Browsing by Subject "Teacher education"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Mathematical Content Knowledge for Teaching Elementary Mathematics: A Focus on Decimals
    (University of Montana, 2014-08-01) Kastberg, Signe; Morton, Crystal
    In the last 25 years a small collection of reports of studies focused on gaining insight into PTs’ knowledge of decimals has been published. Three themes are used to frame findings from papers published prior to 1998. Additional findings from papers published between 1998 and 2011 are discussed. Direction for future research that can contribute to the development of curriculum and instruction in mathematics teacher education is shared.
  • Thumbnail Image
    Item
    Prospective Elementary Mathematics Teacher Content Knowledge: What Do We Know, What Do We Not Know, and Where Do We Go?
    (University of Montana (Maureen and Mike Mansfield Library), 2014-08-01) Thanheiser, Eva; Browning, Christine; Edson, Alden; Lo, Jane-Jane; Whitacre, Ian; Olanoff, Dana; Morton, Crystal
    In this Special Issue, the authors reviewed 112 research studies from 1978 to 2012 on prospective elementary teachers’ content knowledge in five content areas: whole numbers and operations, fractions, decimals, geometry and measurement, and algebra. Looking across these studies, this final paper identifies the trends and common themes in terms of the counts and types of studies and commonalities among findings. Analyses of the counts show that the number of articles published each year focusing on prospective teacher (PT) content knowledge is increasing. Most articles across the content areas show that PTs tend to rely on procedures rather than concepts. However, the focus of most articles is identifying PTs’ misconceptions rather than understanding PTs’ conceptions and the development thereof. Both the limitations of the reviews and the directions for future research studies are elaborated.
  • Thumbnail Image
    Item
    The Relationship of Teacher Use of Critical Sociocultural Practices with Student Achievement
    (Institute for Critical Education Studies, 2013-04-15) Teemant, Annela; Hausman, Charles S.
    This exploratory study examined whether teacher use of critical sociocultural practices improved student performance on a criterion-referenced English/Language Arts exam or the LAS Links assessments of English language proficiency for English Language Learners. Fifteen urban elementary teachers participated in a year of professional development, which used an instructional coaching model to increase teacher use of critical sociocultural practices. Using a new scale called Critical Stance, observers measured the degree of fidelity teachers exhibited in using critical practices. Teachers’ Critical Stance post-intervention and growth scores were significantly and positively correlated with increased student performance on the English/Language Arts exam as well as on five LAS Links assessments. Both native and non-native English speakers benefited from increased teacher use of Critical Stance. Teacher use of Critical Stance was also a stronger predictor of ELLs’ gains in English proficiency than teacher use of higher order thinking.
  • Thumbnail Image
    Item
    Teacher self-efficacy in online education: a review of the literature
    (Association for Learning Technology, 2018-10-17) Corry, Michael; Stella, Julie; Technology and Leadership Communication, School of Engineering and Technology
    Although empirical validation of teacher self-efficacy in face-to-face environments continues, it remains a relatively new construct in online education. This literature review, which was conducted over academic databases and which examined work published in the past 15 years, explores three areas of research about teacher self-efficacy in online education: (1) ease of adopting online teaching, (2) online teaching self-efficacy in comparison to demographic and experience variables and (3) changes in teacher self-efficacy in professional development scenarios where self-efficacy was measured before and after treatment. Research studies demonstrate agreement (or no discernible disagreement) in the importance of system/curriculum quality in the implementation of online learning and the recognition that a measure of self-efficacy in online pedagogy has not yet been empirically derived. Researchers continue to examine the balance of technological and pedagogical knowledge that supports the development of teacher self-efficacy, the role of learner self-efficacy in teacher self-efficacy and whether teacher self-efficacy differs fundamentally in online education. In addition, it seems clear that empirical validation of the association of teacher self-efficacy and student success has yet to occur in online education with the rigour seen in face-to-face modes of delivery.