International Portal of Teacher Education
The online resource of academic content on teacher training and teacher education
Search results for: K–12 classrooms
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In response to the need to train teachers to effectively integrate technology into elementary and secondary education, a teacher professional development program funded by a federal grant provided a selection of instructional technology integration courses to K-12 teachers. This study investigated the impact of these courses on the course participants' self-efficacy in learning about and implementing instructional technology. The study also explored the differential effects of these courses on participants' self-efficacy due to different demographic characteristics. The positive perceptions of the course effectiveness from the participants suggested an overall success of the program.
Published: 2008
Updated: Nov. 17, 2008
22
In this article the model Educational Value-Added Assessment System (EVAAS) is examined. The methodological issues with the model are presented. The author considers it the model most sophisticated value-added model.
Published: 2008
Updated: Sep. 18, 2008
23
The purposes of this paper are (a) to describe how the open-ended knowledge construction and communication tools TEE (The Electronic Exercise) and EF-editor (Exercise Format Editor) can serve socialconstructive language learning from a distributed cognition point of view, (b) to report how TEE and EF-editor have been used in a foreign language classroom with 25 seventh grade students for creating a Web-based tourist guide to London, and (c) to present the results of an evaluative study investigating the benefits and constraints the teacher and students experienced through this learning scenario.
Published: 2008
Updated: Apr. 12, 2008
24
The article explores how the Internet is used in the classroom and if its use benefits students' understanding. 127 web sites reported by teachers were analyzed. From the data, most K-12 educators view the web either as a lesson planning tool, or a place for supplemental information. Most sites were not interactive.
Published: 2007
Updated: Mar. 23, 2008
25
The article provides a framework that integrates recent institutional analysis guides for theorizing K-12 public education in the United States. The author introduces three constructs and applies the, to a case study of district reading and mathematical reform.
Published: 2007
Updated: Mar. 23, 2008
26
This paper presents a mixed methods study exploring the impact of a summer robotics camp on middle school students’ physics content knowledge and scientific inquiry skills. It was found that the camp enhanced students’ physics content knowledge but failed to improve their skills in conducting cientific inquiry. Qualitative data provided an explanation of the findings.
Published: 2008
Updated: Mar. 09, 2008
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This article examines the gap between the practicesthat beginning teachers learn in university teacher preparation courses and those they reencounter in the K-12 classrooms in which they learn to teach. The authors describe the theory of horizontal expertise and how its use can address the problem. They then identify three processes essential to the development of horizontal expertise: the exchange of tools, the negotiation of social languages, and argumentation.
Published: 2007
Updated: Jan. 02, 2008