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Search Results for 'Classroom environment' (Keyword)
33 items found 1 / 4
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1   |   From section Instruction in Teacher Training
Coaching and Demonstration of Evidence-Based Book-Reading Practices: Effects on Head Start Teachers’ Literacy-Related Behaviors and Classroom Environment
The current study examined the effects of coaching with versus without demonstrations of evidence-based book-reading practices on teachers’ use of strategies during independent book-reading periods. The findings revealed that teachers, who participated in the demonstration and modeling of practices, engaged in behaviors and interactions during their book reading that focused on phonological awareness, alphabet and word knowledge, and print and book awareness to a greater extent than did teachers, who did not participated in the demonstration and the modelling.
Publication Year: 2016    |    Updated in ITEC: August 29, 2017
2   |   From section Assessment & Evaluation
Assessing Pedagogical Balance in a Simulated Classroom Environment
In this paper, the authors (a) examine changes in preservice teacher perceptions of teaching confidence and teaching experience resulting from simSchool use, and (b) report findings from recent studies of a new proposed measure for simSchool data, pedagogical balance. Findings from two studies show that preservice teachers significantly (p < .05) improve pedagogical balance and increase awareness of effective teaching skills through simSchool training.
Publication Year: 2015    |    Updated in ITEC: August 10, 2017
3   |   From section Preservice Teachers
Before Student Teaching: How Undergraduate Students in Early Childhood Teacher Preparation Programs Describe Their Early Classroom-Based Experience
This study explores how early childhood care and education students describe their early classroom-based experience. Results are presented in terms of how students talk about their experiences—belonging or not belonging in the classroom—and what students talk about when discussing their experiences, including communication, support, freedom, new learning, and “the children.” These themes are discussed in terms of students’ experiences in the classroom and implications for undergraduate teacher preparation in early childhood education.
Publication Year: 2014    |    Updated in ITEC: March 29, 2016
4   |   From section Instruction in Teacher Training
Prioritising Classroom Community and Organisation in Physical Education Teacher Education
This article explores how teacher candidates in a primary physical education curriculum and methods course learned about and were influenced by efforts to emphasise classroom community and organisation. The findings suggested that most teacher candidates came to recognise pedagogies that fostered a sense of community; however, only a few were able to connect this to their developing visions for teaching.
Publication Year: 2015    |    Updated in ITEC: August 18, 2015
5   |   From section Theories & Approaches
How Do You Make a Classroom Operate Like a Work of Art? Deleuzeguattarian Methodologies of Research-Creation
This article engages with Guattari’s query about, how to make a classroom operate like a work of art? Guattari’s thinking engenders a way of thinking about art as an affective event that has the capacity to invent new relations and new ways of learning. The authors conclude with returning to a methodology of research-creation as diagrammatic, in order to further consider the implications of an enfolding, affective, moving ecology for educational research.
Publication Year: 2015    |    Updated in ITEC: July 8, 2015
6   |   From section Instruction in Teacher Training
Classroom Management: What Does Research Tell Us?
The author reviews studies that focus on classroom management. This article shows that classroom management is now more about understanding the class as a social system. The author states that classroom management is just as much about managing learning processes when an activity is taking place as it is about creating peace and quiet so pupils can get down to work.
Publication Year: 2013    |    Updated in ITEC: January 20, 2014
7   |   From section Instruction in Teacher Training
Trauma Narratives and Nomos in Teacher Education
This paper draws on data from a three-year study of pedagogy in teacher education. The study attempts to disrupt normative structures of reading and being in the teacher education classroom. The author uses Bourdieu’s work to emphasize the ways in which academic fields become ruled by unspoken rules and practices – “nomos”. The author also demonstrates a use of trauma narratives in teacher education that can disrupt such unspoken rules and practices.
Publication Year: 2012    |    Updated in ITEC: November 20, 2013
8   |   From section Theories & Approaches
The Impact of Teacher Research on Teacher Learning in Academic Training Schools in the Netherlands
Three secondary schools in Amsterdam decided to facilitate teachers in their schools to engage in practice research. The overall aim of the pilot programme was to connect the three elements of teaching, development and research to each other and to embed them in the schools’ practice in such a way as to increase their capacity for innovation. The authors conclude that this research shows the importance of teamwork. Furthermore, teacher researchers need to be given a clear position and status within the school. Finally, the school management can also help ensure that the results of the research are actually used within the school by giving the teacher researchers a leading role in team meetings and study days.
Publication Year: 2011    |    Updated in ITEC: October 23, 2013
9   |   From section Professional Development
An Ongoing Professional Development Program and Its Impact on Teacher Effectiveness
The authors examined the degree to which ongoing professional development (PD) for school teachers is associated with more effective teaching practices as measured through teachers’ behaviors in the classroom. The effects of participation in this program on three domains of teacher effectiveness, measured through classroom observations. The domains of teacher effectiveness are planning and preparation, classroom environment, and instruction. The implications of this study indicate that high-quality professional development does not always address all domains of teaching.
Publication Year: 2011    |    Updated in ITEC: August 27, 2013
10   |   From section Professional Development
Professional Development That Works: Shifting Preschool Teachers' Beliefs and Use of Instructional Strategies to Promote Children's Peer Social Competence
The author examined the effectiveness of a professional development (PD) experience on preschool teachers' instructional strategy development. The preschool teachers were guided to design the specific contents of the PD workshops and were offered an on-site facilitation opportunity, delineating teacher-driven and job-embedded approaches, respectively. Findings suggest that teacher-driven PD workshops significantly increased teachers' perceived feasibility of implementing instructional strategies, and their actual use of those strategies was significantly influenced by job-embedded facilitations.
Publication Year: 2012    |    Updated in ITEC: May 29, 2013
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