The Evolution of Functional Lesson Plans among Twelve Elementary and Secondary Student Teachers

Kagan, Dona M.; Tippins, Deborah J.

doi:10.1086/461703

Cited by 45 publications

(43 citation statements)

References 9 publications

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“…Berliner, 2001;Tsui, 2003) because it is context-dependent, nonlinear (Beckett & Hager, 2002;Dall'Alba & Sandberg, 2006;Glazer & Hannafin, 2006;Grimmett, MacKinnon, Erickson, & Riecken, 1990;Webster-Wright, 2009), and develops iteratively (Calderhead, 1993;Clark & Yinger, 1987;Kagan & Tippins, 1992;Tsui, 2003. ) Expertise is further complicated because experience does not necessarily result in expertise (Bereiter & Scardmalia, 1993;Berliner, 2001;Hattie, 2003;Tsui, 2003).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Curricular design and implementation as a site of teacher expertise and learning

Peercy

Martin‐Beltrán

Silverman

et al. 2015

Teachers and Teaching

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Section: Theoretical Frameworkmentioning

confidence: 99%

Curricular design and implementation as a site of teacher expertise and learning

Peercy

Martin‐Beltrán

Silverman

et al. 2015

Teachers and Teaching

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“…Personality, to Levis (1987), is a skill in bridging a cohesive nature of teaching that shows attitude, manner, emotion, and even close relationship between pupils and teacher. The attitude may show teaching activities done neatly toward the material and the classroom (Clark & Peterson, 1986;Kagan & Tippins, 1992). Good teaching attitude may give contribution to students' motivation improvement taught by a teacher.…”

Section: Problems In Tk Riyadul Jannah the Limited Availability And Qmentioning

confidence: 99%

English Instruction for Early-Childhood Education (A Case Study at Tk Riyadul Jannah Simo Boyolali Central Java Year 2016)

Arifin

2017

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Kindergarten children are creative, resourceful, and imaginative. During the kindergarten years, the children's perceptual skills can be sharpened by encouraging them to observe specific aspects of their environment. In line with the need of English as the international and the most spoken language, English subject is being taught to students from elementary to university level, or even to kindergarten. The consideration is that English should be taught very early as the students will easily absorb the English materials later on. However, kindergarten teachers in Indonesia are actually not the experts of the field. There are still limited graduated teachers majoring in kindergarten or early childhood education department. Promoting an effective learning can only be well done by teachers who are qualified enough. In addition, there is no best method in teaching such a foreign language to these young students. To sum up, teaching a foreign language to very young students who are living in and accustomed to the first language is a challenging task for the kindergarten teachers.

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“…Research evidence suggests that teachers typically do not follow procedures acquired in preservice teacher education programs (Kagan & Tippins, 1992;Reynolds, 1993). However, experienced teachers believe in the value of instructional ETR&D, Vol.…”

Section: This Study Investigated the Impact Of A Self-regulatory Toolmentioning

confidence: 99%

The impact of the instructional planning self-reflective tool on preservice teacher performance, disposition, and self-efficacy beliefs regarding systematic instructional planning

Kitsantas

Baylor

2001

ETR&D

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The Evolution of Functional Lesson Plans among Twelve Elementary and Secondary Student Teachers

Cited by 45 publications

References 9 publications

Curricular design and implementation as a site of teacher expertise and learning

Curricular design and implementation as a site of teacher expertise and learning

English Instruction for Early-Childhood Education (A Case Study at Tk Riyadul Jannah Simo Boyolali Central Java Year 2016)

The impact of the instructional planning self-reflective tool on preservice teacher performance, disposition, and self-efficacy beliefs regarding systematic instructional planning

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