Special Speciation

2015 ◽  
Vol 77 (2) ◽  
pp. 145-147
Author(s):  
Lyn L. Countryman ◽  
Jill D. Maroo
Keyword(s):  
High School ◽  
Elementary Education ◽  
Anecdotal Evidence ◽  
Education Students ◽  
Biology Students ◽  
Entry Level ◽  
Speciation Model ◽  
Hands On ◽  
Elementary Education Students

Considerable anecdotal evidence indicates that some of the most difficult concepts that both high school and undergraduate elementary-education students struggle with are those surrounding evolutionary principles, especially speciation. It’s no wonder that entry-level biology students are confused, when biologists have multiple definitions of “species.” We developed this speciation activity to provide clarity and allow students a hands-on experience with a speciation model.

ENGAGEMENT AND ACADEMIC SELF-EFFICACY IN ELEMENTARY EDUCATION STUDENTS

2018 ◽  
Author(s):  
Casiano Blas-Atencia ◽  
Lizeth Nolberto-Quispe ◽  
Jindel Bravo-Cunza ◽  
Ivan Iraola-Real
Keyword(s):  
Elementary Education ◽  
Self Efficacy ◽  
Education Students ◽  
Elementary Education Students ◽  
Academic Self Efficacy

Survey of Elementary Education Students' Reading Instructional Beliefs

2000 ◽  
Vol 86 (3) ◽  
pp. 883-892 ◽  
Author(s):  
Ruth E. Knudson ◽  
Kaye Anderson
Keyword(s):  
Elementary Education ◽  
Teaching Reading ◽  
Education Students ◽  
Elementary Education Students ◽  
Beliefs About Teaching ◽  
Instructional Beliefs

The purpose of this study was to develop an inventory to measure elementary education students' beliefs about teaching reading. A 21-item survey for students was constructed, based on responses of 254 majors at the beginning of their coursework.

Revitalizing Strategy Instruction

2017 ◽  
Vol 53 (1) ◽  
pp. 28-35
Author(s):  
Nancy A. Vitalone-Raccaro
Keyword(s):  
Elementary Education ◽  
Grade Level ◽  
Teaching Strategy ◽  
Strategy Instruction ◽  
Teacher Evaluations ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Education Students ◽  
Elementary Education Students ◽  
Students With Ld

The national focus on teacher accountability and the resulting emphasis on raising the bar for teacher evaluations challenge teachers of students with learning disabilities (LD) to rethink instructional design and delivery. In response to these challenges, this article introduces a two-part protocol for planning and teaching strategy instruction to elementary education students with LD being educated in classrooms alongside their grade-level peers. The rationale, research background, detailed implementation information, and concrete examples of how the protocol was integrated into lesson planning are provided. The protocol is offered as a framework for teachers and schools looking to increase the effectiveness of instruction through the use of evidence-based methods.

scholarly journals THE INTER-LEARNING OF GEOMETRY IN MIDDLE ELEMENTARY EDUCATION STUDENTS IN ECUADOR

2018 ◽  
Vol 6 (4) ◽  
pp. 211-220
Author(s):  
Helder Marcell Barrera Erreyes ◽  
Jaqueline Alexandra Vaca Jiménez ◽  
Jenny Cecilia Barrera Erreyes ◽  
Jorge Francisco Abril Flores ◽  
Teresa Marlene Barragán García
Keyword(s):  
Elementary Education ◽  
Motor Skills ◽  
Cognitive Skills ◽  
Inductive Method ◽  
Education Students ◽  
School Students ◽  
Quality Of Teaching ◽  
Learning Mathematics ◽  
Elementary Education Students

One of the main problems that in Ecuadorian education makes reference to the shortcomings in the quality of learning mathematics, specifically to the development of cognitive skills, thus overlooking motor skills and affective elements, in other words, there is not integral learning for life. Therefore, the aim is to diagnose the level of inter-learning, establishing a suitable strategy that is in line with performance-based skills for each period in geometry, methods and curriculum adaptations as well as apply the didactics for inter-learning in geometry with middle school students. In order to offer a series of applicable and practical tools that optimize the development of integral skills in students, specifically in topic-based work in geometry, the inductive method has been used because it adapts to the required needs in both the researching process and the structuring of the proposed strategy. While collecting data, it was possible to confirm that the contents of geometry are not applicable in practical life since they are taught theoretically. Moreover, it was detected that teachers have a need for alternative strategies which help them improve the quality of teaching. To conclude, with the appropriate use of teaching strategies, learning is made easier in geometry contents.

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