Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 7683. Next 10 >>
1. Lesson Study with Preservice Teachers: Lessons from Lessons (EJ840184)
Author(s):
Sims, Linda; Walsh, Daniel
Source:
Teaching and Teacher Education: An International Journal of Research and Studies, v25 n5 p724-733 Jul 2009
Pub Date:
2009-07-00
Pub Type(s):
Journal Articles; Reports - Evaluative
Peer-Reviewed:
Yes
Descriptors: Educational Strategies; Introductory Courses; Early Childhood Education; Professional Development; Lesson Plans; Teacher Education Curriculum; Teacher Education Programs; Curriculum Implementation; Education Courses; Preservice Teacher Education; Formative Evaluation; Training Methods
Abstract: This article examines a 2-year process of integrating Lesson Study--a form of teacher-led professional development--into an introductory course on the principles of teaching for students majoring in early childhood education. The course is taught in conjunction with beginning practicum work in area schools. We describe obstacles, modifications, and outcomes as we adapted the Lesson-Study process to help preservice teachers pay closer attention to instructional strategies (such as questioning techniques, anticipating student responses, and how lesson flow affects student understanding), and become more comfortable with constructive criticism by focusing on the lesson "plan" rather than the teacher. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. Using Graphing Software to Teach about Algebraic Forms: A Study of Technology-Supported Practice in Secondary-School Mathematics (EJ842637)
Ruthven, Kenneth; Deaney, Rosemary; Hennessy, Sara
Educational Studies in Mathematics, v71 n3 p279-297 Jul 2009
Journal Articles; Reports - Research
Descriptors: Computer Software; Educational Technology; Mathematics Instruction; Computer Uses in Education; Graphs; Secondary School Mathematics; Teaching Methods; Algebra; Mathematical Concepts; Interviews; Observation; Teacher Role; Lesson Plans; Planning; Mathematics Curriculum
Abstract: From preliminary analysis of teacher-nominated examples of successful technology-supported practice in secondary-school mathematics, the use of graphing software to teach about algebraic forms was identified as being an important archetype. Employing evidence from lesson observation and teacher interview, such practice was investigated in greater depth through case study of two teachers each teaching two lessons of this type. The practitioner model developed in earlier research (Ruthven & Hennessy, "Educational Studies in Mathematics" 49(1):47-88, 2002; "Micromath" 19(2):20-24, 2003) provided a framework for synthesising teacher thinking about the contribution of graphing software. Further analysis highlighted the crucial part played by teacher prestructuring and shaping of technology-and-task-mediated student activity in realising the ideals of the practitioner model. Although teachers consider graphing software very accessible, successful classroom use still depends on their inducting students into using it for mathematical purposes, providing suitably prestructured lesson tasks, prompting strategic use of the software by students and supporting mathematical interpretation of the results. Accordingly, this study has illustrated how, in the course of appropriating the technology, teachers adapt their classroom practice and develop their craft knowledge: particularly by establishing a coherent resource system that effectively incorporates the software; by adapting activity formats to exploit new interactive possibilities; by extending curriculum scripts to provide for proactive structuring and responsive shaping of activity; and by reworking lesson agendas to take advantage of the new time economy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Family Consumer Sciences Teachers' Use of Technology to Teach Higher Order Thinking Skills (ED505957)
Hirose, Beth Erica
Online Submission, Ed.D Dissertation, Argosy University
Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
N/A
Descriptors: Lesson Plans; Consumer Science; Training; Secondary School Teachers; Thinking Skills; High Schools; Family Life Education; Educational Resources; Teacher Surveys; Educational Technology; Computer Assisted Instruction; Technology Integration
Abstract: Family and consumer sciences (FACS) high school teachers were surveyed on their use of technology to teach higher order thinking skills (HOTS). This study determined if teachers had enough support and training to use technology. Lesson plans were accumulated that required both technology and higher order thinking skills. These lessons were then categorized by subject and level of higher order thinking skill(s). Quantitative and qualitative data were gathered via SurveyMonkey[R]. The null hypothesis, that FACS teachers do not have enough support and training in the areas of finances, training, time, computers, and confidence in their abilities, failed to be rejected, as 80% of teachers were sufficiently supported and trained. These findings were compared with teachers' use of technology to teach HOTS, according to the International Society for Technology in Education's Standards. Ninety percent of teachers agreed or strongly agreed that they were using technology to teach HOTS and were sufficiently supported and trained in the use of technology. Collected FACS lesson plans that incorporated HOTS and technology were posted online at http://sites.google.com/site/familyconsumerscienceslessons/. It is recommended that more data be collected as to the specific technology training teachers do want. Teachers should then be grouped in training sessions according to their skill level. By observing and interviewing FACS teachers, more detailed data can be gathered as to how technology is used in the classroom. Six appendices are included: (1) Cover Letters; (2) Consent Form; (3) Survey Instrument; (4) Data Tables; (5) Open-Ended Question Responses; and (6) Lesson Plan Web Site. (Contains 20 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (460K)
4. Transform Textbook Lessons (EJ852277)
Hodges, Thomas E.; Lanry, Geri A.; Cady, JoAnn
Teaching Children Mathematics, v16 n1 p42-48 Aug 2009
2009-08-00
Journal Articles; Reports - Descriptive
Descriptors: Preservice Teachers; Education Courses; Mathematics Education; Textbooks; Workshops; Faculty Development; Teacher Educators; Teachers; Teacher Education; Reflection; Mathematics Instruction; Graduate Study; Goal Orientation; Teacher Collaboration; Cooperative Planning; Lesson Plans; Data Collection; Teaching Methods; Manipulative Materials; Problem Solving; Mathematical Concepts; Comprehension
Abstract: The increased popularity of lesson study in the United States--an approach to professional development initiated in Japan more than a century ago--is due in large part to findings from the 1995 Trends in International Mathematics and Science Study (TIMSS) video study and the subsequent book, "The Teaching Gap" (Stigler and Hiebert 1999). "Lesson study" refers to a classroom-based form of professional development consisting of a four-step cycle. Applying the lesson study model to professional development can impact classroom teachers and teacher educators who design professional development experiences for other teachers. Lesson study is not just about improving a single lesson, it's about building pathways for ongoing improvement of instruction. The authors engaged in a lesson study when designing a professional development workshop for classes with both in-service and preservice teachers. The goal was for teachers to reflect on how their own lessons develop students' understanding of mathematics. Specifically, the authors wanted teachers to think about the tasks and discourse promoted by various textbooks. Using the lesson study cycle, the authors looked at research, which they used to guide the design of a lesson. Then they implemented the lesson study in three settings: (1) a professional development meeting for in-service teachers; (2) a graduate-level mathematics education course; and (3) a preservice elementary mathematics education course. Each author led at least one session and observed the other two. After each professional development experience, they met to discuss what they perceived to be the strengths and weaknesses of the session. These debriefing meetings focused on what the participants had said and done during the workshop. After each debriefing, the authors revised the lesson before teaching it in subsequent settings. In this article, they describe their experience. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Break the Area Boundaries: Reflect and Discuss (EJ852274)
McDuffie, Amy Roth; Eve, Norma
Teaching Children Mathematics, v16 n1 p18-27 Aug 2009
Descriptors: Grade 2; Teaching Methods; Mathematics Instruction; Mathematical Concepts; Elementary School Mathematics; Concept Formation; Teamwork; Teacher Collaboration; Geometric Concepts; Lesson Plans
Abstract: Understanding the concept of area is a challenge for children. In the past, instruction about area often focused more on learning procedures for measuring rather than on learning underlying concepts. To develop conceptual understanding, primary students need experiences with (1) partitioning a region with a two-dimensional unit of measure; (2) iterating a unit to cover the region without space or overlap; (3) exploring conservation of area (i.e., the area stays the same even if a region is cut and rearranged into different shapes); and (4) structuring an array. With these challenges and concepts in mind, primary-grade teachers who participated on a professional learning team (PLT) designed and studied a lesson for second graders. Consistent with research on children's learning of area, the PLT members recognized from past experiences that building understanding of area is difficult for students, and they sought ways to improve their teaching and their students' learning of this concept. The team formed as part of a schoolwide, practice-based professional learning program. School-based collaborative teams provide a promising approach to improving teaching and learning. This team adapted approaches from lesson study to design, implement, analyze, and reflect on lessons. Although the process created more questions for the team, they recognized that their collaborative lesson-designing effort was more intentional and deliberate in ensuring that students hit specific learning targets than lessons any team member could have designed individually. Teachers later heard students refer to this lesson when they worked on problems involving area and equivalent relationships, indicating that the lesson had positive, lasting effects on students' understanding. Moreover, the PLT continued to collaborate on other lessons, finding that their work generated new perspectives on teaching and learning that informed their practices outside of math as well. (Contains 1 table and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Treating Social Anxiety in Adolescents: Ten Group Therapy Lesson Plans (ED506554)
Mazur-Elmer, Alison; McBride, Dawn
Online Submission
2009-08-27
Reports - Research; Tests/Questionnaires
Descriptors: Anxiety Disorders; Adolescents; Adolescent Development; Theories; Etiology; Age Differences; Gender Differences; Psychological Evaluation; Diagnostic Tests; Cognitive Restructuring; Behavior Modification; Relaxation Training; Desensitization; Psychotherapy; Interpersonal Competence; Skill Development; Ethics; Group Therapy; Lesson Plans; Literature Reviews
Abstract: This project provides a comprehensive overview of the research literature on social anxiety disorder (SAD) in adolescents and concludes by offering a set of 10 group therapy lesson plans for SAD that therapists can use in their practice. The overview includes a description of social anxiety disorder and highlights various theories of anxiety. The etiology of social anxiety disorder, sex and age differences in the development of anxiety, the maintenance of SAD, and the assessment of SAD are also addressed. The project devotes considerable attention to the treatment of social anxiety disorder through the use of cognitive behavioural therapy. The view that group therapy is a valid form of treatment for social anxiety disorder is advocated throughout this applied project. Five appendices are included: (1) Treating Social Anxiety in Adolescents; (2) Consent Form; (3) Group Therapy Information Sheet; (4) Weekly Feedback Form; and (5) Program Evaluation Form. (Contains 14 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (333K)
7. Mentoring Matters: Working with Student Teachers (EJ856335)
McCann, Thomas M., Ed.; Johannessen, Larry, Ed.
English Journal, v99 n1 p114-117 Sep 2009
2009-09-00
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Student Teachers; Mentors; English Teachers; Cooperating Teachers; English Instruction; Personal Narratives; Interpersonal Relationship; Teacher Responsibility; Lesson Plans; Planning; Educational Technology; Technology Integration; Family School Relationship; Reflection; Middle School Teachers
Abstract: This article presents the story and reflection of Jennifer Ritter who shares two critical elements in the process of induction into the world of teaching English. She reminds teachers that the matching of student teacher and cooperating teacher is seldom the result of the extended scrutiny of the attributes of the prospective teacher and the characteristics of the mentor. More common is the placement of the student teacher with any available experienced teacher who is willing to mentor and who recognizes the need to provide strong support to continue to enrich the professional ranks of English teachers. In Jennifer's reflection, a fairly familiar situation can be seen when the prospective teacher raises some doubts that might initially suggest the necessity to counsel the candidate into another profession. But doubt defines the condition of the beginning teacher, and it is not easy to predict with certainty whether someone will be a highly competent teacher or a dismal failure. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Using Simple Linear Regression to Assess the Success of the Montreal Protocol in Reducing Atmospheric Chlorofluorocarbons (EJ856373)
Nelson, Dean
Journal of Statistics Education, v17 n2 Jul 2009
Descriptors: International Relations; Regression (Statistics); Statistics; Evaluation Methods; Guidelines; Data Analysis; Lesson Plans; Web Sites; Measurement; Relevance (Education); Mathematical Concepts; Mathematics Instruction; Mathematics Activities; Problem Solving; College Mathematics; Introductory Courses; Learning Activities; Teaching Methods; Environmental Education; Environmental Standards; Pollution; Treaties; International Cooperation
Abstract: Following the Guidelines for Assessment and Instruction in Statistics Education (GAISE) recommendation to use real data, an example is presented in which simple linear regression is used to evaluate the effect of the Montreal Protocol on atmospheric concentration of chlorofluorocarbons. This simple set of data, obtained from a public archive, can be used to tell a compelling story of success in international diplomacy solving a global environmental problem. A description of the use of these data and analyses are presented for a number of courses in applied statistics including introductory statistics. (Contains 7 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Content Area Reading Strategy Knowledge Transfer from Preservice to First-Year Teaching (EJ855094)
Alger, Christianna
Journal of Adolescent & Adult Literacy, v53 n1 p60-69 Sep 2009
Descriptors: Reading Assignments; Content Area Reading; Reading Strategies; Interviews; Preservice Teachers; Lesson Plans; Beginning Teachers; Educational Indicators; Federal Programs; Grade 8; Grade 10; Reading Comprehension; Adolescents; Literacy; Teacher Education Programs; Individualized Education Programs; Reading Ability
Abstract: Using interviews and 10 weeks of consecutive lesson plans with supporting documentation, the author analyzes four first-year teachers' assigned in-class and out-of-class reading assignments and their choices and uses of reading strategies they learned in their preservice program. (Contains 2 tables.)
10. How LO Can You GO? Using the Dice-Based Golf Game GOLO to Illustrate Inferences on Proportions and Discrete Probability Distributions (EJ856376)
Stephenson, Paul; Richardson, Mary; Gabrosek, John; Reischman, Diann
Descriptors: Probability; Inferences; Games; Computers; Internet; Learning Activities; Secondary School Mathematics; Lesson Plans; Computer Uses in Education; Statistics; Mathematical Concepts; Mathematics Instruction; Mathematics Activities; College Mathematics; Teaching Methods
Abstract: This paper describes an interactive activity that revolves around the dice-based golf game GOLO. The GOLO game can be purchased at various retail locations or online at igolo.com. In addition, the game may be played online free of charge at igolo.com. The activity is completed in four parts. The four parts can be used in a sequence or they can be used individually. Part 1 illustrates the binomial distribution. Part 2 illustrates the sampling distribution of the sample proportion. Part 3 illustrates confidence intervals for a population proportion. Part 4 illustrates hypothesis tests for a population proportion. Extensions of the activity can be used to illustrate discrete probability distributions (including the geometric, hypergeometric, and negative binomial) and the distribution of the first order statistic. The activity can be used in an AP statistics course or an introductory undergraduate statistics course. The extensions of the activity can be used in an intermediate undergraduate statistics course or a mathematical statistics course. Each extension is self-contained and can be carried out without having worked through other extensions or any of the four parts of the main activity. (Contains 9 figures and 7 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help