Browsing by Subject "Student teachers"
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Item A comparison of three instructional methods--teacher-directed lecture-and text-based instruction, analog video instruction, and multimedia anchored instruction--on the knowledge, beliefs, and skills of preservice teachers(2008-05) Thomas, Cathy Newman, 1957-; Rieth, Herbert J.The purpose of this quasi-experimental study was to examine the comparative effects of multimedia anchored instruction (MAI) to analog video instruction (AVI) and to teacher-directed, lecture- and text-based instruction (TDI) on the knowledge, beliefs, and skills of preservice teachers. Previous teacher education research had raised important questions about the paucity of existing studies investigating whether video-based technologies such as MAI were more effective or efficient than other instructional practices, the lack of a theoretical foundation or supporting empirical evidence for most technology practices, and insufficient information identifying which instructional features of technology-based practices impact learning and in what ways. In this study, 6 university instructors who taught introductory coursework in behavior management from 5 schools across the country volunteered to participate and were randomly assigned to 1 of the 3 instructional conditions. Their preservice teacher students received MAI, AVI, or TDI instruction on the Functional Behavioral Assessment (FBA) process. Measures included a knowledge test, a beliefs survey, a performance test of skills, and a satisfaction survey. Results of the study confirmed previous findings that participants exposed to MAI learned more than with other methods, with students in the MAI group performing significantly better than students in the TDI group on a test of content knowledge. The MAI group also outperformed the AVI group, although results were not significant. Students in all groups significantly increased their self-efficacy, ableness, and willingness to manage challenging behavior. There were no significant differences between groups on the skills measure, although mean differences suggested the MAI group was better able to perform the FBA process. Instructor and student satisfaction surveys reported technical difficulties in the MAI module and video case study. Instructors found the content to be aligned with evidence-based practices and their own beliefs about managing challenging behavior. Students in the MAI condition reported finding the instruction most interesting and felt best prepared to conduct the case study. Overall, study findings suggest that MAI is an effective approach for increasing knowledge, developing beliefs, and promoting skills for preservice teachers.Item Elementary preservice teachers' perceptions of the value of their field-based teaching experiences in their preparation for the achieved status of classroom teacher(Texas Tech University, 1996-05) Hines, Jean PriceField-based experiences are a significant component of teacher education programs as they afforded practical opportunities for preservice teachers active involvement in the teaching profession. The current study investigated the perceptions elementary preservice teachers have of how field-based teaching experiences help prepare them for the status of classroom teacher. Insights surfaced that will assist teacher educators as the value of fieldbased teaching experiences is evaluated. The interpretation and analysis of data were guided by role theory, specifically role expectation. Interpretivism guided the methods used as it allows not only for an explanation of what was observed but an understanding of the meaning of what was shared by the participants. This study went beyond what was observable to penetrate into elementary presavice teachers' perceptions of their field-based teaching experiences and the role set of classroom teacher. The study took place during a fall semester in several area classrooms with data being collected from 51 preservice teachers using a variety of data collection methods such as open-ended questionnaires, group debriefing sessions, and individual interviews. Data analysis began in the field using a constant comparative method (Bogdan & Biklen, 1992). Once all data were collected, they were organized into manageable blocks for analysis. Validity, member checking, and relevance were research criteria for judging the worth of the study (Hammersley, 1990). This study led to a more comprehensive understanding of preservice teachers' perceptions of the benefits of field-based experiences. The preservice teachers shared their appreciation for their involvement in field-based experiences as the experiences helped build their self-confidence, afforded them a better understanding of student diversity, and gave them an opportunity to work with certified teachers. The most enlightaiing insight came with an understanding of their perception of the classroom teacher as a caregiver. Other roles, as they perceived them, were classroom manager, educator, and role model. This study is significant as it provides insights for professional development opportunities and will assist designers of teacher education programs as they restructure field-based experiences. Finally, the study added to the literature on field-based experiences, can be used comparatively with similar studies, and encourages future research.Item Influencing preservice middle-school teachers' beliefs on mathematics-specific technology use in mathematics instruction: the effects of a technology-based capstone mathematics course(Texas Tech University, 2000-05) Eagle, DianeThis study was designed to determine the effect of a laboratory-based mathematics course on pre-service teachers' beliefs toward the use of graphing calculators, computer algebra systems, and geometry software in mathematics instruction at the middle school level. A seven page, three part survey was developed and administered on the first day of class. The survey asked for student profile information, opinions about mathematics in general, and opinions about the use of technology in mathematics instruction. Analysis of the pre-survey served as a basis for selection of four students upon whom to focus during daily classroom observations. At the end of the semester, a post-survey similar to the pre-survey was administered. Although research indicates that pre-service teachers' beliefs about teaching and learning mathematics are resistant to change, qualitative and quantitative analysis of the student surveys and analysis of daily in class observations suggest that over the course of the semester there was a positive effect on student beliefs and attitudes about the use of technology in mathematics instruction. The factors producing this positive effect are also analyzed.Item Perceptions of empathic abilities of student teachers.(Texas Tech University, 1975-08) Southerland, Jewell RayleneNot availableItem Preservice teachers' perceptions of their values and expectations regarding technology-integrated experiences in a secondary methods course(Texas Tech University, 2001-12) Elwood-Salinas, Susan A.This qualitative study explored secondary level preservice teachers' expectancies and values related to technology-integrated experiences (TIEs) in their preservice education. This study provides insights for higher education curricula planners and teachers to prepare preservice teachers to effectively integrate technology in their own classrooms (Stuhlmann & Taylor, 1999; Maeers, Browne, & Cooper, 1999; Widmer & Amberger, 1994). McCoy (1998) and Fife (2000) reported the need for technologyintegrated experiences within several preservice education courses, as well as more research directly related to preservice teachers' perceptions. Wigfield and Eccles' (2000) expectancy-value theoretical framework in conjunction with a phenomenographical research approach guided the investigation. The expectancy-value theory (Wigfield & Eccles, 2000; Kellenberger, 1996) opened a speciíîc window into the preservice teachers' perceptions of their future actions and various value needs regarding technology integration. The first research question explored participants' expectations and values directly related to their educational TIEs that prompt them to engage in TIEs achievement related choices. The second question revealed the participants' recommendations for TIEs in methods courses, as well as a TIEs approach for effective practice in methods courses. A criterion-based survey, based upon the expectancy-value theoretical framework, revealed eight participants from a purposively sampled pool. These students were enrolled in their fínal semester of curriculum and methods coursework before student teaching. The constant comparison method and QSR NVivo software assisted in the exploration of data obtained from four individual interview sessions, field notes, and four focus group sessions. Emergent themes signified the essence of the preservice teachers' TIEs.Item A study of non-native teachers' and student teachers' feelings of foreign language teaching anxiety(2010-05) Tum, Danyal Oztas; Horwitz, Elaine Kolker, 1950-; Hancock, Ian F.The aim of this study is to: (1) examine whether non-native EFL teachers experience feelings of foreign language teaching anxiety; (2) investigate whether non-native EFL student teachers experience feelings of foreign language teaching anxiety; (3) examine how the participants’ feelings of foreign language teaching anxiety compared with other cultural groups in previous studies; and (4) examine how foreign language teaching anxiety affects foreign language classroom instruction. In total, 79 non-native EFL teachers and 131 non-native EFL student teachers participated in this study by completing a battery of questionnaires. The results indicated that both non-native EFL teachers and student teachers experience varying levels of foreign language teaching anxiety. However, foreign language teaching anxiety does not appear to have any effect on the foreign language teaching/learning activities the teachers or student teachers use in their classrooms.Item Teacher preparation: exploration of an alternative model(Texas Tech University, 1977-05) Benham, Barbara Jean.Item The effect of field-based elementary methods courses on the attitudes of teacher education students(Texas Tech University, 1974-08) Helmer, Jerry DonaldThe goals of any institution are important. The aims of teacher education are necessarily a function of the objectives of elementary and secondary education. What about the goals of our schools concerning attitudes? A child enters school already possessing a set of attitudes. Khan and Weiss (25:7 61) claim "it therefore becomes one of the major tasks of the school to change undesirable attitudes, to strengthen existing ones, and to work toward the development of new attitudes by providing appropriate learning experiences." Combs and Snygg (8:382) add that "how subject matter is taught may be even more important than what is taught." Burton (4:281) adds that the teacher should have a set of attitudes. Harvey (134) sees the role of educational institutions increasing in importance as other institutions in the American society experience rapid change and some move toward demise. Therefore, schools are being asked to do more in the development of attitudes in our society.Item The relationship between student teacher self concept and student teacher-student rapport.(Texas Tech University, 1974-12) Becton, Sharla JanNot availableItem The Relationship of Selected Background Variables in Student Teacher-Cooperating Teacher Rapport(Texas Tech University, 1972-12) Allman, Sarah AldridgeNot Available.