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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 20 of 20 1 "We just learned from each other": ESOL pre-service teachers learning to use digital tools across coursework and student teaching Durham, Carmen. - 2020 BASE Show details 2 Points of Learning Instead of States of Being: Reimagining the Role of Emotions in Teacher Development through Compassionate and Developmental Supports Stump , Megan. - 2020 BASE Show details 3 Prospective Teachers' Noticing and Naming of Students' Mathematical Strengths and Support of Students' Participation Bowen, Diana Leigh. - 2019 BASE Show details 4 A CASE STUDY OF PRESERVICE WORLD LANGUAGE TEACHERS’ IDENTITY DEVELOPMENT AND THE ROLE AND IMPACT OF MENTOR TEACHERS Ditter, Margaret. - 2019 BASE Show details 5 UNDERSTANDING HOW PRESERVICE TEACHERS USE FOCUSING QUESTIONING STRUCTURES: A MULTIPLE CASE STUDY Nolan, Edward Charles. - 2019 Abstract: The study explores how five secondary mathematics preservice teachers use questioning structures as they develop understanding of how to teach. Teacher questioning impacts the degree of student thinking during solving problems, specifically selecting focusing over funneling questioning structures (Herbel-Eisenmann & Breyfogle, 2005; Wood, 1998). Questioning structures are investigated as the participants plan a lesson, practice it to their peers, and then teach it to high school students. As these preservice teachers explore this lesson over most of a semester, a rich analysis of questioning is developed through planning, practicing, and teaching the lesson. Investigation includes how participants elicit and interpret student thinking and how their responses either focused on the thinking of students or funneled students to the thinking of teachers. The research questions of this study are: • Do preservice teachers use focus and funnel questioning structures as they elicit, interpret, and respond to student thinking and, if so, how do they use them? • In what ways does preservice teachers’ use of focus and funnel questioning structures change through the plan-practice-teach cycle? Data for the study include an initial peer rehearsal activity; draft and final lesson plans; reflections on experiences with planning, peers, and students; and transcripts of peer rehearsals and interviews with each participant at the end of the study. Analysis of the data explored the types of questions asked and questioning structures used, how the preservice teachers used questioning to privilege or minimize the role of student thinking, and how flexible the preservice teachers were in asking questions, be they planned or extemporaneous. While each of the participants stated the goal of creating student-centered learning environments, they varied widely in their ability to privilege student thinking. Some reasons for the differences in these abilities are explored. The study demonstrated four potential areas of future research in regard to teacher preparation: preservice teachers need help to learn about and use focusing questioning structures; opportunities may need to allow preservice teachers to address and overcome their current beliefs; preservice teachers need support to effectively elicit, interpret, and respond to student thinking; and peer practice needs specific structures to be effective. Keyword: case study; focus questioning structures; mathematics; Mathematics education; pre-service teachers; questioning; Teacher education; teaching cycle URL: https://doi.org/10.13016/7czi-5cuc http://hdl.handle.net/1903/25028 BASE Hide details 6 STREAMS THAT RUN INTO THE RIVER OF LIVED EXPERIENCE: A PHENOMENOLOGICAL STUDY OF INTERN TEACHERS USING CURRERE TO UNDERSTAND CURRICULUM Palmer, Leslie. - 2018 BASE Show details 7 TEACHER PERCEPTIONS OF ONLINE SIOP® PROFESSIONAL DEVELOPMENT McCall, Aundrea. - 2018 BASE Show details 8 BEYOND BENCHMARKS: ELEMENTARY EDUCATION PRESERVICE TEACHERS’ VISIONS FOR USING DIVERSE FAMILY LITERACY PRACTICES TO GUIDE CLASSROOM READING INSTRUCTION Albro, Jennifer. - 2017 BASE Show details 9 TEACHERS’ PERCEPTIONS OF THE IMPACT OF iPAD© USE IN THE CLASSROOM ON THEIR INSTRUCTIONAL PRACTICE Wood II, Rick P.. - 2017 BASE Show details 10 INTENTIONAL IMPLEMENTATION: A SELF-STUDY EXAMINING AND EVALUATING INSTRUCTIONAL IMPLEMENTATION OF DIGITAL TOOLS TO FOSTER ACADEMIC WRITING IN THE ENGLISH SECONDARY CLASSROOM Alcoser, Michelle Elaine. - 2017 BASE Show details 11 THE ‘NEXT GENERATION’ OF CONSTRUCTIVIST REFORM IN SCIENCE AND STEM: CASE STUDY EXPLORATIONS OF THE PRACTICES OF STUDENTS AND THE PERSPECTIVES OF TEACHERS Green, Amy Elizabeth. - 2017 BASE Show details 12 IPADS IN THE SECOND LANGAUGE CLASSROOM: AN EXAMINATION OF IPAD USE BY TEACHERS THROUGH TPACK AND TEACHER PERCEPTION LENSES. Sharp, Steven Kary. - 2017 BASE Show details 13 KOREAN PRE-SERVICE TEACHERS’ BELIEFS ABOUT SECOND LANGUAGE PEDAGOGY IN THE CONTEXT OF GOVERNMENT MANDATED EDUCATIONAL REFORMS: A MIXED-METHODS STUDY Hwang, Suh Young. - 2017 BASE Show details 14 INCLUSION AS A REFORM: HOW SECONDARY GENERAL EDUCATORS MAKE SENSE OF AND ENACT THEIR ROLES AS TEACHERS OF STUDENTS WITH DISABILITIES Stefanski, Amanda. - 2014 BASE Show details 15 A Case Study on A Cross-Context Asynchronous Online Writing Tutorial: The Mediated Learning Process for U.S.-Based Tutors and L2 Writers in Taiwan Chen, Pei-Jie. - 2014 BASE Show details 16 The Lived Experience of Beginning Teachers Defining their Pedagogical Way of Being Frank, Nathan. - 2013 BASE Show details 17 PRACTITIONER-RESEACH AS DISSERTATION: EXPLORING THE CONTINUITIES BETWEEN PRACTICE AND RESEARCH IN A COMMUNITY COLLEGE ESL CLASSROOM Jain, Rashi. - 2013 BASE Show details 18 PROSPECTIVE ELEMENTARY TEACHERS' LEARNING TO EDUCATE ENGLISH LEARNERS IN A TEACHER EDUCATION PROGRAM: A CASE STUDY Daniel, Shannon Mary. - 2012 BASE Show details 19 A Quest to Prepare All English Language Teachers for Diverse Teaching Settings: If Not Us, Who? If Not Now, When? Selvi, Ali Fuad. - 2012 BASE Show details 20 Breaking the Cycle of Hate: A Phenomenological Study of Teachers' Lived Experiences as Both Other and Otherer Mojto, Alison Laurie Milofsky. - 2009 BASE Show details

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