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Descriptors:
Foreign Countries; Predictor Variables; Teacher Surveys; Educational Environment; Program Effectiveness; Computer Uses in Education; Teacher Influence; Elementary School Teachers; Secondary School Teachers; Teacher Role; School Role; Teacher Effectiveness; Educational Technology; Technology Integration; Teacher Attitudes; Hierarchical Linear Modeling; Inservice Teacher Education

Abstract:
Technology integration is influenced by many factors related to the teacher and the school environment. While many studies have examined factors that influence teachers' use of Information and Communication Technology (ICT) at the teacher level, a growing number of studies have suggested that it is beneficial to examine those factors using multilevel modeling. Multilevel analysis can separate the impact of teachers from the school environment and provide insight into the influence of those factors at each level. This study uses multilevel modeling to analyze data from 3,652 grade 1-9 teachers in 289 schools in Taiwan. The results of this multilevel analysis found both teacher-level and school-level factors contributing to the integration of ICT in the teaching process. Among teacher level factors, teachers' beliefs and hours of training in the previous year predicted ICT integration proficiency well. Among school level factors, training hours and teachers' perceived school support are the most important factors that impact ICT integration. School support is not only a significant factor at the school level but also a strong predictor at the teacher level. In addition, important school level variables included access to Internet connectivity, availability of projectors, and stability of computers. These results highlight the importance of individual teachers and the role schools play in ICT integration. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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English (Second Language); Second Language Learning; Teacher Attitudes; Content Area Reading; Content Area Writing; Preservice Teacher Education; Inservice Teacher Education; Inclusion; Beliefs; English Language Learners; Academic Support Services; Educational Responsibility; Questionnaires; Gender Differences; Individual Differences; Student Teacher Attitudes; Performance Factors

Abstract:
This study documents differences between pre- and in-service content area teachers' beliefs about: whether English language learners (ELLs) should be included in content area classes, the kind of instructional support (IS) they should receive, and responsibility for ELLs' language and academic achievement. Questionnaire data were collected from 94 in-service and 101 pre-service content area teachers. Although several significant differences were found in pre- and in-service and female and male teachers' beliefs about responsibility for ELLs' language and academic development, both service and gender groups appeared to hold similar beliefs about ELLs' inclusion in mainstream classes. Results also revealed that some beliefs held by female teachers about IS for ELLs significantly differed from those of males'; however, the effects of service and gender on certain beliefs may be contingent upon a number of background factors. The article concludes with pedagogical implications for teacher education for classrooms with linguistically and culturally diverse learners. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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General Education; Behavior Disorders; Feedback (Response); Middle School Teachers; Behavior Modification; Behavior Problems; Reliability; Student Behavior; Behavior Change; Functional Behavioral Assessment; Consultants; Consultation Programs; Inservice Teacher Education

Abstract:
This study describes the integrity with which 3 general education middle school teachers implemented functional analyses (FA) of appropriate behavior for students who typically engaged in disruption. A 4-step model consistent with behavioral consultation was used to support the assessment process. All analyses were conducted during ongoing classroom instruction. Training procedures based upon previous research (e.g., Iwata et al., 2000) were used to teach FA procedures; performance feedback was used during training and FA implementation to support procedural integrity. Results indicated that training and performance feedback increased integrity to FA procedures for 2 of the 3 teachers; 1 teacher understood the procedures after a second reading of the procedures. Two teachers sustained acceptable integrity throughout classroom implementation; 1 teacher demonstrated variable performance during classroom implementation. Implications for classroom-based behavioral assessment and the use of specific consultation procedures--training and performance feedback--in supporting FA in instructional environments are discussed. (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

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Descriptors:
Educational Technology; Teacher Education Curriculum; Elementary Secondary Education; Preservice Teacher Education; Teacher Evaluation; Preservice Teachers; Teacher Education; Teacher Education Programs; Inservice Teacher Education; Technology Uses in Education; Technology Integration; Higher Education

Abstract:
To effectively integrate digital technologies in K-12 schools, teachers must be provided with undergraduate experiences that strongly support these integration resources and strategies. The National Educational Technology Standards for Teachers (NETS.T) provide a framework for teacher candidates and inservice teachers to identify their accomplishments in this realm. Using the NETS.T to deliver undergraduate teacher education curriculum, and requiring teacher candidates to document their abilities related to the NETS.T can support meaningful development for the candidates. This study examines the use of the Wayfind Teacher Assessment as a tool for determining the proficiencies of teacher candidates in their final year of preparation in relationship to the NETS.T. (Contains 2 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary School Teachers; Science Fairs; Pedagogical Content Knowledge; Science Instruction; Case Method (Teaching Technique); Science Projects; Student Projects; Inservice Teacher Education; Methods Courses

Abstract:
This research is about using two different instruction models, "theory course combined with sample introduction" and "theory course combined with case method teaching", to instruct elementary teachers on how to guide the science fair product in two courses (16 and 12 teachers in each class) and observe their guiding tactics after the instructed classes. The results show that: (1) Elementary teachers who have taken "theory course combined with sample introduction" course consider that: (a) Introducing the samples can let them clearly understand the process of how to guide students to do their science fair project; and (b) Following the description sample to make their science fair project topic, extend these topic form original science courses, draw the conception map and flow table, handle the scientific experiment, and then teach students to be familiar with the content of science fairs project; (2) In-service teachers who have chosen "theory course combined with case method teaching" course consider that: (a) Case-method teaching helps them understand the contents of the curricula; and (b) It provides them models to observe and imitate. With such an increase of awareness, knowledge transference had been brought out. Thus, professional knowledge would be promoted. Both teachers who have accepted these courses had hiatus when guiding students to develop their product: (1) Teachers are inadequately comprehending the basic scientific theory of subjects of their science fair project; (2) Scientific verification is not scientificalness; (3) Verify facts which are already known; and (4) Be careless about the control variable. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Education; Nutrition Instruction; Intervention; Middle School Students; Grade 6; Grade 7; Grade 8; Physical Activity Level; Physical Education Teachers; Middle School Teachers; Faculty Development; Inservice Teacher Education; Public Schools; Instructional Effectiveness; Educational Research

Abstract:
The study reviewed in this paper examined the effect of the "Middle School Physical Activity and Nutrition" ("M-SPAN)" intervention on the physical activity level of middle school students. For this 2-year study, 24 middle schools from six districts in southern California were stratified by school district and then randomly assigned to either "M-SPAN" or a comparison condition. To assess students' physical activity levels and the content (referred to as "lesson context" in the article) of physical education (PE) classes, researchers observed students in PE classes on 11 randomly selected days for each school throughout the 2-year study period. Researchers documented the lesson content of the classes and observed a total of 1,849 lessons taught by 214 teachers (between seven and 14 teachers per school, with an average class size of 37.5 students). The study assessed the effectiveness of "M-SPAN" by examining moderate-to-vigorous physical activity (MVPA), the amount of time students spent either walking or being very active, and other types of activities and PE lesson content across schools that received the "M-SPAN" training. The study found that the "M-SPAN" intervention caused a statistically significant improvement in the amount of time students spent in MVPA, and the What Works Clearinghouse (WWC) confirms this study-level finding. The WWC calculated the "M-SPAN" intervention as improving the MVPA in schools by an average of 3 minutes per lesson (approximately 0.79 school standard deviation units) across the 2-year period of the study. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measures for each domain; (3) Study findings for each domain; and (4) Supplemental findings by domain. A glossary of terms is included. (Contains 3 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Teaching Methods; Technological Literacy; Feedback (Response); Teacher Attitudes; Scientific Literacy; Cooperation; Science Teachers; Chemistry; Attitude Change; Case Studies; Program Implementation; Interviews; Positive Attitudes; Reflection; Faculty Development; Inservice Teacher Education; Secondary School Teachers; Foreign Countries; Science Instruction

Abstract:
The main goal of this study was to explore the role of collaborative action research in eliciting change in teacher beliefs. The beliefs were those of five chemistry teachers in implementing a new teaching approach, geared to enhancing students' scientific and technological literacy (STL). The teacher beliefs were analysed based on Ajzen's Theory of Planned Behaviour (2005) by looking at the teacher's (a) attitude towards implementing STL modules, (b) perceived subjective norms, and (c) behavioural control regarding the new teaching approach. After an introductory year, when teachers familiarised themselves with the new approach, a collaborative action research project was initiated in the second year of the study, helping teachers to minimise or overcome initially perceived constraints when implementing STL modules in their classroom. The processes of teacher change and the course of the project were investigated by teacher interviews, teacher informal commentaries, and meeting records. The formation of positive beliefs towards a STL approach increased continuously, although its extent and character varied depending on the teacher. The close cooperation, in the format of collaborative action research and especially through teacher group reflections and perceived collegial support, did support teacher professional development including change in their beliefs towards the new teaching approach. Additionally, positive feedback gained from other teachers through running a two-day in-service course in year three helped to strengthen all five teachers' existing beliefs towards the new approach. The current research demonstrated that perceived constraints, where identified, can be meaningfully addressed by teachers, through undertaking collaborative action research. (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

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Descriptors:
Food Standards; Safety; Microbiology; Secondary Education; Consumer Science; Foods Instruction; Video Technology; Instructional Materials; Epidemiology; Critical Thinking; Thinking Skills; Information Dissemination; Scientific Methodology; Familiarity; Inservice Teacher Education; Teacher Workshops

Abstract:
With the persistence of microbiological foodborne illness and anticipated future shortage of scientists with agricultural and food science expertise in the United States, it is imperative to educate youth on microbiological food safety and enhance their awareness of opportunities to become engaged in finding solutions to food safety challenges. To help integrate food science education across the high school curriculum, new educational materials on microbiological food safety were developed and then disseminated to and evaluated by educators of secondary basic and applied sciences. The materials present food safety concepts in the context of foodborne illness outbreaks to introduce basic concepts of food microbiology, epidemiology, and food safety strategies as well as their broad impact on economics, communication, and regulations. The ready-to-implement educational materials support educational content standards and various learning styles and encourage critical thinking skills. The materials include a presentation on food microbiology and foodborne illness surveillance, case studies on foodborne illness outbreaks, a video on the laboratory investigation of foodborne illness, interactive web-based activities, and supporting materials for teachers and classroom display. Exposure to the materials in a 1-d workshop positively impacted educator familiarity with general microbiology, food safety strategies, regulatory requirements, and associated terminology as measured by a test administered prior to and after use of the materials. Teachers of biology, chemistry, family and consumer sciences, and related sciences rated the materials favorably on applicability, anticipated ease of implementation, and anticipated reception by students. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Teaching Methods; English (Second Language); Immersion Programs; Microteaching; Secondary School Teachers; Second Language Learning; Second Language Instruction; Language of Instruction; Language Fluency; Measures (Individuals); Inservice Teacher Education; Linguistic Performance; Content Area Reading

Abstract:
This exploratory study focuses on four non-native English speaking secondary content teachers in a short-term immersion program aimed at introducing them to language teaching methods for secondary school content instruction through the medium of English. Such programs have been found to have largely mixed results for language performance. This may be especially true of programs for teachers because task adequacy in teaching may not be shown by improved scores on traditional language performance measures. This study uses multiple complexity, accuracy and fluency measures to analyze transcripts of paired peer microteaching tasks at the beginning and end of a ten-week program. Analysis of the results shows that in general the teachers' language performances improved, but that there were complex interactions among the measures. In general the performance measures reflected task adequacy, but they may have been affected by nonlinguistic factors such as teaching aims. Although the study is limited because of its small size, it suggests that teacher language performances are complex and dynamic, and that even short-term programs with non-linguistic aims can have a positive effect on language performances. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Inquiry; Active Learning; Science Instruction; Inservice Teacher Education; Cooperation; Reflection; Science Teachers; Beliefs; Teaching Methods

Abstract:
In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due to the partial perspective between individual and collaborative reflections. Thus, by means of a theoretical progress model of collaborative reflection, this qualitative research aims to investigate reflections of four participant teachers before and during a half-year in-service teacher program. The model captures the following four interactions for each individual teacher and among the teacher cohort: belief to practice, practice to belief, stimulation, and reinforcement. The audio-video data and their quantification allowed identification of the teachers' consistent prior beliefs and practices as a multiplicity of inquiry teaching and their interwoven progress during the program. The findings are further discussed in terms of the "implicit development" and the "richer repertoire." Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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