently implement technology integration in the classroom. The research was conducted between October 2013 and January 2014 and was focused on a junior high school biology…

  6. Analysing Teacher Knowledge for Technology Education in Primary Schools

    Science.gov (United States)

    Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

    2012-01-01

    Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how…

  7. Analysing Teacher Knowledge for Technology Education in Primary Schools

    Science.gov (United States)

    Rohaan, Ellen J.; Taconis, Ruurd; Jochems, Wim M. G.

    2012-01-01

    Teacher knowledge guides a teacher's behaviour in the classroom. Teacher knowledge for technology education is generally assumed to play an important role in affecting pupils' learning in technology. There are an abundant number of teacher knowledge models that visualise different domains of teacher knowledge, but clear empirical evidence on how…

  8. How Students Perceive the Math Teacher?

    OpenAIRE

    Güneş, Gönül; Gökçek, Tuba

    2011-01-01

    The study is aimed to put forward how the students? express their perception of math teacher visually. The study is a qualitative research conducted with 30 randomly selected 8th grade students from three elementary schools. Data are gained from document analyses and open-ended questions. For the purpose of the study, sample students were asked to draw a picture about their perception of mathematics teachers and later their ideas about that matter were taken by five open ended questions. Pict...

  9. Students' perceptions of male teachers: effects of teachers' dress and students' characteristics.

    Science.gov (United States)

    Butler, S; Roesel, K

    1991-12-01

    The purpose of this study was to explore the effects of a male teacher's clothing and selected students' characteristics on students' perceptions of teachers' characteristics. The sample consisted of 152 male and female high school students. Respondents selected one of four photographs of a male teacher model dressed in four different clothing styles for each of 20 teachers' characteristic statements. The mediating effects of students' gender, formality of clothing, and perceptions of the importance of clothing were also investigated. Significant differences among the four clothing styles were found for all 20 statements. Students' gender and rated importance of clothing had some influence on this relationship. The results supplement previous research on female teachers by suggesting that different types of clothing also influence students' perceptions of male teachers and that students' characteristics have some mediating effect.

  10. Turkish Student Science Teachers' Conceptions of Sustainable Development: A phenomenography

    Science.gov (United States)

    Kilinc, Ahmet; Aydin, Abdullah

    2013-03-01

    In creating a society whose citizens have sustainable lifestyles, education for sustainable development (ESD) plays a key role. However, the concept of sustainable development (SD) has developed independently from the input of educators; therefore, ESD presents current teachers with many challenges. At this point, understanding how stakeholders in the education sector (school students, student teachers, and teachers) view SD is of great importance. We selected a sample of 113 Turkish student science teachers from this body of stakeholders and distributed a questionnaire to them that included two separate sections. In the first section, questions regarding personal information such as gender, age, and year group were asked, whereas the meaning of SD was the focus of the second part. A phenomenographic approach was used to analyse student teachers' descriptions of SD. The results showed that student teachers had a variety of ideas about SD that could be collected under headings such as environment, technology, society, economy, politics, energy, and education. In addition, we thought that gender, context-based issues, and informal experiences might be responsible for the variety of the responses.

  11. Exploring Digital Literacy in Student-Teacher ICT Projects

    Science.gov (United States)

    Allen, Christopher; Richardson, David

    2012-01-01

    This paper reports on the evaluation of student teacher information and communications technology (ICT) projects in English language didactics in accordance with recently proposed frameworks of digital literacy in both language-teaching and wider working and educational contexts (Dudeney, Hockly, & Pegrum, forthcoming; Hockly, 2012; Pegrum,…

  12. Intellectual Property: What Do Teachers and Students Know?

    Science.gov (United States)

    Starkey, Louise; Corbett, Susan; Bondy, Ann; Davidson, Susan

    2010-01-01

    As society changes from an industrial to a knowledge era increasing importance and value is being placed on intellectual property rights. Technology teachers need to have pedagogical content knowledge of intellectual property if they are to incorporate it into their learning programmes to enable students to consider how to respect others'…

  13. Genetically Modified Food: Knowledge and Attitude of Teachers and Students

    Science.gov (United States)

    Mohapatra, Animesh K.; Priyadarshini, Deepika; Biswas, Antara

    2010-01-01

    The concepts behind the technology of genetic modification of organisms and its applications are complex. A diverse range of opinions, public concern and considerable media interest accompanies the subject. This study explores the knowledge and attitudes of science teachers and senior secondary biology students about the application of a rapidly…

  14. Genetically Modified Food: Knowledge and Attitude of Teachers and Students

    Science.gov (United States)

    Mohapatra, Animesh K.; Priyadarshini, Deepika; Biswas, Antara

    2010-01-01

    The concepts behind the technology of genetic modification of organisms and its applications are complex. A diverse range of opinions, public concern and considerable media interest accompanies the subject. This study explores the knowledge and attitudes of science teachers and senior secondary biology students about the application of a rapidly…

  15. Student attitudes toward teaching English with technology

    OpenAIRE

    Jenset, Gard B.

    2011-01-01

    The present study investigates attitudes among student teachers toward using electronic resources in teaching. Two groups of student teachers, one composed of students in their first semester and the other composed of students in their third or fourth year, were asked to assess their skills and attitudes, before being shown an example of how opensource, Web-based data and software can be used in teaching English culture and history. The results show that student teachers are positive toward u...

  16. The Time Is Now! Creating Technology Competencies for Teacher Educators

    Science.gov (United States)

    Foulger, Teresa S.; Graziano, Kevin J.; Slykhuis, David; Schmidt-Crawford, Denise; Trust, Torrey

    2016-01-01

    The way preservice teachers learn to use technology within their practice varies widely depending on the learning opportunities available (e.g., technology-infused teacher preparation program vs. standalone education technology course), and the knowledge, skills, and attitudes of the teacher educators within their teacher preparation programs.…

  17. Guiding dialogue in the transformation of teacher-student relationships.

    Science.gov (United States)

    Gaines, S; Baldwin, D

    1996-01-01

    The National League for Nursing at its 1989 biennial convention resolved that nursing curricula be revised to reflect enriched caring practices through egalitarian teacher-student and teacher-to-teacher relationships that reflect cooperation and a sense of community. The distribution of power relationships between student and teacher, teacher and teacher, and teacher and administrator must be reconceptualized and realized before any significant change in nursing education's curriculum can occur. Revising curricula to incorporate such a change in teacher-student relationships begins with dialogue with teachers that is authentic. Authentic dialogue will cause examination and reexamination of assumptions and ideologies about teacher-student relationships.

  18. A Metaphor Analysis of Elementary Student Teachers' Conceptions of Teachers in Student- and Teacher-Centered Contexts

    Science.gov (United States)

    Duru, Sibel

    2015-01-01

    Problem Statement: Student teachers' beliefs and conceptions affect not only what and how they learn in teacher education programs, but also their future professional development in their teaching careers. Examining and understanding student teachers' beliefs and conceptions is therefore crucial to improving their professional preparation and…

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

    Science.gov (United States)

    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

  20. Teacher Tweets Improve Achievement for Eighth Grade Science Students

    Directory of Open Access Journals (Sweden)

    Carol Van Vooren

    2013-02-01

    Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

  1. Teacher Tweets Improve Achievement for Eighth Grade Science Students

    Directory of Open Access Journals (Sweden)

    Carol Van Vooren

    2013-02-01

    Full Text Available In the Digital Age teachers have fallen far behind the technical skills of their "digital native" students. The implementation of technology as a tool for classroom communication is foreign for most teachers, but highly preferred by students. While teenagers are using Facebook, Twitter, and other social networks to communicate, teachers continue to respond through face-to-face conversations, telephone calls, and email messaging. Twitter, a platform for short message service text, is an online social network site that allows users to send and receive messages using 140 characters or less called Tweets. To analyze the relationship of the teacher's use of Twitter with student academic achievement, a correlation study conducted by Bess collected data from two matched samples of eighth grade science students: one utilizing Twitter and one not utilizing Twitter to reinforce classroom instruction. Two tests matching the science standards were given to both samples of students. The results of the tests were used as primary data. The findings suggested a positive correlation between the use of Twitter and student performance on the standardized tests. Implications for this study indicate that young teenagers may prefer Twitter as a mode of communication with their teacher, resulting in higher academic achievement in a middle school science class.

  2. Integrating Digital Technologies in the German Language Classroom: A Critical Study of the Technology-Integration Experiences of Three Secondary German Teachers

    Science.gov (United States)

    Van Orden, Stephen

    2010-01-01

    German language teachers are gaining increased access to smart classrooms and digital technologies that offer teachers and students greater access to authentic cultural and language materials and enable more student target language communication. Teaching with technology changes the teaching and learning environment in many ways. Little is known…

  3. The Competencies of an English Teacher: Beginning Student Teachers' Perceptions

    Science.gov (United States)

    Penn-Edwards, Sorrel

    2010-01-01

    This paper presents the results of a survey conducted with first year Education students at a Queensland university on the levels of competency in literacies expected for teachers in schools. Eight aspects were chosen to be examined to discover the skill levels students thought to be essential for effective teaching and to compare these with their…

  4. The Development of Student Teachers' Professional Identity

    Science.gov (United States)

    Lamote, Carl; Engels, Nadine

    2010-01-01

    This study focuses on student teachers' perceptions of their professional identity. The respondents are students enrolled in a three-year course in secondary education teaching at bachelor level. Questionnaires were filled out by first-year, second-year and third-year students from two colleges. The questionnaire included four scales: commitment…

  5. Student Views of Technology-Mediated Written Corrective Feedback

    DEFF Research Database (Denmark)

    Kjærgaard, Hanne Wacher

    2017-01-01

    and practices concerning the specific – and time-consuming – language-teacher activity of providing WCF and 2) potential changes in student attitudes when technology is used to mediate the feedback. At the core of the study is an eight-month intervention which was carried out with three teachers of English...... as a foreign language and their lower-secondary classes, requiring the teachers to make use of a specific program supportive of effective written corrective feedback in their provision of feedback to their students. The article will report on results pertaining to student attitudes to the changes brought about...... by the intervention, which changed both teacher and student practices. Data was collected through student questionnaires concerning their views of the roles of written corrective feedback for foreign language acquisition, and also their views of and attitudes to their teacher’s normal practice were addressed...

  6. On the Effect of Teacher Talk on Teacher-Student Rapport in College English Classroom

    Institute of Scientific and Technical Information of China (English)

    程佳

    2013-01-01

    This paper aimed to investigate the effect of teacher talk on teacher-student rapport in college English classroom. Be-sides, it attempted to analyze how to build teacher-student rapport in English classroom based on the theories of teacher Talk, hoping that it can assist teachers to upgrade their awareness in teacher talk and increase language learning and teaching efficiency.

  7. Role of Teacher Educational Institutions in Developing Personality of Student Teachers

    Science.gov (United States)

    Prakash, Srinivasan; Xavier S. J., S. Amaladoss

    2014-01-01

    Teacher Education is an integral part of any educational system. It should provide a platform in developing the holistic personality of a student teacher. This paper reports on personality of student teachers and the role of Teacher Educational institutions in developing it. The sample consists of 1,080 student teachers of Madurai revenue…

  8. Redesigning Schools to Reach Every Student with Excellent Teachers: Financial Planning Summary

    Science.gov (United States)

    Public Impact, 2012

    2012-01-01

    This brief summarizes the ways that schools and their teachers can simultaneously reach more students with excellent teaching, expand teachers' career opportunities, and sustainably fund higher pay and other priorities. This is based on Public Impact's school models that use job redesign and technology to extend the reach of excellent teachers to…

  9. Genetically Modified Food: Knowledge and Attitude of Teachers and Students

    Science.gov (United States)

    Mohapatra, Animesh K.; Priyadarshini, Deepika; Biswas, Antara

    2010-10-01

    The concepts behind the technology of genetic modification of organisms and its applications are complex. A diverse range of opinions, public concern and considerable media interest accompanies the subject. This study explores the knowledge and attitudes of science teachers and senior secondary biology students about the application of a rapidly expanding technology, genetic engineering, to food production. The results indicated significant difference in understanding of concepts related with genetically engineered food stuffs between teachers and students. The most common ideas about genetically modified food were that cross bred plants and genetically modified plants are not same, GM organisms are produced by inserting a foreign gene into a plant or animal and are high yielding. More teachers thought that genetically engineered food stuffs were unsafe for the environment. Both teachers and students showed number of misconceptions, for example, the pesticidal proteins produced by GM organisms have indirect effects through bioaccumulation, induces production of allergic proteins, genetic engineering is production of new genes, GM plants are leaky sieves and that transgenes are more likely to introgress into wild species than mutated species. In general, more students saw benefits while teachers were cautious about the advantages of genetically engineered food stuffs.

  10. Attitudes of Teacher Candidates Towards Technology Supported Collaborative Learning

    Directory of Open Access Journals (Sweden)

    Fezile ÖZDAMLI

    2008-06-01

    Full Text Available Technology supported collaborative learning allows students to study together, and produce projectstogether using technology supported systems. This study aimed to gather attitudes of CEIT students’ in the matter oftechnology supported collaborative learning in the Near East University. Pre-experimental model used in this study. Datawere collected from the students at the start of the term and end. This study was applied to selected sample of 35 students (24male and 11 females of Computer Education and Instructional Technologies Department of Near East University and whogot the course “authorware tools” at the 1St term of 2007-2008 academic year. The participants got the course “authoringtools application in computer enviorment” which was carried out as a technology supported collaborative learning. Thetechnology supported collaborative learning and authoring tools were described to students by teachers at the begining of theterm. Each team has 2 or 3 members. Teams selected projects topics at the begining of term. The aim of the final projects wascreated a course software about their project topics. Students were discussed the topics with team members and researced thetopics then they created a course software. The course included a series of local face-to-face tutorials (four each week duringa term and was supported by e-mail, msn, and discussion forums in a website. Teachers and student teams were discussedthe topics and projects during terms and then presented their projects. “the role of the technology on the course” and“Adaptation to the collaborative learning criters” 5 point likert scales and “personal information forums” were used in thisstudy. The results were generally positive at the start and at the end of the term. Besides, students’ attidues were morepositive than after studying in technology supported collaborative learning.

  11. SOAP in Practice: Learning Outcomes of a Cross-Institutional Innovation Project Conducted by Teachers, Student Teachers, and Teacher Educators

    NARCIS (Netherlands)

    Seezink, Audrey; Poell, Rob; Kirschner, Paul A.

    2010-01-01

    Seezink, A., Poell, R. F., & Kirschner, P. A. (2010). SOAP in practice: learning outcomes of a cross-institutional innovation project conducted by teachers, student teachers, and teacher educators. European Journal of Teacher Education, 33(3), 229-243.

  12. Discursive Constructions of "Teacher" in an Educational Technology Journal

    Science.gov (United States)

    McDonald, Jenny; Loke, Swee-Kin

    2016-01-01

    The integration of technology with teaching and learning is a significant area of research in the educational technology field. Teachers play an instrumental role in technology integration, and many teacher-related factors have been identified that predict technology use and integration in educational settings. How teachers are represented in the…

  13. Experiences of Diverse Students in Teacher Education.

    Science.gov (United States)

    Guyton, Edith; And Others

    1996-01-01

    This study described the teacher education experiences of a diverse group of early childhood majors. Periodic interviews with Black, White, Asian, male, female, heterosexual, and gay students highlighted their feelings about their teacher preparation experiences, diversity in education, field experiences in urban/suburban schools, and special…

  14. EFL Teachers' Factors and Students' Affect

    Science.gov (United States)

    Qin, Lei

    2007-01-01

    Individual learners' affective factors are very important for foreign language learning. In China foreign language learning mainly happens in the classroom. Foreign language teachers are the organizers and carriers of language classes, and thus they inevitably influence the students' affection. This study explores how EFL teachers influence…

  15. Teacher-Student Interaction and Learning.

    Science.gov (United States)

    Hall, Joan Kelly; Walsh, Meghan

    2002-01-01

    Reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, draws from three types of classrooms: first language, second language, and foreign language. Attention is given to studies that investigate the specific means used in teacher-student…

  16. How Teacher Turnover Harms Student Achievement

    Science.gov (United States)

    Ronfeldt, Matthew; Loeb, Susanna; Wyckoff, James

    2013-01-01

    Researchers and policymakers often assume that teacher turnover harms student achievement, though recent studies suggest this may not be the case. Using a unique identification strategy that employs school-by-grade level turnover and two classes of fixed-effects models, this study estimates the effects of teacher turnover on over 850,000 New York…

  17. Conceptual Change among Arab Student Teachers

    Science.gov (United States)

    Rass, Ruwaida Abu

    2013-01-01

    This paper reports the results of a qualitative research study designed to examine the effectiveness of an attempt to make a conceptual change among pre-service teachers to their role as trainees and the role of their pedagogical advisor. The participants are six Arab-Muslim female student teachers who are highly influenced by their first learning…

  18. Experiences of Diverse Students in Teacher Education.

    Science.gov (United States)

    Guyton, Edith; And Others

    1996-01-01

    This study described the teacher education experiences of a diverse group of early childhood majors. Periodic interviews with Black, White, Asian, male, female, heterosexual, and gay students highlighted their feelings about their teacher preparation experiences, diversity in education, field experiences in urban/suburban schools, and special…

  19. PREVIEW BENEFITS BOTH TEACHERS AND STUDENTS

    Institute of Scientific and Technical Information of China (English)

    1998-01-01

    This paper offers college teachers practical advice on how to encourage their students to develop effective study skills through previewing their reading texts before class. The advantages and disadvantages of such an approach are also discussed.

  20. Facilitating Creativity in Science Students' through Teacher ...

    African Journals Online (AJOL)

    Facilitating Creativity in Science Students' through Teacher Professional Development. ... and the creativity checklist (CCh) was the instrument used to collect data. ... The research questions were answered using mean while the hypotheses ...

  1. Scientific understanding of students in the picture : The evaluation of Video Feedback Coaching for upper grade teachers during science and technology education

    NARCIS (Netherlands)

    van Vondel, Sabine

    2017-01-01

    Scientific understanding of students in the picture Scientific understanding is becoming more important in today's society. Eliciting and stimulating these talents in the form of science and technology education will become increasingly incorporated in the Dutch school curriculum. Video Feedback Coa

  2. A Teacher Action Research Study: Enhancing Student Critical Thinking Knowledge, Skills, Dispositions, Application and Transfer in a Higher Education Technology Course

    Science.gov (United States)

    Phelan, Jack Gordon

    2012-01-01

    This study examined the effects of a critical thinking instructional intervention in a higher education technology course with the purpose of determining the extent to which the intervention enhanced student critical thinking knowledge, skills, dispositions, application and transfer abilities. Historically, critical thinking has been considered…

  3. Performance of Fourth-Grade Students with Learning Disabilities on Multiplication Facts Comparing Teacher-Mediated and Technology-Mediated Interventions: A Preliminary Investigation

    Science.gov (United States)

    Bryant, Brian R.; Ok, Minwook; Kang, Eun Young; Kim, Min Kyung; Lang, Russell; Bryant, Diane Pedrotty; Pfannestiel, Kathleen

    2015-01-01

    Instructional applications (apps) are educational software programs that can be accessed via mobile technologies (e.g., iPad, smartphone) and used to help students acquire various academic skills, including mathematics. Although research suggests that app-based instruction (AI) can be effective, there is a paucity of research comparing AI, to…

  4. 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.

  5. Pre-Service Teacher Training in Mathematics Using Tablet PC Technology

    OpenAIRE

    Kosheleva, Olga; Ana MEDINA-RUSCH; Ioudina, Vera

    2007-01-01

    This study focuses on the use of innovative Tablet PC technology in learning and teaching mathematics. Specifically the effects of incorporating Tablet PC technology in pre-service teachers' mathematics education were analyzed. The significant impact of technology use in mathematics education was assessed by evaluating and comparing students' final project and course grades. Grade performance of two groups of students was compared. One group was the treatment group where students extensively ...

  6. Student Teachers' Key Learning Experiences--Mapping the Steps for Becoming a Professional Teacher

    Science.gov (United States)

    Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

    2015-01-01

    Teacher education provides the central forum for student teacher learning. Student teachers are advised to learn about teaching and undergo professional transformation during this instruction. However, research on student teacher learning often focuses on a certain time period and on how students "should" learn instead of analysing what…

  7. Teacher Role Breadth and its Relationship to Student-Reported Teacher Support

    Science.gov (United States)

    Phillippo, Kate L.; Stone, Susan

    2013-01-01

    This study capitalizes on a unique, nested data set comprised of students ("n" = 531) and teachers ("n" = 45) in three high schools that explicitly incorporated student support roles into teachers' job descriptions. Drawing from research on student-teacher relationships, teacher effects on student outcomes, and role…

  8. Student-Teacher Mentoring Targeted

    Science.gov (United States)

    Sawchuk, Stephen

    2012-01-01

    With state and national policymakers eyeing ways to improve teacher preparation, a handful of education programs are becoming more intentional about how such "cooperating" teachers--as they're known in the lingo of teacher preparation--are selected and trained. That interest could grow as programs wrestle with the finer points of how to…

  9. Students and Teachers as Developers of Visual Learning Designs with Augmented Reality for Visual Arts Education

    DEFF Research Database (Denmark)

    Buhl, Mie

    2017-01-01

    Abstract This paper reports on a project in which communication and digital media students collaborated with visual arts teacher students and their teacher trainer to develop visual digital designs for learning that involved Augmented Reality (AR) technology. The project exemplified a design...

  10. Student Teachers Socialization Development by Teaching Blog: Reflections and Socialization Strategies

    Science.gov (United States)

    Chou, Chun-Mei

    2011-01-01

    This study aims to probe into the cognitive sources and reflective content of student teachers' socialization, such as job proficiency, goals and values, school culture, and role regulation by "teaching blog". This paper utilizes eight student teachers of business, data processing, Chinese, English, science, and technology as subjects. Through…

  11. Studying Teachers' Degree of Classroom Implementation, Teachers' Implementation Practices, and Students' Learning as Outcomes of K-12 STEM Professional Development

    Science.gov (United States)

    Lin, Peiyi

    2013-01-01

    With a growing demand for an enhanced K-12 education for strengthening students' conceptual learning, interest, and career awareness in science, technology, engineering, and mathematics, teacher professional development projects have been viewed as an efficient approach. However, a variety of external and teacher factors may prevent such projects…

  12. The Impact of Teacher Beliefs on Elementary Teachers' Use of Scaffolding in a Technology-rich, Inquiry-focused Classroom

    Science.gov (United States)

    Lewis, Lindsay Kristin

    This mixed-methods study, conducted with five elementary teachers, explored the relationship between teacher beliefs and classroom practice. Three theoretical frameworks---Technological, Pedagogical, and Content Knowledge (TPACK), Teacher Beliefs, and Scaffolding---were used for creating the data collection tools and for analyzing the data. Teachers were interviewed and observed in an effort to relate their beliefs about using technology and writing to teach science to their classroom practice when implementing Electronic Science Notebooks (ESNs) to teach elementary science. The data collected suggested that while teachers with greater technological knowledge also had more positive beliefs concerning self-efficacy when teaching science, a greater degree of technological understanding did not necessarily mean that the scaffolding role was shared equally between the ESN and the teacher. Likewise, a higher pedagogical understanding did not mean that the scaffolding role was shared equally between the ESN and the teacher. Concerning the use of writing to teach science, writing was not scaffolded by teachers with the most content knowledge. Finally, teachers with prior experience with ESNs provided more scaffolding for the writing and inquiry process, and they were more likely to engage students in whole class discussion. Although the results of this work cannot be generalized beyond this sample, understanding these teachers' beliefs and classroom practice provided potential insight into how professional development programs could be designed to better support teachers as they plan to incorporate writing into their science instruction or implement ESNs in their classroom. As an example, when there was discrepancy between a teacher's intended use of technology and the actual use behavior, the teacher discussed the barriers that prevented the best strategies from putting into practice. Strategically planned professional development can provide these teachers with a

  13. Increasing Elementary School Teachers' Awareness of Gender Inequity in Student Computer Usage

    Science.gov (United States)

    Luongo, Nicole

    2012-01-01

    This study was designed to increase gender equity awareness in elementary school teachers with respect to student computer and technology usage. Using professional development methods with a group of teachers, the writer attempted to help them become more aware of gender bias in technology instruction. An analysis of the data revealed that…

  14. Integrating Technology into Teacher Preparation Programs.

    Science.gov (United States)

    Metze, Leroy; Hayes, Mike; Eakles, David; Murley, Tim

    During the spring of 1992, a partnership between Western Kentucky University, Jostens' Learning Corporation, and three school districts was formed for the purpose of developing an implementation model for the integration of technology into teacher education. Following integrated instruction on the university campus and the partnership schools,…

  15. Primary teachers' attitudes towards science and technology

    NARCIS (Netherlands)

    Asma, L.J.F.; Walma van der Molen, J.H.; Aalderen-Smeets, S. van

    2011-01-01

    The study on primary teachers' attitudes towards science and technology has received considerable research attention over the last decades. However, if one looks at the extant literature in this domain, a major problem that becomes apparent is the lack of consistency in the conceptualization of what

  16. Teachers as designers of technology enhanced learning

    NARCIS (Netherlands)

    Kali, Yael; McKenney, Susan

    2012-01-01

    Kali, Y., & McKenney, S. (2012). Teachers as designers of technology enhanced learning. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The future of learning: Proceedings of the 10th international conference of the learning sciences (Vol. 2, pp. 582-583). Sydney, NSW, Australia:

  17. Developing Pre-service Teachers' Technology Integration ...

    African Journals Online (AJOL)

    Developing Pre-service Teachers' Technology Integration Competencies in Science and Mathematics Teaching: Experiences from Tanzania and Uganda. ... Makerere Journal of Higher Education ... Thus, it emerged that there is a need to explore models situated in a more encompassing theoretical framework like ...

  18. Finding Space for Student Innovative Practices with Technology in the Classroom

    Science.gov (United States)

    Hillman, Thomas

    2014-01-01

    This article examines the role students play in shaping the nature of the technologies they use in their classrooms and the role teachers play in supporting students' innovative practices. Drawing on research on the sociology of technological development from the field of Science and Technology Studies, the process by which one student's…

  19. Exploring Turkish Social Studies Student Teachers' Development of Identity

    Science.gov (United States)

    Özbas, Banu Çulha

    2015-01-01

    The aim of this study was to explore professional identity development among social studies student teachers in a four-year teacher education program in Turkey. Fifty-five student teachers participated in the study. Data were collected about their metaphorical images about teachers and social studies teachers and a series of in-depth interviews…

  20. Future teachers' relationships with physical and technological environments

    Directory of Open Access Journals (Sweden)

    Diane Pruneau

    2014-10-01

    Full Text Available Is future teachers’ contact with the physical environment significant enough for them to choose to educate their students about sustainability? These digital natives stand out from previous generations by their way of living, working and learning. Does the use of ICT by these young adults contribute to distancing them from the physical environment? Are future teachers, better informed thanks to technology, committed to environmental action? This research based on grounded theory was aimed at understanding future teachers’ relationships with physical and technological environments. The analysis of individual and group interviews with Moncton and Montreal teacher education students reveals that future teachers maintain a sporadic relation to the natural environment. They are still conscious that nature provides them with calmness, rejuvenation, and beauty. The Internet, visited at least two hours daily, offers them distraction, social affiliation, and personalized information, as well as facilitates their tasks and contact with the World. Future teachers are critical and cautious in their use of ICT, but are not much involved in the environmental cause. This research emphasizes the need to work on future teachers’ relationship to the physical environment with outdoor activities to get to know, appreciate, analyze, and improve the natural and urban environments.Key words: education, environment, Social networks,pedagogy.

  1. A Technological Primrose Path? ESL Students and Computer-Assisted Writing Programs.

    Science.gov (United States)

    Sampson, Donald E; and Gregory, James F.

    1991-01-01

    Describes what happened when students, unsupervised, used a style-checking computer program to check their essays. The feedback (considered somewhat misleading) suggested that teachers need to guide students along the technological path. (seven references) (GLR)

  2. Exploration of Norwegian Student Teachers' Relational Concerns during Internships

    Science.gov (United States)

    Haugan, Jan Arvid; Moen, Torill; Karlsdottir, Ragnheidur

    2012-01-01

    This study builds on and contributes to research on student teachers' relational concerns in teacher education, as four Grade 3 Norwegian student teachers were followed during their internship for two periods of two weeks each. The article presents and discusses data from interviews and student teachers' logs, while the aim of the study is to…

  3. Personality Factors and Expectation Effects in Teacher-Student Interaction.

    Science.gov (United States)

    Feldman, Robert S.

    Although the effect of teacher expectations on student performance has been well documented, little research has focused on the effect of teacher personality styles on student-teacher interactions. To investigate the effect of teachers' locus of control and their expectations of their own effectiveness on student success, 77 female college…

  4. How Teachers Teach to Students with Different Learning Styles.

    Science.gov (United States)

    Haar, Jean; Hall, Gretchen; Schoepp, Paul; Smith, David H.

    2002-01-01

    Reports on findings from a case study in which eight excellent K-12 public school teachers were interviewed and observed. Discusses how teachers talk about their students' different learning styles; how teachers respond to their students' different learning styles; and why teachers respond to their students' different learning styles. Notes four…

  5. Using Technology in Gifted and Talented Education Classrooms: The Teachers' Perspective

    Science.gov (United States)

    Zimlich, Susan L.

    2012-01-01

    New technologies emerge frequently. Administrators and teachers have to decide which technologies are worthwhile investments of both limited funds and instructional time. Standards from the Partnership for 21st Century Skills and the International Society for Technology in Education encourage educators to teach skills that will help students adapt…

  6. Climbing the STAIRS: Preservice Social Studies Teachers' Perceptions of Technology Integration.

    Science.gov (United States)

    Lipscomb, George B.; Doppen, Frans H.

    A number of recent reports note that colleges of education could do a better job in technology training. Most evident in these reports is the call for teachers to learn how to integrate technology into their instruction, rather than just learning technology skills in isolation. To heed recommendations and better respond to student needs, the…

  7. Teachers as Learning Designers: What Technology Has to Do with Learning. A View from Singapore

    Science.gov (United States)

    Fei, Victor Lim; Hung, David

    2016-01-01

    This article discusses the controversies and value in the use of technology for learning. It proposes that as a teaching tool, technology also opens up new possibilities for teachers to design meaningful learning experiences for their students. The appropriate use of technology promises to deepen the learning of traditional literacy, numeracy, and…

  8. Bridging the Divide: Second Language Teachers, Pedagogy, Content Knowledge, and Technology

    Science.gov (United States)

    Fryling, Margo J.

    2013-01-01

    This study examines the use of technology, pedagogy and content knowledge with second language teachers, and comparing Title 1 and non Title 1 schools. Technology can be used to provide unique learning opportunities for second language learners. Second language students can benefit from technology by practicing skills, increasing motivation,…

  9. Teacher-Student Relationships: The Meaning of Teachers' Experience Working with Underachieving Students

    Science.gov (United States)

    Oreshkina, Maria; Greenberg, Katherine H.

    2010-01-01

    This paper is based on phenomenological interviews with teachers who worked with underachieving students in South Africa, Russia, and the United States. It focuses on the analysis of meanings that teachers constructed while describing their relationship with underachieving students and how metaphors worked to construct such meanings. The…

  10. 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

  11. The Impact of In-Service Technology Training Programmes on Technology Teachers

    Science.gov (United States)

    Gumbo, Mishack; Makgato, Moses; Muller, Helene

    2012-01-01

    The aim of this paper is to assess the impact the Advanced Certificate in Education (ACE) in-service technology training program has on technology teachers' knowledge and understanding of technology. The training of technology teachers is an initiative toward teachers' professional development within the mathematics, science, and technology sphere…

  12. Learning and the Teacher-Student Connection

    Science.gov (United States)

    Protheroe, Nancy

    2005-01-01

    A critical element in effective teaching is establishing positive connections with students, particularly those at risk of failure. This article presents the findings and suggestions of researchers who have examined the practices and impact of caring teachers, and how their students perceive them.

  13. Students' Consent to a Teacher's Pedagogical Authority

    Science.gov (United States)

    Harjunen, Elina

    2011-01-01

    In this paper student comments are examined to identify a typology of demands for granting their consent to a teacher's pedagogical authority. The data for this study (136 written responses and 66 interviews) have been collected from students in a Finnish comprehensive school and examined by means of a theory-bounded content analysis. The results…

  14. Teacher Behavior Unwanted According to Student's Perceptions

    Science.gov (United States)

    Yildirim, Isa; Akan, Durdagi; Yalçin, Sinan

    2016-01-01

    This study was conducted in the aim of revealing the misbehaviors of the teachers according to the perceptions of the students. In the study, semi-structured interview was done with 8th grade 45 students, 20 males and 25 females, from three secondary school determined through purposive sampling. The interviews were analyzed with content analysis,…

  15. Changes in Teacher-Student Relationships

    Science.gov (United States)

    Gehlbach, Hunter; Brinkworth, Maureen E.; Harris, Anna D.

    2012-01-01

    Background: Although teacher-student relationships lie at the heart of students' schooling experience, fundamental questions regarding these relationships remain unanswered. Aims: This study investigates three related questions about these relationships: To what extent do they change from the beginning to the end of a school year? Are any emergent…

  16. Theory in Teacher Education: Students' Views

    Science.gov (United States)

    Higgs, Leonie G.

    2012-01-01

    This paper investigates the views of Post Graduate Certificate in Education (PGCE) students' of the theoretical component in one of the modules in their teacher education programme. In this module students are exposed to the following theoretical frameworks: Empiricism, Critical Rationalism, Feminism, Critical Theory, African Philosophy and…

  17. Factors Affecting Teachers' Competence in the Field of Information Technology

    Science.gov (United States)

    Tambunan, Hamonangan

    2014-01-01

    The development of learning technology today, have a direct impact on improving teachers' information technology competence. This paper is presented the results of research related to teachers' information technology competence. The study was conducted with a survey of some 245 vocational high school teachers. There are two types of instrument…

  18. Mathematics Preservice Teachers' Beliefs and Conceptions of Appropriate Technology Use

    Science.gov (United States)

    Wachira, Patrick; Keengwe, Jared; Onchwari, Grace

    2008-01-01

    Many preservice teachers report having had little exposure on the use of technology in the teaching and learning of mathematics. Without guidance on the appropriate use of technology, prospective teachers are left to form their own beliefs about what is appropriate technology use. This study assessed preservice teacher beliefs and conceptions of…

  19. Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education

    NARCIS (Netherlands)

    Uden, van Jolien M.; Ritzen, Henk; Pieters, Jules M.

    2014-01-01

    Student engagement is an important precursor for learning. In this study we used teacher (N = 200) and student (N = 2288) questionnaires to investigate whether perceived interpersonal teacher behavior and teacher beliefs concerning motives for being a teacher, attitudes toward teacher knowledge doma

  20. Teachers and students: Reflections on social control and future performance

    OpenAIRE

    1984-01-01

    To instruct consists of arranging controls between teacher, student, and subject matter. Initial controls must emanate from the teacher since those of the subject matter are minimal, crude, or missing. Teachers mand students to behave in certain ways with respect to a given subject matter. Eventually, however, the teacher must transfer the teacher mediated and managed control of the student to natural controls functioning directly through student interaction with the subject matter. Difficult...

  1. Supervision of Student Teachers in Foreign Languages: A Practical Guide for Cooperating Teachers.

    Science.gov (United States)

    Papalia, Anthony

    This manual was written for cooperating teachers who plan to participate in the training of student teachers in foreign languages. It begins with a short questionnaire to be filled out by the cooperating teacher, designed to help the teacher decide how he or she actually feels about working with a student teacher. In the next section of the guide,…

  2. Impact of Technology on Teacher Efficacy and Instruction Time

    Science.gov (United States)

    VanderNoor, Jeffrey Michael

    2014-01-01

    In light of the emerging emphasis on interpreting technology, this study investigated how teachers' technology self-efficacy influenced their use of technology in the classroom technology use. The secondary purpose was to examine the extent teacher technology self-efficacy was related to instructional time. The study findings answered questions of…

  3. Teacher Electronic Portfolio and its Relation to EFL Student Teacher Performance and Attitude

    Directory of Open Access Journals (Sweden)

    Areej T Alshawi

    2017-01-01

    Full Text Available E-portfolio is a promising approach to develop teachers into reflective practitioners who show that they can adapt to new technologies, new criteria, and new environments. The current research explored the quality of EFL student teachers’ e-portfolios and their attitudes towards using them. The research was conducted on 30 EFL female student teachers at Princess Noura bint Abdulrahman University, Saudi Arabia. The participants were engaging in practical training at schools and reflecting their skills and experiences in their e-portfolios. This research posed further questions about the relationships between the quality of EFL student teachers’ e-portfolios, their attitudes towards using them and their teaching performance. In order to explore the possible answers, the participants’ teaching performance were observed, their e-portfolios were evaluated by a rubric, and a 24-item questionnaire was administered to them. The results proved high proficiency level of the EFL student teachers’ e-portfolios and positive attitudes towards using e-portfolios among EFL student teachers. Furthermore, the results denoted a statistically significant positive relationship between the quality of EFL student teachers’ e-portfolio and their teaching performance. The results of this study may encourage policy makers to integrate the idea of e-portfolio and reflection as an effective component in teacher education and development.

  4. Medical students' and teachers' perceptions of sexual misconduct in the student-teacher relationship.

    Science.gov (United States)

    Dekker, Hanke; Snoek, Jos W; Schönrock-Adema, Johanna; van der Molen, Thys; Cohen-Schotanus, Janke

    2013-11-01

    Teachers are important role models for the development of professional behaviour of young trainee doctors. Unfortunately, sometimes they show unprofessional behaviour. To address misconduct in teaching, it is important to determine where the thresholds lie when it comes to inappropriate behaviours in student-teacher encounters. We explored to what extent students and teachers perceive certain behaviours as misconduct or as sexual harassment. We designed-with a reference group-five written vignettes describing inappropriate behaviours in the student-teacher relationship. Clinical students (n = 1,195) and faculty of eight different hospitals (n = 1,497) were invited to rate to what extent they perceived each vignette as misconduct or sexual harassment. Data were analyzed using t tests and Pearson's correlations. In total 643 students (54 %) and 551 teachers (37 %) responded. All vignettes were consistently considered more as misconduct than as actual sexual harassment. At an individual level, respondents differed largely as to whether they perceived an incident as misconduct or sexual harassment. Comparison between groups showed that teachers' and students' perceptions on three vignettes differed significantly, although the direction differed. Male students were more lenient towards certain behaviours than female students. To conclude, perceptions of misconduct and sexual harassment are not univocal. We recommend making students and teachers aware that the boundaries of others may not be the same as their own.

  5. How Teacher Attitudes on Technology Adoption Promotes Social Change in the Middle School Classroom

    Science.gov (United States)

    Owens, Sandra J.

    2009-01-01

    Research indicates that a significant percentage of teachers are not using instructional technology in the classrooms. Other concerns focus on improving middle school students' academic achievement especially in mathematics and reading. The purpose of this study was to examine middle school teachers' attitudes toward use and adoption of…

  6. Teacher Beliefs and Their Influence on Technology Use: A Case Study

    Science.gov (United States)

    Shifflet, Rena; Weilbacher, Gary

    2015-01-01

    In this article, the authors describe a case study approach used to examine the complexities and contradictions of ways teachers perceive and implement technology in a seventh-grade social studies class. The participants in this qualitative research study were a 13-year veteran social studies teacher and the student intern who worked with this…

  7. Situated Learning in an Educational Technology Course for Pre-Service Teachers

    Science.gov (United States)

    Huang, Kun; Lubin, Ian A.; Ge, Xun

    2011-01-01

    This qualitative study investigated a situated learning environment implemented in an educational technology course where pre-service teachers worked collaboratively on meaningful real-world projects, assuming the role of professional teachers. With a traditional learning environment as a critical frame of reference, we found that the students in…

  8. Pre-Service Teachers' Motivation in Using Digital Technology

    Science.gov (United States)

    Yeung, Alexander S.; Tay, Eng Guan; Hui, Chenri; Lin, Jane Huiling; Low, Ee-Ling

    2014-01-01

    Digital technology (DT) has a significant role to play in modern education. This study examined motivational goals of student teachers in initial teacher education in Singapore and the influences of goals on their use of DT personally and in the classroom. The participants (N = 312) responded to a survey about their motivational goals (learning…

  9. Conductors of the Digitized Underground Railroad: Black Teachers Empower Pedagogies with Computer Technology

    Science.gov (United States)

    Fredrick, Rona M.

    2007-01-01

    An interpretive case study framed by the critical race theory (CRT) and African centered theory is used to examine the teaching practices of two transformative African American teachers, which transformed the thinking and lives of their students. The analysis has illustrated that the computer technology has helped teachers in engaging in…

  10. Teacher Preparation and Student Achievement

    Science.gov (United States)

    Boyd, Donald J.; Grossman, Pamela L.; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James

    2009-01-01

    There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, whereas others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare…

  11. Beginning and experienced secondary school teachers' self- and student schema in positive and problematic teacher-student relationships

    NARCIS (Netherlands)

    Claessens, Luce; van Tartwijk, Jan; Pennings, Heleen; van der Want, Anna; Verloop, Nico; den Brok, Perry; Wubbels, Theo

    2016-01-01

    The quality of teacher-student relationships is important for teachers' well-being in schools. In this interview study we investigated which cognitions comprise secondary school teachers' self- and student schema in positive and problematic teacher-student relationships. Frequency analyses of these

  12. Motives for Becoming a Teacher and Their Relations to Academic Engagement and Dropout among Student Teachers

    Science.gov (United States)

    Jungert, Tomas; Alm, Fredrik; Thornberg, Robert

    2014-01-01

    Difficulties in attracting student teachers have resulted in research focusing on student teachers' motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers' motives and their…

  13. Teachers' Expectations of Teacher-Student Interaction: Complementary and Distinctive Expectancy Patterns

    Science.gov (United States)

    de Jong, R. J.; van Tartwijk, J.; Verloop, N.; Veldman, I.; Wubbels, T.

    2012-01-01

    In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher behaviour vignettes were presented to teachers (N = 46), who described the student responses they anticipated. Anticipated student responses were then…

  14. Who Wants to Become a Teacher? Typology of Student-Teachers' Commitment to Teaching

    Science.gov (United States)

    Moses, Ikupa; Berry, Amanda; Saab, Nadira; Admiraal, Wilfried

    2017-01-01

    Understanding student-teachers' decisions to enter and stay in the teaching profession after graduation could help teacher educators to find appropriate procedures to enhance commitment to teaching. This study classified student-teachers based on their levels of commitment to teaching, and described these types based on student-teachers'…

  15. Do Teacher Characteristics Matter? New Results on the Effects of Teacher Preparation on Student Achievement

    Science.gov (United States)

    Kukla-Acevedo, Sharon

    2009-01-01

    Research fairly consistently demonstrates that teachers are an important measurable factor in student learning, yet few teacher characteristics are shown to be consistently related to student achievement. Using a state administrative dataset that matches individual students to their teachers over time, I find that math teachers' undergraduate…

  16. Elementary student teachers' science content representations

    Science.gov (United States)

    Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

    2002-08-01

    This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

  17. Teacher education students' number sense: initial explorations

    Science.gov (United States)

    Kaminski, Eugene

    1997-09-01

    Use of number sense can assist learners in their understanding of, and calculating in, mathematics. This paper reports on these aspects which were investigated with six primary pre-service teacher education students at the commencement of a semester unit in mathematics education. Various mathematical examples were completed by each student in individual sessions which suggested that the students had at least a limited development of number sense.

  18. From a Distance: Student Empowerment and Constructing Teacher Identities Online

    Directory of Open Access Journals (Sweden)

    Ayshe TALAY-ONGAN

    2004-07-01

    Full Text Available ABSTRACT Online learning has infiltrated tertiary learning and teaching applications and offers enrichment in the construction of student learning through opportunities unfathomable for most university teachers when they were students. While all students benefit from online learning components that are supplemental to more traditional modes of teaching, it is the distance education students who are the most significant beneficiaries of these applications. This paper presents a framework developed towards ongoing dynamic evaluations of undergraduate units that are fully online on the WebCT platform in one of Australia's leading early childhood teacher education programs. It also describes a journey in which online learning and teaching experiences harnessed technology to better suit pedagogically-driven innovations and initiatives through unit content, instructional design and the emotionally supportive and empowering 'community spirit' created through online communications for distance education students. These experiences helped shape a platform of social discourse in constructing complex professional identities of pre-service early childhood teachers, and one of their teachers.

  19. Relationships with Special Needs Students: Exploring Primary Teachers' Descriptions

    Science.gov (United States)

    Lopez, Chevon; Corcoran, Tim

    2014-01-01

    Positive teacher-student relationships play an established role in the developmental outcomes of students. Ongoing research suggests that positive teacher-student relationships may be particularly beneficial for students with special educational needs [Baker, J. A. 2006. "Contributions of Teacher-Child Relationships to Positive School…

  20. The effects of school systems, teacher internal characteristics, and students on vocational teacher stress

    OpenAIRE

    Adams, Elaine

    1996-01-01

    Job stress is a multidimensional phenomenon. The researcher sought to examine variables that cause vocational teachers to experience stress in their teaching occupations and to evaluate the effects of these related stressors. This research evaluated the relationships between school systems and vocational teacher stress, teacher internal characteristics and vocational teacher stress, and students and vocational teacher stress. It also analyzed vocational teacher stre...

  1. Effects of Student Teaching on the Classroom Management Beliefs and Skills of Music Student Teachers.

    Science.gov (United States)

    Brand, Manny

    1982-01-01

    Does the music student teaching experience affect student teachers' classroom management beliefs and skills, and as a result of student teaching, do the classroom management beliefs and skills of music student teachers and their cooperating teachers become more congruent? Research indicates that student teaching does not affect student teacher…

  2. The Use of a Student Group Log to Facilitate Student and Teacher Learning

    Science.gov (United States)

    Coenders, Fer

    2016-01-01

    In 21st century education students should have ample opportunities to collaborate on authentic problems. Many teachers however find it difficult to make the transfer from teacher to student-centered education. Giving students autonomy can be disquieting to teachers, as they fear to lose control of student learning. Teachers in a teacher…

  3. Student Teachers' Discipline Strategies: Relations with Self-Images, Anticipated Student Responses and Control Orientation

    Science.gov (United States)

    de Jong, Romi; van Tartwijk, Jan; Wubbels, Theo; Veldman, Ietje; Verloop, Nico

    2013-01-01

    Teacher discipline strategies are well documented when it comes to its effects on students and the working climate in the classroom. Although it is commonly acknowledged that for student teachers classroom management is a major concern, student teachers' use of discipline strategies is largely unknown. In this paper, we examine student teachers'…

  4. ASPIRE: Teachers and researchers working together to enhance student learning

    Science.gov (United States)

    Yager, P. L.; Garay, D. L.; Warburton, J.

    2016-02-01

    Given the impact of human activities on the ocean, involving teachers, students, and their families in scientific inquiry has never been more important. Science, Technology, Engineering, and Math (STEM) disciplines have become key focus areas in the education community of the United States. Newly adopted across the nation, Next Generation Science Standards require that educators embrace innovative approaches to teaching. Transforming classrooms to actively engage students through a combination of knowledge and practice develops conceptual understanding and application skills. The partnerships between researchers and educators during the Amundsen Sea Polynya International Research Expedition (ASPIRE) offer an example of how academic research can enhance K-12 student learning. In this presentation, we illustrate how ASPIRE teacher-scientist partnerships helped engage students with actual and virtual authentic scientific investigations. Scientists benefit from teacher/researcher collaborations as well, as funding for scientific research also depends on effective communication between scientists and the public. While contributing to broader impacts needed to justify federal funding, scientists also benefit by having their research explained in ways that the broader public can understand: collaborations with teachers produce classroom lessons and published work that generate interest in the scientists' research specifically and in marine science in general. Researchers can also learn from their education partners about more effective teaching strategies that can be transferred to the college level. Researchers who work with teachers in turn gain perspectives on the constraints that teachers and students face in the pre-college classroom. Crosscutting concepts of research in polar marine science can serve as intellectual tools to connect important ideas about ocean and climate science for the public good.

  5. 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....

  6. CREATIVITY OF PRESCHOOL AND ELEMENTARY SCHOOL TEACHERS AND THEIR STUDENTS.

    Science.gov (United States)

    Sali, Güneş; Akyol, Aysel Köksal

    2015-12-01

    Although creativity provides a considerable number of advantages, many teachers have direct and indirect prejudices against creative students since they may display distracting and disruptive behaviors toward teachers and classmates. To determine how teachers' creativity affects their students' creative development, 90 preschool and elementary school teachers and 90 pupils were assessed for creative thinking. The children's sex was not correlated with creativity scores. There were small, significant relationships between various measures of preschool teachers' and students' creativity.

  7. [Michigan Technological University Pre-Service Teacher Enhancement Program]. Progress performance report

    Energy Technology Data Exchange (ETDEWEB)

    Anderson, C.S.; Yarroch, W.L.

    1993-04-27

    The Michigan Technological University Teacher Education Program received funding from the US Department of Energy for the purpose of providing capable and suitably inclined, MTU Engineering and Science students a chance to explore high school level science and mathematics teaching as a career option. Ten undergraduate students were selected from nominations and were paired with mentor teachers for the study. This report covers the experience of the first ten nominees and their participation in the program.

  8. NITARP: Changing Perceptions of Science Among Secondary Students and Teachers

    Science.gov (United States)

    Kohrs, Russell; Kilts, Kelly; Urbanowski, Vincent; Rutherford, Thomas; Gorjian, Varoujan

    2017-01-01

    The NASA/IPAC Teacher Archival Research Program (NITARP) provides secondary teachers and their students with an authentic, high-level research experience. NITARP participants work alongside one another as colleagues, allowing both teachers and students to experience the challenges of actual research. Teachers and students learn that science doesn’t always follow the prescriptive methodology taught in most high schools. Current NITARP students and teachers were interviewed on how their perceptions of the methods by which science is really conducted changed over the course of the program. Following participation in the NITARP program, both teacher and student perceptions of how science operates were found to have changed in many ways.

  9. IDENTIFICATION OF DIGITAL COMPETENCES SKILLS IN TEACHER TRAINING DEGREE STUDENTS

    Directory of Open Access Journals (Sweden)

    Margarita Pino Juste

    2010-11-01

    Full Text Available The Technologies of Information and Communication (ICT become in the information society a change agent. In this context, ICTs should become teaching tools in order to help the teacher to achieve quality education.Being aware of the importance of the teachers' mastery of the digital skills, we have conducted a study about the mastery of the ICTs that the students in the third year of the degree of teacher training of the University of Vigo have. In order to do this we have taken into account the knowledge acquired, the frequency of use of certain tools, their level of proficiency in four areas of knowledge: technological literacy, intellectual working tools, processing and dissemination of information and as communication tools. As well as their motivations, interests and obstacles found in their development in order to develop proposals for initial training.We can conclude that, in general, students do not have a specific training on the use of computers. About the degree of knowledge in the different skills, the students know the most basic and commonly used (open or download a file, create or print a document, install a program or send an e-mail. They usually use the mail as a working tool, while the messaging and social networks are more used for leisure time.Their attitudes towards ICTs are very positive and their motivations are focused essentially on the technologies which are useful for improving their learning and for their professional future.

  10. Pre-Service Teacher Self-Efficacy in Digital Technology

    Science.gov (United States)

    Lemon, Narelle; Garvis, Susanne

    2016-01-01

    Self-efficacy is an important motivational construct for primary school teachers (teachers of children aged 5-12 years) within Australia. Teacher self-efficacy beliefs will determine the level of teacher confidence and competence to engage with a task. In this study, we explore engagement with digital technology and the associated learning and…

  11. Composing with New Technology: Teacher Reflections on Learning Digital Video

    Science.gov (United States)

    Bruce, David L.; Chiu, Ming Ming

    2015-01-01

    This study explores teachers' reflections on their learning to compose with new technologies in the context of teacher education and/or teacher professional development. English language arts (ELA) teachers (n = 240) in 15 courses learned to use digital video (DV), completed at least one DV group project, and responded to open-ended survey…

  12. Designer Babies? Teacher Views on Gene Technology and Human Medicine.

    Science.gov (United States)

    Schibeci, Renato

    1999-01-01

    Summarizes the views of a sample of primary and high school teachers on the application of gene technology to human medicine. In general, high school teachers are more positive about these developments than primary teachers, and both groups of teachers are more positive than interested lay publics. Highlights ways in which this topic can be…

  13. Conceptualizing the Roles of Mentor Teachers during Student Teaching

    Science.gov (United States)

    Butler, Brandon M.; Cuenca, Alexander

    2012-01-01

    The field-based mentoring of student teachers is often an idiosyncratic and nuanced practice in which mentors' conceptualizations of their interactions with student teachers are generated through personal experiences with teacher education. If teacher educators and programs are to strengthen the tie between campus and field-based teacher…

  14. Perceptions of Supervision Practices by Agricultural Education Student Teachers

    Science.gov (United States)

    Thobega, Moreetsi; Miller, Greg

    2008-01-01

    The purpose of this study was to describe student teachers' perceptions and preferences of the type of supervision they experienced while interacting with their university supervisors and cooperating teachers. Results revealed that student teachers perceived both their cooperating teachers and university supervisors to engage in contextual and…

  15. Using Clinical Supervision Techniques with Student Art Teachers.

    Science.gov (United States)

    Susi, Frank D.

    1992-01-01

    Contends that the student teaching experience and the cooperating teacher are the most significant aspects of the teacher education process. Describes the features and the implementation of clinical supervision in art education. Concludes that cooperating teachers also benefit as a result of their experiences with student teachers. (CFR)

  16. Supervising the Student Teacher in the Public School

    Science.gov (United States)

    Ediger, Marlow

    2009-01-01

    The student teacher being supervised in the public school soon becomes a full time, licensed teacher. Student teaching is perceived to be the cap stone or final course in undergraduate preparation before entering the profession of being a teacher. It carries much responsibility for the cooperating teacher and the university supervisor in assisting…

  17. Does Clicker Technology Improve Student Learning?

    Science.gov (United States)

    Fike, David; Fike, Renea; Lucio, Krystal

    2012-01-01

    This prospective, intervention-based study was conducted to assess the impact of in-class review methods on student learning outcomes in a course preparing pre-service teachers for the Texas Pedagogy and Professional Responsibilities teacher certification exam. Students were tested on midterm and end-of-term exams comprised of questions similar to…

  18. Developing a cognitive theory from student teachers' post-lesson ...

    African Journals Online (AJOL)

    by secondary school mathematics student teachers with their peers. Five pairs .... student teachers were open to sharing their points of view, receive suggestions and more importantly .... A case study approach was used for this investigation.

  19. Student teachers' questioning behaviour which elicit conceptual explanation from students

    OpenAIRE

    Hähkiöniemi, Markus

    2016-01-01

    Getting students to explain their thinking is one of the big challenges in teachers’ work. Previous studies have analysed teacher questioning by focusing on amounts of different types of questions. In this study, I use questioning diagrams to see how questioning develops during the lessons. The data includes video recordings of student teachers’ mathematics lessons in secondary and upper secondary school. The data is analysed by constructing questioning diagram for each student...

  20. What medical students value from their teachers.

    Science.gov (United States)

    Ho, Maria Theresa; Tani, Massimiliano

    2007-08-01

    As Australian medical educators become more accustomed to the increasing pressures imposed upon them, there is a risk that the traditional educational relationship between a student and his or her teacher is replaced by a pure transactional relationship between a customer and his or her supplier. A large sample of medical students surveyed revealed that medical students seem to value directed rather than independent learning. New approaches to teaching, such as being innovative or entertaining, as well as facilitating participation, do not appear to be very important to medical students. Medical students do not seem to have strong preferences when it comes to assessment, contradicting some of the fundamental suggestions of the recent educational literature, in which assessment is often viewed as a key element in the formation and the direction of learning. The fact that medical students seem to reject many of the paradigms of the psychology-based educational literature, at least based on the large sample surveyed at the University of New South Wales, suggests that caution should be used in the development of training programs for teachers in medical faculties, and that learning and teaching should ensure that students' expectations and teachers' training do not mismatch.

  1. Teachers' Activities in Technology-Based Mathematics Lessons

    Science.gov (United States)

    Monaghan, John

    2004-01-01

    This paper focuses on high school mathematics teachers and what they do when they use digital technology in their lessons. It is essentially a discursive paper but it uses data from a project on teachers using technology to illustrate points. The main aim of the paper is to present an holistic account of factors influencing teachers' practice. A…

  2. Beliefs about Learning, Instruction, and Technology among Elementary School Teachers

    Science.gov (United States)

    Kurz-McDowell, Nicole J.; Hannafin, Robert D.

    2004-01-01

    The current study investigated six teachers, three in second grade and three in fourth grade, and their beliefs about learning, instruction, and technology. The first significant finding was that the teachers who held objectivist notions about learning and instruction also held objectivist views concerning technology, and the teachers who…

  3. Middle School English Second Language (ESL) Teachers' Usage of Technology for Literacy Instruction and Their English Language Learners' (ELL) Responses

    Science.gov (United States)

    Hoki, Chieko

    2013-01-01

    Digital technologies surround our lives today and many adolescent students are actively engaged in reading and writing through multimodal digital technologies. The omnipresence of digital technologies in today's society inevitably influences students' literacy practices. Thus, there is an imminent need on the teacher's part to infuse technologies…

  4. The Relationship between Teacher Burnout and Student Motivation

    Science.gov (United States)

    Shen, Bo; McCaughtry, Nate; Martin, Jeffrey; Garn, Alex; Kulik, Noel; Fahlman, Mariane

    2015-01-01

    Background: Teacher burnout is regarded as a serious problem in school settings. To date, studies on teachers' stress and burnout have largely centred on teachers' own characteristics, socialization, and behaviours, but few have explored the connection between teachers' burnout and students' motivation via their own perceptions of teachers'…

  5. Student Teachers' Participation in Learning Activities and Effective Teaching Behaviours

    Science.gov (United States)

    de Vries, Siebrich; Jansen, Ellen P. W. A.; Helms-Lorenz, Michelle; van de Grift, Wim J. C. M.

    2015-01-01

    Teacher learning is essential to the teaching profession, because it has been strongly linked to improved teaching practices and teacher quality. The source for teacher learning is initial teacher education, a crucial phase in the learning-to-teach continuum. To gain insight into this influential period for student teachers' long-term professional…

  6. Comic Relief: Graduate Students Address Multiple Meanings for Technology Integration with Digital Comic Creation

    Science.gov (United States)

    Sockman, Beth Rajan; Sutton, Rhonda; Herrmann, Michele

    2016-01-01

    This study determined the usefulness of digital comic creation with 77 graduate students in a teacher technology course. Students completed an assigned reading and created digital comics that addressed technology integration concerns in the schools and society. Using practical action research, 77 student-created comics were analyzed. The findings…

  7. Comic Relief: Graduate Students Address Multiple Meanings for Technology Integration with Digital Comic Creation

    Science.gov (United States)

    Sockman, Beth Rajan; Sutton, Rhonda; Herrmann, Michele

    2016-01-01

    This study determined the usefulness of digital comic creation with 77 graduate students in a teacher technology course. Students completed an assigned reading and created digital comics that addressed technology integration concerns in the schools and society. Using practical action research, 77 student-created comics were analyzed. The findings…

  8. The Patterns and Possible Costs of Teacher Absenteeism: Are Teacher Absences an Indicator of Student Achievement?

    OpenAIRE

    Womack, Janet Leigh

    2014-01-01

    Since the inception of No Child Left Behind, particularly in the past few years, teacher accountability is at the forefront of educational debate. Taking in to account the many facets of teacher accountability, student performance is nearly half of teacher evaluation systems. Considering the value of a quality teacher, one would logically presume that the teacher was present in the classroom to ensure student achievement. However, teacher absenteeism is an overlooked issue in toda...

  9. Student Teacher and Cooperating Teacher Tensions in a High School Mathematics Teacher Internship: The Case of Luis and Sheri

    Science.gov (United States)

    Rhoads, Kathryn; Samkoff, Aron; Weber, Keith

    2013-01-01

    We investigate interpersonal difficulties that student teachers and cooperating teachers may experience during the teaching internship by exploring the tension between one high school mathematics student teacher and his cooperating teacher. We identified seven causes of this tension, which included different ideas about what mathematics should be…

  10. Teacher Emotions in the Classroom: Associations with Students' Engagement, Classroom Discipline and the Interpersonal Teacher-Student Relationship

    Science.gov (United States)

    Hagenauer, Gerda; Hascher, Tina; Volet, Simone E.

    2015-01-01

    The present study explores teacher emotions, in particular how they are predicted by students' behaviour and the interpersonal aspect of the teacher-student relationship (TSR). One hundred thirty-two secondary teachers participated in a quantitative study relying on self-report questionnaire data. Based on the model of teacher emotions by Frenzel…

  11. COMPETENCIAS GENÉRICAS EN LA EDUCACIÓN SUPERIOR TECNOLÓGICA MEXICANA: DESDE LAS PERCEPCIONES DE DOCENTES Y ESTUDIANTES (GENERIC COMPETENCES IN MEXICAN HIGHER TECHNOLOGICAL EDUCATION: FROM THE PERCEPTIONS OF TEACHERS AND STUDENTS

    Directory of Open Access Journals (Sweden)

    Amalia Medina Palomera

    2010-12-01

    Full Text Available Resumen:Los modelos educativos, a nivel mundial, están sufriendo modificaciones hacia la implementación del enfoque en competencias. Tal es el caso del Sistema Nacional de Educación Superior Tecnológica en México. Dada la relevancia, se llevó a cabo un estudio para conocer la perspectiva que tienen los docentes y estudiantes sobre las competencias genéricas (CG. El trabajo se desarrolló mediante encuestas aplicadas en Institutos Tecnológicos a nivel nacional. En este artículo se presentan los resultados obtenidos sobre los siguientes tópicos: la importancia de las CG, la identificación de las esenciales, y la relación que tienen entre las diferentes categorías de carreras de los Institutos Tecnológicos. Se encontró que los docentes otorgan mayor importancia a las CG que los estudiantes; además, se advierte una concordancia de los resultados entre las CG esenciales tanto por los docentes como por los estudiantes; asimismo, se observan varias diferencias entre categorías de carreras. Se concluye que tanto académicos y estudiantes perciben positivamente la incorporación de las CG en los programas de estudio, dejando entrever un ambiente propicio para su implementación. Se propone, además, un estudio complementario. El análisis reveló que a cada carrera le corresponden diferentes CG esenciales.Abstract: The educational models around the world are undergoing modifications to the implementation of the competences approach. Such is the case of the National Higher Technological Education System in Mexico. Given the importance of this, conducted a study to determine the perspective which teachers and students on generic competences (CG. The work was developed through surveys completed in Institutes of Technology nationwide. This article presents the results obtained on the following topics: the importance of the CG, the identification of essential and the relationship they have between different categories of careers in research

  12. Designing, Developing, and Implementing a Course on LEGO Robotics for Technology Teacher Education

    Science.gov (United States)

    Chambers, Joan M.; Carbonaro, Mike

    2003-01-01

    Within a constructivist philosophy of learning, teachers, as students, are introduced to different perspectives of teaching with robotic technology while immersed in what Papert called a "constructionist" environment. Robotics allows students to creatively explore computer programming, mechanical design and construction, problem solving,…

  13. The Views of Teacher Candidates on Using Cloud Technologies in Education

    Science.gov (United States)

    Korucu, Agah Tugrul

    2017-01-01

    This study aims to describe the views of student IT teachers' and the factors which affect their priorities to use cloud services progressively. The study is conducted by qualitative research approach. The data obtained from the department of Computer Education and Instructional Technology students are collected by "structured form for the…

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

    Science.gov (United States)

    Hildenbrand, Susan M.; Arndt, Katrina

    2016-01-01

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

  15. Sources of Foreign Language Student Teacher Anxiety: A Qualitative Inquiry

    Science.gov (United States)

    Merc, Ali

    2011-01-01

    This study aimed to find out the sources of foreign language student teacher anxiety experienced by Turkish EFL student teachers throughout the teaching practicum using qualitative data collection tools. 150 student teachers completing their teaching practicum as part of their graduation requirement at Anadolu University Faculty of Education…

  16. STEM High Schools Teachers' Belief Regarding STEM Student Giftedness

    Science.gov (United States)

    Tofel-Grehl, Colby; Callahan, Carolyn M.

    2017-01-01

    Teachers' beliefs about students influence many of the decisions they make in the classroom. While much work has been done exploring teachers' beliefs as they relate to the nomination of students for gifted programs, little work has yet explored the ways in which teachers' beliefs about student giftedness possibly affect instructional decisions.…

  17. Teacher Misbehavior and Its Effects on Student Interest and Engagement

    Science.gov (United States)

    Broeckelman-Post, Melissa Ann; Tacconelli, Angelica; Guzmán, Jaime; Rios, Maritza; Calero, Beverly; Latif, Farah

    2016-01-01

    This study sought to investigate whether there was any relationship between teacher misbehaviors and student interest and engagement. Consistent with Emotional Response Theory and models for how teacher behavior impacts student interest and engagement, teacher misbehaviors were strongly correlated with student interest and weakly correlated with…

  18. Teacher and Student Intrinsic Motivation in Project-Based Learning

    Science.gov (United States)

    Lam, Shui-fong; Cheng, Rebecca Wing-yi; Ma, William Y. K.

    2009-01-01

    In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate…

  19. Relationships between Personality Type and Teaching Efficacy of Student Teachers

    Science.gov (United States)

    Roberts, T. Grady; Mowen, Diana L.; Edgar, Don W.; Harlin, Julie F.; Briers, Gary E.

    2007-01-01

    The purpose of this study was to determine if relationships exist between teaching efficacy and personality type of student teachers. The population of interest was all agricultural science student teachers at Texas A&M University. The sampling frame included all student teachers during the spring and fall semesters of 2005 (n= 72). Teaching…

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

    Science.gov (United States)

    Hildenbrand, Susan M.; Arndt, Katrina

    2016-01-01

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

  1. Exploring Student-Teacher Interactions in Longitudinal Achievement Data

    Science.gov (United States)

    Lockwood, J. R.; McCaffrey, Daniel F.

    2009-01-01

    This article develops a model for longitudinal student achievement data designed to estimate heterogeneity in teacher effects across students of different achievement levels. The model specifies interactions between teacher effects and students' predicted scores on a test, estimating both average effects of individual teachers and interaction…

  2. Assessing Student Achievement in Physical Education for Teacher Evaluation

    Science.gov (United States)

    Mercier, Kevin; Doolittle, Sarah

    2013-01-01

    While many teachers continue to ignore the practice of assessing student achievement in physical education, recent federal pressures to include student assessment data in teacher evaluation systems has shown that assessment of student outcomes is here to stay. Though there is a strong tradition of assessing teacher practice in physical education,…

  3. STEM High Schools Teachers' Belief Regarding STEM Student Giftedness

    Science.gov (United States)

    Tofel-Grehl, Colby; Callahan, Carolyn M.

    2017-01-01

    Teachers' beliefs about students influence many of the decisions they make in the classroom. While much work has been done exploring teachers' beliefs as they relate to the nomination of students for gifted programs, little work has yet explored the ways in which teachers' beliefs about student giftedness possibly affect instructional decisions.…

  4. Understanding Teacher-Student Relationships, Student-Student Relationships, and Conduct Problems in China and the United States

    Science.gov (United States)

    Bear, George G.; Yang, Chunyan; Glutting, Joseph; Huang, Xishan; He, Xianyou; Zhang, Wei; Chen, Dandan

    2014-01-01

    Several previous studies have found that Chinese students perceive teacher-student relationships and student-student relationships more favorably than American students. In this study we examined if the same holds true with respect to teachers' perceptions. Also examined were both students' and teachers' perceptions of conduct problems. The sample…

  5. Goal-Orientation and Teacher Motivation among Teacher Applicants and Student Teachers

    Science.gov (United States)

    Malmberg, Lars-Erik

    2006-01-01

    The relationship between goal-orientation, intrinsic/extrinsic motivation for the teaching profession, previous achievement and entrance scores was investigated among teacher applicants (Study 1; N=230), and student teachers (Study 2; N=114). Utilizing path-analyses the following relationships were found in both studies, between: (a) mastery goals…

  6. Non-Authoritative Approach to Supervision of Student Teachers: Cooperating Teachers' Conceptual Metaphors

    Science.gov (United States)

    Kim, Taehyung; Danforth, Scot

    2012-01-01

    Cooperating teachers' beliefs of effective supervision of student teachers may play an important role in mentoring practices. By systematically analysing metaphors unconsciously expressed in the discourse of cooperating teachers concerning supervision of student teachers, these beliefs could be made explicit. This study explored: (1) what…

  7. Changes in student teachers' motives and the meaning of teacher education programme quality

    NARCIS (Netherlands)

    Canrinus, Esther; Fokkens-Bruinsma, Marjon

    2014-01-01

    This study provides insights into possible changes in 83 student teachers' motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, it addresses the extent to which these changes relate to student teachers' perceptions of th

  8. The Correlation between Teacher Self-Efficacy among Seminaries and Institutes Seminary Teachers and Student Outcomes

    Science.gov (United States)

    Mangum, James Irvin, III

    2012-01-01

    This study examined the correlation between teacher self-efficacy and student outcomes. Teacher self-efficacy was measured in 99 Church of Jesus Christ of Latter-day Saints Seminaries and Institutes seminary teachers using Tschannen-Moran and Hoy's Teachers Sense of Efficacy Scale (2001). Student outcomes included academic grades, conduct…

  9. Changes in Student Teachers' Motives and the Meaning of Teacher Education Programme Quality

    Science.gov (United States)

    Canrinus, E. T.; Fokkens-Bruinsma, M.

    2014-01-01

    This study provides insights into possible changes in 83 student teachers' motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, it addresses the extent to which these changes relate to student teachers' perceptions of their learning environment--specifically, their…

  10. Stress Levels of Agricultural Science Cooperating Teachers and Student Teachers: A Repeated Measures Comparative Assessment

    Science.gov (United States)

    McKim, Billy R.; Rayfield, John; Harlin, Julie; Adams, Andy

    2013-01-01

    This study compared job stress levels of Texas agricultural science cooperating teachers and Texas agricultural science student teachers across a semester. The research objectives included describing secondary agricultural science cooperating teachers and student teachers perceptions of stressors, by time of semester (beginning, middle, and end),…

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

    Science.gov (United States)

    Ozmen, Kemal Sinan; Aydin, Hale Ülkü

    2015-01-01

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

  12. Teachers' expectations of teacher-student interaction : Complementary and distinctive expectancy patterns

    NARCIS (Netherlands)

    de Jong, R. J.; van Tartwijk, J.; Verloop, N.; Veldman, I.; Wubbels, T.

    2012-01-01

    In this study it is investigated what student responses teachers expect in particular teacher behaviour vignettes, and whether experience and gender produce differences in expectations. Teacher behaviour vignettes were presented to teachers (N = 46), who described the student responses they anticipa

  13. Changes in Student Teachers' Motives and the Meaning of Teacher Education Programme Quality

    Science.gov (United States)

    Canrinus, E. T.; Fokkens-Bruinsma, M.

    2014-01-01

    This study provides insights into possible changes in 83 student teachers' motives for becoming teachers, their professional commitment and their self-efficacy after a year of teacher education. Furthermore, it addresses the extent to which these changes relate to student teachers' perceptions of their learning environment--specifically, their…

  14. Student Self-Assessment and Student Ratings of Teacher Rapport in Secondary Student Course Ratings

    Science.gov (United States)

    Roe, John Wilford

    2010-01-01

    This study involved administering two rating forms (student self-rating on commitment and student rating of teacher rapport) to approximately 1,400 secondary students taught by 12 different teachers at two different high school Latter-day Saint (LDS) released time seminaries along the Wasatch Front in Utah. Seminaries and Institutes of Religion…

  15. Which Teacher-Student Interaction Triggers Students Uptake

    Directory of Open Access Journals (Sweden)

    Clara Herlina Karjo

    2015-08-01

    Full Text Available The pattern of interaction between the teacher and the students will determine the students uptake (i.e. the students incorporating correction into an utterance of their own. This paper examines the type of teacher-student interaction which will likely trigger the students uptake. The data was taken from the recordings of 10 non-native English lessons at university level and different types of subjects (literature, grammar, discourse, semantics, and classroom management. 500 minutes of lessons were transcribed and 50 focus on form episodes were chosen to be analyzed. The study revealed that the dominant type of interaction was reactive focus on form which was followed by metalinguistic feedback.

  16. The Effects of Reciprocal Imitation on Teacher-Student Relationships and Student Learning Outcomes

    Science.gov (United States)

    Zhou, Jiangyuan

    2012-01-01

    Neuroscientific and developmental psychological research in imitation has yielded important insights into building teacher-student relationships and enhancing students' learning. This study investigated the effects of reciprocal imitation on teacher-student relationships and students' learning outcomes in one-on-one teacher-student interactions.…

  17. Student Participation in Elementary Mathematics Classrooms: The Missing Link between Teacher Practices and Student Achievement?

    Science.gov (United States)

    Ing, Marsha; Webb, Noreen M.; Franke, Megan L.; Turrou, Angela C.; Wong, Jacqueline; Shin, Nami; Fernandez, Cecilia H.

    2015-01-01

    Engaging students as active participants in mathematics classroom discussions has great potential to promote student learning. Less well understood is how teachers can promote beneficial student participation, and how teacher-student interaction relates to student achievement. This study examined how the kinds of teacher practices that may…

  18. Student Teachers' Approaches to Teaching Biological Evolution

    Science.gov (United States)

    Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

    2015-01-01

    Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution…

  19. Biology Student Teachers' Conceptual Frameworks regarding Biodiversity

    Science.gov (United States)

    Dikmenli, Musa

    2010-01-01

    In recent years, biodiversity has received a great deal of attention worldwide, especially in environmental education. The reasons for this attention are the increase of human activities on biodiversity and environmental problems. The purpose of this study is to investigate biology student teachers' conceptual frameworks regarding biodiversity.…

  20. Business Studies Teachers and Student Needs

    Science.gov (United States)

    Mei, Chiew Wye; Siraj, Saedah

    2013-01-01

    This paper is a report on the findings of a study conducted on the direct users of the Business Studies curriculum in Malaysia to uncover the perceived gap between what was experienced with what was wanted. Interviews were used to examine the needs of the Form Six (equivalent to "A" level) Business Studies teachers and students. Findings…

  1. Student teachers' self-regulated learning

    NARCIS (Netherlands)

    Endedijk, M.D.

    2010-01-01

    The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the prof

  2. The Case Law on Student Teachers' Rights

    Science.gov (United States)

    Karanxha, Zorka; Zirkel, Perry A.

    2008-01-01

    The article provides a concise and up-to-date synthesis of the published case law where a student teacher was the plaintiff, or suing party, and the defendant was an institution of higher education and/or the cooperating local school district. There were 28 of these court decisions, and the outcomes favored the defendant institutions in 23 of them…

  3. Student Teachers' Knowledge about Chemical Representations

    Science.gov (United States)

    Taskin, Vahide; Bernholt, Sascha; Parchmann, Ilka

    2017-01-01

    Chemical representations serve as a communication tool not only in exchanges between scientists but also in chemistry lessons. The goals of the present study were to measure the extent of student teachers' knowledge about chemical representations, focusing on chemical formulae and structures in particular, and to explore which factors related to…

  4. Student Teachers' Conceptions of Teaching Biology

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2014-01-01

    The purpose of this qualitative study was to investigate prospective biology teachers' conceptions of teaching biology and identify how these conceptions revealed their strategies for helping their future students' learning of biology. The study utilized drawings, narratives and interviews to investigate the nature of the prospective biology…

  5. Student teacher anxieties related to practice teaching

    African Journals Online (AJOL)

    Erna Kinsey

    variables. The findings indicated that the dimension of neurotic personality is significantly correlated with professional preparation as well ... preparation, class control, and school staff factors. Notably ... To what extent is anxiety among student teachers evoked by ... Respondents were asked to circle the number which best.

  6. Handbook for Teachers of Vietnamese Refugee Students.

    Science.gov (United States)

    Wei, Tam Thi Dang

    This teacher's handbook delineates core features of Vietnamese culture, identifies conflicts Vietnamese children may face as students in American schools and provides suggestions for accurate school records, grade placement and assessment and instruction in English. Part I outlines religous beliefs and practices, indicates basic values (filial…

  7. Student Teachers' Approaches to Teaching Biological Evolution

    Science.gov (United States)

    Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

    2015-01-01

    Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution…

  8. Student Teachers' Conceptions of Teaching Biology

    Science.gov (United States)

    Subramaniam, Karthigeyan

    2014-01-01

    The purpose of this qualitative study was to investigate prospective biology teachers' conceptions of teaching biology and identify how these conceptions revealed their strategies for helping their future students' learning of biology. The study utilized drawings, narratives and interviews to investigate the nature of the prospective biology…

  9. Biology Student Teachers' Conceptual Frameworks regarding Biodiversity

    Science.gov (United States)

    Dikmenli, Musa

    2010-01-01

    In recent years, biodiversity has received a great deal of attention worldwide, especially in environmental education. The reasons for this attention are the increase of human activities on biodiversity and environmental problems. The purpose of this study is to investigate biology student teachers' conceptual frameworks regarding biodiversity.…

  10. Teacher in Residence: Bringing Science to Students

    CERN Multimedia

    Daisy Yuhas

    CERN welcomes its first Teacher in Residence, Terrence Baine of the University of Oslo. Baine, who originally hails from Canada, will be concurrently completing his PhD in Physics Education during his time at CERN. Like CERN’s High School Teacher Programme (HST), of which Baine is an alumnus, the Teacher in Residence position is designed to help educators spread the science of CERN in a form that is accessible to students and can encourage them to pursue physics throughout their education.   Terrence Baine, first 'teacher in residence' at CERN Baine explains, “It’s very important to have a teacher present who can be that middle person between the young peoplecoming here, whom we are trying to enlighten, and the physicists who work at CERN. The Teacher in Residence can act as an on-site educational consultant.” As Teacher in Residence, Baine’s primary project will be to develop teaching modules, or a series of lesson plans, that can help high schoo...

  11. High School Teachers' Perceptions of the Integration of Instructional Technology in the Classroom

    Science.gov (United States)

    Hertzler, Karen S.

    2010-01-01

    Many state technology standards, goals, and objectives affirm technology will improve student progress. Regardless of the claim, the statement that "teachers are good or bad, not because they are made of meat and bones or electronic circuits, but because they apply correctly or incorrectly teaching methods that are or are not relevant to the…

  12. Middle School Special Education Teachers' Perceptions and Use of Assistive Technology in Literacy Instruction

    Science.gov (United States)

    Flanagan, Sara; Bouck, Emily C.; Richardson, Jennifer

    2013-01-01

    In this research the authors examined middle school special education teachers' perceptions of assistive technology during literacy instruction with students with high incidence disabilities. A survey explored the use, effectiveness, and factors impacting use or effectiveness of assistive technology for literacy teaching and learning. Results…

  13. The Roles of L2 Teachers, Learners, and Material Developers in the Context of New Technologies.

    Science.gov (United States)

    Dubin, Fraida

    An examination of the role of the principle players in second language learning--teachers, students, and instructional material developers--offers insight into the field of language pedagogy during a period of rapid technological change. All are living in a technologically changing environment but are all affected in different ways. Materials…

  14. Switching Perspectives: From a Language Teacher to a Designer of Language Learning with New Technologies

    Science.gov (United States)

    Kuure, Leena; Molin-Juustila, Tonja; Keisanen, Tiina; Riekki, Maritta; Iivari, Netta; Kinnula, Marianne

    2016-01-01

    Despite abundant research on educational technology and strategic input in the field, various surveys have shown that (language) teachers do not seem to embrace in their teaching the full potential of information and communication technology available in our everyday life. Language students soon entering the professional field could accelerate the…

  15. I Think I Can Engage My Students. Teachers' Perceptions of Student Engagement and Their Beliefs about Being a Teacher

    Science.gov (United States)

    van Uden, Jolien M.; Ritzen, Henk; Pieters, Jules M.

    2013-01-01

    Student engagement is an important condition for positive outcomes at school. This study examined whether teachers' motives for being a teacher, their ratings of the relative importance of different teacher competences, their self-efficacy for teaching, and ratings of their own interpersonal teacher behavior could predict teacher perceptions of…

  16. Organization of career-oriented educational environment for future teachers of technology

    Directory of Open Access Journals (Sweden)

    Tatyana Nikonova

    2014-06-01

    Full Text Available The authors view the various directions of work of the chair of technology and methods of teaching technology of Perm State Social and Pedagogic University, aimed at creating professionalized environment for future teachers of technology. The work includes network communication in the process of study disciplines, quasiprofessional activities, organization of creative and research work of students, methodical maintenance of technological education in the region

  17. Technology and Student Learning: Toward a Learner-Centered Teaching Model

    Science.gov (United States)

    Keengwe, Jared; Onchwari, Grace; Onchwari, Jacqueline

    2009-01-01

    There is need to reform teacher education programs through the creation of active learning environments that support and improve the depth and scope of student learning. Specifically, teachers should provide intellectually powerful, learner-centered, and technology-rich environments for students without undermining sound pedagogical practices.…

  18. Collaborative cultures in education: sense of community of teachers and student teachers

    NARCIS (Netherlands)

    Admiraal, W.; Brouwer, P.; Dobber, M.; Lockhorst, D.; Vandyck, I.

    2011-01-01

    Teacher communities create excellent conditions for teacher learning implying a sustainable form of teacher collaboration and collaborative learning. Sense of community of both teachers in secondary schools and student teachers was related to the perception of a collaborative group culture. Various

  19. Influences of Teacher Delivery, Student Engagement, and Observation Focus on Preservice Teachers' Perceptions of Teaching Effectiveness

    Science.gov (United States)

    Napoles, Jessica; MacLeod, Rebecca B.

    2016-01-01

    The purpose of this study was to examine how teacher delivery, student engagement, and observation focus influenced preservice teachers' ratings of teaching effectiveness. Participants (N = 84 preservice teachers) viewed short teaching excerpts of orchestral and choral rehearsals wherein the teacher displayed either high or low teacher delivery,…

  20. Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools

    Science.gov (United States)

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

    2017-01-01

    Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math…

  1. Teacher Job Satisfaction and Student Achievement: The Roles of Teacher Professional Community and Teacher Collaboration in Schools

    Science.gov (United States)

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

    2017-01-01

    Studies have not conclusively established whether teacher job satisfaction improves student achievement or whether the advantages to students from having satisfied teachers vary with the broader school culture. In this article, we investigate two research questions: (1) Is there a relationship between teacher job satisfaction and students' math…

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

    Science.gov (United States)

    Flanagan, Sara; Shoffner, Melanie

    2013-01-01

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

  3. The Adoption and Integration of Technology Within the Classroom: Teacher Self-Efficacy Beliefs

    Science.gov (United States)

    Haight, Kevin W.

    Many teachers are failing to incorporate technology into their classroom instruction. Researchers have reported a general failure in this regard; however, minimal study is available on the role of teacher self-efficacy in incorporating technology into pedagogy. This sequential, mixed-method study sought to discover whether a significant correlation exists between teacher self-efficacy and technology adoption within an urban K--12 school district. The conceptual framework for the research is grounded in Bandura's theory of self-efficacy. A sample of K--12 faculty members completed a 38-item Likert-type survey designed to measure self-efficacy as it relates to the integration of technology within the classroom. Quantitative data were analyzed using a Pearson product-moment correlation to identify relationships between self-efficacy and technology adoption. In the qualitative phase of the study, 6 participants were interviewed. Constant comparison was performed to analyze the transcribed interview data. The findings indicated a positive correlation between teacher self-efficacy and the integration of technology. The results provide valuable information needed to address the concerns and fears of teachers as they integrate technology into their classroom instruction. Implications for social change include providing educators and administrators with the needed data to develop the skills required to teach technology to their students. Acquiring technical skills will prepare students to become more competitive in a technology based society and for further educational endeavors.

  4. Training graduate students to be teachers

    Directory of Open Access Journals (Sweden)

    D.V. de-Macedo

    1999-12-01

    Full Text Available Pedagogic education of graduate students, when and where it exists, is restricted to theoretical courses or to the participation of the students as teachers' assistants. This model is essentially reproductive and offers few opportunities for any significant curriculum innovation. To open an opportunity for novelty we have introduced a new approach in "Biochemistry Teaching", a course included in the Biochemistry Graduate Program of the Biochemistry Department (Universidade Estadual de Campinas and Universidade de São Paulo. The content of the course consists of a choosing the theme, b selecting and organizing the topics, c preparing written material, d establishing the methodological strategies, e planning the evaluation tools and, finally, f as teachers, conducting the course as an optional summer course for undergraduate students. During the first semester the graduate students establish general and specific educational objectives, select and organize contents, decide on the instructional strategies and plan evaluation tools. The contents are explored using a wide range of strategies, which include computer-aided instruction, laboratory classes, small group teaching, a few lectures and round table discussions. The graduate students also organize printed class notes to be used by the undergraduate students. Finally, as a group, they teach the summer course. In the three versions already developed, the themes chosen were Biochemistry of Exercise (UNICAMP, Biochemistry of Nutrition (UNICAMP and Molecular Biology of Plants (USP. In all cases the number of registrations greatly exceeded the number of places and a selection had to be made. The evaluation of the experience by both graduate and undergraduate students was very positive. Graduate students considered this experience to be unique and recommended it to their schoolmates; the undergraduate students benefited from a more flexible curriculum (more options and gave very high scores to both

  5. Teachers' Attitudes and Students' Opposition. School Misconduct as a Reaction to Teachers' Diminished Effort and Affect

    Science.gov (United States)

    Demanet, Jannick; Van Houtte, Mieke

    2012-01-01

    Recent decades have seen many studies dealing with the effects of teacher expectations. While most have focused on students' cognitive outcomes, we relate teacher expectations to student deviancy. We expect low expectations to be associated with students' feelings of futility and less teacher support, which, according to respectively strain theory…

  6. Student Teachers' Views of Practicums (Teacher Training Placements) in Turkish and English Contexts: A Comparative Study

    Science.gov (United States)

    Busher, Hugh; Gündüz, Müge; Cakmak, Melek; Lawson, Tony

    2015-01-01

    How student teachers experience their transformation into serving teachers in the liminal social spaces of the school-based practicum (teaching practice) is of key importance to them, their future students and their educators. The practicum is a challenging experience for student teachers, even with help from university and school-based mentors,…

  7. Dynamics of the Relationship between Student Teachers and Master Teachers within the Co-Teaching Model

    Science.gov (United States)

    Grothe, Katherine

    2013-01-01

    Student teaching is a critical step in the process of becoming a teacher. Since its development over the past few decades, student teaching has become a requirement to attain a teaching credential in all fifty of the United States. Unfortunately, the relationship between student teachers and master teachers is frequently wrought with tension. This…

  8. LIFE-LONG LEARNING AND TEACHER DEVELOPMENT: CAN STUDENTS TEACH THEIR TEACHERS?

    OpenAIRE

    2011-01-01

    The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.

  9. An investigation of the relationship between teachers' expectations and teachers' perceptions of student attributes

    NARCIS (Netherlands)

    Timmermans, Anneke C.; de Boer, Hester; van der Werf, Margaretha P. C.

    2016-01-01

    Little is known about factors other than students' abilities and background variables that shape teachers' achievement expectations. This study was aimed at investigating the role of teachers' perceptions of students attributes (working habits, popularity, self-confidence, student-teacher relationsh

  10. An investigation of the relationship between teachers' expectations and teachers' perceptions of student attributes

    NARCIS (Netherlands)

    Timmermans, Anneke C.; de Boer, Hester; van der Werf, Margaretha P. C.

    2016-01-01

    Little is known about factors other than students' abilities and background variables that shape teachers' achievement expectations. This study was aimed at investigating the role of teachers' perceptions of students attributes (working habits, popularity, self-confidence, student-teacher relationsh

  11. LIFE-LONG LEARNING AND TEACHER DEVELOPMENT: CAN STUDENTS TEACH THEIR TEACHERS?

    Directory of Open Access Journals (Sweden)

    Luiza KRAFT

    2011-01-01

    Full Text Available The paper is centered upon the student as a source of learning for the language teacher and the biunivocal, teacher-student, student-teacher knowledge and experience transfer, in the context of life-long learning and the development of motivational strategies related to military foreign language education.

  12. The Attitudes of Physical Education and Sport Students towards Information and Communication Technologies

    Science.gov (United States)

    Goktas, Zekeriya

    2012-01-01

    Studies that examine the attitudes toward information and communication technologies (ICT) among physical education and sport students, pre-service teachers and teachers are fairly limited, even though the investments in information and communication technologies at schools and universities have reached an efficient level. This study investigates…

  13. The Attitudes of Physical Education and Sport Students towards Information and Communication Technologies

    Science.gov (United States)

    Goktas, Zekeriya

    2012-01-01

    Studies that examine the attitudes toward information and communication technologies (ICT) among physical education and sport students, pre-service teachers and teachers are fairly limited, even though the investments in information and communication technologies at schools and universities have reached an efficient level. This study investigates…

  14. Designing a Deeply Digital Science Curriculum: Supporting Teacher Learning and Implementation with Organizing Technologies

    Science.gov (United States)

    Leary, Heather; Severance, Samuel; Penuel, William R.; Quigley, David; Sumner, Tamara; Devaul, Holly

    2016-02-01

    This paper examines the impacts of technology (e.g., Chromebooks, Google Drive) on teacher learning and student activity in the development and implementation of a deeply digital high school biology unit. Using design-based implementation research, teachers co-designed with researchers and curriculum specialists a student-centered unit aligned to the Next Generation Science Standards (NGSS) that utilizes classroom technology. Qualitative and quantitative data were collected to understand the barriers that inhibit the implementation of a digital curriculum as well as the extent that teachers engage in the design process and begin to make shifts in their practice. We found that through the co-design process teachers began to shift their knowledge of NGSS, technology implementation, and adapted to tensions and barriers inherent in the process.

  15. Effect of Student Vulnerability on Perceptions of Teacher-Student Sexual Involvement

    Science.gov (United States)

    Fromuth, Mary Ellen; Mackey, Amber L.; Wilson, Amy

    2010-01-01

    This study explored whether the vulnerability of an adolescent student affected perceptions of teacher sexual misconduct. Respondents (150 male and 150 female undergraduates) read scenarios depicting teacher sexual misconduct varied by respondent gender, gender dyad (male teacher-female student and female teacher-male student), and three levels of…

  16. Technology Integration Barriers: Urban School Mathematics Teachers Perspectives

    Science.gov (United States)

    Wachira, Patrick; Keengwe, Jared

    2011-01-01

    Despite the promise of technology in education, many practicing teachers face several challenges when trying to effectively integrate technology into their classroom instruction. Additionally, while national statistics cite a remarkable improvement in access to computer technology tools in schools, teacher surveys show consistent declines in the…

  17. Teachers' Perspective on Using Technology as an Instructional Tool

    Science.gov (United States)

    Davidson, Leavery Y. Jefferson; Richardson, Martha; Jones, Don

    2014-01-01

    Federal mandates require technology use in the classroom, but not all English language arts (ELA) teachers have implemented technology as an integral part of teaching. The purpose of this qualitative case study was to investigate why ELA teachers in 2 local high schools rarely or never use technology as an instructional tool. The study was…

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

    Science.gov (United States)

    Jackson, Barcus C.

    2013-01-01

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

  19. Teachers' Purposeful Design of Effective Technology Learning Activities

    Science.gov (United States)

    Morgan, John Andrew Kerlin

    2014-01-01

    The goal of this study was to explore how exemplary teachers design learning activities that incorporate the use of technology. Teachers at three schools in a school district in Southern California were solicited for a survey regarding their use of technology in the classroom. Based on the surveys, high and low technology implementers were…

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

    Science.gov (United States)

    Jackson, Barcus C.

    2013-01-01

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

  1. Assessing Pre-Service Teachers' Information and Communication Technologies Knowledge

    Science.gov (United States)

    Kovalik, Cindy; Kuo, Chia-Ling; Karpinski, Aryn

    2013-01-01

    The impact of a redesigned educational technology course on preservice teachers' knowledge and skills with regard to information and communications technology as defined by ISTE's National Educational Technology Standards for Teachers (NETS-T) was investigated in this study. Two changes were made to the course: (1) a commercially available…

  2. Assessing Pre-Service Teachers' Information and Communication Technologies Knowledge

    Science.gov (United States)

    Kovalik, Cindy; Kuo, Chia-Ling; Karpinski, Aryn

    2013-01-01

    The impact of a redesigned educational technology course on preservice teachers' knowledge and skills with regard to information and communications technology as defined by ISTE's National Educational Technology Standards for Teachers (NETS-T) was investigated in this study. Two changes were made to the course: (1) a commercially available…

  3. The Process of Accepting Technology Innovation for Rural Teachers

    Science.gov (United States)

    Cerovski, Jeremy

    2016-01-01

    In order for educational leaders to facilitate effectively the integration of technology, an understanding of the process rural teachers experience with technology integration is critical. The goal of the qualitative study was to discover and understand rural teachers' process for accepting technology innovation in order to improve the…

  4. CALL Teacher Education as an Impetus for L2 Teachers in Integrating Technology

    Science.gov (United States)

    Hong, Kwang Hee

    2010-01-01

    The ultimate goal of CALL teacher education is to enable L2 teachers to integrate CALL technology into their classroom with confidence and knowledge. As a way to achieve this goal, an increasing number of studies have paid attention to the integration of CALL technology into the teacher education program and into the classroom. Nonetheless, there…

  5. Influence of Modern Information Technology to Build a New Relationship between Teachers and Students%现代信息技术对构建新型师生关系的影响研究

    Institute of Scientific and Technical Information of China (English)

    李艳

    2015-01-01

    随着时代的不断发展,经济水平的不断提高,使得人才素质标准也随之提升,并对当前教育的宗旨与目标注入了全新的内涵与思想.以教育信息化为方针的教育改革正在加快以素质教育和创新人才培养为核心内容的教育理念以及教育形式的改变,现代信息技术对构成新型师生关系的影响研究正是源于这一教育改革背景,对现代信息技术环境下创建哪种师生关系问题的探讨.%With the continuous development of the times, and constantly improve the economy, so that personnel quality standards are increasing, and the current aims and objectives of education has injected new meaning and thought. Educational information into the policy of education reform is being accelerated to quality education and innovative talents as the core content of educational philosophy and education in the form of change, the impact of modern information technology re-search constituting the new teacher-student relationship is derived from the education reform background, discuss the issue of what kind of teacher-student relationship is created by modern information technology environment.

  6. Students and teachers as developers of visual designs with AR for visual arts education

    DEFF Research Database (Denmark)

    Buhl, Mie

    2017-01-01

    Students and teachers as developers of visual learning designs with AR for visual arts education. This paper reports from a project where communication students collaborated with art teacher educators and art student teachers about developing visual digital designs for learning which involved...... mobile technology and Augmented Reality (AR). The project exemplified a strategy for visual learning design where diverse stakeholders’ competences were involved throughout the design process. Visual arts education in Denmark is challenged by the national curricula’s requirement of integrating digital...... technology in visual learning processes. Since 1984, information technology has been mandatory in the school subject as well as in teacher education (ref.). Still, many digital resources such as Photoshop and Paint, offer remediating more traditional means for pictorial production, which give rise...

  7. Factors Influencing Student Engagement and the Role of Technology in Student Engagement in Higher Education: Campus-Class-Technology Theory

    Directory of Open Access Journals (Sweden)

    Selim Günüç

    2014-04-01

    Full Text Available The purpose of the present study was to determine both the factors influencing student engagement and the role and influence of technology on student engagement. The study is important as it aimed at determining the views of students about student engagement and examining in detail the research data to be collected with two different data collection techniques. The present study was designed as a grounded theory study. The research sample included a total of 45 student teachers. Of all the participants, 25 of them participated in face-to-face Interviews, and 20 of them were asked to take part in written compositions. In conclusion, it was seen that the components constituting and influencing student engagement were found to be campus engagement and class engagement. It was found out that for most of the participating students, use of technology in class was not an indispensable factor for student engagement. In addition, an effective technology integration would not only contribute much to student engagement but also constitute an important way of increasing student engagement. Finally, it was seen that use of technology in instructional activities constituted an important factor for student engagement, when the findings obtained via the interviews and the written compositions were taken into consideration together

  8. Approaches to Research on Teacher Education and Technology. Society for Technology and Teacher Education Monograph Series. No. 1.

    Science.gov (United States)

    Waxman, Hersholt C., Ed.; Bright, George W., Ed.

    This document addresses the use of technology to enrich education. Twelve papers discuss research programs and perspectives and methods of research in technology and teacher education. Titles are: "Research Methods and Paradigms in Technology and Teacher Education" (Hersholt C. Waxman and George W. Bright); "Past and Future Stages in Educational…

  9. Expectations of Achievement: Student, Teacher and Parent Perceptions

    Science.gov (United States)

    Rubie-Davies, Christine M.; Peterson, Elizabeth; Irving, Earl; Widdowson, Deborah; Dixon, Robyn

    2010-01-01

    Teachers' expectations of students have been extensively studied for forty years. However, students' self-expectations and the expectations of parents are less well understood. The aim of the study was to investigate the role of student, teacher and parent expectations in relation to student achievement from the perspective of each group. Focus…

  10. Disconnections between Teacher Expectations and Student Confidence in Bioethics

    Science.gov (United States)

    Hanegan, Nikki L.; Price, Laura; Peterson, Jeremy

    2008-01-01

    This study examines how student practice of scientific argumentation using socioscientific bioethics issues affects both teacher expectations of students' general performance and student confidence in their own work. When teachers use bioethical issues in the classroom students can gain not only biology content knowledge but also important…

  11. Expectations of Achievement: Student, Teacher and Parent Perceptions

    Science.gov (United States)

    Rubie-Davies, Christine M.; Peterson, Elizabeth; Irving, Earl; Widdowson, Deborah; Dixon, Robyn

    2010-01-01

    Teachers' expectations of students have been extensively studied for forty years. However, students' self-expectations and the expectations of parents are less well understood. The aim of the study was to investigate the role of student, teacher and parent expectations in relation to student achievement from the perspective of each group. Focus…

  12. Tension between Students and Teachers in Urban High Schools

    Science.gov (United States)

    Cheung, Rebecca

    2009-01-01

    Many schools are characterized by a pervasive tension between students and teachers: Teachers want students to learn and so they set high expectations for students. Students become anxious about those expectations and often become resistant to learning, perhaps out of fear that they can't meet those expectations. School leaders can make a…

  13. A theoretical reflection on the implications of the philosophy of technology for teacher education.

    Directory of Open Access Journals (Sweden)

    Piet Ankiewicz

    2013-02-01

    Full Text Available Since the implementation of technology as relatively new school subject, challenges are constantly being posed to higher education institutions (HEIs, and in particular those engaged in teacher training and the professional development of technology teachers. Teacher training programmes had to be developed and implemented within a limited time frame in comparison to other school subjects, despite a lack of previous experience of an appropriate academic discipline, subject methodology and classroom pedagogy. Furthermore, implications on organisational and managerial level regarding its accommodation within existing structures of faculties, schools and departments at HEIs had to be accounted for. The purpose of the article was to investigate how a scientifically founded philosophical framework of technology might guide teacher training at HEIs. The following research questions served as point of departure: in which way can a scientifically founded philosophical framework of technology be indicative regarding a relevant: (1 Subject methodology of technology? (2 Underlying academic discipline for undergraduate technology education students? In answer to the first question, it was found that it is important for programme developers, coordinators and subject methodology lecturers at HEIs to acquaint themselves sufficiently with a philosophical framework for technology to direct the technology teacher’s training and professional development. It seems viable to keep subject methodology of technology autonomous, with only one lecturer responsible, and that technology education students should be conversant in the philosophical framework for technology. In answer to the second question HEIs should urgently determine the nature and composition of the relevant academic disciplines underpinning the undergraduate qualification of a specialised technology teacher. Mechanisms should also be created to forge a relationship between the academic discipline and

  14. Student Learning, Student Achievement: How Do Teachers Measure up?

    Science.gov (United States)

    National Board for Professional Teaching Standards, 2011

    2011-01-01

    The National Board for Professional Teaching Standards (NBPTS) welcomes the efforts of federal, state, and local policymakers to find new ways to ensure an accomplished teacher for every student in America. The National Board has advanced this mission since its inception in 1987. Today, that mission is carried out by the tens of thousands of…

  15. Teachers' Sense of Efficacy: Examining the Relationship of Teacher Efficacy and Student Achievement

    Science.gov (United States)

    Alrefaei, Nouf

    The purpose of this study was to investigate which teachers' characteristics have an impact on teachers' sense of efficacy. In addition, the relationship between mathematics and science fifth grade teachers' sense of efficacy and student achievement was examined. Two characteristics related to teachers were examined: teachers' years of teaching experience and teachers' highest degree. Participants included 62 mathematics and science teachers from three school districts in Northwest Arkansas. When comparing fifth grade mathematics and science teachers' efficacy beliefs based on their highest degree, a significant difference in teachers' efficacy beliefs was found based on their degrees. Teachers with a Bachelor degree have higher total efficacy than teachers who hold Master's degrees. Moreover, an investigation to determine if there is a difference in mathematics and science teachers' efficacy beliefs in the three subscale of teachers' efficacy (for classroom management, for student engagement, and for instructional strategies) revealed a significant difference in teachers' efficacy for two of the three constructs. However, when examining teachers' sense of efficacy based on their teaching experience, no differences in teachers' efficacy were found. A correlation was conducted and the results indicated that there was no significant relationship between fifth grade teachers' sense of efficacy and students' achievement in the benchmark test in mathematics and science. The recommendations from this study should be used to inform other scholars and administrators of the importance of teachers' sense of efficacy in order to improve students' achievement gains.

  16. TO LEARN FROM TEACHERS AT SCHOOL, IDEAL TEACHER OR E-LEARNING APPLICATIONS FROM THE PERSPECTIVES OF GIFTED STUDENTS

    Directory of Open Access Journals (Sweden)

    Bahadir ERISTI,

    2012-08-01

    Full Text Available The present study, aimed at revealing the views of elementary school gifted students about the roles and behaviors of their teachers in class as well as about the in-class roles and behaviors that they expect from an ideal teacher with respect to different variables. Another question in the study was directed to determine students’ views about learning academic subjects via e-learning applications instead of at teachers. The participants of the study were 46 gifted students identified with the diagnosis system of “Education program for the gifted” executed in the Department of Gifted Education at the Education Faculty of Anadolu University. The research data were collected via a five-point Likert-type scale developed and tested by the researcher for its validity and reliability. For the analysis of the research data, paired sample t-test, one of descriptive parametrical statistical techniques, was applied. The findings obtained in the study revealed that according to gifted students, the in-class behaviors demonstrated by the course teachers were mostly those related to their roles of guidance for students. The behaviors of the course teachers within the scope of this role were followed by those related to providing information and maintaining the discipline, respectively. The behaviors least demonstrated by the teachers were those related to the role of supporting the students and those related to being a model for them. According to the students, an ideal teacher should at most demonstrate behaviors in class regarding the role of guiding the students and those regarding the role of providing information. According to the gifted students, the roles and behaviors of their teachers in class are quite different from the behaviors expected from an ideal teacher. Students do not regard e-learning applications as an alternative to learning from teachers. Rather, they prefer learning from their teachers to technology-aided learning environments

  17. Impact of Post-Secondary Business Teacher Educators' Employment Characteristics and Innovation Factors on Their Adoption of Current Computer Technologies as a Pedagogical Tool

    Science.gov (United States)

    Chapman, Betty F.; Gaytan, Jorge A.

    2009-01-01

    Background: Business teacher educators prepare business teachers and workers to be successful in today's constantly changing technological environment. Therefore, business teacher educators must meet the challenge to be prepared technologically to educate their students for the workforce. Purpose: The purpose of this study was to examine…

  18. Teacher Education and Black Male Students in the United States

    Directory of Open Access Journals (Sweden)

    H. Richard Milner

    2013-10-01

    Full Text Available Teacher education programs in the United States (U.S. struggle to prepare teachers to meet the complex needs of elementary and secondary students in public schools - especially those of color, those living in poverty, and those whose first language is not English. In this article, we argue for focused attention on preparing educators to teach African American male students as these students face particular institutional challenges in successfully navigating the U.S. public school system. Drawing from the significant body of research on teacher education and teacher learning for equity and social justice, four Black teacher educators discuss challenges they have faced in classes designed to prepare teachers to teach Black male students. Through an analysis of commonalities in their experiences, they propose means for teacher educators to foster greater understandings of the heterogeneity found among Black male students so that teachers can craft more responsive and responsible educational experiences for Black males.

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

    Science.gov (United States)

    Li, Kun; Li, Yanju; Franklin, Teresa

    2016-01-01

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

  20. Student Disengagement in Higher Education : Two Trends in Technology

    Directory of Open Access Journals (Sweden)

    Eric Main

    2004-03-01

    Full Text Available As internet-based technologies increasingly colonize learning environments in higher education, they allow purposes contrary to learning to have direct access to students. The internet as a governing metaphor for transparent connectivity and equal access is a red herring because the power relations across the connections are unequal. The internet also functions as a mechanism for the operant conditioning of students by commercial interests and for surveillance and control by political authorities, purposes which can, if not restrained, undermine the intentions of teachers using technology.Teachers should resist fully automating their course management, especially grading and assessment because too much mechanization can only produce reductive thinking.A related trend is the gradual replacement of liberal studies by vocational courses that feature technology as the subject. This cooperates with the aforementioned trend to effectively censor the creative and critical thinking that instructors strive to teach.

  1. Assessing student teachers' reflective writing through quantitative content analysis

    NARCIS (Netherlands)

    Poldner, Eric; Van der Schaaf, Marieke; Simons, P. Robert Jan; Van Tartwijk, Jan; Wijngaards, Guus

    2014-01-01

    Students' reflective essay writing can be stimulated by the formative assessments provided to them by their teachers. Such assessments contain information about the quality of students' reflective writings and offer suggestions for improvement. Despite the importance of formatively assessing student

  2. Assessing student teachers' reflective writing through quantitative content analysis

    NARCIS (Netherlands)

    Poldner, Eric; Van der Schaaf, Marieke; Simons, P. Robert Jan; Van Tartwijk, Jan; Wijngaards, Guus

    2014-01-01

    Students' reflective essay writing can be stimulated by the formative assessments provided to them by their teachers. Such assessments contain information about the quality of students' reflective writings and offer suggestions for improvement. Despite the importance of formatively assessing student

  3. Understanding Teachers' Routines to Inform Classroom Technology Design

    Science.gov (United States)

    An, Pengcheng; Bakker, Saskia; Eggen, Berry

    2017-01-01

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

  4. Teacher Linguistic, Cultural, and Technological Awareness Development and Transfer

    Science.gov (United States)

    Wang, Congcong

    2012-01-01

    This dissertation includes two studies: a pilot study on native-English-speaking preservice teachers' perceptions of learning a foreign language online and a follow-up study on inservice teachers' perceptions of transferring teacher linguistic, cultural and technological awareness into teaching practice. Conducted in 2010, the pilot…

  5. Interactive Video Technology: Enhancing Professional Learning in Initial Teacher Education

    Science.gov (United States)

    Marsh, Brian; Mitchell, Nick; Adamczyk, Peter

    2010-01-01

    The University of Sussex In-School Teacher Education Project (InSTEP) uses interactive video technologies to enhance initial teacher education programmes for science trainee teachers. With four Internet Protocol cameras and mounted microphones in both school laboratories and the university teaching room, trainees and their tutors have access to…

  6. Educational Use of Information and Communications Technology: Teachers' Perspective

    Science.gov (United States)

    Sipilä, Keijo

    2014-01-01

    This study investigated teachers' perceptions about how information and communications technology (ICT) is being incorporated into teaching and learning, the level of teachers' digital competence and what factors, in their opinions, might be hindering the use of ICT in schools. A total of 292 Finnish teachers took part in the survey. Activity…

  7. Reflections of Preservice Information Technology Teachers Regarding Cyberbullying

    Science.gov (United States)

    Akbulut, Yavuz; Cuhadar, Cem

    2011-01-01

    The current phenomenological study addressed the reflections of preservice information technology (IT) teachers regarding their cyberbullying or victimization experiences. Fifty five preservice IT teachers at a Turkish teacher training institution were offered a lecture with the purpose of awareness-raising on cyberbullying, which was followed by…

  8. Educational Use of Information and Communications Technology: Teachers' Perspective

    Science.gov (United States)

    Sipilä, Keijo

    2014-01-01

    This study investigated teachers' perceptions about how information and communications technology (ICT) is being incorporated into teaching and learning, the level of teachers' digital competence and what factors, in their opinions, might be hindering the use of ICT in schools. A total of 292 Finnish teachers took part in the survey. Activity…

  9. Pre-Service Science and Mathematics Teachers' Thoughts about Technology

    Science.gov (United States)

    Aran, Özge Can; Derman, Ipek; Yagci, Esed

    2016-01-01

    This study aims to investigate pre-service teachers' opinions about the technology. In this respect, the opinions of pre-service science and mathematics teachers were taken. The study was carried out at a university, located in the capital of Turkey. The data were collected from 20 pre-service teachers in the department of secondary school science…

  10. A Model of Student Engagement and Academic Achievement: The Role of Teacher-Student Relationships and Teacher Expectations

    Science.gov (United States)

    Temple, Aja

    2012-01-01

    The purpose of this study was to examine patterns of academic achievement among minority students and investigate teacher-student relationships, teachers' classroom and future educational expectations for students, and students' levels of classroom engagement in order to better understand their patterns of academic achievement. Participants (n =…

  11. Identifying Students with Gifts and Talents in Technology. Technology

    Science.gov (United States)

    Siegle, Del

    2004-01-01

    Technology expertise often occurs in two types of technology activities. One area of expertise is computer programming and another is expertise as a technology consumer using hardware and software. In addition to demonstrating prowess, some students tend to exhibit passion toward one or both of these activities. Students who excel in either could…

  12. 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…

  13. Bangladeshi Teachers' Perceptions about Student Behaviour in Primary Schools

    Science.gov (United States)

    Malak, Saiful; Deppeler, Joanne M.; Sharma, Umesh

    2014-01-01

    This paper reports on a study of Bangladeshi teachers' perceptions of student behaviour. Semi-structured, one-on-one interviews were conducted with 22 teachers from six primary schools in one district in Bangladesh. Thematic analysis technique was used to analyse the data. The findings indicated that teachers conceptualized students' inappropriate…

  14. Grade One Peer and Teacher Feedback on Student Writing

    Science.gov (United States)

    Peterson, Shelley Stagg; Portier, Christine

    2014-01-01

    This article examines a grade one teacher's support for her students' writing development through formal peer and teacher feedback. The teacher modelled and provided examples of effective feedback and good writing in whole-class and small-group lessons and in her own one-on-one verbal feedback on student writing. She allocated time for the…

  15. Family Background of Beginning Education Students: Implications for Teacher Educators

    Science.gov (United States)

    Stewart, Roger A.; Coll, Kenneth M.; Osguthorpe, Richard

    2013-01-01

    Teacher education has not historically focused on the social and emotional development of teachers even though there is evidence that such variables influence student success (Jennings & Greenberg, 2009). We believe such a focus is important and we explored variables in teacher education students' families of origin that underpin social and…

  16. Student Teachers' Expectations of Teaching as a Profession in Malaysia

    Science.gov (United States)

    Zamri bin Khairani, Ahmad

    2011-01-01

    Teacher education is an essential professional development for student teachers. The knowledge of both subject matter and how to teach provides some guidance on how teachers make sense of their learning. Teaching expectation is an important topic that has been discussed by educational researchers in order to explain not only why students choose…

  17. Assessing Students' Perceptions of Inappropriate and Appropriate Teacher Humor

    Science.gov (United States)

    Frymier, Ann Bainbridge; Wanzer, Melissa Bekelja; Wojtaszczyk, Ann M.

    2008-01-01

    This study replicated and extended a preliminary typology of appropriate and inappropriate teacher humor and advanced three explanations for differences in interpretations of teacher humor. Students were more likely to view teacher humor as inappropriate when it was perceived as offensive and when it demeaned students as a group or individually.…

  18. Prior Student Achievement, Collaborative School Processes, and Collective Teacher Efficacy

    Science.gov (United States)

    Ross, John A.; Hogaboam-Gray, Anne; Gray, Peter

    2004-01-01

    Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary…

  19. Error Management Behavior in Classrooms: Teachers' Responses to Student Mistakes

    Science.gov (United States)

    Tulis, Maria

    2013-01-01

    Only a few studies have focused on how teachers deal with mistakes in actual classroom settings. Teachers' error management behavior was analyzed based on data obtained from direct (Study 1) and videotaped systematic observation (Study 2), and students' self-reports. In Study 3 associations between students' and teachers' attitudes towards…

  20. Building Strong Teacher-Student Relationships in Pluralistic Music Classrooms

    Science.gov (United States)

    Gurgel, Ruth

    2015-01-01

    A positive teacher-student relationship is a critical component of an engaging climate in pluralistic music classrooms. This article defines and gives examples of five strategies for building positive, cross-cultural teacher-student relationships. Teachers who take responsibility for developing these relationships begin by becoming culturally…

  1. Teacher wellbeing: the importance of teacher‐student relationships

    NARCIS (Netherlands)

    Spilt, J.L.; Koomen, H.M.Y.; Thijs, J.T.

    2011-01-01

    Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the

  2. Exploring student teachers’ resistance to teacher education pedagogies

    NARCIS (Netherlands)

    Bronkhorst, L.H.; Koster, B.; Meijer, P.C.; Woldman, N.; Vermunt, J.D.

    2014-01-01

    Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest that resistance is interactive in nature, and can potentially have constructive outcomes. We engaged i

  3. Teacher wellbeing: the importance of teacher‐student relationships

    NARCIS (Netherlands)

    Spilt, J.L.; Koomen, H.M.Y.; Thijs, J.T.

    2011-01-01

    Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the

  4. Creating an "Ecological Fit" through Supportive Teacher-Student Relationships

    Science.gov (United States)

    Pena, Rosa M.

    2010-01-01

    This qualitative study was based on the challenges of today's urban schools and highlights the work of teachers in these schools who have achieved increased successes in student achievement. Demographic changes in today's urban schools have fueled an increased gap in the backgrounds of the students and their teachers. Many teachers also lack an…

  5. Bangladeshi Teachers' Perceptions about Student Behaviour in Primary Schools

    Science.gov (United States)

    Malak, Saiful; Deppeler, Joanne M.; Sharma, Umesh

    2014-01-01

    This paper reports on a study of Bangladeshi teachers' perceptions of student behaviour. Semi-structured, one-on-one interviews were conducted with 22 teachers from six primary schools in one district in Bangladesh. Thematic analysis technique was used to analyse the data. The findings indicated that teachers conceptualized students' inappropriate…

  6. Student Teachers' Views about Assessment and Evaluation Methods in Mathematics

    Science.gov (United States)

    Dogan, Mustafa

    2011-01-01

    This study aimed to find out assessment and evaluation approaches in a Mathematics Teacher Training Department based on the views and experiences of student teachers. The study used a descriptive survey method, with the research sample consisting of 150 third- and fourth-year Primary Mathematics student teachers. Data were collected using a…

  7. How Can We Better Train Our Student Teachers?

    Science.gov (United States)

    Wilder, Ann; Croker, Denise L.

    1999-01-01

    Discusses the relationship between student teachers and their cooperating teachers as student teachers balance notions of teaching based on their preparation in the university with the reality they encounter in the classroom. Offers a short article by a university supervisor called "Seduction and Resistance in the Classroom," with a response by a…

  8. Building Strong Teacher-Student Relationships in Pluralistic Music Classrooms

    Science.gov (United States)

    Gurgel, Ruth

    2015-01-01

    A positive teacher-student relationship is a critical component of an engaging climate in pluralistic music classrooms. This article defines and gives examples of five strategies for building positive, cross-cultural teacher-student relationships. Teachers who take responsibility for developing these relationships begin by becoming culturally…

  9. The Impact of Teacher-Student Relationships on EFL Learning

    Science.gov (United States)

    Garcia Sánchez, Carlos Alberto; Gillings de González, Barbara Scholes; López Martínez, Cecilio de Jesús

    2013-01-01

    This research report aims at sharing the findings that emerged from a qualitative research study by a student-teacher, under the supervision of two practicing teacher-researchers. The study focused on the impact of teacher-student relationships in English as a foreign language learning according to the collective perceptions of a group of…

  10. Failing Intercultural Education? "Thoughtfulness" in Intercultural Education for Student Teachers

    Science.gov (United States)

    Lanas, Maija

    2014-01-01

    This paper proposes a rethinking of intercultural education in teacher education, arguing that discussion of the intercultural education of student teachers tends to have the following two gaps: "one," such discussion tends to overlook student teacher education as a context for teaching intercultural education, and "two," it…

  11. Exploring student teachers’ resistance to teacher education pedagogies

    NARCIS (Netherlands)

    Bronkhorst, L.H.|info:eu-repo/dai/nl/315029110; Koster, B.|info:eu-repo/dai/nl/121712761; Meijer, P.C.|info:eu-repo/dai/nl/176063765; Woldman, N.; Vermunt, J.D.

    Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest that resistance is interactive in nature, and can potentially have constructive outcomes. We engaged

  12. Multilingualism in an EFL Practicum: Increasing Student Teachers' Pedagogical Knowledge

    Science.gov (United States)

    Olivero, María Matilde

    2015-01-01

    Research in second language teacher education has demonstrated that novice teachers have difficulty in using their pedagogical knowledge, which partly results from a heavy focus on theory offered in teacher training programs (e.g., Bartels, 2005, 2009; Tarone & Allwright, 2005). In order to better equip student teachers with the knowledge…

  13. Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers

    Science.gov (United States)

    Keengwe, Jared; Onchwari, Grace

    2009-01-01

    Despite the promise of technology in education, many practicing teachers are faced with multiple challenges of effectively integrating technology into their classroom instruction. Additionally, teachers who are successful incorporating educational technology into their instruction recognize that although technology tools have the potential to help…

  14. Teachers enacting a technology-rich curriculum for emergent literacy

    NARCIS (Netherlands)

    Cviko, Amina; McKenney, Susan; Voogt, Joke

    2011-01-01

    Cviko, A., McKenney, S., & Voogt, J. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Educational Technology Research and Development, 60(1), 31-54. doi:10.1007/s11423-011-9208-3

  15. Teachers' Scaffolding of Students' Learning of Geometry While Using a Dynamic Geometry Program

    Science.gov (United States)

    Dove, Anthony; Hollenbrands, Karen

    2014-01-01

    This study examined the scaffolds that three high school mathematics teachers provided to their geometry students as they used technology to explore geometric ideas. Teachers often used structured activities using a dynamic geometry program and provided significant emotive feedback while students worked through the tasks. This provided…

  16. ON IMPROVING THE QUALITY OF VOCATIONAL AND TECHNOLOGICAL TRAINING OF FUTURE TEACHERS OF TECHNOLOGY

    Directory of Open Access Journals (Sweden)

    O. V. SIDOROV

    2016-01-01

    Full Text Available The article is devoted to improving the content of vocational and technological and methodical preparation of the future teachers of technology. The author tells the technology training of students of electro- physical and electrochemical methods of processing of construction materials, which utilizes the integration of natural sciences, engineering and technological disciplines, developed using the existing set of teaching and laboratory facilities. Settings allow students to study the complex physical processes experimental study of the problem. The paper also shows a feature of the organization of a laboratory practical work in the form of educational and research work of students, to teach them to perform the volume of independent work using scientific methods of theoretical and experimental studies. The role of these methods is important for the development of creative thinking of students, forming engineering design knowledge and skills, as well as the skills of independent research, which provides, in turn, higher cognitive and creative activity of students. The author presents the results of his pedagogical experiment. Thus, the introduction in the educational process UIRS going involvement of students in research work, which becomes an important part in the preparation of research methodology equips their scientific and technical thinking, develops an interest in creativity, it helps provide them with in-depth knowledge, and the ability to apply them in practice. The research work of students includes research activities not only in the educational process, but also to participate in the circles of the department in the scientific work of the laboratory.

  17. Investigating Elementary Teachers' Thinking About and Learning to Notice Students' Science Ideas

    Science.gov (United States)

    Luna, Melissa Jo

    Children naturally use observations and everyday thinking to construct explanations as to why phenomena happen in the world. Science instruction can benefit by starting with these ideas to help children build coherent scientific understandings of how the physical world works. To do so, science teaching must involve attending to students' ideas so that those ideas become the basis for learning. Yet while science education reform requires teachers to pay close attention to their students' ideas, we know little about what teachers think this means in practice. To examine this issue, my dissertation research is two-fold. First, I examine teacher thinking by investigating how teachers understand what it means to pay attention to students' science ideas. Specifically, using new digital technology, three participating teachers captured moments of student thinking in the midst of instruction. Analysis of these moments reveals that teachers capture many different kinds of moments containing students' ideas and think about students' science ideas in different ways at different times. In particular, these three teachers most often think about students' ideas as being (a) from authority, (b) from experience, and (c) under construction. Second, I examine teacher learning through the development of an innovative science teaching video club model. The model differs from previous research on video clubs in several key ways in an attempt to focus teachers on student thinking in a sustained way. I investigate the ways in which this model was effective for engaging teachers in noticing and making sense of their students' science ideas during one implementation. Results indicate that teachers talked about student thinking early, often, and in meaningful ways. Science education leaders have recognized the potential of science teaching video clubs as a form of professional development, and the model presented in this work promotes the conditions for successful teacher learning. This

  18. Organizational Culture and Instructional Innovations in Higher Education: Perceptions and Reactions of Teachers and Students

    Science.gov (United States)

    Zhu, Chang; Engels, Nadine

    2014-01-01

    This study examines teachers' and students' perceptions of the organizational culture of their universities and their views about and reactions to instructional innovations with regard to student-centred learning, collaborative learning and use of innovative educational technologies. Six Chinese universities were involved and in total 1051…

  19. A Correlational Study between Teachers' Use of Calculators and Student Achievement

    Science.gov (United States)

    Jacobs-Miller, Reba

    2013-01-01

    There is a lack of achievement among 7th grade mathematics students in the United States and a lack of technology use in the 7 th grade classroom. The purpose of this correlational study was to determine the relationship between teachers' use of calculators in Grade 7 mathematics instruction, the independent variable, and student achievement…

  20. Organizational Culture and Instructional Innovations in Higher Education: Perceptions and Reactions of Teachers and Students

    Science.gov (United States)

    Zhu, Chang; Engels, Nadine

    2014-01-01

    This study examines teachers' and students' perceptions of the organizational culture of their universities and their views about and reactions to instructional innovations with regard to student-centred learning, collaborative learning and use of innovative educational technologies. Six Chinese universities were involved and in total 1051…