The purpose of this research is to improve and evaluate a different approach to develop the lab application skills of the physics pre-service teachers in the courses of Secondary Physics Experimental Design (SPED), School Experience (SE) and Teaching Practices (TP). In this context, action research was used to achieve the purpose of the research.…

Mathematical knowledge for teaching (MKT) is a professional knowledge crucial for effective mathematics instruction, encompassing both content knowledge (CK) and pedagogical content knowledge (PCK). The purpose of this study is to investigate the hierarchical structure of PCK for fractions by seeking further evidence for the PCK-Fractions…

This study aims to investigate elementary school mathematics teachers' (teaching grades 5-8) questioning skills in class. It also includes observation of the questioning skills of two elementary school mathematics teachers teaching eighth grade. This mixed-methods research study follows an explanatory sequential design. Initially, quantitative…

At a time when there is great emphasis on teacher quality and the preparation of excellent teachers, this portrait explores the process of one such aspiring teacher, Katie, in the fall of her full-year student-teaching internship. Her mentoring teacher, Kristen, is a veteran fifth-grade teacher at a small elementary school in New Hampshire who…

This study described the strategies used by expert teachers to instruct low motor skill students in physical education classes. The method was extensively pilot tested. Eleven physical education teachers took part in the study. Data were collected via observations, field notes, interviews, and nonstructured informal interviews. Two major themes…

Background and purpose: The purpose of this research was to understand the experiences of pre-service teachers in a service-learning program. The research questions that guided this research were: (1) How does an after-school service-learning program that utilizes pre-service teachers develop students' pedagogy? (2) What are the experiences of…

Over a decade ago, Borko (2004) raised the awareness of the education research community to the critical need for studies of teacher professional development (PD) programs. She states on page 13: "My challenge to the educational research community is this: We have much work to do and many questions to answer in order to provide high-quality…

Thirty preservice teachers enrolled in a field-based science methods course were placed at a public elementary school for coursework and for teaching practice with elementary students. Candidates focused on building conceptual understanding of science content and pedagogical methods through innovative curriculum development and other course…

An Inquiry Learning Partnership (ILP) for professional development (PD) was formed between a university, science centre, and two urban school districts to offer 4-6th grade teachers specific science content and pedagogical techniques intended to integrate inquiry-based instruction in elementary classrooms. From pre/post content exams, PD surveys,…

Teacher instructional efficacy is an essential part of the mathematics learning process. When a mathematics teacher possesses a high level of instructional efficacy they can effectively influence a mathematics student's skill acquisition. This researcher examined what extent 5th-grade mathematics students perceive teacher instructional efficacy to…

The authors propose a strategy for studying the effects of time-varying instructional treatments on repeatedly observed student achievement. This approach responds to three challenges: (a) The yearly reallocation of students to classrooms and teachers creates a complex structure of dependence among responses; (b) a child's learning outcome under a…

Identifies qualities found in master music teachers by observing one teacher's performance when conducting a fifth grade class. Praises these teachers' devotion; musical skill; inspiring classroom practices; and diligence. Highlights theatrical skills used in music classes. Suggests that these teachers derive enormous satisfaction from their work.…

Explores the relationship between teaching methods in elementary school social studies and development of critical thinking for 18 fifth and 18 sixth graders receiving direct instruction in critical thinking, contrasted with 17 fifth and 27 sixth graders traditionally instructed. Efficacy of direct instruction is not demonstrated. (SLD)