International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: Elementary schools
Page 2/6
55 items
11
In this article, the authors examine how assessments in schools that participated in a class size reduction program intersected with forces of accountability. The goal of this article is to broaden the understanding of what it means for schools and teachers to be held accountable for student learning and to discuss how different accountability frameworks affect instructional practices in classrooms. The research took place in nine elementary schools across South and Central Wisconsin. The authors identify three aspects of assessment practices that affect this intersection: alignment, audience, and action.
Published: 2011
Updated: Oct. 27, 2011
12
This study focused on a crucial component of literacy coaches’ professional lives – the redelivery of professional development in Reading First. The authors interviewed two literacy coaches in the Georgia Reading First curriculum model about how they redelivered professional development. The coaches negotiate competing discursive forces, frame success and represent their practices in different and complex ways despite the assumed uniformity of Reading First redelivery.
Published: 2010
Updated: Jul. 26, 2011
13
The current paper investigates the effects of continuing professional development (CPD) on teachers' and pupils' experiences of learning and teaching science in primary classrooms. The data indicated differences in participating teachers' views of the purposes of CPD which were reflected in their ideal and real views of effective science teaching. As a result, reconciliation of ideal and real views of effective science teaching, identification of potential constraints and development of strategies for overcoming constraints in context are suggested as useful starting points for CPD.
Published: 2010
Updated: Jul. 26, 2011
14
The current paper analyzes the ways in which emotions are constituted and mobilized by teachers to respond to growing diversity and multiculturalism in schools. The analysis is based on a two-year ethnographic study conducted in three Greek-Cypriot primary schools that are 'multicultural'. The results of this study show that teachers experience intense emotional ambivalence in their efforts to cope with growing diversity and multiculturalism in schools.
Published: 2010
Updated: Jul. 05, 2011
15
In this paper, the authors explored the perceptions and beliefs about evolution of educators who had completed a science and mathematics education master’s degree. The quantitative and qualitative data indicate some participants did not feel prepared or responsible for teaching evolution content.
Published: 2010
Updated: May. 19, 2011
16
In this article, the authors use critical discourse analysis to examine educators' efforts to incorporate funds of knowledge from the communities and families of Punjabi Sikh students. This project took place in a classroom of nine- and ten-year-old ELLs on the west coast of Canada. The project stimulated discussions among the children about why Punjabi was not taught in a school where the majority of the children came to school speaking the language and why there were not more dual-language resources in the school. These results are important and challenge dominant schooling practices. This project also emphasizes the ways in which the use of multimodal technologies opens up classroom space for bilingualism.
Published: 2010
Updated: Nov. 23, 2010
17
This article examines the delivery of school-based professional development within a high-stakes accountability context . The authors conducted case studies of professional development in three elementary schools with varying levels of pressure to make adequate yearly progress. The authors argue that although high-stakes accountability policies increased the quantity of professional development, the quality of teacher learning opportunities depended on the context in which it was delivered.
Published: 2010
Updated: May. 25, 2010
18
This paper reports the results of a systematic and comprehensive evaluation of the suitability of 13 commercially available, authorized software programs for teaching reading and writing in the primary grades. These programs were assessed on interface design, content, instructional design, and appropriateness to supplement reading and writing instruction.
Published: 2009
Updated: Mar. 02, 2010
19
This study examined eleven K-8 interns’ perceptions of their mathematics mentoring support provided to first-year teacher interns and factors that influenced their ability to teach mathematics. Semi-structured interviews revealed that district and grade-level campus mentors provided the greatest amount of mathematics instruction and pedagogically based support to interns. Three factors most instrumental in developing the ability to teach mathematics were (a) manipulative use, (b) planning of classroom instruction and activities, and (c) execution of the lesson.
Published: 2010
Updated: Feb. 21, 2010
20
This longitudinal study builds on conceptualizations of dialogic inquiry to examine how teachers and students coconstructed a discourse of inquiry in a public magnet school. The authors examine the processes and practices that make up this discourse of inquiry. Furthermore, they also study the function of teacher talk in supporting academic and social learning and agency among students. This discourse of inquiry supports students as active, thoughtful, engaged learners and community members. Furthermore, this discourse underscores the critical role of classroom talk, collaboration, and deliberation in meaningful learning engagements.
Published: 2009
Updated: Jul. 20, 2009