NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 11 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Rottmann, Amy – Journal on Excellence in College Teaching, 2018
This mixed-method study examined, through functional context theory, secondary pre-service teachers' retention of literacy assessments and interventions upon completion of their final field experience. Data were collected from undergraduate and graduate pre-service teachers in two formats: (a) a cross-sectional Likert scale and open-ended question…
Descriptors: Intervention, Preservice Teacher Education, Preservice Teachers, Student Teacher Attitudes
Peer reviewed Peer reviewed
Direct linkDirect link
Zambo, Debby; Zambo, Ron; Sidlik, Lawrence – Journal on Excellence in College Teaching, 2013
Neuroscience is revealing how the brains of individuals with Attention Deficit Hyperactivity Disorder (ADHD) function, and advances in medicine are leading to treatments. This study investigated preservice teachers' knowledge and beliefs about students with ADHD. The majority of preservice teachers knew someone with ADHD, which, along with courses…
Descriptors: Preservice Teachers, Student Teacher Attitudes, Neurosciences, Medicine
Peer reviewed Peer reviewed
Direct linkDirect link
Ates, B.; Eslami, Z. R. – Journal on Excellence in College Teaching, 2012
The authors report on a qualitative multiple case study exploring the perceptions of nonnative English-speaking (NNES) and native English-speaking (NES) graduate teaching assistants (GTAs) toward undergraduate preservice teachers at a university located in the Southwestern United States. Three NNES GTAs and one NES GTA participated in the study.…
Descriptors: Higher Education, Teaching Assistants, English Teachers, Teacher Qualifications
Peer reviewed Peer reviewed
Direct linkDirect link
Wilkinson, I. A. G.; Doepker, G. M.; Morbitt, D. – Journal on Excellence in College Teaching, 2012
This study documents the effects of service-learning as it was introduced and brought to scale in an introductory undergraduate course in Reading Foundations for students seeking to become early and middle childhood education teachers. Participants included multiple cohorts of students in multiple instantiations of the course taught with and…
Descriptors: Service Learning, Introductory Courses, Education Courses, Preservice Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Algozzine, Bob; Beattie, John; Bray, Marty; Flowers, Claudia; Gretes, John; Mohanty, Ganesh; Spooner, Fred – Journal on Excellence in College Teaching, 2010
Student evaluation of instruction in college and university courses has been a routine and mandatory part of undergraduate and graduate education for some time. A major shortcoming of the process is that it relies exclusively on the opinions or qualitative judgments of students rather than on assessing the learning or transfer of knowledge that…
Descriptors: Feedback (Response), College Instruction, Student Evaluation, Opinions
Peer reviewed Peer reviewed
Direct linkDirect link
Herbers, M. Sharon; Mullins Nelson, Barbara – Journal on Excellence in College Teaching, 2009
A disorienting dilemma is a catalyst for change in perspective that may culminate in transformative learning. The authors analyze three activities in higher education that created disorienting dilemmas--a field trip, a service-learning experience, and study abroad. Results indicate that a disorienting dilemma can prompt students and faculty to…
Descriptors: Transformative Learning, Change, Learning Experience, Study Abroad
Peer reviewed Peer reviewed
Direct linkDirect link
Ukpokodu, Omiunota – Journal on Excellence in College Teaching, 2009
The author examined the practice of transformative pedagogy in an undergraduate teacher education program. The research was guided by two questions: What is the impact of transformative pedagogy on fostering preservice teachers' transformative learning? and What practices of transformative pedagogy impact student transformative learning?…
Descriptors: Preservice Teacher Education, Constructivism (Learning), Preservice Teachers, Critical Theory
Peer reviewed Peer reviewed
Direct linkDirect link
Clark, Ann-Marie – Journal on Excellence in College Teaching, 2009
This article describes the use of poetry as a pedagogical tool intended to intensify the reflective process of a service-learning project. In addition to keeping electronic journal entries, and summarizing and reflecting on service activities, preservice teachers wrote (or selected) poems to reconstruct their experiences and recreate some of the…
Descriptors: Preservice Teachers, Poverty, Economically Disadvantaged, Service Learning
Peer reviewed Peer reviewed
Direct linkDirect link
De Simone, Christina – Journal on Excellence in College Teaching, 2009
The author examines using problem-based learning (PBL) to guide preservice teachers' problem-solving abilities. Two classes of preservice teachers were divided into either an experimental group, who were taught to solve classroom problems using PBL, or a control group, who used traditional teaching methods such as discussion and videoclips of…
Descriptors: Experimental Groups, Control Groups, Preservice Teachers, Problem Based Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Stiler, Gary – Journal on Excellence in College Teaching, 2009
The author describes how the Understanding by Design (backwards planning) lesson plan format was used by his preservice K-12 students to develop service-learning lesson plans. Preservice teachers in a multicultural education course were given an assignment to develop service-learning lesson plans using the Understanding by Design planning process.…
Descriptors: Preservice Teachers, Education Courses, Multicultural Education, Lesson Plans
Peer reviewed Peer reviewed
Direct linkDirect link
Modla, Virginia B.; Wake, Donna Glenn – Journal on Excellence in College Teaching, 2007
The authors detail technology-based active literacy strategies that they employed with preservice teachers to enhance their skill and comfort level in providing appropriate technology-supported literacy instruction to future students. They examine four theoretical and pragmatic threads to include in course design: active learning, open-ended…
Descriptors: Preservice Teachers, Literacy, Technology Integration, Active Learning