(2006) used a Clinical Teaching Experience Questionnaire (CTPQ) to evaluate students’ (peer learner) perception about PAL in clinical teaching. The CTPQ was a 10-item questionnaire which rate from a 5-point Likert scale ranging from strongly agree to strongly disagree. In 2011, McKenna & French investigated effectiveness of PAL in undergraduate nursing student by using the CTPQ and another questionnaire named Peer Teaching Experience Questionnaire (PTEQ) that consist of 14-statement. The authors adapted the PTEQ from Iwasiw & Goldenberg (1993) to evaluate the experience of students as the peer leader. PTEQ had adequate reliability among undergraduate nursing students (William et al.
It is usually concerned when the textbook is already in operation. Ellis (1997) mentions two main approaches: micro approach and macro approach to evaluation of materials for the purpose of selecting, improving and modifying materials to meet the learners and teachers' needs in a specific teaching and learning context. A micro evaluation focusses on the efficiency of the tasks and a macro-evaluation focuses on a general assessment. In another study Zohrabi and Sabouri (2012) evaluated the merits and demerits of Iranian first year high school English textbook. In this study, quantitative (questionnaire) and qualitative (interviews) methods were used to gather data.
The five of us met weekly and collaborated with the professor on lesson plans while answering students’ questions during lecture. Furthermore, my peers and I created a model or an activity, related to the week’s lesson, to illustrate a concept in chemistry.
In the article, Middle School Literacy Coaching from the Coach’s Perspective, researchers dissect the issue of being an effective literary coach in the middle school for young adolescents. In other words, what does the literacy coach in the middle school for adolescents foresee his role as a literacy coach? The article breaks the research problem down into three phases that a coach must conquer in order to be an effective coach in the middle school setting. First, the literacy program at the middle school level range from “remedial reading to language arts block to no reading at all” during the course of a school day (Smith, 2012). Phase two states that a literacy coach must overcome the expectation of students knowing the material without receiving any reading instructions.
365). The teacher, along with the help of parents, can help to manage the disruptive behavior of young children through the use of interventions. This research looked into the effectiveness of a combination of teacher and self-evaluation strategies and school-home note procedures to deal with inappropriate behavior. The sample consisted of two male students Craig (5) and Nathan (6) both in kindergarten. Other participants in the study included a kindergarten class (18 students), one kindergarten teacher, and one assistant.
Learn about a profession in the kindergarten 5. Find the specific area that I would like to work How much information did I collect to develop the strategic plan? I checked the kindergarten’s website, asked the presidents, and talked to other class teachers so that I can understand the kindergarten. The history of the ex-program for two years old, the reasons for creating a new program, the running cost and tuition of the program, teaching methods used in a new program and ex-program, and other kindergarten’s similar program were collected
Edmundson develops his article in a way that establishes credibility, authoritative testimony, and emotional appeal. Edmundson begins his article by stating his background and overall experience in the field of modern college education. In order to establish credibility, he describes how he has taught at institutions, such as, The University of Virginia. Edmundson asserts, “I’ve been teaching now for thirty-five years and in that time, have had about 4,000 students pass my desk. I’m willing to testify: Not all students have hungry hearts.
Evidenced Based Family Paper Brenda K. Foster Arkansas Tech University Evidenced Based Family Paper The purpose of this paper is to select a family and enter into a contract to determine the needs of the family. Five visits spanning five weeks helped identify family interests, needs, and concerns. The paper identifies three priority family needs determined during family visits. It utilizes evidenced based educational materials to teach the family based on the three needs identified. The paper identifies interventions for each need utilizing evidence based practice and education.
Experts have revealed that 65% to 90% of the communication is non-verbal. To explore the importance of nonverbal communication in actual classroom setting and to investigate the effect of the skill on teaching-learning process. The study will promote awareness in both teachers and the taught about non-verbal communication. It would also pave the way for introducing new trends in the teaching learning process for promoting better learning of the English language students. The recommendations of the study will be useful for educators, English language teachers and curriculum
Laura Tse and Tom Nicholson They studied about: The effect of phonics-enhanced Big Book reading on the language and literacy skills of 6-year-old pupils of different reading ability attending lower SES schools. They stated in their study: "The purpose of this study was to improve the literacy achievement of lower socioeconomic status (SES) children by combining explicit phonics with Big Book reading. Big Book reading is a component of the text-centered (or book reading) approach used in New Zealand schools. It involves the teacher in reading an enlarged book to children and demonstrating how to use semantic, syntactic, and grapho-phonic cues to learn to read. There has been little research, however, to find out whether the effectiveness
The purpose of this project is to provide training for elementary school teachers on the topic of teaching kindergarten to 2rd grade students with handwriting difficulties or any student at risk of difficulty with handwriting. This is to fulfill the AOTA’s Centennial Vision to provide scientifically proven methods linking education, research, and practice as a school-based occupational therapist. This project is occupation based, reflects occupational therapist’s role as a scholarly practitioner as well as embraces the Centennial Vision and the Occupational Therapy Practice Framework. Learning Objectives: By the end of the presentation, Participants will: 1. Recognize the need for the teacher’s workshop pertained to handwriting instructions.
Madison was referred for a full psycho-educational evaluation as one part of her mandated three-year re-evaluation process. Madison has a current special education classification of Other Health Impaired, secondary to Neurofibromatosis. She is educated within a general education classroom; in addition, Madison attends resource room daily for 40 minutes in a five student to teacher ratio classroom (5:1). She receives counseling services with a counselor for thirty minutes twice a month. Her testing accommodations include extended time (1.5) and refocusing/redirection.
Jekoi D. Lassiter Personal Statement UNCG School of Education Degree Objective: M.Ed. My interest in the field of Education dates back to my primary years of school. Throughout my elementary years, I was always fascinated with aiding my fellow classmates in the area of reading comprehension, through the usage of breaking apart words and using the correct skills and strategies to attack reading passages and questions. This love for literacy increased throughout my grade school career. In my senior year of High School, I was provided the opportunity to participate in an Apprenticeship where I served as a Third Grade Teacher Assistant at one of the local elementary schools.
The IRI according to Russell (2013) is a non-institutionalized individual assessment frequently built through the classroom educator. The student is requested that read progressively troublesome word records and reading entries. On the premise of this reading, the instructor decides the student 's utilitarian levels in reading. These inventories are frequently used to help instructors or clinicians in choosing suitable methods and approaches for students (Russell, 2013). The reliability of the IRI aids in providing a surfeit of data which helps educators in deciding a student’s independent, instructional, and frustration measures of reading; particular reading quality and shortcomings; learning of sight word vocabulary; spoken reading exactness,
Amy Vetter wrote “Teachers as Architects of Transformation: The Change Process of an Elementary School Teacher in a Practitioner Research Group,” a qualitative study that represents a three year inquiry collecting several types of data sources for her research. Some of the sources used during this study were “audio-taped discussions, group interviews, conference presentations, manuscripts, and observations” (Vetter, 2012, p.34). Vetter states that “this study draws upon case-study research methods and positioning theory to better understand change process in a practitioner research group (p.33). Vetter met with a teacher candidate often The patterns or themes discovered were The study is credible and trustworthy because Vetter used “triangulated