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AutorenAn, Song A.; Tillman, Daniel A.; Zhang, Meilan; Robertson, William; Tinajero, Josefina
TitelHispanic Preservice Teachers' Peer Evaluations of Interdisciplinary Curriculum Development: A Self-Referenced Comparison between Monolingual Generalists and Bilingual Generalists
QuelleIn: Journal of Hispanic Higher Education, 15 (2016) 4, S.291-309 (19 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1538-1927
DOI10.1177/1538192715612912
SchlagwörterHispanic Americans; Preservice Teachers; Peer Evaluation; Interdisciplinary Approach; Curriculum Development; Comparative Analysis; Monolingualism; Bilingualism; Instructional Design; Mathematics Instruction; Preservice Teacher Education; STEM Education; Undergraduate Students; Statistical Significance; Effect Size; Individualized Instruction; Self Efficacy; Student Surveys; Statistical Analysis; Qualitative Research
AbstractThis study investigated preservice teachers from two teacher education programs, elementary generalists and bilingual generalists (who will teach all subjects in both English and Spanish), about their instructional design abilities via examination of their ability to integrate interdisciplinary-themed activities into mathematics lessons. The findings illustrate the value provided by differentiating teacher preparation for preservice bilingual teachers--especially for challenging STEM-related (science, technology, engineering, and mathematics) subjects such as mathematics--based on their distinctive pedagogical, cognitive, and linguistic requirements. (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2018/2/04
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