Author : Ashley Courtney-Dattola
Publisher : Information Science Reference
Page : 848 pages
File Size : 42,96 MB
Release : 2021-10-30
Category : Early childhood education
ISBN : 9781799884057
"This book will focus on teaching and learning practices for the young student via remote learning providing resources pertaining to remote learning for others to be able to access and including suggestions for lesson plans, formats, concepts, ideas or anything necessary to further the body of research pertaining to remote learning"--
Author : Powell, Wardell A.
Publisher : IGI Global
Page : 359 pages
File Size : 50,77 MB
Release : 2020-09-11
Category : Language Arts & Disciplines
ISBN : 1799845591
Socioscientific issues require individuals to use moral and ethical considerations to help in their evaluation of evidence and decision making, entailing controversial scientific phenomena. Such issues include genetic engineering and biotechnology. Socioscientific issues pedagogy has the potential to enhance students’ overall conceptual understanding of scientific phenomena that affect the daily lives of people across the globe. Socioscientific Issues-Based Instruction for Scientific Literacy Development is a critical scholarly publication that examines the development of a research-based integrated socioscientific issues pedagogy for use in the K-12 system, teacher education preparation, and informal education centers. The publication focuses on science education researchers and pre-service and in-service teachers’ abilities to design and implement meaningful learning opportunities for students to use rationalistic, intuitive, and emotive perspectives as they engage in information reasoning on scientific topics, such as climate change and CRISPR, that are of utmost importance. Teachers in the K-12 system and informal education settings will be able to use this text to enhance scientific literacy among their students. Instructors in teacher preparation programs will be able to use this research-based text to improve pre-service and in-service teachers’ abilities to use socioscientific issues pedagogy to enhance scientific literacy among K-12 students. Additionally, audiences including researchers, administrators, academicians, policymakers, and students will find this book beneficial for their studies.
Author : John F. Snyder
Publisher :
Page : 29 pages
File Size : 38,23 MB
Release : 1995
Category : Teachers
ISBN :
Author : Mathew A. White
Publisher : Springer Nature
Page : 225 pages
File Size : 25,46 MB
Release : 2020-09-17
Category : Education
ISBN : 9811566674
This book addresses the significant problems that can arise for pre-service teachers, teachers and school leaders who are unprepared for the complexities of 21st century teaching. It focuses on major factors impacting teacher preparation during an era of significant change, including student learning, academic growth, classroom practice, and the efficacy of teachers. In turn, the book considers crucial aspects that can enhance educational outcomes and investigates questions including what impact the changing nature of teachers’ work has on teacher preparation; how educators can evaluate blended learning; and what impact teachers have on learners. This book provides evidence-based approaches that can be used to achieve a positive impact on education and narrow the gap in contemporary and emerging global topics in education.
Author : Mehmet Emin Ozturk
Publisher :
Page : 101 pages
File Size : 16,13 MB
Release : 2017
Category : Parents of children with disabilities
ISBN :
The purpose of this study was to explore the integration of family involvement in the courses and field experiences in an undergraduate special education program. This study also explored preservice teachers perceptions about what they learned in their program and the perceptions, and understandings of pre-service teachers regarding collaboration with families based on their past experiences with their families. This study used qualitative research methods to answer questions about perceptions of pre-service teachers perceptions of collaborating with families and the extent to which their perceptions are influenced by their own family backgrounds as well as their perceptions about what they learned in their program. In order to address the goals and related research questions of this study, the research design will be a descriptive case study. Interviews with six preservice teachers and two professors and document analysis used in this study as a source of data. Three themes emerged from the data. The themes are as follows: perceptions of preservice teachers about family-school collaboration, preservice teachers past experiences when they were at K-12 in terms of family involvement and teacher education program experiences of preservice teachers.
Author : Andrea D. Lewis
Publisher : Springer
Page : 142 pages
File Size : 31,15 MB
Release : 2016-11-08
Category : Education
ISBN : 1349951277
This book provides an autobiographical and research-based exploration of the perceptions of Black middle and upper class preservice teachers about teaching and learning in high poverty urban schools. While there is an extensive body of knowledge on White preservice teachers, limited studies examine Black middle and upper class preservice teachers who may also lack experience with students in high poverty urban schools. Through this narrative, the author explores her own professional journey and a research study of former students who experienced the same boundary crossing. Their voices add to the body of current knowledge of how race and class affect the perceptions of preservice teachers.
Author : Victoria Caruana
Publisher :
Page : pages
File Size : 29,77 MB
Release : 2011
Category :
ISBN :
Implications of this study include recommendations for designing meaningful learning experiences for preservice teachers, a call for action research within teacher education, and purposeful provision of support and relationship building that goes beyond the acquisition of knowledge and skills and facilitates transformative learning.
Author : Kris P. Cohoon
Publisher :
Page : 328 pages
File Size : 48,80 MB
Release : 1988
Category :
ISBN :
Author : Burcu Ates
Publisher :
Page : pages
File Size : 33,52 MB
Release : 2010
Category :
ISBN :
The purpose of this dissertation was to investigate the perceptions of preservice teachers toward native and nonnative English speaking (NES and NNES) graduate teaching assistants (GTAs) in English as a second language (ESL) methodology and/or ESL assessment courses at a Southwestern U.S. university. This study also investigated the perceptions of NES and NNES GTAs toward preservice teachers. This study explored the issue of whether preservice teachers are prepared to accept and validate diversity among their instructors which in turn should make them sensitive to diverse learners they will encounter in their future teaching. In the first part of the study, a total of 262 preservice teachers were surveyed. The survey data were collected in spring 2007 and fall 2008. Of the 262 preservice teachers, 20 participated in focus group discussions to provide further insight on their views of NES and NNES GTAs. In the second part of the study, four GTAs participated in a longitudinal study by writing online blog entries after any encounters (positive or negative) they had with their students inside and outside the classroom. The blogs reflected the GTAs? immediate reactions after their classes. In addition, semi-structured interviews were conducted with the GTAs. Findings of the first study revealed that preservice teacher perceived NES and NNES GTAs differently. Preservice teachers put a lot of emphasis on the intelligibility of the NNES GTAs. The preservice teachers were?tolerant? if their NNES spoke English?clearly?. However, there were some preservice teachers who were dissatisfied with their NNES GTAs due to their possessing a non-mainstream language. Findings of the second study revealed that NNES GTAs faced major challenges in their effort to be recognized as legitimate and competent instructors. Although the GTAs had vastly different personal backgrounds, perceptions, and identities as instructors, common themes or issues emerged from the data: (1) teaching is complex (linguistic, cultural, and racial issues are involved); (2) beliefs about teaching can change; (3) challenges are faced as an?outsider? instructor; and (4) teaching provides experiences of joy. The study has implications for teacher education programs and training programs offered for international graduate students by universities.
Author : Shannon L. Wood
Publisher :
Page : 352 pages
File Size : 17,18 MB
Release : 2002
Category : Portfolios in education
ISBN :
