The Experts below are selected from a list of 96786 Experts worldwide ranked by ideXlab platform
Margaret Yoder - One of the best experts on this subject based on the ideXlab platform.
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Prospective Elementary School Teachers’ professional noticing of children’s early numeracy
Journal of Mathematics Teacher Education, 2013Co-Authors: Edna O. Schack, Molly H. Fisher, Jonathan Norris Thomas, Sara Eisenhardt, Janet Tassell, Margaret YoderAbstract:The goal of this study is to develop the professional noticing abilities of prospective Elementary School Teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective Elementary School Teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. The module embeds video excerpts of diagnostic interviews of children doing mathematics (representations of practice) to prepare the prospective Teachers for similar work. The module culminates with prospective Teachers implementing similar diagnostic interviews (approximations of practice) to gain experience in the three component skills of professional noticing. A pre- and post-assessment was administered to measure prospective Teachers’ change in the three components. A Wilcoxon signed ranks test was conducted and found the prospective Elementary School Teachers demonstrated significant growth in all three components. Selected prospective Elementary School Teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective Teachers’ abilities to professionally notice. These results, the first in an ongoing study, indicate the potential that prospective Teachers can develop professional noticing skills through this module. Continued data collection and analysis from the ongoing study by these authors and future, longer-term emphasis on professional noticing for prospective Teachers should be studied.
Bhaskar Upadhyay - One of the best experts on this subject based on the ideXlab platform.
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using students lived experiences in an urban science classroom an Elementary School Teacher s thinking
Science Education, 2006Co-Authors: Bhaskar UpadhyayAbstract:This paper examines the use of students' lived experiences in an urban Elementary science classroom. Students bring different funds of knowledge that are accumulated through their lived experiences into the classroom, and I examine what those funds of knowledge mean to an Elementary science Teacher working in an urban School. I describe how a female Elementary Teacher integrates her life experiences with that of her students, and utilizes those experiences to teach meaningful science. This paper also discusses what it means to students when their lived experiences are the part of science learning. I also include a description of how the Linking Food and the Environment (LiFE) curriculum can provide a framework to teach science using students' lived experiences. © 2005 Wiley Periodicals, Inc. Sci Ed90:94–110, 2006
James A. Shymansky - One of the best experts on this subject based on the ideXlab platform.
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A Comparison of Rural Elementary School Teacher Attitudes Toward Three Modes of Distance Education for Science Professional Development
Journal of Science Teacher Education, 2008Co-Authors: Leonard A. Annetta, James A. ShymanskyAbstract:Distance education is a significant topic of discussion among faculty at all levels of education. This study produced evidence regarding the attitudes toward three distance education delivery modes for science professional development. The study involved 94 Elementary School Teachers who were participating in a professional development project. The three distance education strategies studied were live, interactive television (Live); videotape presentations with live wrap-around discussions (Video); and asynchronous, Web-based sessions with streamed video presentations supported by interaction through discussion boards (Web). A repeated measures design was used to analyze the attitudes of the study participants. Data on the participants’ attitudes toward their distance education involvement were collected through the CTLSilhouette™ instrument.
O. Varetska - One of the best experts on this subject based on the ideXlab platform.
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DEVELOPMENT OF SOCIAL COMPETENCE OF Elementary School Teacher IN THE POSTGRADUATE EDUCATION: DIAGNOSTICS METHOD
2015Co-Authors: O. VaretskaAbstract:The article is devoted to the timeliness of the diagnostics method development of Elementary School Teacher social competence in the postgraduate education system on the basis of certain fact, structure and functions of social competence and concepts from the author, one of which is “development of the Elementary School Teacher social competence in the postgraduate education system”. The system of pedagogical and psychological methods of diagnostics is formed, that is represented by the research method and it removed the essence of social competence of the Elementary School Teacher, it described the components and became as a measuring assessment instrument. Such methods as questionnaire, scientific assessment (method of expert judges), tests (testing), self-examination are described from the selected diagnostic methods – general-theoretical, sociological, sociopedagogical, mathematical, statistical, scientific, that were used in the course of three stages of the scientific research (analytic- ascertaining, research- experimental, complete-summarizing). The sense bearing properties of social significance and personal responsibility Teachers understanding are defined on the results of the activity as to formation of Elementary School Teacher social competence. The proprietary methodology is described for the structural components of the Elementary School Teacher social competence (motivational-essential, cognitive, activity, personal-professionally, reflexive). The conclusion as for content of the scientific research stages are determined. The prospects for the development are defined.
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criteria indicators and levels of Elementary School Teacher s social competence in the system of postgraduate education motivational and value component
Austrian Journal of Humanities and Social Sciences, 2015Co-Authors: O. VaretskaAbstract:The paper presents the content of motivational and value component of Elementary School Teacher’s social competence, criteria, indicators and levels of its development.
Edna O. Schack - One of the best experts on this subject based on the ideXlab platform.
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Prospective Elementary School Teachers’ professional noticing of children’s early numeracy
Journal of Mathematics Teacher Education, 2013Co-Authors: Edna O. Schack, Molly H. Fisher, Jonathan Norris Thomas, Sara Eisenhardt, Janet Tassell, Margaret YoderAbstract:The goal of this study is to develop the professional noticing abilities of prospective Elementary School Teachers in the context of the Stages of Early Arithmetic Learning. In their mathematics methods course, ninety-four prospective Elementary School Teachers from three institutions participated in a researcher-developed five-session module that progressively nests the three interrelated components of professional noticing—attending, interpreting, and deciding. The module embeds video excerpts of diagnostic interviews of children doing mathematics (representations of practice) to prepare the prospective Teachers for similar work. The module culminates with prospective Teachers implementing similar diagnostic interviews (approximations of practice) to gain experience in the three component skills of professional noticing. A pre- and post-assessment was administered to measure prospective Teachers’ change in the three components. A Wilcoxon signed ranks test was conducted and found the prospective Elementary School Teachers demonstrated significant growth in all three components. Selected prospective Elementary School Teacher responses on the pre- and post-assessment are provided to illustrate sample growth in the prospective Teachers’ abilities to professionally notice. These results, the first in an ongoing study, indicate the potential that prospective Teachers can develop professional noticing skills through this module. Continued data collection and analysis from the ongoing study by these authors and future, longer-term emphasis on professional noticing for prospective Teachers should be studied.