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Download full textJohnson, Bradley W. – Journal of the American Academy of Special Education Professionals, 2011
This report summarizes the personal epistemology and self-efficacy concepts and how they affect special education teachers. This report is based on the social cognitive theory, perceived and collective efficacy, and how the conceptual thoughts of a special education teacher affect their instructional focus in the classroom. Self-efficacy beliefs…
Descriptors: Epistemology, Self Efficacy, Special Education Teachers, Mastery Learning
Sturgis, Chris – International Association for K-12 Online Learning, 2012
At the heart of competency education is the assumption that by maintaining a laser focus on learning, allowing time to be a variable, and powerful competencies to set the bar, an education system can be created that produces high achievement for students from all income levels and across all racial and ethnic communities. However, the transition…
Descriptors: Competency Based Education, Competence, Instructional Design, Educational Innovation
Halley, Jean; Heiserman, Courtney; Felix, Victoria; Eshleman, Amy – Learning Communities: Research & Practice, 2013
The Student Small Group Presentation (SSGP) model, a student-centered approach, is introduced and applied to learning communities. Similar to the jigsaw classroom, small groups of students in learning communities are responsible for teaching material to their peers. Unlike other jigsaw techniques, presentation groups in the SSGP teach an entire…
Descriptors: Peer Teaching, Teaching Methods, Cooperative Learning, Small Group Instruction
Direct linkEducation Digest: Essential Readings Condensed for Quick Review, 2011
"Many educators think of formative assessment as another kind of test. Instead, it is a process to help instructors understand their students' day-to-day learning and develop appropriate interventions to improve that learning," says Nancy Gerzon, Senior Research Associate at WestEd. "We know from research that effective formative…
Descriptors: Feedback (Response), Urban Schools, Formative Evaluation, Achievement Gains
Scott, Jim – Independent School, 2011
In his most recent book, "Drive: The Surprising Truth About What Motivates Us," Daniel Pink argues that people are essentially motivated by three key drivers: (1) Autonomy: The desire to direct their own lives; (2) Mastery: The urge to get better at something that matters; and (3) Purpose: The yearning to do what they do in service of…
Descriptors: Instructional Innovation, Teacher Attitudes, Teacher Motivation, Personal Autonomy
Hassel, Emily Ayscue; Hassel, Bryan C. – Public Impact, 2013
Authors and co-directors of "Public Impact," Emily Ayscue Hassel and Bryan C. Hassel state that, looking back over the decades, no one is really getting what they want. Teachers are no closer to achieving the societal respect and substantial, sustainable rewards for their contributions that they deserve, and student achievement has…
Descriptors: Educational Change, Educational Improvement, Educational Policy, Administrative Policy
Dou, Remy; Gibbs, Kenneth D., Jr. – School Science Review, 2013
The rapid population growth of under-represented minority groups and the continued under-utilisation of women mean that future growth in the domestic science, technology, engineering and mathematics (STEM) workforce is linked to greater diversity. Subject-matter mastery is important but insufficient for a student to pursue a STEM profession --…
Descriptors: STEM Education, Career Education, Career Choice, Performance Factors
Subramaniam, Prithwi Raj – Strategies: A Journal for Physical and Sport Educators, 2011
Teaching and learning in physical education at the elementary level should be a time filled with excitement and fun for both teachers and students. Children by nature are inquisitive and bring an abundance of energy into the learning environment. Physical educators who are able to harness this student energy in positive ways are able to…
Descriptors: Physical Education, Teaching Methods, Elementary Schools, Physical Education Teachers
Garza-Kling, Gina – Teaching Children Mathematics, 2011
Traditionally, learning basic facts has focused on rote memorization of isolated facts, typically through the use of flash cards, repeated drilling, and timed testing. However, as many experienced teachers have seen, "drill alone does not develop mastery of single-digit combinations." In contrast, a fluency approach to learning basic addition…
Descriptors: Memorization, Addition, Mathematics Skills, Mathematics Instruction
Belland, Brian R.; Kim, ChanMin; Hannafin, Michael J. – Educational Psychologist, 2013
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b)…
Descriptors: Student Motivation, Scaffolding (Teaching Technique), Problem Based Learning, Computer Assisted Instruction
Lei, Simon A. – Journal of Instructional Psychology, 2010
A number of graduate (masters-level) students from a wide variety of academic disciplines have viewed a required introductory research methodology course negatively. These students often do not retain much of the previously learned material, thus limiting their success of subsequent research and statistics courses. The purpose of this article is…
Descriptors: Graduate Students, Research Methodology, Required Courses, Introductory Courses
Diegelman-Parente, Amy – Journal of College Science Teaching, 2011
Mastery learning is an instructional method based on the idea that students learn best if they fully understand, or master, one concept before moving on to the next and has been shown to be extremely effective in math and science curricula. Competency-based grading is an evaluative tool that allows the faculty member to determine the level of…
Descriptors: Mastery Learning, Organic Chemistry, Grading, Competence
Bienkowski, Marie; Gerard, Sarah Nixon; Rubin, Shawn; Sanford, Cathy; Borrelli-Murray, Dana; Driscoll, Tom; Arora, Jessie; Hruska, Mike; Beck, Katie; Murray, Thomas; Hoekstra, Jason; Gannes, Stuart; Metz, Edward; Midgley, Steve; Castilla, Stephanie; Tomassini, Jason; Madda, Mary Jo; Chase, Zac; Martin, Erik; Noel, Marcus; Styles, Kathleen – Office of Educational Technology, US Department of Education, 2015
Opportunities abound for software designers and developers to create impactful tools for teachers, school leaders, students, and their families. This guide for developers, startups, and entrepreneurs addresses key questions about the education ecosystem and highlights critical needs and opportunities to develop digital tools and apps for learning.…
Descriptors: Computer Software, Design, Technology Uses in Education, Educational Technology
Le, Cecilia; Wolfe, Rebecca E.; Steinberg, Adria – Jobs For the Future, 2014
Competency education is attracting significant interest as a promising way to help meet our national priority of ensuring that all young people are ready for college and careers. In competency-based schools, students advance at different rates, based on their ability to demonstrate mastery of learning objectives. Teachers provide customized…
Descriptors: Competency Based Education, Individualized Instruction, High Schools, Career Readiness
Lusk, Danielle L.; Jones, Brett D. – Teaching Educational Psychology, 2011
Because of the importance of students' and teachers' implicit beliefs about intelligence, we designed a study to determine: (a) How is intelligence defined--as a malleable or fixed entity--in introductory educational psychology textbooks? and (b) To what extent are classroom applications of intelligence topics included in the textbooks? We…
Descriptors: Educational Psychology, Introductory Courses, Textbooks, Intelligence
