Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 1 |
| Since 2007 (last 20 years) | 3 |
Descriptor
Author
| Atabey, Nejla | 1 |
| Atiles, Julia T. | 1 |
| Foulk, Jaimie A. | 1 |
| Johnson, Amy V. | 1 |
| Jones, Jennifer L. | 1 |
| Kim, Hyunjin | 1 |
| La Paro, Karen M. | 1 |
| Maynard, Christine | 1 |
| Pitiporntapin, Sasithep | 1 |
| Sadler, Troy D. | 1 |
| Topçu, Mustafa Sami | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 3 |
| Tests/Questionnaires | 3 |
Education Level
| Higher Education | 2 |
| Early Childhood Education | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
| Turkey | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkTopçu, Mustafa Sami; Foulk, Jaimie A.; Sadler, Troy D.; Pitiporntapin, Sasithep; Atabey, Nejla – Research in Science & Technological Education, 2018
Background: For the past decade, science educators have been exploring the use of Socio-scientific Issues (SSI) as contexts for science teaching and learning, and research indicates that doing so can support significant learning gains. However, research related to how teachers take up the practice of SSI-based instruction is far more limited, due…
Descriptors: Classroom Observation Techniques, Science Instruction, Science and Society, Science Teachers
Download full textAtiles, Julia T.; Jones, Jennifer L.; Kim, Hyunjin – Educational Research Quarterly, 2012
The current study examined whether field placements within an inclusive classroom are associated with improved preservice teacher's efficacy when working with children with developmental delays or disabilities. Study participants were 165 undergraduate students enrolled in primary teacher education classes at a Midwestern university. Participants…
Descriptors: Field Experience Programs, Inclusion, Preservice Teachers, Preservice Teacher Education
Maynard, Christine; La Paro, Karen M.; Johnson, Amy V. – Journal of Early Childhood Teacher Education, 2014
Classroom-based experiences, alternatively known as practica, are an integral component of undergraduate teacher preparation programs, which provide students essential opportunities to apply knowledge in practice. Though much is known about student teaching, much less is known about students' earlier classroom-based experiences. This…
Descriptors: Undergraduate Students, Preservice Teachers, Preservice Teacher Education, Early Childhood Education
