Author: Maggie Edwina Allen CaplesPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 510
Book Description
A Comparison of the Teaching Strategies Repertoire of Second- and Third-year Graduates of an Alternative Teacher Education Program and Traditional Teacher Education Programs
Author: Maggie Edwina Allen CaplesPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 510
Book Description
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 614
Book Description
A Knowledge Base for Teacher Education and Development
Author: Man Tak ChanPublisher:
ISBN:
Category : Teachers
Languages : en
Pages : 296
Book Description
Quality Assurance, Reform and IT in Teacher Education
Author: Yin Cheong ChengPublisher: Springer
ISBN: 9789629491017
Category : Computers
Languages : en
Pages : 304
Book Description
Research in Education
Author: Resources in Education
Author: To Establish a National Institute of Education
Author: United States. Congress. House. Committee on Education and Labor. Select Subcommittee on EducationPublisher:
ISBN:
Category : Educational law and legislation
Languages : en
Pages : 712
Book Description
Handbook of Research on Special Education Teacher Preparation
Author: Paul T. SindelarPublisher: Routledge
ISBN: 1136726330
Category : Education
Languages : en
Pages : 526
Book Description
The purpose of this seven-part handbook is to expand our knowledge of teacher education broadly by providing an in-depth look at the most up-to-date research on special education teacher preparation.
Managing Change in Educational Organizations
Author: J. Victor BaldridgePublisher:
ISBN:
Category : Education
Languages : en
Pages : 544
Book Description
Advancing Research on Teachers' Professional Vision: Implementing novel Technologies, Methods and Theories
Author: Christian KoselPublisher: Frontiers Media SA
ISBN: 283255217X
Category : Education
Languages : en
Pages : 213
Book Description
A classroom full of students can be overwhelming for teachers. It is critical that teachers are able to filter and meaningfully interpret the relevant information in this complex scenario. Much of this filtering and interpretation occurs through selective visual perception. Over the last decade, a rapidly growing number of studies in empirical educational research used eye tracking to investigate teachers' selective visual perceptual processes in the classroom. Theoretically, visual attention and perception are often conceptualized as knowledge-based noticing coupled with knowledge-based reasoning about what is visually perceived. Recent eye-tracking studies have shown that experienced teachers, in particular, show improved selective attention of classroom events through faster detection of relevant information and improved monitoring of learning-relevant situations. Researchers agree that a critical driver of selective attention processes is the professional knowledge (declarative, procedural, and metacognitive) of (experienced) teachers, which controls selective perceptual processes in a top-down process. The findings are significant and provide important insights for research on teacher professionalization.