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Hits 2.581 – 2.600 of 2.600
2581 |
Examining the relationship between group work and students’ willingness to participate
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2582 |
Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction
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2583 |
Teaching visual literacy in the secondary English/language arts classroom: an exploration of teachers’ attitudes, understanding and application
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2584 |
An ethnographic content analysis of children’s fiction picture books reflecting African American culture published 2001-2005
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2585 |
Educational experiences and academic achievement of Asian Indian American students in a Midwestern university town in the United States: a multiple case study
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2587 |
Middle school ELL and LD teachers' perceptions of the importance of reading methods
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2588 |
Improving student attitudes: a study of a mathematics curriculum innovation
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2589 |
A study of racial identity and the dispositions of student teachers
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2590 |
"This ain't a ghetto class; this is a fine class!": dramatic oral reading fluency activities in the social context of a ninth-grade classroom
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2591 |
The impact of differentiation on the critical thinking of gifted readers and the evolving perspective of the fifth grade classroom teacher
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2592 |
Teacher candidate perceptions of electronic academic portfolios
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Abstract:
Doctor of Philosophy ; Curriculum and Instruction Programs ; F. Todd Goodson ; The purpose of this study was to determine to what extent teacher candidates perceive value in the process of constructing an electronic academic portfolio. This study will also attempt to answer what process teacher candidates used in developing their electronic academic portfolios and what value teacher candidates assign to each of the steps in the process as well as how the teacher candidate intends to use the academic portfolio during the final semester prior to the professional semester. A qualitative multi-case study was used to conduct the research. Data collected included a pre and post survey as well as three one-on-one interviews with eleven teacher candidates. Teacher candidates were also asked to keep an electronic journal to answer the following questions. 1. Describe the process you used to create your electronic academic portfolio. 2. Describe your personal frustrations with creating your electronic academic portfolio. 3. Describe your personal triumphs with creating your electronic academic portfolio. The analysis of the data took place throughout the final semester prior to the professional semester, during which time teacher candidates are taking his or her last five restricted methods courses. The researcher recruited one additional reader in the field of education. The reader was trained prior to the actual coding day by the researcher to identify themes from the pilot study. • Theme A: Pride • Theme B: Organization • Theme C: Technology Skills • Theme D: Value • Other The commonalities were coded by the reader and the researcher. The goal of this was to examine teacher candidate perceptions in creating and electronic academic portfolio. Teacher preparation programs must determine if the process of creating an electronic academic portfolio has positive effectiveness.
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Keyword:
Curriculum and Instruction (0727); Education; Electronic academic portfolios; Teacher preperation
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URL: http://hdl.handle.net/2097/211
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2593 |
An examination of students’ perceptions of goal orientation in the classroom and teachers’ beliefs about intelligence and teacher efficacy
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2594 |
The relationship of an adult education student's ability to process linguistic transformations
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2595 |
Two Telecollaborative Contexts for Writing in a Beginner FSL University Program: Achievement, Perceptions, and Identity
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2596 |
Examining the Complexities of Fostering Social Inclusion in Elementary Classrooms
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2598 |
What's in a Note? Sentiment Analysis in Online Educational Forums
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2599 |
Learning about Otherness: A Comparative Analysis of Culture Teaching and its Impact in International Language Teacher Preparation
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2600 |
The Integration of Language and Content: Form-focused Instruction in a Content-based Language Program
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