Relevant bibliographies by topics / Southern California Teacher Education Project

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  2. Dissertations / Theses
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Academic literature on the topic 'Southern California Teacher Education Project'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Southern California Teacher Education Project"

1

Focil, Augusto. "Southern California Hispanic Women Osteoporosis Education and Screening Project." Journal of Clinical Densitometry 11, no. 3 (July 2008): 450. http://dx.doi.org/10.1016/j.jocd.2008.05.011.

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Farrell, Anne, Sharon Thompson, and Gloria Napper-Owen. "Southern California Elementary Physical Education Specialists and Non- Specialists." Californian Journal of Health Promotion 2, no. 2 (June 1, 2004): 28–40. http://dx.doi.org/10.32398/cjhp.v2i2.1731.

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This study explored the beliefs and behaviors of elementary physical education providers in California relative to the purpose and function of elementary physical education. Research on these types of beliefs and behaviors is important because of the implications on physical education programs conducted in the elementary schools. Properly implemented physical education has been demonstrated to have a positive impact on the fitness levels and motor skill development of students, and such education may lead to the habituation of lifelong physical activity. Randomly selected teachers in southern California school districts completed a three-part questionnaire assessing their beliefs and behaviors regarding the ideal purpose and actual function of elementary physical education. Results of this study indicate that participants were aware of the importance of physical education, but overall, failed to exhibit behaviors that matched their beliefs. These results are pertinent because, in many school districts, primarily nonspecialists will be providing physical education instruction at the elementary level. Understanding the beliefs of non-specialists will help university teacher education programs identify programmatic changes to better prepare elementary school teachers.
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Bruch, Kimberly Mann, Hans-Werner Braun, and Susan Teel. "Live Interactive Virtual Explorations at a Southern California Native American Learning Center." Journal of Cases on Information Technology 12, no. 3 (July 2010): 62–74. http://dx.doi.org/10.4018/jcit.2010070104.

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For the past decade, researchers affiliated with the National Science Foundation-funded High Performance Wireless Research and Education Network (HPWREN) have been working with Native American education communities on an array of Internet-enabled activities, including the Live Interactive Virtual Explorations (LIVE) pilot project. One of the communities involved with the pilot LIVE project is the Pala Native American Learning Center, which is located in rural San Diego County, California. This paper discusses five case studies encompassing LIVE activities between Pala tribal community members and field scientists/educators throughout southern California. Using laptops equipped with off-the-shelf accessories and freeware, the five pilot case studies demonstrate the advantages and disadvantages of utilizing the LIVE concept for real-time distance education programs at rural Native American communities.
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Ellwood, Elizabeth, Kathryn Estes-Smargiassi, Noel Graham, Gary Takeuchi, Austin Hendy, Molly Porter, and Emily Lindsey. "Project Paleo: Citizen Curation and Community Science at the Natural History Museum of Los Angeles County." Biodiversity Information Science and Standards 2 (June 15, 2018): e25980. http://dx.doi.org/10.3897/biss.2.25980.

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The School and Teacher Programs of the Natural History Museum of Los Angeles County have partnered with the La Brea Tar Pits and Museum (LBTPM) and the Invertebrate Paleontology (LACMIP) collection to create two “citizen curation” exercises dubbed “Project Paleo”. Classroom kits were created with unsorted fossils from either LBPTM or from a local invertebrate paleontological field site, to be sorted and identified by local elementary and middle school students and then returned to the museum for curation, analysis, and research purposes. Each kit contains background information about the project and fossils, and an identification guide to assist the students and teachers. The “Project Paleo: Rancho La Brea” kit contains three tablespoons of unsorted fossil matrix from LBTPM’s Project 23. Groups of students learn about past and present food webs of the Los Angeles Basin, then sort the matrix into several categories (bones, plants, other fossils, and rocks) using a guide with drawn examples of each. An online iNaturalist (inaturalist.org) project also serves as an identification resource as well as a platform by which students can contribute photos for identification by staff researchers. This project is aimed at middle schoolers and over 700 students have used the sorting kits. Results will help to recreate past ecosystems of Southern California and help to inform a National Science Foundation (NSF) funded project, “A Mouse’s Eye View of Rancho La Brea”. The “Project Paleo: Marine Invertebrates of Southern California” kit produced by LACMIP, contains approximately two cups of washed but unsorted coarse fossil matrix from a salvaged (now destroyed) construction site. This kit is aimed at 5th grade Los Angeles Unified School District classrooms and homeschooling families. Students are asked to sort fossils by species and use included identification cards to identify the sorted fossils to the best of their ability. Results of this project will be included in an NSF funded digitization project and will contribute to research on the paleoecology of Pleistocene Southern California. Early evaluation of both kits has shown positive feedback from students and educators, as well as some room to improve instructions to students. These kits are designed to conform to Next Generation Science Standards while generating useful data for museum scientists. Collections staff are able to outsource the curation of critical data to students who get the experience of handling real museum fossils and contributing to the body of paleontological research.
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Hash, Phillip M. "The Universal Teacher, by J. E. Maddy and T. P. Giddings (1923)." Journal of Research in Music Education 58, no. 4 (November 2, 2010): 384–410. http://dx.doi.org/10.1177/0022429410385869.

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The Universal Teacher for Orchestra and Band Instruments ( UT), a class method by Joseph E. Maddy and Thaddeus P. Giddings published by the Conn Musical Instrument Company in 1923, was the subject of this study. Research questions focused on (1) details surrounding the writing and publishing of the UT; (2) philosophical, psychological, and pedagogical principles behind the method; (3) the influence of the UT on class teaching and subsequent books; and (4) implications of this research for modern practice. Maddy and Giddings wrote the UT from 1920 to 1922 while teaching summer methods courses together at Chautauqua, New York, and at the University of Southern California. The authors designed the book to appeal to children by applying the song method from elementary vocal music to instrumental instruction. This pedagogy differed from previous instrumental methods in that instructional material consisted entirely of melodies rather than scales and exercises. The UT also employed a detailed, systematic series of procedures intended to maximize the use of class time, hold students accountable for their progress, and allow independent learning with as little teacher intervention as possible.
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Chernaya, A. V. "Southern Federal University in Relation to Teacher Education Modernization Project: Strategic Reflection of the Testing Results of Integrative Modules of the “Cultural-Historical Psychology and Activity Approach in Education” Research Master’s Program." Психологическая наука и образование 20, no. 3 (2015): 166–77. http://dx.doi.org/10.17759/pse.2015200317.

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The article describes the experience of a strategic reflection of the Southern Federal University participation in the project of modernization of teacher education. It analyses how theoretical, methodological and organizational-activity basis of “Cultural-Historical Psychology and Activity Approach in Education” research master’s program designed by Moscow State University of Psychology & Education relates to the strategic objectives of Southern Federal University. Priorities and forward-looking statements in the strategy for the training of specialists in education based on action-competence approach, integrative principle of educational modules construction, network forms of cooperation of educational institutions are shown. Basic methodological ideas of cultural-historical psychology and activity theory and their applicability to the needs of modern education objectified in the draft are specially considered. The article presents the preliminary test results of integrative modules of research master’s program for Southern Federal University.
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KARGE, BELINDA DUNNICK, MELINDA McCLURE, and PATRICIA L. PATTON. "The Success of Collaboration Resource Programs for Students with Disabilities in Grades 6 Through 8." Remedial and Special Education 16, no. 2 (March 1995): 79–89. http://dx.doi.org/10.1177/074193259501600203.

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This study examined collaboration practices of resource programs at middle/junior high school levels in southern California.' Participants were 124 resource teachers from 69 schools responding to a survey that asked about the collaboration model at their school site. Results indicate that resource programs at the middle/junior high school level are a combination of collaboration and traditional pull-out models. The majority of teachers viewed the collaboration model positively. Administration support was evident. Teacher attitude and teacher personality were ranked as more important than the degree of severity of the student's disability as important factors for a successful collaboration model. These results may have important implications for policy decisions regarding integration of students with disabilities into general education programs.
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Fang, Rong Jyue, Wen Jiuh Chiang, and Hua Lin Tsai. "Application in Education of Communication Systems of PHS Phone." Applied Mechanics and Materials 58-60 (June 2011): 875–83. http://dx.doi.org/10.4028/www.scientific.net/amm.58-60.875.

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This study intends to investigate PHS phone and its application in an elementary school. The interview process targeted on the projector who directed the plan of PHS phone from an experimental elementary school located in Kaohsiung County, southern Taiwan. She joined all of digital experimental project and observed interaction between the parents and their own children in that specific elementary school. In the experimental period, the projector observed each parents using a PHS phone through message transmission and mobile net communication, and the parents discussed and shared feelings with the teacher and other parents through using PHS phone. The research summarized the projector’s ideas and provided references opinion information to instruction designers and mobile learning projectors to develop further innovative instruction.
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Welsh, Barry, and Isabel Hawkins. "Project LINK: A Live and Interactive Network of Knowledge." International Astronomical Union Colloquium 162 (1998): 88. http://dx.doi.org/10.1017/s025292110011485x.

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Project LINK (A Live and Interactive Network of Knowledge), is a collaboration of Eureka Scientific, Inc., the San Francisco exploratorium Science Museum, and NASA/Ames Research Center. Project LINK has demonstrated video-conferencing capabilities from the Kuiper Airborne Observatory (KAO) to the San Francisco Exploratorium in the context of science education outreach to K-12 teachers and students. The project was intended to pilot-test strategies for facilitating the live interface between scientists and K-12 teachers aboard the KAO with their peers and students through the resources and technical expertise available at science museums and private industry. The interface was based on Internet/macintosh video conferencing capabilities which allowed teachers and students at the Exploratorium to collaborate in a live and interactive manner with teachers and scientists aboard the KAO. The teachers teams chosen for the on-board experiments represented rural and urban school districts in California. The teachers interfaced with colleagues as part of the NASA-Funded Project FOSTER (Flight Opportunities for Science Teacher Enrichment).
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Goldman, Susan R., Dorothy S. Semmel, Merith A. Cosden, Michael M. Gerber, and Melvyn I. Semmel. "Special Education Administrators' Policies and Practices on Microcomputer Acquisition, Allocation, and Access for Mildly Handicapped Children: Interfaces with Regular Education." Exceptional Children 53, no. 4 (January 1987): 330–39. http://dx.doi.org/10.1177/001440298705300407.

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The burgeoning interest in the use of microcomputers in the education of special needs students raises a number of new issues for program administrators. Reactions of special education administrators to microcomputer technology in terms of the development of policies and practices governing adoption and use of microcomputers were investigated. A representative sample of special education administrators in a 4-county area in Southern California responded to a comprehensive survey dealing with several aspects of microcomputer technology. Levels of adoption of microcomputers varied widely across districts, with half the sample reporting no special education ownership of microcomputers while others had acquired a number of machines. Decision-making policies and practices indicated high levels of cooperation between special and regular education programs in acquiring hardware and software and in providing teacher training. Implications for subsequent directions for microcomputer innovation are discussed. In particular, training efforts for special education personnel need to become more specific to the instructional uses of microcomputers with special needs students.
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Dissertations / Theses on the topic "Southern California Teacher Education Project"

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Wang, Yu-Hua Davina. "Analysis of teacher training methods for nursing in selected Southern California programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1084.

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The purpose of this study was to ascertain if nurses-in-training in today's vocational schools are receiving instruction which capably prepares them to meet the needs and exigencies demanded by the medical profession in our rapidly changing society. The study also purports to demonstrate the need for in-service training of nurses already in the profession as well as the mandate for change which had to be carried out by all nursing trainers in light of the rapidly evolving technological advances of the medical field of the nineties.
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Davalos, Lupe. "The effectiveness of support sources for beginning bilingual teachers in Southern California." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1435.

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Stanek, Tomasz Bogdan. "Applications of the well-educated mind 2003 concept by Susan Bauer in the Southern California history classrooms." CSUSB ScholarWorks, 2012. https://scholarworks.lib.csusb.edu/etd-project/134.

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The purpose of this study is to discover how courses in world history and United States history are taught in Southern California secondary schools. At this stage of the research the study of the history course instruction will be generally defined as an exploratory and investigative inquiry involving the interviews of the history faculty, analysis of their course offerings and syllabi content, and the overall teachers' course content preparation and knowledge.
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Arner, John De Jong. "The development of an instrument to aid in focusing on modern physics in the high school physics classroom." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1003.

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Hishmeh, Amber Lee. "Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.

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This project serves as a resource for kindergarten ESL educators to explore more creative multisensory teaching strategies. The five methodologies presented are Neurolinguistic Programming, Suggestopedia, music, storytelling and Total Physical Response.
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Boyd, Donna Joy. "Determining the role of continuing education in the Inland Empire's business and industry." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/862.

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Erickson, Deborah Elaine. "Teacher induction: A case study of the Lodi New Teacher Project." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2771.

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The purpose of this study was to provide a descriptive case study of the implementation of a school-based new teacher support program and its relationship to the existing culture and norms at the individual school sites. The study also investigated significant factors characteristic to new teacher support programs and their interactions, and the study analyzed a program as it evolved over a four-year period within the Lodi Unified School District. There were eighty-four subjects, of whom forty-nine responded to a survey. Eleven subjects from three school sites were interviewed in-depth following the survey. The survey consisted of questions about the subjects' educational and project background, their involvement with reflective practice, school culture, support for new teachers, and job difficulty, and the survey included a series of open-ended questions. The semi-structured interviews asked respondents to respond to difficulties faced as a new teacher and changes that occurred at the site because of the New Teacher Project. Research questions asked if the Lodi New Teacher Project provided effective support for new teachers; the program's effect on traditional school culture; the role of the administrator in changing site culture; elements that support new teachers; and if site-based programs help retain professionals in the field. Findings from the surveys, interviews, archival records, and observations showed that site-based induction practices promoted extremely positive relationships with colleagues, administrators, and district-office personnel. In addition, the activities supported new teacher needs of strong emotional support, providing materials and suggestions for instructional improvement and opportunities for shared leadership at each site. Research showed that positive changes in each school culture and expectations about professional relationships and collegiality increased. Emotional support was shown to be the single most important factor in new Teacher induction. The retention rate of new teachers involved with the Lodi New Teacher Project was over eighty-six percent after five years.
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Muteti, Tabitha Ndinda. "Educational experiences of pregnant and parenting adolescents in pregnant minor education program." CSUSB ScholarWorks, 2013. https://scholarworks.lib.csusb.edu/etd-project/693.

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The objective of this study was to inquire into the educational experiences of pregnant and parenting adolescents enrolled in a pregnant minor program and represent their voices by documenting this inquiry. This is a qualitative study that utilized phenomenological perspective and included a series of three in-depth interviews with six pregnant and parenting students. The focus and aim of the study was to represent the participant's voices on their educational experiences. The participants were pregnant teenagers attending a program in Southern California in the United States of America.
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De, Jong Stephanie Lyn. "Practicing teacher perceptions of technology and technology integration in K-12 education." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2680.

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This cross-sectional study assessed participants' perceptions of classroom technology integration and compared them to variables such as years of teaching experience, age, gender, computer access, technology training and level of technology adoption in the classroom.
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Purkey, Kathie Lyn. "The underwater life off the coast of Southern California." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2752.

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This project reviews the basic chemical and geographical features of the ocean, biological classification of marine life, background of the ocean's flora and fauna, and the ocean's environment. These facts are presented through an underwater documentary filmed at various sites along Southern California's coast and complemented with lesson plans designed for grades K - 4.
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Books on the topic "Southern California Teacher Education Project"

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Harris, Rosa Alexander. How to select, train, and use volunteers in the school. Lanham, MD: University Press of America, 1985.

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1951-, Darling-Hammond Linda, American Association of Colleges for Teacher Education., and National Commission on Teaching & America's Future (U.S.), eds. Studies of excellence in teacher education: Preparation at the graduate level. Washington, DC: AACTE Publications, 2000.

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American Association of Colleges for Teacher Education (Contributor) and Linda Darling-Hammond (Editor), eds. Studies of Excellence in Teacher Education: Preparation at the Graduate Level. Natl Commission on Teaching & Amer, 2000.

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Studies of excellence in teacher education: Preparation at the graduate level. Washington, DC: American Association of Colleges for Teacher Education, 2000.

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American Association of Colleges for Teacher Education (Contributor) and Linda Darling-Hammond (Editor), eds. Studies of Excellence in Teacher Education: Preparation in a Five-Year Program. Natl Commission on Teaching & Amer, 2000.

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Book chapters on the topic "Southern California Teacher Education Project"

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Leh, Amy S. C., and Lee Grafton. "Promoting New Media Literacy in a School District." In Handbook of Research on New Media Literacy at the K-12 Level, 607–19. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch038.

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This book chapter reports an Enhancing Education Through Technology Competitive Grant (EETT-C) project that was designed to improve student achievement and to promote new media literacy. During 2005-2006, the project served 30 sixth to eighth grade mathematics teachers and approximately 3,250 students in Palm Springs Unified School District, a medium-sized, high-poverty school district in Southern California. The research-based program consisted of a student program and faculty development. Strategies used for the student program included data-based decision making, cues, timely feedback, visual and contextualized learning, synthesis of learning for deeper understanding, and parental involvement. Strategies used for the faculty development involved coaching and mentoring to develop teacher expertise, assessment of instructional activities related to student achievement, access to differentiated professional development opportunities, and access to high quality curricular resources. The authors hope that the chapter will inform educators of a better design for professional development and program evaluation.
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Reports on the topic "Southern California Teacher Education Project"

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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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