scholarly journals A Study of Teacher Stereotypes: How Do Tuition-Free Teacher Candidates and General Undergraduates Think about Middle School and University Teachers in China?

2017 ◽  
Vol 8 ◽  
Author(s):  
Youxia Zuo ◽  
Yufang Zhao ◽  
Chunhua Peng ◽  
Youguo Chen
Keyword(s):  
Middle School ◽  
Teacher Candidates ◽  
University Teachers

The Important Thing about Teaching Problem Solving

2010 ◽  
Vol 16 (2) ◽  
pp. 104-108
Author(s):  
Sally K. Roberts
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
School Teachers ◽  
Learning Practices ◽  
Teaching Problem ◽  
Math Problems ◽  
New Strategies

I teach a content course in problem solving for middle school teachers. During the course, teacher candidates have the opportunity to confront their insecurities as they actively engage in solving math problems using a variety of strategies. As the semester progresses, they add new strategies to their problem-solving arsenal and explicitly reflect on teaching and learning practices that are conducive to this process.

scholarly journals Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School

2003 ◽  
Vol 1 (3) ◽  
pp. 14-42
Author(s):  
Jan Campbell
Keyword(s):  
High School ◽  
Middle School ◽  
Health Status ◽  
High School Teachers ◽  
Teacher Candidates ◽  
New Teacher ◽  
California State University ◽  
State University ◽  
School Teachers ◽  
Healthy Environment

As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.

Teaching About Interdisciplinary Health Lesson Plans In Middle School And High School

2003 ◽  
Vol 1 (3) ◽  
pp. 14-42
Author(s):  
Jan Campbell
Keyword(s):  
High School ◽  
Middle School ◽  
Health Status ◽  
High School Teachers ◽  
Teacher Candidates ◽  
New Teacher ◽  
California State University ◽  
State University ◽  
School Teachers ◽  
Healthy Environment

As part of the study for potential teacher candidates in the California State University credentialing program, it is necessary to introduce these future middle school and high school teachers to a health framework and curricular issues involving teaching about adolescent health. These new teacher candidates are required by state law to have an understanding of what adolescence is, and comprehension about the health status of teens. They must also provide a healthy environment in which students can learn. Additionally, these teachers may teach health in the secondary arena.

scholarly journals Training Teachers with a Virtual Learning Community: Connecting Peers with an International Dimension

Pedagogika ◽  
2016 ◽  
Vol 122 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Beatriz García Fernández ◽  
Antonio Mateos Jiménez ◽  
María Teresa Bejarano Franco
Keyword(s):  
Teacher Training ◽  
Learning Community ◽  
Teacher Candidates ◽  
Collaborative Work ◽  
Virtual Learning ◽  
Transfer Of Knowledge ◽  
Virtual Learning Community ◽  
Contextual Diversity ◽  
University Teachers ◽  
International Dimension

Here we present research into the use of a virtual learning community in formal teacher training to determine the associated pedagogical benefits. The community was used by 876 teacher candidates, graduate teachers and university teachers from Spain, Chile and Belgium. Using it resulted in benefits relating to the transfer of knowledge and pedagogical experiences, cooperative and collaborative work, teacher coordination and contextual diversity, and it has been highly valued by the participants.

Adolescent Students Who Stutter: A Qualitative Exploration of School Experiences

2019 ◽  
Vol 4 (6) ◽  
pp. 1327-1336
Author(s):  
Tiffany R. Cobb ◽  
Derek E. Daniels ◽  
James Panico
Keyword(s):  
High School ◽  
Middle School ◽  
Peer Relationships ◽  
Speech Therapy ◽  
School Setting ◽  
Image Data ◽  
School Experiences ◽  
Adolescent Students ◽  
Therapy Decision ◽  
Qualitative Phenomenological

Purpose The purpose of this study was to explore the ways in which adolescent students who stutter perceive their school experiences. Method This study used a qualitative, phenomenological research design. Semistructured interviews were conducted with 7 adolescent students who stutter (3 in middle school and 4 in high school). Participants were interviewed about their school experiences, including the effects of stuttering on academics, learning, teacher relationships, peer relationships, speech therapy experiences, and self-image. Data analysis consisted of transcribing interviews and analyzing them for emerging themes. Results Findings revealed that participants described a variety of experiences around the school setting. Participants reported less favorable middle school experiences. Middle school participants reflected more on teasing, bullying, and feelings of embarrassment, whereas high school participants revealed that teachers, staff, and peers were receptive and accepting of them and their stuttering. All participants reported that their speech therapy helped with classroom participation. Conclusions As a result of the participants' varied experiences, it is important to listen to and incorporate the voices of students who stutter into school, classroom, and therapy decision-making practices.

The Effect of Vocabulary Intervention on Text Comprehension: Who Benefits?

2019 ◽  
Vol 50 (4) ◽  
pp. 562-578 ◽  
Author(s):  
Dawna Duff
Keyword(s):  
Middle School ◽  
Reading Comprehension ◽  
Text Comprehension ◽  
Classroom Instruction ◽  
Vocabulary Instruction ◽  
Clinical Intervention ◽  
Vocabulary Knowledge ◽  
Vocabulary Intervention ◽  
The Mean ◽  
The Difference

Purpose Vocabulary intervention can improve comprehension of texts containing taught words, but it is unclear if all middle school readers get this benefit. This study tests 2 hypotheses about variables that predict response to vocabulary treatment on text comprehension: gains in vocabulary knowledge due to treatment and pretreatment reading comprehension scores. Method Students in Grade 6 ( N = 23) completed a 5-session intervention based on robust vocabulary instruction (RVI). Knowledge of the semantics of taught words was measured pre- and posttreatment. Participants then read 2 matched texts, 1 containing taught words (treated) and 1 not (untreated). Treated texts and taught word lists were counterbalanced across participants. The difference between text comprehension scores in treated and untreated conditions was taken as a measure of the effect of RVI on text comprehension. Results RVI resulted in significant gains in knowledge of taught words ( d RM = 2.26) and text comprehension ( d RM = 0.31). The extent of gains in vocabulary knowledge after vocabulary treatment did not predict the effect of RVI on comprehension of texts. However, untreated reading comprehension scores moderated the effect of the vocabulary treatment on text comprehension: Lower reading comprehension was associated with greater gains in text comprehension. Readers with comprehension scores below the mean experienced large gains in comprehension, but those with average/above average reading comprehension scores did not. Conclusion Vocabulary instruction had a larger effect on text comprehension for readers in Grade 6 who had lower untreated reading comprehension scores. In contrast, the amount that children learned about taught vocabulary did not predict the effect of vocabulary instruction on text comprehension. This has implications for the identification of 6th-grade students who would benefit from classroom instruction or clinical intervention targeting vocabulary knowledge.

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