Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined…

Reading intervention sessions are most effective when students are engaged. Combined interventions that target both reading and engagement may produce stronger outcomes in both domains than separate interventions for each goal. They also have advantages of being efficient, thus requiring fewer resources. However, planning and executing combined…

The literature has documented a lack of daily instructional time dedicated to teaching science in comparison to mathematics and literacy in elementary education. Utilizing poetry has shown promise in increasing teachers' integration of science concepts, teaching literacy skills, improving student engagement, and fostering creativity. This study…

This study examined how five minoritized female pre-service teachers negotiated their border crossing from learning to teach science to science teaching for the first time (microteaching) within the context of an elementary science teaching methods course. Perspectives from the border crossing literature guided this study and helped in addressing…

Research has revealed that a small percentage of weekly instructional time in the elementary grades is dedicated to teaching science. Additionally, elementary educators receive limited preparation to teach science concepts compared to math or literacy skills. Therefore, this study examined if utilizing poetry to teach science concepts had a…

Prior to the fall semester of 2017, the elementary preservice teachers who were enrolled in a science methods course engaged in a variety of field experiences across different settings, mostly informal. Beginning in the fall semester of 2017, students enrolled in this science methods course completed their field experience in formalized classroom…

This study investigates the identity development of prospective teachers (PTs) in a mathematics methods course informed by equitable mathematics teaching practices. The experiences and interpretations expressed by PTs are examined through their reflections during the course. Narrative analysis of PTs' foregrounds provides a comprehensive picture…

Field experiences are important components of undergraduate music teacher education programs. This applied qualitative study investigated 12 preservice music teachers' reactions to K-12 field experiences for an undergraduate instrumental music methods course. Six weeks of course discussion board posts were analyzed via an iterative, constant…

This article concerns the interpretation of a semester-long email mentoring correspondence related to social studies teaching between the two authors. Analysis interpreted the mentee's growth along O'Malley's stages of professional reflection. The analysis found that the mentoring process fostered the mentee's establishment of professional…

We examined the relationship between university outcome expectations and student adjustment using 2 samples of business students. Study 1 (N = 135) reveals that, for students with high academic self-efficacy, outcome expectations had a positive association with satisfaction; in contrast, for students with low academic self-efficacy, outcome…

This study assessed the methods of teaching English course taught at the general diploma at the college of Graduate Studies in Education, Cairo University in light of English teachers' needs and expectations. The Methodology course was reconstructed using the premises of students centered teaching techniques and taking into consideration what is…

This exploratory research project investigated graduate students' satisfaction levels with online learning associated with human (professor/instructor and instructional associate) and design factors (course structure and technical aspects) using a survey study. A total of 81 graduate students (master's students who majored in math and science…

The purpose of this case study was to investigate how pre-service chemistry teachers' science teaching orientations change during a two-semester intervention designed to enhance their pedagogical content knowledge (PCK) for teaching the nature of science (NOS). Moreover, the way that pre-service chemistry teachers translated their change in…

Students' emotions can significantly enhance or distract from learning. This paper details a case study of innovative pedagogy in which an "emotional curriculum" was central to my teaching. The analysis of student journals, on-line discussions, and metaphorical exercises revealed a vicissitude of emotions that stemmed from challenging course…

During the past decade, there has been more than an adequate amount of research addressing issues regarding social studies methods courses. However, the apparent void is that there is no clear understanding of what pedagogical content knowledge or understanding of pedagogical approaches teacher candidates bring with them to social studies methods…