This article discusses an assessment of the effectiveness of strategic e-mentoring in improving self-efficacy and retention of alternatively certified novice teachers in an inner city school district. The study is important because research shows teachers with higher self-efficacy are more effective in the classroom. They are more innovative, open to student ideas, and able to promote motivation. The purpose is to understand how developing self-efficacy affects high attrition rates among these teachers. Social learning theory and adult learning theory provide frameworks. Strategic e-mentoring aims to build teachers' sense of competence through experience, problem-solving, and relevance to their jobs.
The document discusses different theories of learning from behavioral, cognitive, and constructivist perspectives. It focuses on behavioral learning theories proposed by B.F. Skinner, which emphasize how environmental influences like reinforcement and punishment can shape behaviors according to the antecedent-behavior-consequence model. Reinforcement, whether positive or negative, increases behaviors, while punishment suppresses behaviors. The document also discusses applications of behavioral principles for teaching, like direct instruction and using objectives, as well as cognitive perspectives on learning involving knowledge organization and memory systems.
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
Another journal article on Differentiated Readingdianakamaruddin
The document discusses differentiated instruction in higher education. It argues that differentiated instruction should focus on student readiness levels rather than learning styles, as learning styles have not been proven scientifically. It suggests strategies for effectively differentiating instruction, such as identifying student readiness, modifying instructional content, process and products, and enhancing both collaborative and autonomous learning. The document emphasizes integrating teaching and practice to provide diverse learning experiences and equip students for challenges in a global society.
This study investigated the effects of question prompts, peer review, and expert modeling on scaffolding students' problem-based learning in a web-based cognitive support system. 96 pharmacy students were randomly assigned to a treatment or control group. Students who received question prompts performed significantly better on problem-solving steps compared to the control group. Both groups improved from initial to revised reports after peer review. Expert modeling also had a positive effect on students' reasoning and problem-solving processes.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
The document discusses various theories and concepts related to teaching and learning. It covers behavioral, cognitive, and constructivist learning theories. It also addresses different domains of learning including cognitive, psychomotor, and affective. Additionally, it discusses learning styles, types of intelligence, and Benner's stages of clinical competence.
Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems
June 27, 9 – 11:30am, Room: Union A
Based on the work of Dr. Elise Frattura from University of Wisconsin, Milwaukee, this session will explore how to develop an integrated service delivery system that addresses the needs of all students, including those who have been marginalized, with a focus on students with disabilities. This session will look at some of the major problems caused by providing separate programs and classrooms for disabled students. Examining your current district, building or classroom, you will explore how to align your own delivery of highly effective practices in an integrated setting.
Main Presenter: Candi Hazelwood, Consultant, Education Service Center of Cuyahoga County
Co-Presenter(s): Peg Deibel, Consultant, State Support Team Region 9; Helen Flowers, Consultant, State Support Team Region 15; Becky Rees, Consultant, State Support Team Region 6
The document discusses different theories of learning from behavioral, cognitive, and constructivist perspectives. It focuses on behavioral learning theories proposed by B.F. Skinner, which emphasize how environmental influences like reinforcement and punishment can shape behaviors according to the antecedent-behavior-consequence model. Reinforcement, whether positive or negative, increases behaviors, while punishment suppresses behaviors. The document also discusses applications of behavioral principles for teaching, like direct instruction and using objectives, as well as cognitive perspectives on learning involving knowledge organization and memory systems.
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
Another journal article on Differentiated Readingdianakamaruddin
The document discusses differentiated instruction in higher education. It argues that differentiated instruction should focus on student readiness levels rather than learning styles, as learning styles have not been proven scientifically. It suggests strategies for effectively differentiating instruction, such as identifying student readiness, modifying instructional content, process and products, and enhancing both collaborative and autonomous learning. The document emphasizes integrating teaching and practice to provide diverse learning experiences and equip students for challenges in a global society.
This study investigated the effects of question prompts, peer review, and expert modeling on scaffolding students' problem-based learning in a web-based cognitive support system. 96 pharmacy students were randomly assigned to a treatment or control group. Students who received question prompts performed significantly better on problem-solving steps compared to the control group. Both groups improved from initial to revised reports after peer review. Expert modeling also had a positive effect on students' reasoning and problem-solving processes.
This document reviews literature on teacher motivation and strategies for motivating students. It discusses how motivation plays a key role in learning, and how teachers can support student motivation through various methods like building relationships, providing feedback, and connecting lessons to students' lives. The document also examines factors that can motivate or demotivate teachers, such as students, workload, salaries and autonomy. It concludes that understanding teacher motivation is important for enhancing student motivation and learning outcomes.
The document discusses various theories and concepts related to teaching and learning. It covers behavioral, cognitive, and constructivist learning theories. It also addresses different domains of learning including cognitive, psychomotor, and affective. Additionally, it discusses learning styles, types of intelligence, and Benner's stages of clinical competence.
Meeting the Needs of All Students in the Classroom: Exploring Integrated Delivery Systems
June 27, 9 – 11:30am, Room: Union A
Based on the work of Dr. Elise Frattura from University of Wisconsin, Milwaukee, this session will explore how to develop an integrated service delivery system that addresses the needs of all students, including those who have been marginalized, with a focus on students with disabilities. This session will look at some of the major problems caused by providing separate programs and classrooms for disabled students. Examining your current district, building or classroom, you will explore how to align your own delivery of highly effective practices in an integrated setting.
Main Presenter: Candi Hazelwood, Consultant, Education Service Center of Cuyahoga County
Co-Presenter(s): Peg Deibel, Consultant, State Support Team Region 9; Helen Flowers, Consultant, State Support Team Region 15; Becky Rees, Consultant, State Support Team Region 6
Models of teaching are instructional designs that describe learning environments and interactions to cause specific changes in student behavior. There are several families of models including social, information-processing, personal, and behavioral systems. Models aim to accomplish common educational goals, are research-based, and conform to philosophical orientations. Jerome Bruner's work emphasized that students actively construct knowledge and proposed three stages of representation: enactive, iconic, and symbolic. Bruner also advocated for discovery learning and a spiral curriculum.
This document summarizes a study that investigates how the beliefs and perceptions of prospective teachers about teaching as a profession change as they complete a teacher education program. It begins by outlining research questions about what beliefs prospective teachers hold entering programs and how field experiences impact those beliefs. The literature review discusses how beliefs are well-established prior to college and difficult to change, but field experiences can cause a "conversion" that alters perceptions. The study aims to provide new insights into why prospective teachers' entering and exiting beliefs differ and how teacher education can better support this transition.
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
This document discusses critical pedagogy, problem-based learning, and issue-based curriculum in education in Kerala. It explains that the current curriculum is based on critical pedagogy and issue-based approaches which view learning as a social process of constructing knowledge. Problem-based learning promotes self-directed lifelong learning through inquiry. Key aspects of these approaches include developing critical thinking, making education relevant to social issues and struggles, and bridging theoretical and practical knowledge. The objectives are to promote social justice, resist injustice, and develop citizens and culture.
Science education research emerged as an independent field about 40 years ago, with the goal of improving science education practices. Early studies compared different teaching methods in classrooms but were difficult to replicate given variations in classrooms and students. This led to new areas of research examining social contexts and relationships between students and teachers. Experiments are important for science learning but connecting observations to inferences can be challenging in classrooms where students are given specific observations and inferences. Research also found students hold their own conceptions about scientific phenomena that are resistant to change. Cognitive science models see knowledge as networks that differ between experts and novices in a domain.
This document discusses traditional and modern educational technology and models of teaching. It defines models of teaching as instructional designs that cause students to interact in a way that changes their behavior. It describes different types of models including conceptual, physical demonstrations, mathematical and statistical, and visualization models. It also lists some merits of technology in education such as allowing self-paced learning, providing instant access to resources, and creating collaborative learning, but also notes some demerits like distraction, dependence, and medical issues for students.
The document discusses various teaching models, approaches, strategies and methods. It defines approaches as assumptions about language learning and teaching, and methods as plans for presenting language. Strategies are plans to ensure lessons are learned, and techniques are classroom activities. The models are grouped into behavioral, information processing, social, and personal families. Behavioral models use conditioning and stimuli, while information processing models emphasize acquiring and organizing data. Specific models discussed include mastery learning, simulations, advance organizers, and inquiry training.
An Experimental Study of Collaborative Instructional Strategy (CIS) for Teac...Dr.Nasir Ahmad
: Modern concept of education is based on students’ centered learning approaches
where collaborative instructional strategy is an emerging approach. It has been tested in
different subjects and its effectiveness has been proved. Therefore, this experimental study
investigated the effects of Collaborative Instructional Strategy (CIS) on mathematics
achievement of fifth grade students. The experiment was conducted at a Government school
in District Swat, Pakistan using pre-test post-test comparative group design on 64 students
in two groups (control and experimental). Mathematics Attainments Test (MAT) was
developed to measure students' academic achievement. Collaborative mathematics
instructional lesson plans (CMIL) were also developed to teach mathematics. The collected
data were analyzed though mean, standard deviation, pair sample t test and independent
sample t test. The results of the experiment showed that Collaborative Instructional Strategy
(CIS) has a significant positive effect on the academic achievement of Primary school
students in the subject of mathematics. It was recommended that Collaborative Instructional
Strategy (CIS) may be use to teach mathematics at primary level.
This document discusses teacher learning and collaboration. It covers several key topics:
- Teacher knowledge is developed through theoretical, practical, self-regulatory, collaborative, and technological knowledge.
- Teachers must continuously learn and adapt their practices due to changing educational needs and innovations. Collaboration is important for teacher learning and developing expertise.
- Teacher beliefs strongly influence their practices, and these beliefs can change through reflection and collaboration with other teachers.
- Technologies also impact teacher learning, and teachers need technological, pedagogical, and content knowledge to effectively integrate technologies. Collaboration provides opportunities for teachers to learn from each other.
The social interaction model stresses relationships between individuals and society. It uses instructional methods like group work to facilitate interaction. Students work in structured groups to discuss concepts while the instructor monitors. Key steps include an introduction by the instructor, breaking into groups, and groups presenting findings. Social interaction promotes higher-level thinking, meaningful learning, and skills like leadership. However, it can be time-consuming and some students may not participate fully. Different models include jurisprudential inquiry, group investigation, and social inquiry.
THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFO...Dr.Nasir Ahmad
In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students’ learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students’ educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and control group were collected through a self-developed test. Thrice was the test administered to both groups, the collected data were analyzed through Mean, Standard Deviation and independent sample t-test. Results of the study concludes that students of experimental group performed higher on the post-test than the students of control group, the performance of experimental group was also better as
The document discusses the lecture method for teaching physical science. It explains that the lecture method can be used to start new topics, summarize lessons, and explain theoretical points that cannot be demonstrated. It outlines the steps in the lecture method as having an introduction to establish rapport and interest, a development phase where the teacher explains concepts and principles, and a consolidation phase where the teacher modifies the teaching based on evaluation and gets feedback. The conclusion restates that the lecture method allows the teacher to summarize and emphasize key points and get feedback from students.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Models of Teaching are prescriptive teaching strategies developed by researchers to achieve specific instructional goals. They provide plans for designing curriculum, instructional materials, and classroom guidance. Joyce and Weil identified 24 models across four families: information processing, personal, social interaction, and behavior modification. Each model contains components like purpose, assumptions, instructional guidelines, and research evaluation. To implement a model, teachers consider its syntax, principles of reaction, social system, and support system. Models aim to directly impact learning and indirectly influence students through experiencing the learning environment.
The document discusses the author's philosophy on effective science teaching. The author believes science should be taught using active learning methods like experiments, group work, and problem-solving rather than passive lecturing. This develops students' intellectual abilities and understanding of concepts rather than just memorization. The teacher's role is to engage students and respect diversity, while assessments should provide feedback to improve learning.
ESERA Paper Exploring teacher's belief Sally HowardSally Howard
This document discusses a study exploring how teachers' beliefs about learning and pedagogy change when introducing inquiry-based science education. It describes a teacher education program where teachers participated in sessions to engage with inquiry practices and assessment strategies, then trialled inquiry activities in their classrooms. The paper examines how three English teachers adapted their practices when introduced to new ideas through the program. It explores how the teachers dealt with pedagogical transformations and developed personal solutions supported by professional learning opportunities in the project.
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
3. Teacher's Guide to Differentiate InstructionsSunflower Chin
Differentiated instruction is an approach that assumes there is diversity among learners and aims to reach all students by using various teaching methods tailored to students' readiness levels, interests, and learning profiles. It involves modifying instruction, materials, student tasks, and assessments to address the needs of individual students. Effective differentiation requires teachers to understand the content, assess student knowledge and skills, and design interrelated activities at varying levels of difficulty using multiple materials and processes to help students master challenging content. While differentiation takes effort, it can help ensure equity in learning for all students when combined with other effective teaching practices.
Innovative approaches for Teaching and Learningjagannath Dange
This document discusses education and teaching approaches. It begins by outlining the session objectives, which are to discuss the background and status of education, teaching approaches, and the shifting role of teachers. It then discusses how education increases capabilities and economic outcomes. It also examines factors like poverty that lead to disparities in education. The document outlines that schools often struggle due to issues like unprepared learners, ineffective teaching, and poor management. It then discusses characteristics of learners and different teaching approaches like teacher-centered, learner-centered, and constructivist approaches. The document concludes by explaining collaborative and cooperative learning.
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
The document discusses the importance of instructional planning for teachers. It notes that instructional planning helps teachers identify essential principles and skills to focus on, recognize individual student needs and differences, and use ongoing assessment to adjust instruction as needed. Differentiated instruction through content, process, product, or environment allows teachers to tailor instruction to meet student needs.
This document discusses best practices for online instruction based on adult learning theory. It emphasizes creating a collaborative learning community where students feel safe and engaged. The responsibilities of online instructors include understanding learners' needs, connecting content to experience, promoting autonomy and self-direction, and providing a variety of activities to accommodate different learning styles. Instructors should focus on facilitating learning partnerships and optimizing interactions between students, faculty, and course material.
Models of teaching are instructional designs that describe learning environments and interactions to cause specific changes in student behavior. There are several families of models including social, information-processing, personal, and behavioral systems. Models aim to accomplish common educational goals, are research-based, and conform to philosophical orientations. Jerome Bruner's work emphasized that students actively construct knowledge and proposed three stages of representation: enactive, iconic, and symbolic. Bruner also advocated for discovery learning and a spiral curriculum.
This document summarizes a study that investigates how the beliefs and perceptions of prospective teachers about teaching as a profession change as they complete a teacher education program. It begins by outlining research questions about what beliefs prospective teachers hold entering programs and how field experiences impact those beliefs. The literature review discusses how beliefs are well-established prior to college and difficult to change, but field experiences can cause a "conversion" that alters perceptions. The study aims to provide new insights into why prospective teachers' entering and exiting beliefs differ and how teacher education can better support this transition.
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
This document discusses critical pedagogy, problem-based learning, and issue-based curriculum in education in Kerala. It explains that the current curriculum is based on critical pedagogy and issue-based approaches which view learning as a social process of constructing knowledge. Problem-based learning promotes self-directed lifelong learning through inquiry. Key aspects of these approaches include developing critical thinking, making education relevant to social issues and struggles, and bridging theoretical and practical knowledge. The objectives are to promote social justice, resist injustice, and develop citizens and culture.
Science education research emerged as an independent field about 40 years ago, with the goal of improving science education practices. Early studies compared different teaching methods in classrooms but were difficult to replicate given variations in classrooms and students. This led to new areas of research examining social contexts and relationships between students and teachers. Experiments are important for science learning but connecting observations to inferences can be challenging in classrooms where students are given specific observations and inferences. Research also found students hold their own conceptions about scientific phenomena that are resistant to change. Cognitive science models see knowledge as networks that differ between experts and novices in a domain.
This document discusses traditional and modern educational technology and models of teaching. It defines models of teaching as instructional designs that cause students to interact in a way that changes their behavior. It describes different types of models including conceptual, physical demonstrations, mathematical and statistical, and visualization models. It also lists some merits of technology in education such as allowing self-paced learning, providing instant access to resources, and creating collaborative learning, but also notes some demerits like distraction, dependence, and medical issues for students.
The document discusses various teaching models, approaches, strategies and methods. It defines approaches as assumptions about language learning and teaching, and methods as plans for presenting language. Strategies are plans to ensure lessons are learned, and techniques are classroom activities. The models are grouped into behavioral, information processing, social, and personal families. Behavioral models use conditioning and stimuli, while information processing models emphasize acquiring and organizing data. Specific models discussed include mastery learning, simulations, advance organizers, and inquiry training.
An Experimental Study of Collaborative Instructional Strategy (CIS) for Teac...Dr.Nasir Ahmad
: Modern concept of education is based on students’ centered learning approaches
where collaborative instructional strategy is an emerging approach. It has been tested in
different subjects and its effectiveness has been proved. Therefore, this experimental study
investigated the effects of Collaborative Instructional Strategy (CIS) on mathematics
achievement of fifth grade students. The experiment was conducted at a Government school
in District Swat, Pakistan using pre-test post-test comparative group design on 64 students
in two groups (control and experimental). Mathematics Attainments Test (MAT) was
developed to measure students' academic achievement. Collaborative mathematics
instructional lesson plans (CMIL) were also developed to teach mathematics. The collected
data were analyzed though mean, standard deviation, pair sample t test and independent
sample t test. The results of the experiment showed that Collaborative Instructional Strategy
(CIS) has a significant positive effect on the academic achievement of Primary school
students in the subject of mathematics. It was recommended that Collaborative Instructional
Strategy (CIS) may be use to teach mathematics at primary level.
This document discusses teacher learning and collaboration. It covers several key topics:
- Teacher knowledge is developed through theoretical, practical, self-regulatory, collaborative, and technological knowledge.
- Teachers must continuously learn and adapt their practices due to changing educational needs and innovations. Collaboration is important for teacher learning and developing expertise.
- Teacher beliefs strongly influence their practices, and these beliefs can change through reflection and collaboration with other teachers.
- Technologies also impact teacher learning, and teachers need technological, pedagogical, and content knowledge to effectively integrate technologies. Collaboration provides opportunities for teachers to learn from each other.
The social interaction model stresses relationships between individuals and society. It uses instructional methods like group work to facilitate interaction. Students work in structured groups to discuss concepts while the instructor monitors. Key steps include an introduction by the instructor, breaking into groups, and groups presenting findings. Social interaction promotes higher-level thinking, meaningful learning, and skills like leadership. However, it can be time-consuming and some students may not participate fully. Different models include jurisprudential inquiry, group investigation, and social inquiry.
THE EFFECTS OF AUTHENTIC PEDAGOGICAL PRACTICES ON STUDENTS’ EDUCATIONAL PERFO...Dr.Nasir Ahmad
In-practice traditional lecture, discussion and assignments based pedagogical practices play its role in students’ learning and retention power. The current study intends to investigate whether authentic pedagogical practices are more effective in terms of enhancing students’ educational performances and retention power or the traditional pedagogical practices. Therefore, this study focused on investigating the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power at secondary level. The objective was to measure the effects of authentic and traditional pedagogical practices on students’ educational performances and retention power. A pre-test post-test comparative group design was adopted to conduct the study. The students of experimental group were exposed to authentic pedagogical practices while the control group was treated on traditional routine pedagogical practices. Data from the experimental and control group were collected through a self-developed test. Thrice was the test administered to both groups, the collected data were analyzed through Mean, Standard Deviation and independent sample t-test. Results of the study concludes that students of experimental group performed higher on the post-test than the students of control group, the performance of experimental group was also better as
The document discusses the lecture method for teaching physical science. It explains that the lecture method can be used to start new topics, summarize lessons, and explain theoretical points that cannot be demonstrated. It outlines the steps in the lecture method as having an introduction to establish rapport and interest, a development phase where the teacher explains concepts and principles, and a consolidation phase where the teacher modifies the teaching based on evaluation and gets feedback. The conclusion restates that the lecture method allows the teacher to summarize and emphasize key points and get feedback from students.
21st Century Pedagogy: Transformational Approachijtsrd
Pedagogies are constantly evolving and great emphasis has been laid on the teachers to use effective teaching strategies and method to improve students' achievement. That is why pedagogy is one of the important factors that need to revisit in order to maximize the attainment of educational objectives. Based on the data gathered, technology in the classroom, differentiated instruction and student centered approach should be adapted and modeled across the country to elevate and nourish the capability of the students to go beyond limitation. Further, the way students learn and comprehend have change dramatically educators must also evolve from traditional way to 21st century way of teaching. Novelita T. Bornea | Ma. Georgina B. Espa±ol | Ma. May A. Buala | Pedrito S. Ocba Jr "21st Century Pedagogy: Transformational Approach" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-1 , December 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29806.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29806/21st-century-pedagogy-transformational-approach/novelita-t-bornea
Models of Teaching are prescriptive teaching strategies developed by researchers to achieve specific instructional goals. They provide plans for designing curriculum, instructional materials, and classroom guidance. Joyce and Weil identified 24 models across four families: information processing, personal, social interaction, and behavior modification. Each model contains components like purpose, assumptions, instructional guidelines, and research evaluation. To implement a model, teachers consider its syntax, principles of reaction, social system, and support system. Models aim to directly impact learning and indirectly influence students through experiencing the learning environment.
The document discusses the author's philosophy on effective science teaching. The author believes science should be taught using active learning methods like experiments, group work, and problem-solving rather than passive lecturing. This develops students' intellectual abilities and understanding of concepts rather than just memorization. The teacher's role is to engage students and respect diversity, while assessments should provide feedback to improve learning.
ESERA Paper Exploring teacher's belief Sally HowardSally Howard
This document discusses a study exploring how teachers' beliefs about learning and pedagogy change when introducing inquiry-based science education. It describes a teacher education program where teachers participated in sessions to engage with inquiry practices and assessment strategies, then trialled inquiry activities in their classrooms. The paper examines how three English teachers adapted their practices when introduced to new ideas through the program. It explores how the teachers dealt with pedagogical transformations and developed personal solutions supported by professional learning opportunities in the project.
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL F...William Kritsonis
Dr. Fred C. Lunenburg, Sam Houston State University - Published in NATIONAL FORUM JOURNALS - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief (Founded 1982)
3. Teacher's Guide to Differentiate InstructionsSunflower Chin
Differentiated instruction is an approach that assumes there is diversity among learners and aims to reach all students by using various teaching methods tailored to students' readiness levels, interests, and learning profiles. It involves modifying instruction, materials, student tasks, and assessments to address the needs of individual students. Effective differentiation requires teachers to understand the content, assess student knowledge and skills, and design interrelated activities at varying levels of difficulty using multiple materials and processes to help students master challenging content. While differentiation takes effort, it can help ensure equity in learning for all students when combined with other effective teaching practices.
Innovative approaches for Teaching and Learningjagannath Dange
This document discusses education and teaching approaches. It begins by outlining the session objectives, which are to discuss the background and status of education, teaching approaches, and the shifting role of teachers. It then discusses how education increases capabilities and economic outcomes. It also examines factors like poverty that lead to disparities in education. The document outlines that schools often struggle due to issues like unprepared learners, ineffective teaching, and poor management. It then discusses characteristics of learners and different teaching approaches like teacher-centered, learner-centered, and constructivist approaches. The document concludes by explaining collaborative and cooperative learning.
This is the presentation I made to my committee for my proposal for research. I am focusing on creating Personal Learning Environments for two students with special needs. I am using their IEPs to design an on line learning environment to supplement their curriculum from school. For my doctorate, I would like to implement the PLEs into their school day and possible replace some of the activities they are doing with the intervention specialist. Any feedback will be helpful. However, please keep in mind that I have to work with and around the school's firewall system. Thank you, Sharon Shaffer
The document discusses the importance of instructional planning for teachers. It notes that instructional planning helps teachers identify essential principles and skills to focus on, recognize individual student needs and differences, and use ongoing assessment to adjust instruction as needed. Differentiated instruction through content, process, product, or environment allows teachers to tailor instruction to meet student needs.
This document discusses best practices for online instruction based on adult learning theory. It emphasizes creating a collaborative learning community where students feel safe and engaged. The responsibilities of online instructors include understanding learners' needs, connecting content to experience, promoting autonomy and self-direction, and providing a variety of activities to accommodate different learning styles. Instructors should focus on facilitating learning partnerships and optimizing interactions between students, faculty, and course material.
The document discusses best practices for online instruction including: 1) Understanding adult learning theory principles like adults being self-directed, goal-oriented, and needing real-world application. 2) Creating an online learning community where students feel safe to explore ideas and direct their own learning. 3) Faculty serving as facilitators who optimize student-student and student-content interactions to achieve learning objectives in a learner-centered approach.
Pedagogy and innovative approaches in Teaching and learning.pptxjagannath Dange
All children are born and raised in different situations. The schools in need to implement a curriculum which not only promotes development in cognition, language, literacy, numeracy and the arts but also addresses wellbeing and happiness of the students. so, Pedagogy must be ideal to the needs of the learners. hence different approaches must be adopted to train the different faculties of children.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
https://jst.org.in/index.html
Our journal has academic journals form a crucial nexus. Educators leverage the latest research findings to enrich their teaching methodologies, ensuring that students are exposed to the most current and relevant information. Simultaneously, these educators contribute to the body of knowledge through their own research, creating a perpetual cycle of growth.
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CH 10 Social Constructivist Approaches.pptVATHVARY
Compare the social
constructivist approach with other
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Explain how teachers
and peers can jointly contribute to
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Anthony taiwanna_d_a_mixed_methods_assessment
1. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
VOLUME 4 NUMBER 1, 2007
A Mixed Methods Assessment of the Effectiveness of
Strategic EMentoring in Improving the Self Efficacy
and Persistence (or Retention) of Alternatively Certified
Novice Teachers within an Inner City School District
Taiwanna D. Anthony William Allan Kritsonis, PhD
PhD Student in Educational Leadership Professor
College of Education PhD Program in Educational Leadership
Prairie View A & M University Prairie View A&M University
Technology Applications Member of the Texas A&M University System
Dallas Independent School District Visiting Lecturer (2005)
Dallas, Texas Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
ABSTRACT
Unfortunately, alternatively certified novice teachers are not being properly prepared.
Under the No Child Left Behind Act, the primary concern is that all classrooms are housed
with highly qualified teachers. In the present, alternatively certified novice teacher attrition
has increased significantly. Many classrooms across the United States have either an
alternatively certified novice teacher or a non-certified person instructing students.
Exceedingly, high rates of teachers are leaving the profession within the first five years.
Clearly, a majority of the teachers leaving the field of education are working in indigent,
urban, under privilege and or racially or culturally diverse populated schools (Education
Week, 2003). In order for alternatively certified novice teacher reformation to undergo
significant scrutiny and accountability; educators, lawmakers, stakeholders, and other
constituents, need to make rigorous attempts to prepare, mentor, educate, and retain
alternatively certified novice teachers. The ultimate goal is to help all students to acquire the
knowledge, attitudes, and skills needed to function effectively in a pluralistic democratic
society and to interact, negotiate, and communicate with peoples from diverse groups in
order to create a civic and moral community that works for the common good. In order to
foster high student achievement, alternatively certified novice teachers plays a pivotal role
in their success. Research indicates that an intricate pattern in alternatively certified novice
teachers who possess high self-efficacy are more susceptible to be innovative in their
1
2. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
2_____________________________________________________________________________________
instructional strategies, their pedagogical techniques and they are more receptive to student
ideas and their E- Mentor suggestions.
Introduction
Why is it important to study teachers’ self efficacy? Teacher self efficacy beliefs
have been studied in areas such as teacher education, academic achievement of students,
mental health, counseling, sports and a variety of other areas. This can be attributed to
Albert Bandura who defines self-efficacy as personal judgments of one’s capabilities to
perform tasks at varying levels. Prior studies and various research show consistent
patterns in alternatively certified novice teachers with higher self efficacy are more likely
to be effective in their classrooms by illuminating enthusiastic attitude towards teaching,
they are open to students’ ideas, they use innovative instructional methods that exhibits in
their instructional practices, and they posses the ability to provide an environment that
promotes and fosters motivation for students to learn.
Purpose of the Article
The purpose of this article is to discuss alternatively certified novice teacher self-
efficacy, their ability to fully comprehend how teachers to develop their self-efficacy
beliefs and how it inadvertently affects their high attrition rate. When capable teachers do
not perform up to their potential despite positive environmental conditions, emphasis on
the self-regulatory process within individuals that promote or their ability to perform
should be monitored. From the social cognitive view, self-efficacy is an important factor
that resides within the alternatively certified novice teacher and mediates between
cognition and affect, which result in changes in their work performance (Zimmerman,
Bandura, & Martinez-Pons, 1992). The growth and reduction of self-efficacy is
influenced over time by social comparison with peers and is therefore more pronounced
as one grows older. Albert Bandura states, “People who regard themselves as highly
efficacious act, think, and feel differently from those who perceive themselves as
inefficacious. They produce their own future, rather than simply foretell it."
3. TAIWANNA D. ANTHONY AND WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________3
Social Learning Theory
• Social Learning Theory explains human behavior in terms of continuous
reciprocal interaction between cognitive, behavioral, an environmental influences.
• Social Learning encompasses attention, memory and motivation.
• Social Learning Theory spans both cognitive and behavioral frameworks
• Coaching and Mentoring are commonly used in management development
techniques that attempt to harness social learning in the workplace.
Adult Learning Theory
Knowles' theory of andragogy is an attempt to develop a theory specifically for
adult learning. Knowles emphasizes that adults are self-directed and expect to take
responsibility for decisions. Adult learning programs must accommodate this
fundamental aspect.
Andragogy makes the following assumptions about the design of learning: (1)
Adults need to know why they need to learn something (2) Adults need to learn
experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best
when the topic is of immediate value. In practical terms, andragogy means that
instruction for adults needs to focus more on the process and less on the content being
taught.
4. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
4_____________________________________________________________________________________
Figure 1-1 The Principles of the Adult Learning Theory
Adults need to
be involved in
the planning
and evaluation
of their
instruction
Adult learning is Principles of Experiences
problem- centered The Adult (including
rather than mistakes)
content-oriented
Learning
provide the
Theory basis for
learning
activities
Adults are most
interested in
learning subjects
that have
immediate
relevance to their
job or personal
life
5. TAIWANNA D. ANTHONY AND WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________5
Figure 1-2 Bandura’s Teacher Efficacy Scale (unpublished)
Bandura’s Teacher Efficacy Scale (unpublished)
Format: 30 items on a 9 Example Items
point scale anchored at How much can you influence the decisions that are made in your school?
nothing, very little, some How much can you do to overcome the influence of adverse community
influence, quite a bit, a great conditions on student learning?
deal. How much can you do to get children to follow classroom rules?
How much can you assist parents in helping their children do well in
7 subscales: Influence on school?
decision making, influence How much can you do to get local colleges and universities involved in
on school resources, working with your school?
instructional efficacy, How much can you do to make students enjoy coming to school?
disciplinary efficacy, How much can you do to get students to believe they can do well in
enlisting parental schoolwork?
involvement, enlisting
community involvement,
and creating a positive
school climate.
Building positive teacher self efficacy is the goal. Positive self efficacy within
alternatively certified novice teachers will provide a rippling affect in which it will create
and provide an atmosphere that will be geared towards positive student achievement. In
relation to the formula listed below, if it is followed by school districts, and it is applied
in the correct format, it will lead to lowering the attrition rates among alternatively
certified novice teachers.
Figure 1-3 Formula
Alternatively Certified Novice Teacher Self Efficacy + Self Directedness / Strategic
Mentoring (EMentoring) *
Effective Alternatively Certified Novice Teachers = Lower Attrition Rate for Inner-City
School District Teacher Effectiveness + Accountable Talk + Rigorous Talk = Relevant
Instruction to students. This will inadvertently create a rippling affect descending from
the administrator, to the teacher, to the student. Effective teaching is a central point to
student achievement. Strong leadership by the administrator is an essential element of
effective teaching. The administrator’s role is integrally tied to effective teaching
strategies, teacher retention and improvement. When principal expectations of teachers
are unclear and the lack of poor quality principal support, these are frequently cited as
problems for teachers and/ or some reasons leave the profession.
Many researchers support the notion that teachers' beliefs of personal efficacy
affect their instructional activities, their orientation toward the educational process and
their student outcomes. Novice teachers' sense of teacher efficacy is related to their
beliefs about student control. Novice teachers who posses a low sense of efficacy tend to
6. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
6_____________________________________________________________________________________
hold a custodial orientation which causes a pessimistic view of students' motivation.
Oftentimes, they emphasize rigid control of classroom behavior, and rely heavily on
extrinsic enticements and negative sanctions to get students to study (Woolfolk & Hoy,
1990; Woolfolk, Rosoff, & Hoy, 1990).
Novice teachers with high instructional efficacy create mastery experiences for
their students whereas novice teachers with low instructional efficacy undermine
student’s cognitive development as well as students' judgments of their own capabilities
(Gibson & Dembo, 1984; Cohn & Rossmiller, 1987). Teacher efficacy is an indicator of
student achievement (Ashton & Webb, 1986; Midgley, Feldlaufer, & Eccles, 1989).
In contrast, people who doubt their capabilities shy away from difficult tasks,
which they view as personal threats. They have low aspirations and weak commitment to
the goals they choose to pursue. When faced with difficult tasks, they dwell on their
personal deficiencies, on the obstacles they will encounter, and all kinds of adverse
outcomes rather than concentrate on how to perform successfully. They slacken within
their efforts and give up quickly in the face of difficulties. The alternatively certified
novice teachers are slow to recover their sense of efficacy following failure or setbacks.
Because the alternatively certified novice teachers view insufficient performance as
deficient aptitude it does not require much failure for them to lose faith in their
capabilities.
To fully grasp how alternatively certified novice teachers develop self efficacy
beliefs, research by various researchers focused on novice teachers and sources that
influence the alternatively certified novice teachers’ beliefs. Woolfolk, exposed novice
teachers’ self-efficacy is interrelated to positive relationships among administrators,
mentors, and teaching support. Tekkaya, Cakiroglu, and Ozkan ascertained that
alternatively certified novice teachers with higher science knowledge and; a positive
attitude toward science teaching contributes to their own self-efficacy beliefs. Cakiroglu,
scrutinized alternatively certified novice teachers’ gender and course grades in regards to
math teaching self-efficacy found no difference.
eMentoring
eMentoring is a convenient effective and efficient way to connect alternatively
certified novice teachers with less than five years in education with more experienced
veteran teachers. In addition to being mentored, alternatively certified novice teachers
have a unique opportunity to serve as mentors to future alternatively certified novice
teachers. Oftentimes, it is difficult to find the time to meet face-to-face, eMentoring
provides the advantage of transcending geographic boundaries and time constraints
through online communication.
eMentoring is a viable and useful tool to add to the armor of inner city schools who seek
to raise student achievement. Mentoring programs can significantly improve outcomes
for alternatively certified novice teachers, but only if relationships between mentor and
mentee are long-term and intensive and if the eMentoring program is well structured.
eMentors are encouraged to communicate with mentees on a regular basis and initiate
discussions that offer guidance and advice. Through recurrent communication, mentors
will foster trust by making mentee’s feel their questions and concerns are carefully
considered and they are warranted.
7. TAIWANNA D. ANTHONY AND WILLIAM ALLAN KRITSONIS
_____________________________________________________________________________________7
In summation, Parault and Haverback followed a line of investigation in regards
to language and reading acquisition, they compared two groups of novice reading
teachers, and learned that tutoring reading to elementary school children did not
significantly change their self-efficacy, compared to those without the experience.
Despite teacher’s completion of a four-year degree, including observation and
student teaching opportunities, nearly 50 percent of teachers in the United States leave
teaching in the first five years of their profession. Some school districts experience even
greater attrition rates. Even worse, research shows that the most gifted and talented of
these novice teachers are most apt to abandon their teaching careers (Halford, 1998).
Oftentimes, many school districts have discovered that the turnover rates among young
and novice teachers are high--and that the positions the school worked hard to fill one
year are open again prior too or at the end of the next year.
Recommendations
• Positive reinforcement
• Provide a sense of security to become self direct and independent; not Co-
dependent
• Provide strong guidance and leadership
• Make sure their basic needs are being met
• Model multiple teaching strategies and pedagogical styles
• Create an environment that is conducive to the needs of the alternatively certified
novice teachers
• Provide opportunities for the alternatively certified novice teachers to have voice
• Respect them as adults and that they are professional
Concluding Remarks
In conclusion, by working with mentors, alternatively certified novice teachers;
will be able to contribute to their teachers’ self efficacy beliefs in a variety of settings,
contexts, and content areas, this article will constitute a spectrum of practical research
using Bandura’s Social Learning Theory- - the theoretical framework of teachers self
efficacy scale in order to provide a comprehensive comprehension of alternatively
certified novice teachers’ self efficacy in relation to lowering the attrition rate of
alternatively certified novice teachers using the practical application called EMentoring.
8. DOCTORAL FORUM
NATIONAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
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References
Ashton, P.T., & Webb, R. B. (1986). Making a difference: Teachers' sense
of efficacy and student achievement. New York: Longman.
Bandura A. (1977a) Social learning theory. Englewood Cliffs, New Jersey: Prentice Hall.
Bandura A. (1989) Social cognitive theory. In R. Vasta (Ed.), Annals of Child
Development, 6, 1-60. Greenwich, CT: Jai Press LTD.
Cakiroglu, E. (2000). Preservice elementary teachers' sense of efficacy in reform oriented
mathematics. Unpublished doctoral dissertation, Indiana University.
Cohn, E., & Rossmiller, E. (1987). Research on effective schools: Implications for less
developed countries. Contemporary Education Review, 31, 377-399.
Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of
Educational Psychology, 76, 569-592.
Halford, J.M. (1998, February). Easing the way for new teachers. Educational
Leadership, 55, 33-36.
Parault, S. J., Schwanenflugel, P. J., & Rogers-Haverback, H. (in press). The
development of interpretations for novel noun - noun conceptual combinations
during the elementary school years. Journal of Experimental Child Psychology,
91, 67-87.
Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Change in teacher efficacy and
student self- and task-related beliefs in mathematics during the transition to junior
high school. Journal of Educational Psychology, 81, 247-258.
Tekkaya, C., Cakiroglu, J. & Ozkan, O. (Nisan, 2002). Turkish preservice science
teachers understanding of science, self efficacy beliefs and attitudes toward
science teaches. NRST 2002. National Association for Research in Science
Teaching. New Orleans, USA.
Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers' sense of efficacy and beliefs
about control. Journal of Educational Psychology, 82, 81-91.
Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers' sense of efficacy and their
beliefs about managing students. Teaching & Teacher Education, 6, 137-148.
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation
Editor, NATIONAL FORUM JOURNALS, Houston, Texas. www.nationalforum.com