Summer Practicum: Extending the Partnership for Pre-Service Teachers to a Local High School

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Jim Mostofo
Keyword(s):  
High School ◽  
Experiential Learning ◽  
Teacher Educators ◽  
Real Life ◽  
Teaching Experience ◽  
College Of Education ◽  
Dual Role ◽  
Mentor Teachers ◽  
Local School ◽  
The Impact

Teacher educators and their students (pre-service teachers) are not always able to be involved in partnerships with local high schools and their students. This paper describes such a partnership with a local high school in which pre-service teachers from a university’s college of education completed their practicum hours over the summer in advance for their fall classes. My dual role in this partnership as a professor in the college of education and as the director of the summer partnership is discussed. This study also examined the impact of this summer practicum partnership on the pre-service teachers. My participation in the program increased my belief in local school summer partnerships and the benefits of experiential learning for the pre-service teachers as we worked through the scholarship of application (Boyer, 1997). The pre-service teachers cited their benefits in the areas of more real-life teaching experience, collaboration with their mentor-teachers, and a welcoming feeling from the local high school.

scholarly journals Mitigating COVID-19 outbreaks in workplaces and schools by hybrid telecommuting

2021 ◽  
Vol 17 (8) ◽  
pp. e1009264
Author(s):  
Simon Mauras ◽  
Vincent Cohen-Addad ◽  
Guillaume Duboc ◽  
Max Dupré la Tour ◽  
Paolo Frasca ◽  
...  
Keyword(s):  
High School ◽  
Primary School ◽  
Primary Schools ◽  
Reproduction Number ◽  
Real Life ◽  
Transmission Model ◽  
Image Position ◽  
Local Reproduction ◽  
The Impact ◽  
Day By Day

The COVID-19 epidemic has forced most countries to impose contact-limiting restrictions at workplaces, universities, schools, and more broadly in our societies. Yet, the effectiveness of these unprecedented interventions in containing the virus spread remain largely unquantified. Here, we develop a simulation study to analyze COVID-19 outbreaks on three real-life contact networks stemming from a workplace, a primary school and a high school in France. Our study provides a fine-grained analysis of the impact of contact-limiting strategies at workplaces, schools and high schools, including: (1) Rotating strategies, in which workers are evenly split into two shifts that alternate on a daily or weekly basis; and (2) On-Off strategies, where the whole group alternates periods of normal work interactions with complete telecommuting. We model epidemics spread in these different setups using a stochastic discrete-time agent-based transmission model that includes the coronavirus most salient features: super-spreaders, infectious asymptomatic individuals, and pre-symptomatic infectious periods. Our study yields clear results: the ranking of the strategies, based on their ability to mitigate epidemic propagation in the network from a first index case, is the same for all network topologies (workplace, primary school and high school). Namely, from best to worst: Rotating week-by-week, Rotating day-by-day, On-Off week-by-week, and On-Off day-by-day. Moreover, our results show that below a certain threshold for the original local reproduction number R 0 l o c a l within the network (< 1.52 for primary schools, < 1.30 for the workplace, < 1.38 for the high school, and < 1.55 for the random graph), all four strategies efficiently control outbreak by decreasing effective local reproduction number to R 0 l o c a l < 1. These results can provide guidance for public health decisions related to telecommuting.

Using stereoscopy to teach complex biological concepts

2015 ◽  
Vol 39 (3) ◽  
pp. 205-208 ◽  
Author(s):  
Richard Ferdig ◽  
James Blank ◽  
Annette Kratcoski ◽  
Robert Clements
Keyword(s):  
High School ◽  
High School Students ◽  
Cell Structure ◽  
Three Dimensional ◽  
Real Life ◽  
Preliminary Evidence ◽  
Human Anatomy ◽  
School Students ◽  
Biological Concepts ◽  
The Impact

Used effectively, stereoscopic three-dimensional (3D) technologies can engage students with complex disciplinary content as they are presented with informative representations of abstract concepts. In addition, preliminary evidence suggests that stereoscopy may enhance learning and retention in some educational settings. Biological concepts particularly benefit from this type of presentation since complex spatially oriented structures frequently define function within these systems. Viewing biological phenomena in 3D as they are in real life allows the user to relate these spatial relationships and easily grasp concepts making the key connection between structure and function. In addition, viewing these concepts interactively in 3D and in a manner that leads to increased engagement for young prospective scientists can further increase the impact. We conducted two studies evaluating the use of this technology as an instructional tool to teach high school students complex biological concepts. The first study tested the use of stereoscopic materials for teaching brain function and human anatomy to four classes. The second study evaluated stereoscopic images to support the learning of cell structure and DNA in four different high school classes. Most important, students who used stereoscopic 3D had significantly higher test scores than those who did not. In addition, students reported enjoying 3D presentations, and it was among their top choices for learning about these complex concepts. In summary, our evidence adds further support for the benefits of 3D images to students' learning of science concepts.

scholarly journals Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context

2021 ◽  
Author(s):  
Man Lei ◽  
Jane Medwell
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Collaborative Learning ◽  
Online Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Early Stage ◽  
Teaching Experience ◽  
Online Collaborative Learning ◽  
The Impact

AbstractIn March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.

scholarly journals Teachers’ and students’ perceptions of motivational teaching strategies in an Indonesian high school context

2021 ◽  
Author(s):  
◽  
Sri Puji Astuti
Keyword(s):  
High School ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
School Context ◽  
Case Study Research ◽  
Real Life ◽  
Underlying Assumption ◽  
Case Study Methodology ◽  
The Impact

<p>The purpose of this multiple case study is to explore teachers’ and learners’ perceptions of motivational strategies. This study addresses three questions: How do teachers perceive the use of motivational teaching strategies; how do teachers implement these strategies; and how do learners’ report the impact of these strategies on their motivation. The findings of this study help teachers of English understand the effectiveness of strategies that motivate their students and the impact of implementing these strategies in their teaching.  The data for this case study research were obtained from schools in a small town in West Sumatra, Indonesia. This study is underpinned by Dörnyei's (2001) work on Motivational Teaching Strategies. He identified a total of 102 such strategies, which he grouped into four phases: creating motivational components; generating students’ motivation; maintaining motivation; and encouraging positive retrospective self-evaluation. These phases build on each other so that student motivation is created, generated, maintained and encouraged (Dörnyei, 2001). The underlying assumption of this framework is that teachers’ behaviours and beliefs have a direct influence on learners.  This qualitative research uses case study methodology in order to contextualise the research within the real life environment of an Indonesian secondary classroom (Yin, 2003). Additionally, this approach allows different data collection techniques (Yin, 2009). These include semi-structured interviews, classroom observations, stimulated recalls, and focus group interviews.  The findings indicate that the implementation of Dörnyei’s (2001) framework, motivational teaching practice (MTP), and Hall and Kidman’s (2004) teaching and learning map (T-L map) are complementary. The findings reveal two groups of motivational components. The first is the teachers’ rapport with students, including the encouragement given to students and the building of trust and respect with the students. The second relates to the teacher’s planning decisions such as the selection of classroom activities, the way feedback is given, the management of the classroom, and the choice of learning resources. The findings also suggested that the appropriate use of L1 is a motivational teaching strategy. It is unique to this study that L1 not only promotes L2 learning but also influences students’ motivation.  These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the impact of motivational teaching strategies on students' learning and behaviour. The teachers themselves play a very important role in motivating their students.</p>

scholarly journals Overseas teaching experience and motivational currents: The case of EFL pre-service teachers in Indonesia

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
R. Rasman
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Teaching Program ◽  
Structured Interviews ◽  
Language Teacher ◽  
Dynamic Relationship ◽  
Trace Back ◽  
Overseas Teaching ◽  
The Impact

Motivational currents have recently gained popularity in research on psychology of language learners and teachers. This study aims to find out whether an overseas teaching program can (1) create motivational currents among Indonesian pre-service teachers and (2) help them build a vivid vision of being a language teacher. This research used retrodictive qualitative modelling (RQM) under a complex dynamic system (CDS) approach to trace back the factors that enabled the motivational currents to occur. The data were collected from semi-structured interviews along with day-to-day diaries of six EFL pre-service teachers in Indonesia. The findings suggest that the overseas teaching program could create motivational currents of three participants while the rest did not experience such intense motivation. This study also finds that there is a dynamic relationship between self-system and motivational currents system. The impact of experiencing the motivational currents on the vision of being a language teacher varies from one participant to another. This study is of great importance especially for teacher educators wishing to design meaningful and effective professional development activities for their student teachers.

scholarly journals Teachers’ and students’ perceptions of motivational teaching strategies in an Indonesian high school context

2021 ◽  
Author(s):  
◽  
Sri Puji Astuti
Keyword(s):  
High School ◽  
Teaching Strategies ◽  
Teaching Practice ◽  
School Context ◽  
Case Study Research ◽  
Real Life ◽  
Underlying Assumption ◽  
Case Study Methodology ◽  
The Impact

<p>The purpose of this multiple case study is to explore teachers’ and learners’ perceptions of motivational strategies. This study addresses three questions: How do teachers perceive the use of motivational teaching strategies; how do teachers implement these strategies; and how do learners’ report the impact of these strategies on their motivation. The findings of this study help teachers of English understand the effectiveness of strategies that motivate their students and the impact of implementing these strategies in their teaching.  The data for this case study research were obtained from schools in a small town in West Sumatra, Indonesia. This study is underpinned by Dörnyei's (2001) work on Motivational Teaching Strategies. He identified a total of 102 such strategies, which he grouped into four phases: creating motivational components; generating students’ motivation; maintaining motivation; and encouraging positive retrospective self-evaluation. These phases build on each other so that student motivation is created, generated, maintained and encouraged (Dörnyei, 2001). The underlying assumption of this framework is that teachers’ behaviours and beliefs have a direct influence on learners.  This qualitative research uses case study methodology in order to contextualise the research within the real life environment of an Indonesian secondary classroom (Yin, 2003). Additionally, this approach allows different data collection techniques (Yin, 2009). These include semi-structured interviews, classroom observations, stimulated recalls, and focus group interviews.  The findings indicate that the implementation of Dörnyei’s (2001) framework, motivational teaching practice (MTP), and Hall and Kidman’s (2004) teaching and learning map (T-L map) are complementary. The findings reveal two groups of motivational components. The first is the teachers’ rapport with students, including the encouragement given to students and the building of trust and respect with the students. The second relates to the teacher’s planning decisions such as the selection of classroom activities, the way feedback is given, the management of the classroom, and the choice of learning resources. The findings also suggested that the appropriate use of L1 is a motivational teaching strategy. It is unique to this study that L1 not only promotes L2 learning but also influences students’ motivation.  These findings suggest that teachers of English in an Indonesian high school context can influence their students’ motivation by understanding the impact of motivational teaching strategies on students' learning and behaviour. The teachers themselves play a very important role in motivating their students.</p>

scholarly journals Effects of Research and Mentoring on Underrepresented Youths’ STEM Persistence Into College

2021 ◽  
pp. 105382592110500
Author(s):  
Alexandra L. Beauchamp ◽  
Su-Jen Roberts ◽  
Jason M. Aloisio ◽  
Deborah Wasserman ◽  
Joe E. Heimlich ◽  
...  
Keyword(s):  
High School ◽  
Experiential Learning ◽  
College Transition ◽  
Longitudinal Design ◽  
Research Experiences ◽  
High School To College ◽  
Underrepresented Youth ◽  
Stem Engagement ◽  
The Impact ◽  
Stem Persistence

Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth's STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth. We focus on the high school to college transition, a period that can present new barriers to STEM persistence. Methodology/Approach: We surveyed 189 youth before and up to 3 years after participation in a 7-week intensive summer intervention. Findings/Conclusions: Authentic research experiences was related to increased youths’ science interest and pursuit of STEM majors, even after their transition to college. Mentorship had a more indirect impact on STEM academic intentions; where positive mentorship experiences was related to youths’ reports of social connection. Implications: Programs designed for continuing STEM engagement of underrepresented youth would benefit from incorporating experiential learning approaches focused on authentic research experiences.

scholarly journals Mitigating Covid-19 outbreaks in workplaces and schools by hybrid telecommuting

2020 ◽  
Author(s):  
Simon Mauras ◽  
Vincent Cohen-Addad ◽  
Guillaume Duboc ◽  
Max Dupre la Tour ◽  
Paolo Frasca ◽  
...  
Keyword(s):  
High School ◽  
Primary School ◽  
Real Life ◽  
Transmission Model ◽  
Work Place ◽  
Fine Grained ◽  
Network Topologies ◽  
Asymptomatic Individuals ◽  
The Impact ◽  
Day By Day

The COVID-19 outbreak has forced most countries to impose new contact-limiting restrictions at workplaces, universities, schools, and more roadly in our societies. Yet, the power and imitations of these unprecedented strategies or containing virus spread within the populations remain unquantified. Here, we develop a simulation study to analyze COVID-19 outbreak magnitudes on three real-life contact networks stemming from a workplace, a primary school and a high school in France. Our study provides the first fine-grained analysis of the impact of contact-limiting strategies at work-places, schools and high schools, including (1) Rotating, in which workers are evenly split into two shifts that alternate on a daily or weekly basis; and (2) On-Off, where the whole group alternates periods of normal work interactions with complete telecommuting. We model epidemics spread in these different setups using an SEIR transmission model enriched with the coronavirus most salient specificities: super-spreaders, infec-tious asymptomatic individuals, and pre-symptomatic infectious periods. Our study yields clear results: The ranking of the strategies based on their ability to mitigate epidemic propagation in the network from a first index case is the same for all network topologies (work place, primary school and high school). Namely, from best to worst: Rotating week-by-week, Rotating day-by-day, On-Off week-by-week, and On-Off day-by-day. Moreover, our results show that when the baseline reproduction number R0 within the network is < 1:38, all four strategies efficiently control outbreak by decreasing effective Re to <1. These results can support public health decisions and telecommuting organization locally.

“I feel like having a nervous breakdown”

2017 ◽  
Vol 3 (1) ◽  
pp. 109-135 ◽  
Author(s):  
Michael Burri ◽  
Amanda Baker ◽  
Honglin Chen
Keyword(s):  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Experience ◽  
Structured Interviews ◽  
Language Teacher ◽  
Second Language Teacher Education ◽  
Assessment Task ◽  
Native English Speaking Teachers ◽  
Nervous Breakdown ◽  
The Impact

Evidence on the impact of second language teacher education is inconclusive in the area of pronunciation pedagogy. This study explores how the cognition (knowledge, beliefs, thoughts, attitudes and perceptions) of 10 pre-service and five in-service teachers developed during a postgraduate course on pronunciation pedagogy. Questionnaire items, focus group meetings, semi-structured interviews, classroom observations and an assessment task were used to trace the development of participants’ beliefs and knowledge. Findings demonstrated that the development of the student teachers’ cognition was limited and the notion of integrating pronunciation into L2 lessons proved to be challenging for participants irrespective of their pronunciation teaching background. Also, while student teachers’ awareness about the benefits of kinesthetic/tactile teaching techniques increased, native English-speaking teachers without any pronunciation teaching experience appeared to be particularly susceptible to factors restricting cognition development. The paper concludes with a discussion about implications for language teacher educators preparing pronunciation instructors.

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