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Hilaire, Rachel St.; Gallagher, Tiffany L. – International Journal of E-Learning & Distance Education, 2020
The integration of technology into classrooms at all levels of education is ubiquitous, however, some educators are experiencing challenges in implementing technology into their instruction. This study sought to identify ways to support Kindergarten educators (teachers and Early Childhood Educators [ECEs]) to enhance reading instruction with…
Descriptors: Educational Technology, Technology Uses in Education, Technology Integration, Kindergarten
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Duquette, Cheryll; Dabrowski, Leah – McGill Journal of Education, 2016
The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed…
Descriptors: Foreign Countries, Preservice Teachers, Inquiry, Active Learning
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Manuel, Dominic; Freiman, Viktor – Global Education Review, 2017
Meeting the needs of mathematically gifted and talented students is a challenge for educators. To support teachers of mathematically gifted and talented students to find appropriate solutions, several innovative projects were conducted in schools using funds provided by the New Brunswick, Canada, Department of Education. This article presents one…
Descriptors: Individualized Instruction, Educational Technology, Technology Uses in Education, Simulated Environment
British Columbia Dept. of Education, Victoria. Post-Secondary Dept. – 1986
This guide is intended to assist in developing and teaching a social studies course for adult basic education students. The first part identifies a rationale for the development of adult social studies programs, general goals for such programs, and specific competencies designed to help students achieve program goals. The section on course design…
Descriptors: Adult Basic Education, Adult Learning, Case Studies, Civics
Waugh, Sue – 1990
Workplace literacy and basic skills may be defined as skills needed by employees at work: reading, writing, math, and problem solving. Workplace literacy and skill requirements are based on the needs of each workplace and its workers. These skills are important because the work force needs to be highly skilled and adaptable to compete in a global…
Descriptors: Adult Basic Education, Adult Literacy, Basic Skills, Education Work Relationship