The selection of course content has political and sociological implications as well as educational significance. Since local curriculum development is increasingly prevalent, description of teachers' content decisions is an important concern. This study examined the content decision making of four Family Living teachers in a natural school setting.

High novice teacher turnover rate and shortage of skilled novice teachers continue to be an unsolved issue in the U.S. educational system. Novice teachers often suffer low teaching efficacy which may reduce their teacher resiliency and lead to teacher turnover. Past studies suggested that novice teachers’ low teaching efficacy results from their scant teaching experience and their inability to assess impacts of their teaching on students. The failure for novice teachers to utilize effective pedagogies and improve student learning often results in elevated professional anxiety, frustration, and motivation to quit teaching. Recent studies pointed out that learning analytics could help novice teachers to teach more effectively by tapping into student data and data analytics. But how to structure a professional development for novice teachers to learn to utilize learning analytics in teaching remains a question. To address these issues, a survey study and a case study are conducted in this research. The survey study analyzed 72 teachers’ perceptions and experience of using learning analytics in teaching. The results indicated common barriers for teachers to use learning analytics such as lack of awareness of learning analytics, insufficient computer skills and math/statistics knowledge. Also, when teachers considered learning analytics useful their usage of learning analytics correlated positively with teaching efficacy and teacher resiliency. Built upon insights from the survey study, the case study recruited five novice teachers and investigated the effects of a learning analytics professional development. The results suggested that after the learning analytics professional development, all participants have generally improved their learning analytics knowledge, teaching efficacy, teacher resiliency, and developed higher confidence and intention to use learning analytics in future teaching. One implication of these results is that using teaching scenario could be an effective format to structure learning analytics professional development to improve novice teachers’ competence in assessing teaching practices and their teaching efficacy. Another implication is that learning analytics professional development could be implemented as intervention in teacher education programs to reduce the likelihood of teacher turnover before novice teachers start teaching formally.

Demands of the workplace and society have made 21st-century knowledge and skills critical elements for success. As a result, the role of teachers in adequately preparing students to meet these demands continues to grow. National and state standards also call for increased attention to multimodal reading and writing. Today’s teachers must have the skills to effectively integrate technology into teaching and learning, supporting student development of digital reading and writing skills. Unfortunately, many teachers do not feel adequately prepared to do this (Hutchison & Reinking, 2011). Teacher education preparation programs must intentionally design programs to prepare teacher candidates for this challenging task (Starkey & Yates, 2020). The purpose of this study was to determine teacher candidates’ perceptions of technology integration and to understand their preparedness to integrate technology into a disciplinary literacy lesson. The conceptual framework for this study consisted of 4 interwoven theoretical perspectives. Social Cognitive Theory (Bandura, 1986) was used as the overarching foundational framework, with the New Literacy Perspective (Leu et al., 2004), the SAMR Model (Puentedura, 2006), and the Technological Pedagogical and Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) as additional lenses for interpretation of the findings. This qualitative case study examined 11 Elementary Education teacher candidates as they planned for and created a disciplinary literacy lesson plan. A variety of data sources were collected, including pre- and post-technology surveys, documents, verbal protocols, and semi-structured interviews. First and second-cycle coding was applied to the data to determine themes. The data revealed that participants’ technology integration was generally inconsistent across the SAMR levels. Often, participants’ thinking processes revealed a deeper level of technology integration than their actual integration in lesson plans did. Additionally, 4 participant profiles emerged as a result of the levels of technology integration in participants’ disciplinary literacy lesson plans: (a) Minimal Integrators, (b) Inconsistent Integrators, (c) Consistent Integrators, and (d) Insightful Integrators.

The primary objective of this study was to describe the influences upon pre-service elementary teachers' preplanning, lesson planning, and bases for interactive decision making during their lesson implementation. Six female volunteer pre-service elementary teachers from the teacher preparation program at the University of North Texas planned and taught three separate lessons in one of the following content areas-social studies, language arts, mathematics, science, and safety, at six different schools in the north Texas area. Each element of the lesson plans (18 total) was classified for analysis. Following the presentation of each lesson, the pre-service teachers were asked to use the repertory-grid technique to sort out five decisions from a series of lesson-implementation decisions which had been observed and recorded by the investigator. Then the six pre-service teachers were interviewed by the investigator using the stimulated recall technique. During the interview, each decision was discussed with the pre-service teachers, who responded to seven structural questions that probed their concerns, attitude, type of concerns, and number of concerns. The six pre-service elementary teachers possessed some ability to direct students in their classroom learning using activities and instructional knowledge. This enabled them to notice individual student performance and that of students in the group or in the class. During their interactive teaching, pre-service elementary teachers made more decisions concerning the implementation of management strategies than decisions concerning instruction and activities, in their classroom management, the pre-service teachers focused the most attention on students' verbalization and performance. The study showed that the student's classroom behavior, the thing in which a student is interested, the student's relationship with other students, the feeling of a student, and a student's action caused the six pre-service elementary teachers to immediately modify their strategies.

Published Aticle / This article reports on the experiences of Mathematics educators during the implementation of the National Curriculum Statement (NCS) in Grades 10 - 12. The study is contained in five different, but educationally related constructs addressing training, problem areas which challenge or appeal to Mathematics educators, lesson planning, assessment strategies and the effective integration of OBE in the teaching of Mathematics. A mixed methods design was used, with data being collected and collated using questionnaires and semi-structured interviews. The quantitative data employed descriptive data analysis, while the qualitative data was analysed by identifying differences and similarities. The study revealed that educators differed in terms of the problems they encountered with implementing the NCS in Mathematics. They agreed, however, that the implementation was successful and that it contributed to better teaching.

Planning for teaching imposes a significant burden on teachers, as teachers need to prepare different lesson plans for different classes according to various constraints. Statistical evidence shows that lesson planning in the Malaysian context is done in isolation and lesson plan sharing is limited. The purpose of this thesis is to investigate whether a case-based system can reduce the time teachers spend on constructing lesson plans. A case-based system was designed SmartLP. In this system, a case consists of a problem description and solution pair and an attributevalue representation for the case is used. SmartLP is a synthesis type of CBR system which attempts to create a new solution by combining parts of previous solutions in the adaptation. Five activities in the CBR cycle retrieve, reuse, revise, review and retain are created via three types of design: application, architectural and user interface. The inputs are the requirements and constraints of the curriculum and the student facilities available, and the output is the solution, i.e. appropriate elements of a lesson plan. The retrieval module consists of five types of search advanced search, hierarchical, Boolean, basic and browsing. Solving a problem in this system involves obtaining a problem description, measuring the similarity of the current problem to previous problems stored in a database, retrieving one or more similar cases and attempting to reuse the solution of the retrieved cases, possibly after adaptation. Case adaptation for multiple lesson plans helps teachers to customise the retrieved plan to suit their constraints. This is followed by case revision, which allows users to access and revise their constructed lesson plans in the system. Validation mechanisms, through case verification, ensure that the retained cases are of quality. A formative study was conducted to investigate the effects of SmartLP on performance. The study revealed that all the lesson plans constructed with SmartLP assistance took significantly less time than the control lesson plans constructed without SmartLP assistance, although they might have access to computers and other tools. No significant difference in writing quality, measured by a scoring system, was noticed for the control group, who constructed lesson plans on the same tasks without receiving any assistance. The limitations of SmartLP are indicated and the focus of further research is proposed. Keywords: Case-based system, CBR approach, knowledge acquisition, knowledge representation, case representation, evaluation, lesson planning.

Orientador: Regina Célia Galvão Frem / Banca: Roberto Nardi / Banca: Silvia Regina Quijadas Aro Zuliani / Resumo: Esta é uma pesquisa mestrado desenvolvida no âmbito do Programa de Pós-Graduação em Química do Instituto de Química da Universidade Estadual Paulista "Júlio de Mesquita Filho", câmpus de Araraquara. A pesquisa teve como objetivo investigar sobre a implementação de Unidade Didática Multiestratégica (UDM) no âmbito das disciplinas de Instrumentação para o Ensino de Química e Estágio Curricular Supervisionado V. Para tanto, foi formulada o seguinte problema de pesquisa: de que modo a implementação de UDM incide sobre o princípio de um processo de construção do conhecimento profissional de professores de química em formação inicial? Para a consecução do objetivo de pesquisa, optou-se pela realização de uma pesquisa não-experimental quantitativa e qualitativa do tipo estudo de caso. Com o intuito de operacionalizar o processo de investigação e viabilizar a resposta do problema de pesquisa, foram formuladas as seguintes questões de pesquisa: 1. quais são as concepções prévias acerca do conhecimento escolar dos licenciandos?; 2. quais são os conhecimentos explícitos dos licenciandos presentes no planejamento da UDM?; 3. quais conhecimentos implícitos presentes nos licenciandos são identificados na reflexão sobre a aplicação da UDM?; 4. como o processo de implementação de uma UDM incide sobre a explicitação, conscientização e crítica dos conhecimentos implícitos de professores de química em formação inicial? Conforme a abordagem de pesquisa escolhida, as fontes de informação foram: s... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This is a master's degree research developed in the scope of the Graduate Program in Chemistry of the Institute of Chemistry of the Universidade Estadual Paulista "Júlio de Mesquita Filho", Araraquara campuses. The research's aim has been to investigate the implementation of a Multistrategic Teaching Unit (MTU) in the scope of the Instrumentation disciplines for Teaching Chemistry and Supervised Curricular Internship V. Therefore, the following research question have been formulated: how does the implementation of MTU affect the principle of a building process of the professional knowledge of chemistry teachers in initial formation? In order to achieve the research objective, a quantitative and qualitative non-experimental research of the case study type have been chosen. In order to operationalize the research process and make the research problem feasible, the following research questions have been formulated: 1. What are the previous conceptions about the school knowledge of the undergraduates ?; 2. What is the explicit knowledge of the undergraduates present in the planning of the MTU ?; 3. What implicit knowledge is identified in the MTU application ?; 4. How does the process of implementing a MTU promote awareness and criticism of the implicit knowledge identified and the development of professional teacher knowledge? According to the chosen research approach, the sources of information have been: subjects and documents. The subjects have been: 15 undergraduate students... (Complete abstract click electronic access below) / Mestre

This paper sets out to explore to what extent teacher trainees at a university in southern Sweden are influenced by communicative language teaching (CLT) approaches that the Swedish national syllabus for English, LGR 11, advocates. In addition, reliabilities regarding the level of institution (Junior High versus High School) will also be explored. The material consists of 20 lesson plans, two from each student equally split between Junior High and High School. These plans were submitted by the author’s classmates as part of an assignment during their teaching practice. The method for rating the lesson plans in terms of function versus form is based on a chart created by Thornbury (1999), although his chart has been adapted to better suit the methodology of this paper. The results showed that most of the lesson plans favored, to varying degrees, a communicative approach; the most popular one being a mixture of deep-end and shallow-end CLT approaches. Furthermore, the lessons in High school proved to lean slightly more towards deep-end CLT than their counterparts at Junior high.

<p>ABSTRACT</p><p>This essay concerns Christina Rossetti’s poem Goblin Market and its use in a Swedish upper secondary classroom. The purpose of this essay was to analyse the poem through a Marxist perspective and investigate how both the analysis of the poem and the poem itself could be used when teaching English to an upper secondary class.</p><p>This was done in two stages; firstly by analysing the Victorian society’s effect on Rossetti’s poem through a Marxist criticism perspective and secondly by using a specific pedagogic method called the Socratic Dialogue method when analysing the use of the analysis and the poem in the classroom.</p><p>When analysing the poem and how it has been affected by its contemporary society, it becomes clear that the poem provides a critique in several ways towards consumerism and social ideals of Victorian Britain. Concerning the use of the poem and the analysis in the upper secondary English classroom it is evident that the poem and the literary analysis combined provides an interesting view on Victorian Britain for the pupils to discuss while having Socratic seminars.</p>

Thesis (M.S. Ed.) -- Bank Street College of Education, New York, 2002. / Includes bibliographical references and a webliography (leaves 23-30).