Effects of two contrasting teachings trategies in an investigative earth science course for elementary-education majors

1981 ◽  
Vol 29 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Everett S. Stallings ◽  
Philip M. Astwood ◽  
John R. Carpenter ◽  
Henry B. Fitzpatrick
Keyword(s):  
Elementary Education ◽  
Earth Science ◽  
Education Majors ◽  
Elementary Education Majors

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.

Effect of Teaching Setting and Self-Evaluation on Teacher Intensity Behaviors

1995 ◽  
Vol 43 (1) ◽  
pp. 6-21 ◽  
Author(s):  
Cynthia M. Colwell
Keyword(s):  
Elementary Education ◽  
Methods Course ◽  
Education Majors ◽  
Digital Interface ◽  
Elementary Education Majors ◽  
Treatment Groups ◽  
Self Evaluation ◽  
Continuous Response ◽  
Music Methods ◽  
Teaching Setting

The purpose of this study was to examine the effect of teaching setting [peer versus practicum] and self-evaluation tools [Continuous Response Digital Interface (general) versus behavioral checklist (specific)] on the development of teacher intensity behaviors among preservice elementary education majors enrolled in a music methods course. Subjects were divided into four treatment groups and completed a pretest and posttest and four treatment lessons. Analyses indicated that teaching setting and self-evaluation did not have a differential effect on teacher intensity. All subjects made significant gains from pretest to posttest, with differences among lessons. Comparative analyses indicated subjects rated themselves higher than did experts. An attitude survey indicated that subjects who taught children rated the course higher than subjects who taught their peers, whereas subjects who completed general self-evaluations rated the course higher than did subjects who completed specific self-evaluations.

Attitudes of prospective elementary school teachers towards arithmetic

1968 ◽  
Vol 15 (4) ◽  
pp. 363-366
Author(s):  
Robert E. Reys ◽  
Floyd G. Delon
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Educational Level ◽  
Education Majors ◽  
School Teachers ◽  
Elementary Education Majors ◽  
Preparatory Program

What are the attitudes toward arithmetic of preservice elementary education majors? At what educational level were these attitudes developed? Are the attitudes of preservice elementary education majors altered by courses in their mathematics preparatory program? Questions such as these are of paramount importance to those engaged in preparation of elementary school teachers.

Cross-Cultural Comparison of Motivation among Selected Samples of Elementary Education Majors in the United States and Thailand

1977 ◽  
Vol 44 (3_suppl) ◽  
pp. 1148-1150
Author(s):  
William F. White ◽  
Aree Rungsinan
Keyword(s):  
Elementary Education ◽  
Semantic Differential ◽  
The United States ◽  
Education Majors ◽  
Elementary Education Majors ◽  
University Of Georgia ◽  
Cross Cultural Comparison ◽  
Thai Students ◽  
Differential Type ◽  
The University

At the University of Bangkok, Thailand, 100 female education majors completed a semantic differential type scale of 10 concepts written in Thai language. That instrument, in English translation, was presented to 100 randomly selected education majors at the University of Georgia. Semantic differential responses by each group were factor analyzed by the principal components solution. Comparisons were made between the Thai students and the American students on feelings of value, power, and activity toward each of the 10 concepts.

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