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UNDERSTANDING AND ACHIEVING BRAIN-BASED INSTRUCTION IN THE ELEMENTARY CLASSROOM: A QUALITATIVE STUDY OF STRATEGIES USED BY TEACHERS
Title
UNDERSTANDING AND ACHIEVING BRAIN-BASED INSTRUCTION IN THE ELEMENTARY CLASSROOM: A QUALITATIVE STUDY OF STRATEGIES USED BY TEACHERS.
Creator
Siercks, Amy, Ergle, Roberta, University of Central Florida
Abstract / Description
There are many approaches taken by teachers in order to effectively teach students the information they will need to be successful. One of these approaches is that of brain-based instruction. No one single definition is the same as another when it comes to brain-based teaching and learning. Definitions may include incorporating music and movement into lessons, using techniques to reach both hemispheres of the brain, and differentiating instruction to teach to the needs of the individual...
Show moreThere are many approaches taken by teachers in order to effectively teach students the information they will need to be successful. One of these approaches is that of brain-based instruction. No one single definition is the same as another when it comes to brain-based teaching and learning. Definitions may include incorporating music and movement into lessons, using techniques to reach both hemispheres of the brain, and differentiating instruction to teach to the needs of the individual students. This study takes a closer look at the perspective of teachers when it comes to what brain-based instruction strategies are. Teachers were given a survey to voice their opinions about brain-based instruction and how they incorporate it into their classrooms. This study gathered information about how teachers perceive and understand brain-based instruction. The use of brain-based instruction is quickly becoming vital to the education field. Understanding more about it will help teachers effectively teach students.
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Date Issued
2012
Identifier
CFH0004294, ucf:44928
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004294
Using a Senior Seminar During Internship II as a Means to Increase Self-Efficacy, Perceptions of Preparedness, and Internship Experiences for Elementary Education Teachers
Title
Using a Senior Seminar During Internship II as a Means to Increase Self-Efficacy, Perceptions of Preparedness, and Internship Experiences for Elementary Education Teachers.
Creator
Trenta, Shane, Gill, Michele, Ergle, Roberta, Allen, Kay, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description
The purpose of this quasi-experimental, mixed methods study was to examine how a Senior Seminar pilot conducted during elementary preservice teachers' Internship II semester could potentially increase their teacher self-efficacy and perceptions of preparedness to teach. The study was conducted at a large public university located in the southeast United States and included 29 participants. The collection of data included the 24 item Teacher Sense of Self-Efficacy Survey (Tschannen-Moran (&)...
Show moreThe purpose of this quasi-experimental, mixed methods study was to examine how a Senior Seminar pilot conducted during elementary preservice teachers' Internship II semester could potentially increase their teacher self-efficacy and perceptions of preparedness to teach. The study was conducted at a large public university located in the southeast United States and included 29 participants. The collection of data included the 24 item Teacher Sense of Self-Efficacy Survey (Tschannen-Moran (&) Woolfolk Hoy, 2001) used to measure pre- and post- teacher self-efficacy for classroom instruction, classroom management, and student engagement. To measure pre- and post- perceptions of preparedness, the 8 item Perceptions of Preparedness for the Teaching Profession survey was used. Additionally, qualitative data was collected by use of open response questions on the post survey and also on exit slips at the end of each session to gain insight into the participants' perceptions of the Senior Seminar pilot. The study findings indicate that the added support and instruction provided by the Senior Seminar may provide elementary preservice teachers with a means to increase perceptions of preparedness for the teaching profession and positively influence their Internship II experience. This study suggests practical ways in which teacher preparation programs can be enhanced to provide preservice teachers with an opportunity to be better prepared for the teaching profession.
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Date Issued
2017
Identifier
CFE0006811, ucf:51774
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006811