Pre-Service Teachers' Application of Understanding by Design in Lesson Planning

Autor/inn/en	Lumbreras, Ricardo, Jr.; Rupley, William H.
Titel	Pre-Service Teachers' Application of Understanding by Design in Lesson Planning
Quelle	In: International Journal of Evaluation and Research in Education, 9 (2020) 3, S.594-599 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Instructional Design; Lesson Plans; Pretests Posttests; Vocabulary Development; Formative Evaluation; Summative Evaluation; Secondary School Teachers; Preservice Teacher Education; Preservice Teachers; College Admission; Course Descriptions; Knowledge Base for Teaching; Standards; Language Usage; Verbs; Academic Standards; Difficulty Level; Academic Achievement; Texas + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Lesson planning; Unterrichtsplanung; Wortschatzarbeit; Lehramtsstudiengang; Lehrerausbildung; Hochschulzugang; Hochschulzulassung; Zulassung; Kursstrukturplan; Teaching theory; Theory of teaching; Unterrichtstheorie; Standard; Sprachgebrauch; Schwierigkeitsgrad; Schulleistung
Abstract	This study focused on preservice secondary teacher's use of the Understanding by Design (UbD), framework to create effective, engaging lessons for their future secondary level students. The subjects consisted of 69 secondary pre-service secondary education majors at a Texas University who were enrolled in a required course for admission into the teacher education program. Pre-posttest surveys of lesson knowledge design were administered to all subjects. Comparing pre- posttest results revealed that knowledge of lesson design showed improvement and knowledge gain in the following areas: concepts and vocabulary; unpacking standards; use of verbs from the standards; rigor; content objectives; formative assessment and summative assessment. The analyses made use of descriptive statistics and descriptions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01