scholarly journals Designing a digital teaching resource to explain phases of the moon: A case study of preservice elementary teachers making a slowmation

2015 ◽  
Vol 52 (9) ◽  
pp. 1207-1233 ◽  
Author(s):  
Wendy Nielsen ◽  
Garry Hoban
Keyword(s):  
Elementary Teachers ◽  
Preservice Elementary Teachers ◽  
The Moon ◽  
Teaching Resource ◽  
Phases Of The Moon

Web-Based Instruction

2012 ◽  
pp. 195-203
Author(s):  
Cheng-Yao Lin ◽  
Fenqjen Luo ◽  
Jane-Jane Lo
Keyword(s):  
Elementary Teachers ◽  
Mathematics Learning ◽  
Preservice Elementary Teachers ◽  
Advisory Panel ◽  
Web Based ◽  
Web Based Instruction ◽  
Based Instruction ◽  
Conceptual And Procedural Understanding ◽  
Interactive Feature

This case study explored the efficacy of web-based instruction on preservice elementary teachers’ mathematics learning. Web-based instruction is appealing to many schools in urban settings because it helps them to face the two big challenges most akin to their schools: to motivate students’ interests and to meet the diverse students needs with its interactive feature and adaptive capability. Ten preservice elementary teachers were interviewed regarding their ability to model and reason with fractions after receiving web-based instruction on these topics in their regular mathematics method course. The interview transcripts were used to provide information about the strength and weakness of participants’ conceptual and procedural understanding of fractions. The findings of this case study identify promises and challenges in supporting the recommendations of many national reports, such as the NCTM Professional Standards for School Mathematics (2000) and the National Mathematics Advisory Panel (2008), in incorporating technology into the compulsory mathematics classrooms.

Preservice Elementary Teachers and Music in the Elementary Classroom

2021 ◽  
pp. 875512332110525
Author(s):  
Jennifer Potter
Keyword(s):  
Preservice Teachers ◽  
Elementary Teachers ◽  
Elementary Classroom ◽  
Preservice Elementary Teachers ◽  
Music Teaching ◽  
Teachers Perceptions ◽  
Music Integration ◽  
Elementary Preservice Teachers ◽  
Online Music ◽  
N 93

The purpose of this pretest-posttest study was to investigate elementary preservice teachers’ perceptions of and level of comfort with music in the elementary classroom after enrolling in an online music integration course. Participants were preservice elementary teachers ( N = 93) enrolled in three sections of an online music integration course at a large university in Southern California. Results showed significant differences in participants’ agreement with aspects of music teaching, comfort with music, and music integration. Findings also indicated significant differences in participants’ rankings of musical outcomes in an elementary setting. There were no significant differences found among participants’ ranking of music and other subjects in the elementary classroom.

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