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Search Results for 'Program effectiveness' (Keyword)
169 items found 1 / 17 Go to page 
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1   |   From section Teacher Education Programs
Promoting Well-being and Preventing Burnout in Teacher Education: A Pilot Study of a Mindfulness-Based Programme for Pre-service Teachers in Hong Kong
The aim of this study was to examine the possible effects of a six-week mindfulness programme for student teachers, and the feasibility of implementing the programme in a local community. The results indicate that most students experienced poor well-being and mild anxiety. However, the six-week mindfulness programme significantly increased the mindfulness and well-being of the intervention group. Furthermore, the depression, anxiety and stress scores of the intervention group dropped while those of the control group increased after the six-week mindfulness programme, suggesting that the changes may have been a result of mindfulness training.
Publication Year: 2015    |    Updated in ITEC: May 25, 2017
2   |   From section Preservice Teachers
“Less Afraid to Have Them in My Classroom”: Understanding Pre-Service General Educators’ Perceptions about Inclusion
The purpose of this study was two-fold: (1) to understand the perceptions of pre-service general educators about the inclusion of students with disabilities (SWDs) prior to and at the end of a required course on integrating exceptional students; and (2) to determine if there was a difference by program. The authors conclude that infusion of special education content across the curriculum is one recommendation for enhancing and understanding of SWDs, but the quantity and quality of content in this area will vary based on the background knowledge of each instructor. The authors suggest that teacher educators can only strengthen programs by building relationships across disciplines. Instructional strategies and accommodations that seamlessly grant students with disabilities maximum access to the general education curriculum should naturally be infused in methods courses.
Publication Year: 2011    |    Updated in ITEC: May 28, 2017
3   |   From section Research Methods
Understanding the Theoretical Framework of Technological Pedagogical Content Knowledge: A Collaborative Self-study to Understand Teaching Practice and Aspects of Knowledge
In the self-study reported here, the aim was to acquire a deeper understanding of the challenges and opportunities that teacher educators and student teachers encounter while working with, and learning about, ICT as a tool for learning. This learning interest focused on both the practical aspects highlighted during the course and the more theoretical perspectives of knowledge and learning that emerge when technological aspects and tools are included in the process of teaching, learning, and assessing. One of the learning interests of this self-study was to analyze how the authors elaborated and developed their understanding of the theoretical framework of Technological Pedagogical Content Knowledge (TPACK).
Publication Year: 2012    |    Updated in ITEC: December 27, 2016
4   |   From section Instruction in Teacher Training
Learning Study: Nurturing the Instructional Design and Teaching Competency of Pre-service Teachers
This article presents an evaluation study of an innovative and theory-based initial teacher education course entitled Learning Study, the aim of which is to develop the instructional design and teaching competency of pre-service teachers in Hong Kong. The Learning Study course is offered to all second year students as part of the Bachelor of Education programme of the biggest teacher education institute in Hong Kong. The course comprises a series of theory-based tutorials, supportive consultation meetings, and a research lesson practicum. To assess the effectiveness of the course, a framework of representation, decomposition, and approximation of practices was adopted to describe and analyse the teaching of practice.
Publication Year: 2014    |    Updated in ITEC: December 7, 2016
5   |   From section Mentoring & Supervision
Effectiveness of Intelligent Tutoring Systems: A Meta-Analytic Review
The present review describes a meta-analysis of findings from 50 controlled evaluations of intelligent computer tutoring systems. The median effect of intelligent tutoring in the 50 evaluations was to raise test scores 0.66 standard deviations over conventional levels, or from the 50th to the 75th percentile. However, the amount of improvement found in an evaluation depended to a great extent on whether improvement was measured on locally developed or standardized tests, suggesting that alignment of test and instructional objectives is a critical determinant of evaluation results.
Publication Year: 2016    |    Updated in ITEC: November 9, 2016
6   |   From section Mentoring & Supervision
Protégé Growth Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience
The purpose of this study was to understand the ways in which undergraduates grew and developed through participation in a holistic peer-mentoring experience. Twenty-two patterns of protégé growth emerged from the analysis of the data, which were organized conceptually into six overarching, emergent themes of protégé development: academic skills and knowledge, career decision-making, connectedness to others, maturity, physical wellbeing, and aspiration. The authors argue that the very high rates of protégé growth within the themes of academics, social connectedness, and maturity raise the possibility that growth in these thematic dimensions may be synergistic and mutually reinforcing.
Publication Year: 2012    |    Updated in ITEC: November 9, 2016
7   |   From section Mentoring & Supervision
Changes in Mentor Efficacy and Perceptions Following Participationin a Youth Mentoring Program
In this study, the authors examined mentors working with at-risk youth in a school-based mentoring program. The authors examined changes in mentor perceptions, motives, and efficacy. The findings reveal that mentors were highly motivated to gain experience. Mentors were less motivated to gain recognition and increase creativity. In addition to motives, the authors considered mentors’ expectations about the relationship. They found that mentors’ initial expectations were not related to mentor satisfaction with the experience, perceived costs or benefits, and time spent mentoring.
Publication Year: 2014    |    Updated in ITEC: October 30, 2016
8   |   From section Professional Development
Pinpointing Chinese Early Childhood Teachers' Professional Development Needs Through Self-Evaluation and External Observation of Classroom Quality
The present study compared Chinese kindergarten teachers' values and perceptions of program quality with trained raters' assessments of quality in order to gain insights into effective professional development for improving teacher quality. Results shows teachers' beliefs of quality is the strongest predictor of their self-assessment. Implications of the findings for professional development are provided, along with limitations of the current study and recommendations for future studies.
Publication Year: 2014    |    Updated in ITEC: October 5, 2016
9   |   From section Teacher Educators
Releasing the Hidden Academic? Learning from Teacher-Educators’ Responses to a Writing Support Programme
This article describes the initiation of a writing support programme for teacher educators in a new university and analyses its impact. A key finding has been that supporting staff to write is not simply a case of ‘hurrying them along’ but requires understanding of the particular barriers to writing for this group.
Publication Year: 2014    |    Updated in ITEC: September 28, 2016
10   |   From section Mentoring & Supervision
The Subject of Mentoring: Towards a Knowledge and Practice Base for Content-focused Mentoring of New Teachers
In this article, the authors examine the knowledge and practice base of content-focused mentoring drawing from the wisdom of practice of a community of content mentors. The authors reveal three themes: (1) developing novices’ content teaching is a distinct and critical mentor role; (2) to support this role, experienced content mentors identified a complex knowledge/practice base, with mentors’ PCK and knowledge of assessment for content teaching as the most frequently reported domains; and (3) enactment of content-focused mentoring reveals promising practices in guiding novices in assessing and developing students’ disciplinary thinking, as well as, tensions between content-focused and socio-emotional mentor roles.
Publication Year: 2014    |    Updated in ITEC: September 15, 2016
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