Using Online Gaming as a Teacher Test Prep Model for Mathematics

2016 ◽  
Vol 7 (3) ◽  
pp. 56-68
Author(s):  
Shirley A. Disseler ◽  
Tawannah G. Allen
Keyword(s):  
Elementary Education ◽  
Online Gaming ◽  
Performance Outcomes ◽  
Teacher Preparation Programs ◽  
General Curriculum ◽  
Preparation Programs ◽  
Elementary Education Majors ◽  
Licensure Test ◽  
The North ◽  
Improved Performance

In 2015, North Carolina's Division of Teacher Licensure instituted a new licensure examination modeled after the MTel for all elementary education majors. With the new examination came a new minimum passing score of 227. The importance of having a thorough understanding of the mathematics content is expected, yet teacher preparation programs struggle to help elementary pre-service teacher candidates who enter undergraduate programs without the solid mathematics foundations needed to be successful in passing the North Carolina General Curriculum Mathematics Licensure test. With this problem serving as the backdrop, the purpose of this quantitative study was to examine if utilizing Lost Functions, an online gaming program developed by ATLT Gaming (2010), could serve as an innovative methodology to prepare teacher education candidates for the General Curriculum Mathematics Licensure test in elementary mathematics, possibly resulting in improved performance outcomes.

The PDSA Overhaul

2017 ◽  
pp. 87-105
Author(s):  
Joy N. Stapleton ◽  
Kristen C. Cuthrell ◽  
Christina M. Tschida ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pdsa Cycle ◽  
Challenges And Opportunities

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

Individualized teacher preparation programs for students and faculty through a CBTE model

1977 ◽  
Vol 24 (1) ◽  
pp. 72-75
Author(s):  
Robert G. Underhill
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Education Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
University Of Houston ◽  
Competency Based Education ◽  
Competency Based ◽  
The University

A program of competency-based education was begun in the mathematics component of the elementary education program at the University of Houston in 1971.

The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs

2019 ◽  
pp. 134-153
Author(s):  
Tina Lane Heafner
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Performance Outcomes ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Face To Face ◽  
Delivery Modes ◽  
Teaching Preparation

Using a widely accepted measure of teacher candidates' performance, edTPA, this chapter examines the role of formative supports in supporting candidate-learning outcomes in a graduate teacher preparation program. The chapter compares performance outcomes for two program tracks: online and face-to-face. Authors conclude formative supports impact the preparation of teacher candidates in both online and face-to-face contexts. Online program delivery modes support greater candidate independence and self-efficacy in teaching preparation skills whereas face-to-face programs create contexts in which candidates are more dependent upon instructors and formative supports to ensure teaching success.

scholarly journals SELF EFFICACY CHANGES IN COLLABORATIVE COURSE FOR INCLUSIVE EDUCATION PRESERVICE TEACHERS

2020 ◽  
Vol 39 (1) ◽  
pp. 79-88
Author(s):  
Pujaningsih Pujaningsih ◽  
Unik Ambarwati
Keyword(s):  
Preservice Teachers ◽  
Elementary Education ◽  
Inclusive Education ◽  
Self Efficacy ◽  
Qualitative Data ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Students With Special Needs ◽  
Inadequate Knowledge ◽  
Attitudes Toward Students

The number of inclusive schools improves significantly in the last 10 years in Indonesia. However, there is a lack of effort to prepare future teachers so they have inadequate knowledge, skills, and experiences to provide education services for diverse students including students with special needs. This research examines the changes of Indonesian preservice teachers’ self-efficacy belief after being enrolled in a collaborative course that integrates between special education content and elementary education content. This study employed a mixed method approach for the analysis of questionnaire data from 34 preservice teachers and qualitative data of open-ended questions. The findings revealed that after being enrolled in a collaborative course, preservice teachers’ self-efficacy changed significantly (t34 = -2.16; p < .05), especially in efficacy for instructional strategies (t34 = -2.73; p < .05). The qualitative data also supported this finding based on three cases of preservice teachers who have different genders, previous experiences, and attitudes toward students with learning problems. Several recommendations for future collaborative courses and a new direction for the teacher preparation programs are discussed.

scholarly journals Gender Discrepancies in Online English Learning in Vietnam Amidst the COVID-19 Pandemic

2021 ◽  
Vol 9 (5) ◽  
pp. 7-27
Author(s):  
Dao Thi Hong Van ◽  
Ha Hoang Quoc Thi
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Situated Learning ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Engagement Strategies ◽  
The Pacific ◽  
Gender Discrepancies

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

scholarly journals Teaching during a Pandemic: Elementary Candidates’ Experiences with Engagement in Distance Education

2021 ◽  
Vol 9 (4) ◽  
pp. 7-22
Author(s):  
Monica Gonzalez Smith ◽  
Nicole Schlaack
Keyword(s):  
Distance Education ◽  
Teacher Preparation ◽  
Elementary Education ◽  
Situated Learning ◽  
Teacher Candidates ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Engagement Strategies ◽  
The Pacific

The following research reports on a collaborative effort between two university field supervisors for an elementary teacher preparation program in the Pacific southwest. Utilizing practitioner inquiry and situated learning as conceptual frameworks, the authors qualitatively examine the experiences ten elementary education teacher candidates have with promoting student engagement during emergency response teaching because of the COVID-19 pandemic. An interpretive phenomenological analysis of 20 lesson reflections and supervisor observation notes reveals teacher candidates (TCs) need more support with questioning, feedback and formative assessment, and technology tools to keep students engaged when teaching at a distance. Recommendations suggest a need for teacher preparation programs to provide TCs with opportunities to practice engagement strategies in distance education settings.

The Effects of Formative Supports in Online and Face-to-Face Teacher Preparation Programs

2021 ◽  
pp. 1803-1822
Author(s):  
Tina Lane Heafner
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Performance Outcomes ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Face To Face ◽  
Delivery Modes ◽  
Teaching Preparation

Using a widely accepted measure of teacher candidates' performance, edTPA, this chapter examines the role of formative supports in supporting candidate-learning outcomes in a graduate teacher preparation program. The chapter compares performance outcomes for two program tracks: online and face-to-face. Authors conclude formative supports impact the preparation of teacher candidates in both online and face-to-face contexts. Online program delivery modes support greater candidate independence and self-efficacy in teaching preparation skills whereas face-to-face programs create contexts in which candidates are more dependent upon instructors and formative supports to ensure teaching success.

Evaluating Teacher Preparation Programs With Teacher Evaluation Ratings: Implications for Program Accountability and Improvement

2017 ◽  
Vol 69 (5) ◽  
pp. 429-447 ◽  
Author(s):  
Kevin C. Bastian ◽  
Kristina M. Patterson ◽  
Yi Pan
Keyword(s):  
Teacher Preparation ◽  
Evaluation System ◽  
School Context ◽  
Value Added ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Evaluation Systems ◽  
The North ◽  
Program Accountability

States are incorporating evaluation ratings into new, multioutcome teacher preparation program (TPP) evaluation systems, yet little is known about the relationships between TPPs and the evaluation ratings of program graduates. To address this gap, we use teachers’ ratings on the North Carolina Educator Evaluation System to determine whether TPPs are associated with the evaluation ratings of their initially prepared teachers. We find that (a) teachers from certain TPPs have significantly different evaluation ratings than graduates of other programs; (b) it is important to adjust for elements of school context when analyzing the evaluation ratings of program graduates; (c) evaluation ratings are a function of preparation quality, not just selection into programs; and (d) evaluation ratings provide evidence on the performance of TPPs that is distinct from value-added. Our results indicate that evaluation ratings can be a valuable component of TPP evaluation systems and provide guidance for incorporating ratings into such systems.

Undergraduate Elementary Education Majors' Knowledge of Augmentative and Alternative Communication

2010 ◽  
Vol 19 (4) ◽  
pp. 100-107 ◽  
Author(s):  
Lindsay Kessel ◽  
Linda Sue Sickman
Keyword(s):  
Elementary Education ◽  
General Education ◽  
Augmentative And Alternative Communication ◽  
General Education Teachers ◽  
Classroom Teachers ◽  
Education Majors ◽  
Alternative Communication ◽  
Elementary Education Majors ◽  
Education Major ◽  
Survey Results

Abstract This study describes survey results measuring the knowledge undergraduate elementary education major students have about augmentative and alternative communication. Those students with experience and course knowledge surrounding AAC were more knowledgeable. Implications for speech-language pathologists (SLPs) will be addressed, including how SLPs can provide classroom teachers with classroom support for general education teachers.

Assessing and Evaluating Teacher Preparation Programs

2014 ◽  
Author(s):  
Frank C. Worrell ◽  
Mary M. Brabeck ◽  
Carol Anne Dwyer ◽  
Kurt F. Geisinger ◽  
Ronald W. Marx ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Teacher Preparation Programs ◽  
Preparation Programs
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