Preparing preservice
teachers for the first steps in linking research to practice:
Despite the widespread
expectation that the teachers leverarge research to meet the needs of diverse
students, little is known about how to prepare preservice teachers to engage in
this complex process. This quasi-experimental study examines a collaborative,
standards-based intervention that prepares preservice teachers to articulate
classroom-based problems, create research-guiding questions, and design
effective search strategies. A MANOVA test indicated that the intervention is
associated with stronger performance on those first steps. The authors provide
detailed descriptions of the intervention and it's results in order to offer a
roadmap for supporting preservice teachers in the foundational steps of linking
research to practice.
Copyright © 2015 Elsevier
Ltd.
http://www.sciencedirect.com/science/article/pii/S0742051X15001092
Preparing preservice
teachers for the first steps in linking research to practice:
Despite the widespread
expectation that the teachers leverarge research to meet the needs of diverse
students, little is known about how to prepare preservice teachers to engage in
this complex process. This quasi-experimental study examines a collaborative,
standards-based intervention that prepares preservice teachers to articulate
classroom-based problems, create research-guiding questions, and design
effective search strategies. A MANOVA test indicated that the intervention is
associated with stronger performance on those first steps. The authors provide
detailed descriptions of the intervention and it's results in order to offer a
roadmap for supporting preservice teachers in the foundational steps of linking
research to practice.
Copyright © 2015 Elsevier
Ltd.
http://www.sciencedirect.com/science/article/pii/S0742051X15001092
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