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Search Results for 'USA'
881 items found 1 / 89 Go to page 
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1   |   From section Theories & Approaches
What’s Missing in Most of Our Early Childhood Degrees? Focusing More Deeply on Relationships and Learning with Infants, Toddlers, and their Families
This study explored whether early childhood teachers were being prepared in coursework and field experiences to meet Washington state and nationally accepted core knowledge and broad competency areas for preparation of the infant-toddler workforce. A review of early childhood degree programs found an overall insufficient emphasis on a deeper understanding of holistic infant early development and intervention, as well as mental health and observable, evidence-based interactions that promote child and family resilience at the level of the individual early childhood educator’s preparation.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
2   |   From section Teacher Education Programs
Impact of a Statewide Early Childhood Curriculum Enhancement Initiative on Community College Faculty and Paraprofessional Students
In this article, the authors describe the development and implementation of a collaborative initiative between a major urban research university and a state’s community college system and member institutions to enhance the preparation of paraprofessionals to work with young children with disabilities and their families. The authors report on gains in knowledge and confidence experienced by both faculty and paraprofessional students, and we identify programmatic practices that support adoption, fidelity of implementation, and sustainability of curricular innovations.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
3   |   From section Teacher Education Programs
Grade-level Overlap and Standards Mismatch between Nationally Recognized Programs that Prepare Teachers for Grades PreK–3
This study has two purposes regarding programs accredited by the National Council for the Accreditation of Teacher Education (NCATE). First, the study examines what extent NCATE-recognized elementary teacher preparation programs, which have been approved by the Association for Child Education International (ACEI), prepares candidates to teach in grades PreK–3. Second, it investigates the grades that the National Association for the Education of Young Children (NAEYC) considers part of early childhood education. This analysis indicates that ACEI’s standards include far fewer references to terms that capture essential features of early instruction (e.g., family, community, and observation). Further, while the NAEYC’s standards refer to “self-regulation” four times and “play” eight times, the elementary standards mention neither term.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
4   |   From section Theories & Approaches
Practices of Compassionate, Critical, Justice-Oriented Teacher Education
In this case study, two teacher educators in urban teacher education programs identify and analyze the components of teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Drawing on the data, the authors offer a pedagogical framework that identifies key features of compassionate, critical, justice-oriented teacher education to inform research and practice. They highlight the contributions of this framework for justice-oriented teacher education and the inherent complexity of attempts to parse such fundamentally messy relational practice.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
5   |   From section Instruction in Teacher Training
Making Invisible Intersectionality Visible Through Theater of the Oppressed in Teacher Education
This article shares research conducted in a teacher education course on culturally relevant pedagogy where students engaged in Theater of the Oppressed (TO) activities to explore the multiplicity of their and their future students’ identities.
Publication Year: 2016    |    Updated in ITEC: June 13, 2017
6   |   From section Preservice Teachers
A Review of Research on Prospective Teachers’ Learning About Children’s Mathematical Thinking and Cultural Funds of Knowledge
This review focuses on research related to how prospective teachers (PSTs) learn to connect to children’s mathematical thinking (CMT) and children’s cultural funds of knowledge (CFoK) in mathematics instruction.
Publication Year: 2016    |    Updated in ITEC: June 11, 2017
7   |   From section Teacher Educators
Getting Inside Rehearsals: Insights From Teacher Educators to Support Work on Complex Practice
Building on prior analyses, this article elaborates a particular pedagogy of enactment, rehearsal, developed through a collaboration of elementary mathematics teacher educators (TEs) across three institutions.
Publication Year: 2016    |    Updated in ITEC: June 20, 2017
8   |   From section Theories & Approaches
Parsing the Practice of Teaching
This article examines the author's efforts to parse teaching practice into lists of discrete procedures. It argues that the teacher educators need to pay less attention to the visible behaviors of teaching and more attention to the purposes that are served by those behaviors. As a way to begin a conversation about parsing teachers’ purposes, the author offers a proposal for conceptualizing teaching as a practice that entails five persistent problems, each of which presents a difficult challenge to teachers, and all of which compete for teachers’ attention.
Publication Year: 2016    |    Updated in ITEC: June 11, 2017
9   |   From section Instruction in Teacher Training
Evaluating Creative Thinking of RN-BSN Students in the Course of Clinical Case Sstudy and Practicum
Author Ya-Lie Ku
The present case study evaluated creative thinking of RN-BSN students in the course of clinical case study and practicum. Study design used quantitative and qualitative evaluations of creative thinking of RN-BSN students by triangulation method in the course of clinical case study and practicum. The qualitative data identified three themes of creative definitions as uniqueness, transformation and applicability. Additionally, two themes regarding the gains and obstacles of learning creative thinking as problem solving and beneficence, as well as routines and working experiences were determined.
Publication Year: 2015    |    Updated in ITEC: June 11, 2017
10   |   From section Instruction in Teacher Training
Using Excel in Teacher Education for Sustainability
The purpose of this study is to demonstrate the feasibility of using Ms Excel in teaching whole Basic Statistics Course to pre-service elementary science teachers and then to show the effects of this treatment on pre-service teachers' attitudes towards statistics. This study demonstrated that using Excel in Teacher Education in Statistics Course is feasible in most topics. Furthermore, the capabilities, accessibility and practicality of Excel program in teaching most basic statistics course topics to pre-service science teachers were demonstrated. This study showed that using Excel applications and homework assignments and class presentations in Teacher Education in Statistics Course improved attitudes towards statistics in the experiment group more than the control group.
Publication Year: 2016    |    Updated in ITEC: June 11, 2017
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