Search results for author:"Ye He"
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University of North Carolina at Greensboro
Journal of Teacher Education Vol. 59, No. 1 (2008) pp. 55–68
Research on teachers' (personal) theories and beliefs and their (practical) knowledge derived from experience, whether held implicitly or stated explicitly as their personal practical theories (PPTs), indicates that such beliefs can influence...
Mentoring & Tutoring: Partnership in Learning Vol. 19, No. 2 (2011) pp. 139–156
Building upon previous literature reviews, this article highlights research and evaluation efforts regarding the effectiveness of mentoring programs for new teacher retention in the USA since 2005. Through the analysis of various mentoring program...
Society for Information Technology & Teacher Education International Conference 2004 (2004) pp. 551–558
This study compares preservice teachers' preferences during online case discussions for synchronous vs. asynchronous modes and facilitation by peers or the instructor during a web-supported course on classroom management. Findings from surveys...
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 352–357
Schools of Education (SOE) are changing how they prepare pre-service teachers for the classroom through online instruction. This study focuses on the implementation of an SOE’s online undergraduate Education Preparation Core (EPC) program in the...
Impact of short-term study abroad program: Inservice teachers' development of intercultural competence and pedagogical beliefs
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 66, No. 1 (August 2017) pp. 147–157
A comprehensive study abroad program is one of the most effective ways to prepare multicultural and global teachers. However, in teacher education, most of the study abroad programs are designed for preservice teachers. In this study, we detailed...
New Directions for Student Services Vol. 143 (2013) pp. 5–18
Appreciative education is presented as a framework for leading higher education institutions, delivering truly student-centered services, and guiding higher education professionals' interactions with students.
Comparative Analysis of Preservice Teachers’ Reflective Thinking in Synchronous Versus Asynchronous Online Case Discussions
Journal of Technology and Teacher Education Vol. 14, No. 3 (July 2006) pp. 439–460
This study was undertaken to better understand the nature of preservice teachers' reflective thinking during case discussions about classroom management in two online formats: synchronous versus asynchronous. Findings indicated that when...