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"Methods Courses"
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Flour water salt yeast : the fundamentals of artisan bread and pizza
\"In Flour Water Salt Yeast, author Ken Forkish demonstrates that high-quality artisan bread and pizza is within the reach of any home baker. Whether it's a basic straight dough, dough made with a pre-ferment, or complex levain, each of Forkish's impeccable recipes yields exceptional results. But in addition to the recipes, Flour Water Salt Yeast offers readers a complete baking education, with a thorough yet accessible explanation of the tools and techniques that set artisan bread apart. With a tutorial on baker's percentages, advice for manipulating ingredients ratios to create custom doughs, and tips for creating and adapting bread baking schedules that fit in readers' day-to-day lives (enabling them to bake the breads they love in the time they have available), Flour Water Salt Yeast is an indispensable resource for bakers, be they novices or serious enthusiasts\"-- Provided by publisher.
Book
Exploring the Impact of TeachME™ Lab Virtual Classroom Teaching Simulation on Early Childhood Education Majors' Self-Efficacy Beliefs
The purpose of this study was to investigate the impact of a mixed-reality teaching environment, called TeachME™ Lab (TML), on early childhood education majors' science teaching self-efficacy beliefs. Sixty-two preservice early childhood teachers participated in the study. Analysis of the quantitative (STEBI-b) and qualitative (journal entries) data revealed that personal science teaching efficacy and science teaching outcome expectancy beliefs increased significantly after one semester of participation in TML. Three key factors impacted preservice teachers' (PST) self-efficacy beliefs in the context of participation in TML: PSTs' perceptions of their science content knowledge, their familiarity with TML technology and avatars, and being observed by peers. Cognitive pedagogical mastery (TML practices), effective/actual modeling, cognitive self-modeling, and emotional arousal were the primary sources that increased the PSTs' perceived self-efficacy beliefs. Overall, the results of this study suggest that the TML is a worthwhile technology for learning to teach in teacher education. It provides a way for PSTs to have a highly personalized learning experience that enables them to improve their understanding and confidence related to teaching science, so that ideally someday they may translate such an experience into their classroom practices.
Journal Article
How to cook everything : simple recipes for great food
Updated to incorporate the latest tastes and cooking trends, a step-by-step guide to cooking includes more than two thousand contemporary recipes complemented by how-to information, tips on cooking techniques, and an expanded coverage of healthy foods.
Book
Teacher candidates’ views of future SSI instruction: a multiple case study
The instructional approach of incorporating socioscientific issues (SSI) into science teaching has been found to improve critical thinking and problem-solving skills among K-12 students. Preparation for how to facilitate SSI in the classroom, however, is limited, resulting in very few classrooms across the United States providing opportunities for K-12 students to grapple with these real-world problems. In this manuscript we compare the integration of socioscientific issues (SSI) within two different undergraduate course contexts: a science methods course that is part of an elementary educator preparation program and a science content course designed for secondary future educators. Through this comparison we aim to provide science education researchers and science teacher educators with empirical support related to how the delivery of SSI influences elementary to secondary teacher candidates’ views of SSI as they relate to student engagement, teacher effectiveness, and curricula. Leveraging a mixed methods case study approach, data from each course context were collected through Likert-type surveys and open-ended responses. Findings suggest exposure to SSI pedagogies in science methods and content courses influence teacher candidates’ views in different ways and we must consider field and course-based work occurring simultaneously while teacher candidates are learning about SSI-based instruction. Implications for this are discussed.
Journal Article
Sweet : desserts from London's Ottolenghi
\"A collection of over 110 recipes for sweets, baked goods, and confections from ... chef Yotam Ottolenghi ... starring Ottolenghi's signature flavor profiles and ingredients including fig, rose petal, saffron, orange blossom, star anise, pistachio, almond, cardamom, and cinnamon\"-- Provided by publisher.
Book
Using video analysis to support prospective K-8 teachers’ noticing of students’ multiple mathematical knowledge bases
As part of a larger research project aimed at transforming preK-8 mathematics teacher preparation, the purpose of this study was to examine the extent to which prospective teachers notice children’s competencies related to children’s mathematical thinking, and children’s community, cultural, and linguistic funds of knowledge or what we refer to as children’s multiple mathematical knowledge bases. Teachers’ noticing supports students’ learning in deep and meaningful ways. Researchers designed and enacted a video analysis activity with prospective teachers in their mathematics methods course. The activity served as a decomposition of practice in order to support prospective teachers in engaging in an approximation of the practice of noticing. Our findings showed that prospective teachers evidenced noticing of mathematics teaching and learning as early as the mathematics methods course. We also found that the prompts and structure of the activity supported prospective teachers by increasing their depth of noticing and their foci in noticing, moving from attending primarily to teacher moves (and merely describing what they saw) to becoming aware of significant interactions (and interpreting effects of these interactions on learning). Implications for teacher educators interested in designing and enacting activities to support noticing are discussed.
Journal Article
Cravings. Hungry for more
\"This follow-up [to Cravings] takes us further into [Teigen's] kitchen--a kitchen now marked by new parenthood, a need for some quicker meals, and multi-purpose sauces and condiments, without sacrificing any of [her] signature need for maximum flavor. Through 100 full-flavored, family-friendly recipes, Teigen shows how to make cooking part of a stylish-but-busy lifestyle\"-- Provided by publisher.
Book
Preservice teachers perceptions about the use of blended learning in a science education methods course
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
Journal Article
Antoni in the kitchen
The food guru and member of the Netflix show \"Queer Eye\" unveils the stylishly accessible, healthy recipes fans have been waiting for.
Book
The Impact of a Summer Camp-Based Science Methods Course on Preservice Teachers' Self-Efficacy in Teaching Science as Inquiry
The purpose of this research is to examine the effect of a summer camp-based science methods course on elementary pre-service teachers' self-efficacy in teaching science as inquiry. The science camp was offered to K-6 students as part of the 4-week, 3-credit science teaching methods course over the summer. The preservice teachers were asked to teach camp children for two weeks for their practicum requirement. This study utilized a mixed-methods design using both qualitative and quantitative data collected with 55 participants over four years. The TSI (Teaching Science as Inquiry) was administered at the beginning and end of the course to estimate participants' self-efficacy. We only measured PSTEB (Personal Science Teaching Efficacy Belief) using 34 items out of the TSI to reduce test fatigue. We also conducted semi-structured interviews at the end of the course to investigate sources for their self-efficacy. The paired samples t-test of the pre- and post-course survey indicates that preservice teachers' self-efficacy in teaching science as inquiry increased significantly as a result of participating in the course (p < .001). Analysis of the interview data revealed eight main sources of self-efficacy and each one's relative significance compared to other sources. The findings of this study imply that the camp-based course increased pre-service teachers' self-efficacy by providing not only various mastery experiences, but also unique experiences that afforded reflection and mentoring, and drew camp participants' positive reactions. This study highlights the potential of informal science education settings as field experience sites especially for elementary science methods courses.
Journal Article