Back to Search | Help | Tutorial Search Within Results | New Search | Save This Search | RSS Feed
Sort By: RelevancePublication Date (newest to oldest)Publication Date (oldest to newest)Title (A to Z)Title (Z to A)Author (A to Z)Author (Z to A)Source (A to Z)Source (Z to A)
Use My Clipboard to print, email, export, and save records. More Info: Help 0 items in My Clipboard
Now showing results 1-10 of 104430. Next 10 >>
1. Using the Integrative Research Project Approach to Facilitate Early Childhood Teacher Planning (EJ827227)
Author(s):
Nell, Marcia
Source:
Journal of Early Childhood Teacher Education, v30 n1 p79-88 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Preservice Teacher Education; Preservice Teachers; Research Projects; Developmentally Appropriate Practices; Kindergarten; Teaching Skills; Knowledge Base for Teaching; Self Esteem; Planning; Inquiry; Academic Standards; Goal Orientation; Student Research; Student Projects; Student Motivation; Teacher Effectiveness; Federal Legislation; Lesson Plans
Abstract: One way to help preservice teachers to articulate and advocate their teaching stance is by developing their knowledge, skills, and confidence in their ability to carefully, didactically, and strategically plan for instruction. The Integrative Research Project (IRP) is a planning process that enables the preservice teacher to incorporate not only developmentally appropriate practices in an authentic inquiry-based planning process but also incorporate goals, objectives, and standards for learning. The IRP begins with the development of a research question. Then brainstorming is done to generate a secondary list of questions but using different viewpoints such as those of scientists, anthropologists, sociologists, researchers, teachers, musicians, artists, athletes, or kindergarten children. Preservice teachers also use the Internet and library in order to access a broader range of content information. A visual display, such as a table, curriculum wheel, or topic web, is developed in order to visually understand the flow of the project. The IRP incorporates different content areas--reading, writing, mathematics, science, social studies, art, music, physical growth, and fieldwork. Learning goals, corresponding objectives, and standards are chosen that best express the learning that will occur during the teaching of the IRP. The preservice teachers then develop core activities that will enable the students to find answers to the questions. Motivational and culminating activities or events for the IRP are developed to enhance learning. A resource and reference are also generated and included in the final write-up that is turned in to the professor. The IRP provides the preservice teachers with the kind of long-term planning that is so necessary to become an effective teacher. This long-term planning allows the preservice teacher to understand the flow of the project and enables the preservice teacher to have the rationale and logic necessary to explain to others what is taking place in the classroom and more importantly why these experiences enable children to learn. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info: Help | Tutorial Help Finding Full Text | More Info: Help Find in a Library | Publisher's Web Site
2. Children's Planning of Classroom Plays with Adult or Child Direction (EJ814132)
Baker-Sennett, Jacquelyn; Matusov, Eugene; Rogoff, Barbara
Social Development, v17 n4 p998-1018 Nov 2008
2008-11-00
Journal Articles; Reports - Evaluative
Descriptors: Volunteers; Skill Development; Social Development; Parent Participation; Student Participation; Planning; Class Activities; Dramatic Play; Dramatics; Interpersonal Relationship; Group Activities; Group Dynamics; Elementary School Students
Abstract: This study examined the planning that occurred when children participated in classroom playcrafting with either adult or child leadership. In a first-/second-grade classroom in an innovative public school, we videotaped 11 sessions in which children volunteered to develop a play with small groups of classmates and seven sessions in which adult volunteers (parents and a grandparent) developed plays with small groups of children. The plays were crafted in one session of about an hour, and then usually performed for the class. More planning took place during child- than adult-directed sessions (averaging 92 vs. 35 percent of the session's duration). The groups led by children were more frequently involved in planning of themes, planning of details of the themes, and especially in improvisationally mindstorming ideas than were the groups led by adults. In adult-directed sessions, the adults often planned the play before the children joined the activity, and the children spent most of the session in non-playplanning activities such as gluing and coloring puppets or rehearsal of lines designed by the adult in advance. We argue that opportunities to observe and participate in planning--which occurred more frequently in child-directed than adult-directed sessions--are important to the development of planning skills and of co-ordination of plans with others. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Formulating Guidelines for Instructional Planning in Technology Enhanced Learning Environments (EJ826782)
Lim, Cher Ping
Journal of Interactive Learning Research, v20 n1 p55-74 Jan 2009
Descriptors: Instructional Development; Guidelines; Teachers; Educational Technology; Technology Integration; Models; Instructional Design; Educational Strategies; Teaching Methods; Program Implementation
Abstract: Several studies have shown the complexities that teachers faced when planning for instruction in technology enhanced learning environments (TELE). Although classroom-oriented instructional development (ID) models have the potential to help teachers think and plan for effective instruction with technology, teachers are often reluctant to use these models. This article aims to formulate a set of guidelines that will be adopted by teachers for instructional planning in TELE. By examining three existing ID models (Reiser & Dick, 1996; Morrison, Ross, & Kemp, 2004; Smaldino, Russell, Heinich, & Molenda, 2005) through the activity theoretical lens, five guidelines are formulated for mediating instructional planning in TELE: (1) adopt a nonlinear and non-sequential treatment of ID elements; (2) account for decisions made by other participants; (3) recognize teachers' interactions with their instructional and sociocultural-historical contexts; (4) facilitate teachers' re-examination of their existing practices to identify contradictions in his/her instructional planning process; and (5) support teachers' formulation of solutions to the contradictions and employment of transformed practices for effective instruction. (Contains 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Students' Experiences Concerning Course Workload and Factors Enhancing and Impeding Their Learning--A Useful Resource for Quality Enhancement in Teaching and Curriculum Planning (EJ827831)
Ruohoniemi, Mirja; Lindblom-Ylanne, Sari
International Journal for Academic Development, v14 n1 p69-81 Mar 2009
2009-03-00
Journal Articles; Reports - Research
Descriptors: Veterinary Medical Education; Curriculum Development; Educational Change; Teaching Methods; Student Experience; Learning Processes; Student Attitudes; Instructional Effectiveness; Educational Improvement; Curriculum; Questionnaires; College Students; Foreign Countries; Time Factors (Learning)
Abstract: The aim of the study is to deepen our understanding of factors which students experience as important in learning, in order to improve the quality of teaching and curriculum planning. A total of 132 veterinary students participated in the study by answering a questionnaire containing open-ended questions. Most of the comments on factors enhancing learning were associated with teaching practices. Factors related to the planning of teaching, including curriculum and course overload, were commonly mentioned as impeding learning. The students rarely commented on their own actions. The results have been widely implemented in quality enhancement procedures at the faculty, such as curriculum planning and reform, planning of individual courses, improving teaching and assessment practices and arranging support for students' reflection. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Ten Reasons Why Colleges and Universities Undertake Campus Master Planning (and How to Align Your Campus Planning Effort to Best Address Them) (EJ807187)
Rudden, Michael S.
Planning for Higher Education, v36 n4 p33-41 2008
2008-00-00
Descriptors: Educational Facilities Planning; Educational Objectives; Master Plans; Higher Education; Program Proposals; Guidelines; Organizational Objectives; Educational Planning; Resource Allocation; Educational Trends
Abstract: A campus master plan cannot predict the future of a campus, but it can provide a valuable and productive road map for future development. This article suggests that such a road map might best meet an institution's needs and resources when it is linked to the reasons it decided to plan in the first place. Identifying the reasons for planning requires a clear understanding of the planning purpose and outcome expectations, and doing so enables an institution to focus planning resources and efforts in a productive, timely, and cost-effective manner. In this article, the author discusses 10 reasons why colleges and universities undertake campus master planning and offers ways to align the campus master planning effort to best address them. (Contains 1 figure and 11 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Thinking around the Corner: The Development of Planning Abilities (EJ799956)
Kaller, Cristopher P.; Rahm, Benjamin; Spreer, Joachim; Mader, Irina; Unterrainer, Josef M.
Brain and Cognition, v67 n3 p360-370 Aug 2008
2008-08-00
Descriptors: Planning; Problem Solving; Neuropsychology; Measures (Individuals); Children; Age Differences; Short Term Memory
Abstract: The ability to plan and search ahead is essential for problem solving in most situations in everyday life. To investigate the development of planning and related processes, a sample of four- and five-year-old children was examined in a variant of the Tower of London, a frequently used neuropsychological assessment tool of planning abilities. The applied problems either required searching ahead for optimal solution or were solvable by pure step-by-step forward processing. Furthermore, the ambiguity of subgoal ordering was varied. Results revealed an age-related effect of search depth: the four-year olds' planning accuracy was particularly decreased in problems demanding search ahead, while five-year olds mastered both problem types equally well. Interestingly, this interaction between age and search depth could not be accounted for by measures of working memory and inhibition. Differential effects of age were also found for subgoal ordering with respect to initial planning and movement execution times. In sum, planning abilities showed considerable development during late kindergarten age that appeared to be specifically associated with the integration and back-validation of the anticipated consequences of internally modeled actions. The present study demonstrates that a careful consideration of problem structure may greatly enhance the insights gained from the application of a routinely used assessment tool, the Tower of London. This may be especially advantageous when addressing specific subpopulations such as children or clinical samples. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Program Planning and Review to Promote Responsiveness to Public Needs, 2007-08. Commission Report 08-15 (ED503102)
N/A
California Postsecondary Education Commission
2008-09-00
Reports - Descriptive
Descriptors: Educational Planning; Advisory Committees; Program Development; Annual Reports; Planning Commissions; Program Evaluation; Audits (Verification); Change Strategies; Curriculum Implementation; Strategic Planning; Relevance (Education); State Surveys
Abstract: This annual report provides a summary of program planning and review activities conducted by the Commission during the 2007-08 academic year. Recommendations that will enable the Commission to better meet and respond to its statewide statutes and obligations regarding academic and vocational program review include: (1) The Program Review Advisory Committee assist staff in developing a methodology that connects institutional program planning across higher education systems to emerging societal and workforce educational needs, and prioritizes identified needs; and (2) Starting in 2009, and annually thereafter, Commission staff convene a panel of faculty and academic planning administrators to identify and discuss issues pertaining to emerging workforce and societal program needs, innovation and scientific discovery, and instructional and pedagogical practices that enhance student learning, training, and knowledge acquisition. Four appendices are included: (1) The Commission's Program Review Principles and Guidelines, June 2006; (2) University of California's Long-Range Program Plans; (3) Commission Assignment of Degree Programs to Discipline Area; and (4) California State University Proposed Programs, 2008-09 through 2017-18. (Contains 5 displays.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (996K)
8. Teaching Experiential Learning in Geography: Lessons from Planning (EJ821725)
Ives-Dewey, Dorothy
Journal of Geography, v107 n4-5 p167-174 Jul 2008
2008-07-00
Descriptors: Geography Instruction; Experiential Learning; Community Planning; Geographic Concepts; Undergraduate Study; Introductory Courses; College Instruction; Class Activities; Outcomes of Education; Student Attitudes; Undergraduate Students
Abstract: Geography increasingly relies on training of professionals who can apply geographic concepts to solve real-world problems. The planning profession for years has been training professionals to work in the area of community planning. Planning programs typically include experiential learning modules throughout the curriculum. This article looks at how community planning approaches can be incorporated into geography programs in lower level courses to: (1) provide exposure to practical applications of geographic concepts; (2) give students experience with team dynamics; and (3) provide students with experience in real-world client relations. Advantages and challenges of experiential learning are identified and discussed. An example of an experiential learning exercise adapted from a planning application is presented. The exercise was developed to enhance learning in a geography curriculum. (Contains 1 table and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Training Boys with ADHD to Work Collaboratively: Social and Learning Outcomes (EJ813155)
Watkins, Deborah Edelman; Wentzel, Kathryn R.
Contemporary Educational Psychology, v33 n4 p625-646 Oct 2008
2008-10-00
Descriptors: Intervention; Interaction; Males; Peer Relationship; Problem Solving; Participation; Cooperative Learning; Cooperative Planning; Learning Strategies; Attention Deficit Hyperactivity Disorder; Special Education; Special Needs Students; Drug Therapy; Peer Teaching; Tutoring; Educational Psychology
Abstract: This study examined social participation and strategic problem solving behavior of boys diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) when collaborating on a planning task with a trained peer partner. Twenty-four 9- to 13-year-old boys with ADHD who were receiving a medication intervention, were individually pre-tested to assess their initial ability to plan an errand route task. They were then observed doing an alternate planning task during collaborative sessions with a female peer partner who had received prior training in the task and in facilitating social interaction. Boys with ADHD were then individually post-tested on the original planning task. Observations of the collaborative sessions revealed significant, positive changes across three phases in the quality of social interactions by boys with ADHD, in their planning strategies, and planning efficiency. Findings suggest positive benefits of collaborative learning structures for boys with ADHD when they are placed in a collaborative learning setting with a partner who has received a prior training intervention. (Contains 3 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Affects of Language Assessment Policies in Speech-Language Pathology on the Educational Experiences of Indigenous Students (EJ822433)
Gould, Judith
Current Issues in Language Planning, v9 n3 p299-316 Aug 2008
Descriptors: Language Planning; Community Schools; Indigenous Populations; Speech Language Pathology; Foreign Countries; Educational Experience; Language Tests; Literacy Education; Intervention; Rural Areas; Educational Policy; Role; Language of Instruction; Nonstandard Dialects; Elementary School Students; Academic Achievement
Abstract: The role and significance of speech-language pathology (SLP) is not often considered in studies of language planning. SLP has tended to be considered more as an issue for health policy than for language policy. However, the health focus of SLP does interact with language planning especially in education where SLP assessments have implications for language-in-education planning in local contexts and in the development of literacy programmes and educational interventions in schools. It is in the case of assessment in educational contexts in which the concerns of SLP and language planning come closest together. This paper will discuss the implementation of language assessment policies within one rural Aboriginal community school in Australia. These policies have had the effect of medicalising non-standard language systems and increasing existing power imbalances between the Aboriginal people and the non-Aboriginal education system. This has resulted in significant detrimental impacts being experienced by the individual children who have been tested in accordance with these language assessment policies. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
Help
Help