In-service education–modern arithmetic and good pedagogy

1965 ◽  
Vol 12 (1) ◽  
pp. 59-64
Author(s):  
Allan W. Gurley ◽  
Randall C. Hicks ◽  
Jurelle G. Lott ◽  
M. Louise Reeves
Keyword(s):  
Team Teaching ◽  
Grade Level ◽  
Experimental Studies ◽  
Faculty Members ◽  
Teaching Approach ◽  
Service Program ◽  
University Of Georgia ◽  
Teaching Aids ◽  
Written Materials

This is a report of a systemwide in-service program which utilized three University of Georgia faculty members in a team-teaching approach. Used in the program were lectures, questions and discussions, professional books, students' textbooks and accompanying teachers' manuals, films, filmstrips, programmed materials, recent experimental studies and research, various teaching aids and devices, consultants and specialists, and a wide variety of written materials especially prepared to meet the needs of the individuals and the grade level groups.

An in-service mathematics education program for intermediate grade teachers

1961 ◽  
Vol 8 (2) ◽  
pp. 65-68
Author(s):  
W. Robert Houston ◽  
Claude C. Boyd ◽  
M. Vere DeVault
Keyword(s):  
Mathematics Education ◽  
Education Program ◽  
Team Teaching ◽  
Educational Opportunities ◽  
Teaching Approach ◽  
Service Program ◽  
Inservice Education ◽  
Service Programs ◽  
Continued Education ◽  
Written Materials

The extensive concern for promoting the continued education of teachers beyond the four-year college program promises to place increasingly greater demands on inservice education. Although many schools are engaged in in-service education of one kind or another, few schools have reported attempts to evaluate the effectiveness of these programs. Research in the effectiveness of various kinds of in-service programs is needed if efforts to improve understandings of teachers are to be efficient and effective in the improvement of educational opportunities for boys and girls. This is a report of the evaluation of an in-service program which utilized a team-teaching approach and the use of television, lectures, question discus. ions, and written materials.

Self-Contained versus Team Teaching: An Analysis of a Physical Education Intervention by Classroom Teachers

1992 ◽  
Vol 11 (3) ◽  
pp. 268-287 ◽  
Author(s):  
Nell Faucette ◽  
Thomas L. McKenzie ◽  
James F. Sallis
Keyword(s):  
Physical Education ◽  
Team Teaching ◽  
Stages Of Concern ◽  
Fifth Grade ◽  
Classroom Teachers ◽  
Education Curriculum ◽  
Service Program ◽  
Service Training ◽  
Team Model ◽  
Grade Classroom

A primary purpose of this study was to describe differences between self-contained and team teaching approaches when two groups of fourth- and fifth-grade classroom teachers attempted to implement a physical education curriculum during a 4-month in-service program. One school featured team teaching in pairs during physical education classes; the other used a self-contained teaching approach. The program required a minimum of three 30-min physical education classes weekly. All teachers participated in an extensive in-service training program that included weekly on-site assistance. Data collection included teachers’ lesson-completion forms, specialist’s reports, SOFIT PE class observations, teacher-completed Stages of Concern questionnaires, and teachers’ formal interviews. Results indicated that classroom teachers who used the self-contained model more consistently implemented the curriculum and more frequently expressed positive responses. Participants who used the team model for the physical education curriculum frequently strayed from the assigned pedagogical approach, ignored major portions of the program, and experienced extreme management concerns.

scholarly journals Embracing the flipped classroom: the planning and execution of a faculty workshop

2018 ◽  
Vol 42 (4) ◽  
pp. 648-654 ◽  
Author(s):  
Chaya Gopalan ◽  
Georgia Bracey ◽  
Megan Klann ◽  
Cynthia Schmidt
Keyword(s):  
Flipped Classroom ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Faculty Members ◽  
Teaching Approach ◽  
Student Centered ◽  
Hands On ◽  
Survey Results ◽  
Faculty Workshop

A great deal of interest has emerged recently in the flipped classroom (FC), a student-centered teaching approach. After attending a presentation by the first author on the FC, a faculty member of a medical school in Mexico arranged for a 3-day workshop for 13 faculty members. The goal of the workshop was to train faculty to use the FC strategy in their classrooms to increase student engagement in learning. The workshop was in the FC style, where the participants would assume the role of students. Pre- and posttraining surveys were administered to examine participants’ current teaching practices and to evaluate their perceptions of the FC. The participants overwhelmingly reported the need to change their lecture-based teaching, as it was not engaging students. Their large class size, lack of technology, training, and uncertainty of the effectiveness of new teaching methods had hindered participants from changing their teaching technique. The on-site training not only allowed the entire department to work closely and discuss the new teaching approach, but also reinforced the idea of changing their teaching strategy and embracing FC teaching method. After the workshop, participants reported being determined to use the FC strategy in their classrooms and felt more prepared to do so. The post-survey results indicated that participants valued the FC training in the flipped style and wanted more of the hands-on activities. In conclusion, the 3-day faculty workshop on the FC was successful, since every participant was motivated to use this teaching method.

scholarly journals Collaborative Teaching

2020 ◽  
Vol 5 (2) ◽  
pp. 167-170
Author(s):  
Wan Nurhasyimah Wan Mohd Apandi ◽  
◽  
Mohd Daud Abdul Rahim ◽  
Keyword(s):  
Teaching Methods ◽  
Team Teaching ◽  
Time Management ◽  
Collaborative Teaching ◽  
Teaching Approach ◽  
Team Members ◽  
Definition Of

Collaborative teaching methods is related with Pedagogy theory in academician achievement as team members (Armstrong (1977); cited in David Nunan (1992)). The definition of collaborative teaching approach is known as team teaching in classrooms practices, with a group of creative thinkers to brainstorm about ideas or other creative problems. This practice should be done continuously to be effective. However, there are some challenges that educator will face when practicing collaborative teaching in classroom. The challenges include clash of teaching hours, misconducting time management for students, percentage of rubric assessment, and confusion in terms of differing opinion from educators. Collaborative teaching also known as team teaching is an approach to educate students with two or more teachers in the classroom for a same subject (Robinson et al., 1995).

scholarly journals Do You Get the Picture? A Meta-Analysis of the Effect of Graphics on Reading Comprehension

AERA Open ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 233285842090169 ◽  
Author(s):  
Daibao Guo ◽  
Shuai Zhang ◽  
Katherine Landau Wright ◽  
Erin M. McTigue
Keyword(s):  
Reading Comprehension ◽  
Grade Level ◽  
Text Comprehension ◽  
Meta Analysis ◽  
Experimental Studies ◽  
Future Research ◽  
Significant Difference ◽  
Flow Diagrams ◽  
Positive Effect ◽  
Mixed Format

Although convergent research demonstrates that well-designed graphics can facilitate readers’ understanding of text, there are select situations where graphics have been shown to have no effect on learners’ overall text comprehension. Therefore, the current meta-analytic study examined 39 experimental studies published between 1985 and 2018 measuring graphics’ effects on readers’ comprehension. We first quantified the overall effect on reading comprehension. Then, we considered interactions with learners’ characteristics, graphic types, and assessment formats. Our analysis revealed that the inclusion of graphics had a moderate overall positive effect (Hedges’s g = 0.39) on students’ reading comprehension, regardless of grade level. Regarding graphic type, we did not find a significant difference among pictures, pictorial diagrams, and flow diagrams. Only when compared to mixed graphics, pictures had a greater effect on comprehension. Additionally, compared with true and false assessments, graphics differentially benefited students’ comprehension on open-ended comprehension assessments and mixed format assessments. Implications for future research are presented.

Team Teaching in English and History at the Eleventh-Grade Level

1962 ◽  
Vol 70 (3) ◽  
pp. 303-313 ◽  
Author(s):  
John R. Ginther ◽  
William A. Shroyer
Keyword(s):  
Team Teaching ◽  
Grade Level

scholarly journals Distance Learning Program for Teachers at The Kigali Institute of Education: An expository study

2006 ◽  
Vol 7 (2) ◽  
Author(s):  
Dariya Mukamusoni
Keyword(s):  
Distance Learning ◽  
Academic Staff ◽  
Group Discussion ◽  
Faculty Members ◽  
Learning Program ◽  
Service Program ◽  
Software Analysis ◽  
Service Training ◽  
Service Departments ◽  
Distance Learning Program

In 2001, a program of distance learning was started within Kigali Institute of Education in collaboration with the Rwanda's Ministry of Education. It is an in-service training program that aims to upgrade in-service secondary school teachers and alleviate the shortage of teachers both in terms of quality and number. This program runs parallel to a pre-service program, also conducted within the Kigali Institute. Academic staff members working in the pre-service program are involved in this distance learning program. After three years, a descriptive qualitative case study was conducted to determine the experiences of academic staff involved in the distance learning program. Purposive and theoretical sampling was used for participants’ identification and inclusion. Individual unstructured interview and focus group discussion was used to gather the data. A qualitative software analysis called NVivo 2, developed by Qualitative Solutions and Research (QSR) International in 2002, was used to compile and analyse the data. Results of the study revealed that faculty members involved in both in-service and pre-service programs face challenges associated with heavy workload. Moreover, the pre-service program is typically prioritized at the expense of the distance learning in-service program. Academic relationships between faculty members and tutors also need to be reinforced. Serving as the critical link between the distance learning in-service program and pre-service departments and faculties, this research also shows that course coordinators play a pivotal role in the smooth operation of the distance learning program.

scholarly journals Engaging Creative Media Students’ Motivation: The Influence of Autonomy, Peer Relationships, and Opportunities in the Industry

2018 ◽  
Vol 8 (6) ◽  
pp. 1
Author(s):  
Jae Eun Oh ◽  
Jeffrey C. F. Ho ◽  
Chris Shaw ◽  
Justin Chan
Keyword(s):  
Conceptual Framework ◽  
Peer Relationships ◽  
Faculty Members ◽  
Teaching Approach ◽  
Peer Relationship ◽  
Face To Face ◽  
Industry Standard ◽  
Career Opportunities ◽  
Standard Quality ◽  
Creative Media

Motivating students in creative media courses can be a challenge due to the demand for creativity which is hard to betaught. Hence, motivation needs to be re-identified and re-addressed for the creative disciplines. Conventionally,creative media courses adopt the studio-based learning, and with this unique dynamic teaching approach, students arerequired to have face-to-face tutorial sessions with their tutors on a regular basis, as well as participate in groupprojects and produce creative artefacts of industry standard quality. In this paper, we investigate the criticalmotivators for creative media students and identify those factors throughout the study. The study aims to examinehow crucial and influential the autonomy, peer relationship and the future career opportunities for students’motivation. Research includes a survey with questions based on a conceptual framework adopted fromself-determination theory. The results suggest that autonomy, peer relationships and the opportunity for future careersare the primary motivators for students in the programme. The implications of the findings are discussed, andrecommendations are provided to faculty members in the creative programmes.

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