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Teacher Support (teacher + support)
Selected AbstractsTeachers' support with ad-hoc collaborative networksJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2005C. Cortez Abstract Efforts to improve the educational process must focus on those most responsible for implementing it: the teachers. It is with them in mind that we propose a face-to-face computer-supported collaborative learning system that uses wirelessly networked hand-held computers to create an environment for helping students assimilate and transfer educational content. Two applications of this system are presented in this paper. The first involves the use of the system by students, transforming classroom dynamics and enabling collaboration and interaction between the students and the teacher. In the second application, the system is used to help teachers update their knowledge of subject content and exchange methodological strategies. [source] Computer-assisted vs. teacher-directed teaching of numeracy in adultsJOURNAL OF COMPUTER ASSISTED LEARNING, Issue 3 2000Abstract, Whilst a good deal of research literature has been published on using Computer-Assisted Instruction (CAI) to help teach children with learning disabilities, there are fewer published studies examining the use of CAI with adults with a mild learning disability. This paper reports on an experiment comparing computer-assisted and teacher-implemented instruction in numeracy with this population, with a third group acting as a control group. All groups were pre-tested on two psychometric tests of numeracy, after which the experimental groups received one half-day per week training in numeracy, with all groups being reassessed after three months and after six months. It was found that overall the three groups improved in their numeracy scores, and that teacher-led and computer groups improved more as a function of time on the intervention than did the control group. The issue of how much teacher support is required when this population uses CAI is discussed, as are some of the strengths and weaknesses of the software used in the study. [source] Factors associated with middle and secondary students' perceived science competenceJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 6 2007Ronald A. Beghetto The aim of the present study was to gain a better understanding of students' perceived science competence by examining potentially related beliefs and perceptions in a diverse sample of middle and secondary students (N,=,1289). Results of hierarchical regression analysis showed that students' perceived science competence was related to: (a) students' age, gender, and ethnicity; (b) students' mastery and performance,approach goals; (c) students' self-perceptions of their ability to generate creative ideas (i.e., creative self-efficacy); and (d) students' perceptions of teacher support and press (i.e., challenging academic demands). Of all these factors, creative self-efficacy was found to have the strongest positive relationship with students' perceived science competence. Implications for subsequent research are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 800,814, 2007 [source] The Role of Conversation in a Thematic Understanding of LiteratureLEARNING DISABILITIES RESEARCH & PRACTICE, Issue 3 2002Catherine Cobb Morocco Opportunities to discuss literature with peers are critical to students' development of literary understanding. Despite the importance of these discourse experiences, many middle-school students are not afforded these opportunities or the necessary teacher support in their English language arts classrooms. Based on a sociocultural perspective, we set out to examine the ways that middle-grades students, particularly those with disabilities, contribute to peer-led discussions and how their participation enables them to build toward textual understanding, social understanding, and understanding of literary discourse. We conducted an in-depth analysis of a verbatim transcription of a video-taped literacy lesson in an urban classroom. Drawing on that analysis, we describe the ways students participated in the literary discourse and the teacher practices that supported students' participation in this discourse. This analysis provides evidence that students with disabilities can acquire the discourse practices needed for interpreting challenging literature with their regular education peers. [source] A Stitch in Time: Skills for the New LiteracyENGLISH IN EDUCATION, Issue 1 2000Cary Bazalgette Abstract This article examines the relationship between moving image study and English, with particular reference to understandings of the practice of editing. Starting from the premise that English teachers support the study of moving images in their subject, the article interrogates the kind of knowledge and understanding, and the range of skills which are implicated by editing. It ends by calling for a recasting of English in tune with the changes - and convergences - that new digital technologies are already heralding. [source] | ||||||||||