ERIC Number: EJ1056555
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: N/A
The Implementation of High-Leverage Teaching Practices: From the University Classroom to the Field Site
Davin, Kristin J.; Troyan, Francis J.
Foreign Language Annals, v48 n1 p124-142 Spr 2015
In response to the ACTFL's Research Priorities Initiative, the present study used a multiple case study design to examine teacher candidates' ability to implement two high-leverage teaching practices: increasing interaction and target language comprehensibility and questioning to build and assess student understanding. Candidates implemented these practices in K-12 foreign language classrooms following a practice-based methodology course. Findings revealed that candidates could more easily translate some aspects of practice to the field site than others. Generally, teacher candidates scored better on aspects of practice for which they were able to plan and practice than on those that required them to vary from their lesson plans or make in-the-moment decisions. Teacher candidates struggled the most with aspects of practice that involved sustaining meaningful interaction with students.
Descriptors: Preservice Teachers, Case Studies, Teaching Methods, Teacher Student Relationship, Comprehension, Questioning Techniques, Second Language Instruction, Elementary Secondary Education, Methods Courses, Teacher Characteristics
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A