Your search found 133267 results.

Descriptors:
Reading Comprehension; Cooperative Learning; Biology; Control Groups; Inferences; Textbooks; Visual Aids; Role; Interference (Learning); Transfer of Training; Intervention; High School Students; Pretests Posttests; Coding; Models; Teaching Methods

Abstract:
Can students be taught to better comprehend the diagrams in their textbooks? Can such teaching transfer to uninstructed diagrams in the same domain or even in a new domain? What methods work best for these goals? Building on previous research showing positive results compared to control groups in both laboratory studies and short-term interventions, the authors developed three 6-week-long classroom treatments and compared their effectiveness in a sample of 137 high school biology students. Treatments involved students generating explanations (Self-Expl), completing a diagram with graphic elements (SCD-Visual), or completing a diagram with text (SCD-Verbal). Treatments were both effective for literal and inferential biology diagram comprehension, but the Self-Expl treatment showed greater pre-posttest gains on inferential items and SCD-Visual showed greater gains on literal items. Far transfer to geoscience diagram comprehension was only found for SCD-Verbal. There were no gains on biology knowledge for SCD-Visual. Analyses of instructional materials and students' coded answers during the intervention suggest that Self-Expl and SCD-Verbal conditions fostered more effort and more inferences while learning than did SCD-Visual. Results are consistent with the emphasis on inference in Hegarty's model of diagram comprehension. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Climate; Concept Formation; Environmental Education; Middle School Students; Critical Thinking; Teaching Methods; Models; Comparative Analysis; Statistical Analysis; Knowledge Level

Abstract:
Plausibility is a central but under-examined topic in conceptual change research. Climate change is an important socio-scientific topic; however, many view human-induced climate change as implausible. When learning about climate change, students need to make plausibility judgments but they may not be sufficiently critical or reflective. The purpose of this study was to examine how students' plausibility judgments and knowledge about human-induced climate change transform during instruction promoting critical evaluation. The results revealed that treatment group participants who engaged in critical evaluation experienced a significant shift in their plausibility judgments toward the scientifically accepted model of human-induced climate change. This shift was accompanied by significant conceptual change postinstruction that was maintained after a six-month delay. A comparison group who experienced a climate change activity that is part of their normal curriculum did not experience statistically significant changes. (Contains 4 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:
Teacher Effectiveness; Program Effectiveness; Teaching Methods; Preservice Teacher Education; Teacher Education Programs; Video Technology; Preservice Teachers; Student Evaluation; Knowledge Base for Teaching; Regression (Statistics); Trend Analysis; Predictor Variables; Evaluation Methods

Abstract:
The Video Assessment of Interactions and Learning (VAIL), a video-based assessment of teacher understanding of effective teaching strategies and behaviors, was administered to preservice teachers. Descriptive and regression analyzes were conducted to examine trends among participants and identify predictors at the individual level and program level. Results from this study demonstrate that a standardized assessment used previously with in-service teachers can be implemented in a teacher education program. Analysis shows variability in preservice abilities to detect effective teaching strategies and behaviors that is partially explained by teacher education program factors. (Contains 2 figures and 7 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; Teaching Methods; Articulation (Education); Preservice Teacher Education; Physical Education Teachers; Grounded Theory; Problem Solving; Constructivism (Learning); Teacher Educators; Preservice Teachers; Pedagogical Content Knowledge; Decision Making; Focus Groups; Interviews; Graduate Students

Abstract:
Examining how teacher education influences preservice teachers' (PSTs) application of content knowledge, decision making when planning for teaching, creation of innovative teaching practices and design of aligned instruction, has significant implications for understanding learning to teach. The purpose of this study was to explore the extent to which the constructivist pedagogies (e.g., interactive community discussions, problem solving, group challenges) employed by teacher educators through the implementation of a rich task (Macdonald, Hunter, & Tinning, 2007) assisted PSTs in their understanding and construction of knowledge about instructional alignment. Data collection employed rich tasks and focus-group interviews with a sample of 31 physical education teacher education (PETE) PSTs enrolled on a one-year Graduate Diploma Physical Education program. Data were analysed inductively (Patton, 1990) using the constant comparative method (Rubin & Rubin, 1995). Results revealed that PSTs varied in their articulation of the various elements of instructional alignment that were captured in the rich task. Through the use of such constructivist strategies as problem solving, group discussions, and critical friends, PSTs understood and valued the process of instructional alignment as they moved from feelings of fear and apprehension to being confident in their own development. Areas of strength and deficiency that were noted in the PSTs' attempts to design instructionally aligned lessons will guide the teacher educators in revising program components and their own practice. (Contains 1 figure and 5 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:
Prior Learning; Individual Differences; Novices; Organic Chemistry; Scientific Concepts; Misconceptions; Expertise; STEM Education; Introductory Courses; Visualization; Visual Aids; Adoption (Ideas); Science Instruction; Educational Experiments; Instructional Effectiveness; Teaching Methods; Problem Solving; Learning Processes; Eye Movements

Abstract:
Students are frequently presented with novel visualizations introducing scientific concepts and processes normally unobservable to the naked eye. Despite being unfamiliar, students are expected to understand and employ the visualizations to solve problems. Domain experts exhibit more competency than novices when using complex visualizations, but less is known about how and when learners develop representational fluency. This project examined students' moment-by-moment adoption patterns for scientific visualizations. In a laboratory experiment, introductory-level organic chemistry students viewed familiar ball-and-stick and novel electrostatic potential map representations while solving chemistry problems. Eye movement patterns, verbal explanations, and individual difference analyses showed that students initially relied on familiar representations, particularly for difficult questions. However, as the task unfolded, students with more prior knowledge began relying upon the novel visualizations. These results indicate adoption and fluent use of visualizations is not given; rather, it is a function of prior knowledge and unfolding experience with presented content. (Contains 4 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:
Student Attitudes; Classroom Environment; Observation; Classroom Techniques; Video Technology; Correlation; Teacher Attitudes; Error Patterns; Error Correction; Teaching Methods

Abstract:
Only a few studies have focused on how teachers deal with mistakes in actual classroom settings. Teachers' error management behavior was analyzed based on data obtained from direct (Study 1) and videotaped systematic observation (Study 2), and students' self-reports. In Study 3 associations between students' and teachers' attitudes towards mistakes and their impact on students' domain specific emotions were investigated. Together, the presented studies contribute to the understanding of the interplay between teachers' everyday instructional routines surrounding mistakes and students' beliefs about (learning from) errors. The findings also emphasize the relevance of how students perceive their teachers' attitudes towards mistakes. (Contains 5 figures and 11 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:
Form Classes (Languages); Familiarity; Grammar; Spanish; Second Language Learning; Second Language Instruction; High School Students; Teaching Methods; Time on Task; Group Discussion; Peer Relationship; Role; Knowledge Level

Abstract:
This article documents how second language (L2) Spanish learners in an American high school formulated explicit grammar rules during three inductive lessons on the pronominal clitic "se." Following Adair-Hauck "et al." (2010), each lesson first presented a property of "se" within a narrative text, and then had learners inductively "Co-construct" grammar rules in groups of 2-3. Groups then reported back to the class, with the teacher guiding them toward a consensus. Recordings of four small groups and the whole-class discussions revealed that although successful rule formulation occurred in all three lessons, outcomes varied according to: (i) time spent on task, (ii) the distribution of turn-taking, and (iii) participants' familiarity with pertinent linguistic concepts. Variability in learners' comprehension of peer explanations was also evident, as many requested clarification from the teacher or peers. Thus, learner-generated rules were often only "subjectively accessible" to others, depending on whether references to previously learned grammatical concepts and improvised linguistic terminology could be understood. Implications for L2 pedagogy and the role of explicit knowledge in L2 acquisition are discussed. 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 Planning; Teaching Methods; Child Care; Kindergarten; Foreign Countries; Content Analysis; Biographies; Work Experience; Early Childhood Education; Expertise; Teacher Attitudes; Preschool Teachers

Abstract:
Every preschool age child in Finland has the right to child care. Well-educated staff consists of all-round experts who work in versatile contexts with various children in a multi-professional collaboration. This staff is one of the strengths of the Finnish child care system. The aim of this article is to clarify the expertise of those early childhood education teachers, who have the competence of kindergarten teachers (n = 80) and discuss how the development of early childhood education teachers' expertise could be supported in a small country like Finland, and more specifically, in its northernmost part, the province of Lapland. This was a qualitative study. The data consisted of the early educators' stories of their growth toward expertise. The analysis method was content analysis. Four themes emerged from the analysis of the early educators' growth toward expertise. According to the informants, education, work experience, personal life history and personal attitudes toward work had been the most influential variables in the process of growth toward their expertise. This research showed that the development of early childhood education teachers' expertise necessitates new kinds of working methods and measures for educational planning. In addition, there is need for individual development plans as the work has become more and more collegial and it is necessary to expand a notion of individual expertise into the realm of collaborative and socially shared expertise. 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 Teacher Education; Teacher Education Curriculum; Teaching Methods; Simulation; Ethics; Group Activities; Teamwork; Behavior Problems

Abstract:
This study aimed to identify the learning aspects of team-based simulations (TBS) through the analysis of ethical incidents experienced by 50 teacher trainees. A four-dimensional model emerged: learning to make decisions in a "supportive-forgiving" environment; learning to develop standards of care; learning to reduce misconduct; and learning to develop an integrative approach. Most of the simulations differed from the original incidents. The reason for these discrepancies may be due to the fact that trainees' decision making depends greatly on the context and people involved. Findings suggest that teacher training programs should incorporate TBS as an integral part of their curriculum. (Contains 1 figure and 1 table.) 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:
Intervention; Spelling; English (Second Language); Reading Comprehension; Beginning Reading; Second Language Learning; Native Speakers; Paraprofessional Personnel; Elementary School Students; Tutoring; Prediction; Literacy; Outcomes of Education; Grade 3; Reading Instruction; Teaching Methods

Abstract:
For 2 years we followed lower-performing English learner (EL) and native English speaking (non-EL) students who participated in an efficacy trial of a supplemental first-grade code-oriented intervention implemented by paraeducators. At the end of grade three, across all students (n = 180 of the original 187 students), treatment effects were maintained on word reading (approximate d = 0.45), spelling (0.36) and reading comprehension (0.24). However, treatment effects tended to be smaller for EL students, and were significantly smaller for spelling in particular. While pretest grade one word reading did not moderate treatment response for either ELs or non-ELs, it was found to strongly predict all three end-of- grade-three outcomes, although to a lesser extent for ELs on reading comprehension. Findings add support to previous research on the benefits of early code-oriented tutoring. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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