Relevant bibliographies by topics / Team Teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Team Teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Team Teaching"

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Chiang, Victoria, and Karen Ritscher. "Team Teaching." American String Teacher 43, no. 1 (February 1993): 58–60. http://dx.doi.org/10.1177/000313139304300121.

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Beck, Jeffrey A., and Lynda Martin. "Team Teaching Techniques." Journal of Hospitality & Tourism Education 11, no. 4 (October 1999): 45–47. http://dx.doi.org/10.1080/10963758.1999.10685257.

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Walker, Shayne. "Collaborative team teaching." Aotearoa New Zealand Social Work 20, no. 4 (July 17, 2017): 60–65. http://dx.doi.org/10.11157/anzswj-vol20iss4id333.

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An academic career at Otago University is premised on the idea that we come pre-packaged for teaching, research and community service. In an ideal world this may be so, but in our experience as Māori academics in an applied professional department, this has not been the case for a number of reasons. Firstly, rather than come primarily through the academic system, the lecturing staff in our department come from an applied/professional background where most of us have worked as professional social or community workers. Therefore, our participation in the university system brings with it an enormous amount of practical experience in the fields we are teaching. However, it often lacks some of the key elements important to an academic institution. Developing the knowledge and skill base to undertake research, teaching and community service, especially when you consider professional development, promotion, remuneration and now PBRF, seems like an insurmountable task at times. Our approach has been to develop these things in a way that suits us culturally, personally and academically.Therefore, this paper will explore some of the reasons and subsequent implications for why we have chosen to work collaboratively and team teach all our papers. For the purposes of this paper we will discuss: ways of knowing; ways of viewing; complementarity of skills; experiential and knowledge bases; collegial relationships; and workload implications.
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Jian Liu, Jian Liu, and Jinmei Wang. "Team Teaching of Higher Mathematics." Indian Journal of Applied Research 3, no. 11 (October 1, 2011): 319–20. http://dx.doi.org/10.15373/2249555x/nov2013/104.

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Dalal, Dr Suman. "Use of Team Teaching in Instruction." International Journal of Scientific Research 3, no. 2 (June 1, 2012): 108–10. http://dx.doi.org/10.15373/22778179/feb2014/35.

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Giebułtowska, Joanna. "Team teaching – doświadczanie współnauczania." Annales Universitatis Mariae Curie-Skłodowska, sectio J – Paedagogia-Psychologia 34, no. 1 (April 27, 2021): 45. http://dx.doi.org/10.17951/j.2021.34.1.45-55.

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<p>W artykule przedstawiono główne założenia leżące u podstaw modelu nauczania zespołowego. Jest to jedna z czterech strategii wspólnego nauczania, obok współnauczania wspierającego, współnauczania równoległego i współnauczania uzupełniającego. Model nauczania zespołowego różni się od pozostałych, ponieważ wszyscy nauczyciele współprowadzący są w równym stopniu odpowiedzialni za planowanie, nauczanie, ocenianie i przypisywanie ocen. Współnauczyciele są postrzegani przez uczniów jako równi sobie. Autorka opisała ten model i swoje doświadczenia z nim. Istotnym aspektem omawianej strategii współnauczania są warunki, jakie powinni spełniać nauczyciele, aby ich współpraca prowadziła do osiągnięcia wyznaczonych celów, a także do własnego rozwoju zawodowego, wzajemnego uczenia się oraz kształtowania w szkole kultury współpracy.</p>
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Swope, Carole M. "Readers; Comments: Team Teaching." Music Educators Journal 90, no. 1 (September 2003): 10. http://dx.doi.org/10.2307/3399969.

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Dyrud, Marilyn A. "Team Teaching, Part I." Business Communication Quarterly 73, no. 1 (February 8, 2010): 80–82. http://dx.doi.org/10.1177/1080569909358095.

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Uranga-Hernandez, Yvana, and Esther Teresa Gonzalez. "Team Teaching for Literacy." Perspectives on School-Based Issues 3, no. 1 (April 2002): 21–22. http://dx.doi.org/10.1044/sbi3.1.21.

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Game, Ann, and Andrew Metcalfe. "Dialogue and team teaching." Higher Education Research & Development 28, no. 1 (March 2009): 45–57. http://dx.doi.org/10.1080/07294360802444354.

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Dissertations / Theses on the topic "Team Teaching"

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Курочкіна, Вікторія Семенівна, Виктория Семеновна Курочкина, Viktoriia Semenivna Kurochkina, Оксана Робертівна Гладченко, Оксана Робертовна Гладченко, and Oksana Robertivna Hladchenko. "Team teaching." Thesis, Sumy State University, 2019. https://essuir.sumdu.edu.ua/handle/123456789/77015.

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Nowadays, when students have access to any information via the Internet, ‘live’ communication in the classroom, the opportunity to observe the other people’s behavior and emotions, to perform in public are those invaluable resources that attract students with their content and emotional coloring. We have decided to highlight the issue of team teaching as we have our own teaching experience together with the Peace Corps volunteer who came to Sumy State University to work on the project “Teaching English as a Foreign Language”. The experiment lasted for two years. In the course of our collaboration we were able to observe the progress in students’ knowledge, increase in their linguistic competence, motivation and interest. Many students started attending weekly meetings of the English Club in order to improve their spoken English, broaden their worldview through intercultural communication and enrich vocabulary. Now, when after a two-year stay at Foreign Languages Department our volunteer has gone home, we want not to forget the acquired experience, to save and share the achievements obtained over that period of time.
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Scott, Graham Robert. "Teaching the team-authored text." Diss., UC access only, 2009. http://proquest.umi.com/pqdweb?index=151&did=1871875201&SrchMode=1&sid=1&Fmt=7&retrieveGroup=0&VType=PQD&VInst=PROD&RQT=309&VName=PQD&TS=1270495997&clientId=48051.

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Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Includes bibliographical references (leaves 233-245). Issued in print and online. Available via ProQuest Digital Dissertations.
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Battershell, Wendi S. "Dialectic Team Teaching at the University Level: A Study of Four Teams." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1309540447.

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Heo, Jaeyeon. "A case study of team teaching and team teachers in Korean primary schools." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58689/.

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Team teaching has become widespread in Korean EFL classrooms through the nationwide implementation of the EPIK scheme, the government-sponsored ELT programme. Despite an ongoing process of policy changes in the EPIK scheme and English education, there has been little empirical research with a focus on team teachers and a lack of empirical data regarding classroom interaction where there is a ‘two teachers in one class’ model and this has not helped in the development of understanding or supporting team teaching. This thesis reports on a case study in relation to the team teaching practised by four pairs of team teachers in four different South Korean primary schools. It provides a sophisticated data-led understanding of team teaching implementation and insights into its complexity through descriptive, narrative, reflective and discursive approaches to representation of the data. The full range of diverse interactions between team teachers makes it possible to explore the complex features of team teaching classrooms and to understand the multifaceted nature of the teamteaching relationships. In particular, the emphasis is put on the actual classroom discourse spoken by the team teachers, which fills gaps methodologically in terms of developing understanding of classroom interaction with a two-teachers-oneclass model. The four pairs of team teachers have varying team teaching styles with different levels of collaboration and experiences in their contexts. The distinctive characteristics of their interactional relationships are documented through six themes: delivering collaborative presentation in team instruction; taking charge of different skills and content roles; using L1 and L2; providing complementary support; making decisions and intervention; and partnership talk. In addition, the interactional relationship between team teachers has multidimensional features in terms of power, equality, complementarity, interdependence, and collaboration in contrived collegiality. In addition, the key factors underlying their interactional relationships are identified as professional (personal), pedagogic (team), and interpersonal factors.
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Rupp, Ellen A. "Implementing Team Teaching In a Title 1 Program." Defiance College / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=def1281638415.

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Smith, Elliot. "Effectiveness of English teaching with JET Programme Assistant Language Teachers and Japanese Teachers of English : Team Teaching Perceptions through Team Interviews." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-194683.

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This research seeks to develop further understandings of effectiveness of the  Japan Exchange and Teaching (JET)  Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s perceived foreign language attainment rates in recent years. This study seeks to develop a new angle of understanding regarding the JET programme, namely through analysing its Assistant Language Teacher’s and Japanese Teachers of English’s perceptions of their own experiences within the programme, and what they each determine effectiveness to be within their own roles. These perceptions were elicited through joint interviews with pairs of Assistant Language Teachers and Japanese Teachers of English of whom work or worked together. Four interviews took place harbouring two participants in each, totalling eight participants. Through utilisation of thematic and multimodal analytical methodologies in tandem, participant pairs’ individual and collaboratively created perspectives were attained. Results displayed the importance of individual relationships towards effectiveness within participants’ working lives. Effectiveness was primarily displayed through empathetic understanding and supporting one another, alongside actions of which allowed participants to challenge the JET programme together and empower their own relationships in the process. Further, theoretical frameworks of language teacher effectiveness are utilised and display intriguing results pertaining to how participants fulfil their working roles, and how these roles act in empowering potentially problematic norms of what a native speaker is.
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Taylor-Jackson, Estella. "A secondary cooperative team teaching developmental model content validation study." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1986. http://digitalcommons.auctr.edu/dissertations/1803.

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Phillips, Julie K. "The Art of Collaboration in the Classroom: Team Teaching Performance." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/1451.

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The Art of Collaboration in the Classroom: Team Teaching Performance is a co-written masters thesis which records our research in the field of team teaching as it relates to theatre education at the university level. It is our intent that this text be used as a tool for helping universities and teachers decide if a collaborative teaching model is right for their courses. A portion of the text is research-based, examining the scholarly writings which have preceded our work. In Chapter 1, we compiled a set of definitions, in the hopes of codifying the language used within this document as well as that used within the field. We establish a hierarchy of terms associated with teaching in collaborative forms. We then describe the various models associated with collaborative teaching, specifically the model which we have employed: team teaching.Chapter 2 explores the reasons for and against implementing collaborative teaching structures in higher education. Chapter 3 discusses team teaching specifically, and explores reasons for implementing it at the university level, and in artistic disciplines, specifically acting. We also discuss the practical appropriateness for this model in today's classrooms.The second section of the text is practical in nature. Chapter 4 includes a description of our actual experiences working together in the classroom, including discoveries, failures and successes. Finally, Chapter 5 is a guide for implementing team teaching which covers the basic essentials of starting a team teaching program. This section of the document can be used as a training tool for future co-teachers in the VCU theatre graduate program.
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Neilsen, Jenna M. "The Art of Collaboration in the Classroom: Team Teaching Performance." VCU Scholars Compass, 2007. http://scholarscompass.vcu.edu/etd/912.

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The Art of Collaboration in the Classroom: Team Teaching Performance is a co-written master's thesis which records our research in the field of team teaching as it relates to theatre education at the university level. It is our intent that this text be used as a tool for helping universities and teachers decide if a collaborative teaching model is right for their courses. A portion of the text is research-based, examining the scholarly writings which have preceded our work. In Chapter 1, we compiled a set of definitions, in the hopes of codifying the language used within this document as well as that used within the field. We establish a hierarchy of terms associated with teaching in collaborative forms. We then describe the various models associated with collaborative teaching, specifically the model which we have employed: team teaching.Chapter 2 explores the reasons for and against implementing collaborative teaching structures in higher education. Chapter 3 discusses team teaching specifically, and explores reasons for implementing it at the university level, and in artistic disciplines, specifically acting. We also discuss the practical appropriateness for this model in today's classrooms.The second section of the text is practical in nature. Chapter 4 includes a description of our actual experiences working together in the classroom, including discoveries, failures and successes. Finally, Chapter 5 is a guide for implementing team teaching which covers the basic essentials of starting a team teaching program. This section of the document can be used as a training tool for future co-teachers in the VCU theatre graduate program.
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Presko, Kimberly M. "The development of the interdisciplinary team audit /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901271.

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Books on the topic "Team Teaching"

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Lansiquot, Reneta D., ed. Interdisciplinary Team Teaching. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56302-8.

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Monbushō, Japan. Handbook for team-teaching: 1994. Tokyo: Gyosei, 1994.

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B, Henkin Alan, ed. Smart school teams: Strengthening skills for collaboration. Lanham, Md: University Press of America, 2001.

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Letiche, Hugo K. From Europe to the teaching team. Delft: Eburon, 1986.

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1944-, Wilkerson Jerry Diana, ed. Teaching team sports: A coeducational approach. Champaign, Ill: Human Kinetics Books, 1990.

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Team teaching: What, why, and how? Thousand Oaks, Calif: Sage Publications, 2000.

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Philipp, Joan A. Teaching team sports: A coeducational approach. Champaign, Ill: Human Kinetics Publishers, 1990.

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Teamteaching: Entwicklungen. Frankfurt am Main: P. Lang, 1995.

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1954-, Heater Mary Jane, and Howard Lori A. 1961-, eds. Team teaching science: Success for all learners. Arlington, VA: National Science Teachers Association, 2011.

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1966-, Richard Jean-François, and Griffin Linda L. 1954-, eds. Teaching and learning team sports and games. New York: RoutledgeFalmer, 2005.

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Book chapters on the topic "Team Teaching"

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Keast, Stephen, and Rebecca Cooper. "Team Teaching." In Encyclopedia of Science Education, 1–2. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_268-5.

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Keast, Stephen, and Rebecca Cooper. "Team Teaching." In Encyclopedia of Science Education, 1048–49. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_268.

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Anderson, James H., and Andrew H. Bellenkes. "Team teaching challenges." In Leading Dynamic Seminars, 87–93. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-349-92615-2_7.

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Matthews, Anna, and Alison F. Doubleday. "The Art and Science of Interdisciplinary Connections: A Look at Dental and Dental Hygiene Education." In Interdisciplinary Team Teaching, 1–19. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56302-8_1.

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Walljasper, Robert. "Demystifying the Kitchen: A Collaborative Interdisciplinary Study of Science in the Kitchen." In Interdisciplinary Team Teaching, 21–40. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56302-8_2.

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MacDonald, Sean P. "Place-Based Learning as a High Impact Educational Practice." In Interdisciplinary Team Teaching, 41–56. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56302-8_3.

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Montgomery, Jason. "Learning Places: Place-Based Learning in an Interdisciplinary Approach to Undergraduate Research." In Interdisciplinary Team Teaching, 57–84. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56302-8_4.

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Phillip, Susan. "Using Monuments to Teach About Racism, Colonialism, and Sexism." In Interdisciplinary Team Teaching, 85–105. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56302-8_5.

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Evangelista, Javiela. "Deconstructing the Heritage of Imperialism Toward Life-Long Learning: High-Impact Practices that Further Student Self-Actualization and Social Justice Analyses." In Interdisciplinary Team Teaching, 107–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56302-8_6.

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Almond, Amanda L. "A Psychologist’s Perspective for Coordinating Interdisciplinary Courses." In Interdisciplinary Team Teaching, 131–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56302-8_7.

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Conference papers on the topic "Team Teaching"

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Youqing Ding and Ning Xian. "Teaching team and teaching quality." In 2012 First National Conference for Engineering Sciences (FNCES). IEEE, 2012. http://dx.doi.org/10.1109/nces.2012.6543672.

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Ding, Youqing, and Ning Xian. "Teaching Team And Teaching Quality." In 2013 Conference on Education Technology and Management Science. Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/icetms.2013.198.

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Omerza, Dejana, Irena Dobec Srdoč, Irena Susman, and Blaž Teršek. "Multisensory Team Teaching." In 1. mednarodna znanstvena konferenca Vloga inkluzivnega pedagoga v vzgoji in izobraževanju. Unviersity of Maribor Press, 2018. http://dx.doi.org/10.18690/978-961-286-161-2.21.

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Wang, Ying. "Research on Teaching Team Construction and Excellent Teaching Team Formation." In 2017 4th International Conference on Education, Management and Computing Technology (ICEMCT 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icemct-17.2017.15.

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Hicks, Rush, and Dwayne O'Brien. "Team Teaching Artist Management." In MEIEA Educators Summit 2018. Music and Entertainment Industry Educators Association, 2018. http://dx.doi.org/10.25101/18.30.

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Duesing, James, and Jessica K. Hodgins. "Team teaching animation art and technology." In ACM SIGGRAPH 2004 Educators program. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/1186107.1186112.

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Kaur, Charanjit, and Mala Raghavan. "TEACHING STATISTICS USING TEAM-BASED POLLING." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0950.

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Simons, Mathea, and Dries De Weerdt. "HOW DO LEARNERS PERCEIVE TEAM TEACHING? DEVELOPMENT AND VALIDATION OF THE LEARNERS’ TEAM TEACHING PERCEPTIONS QUESTIONNAIRE (LTTPQ)." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0254.

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Zhang, Ia. "A Team Teaching in Web Programming Course*." In 2015 1st International Conference on Information Technologies in Education and Learning (ICMII 2015). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icitel-15.2016.23.

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Rice, Janet M., Robert H. Allen, and Artin A. Shoukas. "Longitudinal Design Teams: Students Teaching Students." In ASME 2001 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/detc2001/ied-21208.

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Abstract We report on the characteristics of our year-long Longitudinal Design Team (LDT) courses, which have been taught since Fall 1998. Our main goal in these courses is to have teams of undergraduates at all educational levels work together solving problems that involve design in biomedical engineering. Consisting of about ten students, each team is composed mostly of freshmen, who, with the help of upperclassmen mentors and an upperclassman Team Leader, are able to use the knowledge they have gained in their introductory courses and from their life experiences and apply it to biomedical engineering problems. In the Fall semester, teams work on one or two projects, where they design, perform, measure and apply principles of physics to develop an understanding of a bio-mechanical event. In the spring, teams work on individual design projects proposed by “customers.” Faculty mentors interact with the team leaders and they decide how to proceed with their respective projects. Because the course is open to all educational levels, freshman students often reregister for the course as more upper level students. In addition to a learning environment, the design team is also a place for underclassmen to develop relationships with upperclassmen and vice versa. These relationships have proved particularly useful to the freshmen in choosing their courses, as well as in deciding summer and research plans. The upperclassmen are also learning how the knowledge they have gained in their coursework applies to solving practical problems. Although only in operation for three years, others perceive tangible results as well. In particular, the majority of customers are satisfied with the prototypes they receive. These preliminary results indicate that this unique program helps our students become acclimated to our curriculum and in preparing them for their profession.
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Reports on the topic "Team Teaching"

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Zachry, Anne, J. Flick, and S. Lancaster. Tune Up Your Teaching Toolbox! University of Tennessee Health Science Center, 2016. http://dx.doi.org/10.21007/chp.ot.fp.2016.0001.

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Occupational therapy (OT) educators strive to prepare entry-level practitioners who have the expertise to meet the diverse health care needs of society. A variety of instructional methods are used in the University of Tennessee Health Science Center (UTHSC) MOT program, including traditional lecture-based instruction (LBI), problem-based learning (PBL), team-based learning (TBL), and game-based learning (GBL). Research suggests that active learning strategies develop the critical thinking and problem-solving skills that are necessary for effective clinical reasoning and decision-making abilities. PBL, TBL, GBL are being successfully implemented in the UTHSC MOT Program to enhance the learning process and improve student engagement.
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Withers, Clare, Diana Dill, Jeanann Haas, Kathy Haines, and Berenika Webster. Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning. Association of Research Libraries, December 2022. http://dx.doi.org/10.29242/report.pitt2022b.

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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System addressed how special collections support teaching, learning, and research. This project developed a toolkit that allows measurement of impact of engagement with primary sources. The University of Pittsburgh (Pitt) initially worked with University of California, Irvine (UCI) to develop student learning outcomes based on the ACRL/RBMS–SAA Guidelines for Primary Source Literacy and used a logic model framework to identify three types of outcomes: initial (attainment of new skills and knowledge), intermediate (behavioral change), and long-term (change in status). Pitt studied two successive cohorts of their Archival Scholars Research Awards (ASRA), a semester-long undergraduate scholarship program that matches each student with a University of Pittsburgh Library System (ULS) librarian/archivist and a Pitt faculty mentor to engage in an in-depth research project. Next, Pitt refined, expanded, and tested the toolkit for use in class visits to assess student learning and archivist/librarian performance in supporting instructor learning goals. The mapping and assessment toolkit Pitt developed may be applied to teaching with primary sources across different disciplines and institutional settings.
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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) individualization of the educational process; 5) competences of the teacher in inclusive education: strategies of teaching in inclusive education, method of collaborative learning, integration of technology into the discipline teaching methods, peculiarities of formation of mathematical concepts in children with special needs, difficulties with reading mastering and correction of dyslexia in children with special educational needs, correction and development of sense side of reading, development of intelligence of a child with SEN with the help of kinesiology methods, cooperation of teacher, psychologist and parents of a child with special educational needs, five levels can be associated with parents engagement; 6) work with children with behavior problems; resource room as the method of a child specific sensor needs satisfaction.
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Burri, Margaret, Joshua Everett, Heidi Herr, and Jessica Keyes. Library Impact Practice Brief: Freshman Fellows: Implementing and Assessing a First-Year Primary-Source Research Program. Association of Research Libraries, July 2021. http://dx.doi.org/10.29242/brief.jhu2021.

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This practice brief describes the assessment project undertaken by the Sheridan Libraries at Johns Hopkins University as part of the library’s participation in ARL’s Research Library Impact Framework initiative to address the question “(How) do the library’s special collections specifically support and promote teaching, learning, and research?” The research team investigated how the Freshman Fellows experience impacted the fellows’ studies and co-curricular activities at the university. Freshmen Fellows, established in 2016, is a signature opportunity to expose students to primary-source collections early in their college career by pairing four fellows with four curators on individual research projects. The program graduated its first cohort of fellows in spring 2020. The brief includes a semi-structured interview guide, program guidelines, and a primary research rubric.
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Schoen, Robert, Xiaotong Yang, and Gizem Solmaz. Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test. Florida State University Libraries, May 2021. http://dx.doi.org/10.33009/lsi.1620243057.

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The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of measurement, and marginal reliability. The intended use of the data from the 2019 K-TEEM test is to serve as a measure of teacher knowledge that will be used in a randomized controlled trial to investigate the impact—and variation in impact—of a teacher professional-development program for early elementary teachers.
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Schoen, Robert C., Xiaotong Yang, Amanda M. Tazaz, Wendy S. Bray, and Kristy Farina. Development and Initial Field Test of the 2016 K-TEEM (Knowledge for Teaching Early Elementary Mathematics) Test. Florida State University Libraries, October 2019. http://dx.doi.org/10.33009/fsu.1581610055.

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7

Rybalko, Lina, and Elena Lavrentieva. Innovative Technologies Application in Education as a Condition for Education for Society Sustainable Development. International Journal of Engineering & Technology, 2018. http://dx.doi.org/10.31812/123456789/4573.

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The article presents the results of the scientific research on the issue of environmental studies based on ecological-evolutionary approach. The meaning and content of the term ecological-evolutionary approach and the conceptual ideas of ecological-evolutionary approach (the idea of evolution and ecocentrism) are explained. Teaching technologies based on ecological-evolutionary approach are characterized with the approach explained as the innovative technology that, in use, will provide modernization of environmental studies within the educational aspect for the society’s sustainable development. The pedagogical experiment results are presented, confirming the technology’s effectiveness based on ecological-evolutionary approach and the implementation of ecological-evolutionary approach concepts and didactic fundament in teaching environmental subjects.
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Céspedes, Nelly Yolanda, and Claudia Teresa Vela. Reflexión sobre la Educación matemática en la formación de licenciados bilingües en ÚNICA. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.20.

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Co-teaching strategies, co-teaching roles, collaborative teaching benefits, assessment in EFL, language student teachers' Education desde la construcción de un currículo en Matemática aplicada a la formación de licenciados bilingües no matemáticos se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentre relacionado con las necesidades de la enseñanza y el aprendizaje de la Matemática, a través de los contextos que le permita a los estudiantes reconocer la riqueza de los escenarios educativos promovidos por la Matemática En este sentido, pensar un currículo en matemática para la formación de licenciados no matemáticos, debe presentar nuevas expectativas frente a un tema específico y al mismo tiempo generar en los estudiantes una posibilidad más real de comprender las aplicaciones de los saberes disciplinares que conforman la Matemática no sólo de manera formal sino a través de situaciones didácticas, que proporcione una producción de conocimiento más vivencial en su desarrollo profesional. Por lo tanto, como marco de referencia la Matemática que se ha venido planteando ha pasado por una transición de contenidos rígidos hacia una flexibilización didáctica del contenido, sin perder el horizonte académico y los procesos pedagógicos que deben estar presentes en la generación de aprendizajes en el aula. La construcción de un currículo en Matemática se encuentra ligado al conocimiento del contexto, los actores y los actos educativos, en donde se deben dimensionar las necesidades del escenario educativo, con el fin de plantear un currículo diverso e innovador, que se encuentra relacionado con las necesidades de vincular a la enseñanza de la Matemática, todas las técnicas y métodos precisos, que les permitan a los estudiantes generar un proceso de conocimiento aplicado a las ciencias del conocimiento.
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Striuk, Andrii M., Сергій Олексійович Семеріков, Hanna M. Shalatska, Vladyslav P. Holiver, Андрій Миколайович Стрюк, Ганна Миколаївна Шалацька, and Владислав Павлович Голівер. Software requirements engineering training: problematic questions. Криворізький державний педагогічний університет, January 2022. http://dx.doi.org/10.31812/123456789/6980.

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The key problems of training Requirement Engineering and the following ways to overcome the contradiction between the crucial role of Requirement Engineering in industrial software development and insufficient motivation to master it in the process of Software Engineering specialists professional training were identified based on a systematic research analysis on the formation of the ability of future software engineers to identify, classify and formulate software requirements: use of activity and constructivist approaches, game teaching methods in the process of modeling requirements; active involvement of stakeholders in identifying, formulating and verifying requirements at the beginning of the project and evaluating its results at the end; application of mobile technologies for training of geographically distributed work with requirements; implementation of interdisciplinary cross-cutting Software Engineering projects; involvement of students in real projects; stimulating the creation of interdisciplinary and age-old student project teams.
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McGee, Steven, Randi Mcgee-Tekula, and Noelia Baez Rodriguez. Using the Science of Hurricane Resilience to Foster the Development of Student Understanding and Appreciation for Science in Puerto Rico. The Learning Partnership, March 2022. http://dx.doi.org/10.51420/conf.2022.1.

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For school age children on the island of Puerto Rico, the back-to-back hurricane strikes of Irma and Maria were their first experience with the tragedy of hurricanes in Puerto Rico. There is much concern in the general public about the ability of the Puerto Rican forests, like El Yunque, to recover. These concerns reveal common misconceptions about the dynamics of forest ecosystems. The focus of this research is Journey to El Yunque, a middle school curriculum unit that engages students in evidence-based modeling of hurricane disturbance using long-term data about population dynamics after Hurricane Hugo. Research was guided by the following research question: How does engagement in the science of disturbance ecology impact students’ understanding of and appreciation for ecosystems dynamics? Students completed pre and post assessment understanding of ecosystems dynamics and rated the teacher implementation using the Inquiry-Based Science Teaching survey. Based on a paired t-test, students statistically increased their performance from pretest to posttest with an effect size of 0.22. At the teacher level, the Inquiry-Based Instruction score was a statistically significant predictor of the posttest performance. In other words, these results provide evidence that engaging students in the practices of ecology predicted increased understanding of population dynamics.
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