An examination of teacher perceptions of training methodology and matriculation as related to systemic technology reform : a case study of Missouri veteran eMINTS teachers

2010 ◽  
Author(s):  
Julie Renee Watson Thompson
Keyword(s):  
Teacher Perceptions ◽  
Training Methodology

Challenges to Overcome and Scaffolding to Build on

2019 ◽  
Vol 9 (3) ◽  
pp. 50-67
Author(s):  
Hao Yang ◽  
Zhiqiang Ma
Keyword(s):  
Teacher Perceptions ◽  
Flipped Classroom ◽  
Public University ◽  
Test Results ◽  
Learning Behavior ◽  
Long Term Effects ◽  
Exploratory Case Study ◽  
Flipped Classrooms

While current research on the flipped classroom generally focuses on test results and (or) student/teacher perceptions as a measurement of its pedagogical efficacy, students' adaptation to it and the essential conditions for its application are rarely explored. This exploratory case study aims to rectify this by examining how university students adapted to flipped classrooms implemented in a public university in East China. The findings suggest that while the flipped model is impeded by entrenched polarity between students in terms of their learning dispositions and academic competence, students do develop a prototype of theories of learning, a sense of better self through learning from their peers and an awareness of the importance of intrinsic motivation. A gradualist approach is thus proposed for implementing flipped classrooms, which requires longitudinal studies accordingly to understand its long-term effects on learning behavior hitherto left unexplored.

scholarly journals Case study of child, parent and teacher perceptions of a school-based health clinic in the model schools paediatric health clinic in the model schools paediatric health initiative of the Toronto District School Board

2021 ◽  
Author(s):  
Jacqueline H. Chan
Keyword(s):  
Health Care ◽  
Teacher Perceptions ◽  
Health Clinic ◽  
Theory Approach ◽  
Model Schools ◽  
Health Initiative ◽  
School Based ◽  
Paediatric Health ◽  
Over Time

The purpose of this study is to investigate child, parent, and teacher perspectives of the role of a Toronto school-based health clinic (SBHC) in health care provision, as well as their experiences of accessibility, and comfort in use. This qualitative case study of a SBHC in the Toronto District School Board’s Model Schools Paediatric Health Initiative (MSPHI) uses thematic secondary data analyses informed by a grounded theory approach. The results of this study provide evidence that the SBHC plays a key role in the provision of physical health care for children; reduces health-related school absences; addresses OHIP-related barriers; and enhances the coordination of health care services. Children’s experiences of comfort over time remained stable; however, children’s perceptions of accessibility improved over time which aligned with their increased SBHC utilization. Key terms: children, health services, school-based health clinic, Model Schools Paediatric Health Initiative

scholarly journals Successful with STEM? A Qualitative Case Study of Pre-Service Teacher Perceptions

2017 ◽  
Author(s):  
Stacie Nowikowski
Keyword(s):  
Teacher Perceptions ◽  
Qualitative Case Study ◽  
Middle Level ◽  
Teaching Methodology ◽  
Science Data ◽  
Student Centered ◽  
Field Placements ◽  
And Mathematics ◽  
K 12

This research is a qualitative case study of pre-service teachers’ experiences with a Science, Technology, Engineering, and Mathematics (STEM) module during a middle level interdisciplinary course in the teaching of mathematics and science. Data were collected through document analysis of participant reflection journals (during six distinct stem tasks) and college curriculum as well as an analysis of researcher observations of the STEM activities. While the first and last tasks were reflective and designed to identify pre-existing STEM experiences and post-module knowledge, respectively, the other four STEM tasks simulated student-centered STEM activities common to the middle level classroom. The data were analyzed for patterns and significant experiences among participants. Findings indicated that participants perceived little to no experiences with STEM in K-12 education and other college courses despite contradicting data from required college coursework. As the module progressed, participants developed improved self-efficacy and expanded definitions for the teaching of STEM at the middle level. Future recommendations include more purposeful connection of teaching methodology and STEM content courses taught in isolation. Additional research is needed in more consistent and authentic STEM field placements for the continued growth and support of STEM in middle level teacher preparation.

scholarly journals Digital immigrant teacher perceptions of an extended Cyberhunt strategy

2012 ◽  
Vol 28 (2) ◽  
Author(s):  
André Du Plessis ◽  
Paul Webb
Keyword(s):  
Teacher Perceptions ◽  
South African ◽  
National Curriculum ◽  
School Level ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Cognitive Levels ◽  
First Time ◽  
Searching Skills

<span>This quantitative and qualitative interpretive exploratory case study investigates whether exposure to an Internet based </span><em>Extended Cyberhunt</em><span> strategy enables teachers to attain a set of outcomes similar to Prensky's 'Essential 21st Century Skills' and the 'Critical Outcomes of the South African National Curriculum Statement (NCS)'. The outcomes referred to include effective planning, designing, decision making and goal setting; improved computer and data searching skills; enhanced confidence, interest, reflective ability, collaboration, judgment and creative and critical thinking; as well as effective problem solving and the ability to communicate and interact with individuals and groups. The Extended Cyberhunt strategy, which focuses on enabling participants to become the designers of questions on curriculum related topics at different cognitive levels of Bloom's </span><em>Taxonomy</em><span>, was introduced to teachers who were first time users of the Internet, Microsoft </span><em>Word</em><span> and </span><em>PowerPoint</em><span>. The intention was to ascertain these teachers' perceptions of the utility of the strategy in terms of assisting them to implement the critical outcomes described above with school level learners. Data on their perceptions and experiences related to these outcomes were generated and triangulated by means of a pre and post-Likert scale questionnaire, an open ended questionnaire, qualitative semi-structured interviews, reflective journal writing, and implementer reflections. Positive gains were revealed in terms of all of the above outcomes after exposure to the Extended Cyberhunt strategy. These findings are considered in terms of differences between the approach used and traditional teacher-centred teaching, and the strategy is examined using activity theory as a lens. While we are aware that many alternative approaches exist that may be just as successful in terms of attaining the desired outcomes, we believe that the Extended Cyberhunt strategy is both a fruitful extension of </span><em>WebQuests</em><span> and other existing Internet-based approaches, and a relatively easily implementable and viable way of attaining the desired outcomes.</span>

scholarly journals How Do Plurilingual Teacher Trainees View the CLIL Challenge? A Case Study

2021 ◽  
Vol 63 ◽  
pp. 33-56
Author(s):  
Enrique Cerezo Herrero ◽  
Rosario García-Bellido
Keyword(s):  
Teacher Training ◽  
Education System ◽  
Main Idea ◽  
Point Of View ◽  
Trainee Teachers ◽  
Training Methodology ◽  
Teacher Trainees ◽  
Flow Charts ◽  
Valencian Region

The Valencian region is a Spanish autonomous community with a long-standing tradition in bilingual education. However, as opposed to some other Spanish regions, attention towards the linguistic education system from the point of view of research has been scarce. On this basis, the present investigation seeks to analyze the plurilingual education system of the Valencian region currently in force from the perspective of trainee teachers. To this end, a study has been conducted with three focus groups. The narrative produced by the participants has been analyzed taking into consideration four major dimensions, namely plurilingual programs, teacher training, methodology, and resources and materials. In this analysis, the main idea underlying each dimension has been identified and then the information has been synthesized in flow charts that broadly represent the information conveyed by the groups. The results obtained evince a lack of initial and continuous teacher training in plurilingual issues, a reality which translates into a low level of linguistic competence and methodological lacunae, as well as a lack of tailored-made teaching materials. There is thus an urgent need to revisit major aspects of the plurilingual programs and bring about certain changes that could contribute to their improvement and consolidation.

“I Didn’t Know I Could do That!” Student and Teacher Perceptions of an Independent Choral Music Learning Project

2020 ◽  
pp. 875512332096108
Author(s):  
Marshall Haning
Keyword(s):  
High School ◽  
Teacher Perceptions ◽  
Choral Music ◽  
Social Loafing ◽  
Public Performance ◽  
Music Learning ◽  
Task Behavior ◽  
Student And Teacher Perceptions ◽  
Choral Classroom

Through the use of an intrinsic case study, I investigated student and teacher perceptions of a collaborative and student-directed music learning approach in a high school choral classroom. Students ( N = 29) in a beginning high school choir were asked to choose and learn a piece of repertoire without substantive input or help from the choral teacher. Results indicated that students completed this project successfully and achieved a well-received public performance of the piece. Students reported a strong sense of accomplishment as well as increased collaboration skills and opportunities to apply their music knowledge. Although students and teacher acknowledged some social conflicts and relatively high levels of social loafing and off-task behavior during this project, these challenges did not seem to reduce the overall perception of success.

Elementary 1:1 iPad Implementation: Successes and Struggles During the First Year

2017 ◽  
Vol 46 (4) ◽  
pp. 463-484 ◽  
Author(s):  
Denise K. Frazier ◽  
Anastasia M. Trekles
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Teacher Perceptions ◽  
Mixed Method ◽  
Grade Level ◽  
Inquiry Learning ◽  
First Year ◽  
Curriculum Management ◽  
Technical Problems

This mixed-method case study followed K-5 elementary teachers through their first year of 1:1 iPad adoption in one elementary school. All teachers in the school were surveyed in September and December 2015 and May 2016. Focus groups consisting of two teachers from each grade level were held during these same months. Teacher perceptions were gathered in regard to iPads in curriculum, management, differentiation, collaboration, assessment, and inquiry learning. Struggles during the first year included lack of professional development, rushed decisions made by administration, technical problems, and poor planning. Success was found in differentiation and improvement throughout the year.

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