Search results for: Experimental groups

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Cultivating Critical Thinkers: Exploring Transfer of Learning from Pre-service Teacher Training to Classroom Practice
Authors: Yang Ya-Ting Carolyn
The purpose of this study was to explore the transfer of learning from teacher training to classroom practice by examining the effectiveness of CT-integrated instruction on junior high school students’ critical thinking skills and critical thinking dispositions. The findings suggest that critical thinking skills and dispositions were successfully transferred to learners.Furthermore, the results indicate that the CT-integrated English instruction had a positive impact on participants’ academic performance.
Published: 2012
Updated: Sep. 21, 2015
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Module‐Based Professional Development for Teachers: A Cost‐Effective Philippine Experiment
Authors: San Antonio Diosdado M., Morales Nelson S., Moral Leo S.
The current paper examines the impact of implementing module‐based professional development for teachers (MBPDT) in the Philippines. Findings revealed that the experimental group of teachers had greater professional content knowledge compared with the control group after five weeks of implementing MBPDT. However, the experiment did not yield significant effects on the teachers’ commitment levels or on their pupils’ mathematics proficiency levels.
Published: 2011
Updated: Aug. 28, 2012
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Intensive Mentoring as a Way to Help Beginning Teachers Develop Balanced Instruction
Authors: Nevins Stanulis Randi, Floden Robert E.
The study investigates the impact of intensive mentoring as an induction program component aimed at improving teacher quality in ways that link teaching to student engagement. The Atmosphere, Instruction/Content, Management, and Student Engagement (AIMS) measure of teaching practice was used to measure the impact of the intervention. Using a matched comparison group design, the study tested the effects on teaching practice of intensive mentoring.
Published: 2009
Updated: Mar. 25, 2009