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1 – 10 of 527
Book part
Publication date: 2 April 2015

Raleta C. Summers and Ian E. Sutherland

The purpose of this chapter is to examine the challenges of instructional leadership in prekindergarten (PK) programs in the context of small and mid-sized school districts. We…

Abstract

The purpose of this chapter is to examine the challenges of instructional leadership in prekindergarten (PK) programs in the context of small and mid-sized school districts. We first explore issues that characterize current PK education including the need for content standards and curriculum, Developmentally Appropriate Practices (DAP), Mathematics Pedagogical Content Knowledge, and addressing mathematics anxiety and teacher-efficacy. We then turn to instructional leadership for PK education and the challenges that leader preparation and district program structures cause for instructional leadership. Often instructional experts have limited exposure to PK classrooms housed in traditional elementary buildings. Additionally, elementary principals are typically ill-prepared with the knowledge needed to support and develop teacher MPCK and effective learning contexts in PK classrooms. Typical preparation and professional development programs offer limited support for building principals as PK instructional leaders. Implications for building principals include the need to engage professional communities, utilize collaborative processes such as team observations, and leverage the collective efficacy and expertise of PK educators in their schools and districts.

Details

Leading Small and Mid-Sized Urban School Districts
Type: Book
ISBN: 978-1-78441-818-2

Book part
Publication date: 22 May 2013

Mary Shea and Rosemary Murray

Purpose – To provide teachers with an outline of characteristics typically associated with young adolescent students and the nature of effective teaching and learning…

Abstract

Purpose – To provide teachers with an outline of characteristics typically associated with young adolescent students and the nature of effective teaching and learning opportunities appropriate at this distinct level of human growth and development.Design/methodology/approach – The chapter presents concepts associated with differentiated instruction and authentic learning activities; both are examined as central when exploring ways to close the learning gap between students of poverty and their more advantaged peers.Findings – The goals of establishing effective pedagogy and closing demographic achievement gaps based on test scores must be addressed in parallel since closing the latter without addressing the first does not produce lasting effects.Research limitations/implications – The authors present a sampling of researchers’ findings related to effective pedagogy for adolescent learners; these include conclusions on differentiated instruction, developmentally appropriate curriculum, technological literacy, inquiry, project-based, and expeditionary learning.Practical implications – Factors that make particular middle schools in a large urban area effective are examined as well as each school’s partnership connection with a college literacy program.Originality/value of chapter – Teachers’ adherence to research-tested methodologies appropriate for adolescent learners requires knowledge of valid, reliable sources, and successful models of implementation.

Book part
Publication date: 7 January 2019

Eva Horn, Stephanie Parks and Zhe (Gigi) An

Ensuring that young children with severe and multiple disabilities are active participants in all aspects of their lives and that they make meaningful progress toward valued life…

Abstract

Ensuring that young children with severe and multiple disabilities are active participants in all aspects of their lives and that they make meaningful progress toward valued life outcomes can be a daunting endeavor for families and early educators. In this chapter, we describe evidence-based strategies that can be harnessed to ensure that each child is provided with high-quality inclusive education. Initially, we lay the foundation for the chapter by asserting shared assumptions fundamental to early childhood/early childhood special education practices with topics including strengths-based approach, self-determination, all does mean all, and play as a right for all children. Next, components of a high-quality inclusive program for young children designed to support access, participation, and meaningful progress are described. These components include the following: (1) collaborative teaming; (2) family–professional partnerships; (3) authentic assessment linked to meaningful outcomes; (4) discipline-free, functional outcomes or goals; (5) responsive, developmentally appropriate environments; and (6) levels of instructional support (e.g. universal design for learning (UDL), differentiation, and individualization). A vignette is used to further illustrate how to apply the practices discussed.

Article
Publication date: 1 November 2013

John H. Bickford III

With an ever-expanding focus on reading and mathematics, many elementary schools have chosen to reduce time previously reserved for social studies. Elementary teachers who…

Abstract

With an ever-expanding focus on reading and mathematics, many elementary schools have chosen to reduce time previously reserved for social studies. Elementary teachers who understand both the relevance of social studies content and the effectiveness of interdisciplinary teaching regularly incorporate applicable history-based children’s tradebooks in their curricula. Locating developmentally appropriate books is simple. Teaching history using children’s literature can be effective. It can be counterproductive, however, if the selected book is replete with historical misrepresentations. Teaching historical thinking in elementary school is problematic no matter what the teaching tool, and there are few methodological roadmaps for elementary teachers. Here, I first suggest ways for teachers to nurture elementary students’ historical thinking using anecdotes from everyday activities and literature with themes germane to history and multiculturalism. Then, I suggest ways for elementary educators to locate and develop engaging, age-appropriate, and historically accurate curricular supplements. Using literature on Christopher Columbus as a reference point to facilitate young students’ historical thinking, I propose an interdisciplinary approach, discipline-specific historical literacy strategies, and history-themed authentic assessments.

Details

Social Studies Research and Practice, vol. 8 no. 3
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 1 November 2003

Mellisa A Clawson

This chapter describes the transition of a nursery school to a laboratory school. Dissatisfaction on the part of populations involved with the nursery school led to an extensive…

Abstract

This chapter describes the transition of a nursery school to a laboratory school. Dissatisfaction on the part of populations involved with the nursery school led to an extensive self-study, the results of which indicated several forms of discontinuity. The program was restructured through initiating structural changes and articulating missions congruent with those of traditional laboratory schools. Actions specific to educating and training students, conducting scientific inquiry and research, and implementing best practice and educational innovation also were taken in order to address the new missions and achieve higher levels of continuity. Throughout the chapter the difficulty and necessity of linking theory and research with practice and innovation are highlighted.

Details

Bridging the Gap Between Theory, Research and Practice: The Role of...
Type: Book
ISBN: 978-1-84950-242-9

Article
Publication date: 1 December 2003

Robyn Johnston, Donna Cross, Christine Costa, Billie Giles‐Corti, Tommy Cordin, Elizabeth Milne and Dallas R. English

Few developers of school‐based health education programs actively involve the primary and secondary target audience in their program’s development. Kidskin was a sun protection…

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Abstract

Few developers of school‐based health education programs actively involve the primary and secondary target audience in their program’s development. Kidskin was a sun protection intervention study involving a cohort of 1,776 children recruited from 33 primary schools in Perth, Western Australia. A formative evaluation to develop the Kidskin sun safety classroom and home education program for grades 1 to 4 children and their families was conducted. Process data collected from teachers revealed high levels of satisfaction with the program with the majority agreeing that the activities were developmentally appropriate, effective and enjoyable for students. Mailouts to students’ homes, reinforcing sun safety messages, were used to successfully reach most students and their families during the summer school holidays.

Details

Health Education, vol. 103 no. 6
Type: Research Article
ISSN: 0965-4283

Keywords

Book part
Publication date: 18 November 2004

Irma Cantú Woods

Given the considerable interest currently in the field of early childhood on ways culture influences children’s development, in this chapter I present findings from an…

Abstract

Given the considerable interest currently in the field of early childhood on ways culture influences children’s development, in this chapter I present findings from an ethnographic study I conducted over a six-month period that looks at cultural influences on children’s development. The study looks at 20 Mexican-American children living in a low-income neighborhood in a South Texas community. The children and their families were studied in three specific settings: the children’s homes, the neighborhood surrounding the children’s homes, and the Head Start Center the children attended which was located in the neighborhood. The children ranged in age from 3 to 5 years. Research methodology involved participant observation, informal interviewing, formal interviewing, and document analysis. The theories of Bronfenbrenner and Ogbu provide the framework for considering the cultural perspective in looking at children’s development. Numerous possible themes of cultural aspects as uniquely influencing children’s development emerged from the study’s data collection. The theme I address in this chapter is the adults’ use of names when addressing children. The findings of the study are also compared to the criterion of cultural diversity in Developmentally Appropriate Practice in Early Childhood Programs (Bredekamp & Copple, 1997). Implications for future research and early childhood practice are also presented. Finally, I suggest a new metaphor for looking at culture and its influence on child development.

Details

Social Contexts of Early Education, and Reconceptualizing Play (II)
Type: Book
ISBN: 978-0-76231-146-0

Book part
Publication date: 28 June 2013

Soo-Young Hong, Julia Torquati and Victoria J. Molfese

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood…

Abstract

The importance of early and developmentally appropriate science education is increasingly recognized. Consequently, creation of common guidelines and standards in early childhood science education has begun (National Research Council (NRC), 2012), and researchers, practitioners, and policy makers have shown great interest in aligning professional development with the new guidelines and standards. There are some important issues that need to be addressed in order to successfully implement guidelines and make progress toward accomplishing standards. Early childhood teachers have expressed a lack of confidence in teaching science and nature (Torquati, Cutler, Gilkerson, & Sarver, in press) and have limited science and pedagogical content knowledge (PCK) (Appleton, 2008). These are critical issues because teachers’ subject-matter knowledge is a robust predictor of student learning outcomes (Enfield & Rogers, 2009; Kennedy, 1998; Wilson, Floden, & Ferrini-Mundy, 2002) and is seen as a critical step toward improving K-12 student achievement (National Commission on Mathematics and Science Teaching for the 21st Century (NCMST), 2000; NRC, 2000). We argue that the same is true of preschool teachers.

This chapter discusses: (a) theories and practices in early childhood science education (i.e., preschool through 3rd grade) in relation to teaching for conceptual change, (b) research on methods of professional development in early childhood science education, and (c) innovative approaches to integrating scientific practices, crosscutting concepts, and disciplinary core ideas with early childhood professional development.

Details

Learning Across the Early Childhood Curriculum
Type: Book
ISBN: 978-1-78190-700-9

Keywords

Book part
Publication date: 17 December 2003

Cheryl L Rosaen, Christine Degnan, Teresa VanStratt and Kathryn Zietlow

Learning to teach in ways that are academically, linguistically and culturally responsive to diverse learners in today’s schools is a complex and challenging endeavor for novice…

Abstract

Learning to teach in ways that are academically, linguistically and culturally responsive to diverse learners in today’s schools is a complex and challenging endeavor for novice and experienced teachers. In recent years, educators in schools and universities have been collaborating to create more powerful ways for prospective and practicing teachers to explore and develop what some call “best practice” in teaching and learning (Zemelman, Daniels & Hyde, 1993, 1998). Meanwhile, the advent of new technologies has provided exciting opportunities to invent innovative ways to document, explore and enhance our understanding of teaching as a professional practice. Many educators have written about the rich potential of hypermedia to document the everyday work in which teachers engage – curriculum development, planning, teaching, assessment and reflection – in ways that preserve the highly contextualized and situated nature of teaching practice (Lacey & Merseth, 1993; Lampert & Ball, 1998; Spiro & Jehng, 1990). Video clips of classroom teaching and artifacts associated with it (e.g. student work, the teacher’s reflections, planning documents, district curriculum) can be accessed by computer in flexible, non-linear ways. Moreover, the use of hypermedia materials affords opportunities for novice and experienced teachers to engage together in taking an inquiring stance to investigate practice and to generate new understandings and insights that can inform future practices (Lampert & Ball, 1999). Lacey and Merseth (1993) argued that hypermedia is a curricular innovation that addresses “three currently held beliefs about teaching and learning to teach: namely, that teaching is complex and context-dependent; that engaging in the construction of knowledge about teaching is a powerful way to learn it; and that learning to teach can be greatly enhanced by participation in a community of inquiry” (p. 547).

Details

Using Video in Teacher Education
Type: Book
ISBN: 978-1-84950-232-0

Article
Publication date: 17 November 2019

Pambas Basil Tandika and Laurent Gabriel Ndijuye

Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In…

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Abstract

Purpose

Integration and use of technology in teaching and learning in the education sector from pre-primary education (PPE) to the higher levels of education, is a policy issue. In developed countries, including Tanzania, information and communication technology (ICT), especially in PPE, is inadequately researched for laying evidence on its applicability in instruction and learning. Therefore, this paper aims to determine pre-primary teachers’ preparedness in integrating ICT in classroom instruction and challenges teachers face in integrating it for child’s meaningful learning.

Design/methodology/approach

Methods and instruments: a qualitative transcendental phenomenological approach was used in determining teachers’ preparedness in integrating ICT in PPE in Tanzania. It was further used to collect data that describe the teaching and learning through the integration of ICT in every session as their lived experience for pre-primary teachers. Its selection was appropriate as it allowed researchers to systematically analyse for description the commonalities and differences existing among the involved teachers in integrating ICT in teaching and learning as their lived experiences (Moerer-Urdahl and Creswell, 2004). To appropriately analyse teachers’ understanding and experiences regarding ICT and its integration in teaching and learning in pre-primary classes, semi-structured interviews and open-ended questionnaires were used for in-depth understanding of the study problem. Semi-structured interviews were used to collect data through open-ended questions where researchers took an average of 40 min per session with participants’ (teachers) using notebooks to take note of their thoughts, feelings and beliefs about ICT integration in PPE. Use of the semi-structured interview was based on the reality that it provides in-depth information pertaining to participants’ experiences and viewpoints of a particular topic (Turner, 2010). Once the interview session was complete, each teacher was given a questionnaire to fill in for triangulating their experiences. Description of participants: a total of 14 schools constituting 28 teachers were purposively sampled and engaged in this study. Analysis of participants’ demographic characteristics indicates that all of the involved teachers had certificate in teacher education that qualified them as primary school teachers. Meanwhile, 18 (66.7 per cent) of the pre-primary school teachers who were involved in this study were female with only 10 (33.3 per cent) had working experience at and above five years of teaching in early grade classes. Study participants (teachers) from Itilima and Meatu Districts were purposively involved in the study as their experiences in young children’s learning and contextual influences (educational and training policy of 2014, the ICT policy of 2007, and foreign studies) are potential in improving the quality of learning. Study area: the current study was conducted in two districts (Itilima and Meatu) all found in Simiyu region. The two districts were selected and considered appropriate by the study as they constituted the 17 most disadvantaged rural areas in Tanzania (Mosha et al., 2015). Authors describe the two districts as having poor educational outcomes mainly relatively low pass rates in the primary school leaving examination results. In Itilima, one ward out of 22 was studied in which its six schools [with a total of 12 teachers] among 87 schools in the district were involved. While in Meatu district, eight of 121 schools [with a total of 16 teachers] in one ward of 29 wards were studied. This implies that a total of 14 schools and 28 teachers were involved in this study. Data analysis: the data collected through the interviews and open-ended questionnaires were subjected to content analysis procedures (reading and re-reading notes and transcripts followed by a three-steps-coding process consisting of open, axial and selective coding procedures). The analysis process was informed by the Vagle’s (2014) six steps for phenomenological research data analysis procedure (holistic reading of the entire text, first line-by-line reading, follow up questions, second line-by-line reading, third line-by-line reading, and subsequent readings). Practically, the researchers read and re-read the texts and transcribed data from the language used during data collection that is Kiswahili, into the reporting language that is English. Following transcription, data were coded for developing categories of data through axial and elective coding processes.

Findings

The data analysis was conducted and results and its discussion are presented in three sub-sections: preparedness of teachers in using ICT in teaching and learning; teachers’ views about the integration of ICT in teaching and learning; and challenges faced by teachers in integrating ICT in teaching and learning. Teacher’s preparedness in the use of ICT in teaching: exploration of teachers’ preparedness in integrating ICT in teaching and learning was preceded by exploration of teachers’ understanding of ICT in teaching and learning. Analysis revealed that majority of teachers were aware about ICT in teaching and learning and they understood it as the implementation of curriculum at school level that involves use of ICT-based facilities such as television, mobile phones, computer and radio. Teacher elaborated that appropriate use of ICT-based facilities that would later develop children to potentially improve their understanding and practical application in daily life. Other teachers understood ICT in teaching and learning as use of printed materials [newspapers and magazines] in facilitating pupil’s learning of planned lessons. While other teachers were aware of what ICT means the second category of teachers as noted in their responses, had limited understanding, as to them, ICT in education meant use of printed materials. Difference in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as use of ICT facilities in developing children’s competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Their views are based on the development of children with competencies useful in facilitating further learning in the subject known as Teknolojia ya Habari na Mawasiliano. Following the question based on exploring teachers’ understanding of ICT in teaching and learning, researchers explored teachers’ preparedness in using ICT in teaching and learning. Table 1.0 illustrates teachers’ multiple responses regarding their preparation. Table I: teacher’s preparedness in using ICT in teaching and learning. S/N; preparedness; freq; and per cent. Enhancing child’s understanding on the use of ICT-based facilities-20, 71.4; using remedial sessions teaching ICT-12, 42.8; using ICT-based facilities for teaching other classes-8, 28.5. Table 1.0 illustrates that teachers are prepared to enable children use ICT to access information and more knowledge related to their school subjects and general life. They were of the view that ICT could serve well in areas where text and supplementary books are scares or torn-out by pupils because were poorly bound or due to poor quality of papers used. Therefore, availability of ICT facilities in schools would become important resource-materials for pupils, as well as teachers. For instance, a teacher said that; Availability of ICT facilities, such as computers in schools will help us in preparing notes or content for supplementing their learning. Different from the paper-based notes, computers will keep our notes properly compared to the papers that get easily displaced and hard to retrieve notes when lost (Interview, 20 April 2016). In addition to the use of ICT facilities in serving as resource material, their use in schools would aid pupils and teachers to use them beyond teaching and learning. Teachers narrated that children may find games and puzzles that all help in stimulating their thinking, hence interest in schooling and further learning. Teachers also said they are prepared to use even extra hours that are beyond school timetable to ensure children learn well to meet the uncovered periods once facilities are placed in school. Use of extra hours beyond the normal school timetable comm.

Research limitations/implications

The study was limited to the accessed and involved schools as some schools were found to have no specific teachers teaching a pre-primary class on reasons the responsible teacher for the class had retired. As a result, researchers spend extended time to travel and reach schools that were located far from one school to the other. Again, some teachers were reluctant in participation on reasons that researchers are evaluating their competency for reporting to the higher authorities.

Practical implications

Differences in teachers’ understanding of the ICT in teaching and learning also indicate some teachers viewing it as the use of ICT facilities in developing pupils’ competencies in the specific subject. In the teachers’ views, ICT is considered as subject content and they delimited their understanding into that perspective ignoring it as technological use for facilitating meaningful learning in all subjects. Effective integration of ICT for efficiency in instruction depends on the teacher’s preparedness especially competency in using the equipments and infrastructures especially electric power.

Social implications

Integration of Information and Communication Technology in teaching and learning in PPE is socially important in the view that all children regardless of their background (urban or rural, affluent or poor) benefits in learning through use of technology. The children’s access to education integrating ICT would ensure equal opportunities for quality learning outcomes. In contrast, lack of exposing young children early in using ICT facilities for interaction and learning would adversely impact their participation in knowledge sharing in later years of schooling and employability opportunities.

Originality/value

There is limited empirical evidence about teachers' engagement in research particularly in PPE in Tanzania. Together with limited research in the level of education, this study is the original contribution to state of teachers at the school level about their engagement in integrating information and communication technology for informing education decision makers and administrators on matters of focus to improve educational instruction and implementation of Tanzania education and training policy, as well as the implementation of the ICT policy of 2016.

Details

Information and Learning Sciences, vol. 121 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

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