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Modeled Instructional Routines : = Will Preservice Teachers Embed Them in Their Future Lessons?

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Modeled Instructional Routines :/
其他題名:	Will Preservice Teachers Embed Them in Their Future Lessons?
作者:	Slaughter, Sandra K.
面頁冊數:	1 online resource (215 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
Contained By:	Dissertation Abstracts International79-03A(E).
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355479768

Modeled Instructional Routines : = Will Preservice Teachers Embed Them in Their Future Lessons?
Slaughter, Sandra K.

Modeled Instructional Routines :Will Preservice Teachers Embed Them in Their Future Lessons? - 1 online resource (215 pages)

Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

Modeling in the classroom is the key to successful teaching. This study examines whether preservice teachers would use content area literacy instructional routines, which had been modeled in my university course, in their student teaching and first-year classrooms. Both content area literacy and disciplinary literacy were modeled in my university classroom, and both were observed in at least one of the first-year teachers' secondary education classrooms. The instructional routines, sometimes referred to in literature as literacy strategies, where modeled as part of the preservice teacher education scaffolding.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355479768Subjects--Topical Terms:

1148451
Teacher education.
Index Terms--Genre/Form:

554714
Electronic books.

Modeled Instructional Routines : = Will Preservice Teachers Embed Them in Their Future Lessons?
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500 $a Source: Dissertation Abstracts International, Volume: 79-03(E), Section: A.
500 $a Adviser: James Damico.
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504 $a Includes bibliographical references
520 $a Modeling in the classroom is the key to successful teaching. This study examines whether preservice teachers would use content area literacy instructional routines, which had been modeled in my university course, in their student teaching and first-year classrooms. Both content area literacy and disciplinary literacy were modeled in my university classroom, and both were observed in at least one of the first-year teachers' secondary education classrooms. The instructional routines, sometimes referred to in literature as literacy strategies, where modeled as part of the preservice teacher education scaffolding.
520 $a The research data indicated the importance of modeling not only instructional routines, but also teaching methods, openers, and other teaching tools. The students displayed these behaviors that I had modeled in the university classroom, as both student teachers and first year teachers. The research and modeling led to the mnemonic CAMPED, my designated six components for a successful lesson; Connections, Assessments, Multimodal, Prior Knowledge, Engagement, and Differentiation. The most important finding was that no matter which method is utilized, content area literacy or disciplinary literacy, or which instructional routine is embedded, modeling in the classroom is the key to successful teaching.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Pedagogy. $3 1148703
650 4 $a Secondary education. $3 1179560
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773 0 $t Dissertation Abstracts International $g 79-03A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10642275 $z click for full text (PQDT)