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Author: Matthew Trevor Compardo
Publisher:
ISBN:
Category : Common Core State Standards
Languages : en
Pages : 44
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Author: Matthew Trevor Compardo
Publisher:
ISBN:
Category : Common Core State Standards
Languages : en
Pages : 44
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Book Description
Author: Wonim Son
Publisher: LAP Lambert Academic Publishing
ISBN: 9783838339979
Category :
Languages : en
Pages : 124
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Book Description
Caring, competent, and highly-qualified teachers are the most important factor contributing to P-12 education in the 21st century. Standards-based teacher education provides a road map for the preparation and ongoing professional development of teachers. It is important to know teacher's perceptions of teaching standards to improve standards-based teacher education programs which are based on developmentally appropriate practices. This book shares kindergarten teachers' perceptions of professional standards through a quantitative study conducted in the state of Indiana. Stakeholders in standards-based education reform, including principals, superintendents, teachers, college administrators, professors, and parents, can use this information to improve the teaching profession and benefit young children. This book sheds light on the relevance of professional teaching standards in the work of in-service early childhood educators.
Author: William E. Murphy
Publisher:
ISBN:
Category :
Languages : en
Pages : 280
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Book Description
This study examined the perceptions of secondary social studies teachers regarding the influence of standards-based education reforms in social studies education. This qualitative inquiry utilized document analysis, focus groups and one-on-one interviews of secondary social studies teachers from a suburban high school in Long Island, New York. Participants possessed between one and twenty-five years of teaching experience and were currently teaching social studies classes in the 7th through 12th grades. Due to an existing lack of research on the topic, this study collected and analyzed data according to the grounded theory framework. Following a grounded theory model, this study identified social studies teachers' perceptions regarding their experiences with standards-based reform legislation that had been implemented at the federal, state and local levels. The goal of such an inquiry, based on the grounded theory model, was to create a new theory regarding the impact of standards-based reform implementation in social studies education.The findings revealed that teachers were overwhelmed and frustrated by the negative consequences that standards-based reform implementation had on social studies education. Teachers were frustrated by their lack of knowledge about standards, their inability to promote the standards-based skills that are measured on assessments and the need to eliminate content and constructivist activities in order to "teach to the test." Consequently, teacher frustration was compounded by an inability to effectively communicate their dissatisfaction with the larger educational establishment. Finally, as a means of dealing with the negative consequences of standards-based reforms, teachers sought out opportunities for meaningful collaboration with colleagues and desired to teach courses and grade levels that were less affected by standards-based reforms.
Author: Albert Cheng
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 170
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Author: Rick Wormeli
Publisher: Stenhouse Publishers
ISBN: 1571104240
Category : Education
Languages : en
Pages : 233
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Book Description
Differentiated instruction is a nice idea, but what happens when it comes to assessing and grading students? What's both fair and leads to real student learning? Fair Isn't Always Equal answers that question and much more. Rick Wormeli offers the latest research and common sense thinking that teachers and administrators seek when it comes to assessment and grading in differentiated classes. Filled with real examples and "gray" areas that middle and high school educators will easily recognize, Rick tackles important and sometimes controversial assessment and grading issues constructively. The book covers high-level concepts, ranging from "rationale for differentiating assessment and grading" to "understanding mastery" as well as the nitty-gritty details of grading and assessment, such as: whether to incorporate effort, attendance, and behavior into academic grades;whether to grade homework;setting up grade books and report cards to reflect differentiated practices;principles of successful assessment;how to create useful and fair test questions, including how to grade such prompts efficiently;whether to allow students to re-do assessments for full credit. This thorough and practical guide also includes a special section for teacher leaders that explores ways to support colleagues as they move toward successful assessment and grading practices for differentiated classrooms.
Author: Ashley Lauren Corlett
Publisher:
ISBN:
Category :
Languages : en
Pages : 86
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Author: Lasisi Ajayi
Publisher: Cambridge Scholars Publishing
ISBN: 144389298X
Category : Education
Languages : en
Pages : 325
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Book Description
This book is written primarily for pre-service and in-service teachers of Literacy/English Language Arts, school administrators, literacy graduate education students, and literacy education researchers, and addresses the myriad of questions regarding the implementation of the Common Core State Standards. Classroom teachers and pre-service teachers are currently confronting questions such as how they can teach the Common Core State Standards to make sure they are fully addressing them; how they can have the time to teach students to have deeper understandings of the skills and concepts addressed in the Standards; what they can do to meet the learning needs of diverse students such as English language learners and students with learning disabilities; whether teachers of content areas are required to add reading instruction to their teaching responsibilities; whether the Standards tell teachers what to teach; and whether the document tells teachers how to implement the Standards in the classroom, among others. This book is designed to answer these questions and many others. Each chapter contains instructional practices, examples, vignettes, and illustrations that connect the Common Core State Standards to classroom practices, and thereby provide pre-service and in-service teachers with meaningful, relevant, and practical teaching strategies to prepare culturally, academically, and linguistically diverse students in California and other states of the nation for both career and college. In this regard, readers of this book will find that the authors have provided a pathway to better understand the Common Core State Standards, and will be able to use what they learn in the pages of this book to provide more effective instruction for their students across the disciplines to read, analyse, and critique complex texts and apply knowledge to solve practical, real-life problems.
Author: Marguerite D. Meyer
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 290
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Author: Woon Chia Liu
Publisher: Routledge
ISBN: 9780367589837
Category :
Languages : en
Pages : 140
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Book Description
Teachers' Perceptions, Experience and Learning offers insightful views on the understanding of the role of teachers and the impact of their thinking and practice. The articles presented in this book illustrate the influence of teachers on student learning, school culture and their own professional identity and growth as well as highlighting challenges and constraints in preand in-service teacher education programmes that can impact teachers' own learning. The first article examined teacher experiences in the use of "design thinking" by Retna. Next, Hong's and Youngs' article looks into contradictory effects of the new national curriculum in South Korea. Lu, Wang, Ma, Clarke and Collins explored Chinese teachers' commitment to being a cooperating teacher for rural practicum placements. Kainzbauer and Hunt investigate foreign university teachers' experiences and perceptions in teaching graduate schools in Thailand. On inclusive education in Singapore, Yeo, Chong, Neihart and Huan examined teachers' first-hand experiences with inclusion; while Poon, Ng, Wong and Kaur study teachers' perceptions of factors associated with inclusive education. The book ends with two articles on teacher preparation by Hardman, Stoff, Aung and Elliott who examined the pedagogical practices of mathematics teaching in primary schools in Myanmar, and Zein who focuses on teacher learning by examining the adequacy of preservice education in Indonesia for preparing primary school English teachers. The contributing authors' rich perspectives in different educational, geographical and socio-cultural contexts would serve as a valuable resource for policy makers, educational leaders, individual researchers and practitioners who are involved in teacher education research and policy. This book was originally published as a special issue of the Asia Pacific Journal of Education.
Author: Ka-ming Ng (M. Ed.)
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 180
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Book Description
