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Elementary Education and Teaching

2013

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Articles 1 - 13 of 13

Full-Text Articles in Other Teacher Education and Professional Development

Teachers’ Experiences Of Professional Development In (Post)Crisis Katanga Province, Southeastern Democratic Republic Of Congo: A Case Study Of Teacher Learning Circles, Paul St J Frisoli Dec 2013

Teachers’ Experiences Of Professional Development In (Post)Crisis Katanga Province, Southeastern Democratic Republic Of Congo: A Case Study Of Teacher Learning Circles, Paul St J Frisoli

Doctoral Dissertations

Teachers in (post)crisis contexts face an array of de-motivating factors such as insecurity, lack of pay, difficult working conditions, minimal leadership, and feeling undervalued (Johnson, 2006; OECD, 2009; Shriberg, 2007). To bolster their motivation and support their teaching, teachers in these settings need a forum where they feel valued as professionals (Asimeng-Boahene, 2003; Bennel & Akyeampong; Kirk & Winthrop, 2007). One model of teacher professional development (TPD) known as "Teacher Learning Circles"(TLCs) is currently being implemented in Katanga province in southeastern Democratic Republic of Congo (DRC) for early grade reading teachers. TLCs strive to help teachers adopt innovative teaching techniques and create supportive environments. This study examines teachers’ perspectives, using a "crystallized qualitative case study" approach, how these TLCs operate in varied (post)crisis contexts in the DRC where teachers describe their experiences with content, instructional practices and teacher-community support structures of the TLCs (Ellingson, 2008; Rappleye, 2006).

Three major themes arose from the data; Motivating factors for teachers to remain in the profession; the school environment factors that impacted teachers day-to-day; and TLC elements related to technical, social, and emotional collegial assistance. By examining these themes across five schools ...


Teacher Perspectives Regarding Gifted Diverse Students, Toni Szymanski, Thomas Shaff Nov 2013

Teacher Perspectives Regarding Gifted Diverse Students, Toni Szymanski, Thomas Shaff

Gifted Children

Abstract

Understanding teacher perceptions of diverse, gifted students is a first step to exploring the underrepresentation of non-white students in programs for advanced academic ability. As professionals, teachers are responsible for making referrals for special programming and are often the “gatekeepers” for student identification. This qualitative study used exploratory interviews to examine perceptions of five second- and third-grade teachers and the talented and gifted coordinator at a school in which 65% of the student population was Hispanic. Three themes emerged in the findings: (a) Teachers experience differences in training to work with diverse, low income students and gifted students; (b ...


Building A Foundation For Confidence Thinking In The Acquisition And Development Of New Choices, Clarissa E. Steffen Ed.D. Oct 2013

Building A Foundation For Confidence Thinking In The Acquisition And Development Of New Choices, Clarissa E. Steffen Ed.D.

Faculty Scholarship (COE)

No abstract provided.


Integrative Holistic Educaton: A Flexible Model To Meet The Needs Of Students In Our Post-Modal Society, Clarissa E. Steffen Ed.D. Oct 2013

Integrative Holistic Educaton: A Flexible Model To Meet The Needs Of Students In Our Post-Modal Society, Clarissa E. Steffen Ed.D.

Faculty Scholarship (COE)

No abstract provided.


Universal Design Of Instruction And Cognitions Of Choice: An Integrated Approach To Learning, Clarissa E. Steffen Ed.D. Sep 2013

Universal Design Of Instruction And Cognitions Of Choice: An Integrated Approach To Learning, Clarissa E. Steffen Ed.D.

Faculty Scholarship (COE)

No abstract provided.


"Sit-Still And Shut-Up": The Construction Of Childhood And Classroom Management Pedagogies In A Preservice Education Textbook, Marlene P. Frederick Aug 2013

"Sit-Still And Shut-Up": The Construction Of Childhood And Classroom Management Pedagogies In A Preservice Education Textbook, Marlene P. Frederick

Electronic Thesis and Dissertation Repository

This study addresses the limitations and restrictions of approaches to classroom management that are promoted in one particular textbook that is used in Teacher Education faculties in Canada. It contributes to building an understanding of the role of textbooks in endorsing certain truth and knowledge claims about childhood and classroom management. The thesis is informed theoretically by Foucault (1977-1982), Gee (2001) and poststructuralists such as Weedon (1999). Through undertaking a discourse analysis informed by the work of Gee and Foucault, I conduct a single case study of one particular textbook to highlight the particular role of educational psychology as ‘a ...


The Impact Of Beliefs And Curricular Knowledge On Planning For Science: A Multisite Case Study Of Four Teachers, Jessica L. Horton Aug 2013

The Impact Of Beliefs And Curricular Knowledge On Planning For Science: A Multisite Case Study Of Four Teachers, Jessica L. Horton

Doctoral Dissertations

This descriptive multisite case study details how the beliefs and curricular knowledge of four science teachers in a southeastern school district affected their planning for science instruction.

Through the analysis of interviews, think-aloud planning records for one unit of instruction, and related documentation, categories were identified and connections drawn to how their beliefs and knowledge influenced planning for instruction.

The four teachers in this study jointly expressed certain beliefs about how students best learn science. They expressed beliefs that students best learn science through hands-on activities, through discourse, and by building the student’s knowledge base. The teachers also expressed ...


Thresholds Of Knowledge Development In Complex Problem Solving: A Multiple-Case Study Of Advanced Learners’ Cognitive Processes, Treavor Bogard, Min Liu, Yueh-Hui Chiang, Yueh-Hui Vanessa Chiang Jun 2013

Thresholds Of Knowledge Development In Complex Problem Solving: A Multiple-Case Study Of Advanced Learners’ Cognitive Processes, Treavor Bogard, Min Liu, Yueh-Hui Chiang, Yueh-Hui Vanessa Chiang

Teacher Education Faculty Publications

This multiple-case study examined how advanced learners solved a complex problem, focusing on how their frequency and application of cognitive processes contributed to differences in performance outcomes, and developing a mental model of a problem. Fifteen graduate students with backgrounds related to the problem context participated in the study. Data sources included direct observation of solution operations, participants’ think aloud and stimulated recalls as they solved the problem, as well as solution scores indicating how well each participant solved the problem. A grounded theory approach was used to analyze stimulated recall and think aloud data. A set of thirteen cognitive ...


Resisting The Neoliberal Ambush Of Public Education. A Book Review Of Educational Courage: Resisting The Ambush Of Public Education, Brandy S. Wilson May 2013

Resisting The Neoliberal Ambush Of Public Education. A Book Review Of Educational Courage: Resisting The Ambush Of Public Education, Brandy S. Wilson

Democracy and Education

This is a review of the book Educational Courage: Resisting the Ambush of Public Education.


2013, Fay B. Kaigler Children's Book Festival Apr 2013

2013, Fay B. Kaigler Children's Book Festival

Fay B. Kaigler Children’s Book Festival

Brochure for the 2013 Fay B. Kaigler Children's Book Festival


Accessing The Inaccessible : Educational Development And Improvement Programme (Edip) An Extenstion Of The Diamir District Gilgit-Baltistan : A Case Study, Mola Dad Shafa, Haider Fancy Jan 2013

Accessing The Inaccessible : Educational Development And Improvement Programme (Edip) An Extenstion Of The Diamir District Gilgit-Baltistan : A Case Study, Mola Dad Shafa, Haider Fancy

Professional Development Centre, Gilgit

No abstract provided.


Urban Pds Partnership: Preparing Teachers For Social Justice, Connie L. Bowman, Rachel M. B. Collopy, Jamie Bentley, Elizabeth Cameron, David A. Taylor Jan 2013

Urban Pds Partnership: Preparing Teachers For Social Justice, Connie L. Bowman, Rachel M. B. Collopy, Jamie Bentley, Elizabeth Cameron, David A. Taylor

Teacher Education Faculty Publications

We believe that for urban schools to meet their goals and mission — in the way the DECA is modeling — takes a partnership among many stakeholders. One such partnership that supports DECA, and might buttress other schools and students — and simultaneously help to enact a social justice ideal — is a school-university connection. DECA was founded as a Professional Development School (PDS), with the school and university developing a reciprocal relationship with a shared focus on the preparation of new teachers, the enhancement of high school students' achievement, school and university faculty members' professional development, and collaborative inquiries aimed at improving instructional ...


The Development Of A Model Of Culturally Responsive Science And Mathematics Teaching, Cecilia M. Hernandez, Amanda Morales, Gail Shroyer Jan 2013

The Development Of A Model Of Culturally Responsive Science And Mathematics Teaching, Cecilia M. Hernandez, Amanda Morales, Gail Shroyer

Faculty Publications: Department of Teaching, Learning and Teacher Education

This qualitative theoretical study was conducted in response to the current need for an inclusive and comprehensive model to guide the preparation and assessment of teacher candidates for culturally responsive teaching. The process of developing a model of culturally responsive teaching involved three steps: a comprehensive review of the literature; a synthesis of the literature into thematic categories to capture the dispositions and behaviors of culturally responsive teaching; and the piloting of these thematic categories with teacher candidates to validate the usefulness of the categories and to generate specific exemplars of behavior to represent each category. The model of culturally ...