Preservice teachers' in-the-moment teaching decisions in reading

Literacy ◽  
2016 ◽  
Vol 51 (1) ◽  
pp. 3-10 ◽  
Author(s):  
Robin Griffith
Keyword(s):  
Preservice Teachers ◽  
The Moment ◽  
Teaching Decisions

How Pre-service Teachers Use Knowledge of the Learner to Make in the Moment and Planned Teaching Decisions

2019 ◽  
Vol 3 ◽  
Author(s):  
Allison Davis ◽  
Class of 2018
Keyword(s):  
Reading Instruction ◽  
Undergraduate Students ◽  
Research Team ◽  
Meaning Making ◽  
Guided Reading ◽  
Unknown Words ◽  
The Moment ◽  
Teaching Decisions

Our research team examined pre-service teachers’ (undergraduate students studying education) case study projects to determine what types of decisions teachers make during guided reading instruction. We coded each teacher decision as either a “planning” or “in-the-moment” decision. Our research team then looked at what each teacher decision was related to: did the decision help a child with comprehension, solving for unknown words, etc. The findings revealed that pre-service teachers are able to make complex decisions that often lead to a focus on meaning-making and comprehension.

Preservice Teachers' Sources of Decisions in Teaching Secondary Mathematics

1986 ◽  
Vol 17 (1) ◽  
pp. 21-30
Author(s):  
William S. Bush
Keyword(s):  
Preservice Teachers ◽  
Student Teaching ◽  
Cooperating Teachers ◽  
Secondary Mathematics ◽  
Methods Course ◽  
University Supervisor ◽  
Before And After ◽  
Teaching Decisions

Five preservice teachers' perceived sources of teaching decisions were studied as the teachers proceeded through a course on methods of teaching secondary mathematics and through student reaching. They were interviewed before and after lessons they taught during the methods course and student teaching. The sources cited most often included rhe content of the methods course, school textbooks, suggestions made during teaching episodes in the methods course, past teachers' performances, and cooperating teachers' performances. Suggestions from cooperating teachers were cited more often than suggestions from rhe university supervisor. Limitations and suggestions for further research are discussed.

Preservice Teachers' Competencies to Select and Sequence Students' Solution Strategies for Productive Whole-Class Discussions

2014 ◽  
Vol 3 (1) ◽  
pp. 27-57 ◽  
Author(s):  
Erin Meikle
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Methods Course ◽  
Class Discussion ◽  
Mathematical Learning ◽  
Solution Strategies ◽  
Challenging Tasks ◽  
Whole Class Discussion ◽  
Whole Class ◽  
The Moment

It can be difficult for teachers to make in-the-moment decisions about which solution strategies to cognitively challenging tasks should be included in the whole-class discussion (Stein, Engle, Smith, &s Hughes, 2008). Teachers can purposefully select and sequence the solution strategies to help create a whole-class discussion that promotes the mathematical learning goal. An intervention was implemented in a middle school methods course that aimed to understand preservice teachers' (PSTs') competencies in formulating rationales for their selecting and sequencing choices. Results from the intervention suggest that PSTs' sequencing rationales can be grouped into three categories.

“I Didn’t Want to Be Ignorant”: An Exploration of Why Preservice Teachers Sometimes Choose Silence in Critical Conversations About Texts With Elementary Children

2021 ◽  
pp. 238133772110305
Author(s):  
Amanda R. Diaz ◽  
Kristine M. Schutz ◽  
Rebecca Woodard
Keyword(s):  
Preservice Teachers ◽  
Teacher Educators ◽  
Elementary Children ◽  
Qualitative Design ◽  
Field Placements ◽  
The Moment ◽  
Children’S Thinking ◽  
Facilitating Discussions

Discussions about texts can offer valuable opportunities for critical conversations about power and privilege. While we know such conversations are important to have in school, many teachers report feeling unprepared to facilitate them. In an effort to understand the in-the-moment decisions preservice teachers (PSTs) make in response to children’s contributions during critical conversations about texts, this qualitative, design-based study examines how PSTs responded to elementary-age children while facilitating discussions about texts in their field placements. Although various kinds of responses were made (e.g., eliciting children’s thinking, orienting children’s contributions to one another), in this analysis, we examine the moments where PSTs identified their silence as salient. Findings reveal that (1) some PSTs developing an understanding of the role of talk and desire to efficiently accomplish the task did not seem to set them up to see critical conversations about texts as a space for sensemaking, and (2) other PSTs did see critical conversations about texts as spaces to engage in sensemaking but felt discomfort grappling with unanticipated issues that arose. We discuss implications for literacy researchers and teacher educators committed to supporting critical conversations with children in schools.

The High Resolution Scanning Transmission Electron Microscope

1974 ◽  
Vol 32 ◽  
pp. 316-317
Author(s):  
A. V. Crewe
Keyword(s):  
Electron Microscope ◽  
High Resolution ◽  
High Vacuum ◽  
Scanning Transmission Electron Microscope ◽  
Ultra High Vacuum ◽  
Resolving Power ◽  
Imaging Characteristics ◽  
Transmission Electron ◽  
Scanning Transmission ◽  
The Moment

The high resolution STEM is now a fact of life. I think that we have, in the last few years, demonstrated that this instrument is capable of the same resolving power as a CEM but is sufficiently different in its imaging characteristics to offer some real advantages.It seems possible to prove in a quite general way that only a field emission source can give adequate intensity for the highest resolution^ and at the moment this means operating at ultra high vacuum levels. Our experience, however, is that neither the source nor the vacuum are difficult to manage and indeed are simpler than many other systems and substantially trouble-free.

Pinocytotic-Like Forms of Mitochondria From Rat Anterior Pituitary

1968 ◽  
Vol 26 ◽  
pp. 146-147
Author(s):  
Burton B. Silver
Keyword(s):  
Electron Micrographs ◽  
Conformational Changes ◽  
Anterior Pituitary ◽  
Dynamic State ◽  
Surrounding Cell ◽  
The Matrix ◽  
The Moment ◽  
Cell Medium ◽  
Sectioned Tissue ◽  
State Of Activity

Sectioned tissue rarely indicates evidence of what is probably a highly dynamic state of activity in mitochondria which have been reported to undergo a variety of movements such as streaming, divisions and coalescence. Recently, mitochondria from the rat anterior pituitary have been fixed in a variety of configurations which suggest that conformational changes were occurring at the moment of fixation. Pinocytotic-like vacuoles which may be taking in or expelling materials from the surrounding cell medium, appear to be forming in some of the mitochondria. In some cases, pores extend into the matrix of the mitochondria. In other forms, the remains of what seems to be pinched off vacuoles are evident in the mitochondrial interior. Dense materials, resembling secretory droplets, appear at the junction of the pores and the cytoplasm. The droplets are similar to the secretory materials commonly identified in electron micrographs of the anterior pituitary.

Advances in Stem Instrumentation for Biology

1990 ◽  
Vol 48 (1) ◽  
pp. 362-363
Author(s):  
J. S. Wall
Keyword(s):  
Scanning Transmission Electron Microscope ◽  
Carbon Films ◽  
Specimen Preparation ◽  
Material Deposition ◽  
Active User ◽  
Percent Improvement ◽  
Scanning Transmission ◽  
The Moment ◽  
Film Substrate ◽  
High Level

The forte of the Scanning transmission Electron Microscope (STEM) is high resolution imaging with high contrast on thin specimens, as demonstrated by visualization of single heavy atoms. of equal importance for biology is the efficient utilization of all available signals, permitting low dose imaging of unstained single molecules such as DNA.Our work at Brookhaven has concentrated on: 1) design and construction of instruments optimized for a narrow range of biological applications and 2) use of such instruments in a very active user/collaborator program. Therefore our program is highly interactive with a strong emphasis on producing results which are interpretable with a high level of confidence.The major challenge we face at the moment is specimen preparation. The resolution of the STEM is better than 2.5 A, but measurements of resolution vs. dose level off at a resolution of 20 A at a dose of 10 el/A2 on a well-behaved biological specimen such as TMV (tobacco mosaic virus). To track down this problem we are examining all aspects of specimen preparation: purification of biological material, deposition on the thin film substrate, washing, fast freezing and freeze drying. As we attempt to improve our equipment/technique, we use image analysis of TMV internal controls included in all STEM samples as a monitor sensitive enough to detect even a few percent improvement. For delicate specimens, carbon films can be very harsh-leading to disruption of the sample. Therefore we are developing conducting polymer films as alternative substrates, as described elsewhere in these Proceedings. For specimen preparation studies, we have identified (from our user/collaborator program ) a variety of “canary” specimens, each uniquely sensitive to one particular aspect of sample preparation, so we can attempt to separate the variables involved.

Sign in / Sign up

Export Citation Format

Share Document