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- Demands (1)
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- Teacher (1)
- Teacher Attitudes (1)
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- Blended learning (1)
- Universal Design for Learning (1)
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Articles 1 - 4 of 4
Full-Text Articles in Other Teacher Education and Professional Development
Adopting Active Learning Classroom (Alc) Technology And Overcoming Barriers: A Faculty Development Intervention Model For Technology-Enhanced Learning Spaces, Bradford D. Wheeler
The goal of this study was to understand how instructors use technology, and what challenges they face, but also to increase the participants’ understanding of Active Learning Classroom (ALCs) technologies as it applies to their teaching by applying action research methodologies. This study also seeks to lay a foundation for additional research on ALCs, education technology, and the needs of instructors in terms of faculty development in technology.
This study investigates a group of 13 faculty members in multiple disciplines teaching in ALCs. Thus far, research on the impact of technology-enriched learning environments like Active Learning Classrooms has typically centered ...
Modeling As Teaching: Preparing Preservice Teachers To Implement Universal Design For Learning, Eric Jordan Moore
Increasing diversity and growing achievement gaps among diverse groups in U.S. public schools has resulted in increased pressure on teacher education programs to prepare teachers effectively to meet the needs of contemporary students. Research is needed to establish best practices of teacher education that carry forward into future practice. Universal Design for Learning (UDL) has been proposed as a framework to help address the need for more flexible learning environments, but limited research has been conducted to determine best practices for supporting preservice teachers in learning this complex framework. In this dissertation study, I examine the notion that education ...
The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart
This meta-analysis explored the phenomenon of teacher burnout— the biggest contributor to teacher attrition (Owens, 2013; Unterbrink, 2014; Yu, 2015). The focus of this study was to use meta-analytical procedures to explore the relationship between burnout dimensions (i.e., emotional exhaustion, depersonalization, and feelings of personal accomplishment) and specific demand and resource correlates. Demand correlates included work overload, role conflict, role ambiguity, and student misbehavior. Resource correlates included peer support, supervisory support, and decision-making. This meta-analytical research method encompassed fifteen years of published and unpublished studies from January 2000 through January 2015. A total of 116 studies met the following ...
Understanding Contradictions In Teacher-Learner Identity, Digital Video, And Goal-Directed Activity In A Blended Graduate Reading Education Course, Jennifer K. Lubke
More teachers are experiencing professional development within blended/virtual learning communities, which I consider a fruitful avenue for expansion of new literacies in K-12 classrooms. However, new literacies challenge traditional structures in education even as new rules of corporate-sponsored reform and high-stakes accountability serve to reinforce these structures. Within this context of contradictions, a cohort of teachers from a rural, remote county in the southeast United States participated in a blended learning environment in their final semester of graduate-level coursework in Reading Education. Some of the teacher-learners, whose own attitudes and motivations toward technology were as diverse as the tools ...