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Descriptors:
Teaching Methods; Teacher Recruitment; Social Studies; Teacher Characteristics; Foreign Countries; Effect Size; Knowledge Base for Teaching; Secondary School Teachers; History; Teacher Attitudes; Pedagogical Content Knowledge; Teacher Background

Abstract:
Case studies have pointed out that teachers' disciplinary knowledge affects their pedagogy; however, the results are not consistent. There is a need for quantitative research to examine the relationship between teacher knowledge and practice, particularly in social studies where content-specific studies are mostly qualitative. The authors used history as an example and surveyed all public and private junior high school social studies teachers in Taiwan to examine if disciplinary backgrounds significantly affect teachers' knowledge, conceptions about the discipline, and their teaching practices. Hierarchical linear modeling analyses show that disciplinary backgrounds significantly affect teachers' subject matter knowledge and pedagogy. Evaluations of effect sizes suggest that academic backgrounds can serve as useful proxies for teacher recruitment. The results also indicate that nature-revealing courses affect teachers' subject matter knowledge and pedagogy. (Contains 7 tables and 1 note.) 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:
Class Activities; Preservice Teachers; Pedagogical Content Knowledge; Social Studies; Elementary School Teachers; Student Attitudes; Student Projects; Teaching Methods; History; Inquiry; Knowledge Base for Teaching

Abstract:
The purpose of the study was to examine if and how elementary preservice teachers' perceptions about history were changed upon their completion of a class project that engaged them in a discipline-specific inquiry as a method of teaching history. Surveys were administered to assess any changes in their perception of the history before and after they participated in the class project. The preservice teachers' reflective writings were used to explore any themes that emerged about historical inquiry as well as to understand their development of pedagogical knowledge about teaching history. The study results provide implications for inquiry-based teaching in social studies education. (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:
Decision Making; Schools of Education; Data; Teacher Education Curriculum; Teacher Education Programs; Information Literacy; Information Skills; Skill Analysis; Skill Development; Management Information Systems; Data Analysis; Data Collection; Data Interpretation; Educational Needs; Curriculum Implementation; Knowledge Base for Teaching; Policy Analysis; Systems Approach; Change Strategies; Educational Change

Abstract:
Data-driven decision making has become increasingly important in education. Policymakers require educators to use data to inform practice. Although the policy emphasis is growing, what has not increased is attention to building human capacity around data use. Educators need to gain data literacy skills to inform practice. Although some professional development opportunities exist for current educators, fewer formal courses and opportunities for data literacy development in schools of education have been developed and implemented. This article explores issues around the growing need for data-driven decision making in programs in schools of education. The issues are complex and the actors needed to bring about change are multiple. A systems perspective to explore course and programmatic implementation is presented. 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:
Access to Education; Educational Technology; Learning Theories; Lesson Plans; Pretests Posttests; Preservice Teacher Education; Teacher Education Programs; Educational Strategies; Educational Principles; Educational Improvement; Instructional Improvement; Instructional Development; Educational Practices; Knowledge Base for Teaching; Student Developed Materials

Abstract:
Efficient lesson planning with universal design for learning (UDL) enables teachers to more effectively meet students' individual needs. In this study, a comparison of lesson plans by teacher candidates in a teacher preparation program before and after UDL training is presented. After training, teachers (n = 45) incorporated more differentiated options and varied teacher strategies based on UDL principles into their lesson plans, so that the content was more accessible to all students. A variety of changes and options was examined, and examples of commonly occurring choices selected by the teacher candidates were provided. The improved multiplicity of options in lesson planning demonstrates a better understanding of UDL principles; however, teachers need more experience in actually implementing the UDL principles in their classrooms. (Contains 2 figures and 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:
Autism; Trainees; Technical Assistance; Educational Practices; Professional Development; Pervasive Developmental Disorders; Statewide Planning; Program Evaluation; State Programs; Pretests Posttests; Knowledge Base for Teaching; Self Efficacy; Best Practices; Mentors; Portfolio Assessment; Program Effectiveness; Improvement Programs; Teacher Improvement; Skill Development; Teaching Skills

Abstract:
Training and technical assistance programs for autism spectrum disorders (ASD) have emerged in many states as educators, administrators, and institutions of higher education attempt to address the increasing needs for enhancing the knowledge and skills of educators and disseminating the ever-growing knowledge of educational practices. This report provides data from an evaluation study of a professional development effort conducted by a state-sponsored autism spectrum disorders network. Results documented the positive impact of an 18-month, mentored professional development experience for school-based professionals throughout the state. Surveys of trainees' knowledge before and after training indicated shifts in their confidence, from basic knowledge of ASD characteristics and practices to confidence in their ability to implement ASD-related practices. In addition, mentors documented increased use of ASD practices in trainees' classrooms using a checklist of ASD evidence-based practices. (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:
Preservice Teachers; Elementary School Teachers; Multiplication; Elementary School Mathematics; Mathematical Concepts; Knowledge Base for Teaching; Visual Aids; Word Problems (Mathematics); Misconceptions; Textbooks

Abstract:
This study examines preservice elementary teachers' (PTs) knowledge for teaching the associative property (AP) of multiplication. Results reveal that PTs hold a common misconception between the AP and commutative property (CP). Most PTs in our sample were unable to use concrete contexts (e.g., pictorial representations and word problems) to illustrate AP of multiplication conceptually, particularly due to a fragile understanding of the meaning of multiplication. The study also revealed that the textbooks used by PTs at both the university and elementary levels do not provide conceptual support for teaching AP of multiplication. Implications of findings are discussed. (Contains 4 tables and 7 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:
Science Teachers; Biology; Teacher Characteristics; Knowledge Base for Teaching; Pedagogical Content Knowledge; Measures (Individuals); Test Construction; Test Validity; Test Reliability; Item Response Theory

Abstract:
Research on teachers' professionalism and professional development has increased in the last two decades. A main focus of this line of research has been the cognitive component of teacher professionalism, i.e., professional knowledge. Most of the previous studies on teacher knowledge--such as the Learning Mathematics for Teaching (LMT) (Hill et al. 2004), the Professional Competence of Teachers, Cognitively Activating Instruction, and Development of Students' Mathematical Literacy (COACTIV) (Baumert et al. 2010), and the Mathematics Teaching in the 21st Century (MT21) (Schmidt et al. 2007) studies--have been conducted in the field of mathematics teachers' pedagogical content knowledge (PCK) and content knowledge (CK). There have been few comparable studies conducted with science teachers, especially biology teachers. To fill the gap, this study examines the development and use of instruments to measure biology teachers' CK and PCK. In particular, this study describes a method to develop reliable, objective, and valid instruments measuring teachers' CK and PCK in four steps by the use of empirical data of students. Additionally, the study explores whether CK and PCK might be measured as separate knowledge categories by using a paper-and-pencil test. This paper presents a theoretical model that guides test development and provides steps to develop and validate the instruments. Details are also provided regarding the computation of the Rasch scale score measures for 158 biology teachers. The results indicate that the instruments measured teachers' CK and PCK in an objective, valid, and reliable way. This suggests that the new instruments can be used in combination with classroom observations to examine teaching quality and further its relation to student learning. 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:
Teacher Education; Urban Schools; Epistemology; Teacher Education Curriculum; Teacher Education Programs; Program Descriptions; Community Role; Teacher Role; Change Strategies; Educational Strategies; Educational Theories; Knowledge Base for Teaching; Educational Practices; Partnerships in Education; School Community Programs; Training Methods; Training Objectives; Residential Programs; Alternative Teacher Certification

Abstract:
This paper describes an urban teacher residency program, the Newark Montclair Urban Teacher Residency, a collaborative endeavor between the Newark, New Jersey Public Schools and Montclair State University, built on a decades-long partnership. The authors see the conceptual work of developing this program as creating a "third space" in teacher education. We detail the ways in which we conceptualize epistemology and clinical practice in teacher education, and changes in the roles of the community, and P-12 teachers that occur in a third space. Providing an account of our messy and nonlinear process demonstrates the struggles of creating new spaces for teacher education. We believe the theory that informs our work, the challenges we face, and the strategies for meeting those challenges illustrate the tenuous and ever-evolving nature of doing work in the "third space." (Contains 2 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:
Preservice Teachers; Ability; Recognition (Psychology); Knowledge Base for Teaching; Children; Concept Formation; Mathematical Concepts; Mathematics Instruction; Intervention; Misconceptions; Preservice Teacher Education

Abstract:
This study examined prospective teachers' (PSTs) ability to recognize evidence of children's conceptual understanding of mathematics in three content areas before and after an instructional intervention designed to support this ability. It also investigates the role PSTs' content knowledge plays in their ability to recognize children's mathematical understanding. Results of content knowledge assessments administered at the beginning of the study revealed that content knowledge did seem to support PSTs' analyses of children's understanding when the child's response demonstrated understanding or demonstrated a misconception. Content knowledge did not seem to support PSTs' analyses of children's procedural responses, as many PSTs with good content knowledge initially characterized procedural solutions as evidence of conceptual understanding. Similarly, content knowledge did not seem to support PSTs' analyses of children's responses with features commonly associated with understanding but not evidence of understanding. After the instructional intervention consisting of three multifaceted lessons in which PSTs examined many examples of student thinking, they showed improved ability to analyze responses with conceptual features and no evidence of conceptual understanding and responses demonstrating procedural knowledge. Results suggest that content knowledge is not sufficient for supporting PSTs' analysis of children's thinking, and that building activities such as the intervention into content courses may help develop this ability. Implications for teacher education programs and future research are considered. 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; Physical Activities; Physical Education Teachers; Physical Activity Level; Teacher Education Programs; Knowledge Base for Teaching; Incidence; Change Strategies; Educational Change; Educational Improvement; Comprehensive Programs; Educational Quality; Educational Development; Educational Opportunities; Preschool Education; Preschool Teachers; Educational Practices

Abstract:
The "National Physical Activity Plan", as well as professional and government agencies (NASPE, 2008a; US Department of Health and Human Services, 2000) acknowledge pre-kindergarten (pre-K) children should be part of comprehensive school physical activity initiatives anchored in quality physical education programming. These recommendations come at a time when (a) state funded pre-K enrollments in 2010 exceeded more than 1.2 million children, (b) states are granting universal access to pre-K educational programming, and (c) there is a rapid increase in obesity among our nation's youngest children. Accordingly, physical education teacher education faculty may need to re-evaluate the extent to which graduates are prepared for delivering physical education programming to a younger group of learners. The article will examine the increasing prevalence of pre-K children in public schools, teacher preparation initiatives and concerns, and provide recommendations for preparing preservice physical education teachers. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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