An Examination of K-12 Teachers\u27 Assessment Beliefs and Practices in Relation to Years of Teaching Experience

This study compared K-12 teachers’ assessment beliefs and practices in relation to their years of teaching experience. The data for this study was collected from 87 public school teachers. The findings suggest that as the teachers’ years of experience increases, the value they place in assessment increases as well

An examination of K-12 teachers’ assessment beliefs and practices in relation to years of teaching experience.

This study compared K-12 teachers’ assessment beliefs and practices in relation to their years of teaching experience. The data for this study was collected from 87 public school teachers. The findings suggest that as the teachers’ years of experience increases, the value they place in assessment increases as well

Design of Flipped Lessons in the Classroom and Opinions of Teachers with Different Degrees of Experience

The flipped classroom approach has gained significant popularity recently due to its ability to facilitate active learning and leverage technology to enhance student's learning habits. Previous research has explored the benefits and drawbacks of this approach, highlighting its potential to improve student engagement, motivation, and achievement. However, despite the growing interest in flipped classroom approach, more is needed to know about teachers' perceptions of this model and how these perceptions may vary based on years of experience.The current study aims to address this gap in the literature by examining 73 Kindergarten through 12th-grade teachers' perceptions of flipped classroom approach and identifying differences in these perceptions based on years of experience. To this end, the study utilized a survey instrument developed by Gough et al. (2017) to gather data on teachers' attitudes toward flipped classroom approach across five domains, including instructional practices, student considerations, technology use, communication, and practice.By analyzing the survey data, the study identified significant differences in teachers' perceptions of flipped classroom approach based on years of experience. Specifically, teachers with 0-3, 3-5, and more than 5 years of teaching experience had different judgments in instructional practices and student considerations. These findings suggest that teachers' perceptions of flipped classroom approach may be influenced by their experience level and that targeted professional development and training may be necessary to support teachers in adopting this approach effectively.Overall, this study contributes to the literature on flipped classroom approach by shedding light on teachers' perceptions of this model and how these perceptions vary based on years of experience. The findings provide insights into the elements that could enhance the effectiveness of flipped classroom approach, such as differentiation, more videos for specific learners, communication with all parties, and practice. The practical implications of these findings for K12 settings are discussed in the subsequent sections of this article. Keywords: Flipped classroom, teacher perceptions, K12 classrooms, teaching experience DOI: 10.7176/JEP/14-9-05 Publication date:March 31st 202

Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style

Investigating The Correlation Between Gender Of The Teacher And Fathers Parental Involvement In Elementary Classrooms

The purpose of this study was to investigate if there is a relationship between the genders of teachers when it comes to fathers’ involvement in their children’s schooling in elementary classrooms. We attempted to answer the following questions:  1) Are the fathers less/more involved when the teacher is female? 2) Are the fathers less/more involved when the teacher is male? 3) Is there a correlation between the gender of the teacher and fathers’ involvement

Differentiated Instruction and Kindergarten through 5th Grade Teachers

The purpose of this article is to examine Kindergarten through 5th-grade teachers’ understanding of differentiated instruction and perception of their ability to implement differentiated instruction in their classrooms. Differentiated instruction is a critical factor for children’s success. Thirty-one K-5 teachers from the state of Georgia participated in this study. The teacher survey on differentiated instruction developed by Tomlinson (2001) and modified by Page (2007) was used in this study. The researchers also included two open-ended, differentiated instruction questions and seven demographic questions. Study results suggested that while teachers mostly agree that differentiation is an important instructional strategy, they are faced with multiple barriers to implementation such as a lack of differentiated instruction knowledge and practice and the need for resources and professional development

Exploring preservice teachers’ satisfaction with online teaching and learning tools: Blackboard vs. Moodle?

Two Course Management Systems were compared during this study, BlackBoard 7.0 (updated to 8.0 during study) (BlackBoard, 2009) and Moodle 1.9 (Moodle 2009). These CMS’s were used during an Educational Technology course. The researchers investigated if the course participants favored one of the Course Management tools used during the study

Middle School Teachers\u27 Experiences in Using Flipped Classroom Models

Presentation given at the annual meeting of The Society for Information Technology and Teacher Education International Conference (SITE)

An Examination of K-12 Teachers\u27 Assessment Beliefs And Practices in Relation to Years of Teaching Experience

Presentation given at the Georgia Educational Research Association Conference (GERA)

Investigating and Comparing the Impact of Two Strategies (Lesson Design with MS Word and Online Tool) Used for Improving Inservice Teachers’ Knowledge, Skills, and Practices on Common Core State Standards (CCSS).

The CCSS is a set of standards released by the National GovernorsAssociation in 2010 and was adopted by 43 states (CommonCore, 2015). The standards describe what students should know and be able to do in each subject in each grade. They are designed to be academically rigorous, while attainable for students and practical for teachers to teach. The purpose of this study was to investigate and compare the impact of two strategies (Lesson Design with MSWord & OnlineTool) used for improving inservice teachers’ knowledge, skills and practices on CCSS. This study was implemented with master’s degree students (teachers) who enrolled in two graduate level courses in a southeastern university. All of the students who participated in the study were included as data source. The results of the study are beneficial to all teachers, districts, teacher education programs and preservice teachers. The study shows positive results that the course module, the activity and the online tool are effective