![]() This study examines whether teachers hold specialized knowledge of reading that differs from common reading ability. Items within constructs form reliable scales. Results from ordinal factor analysis and two parameter item response theory scaling conducted with 1,542 elementary teachers indicate that CKT-R includes multiple dimensions defined by the topic areas of word analysis and comprehension and by how teachers use knowledge of reading in teaching practice. In this study, I present psychometric analyses of the CKT-R items. ![]() The three interlocking studies make use of an innovative set of multiple-choice survey items designed to measure CKT-R. Each investigates the knowledge of text, language, and reading process needed to teach the elementary subject of reading-referred to as content knowledge for teaching reading (CKT-R). This dissertation is composed of three journal articles. It also demonstrates that the opportunity to undergo conceptual change with regard to issues of student diversity is highly dependent on a science teacher's identity, personal history, and teaching contexts and experiences. Conversely, if an area of teacher knowledge is underdeveloped at the conclusion of a teacher preparation program, there is no guarantee that the situation will be ameliorated simply through years of classroom experience, even if teachers grow to feel a level of increased confidence and comfort in that domain. This study suggests that teachers who undertake the effort to change an aspect of their practice, knowing that they will need to rethink some of their existing ideas, can be successful. ![]() This article describes the case of Victor, a White and male high school physics teacher, and documents changes in his conceptions of teaching science over 10 years. Story Structure Architect will give you the mold and then help you break it.This longitudinal case study investigates how one science teachers' conceptions change in one domain (assessment of science learning) but not in another (understanding the pedagogical implications of student diversity) over a period of 10 years that includes a university teacher education program and nine subsequent years of experience of classroom teaching. But author Victoria Schmidt puts a 21st-century spin on these timeless classics and offers fifty-five situations to inspire your creativity and allow you even more writing freedom. Develop the supporting characters you need to make your story workĮspecially featured are the standard dramatic situations inspire by Georges Polti's well-known 19th century work, The Thirty-Six Dramatic Situations.Devise subplots and plan dramatic situations.Select character journeys and create conflicts.Build compelling stories that don't get bogged down in the middle.You'll find master models for characters, plots, and complication motifs, along with guidelines for combining them to create unique short stories, novels, scripts, or plays. Story Structure Architect is your comprehensive reference to the classic recurring story structures used by every great author throughout the ages. It's been said that there are no new ideas but there are proven ideas that have worked again and again for all writers for hundreds of years. Build a timeless, original story using hundreds of classic story motifs!
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