scholarly journals Attitudes and Stages of Concern of Elementary Teachers Toward Agriculture as a Context for Teaching Across Grade Level Content Area Standards

2009 ◽  
Vol 50 (2) ◽  
pp. 12-25 ◽  
Author(s):  
Kimberly Bellah ◽  
James Dyer
Keyword(s):  
Elementary Teachers ◽  
Grade Level ◽  
Stages Of Concern ◽  
Content Area

ABCs and PCs

2014 ◽  
pp. 1831-1834
Author(s):  
Cory Cooper Hansen
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Elementary Teachers ◽  
Teaching Practices ◽  
Leadership Skills ◽  
Content Area ◽  
Knowledge And Skills ◽  
Effective Professional Development ◽  
Integrated Technology ◽  
Content Area Instruction

Effective professional development holds the power to transform teaching practices that invigorate teachers and increase student engagement. Arizona Classrooms of Tomorrow Today (AZCOTT) was one such experience. Eighteen elementary teachers completed a yearlong, rigorous, sixty-hour workshop experience that focused on integrating technology in content area instruction. Participants integrated technology effectively, began to develop leadership skills, and experienced changes in attitude, beliefs, knowledge, and skills as technology influenced existing curricula.

The Re-Novicing of Elementary Teachers in Science? Grade Level Reassignment and Teacher PCK

2020 ◽  
Vol 31 (7) ◽  
pp. 780-801 ◽  
Author(s):  
Deborah L. Hanuscin ◽  
Zandra de Araujo ◽  
Dante Cisterna ◽  
Kelsey Lipsitz ◽  
Delinda van Garderen
Keyword(s):  
Elementary Teachers ◽  
Grade Level

Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership, and Academic Optimism

2018 ◽  
pp. 197-228
Author(s):  
Dennis D. Sullivan
Keyword(s):  
Elementary Teachers ◽  
Instructional Leadership ◽  
Instructional Practices ◽  
Grade Level ◽  
Teaching Experience ◽  
Academic Optimism ◽  
Receptivity To Change ◽  
Pedagogical Content ◽  
Learning Standards ◽  
High Need Schools

This study sought to identify the relationships among elementary teachers' instructional practices in mathematics pre- and post-Common Core Learning Standards (CCLS) implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age, years of experience, grade level taught, and college math credits taken in high and low needs schools. Teacher responses from low and high need schools across age, years of teaching experience, grade level taught, and college math credits taken were examined with the dimensions of mathematics instructional practices to see if any relationships exist among the variables. The implementation of CCLS mathematics had an influence on elementary-school teachers' instructional practices and attitudes in both high and low needs schools. Teacher academic optimism was reported as overall higher in high needs districts, whereas teachers in low needs districts reported an increase in instructional motivation practices after the implementation of CCLS mathematics.

ABCs and PCs

2012 ◽  
pp. 230-235
Author(s):  
Cory Cooper Hansen
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Elementary Teachers ◽  
Teaching Practices ◽  
Leadership Skills ◽  
Content Area ◽  
Knowledge And Skills ◽  
Effective Professional Development ◽  
Integrated Technology ◽  
Content Area Instruction

Effective professional development holds the power to transform teaching practices that invigorate teachers and increase student engagement. Arizona Classrooms of Tomorrow Today (AZCOTT) was one such experience. Eighteen elementary teachers completed a yearlong, rigorous, sixty-hour workshop experience that focused on integrating technology in content area instruction. Participants integrated technology effectively, began to develop leadership skills, and experienced changes in attitude, beliefs, knowledge, and skills as technology influenced existing curricula.

Elementary 1:1 iPad Implementation: Successes and Struggles During the First Year

2017 ◽  
Vol 46 (4) ◽  
pp. 463-484 ◽  
Author(s):  
Denise K. Frazier ◽  
Anastasia M. Trekles
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Teacher Perceptions ◽  
Mixed Method ◽  
Grade Level ◽  
Inquiry Learning ◽  
First Year ◽  
Curriculum Management ◽  
Technical Problems

This mixed-method case study followed K-5 elementary teachers through their first year of 1:1 iPad adoption in one elementary school. All teachers in the school were surveyed in September and December 2015 and May 2016. Focus groups consisting of two teachers from each grade level were held during these same months. Teacher perceptions were gathered in regard to iPads in curriculum, management, differentiation, collaboration, assessment, and inquiry learning. Struggles during the first year included lack of professional development, rushed decisions made by administration, technical problems, and poor planning. Success was found in differentiation and improvement throughout the year.

Teacher Dispositions and Their Impact on Implementation Practices for the Gifted

2019 ◽  
Vol 42 (4) ◽  
pp. 187-195 ◽  
Author(s):  
Kristen R. Stephens
Keyword(s):  
General Education ◽  
Grade Level ◽  
Gifted Students ◽  
General Education Teachers ◽  
Content Area ◽  
Teacher Dispositions ◽  
Preparation Programs ◽  
Knowledge And Skills ◽  
Educator Preparation ◽  
Preparation And Evaluation

Teacher dispositions have become an important consideration in the preparation and evaluation of teachers. Often considered in combination with demonstrated knowledge and skills, educator preparation programs across the country have been tasked by accrediting bodies to both identify the essential dispositions required of licensed teachers and develop means for cultivating and assessing these dispositions. Dispositions often address a broad swath of areas and are assumed to be of uniform importance regardless of the teacher’s grade level and content area; however, is it possible that certain dispositions are more essential for teachers of the gifted? Likewise, are there dispositions that have not been considered in our assessment of general education teachers that are critical for teachers of the gifted to possess? A thorough consideration of both these questions is necessary to ensure a cadre of teachers who are highly effective in working with gifted students.

Elementary Teachers' Math Instructional Practices, Receptivity to Change, Instructional Leadership, and Academic Optimism

2018 ◽  
pp. 1477-1501
Author(s):  
Dennis D. Sullivan
Keyword(s):  
Elementary Teachers ◽  
Instructional Leadership ◽  
Instructional Practices ◽  
Grade Level ◽  
Teaching Experience ◽  
Academic Optimism ◽  
Receptivity To Change ◽  
Pedagogical Content ◽  
Learning Standards ◽  
High Need Schools

This study sought to identify the relationships among elementary teachers' instructional practices in mathematics pre- and post-Common Core Learning Standards (CCLS) implementation in relation to technological and pedagogical content knowledge (TPACK), formative assessment, reflective practice, receptivity to change, academic optimism, and instructional leadership across age, years of experience, grade level taught, and college math credits taken in high and low needs schools. Teacher responses from low and high need schools across age, years of teaching experience, grade level taught, and college math credits taken were examined with the dimensions of mathematics instructional practices to see if any relationships exist among the variables. The implementation of CCLS mathematics had an influence on elementary-school teachers' instructional practices and attitudes in both high and low needs schools. Teacher academic optimism was reported as overall higher in high needs districts, whereas teachers in low needs districts reported an increase in instructional motivation practices after the implementation of CCLS mathematics.

Make Up Your Own Mazes

1975 ◽  
Vol 22 (8) ◽  
pp. 650-652
Author(s):  
Edward T. Ordman
Keyword(s):  
Elementary Teachers ◽  
Prospective Teachers ◽  
Grade Level ◽  
Euclidean Geometry ◽  
Classroom Teacher ◽  
Inservice Teachers ◽  
Prospective Elementary Teachers ◽  
Grade Levels ◽  
Elementary Classes ◽  
Theorem Proof

A few years ago I showed a class of prospective elementary teachers a theorem that I had always assumed to be part of the folklore of topology. Apparently, however, it is little used today, either by teachers or by mathematical researchers. It was so well received by the class of prospective teachers that I then showed it to inservice teachers, and finally I visited a few elementary classes to try it on the pupils firsthand. It was regularly a success—in one instance pupils were so excited they showed it to fri ends during lunch and disrupted school for much of the afternoon. Even at the third-grade level, some pupils were able to follow the reasoning well enough to convince another classroom teacher (who had not seen the material in advance) of the truth o f the theorem. At higher grade levels, the theorem continues to be appropria te for any pupils who have not yet had exposure to the “theorem-proof” arguments of the sort common in Euclidean geometry.

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