Sample records for california teachers study
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Hill, Margaret; Benoit, Robert
1998-01-01
Reviews the resources available for social studies teachers from the Schools of California Online Resources for Education (SCORE): History Social Science World Wide Web site. Includes curriculum-aligned resources and lessons; standards and assessment information; interactive projects and field trips; teacher chat area; professional development…
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Leggett, Allison Gail Wilson
The No Child Left Behind (NCLB) Act of 2001 presented one of the most significant and comprehensive literacy reforms in many years (McDonnell, 2005; U.S. Department of Education, 2006). The era of school accountability and standards based reform has brought many challenges and changes to public schools. Increasingly, public officials and educational administrators are asked to use standards based assessments to make high-stakes decisions, such as whether a student will move on to the next grade level or receive a diploma (American Psychological Association, 2005). It is important to understand any shifts in teachers' perceptions and to identify the changes teachers are making as they implement standards-based reform. This mixed-methods study was designed to assess teachers' perceptions of changes related to standards-based reform as supported by Fullan's (2001) change theory and transformational leadership theory. Survey questions sought to identify teacher perceptions of changes in curriculum, instruction and daily practice as schools documented and incorporated standards-based reform and began focusing on preparing students for the California Standards Test in Science (CSTS). Using descriptive statistical analysis and in-depth interviews, results show favorable insight towards standards-based reform. The survey was distributed to 30 middle school science teachers from 10 low-performing schools in Los Angeles, California. Results were analyzed using Spearman rank-ordered correlations. Interviews were conducted on middle school teachers represented by each grade level. Teachers who receive more support from administrators have more positive attitudes toward all aspects of SBR and the CSTS as measured in this study. No school should overlook the potential of a supportive administration in its effort to improve school programs.
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Science and Politics in "Friedrichs v. California Teachers Association"
Superfine, Benjamin Michael; Umpstead, Regina R.; Mayrowetz, David; Lenhoff, Sarah Winchell; Pogodzinski, Ben
2018-01-01
In March 2017, the Supreme Court decided "Friedrichs v. California Teachers Association" and upheld the constitutionality of agency fees for nonunion teachers. We examine how "Friedrichs" reflects a host of issues grouped around a patchwork of ideological commitments regarding teachers unions and public-sector unions more…
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The Story of California. Teacher's Guide = Guia del Maestro de La Historia de California.
Gray (Naomi) Associates, Inc., San Francisco, CA.
The teacher's guide is designed to accompany "The Story of California," a Spanish-English bilingual history and geography of the state intended for classroom use by limited-English-proficient, native Spanish-speaking students in California's urban middle schools. The guide describes classroom activities coordinated with the student's…
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Is There Room for Biliteracy? Credentialing California's Future Bilingual Teachers
Olivos, Edward M.; Sarmiento, Lilia E.
2006-01-01
Despite the ethnic and linguistic diversity found in California's public schools, or because of it, in 1998 voters approved Proposition 227, a ballot initiative designed to dismantle bilingual education programs in the state. By the 2003-2004 school year, the California Department of Education reports that statewide 8,908 teachers were providing…
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Light at Night and Breast Cancer Risk Among California Teachers
Hurley, Susan; Goldberg, Debbie; Nelson, David; Hertz, Andrew; Horn-Ross, Pamela L.; Bernstein, Leslie; Reynolds, Peggy
2014-01-01
Background There is convincing evidence that circadian disruption mediated by exposure to light at night promotes mammary carcinogenesis in rodents. The role that light at night plays in human breast cancer etiology remains unknown. We evaluated the relationship between estimates of indoor and outdoor light at night and the risk of breast cancer among members of the California Teachers Study. Methods Indoor light-at-night estimates were based on questionnaire data regarding sleep habits and use of night time lighting while sleeping. Estimates of outdoor light at night were derived from imagery data obtained from the U.S. Defense Meteorological Satellite Program assigned to geocoded addresses of study participants. Analyses were conducted among 106,731 California Teachers Study members who lived in California, had no prior history of breast cancer, and provided information on lighting while sleeping. 5,095 cases of invasive breast cancer diagnosed 1995–2010 were identified via linkage to the California Cancer Registry. We used age-stratified Cox proportional hazard models to calculate hazard ratios (HRs) with 95% confidence intervals (CIs), adjusting for breast cancer risk factors and neighborhood urbanization and socioeconomic class. Results An increased risk was found for women living in areas with the highest quintile of outdoor light at night exposure estimates (HR=1.12 [95% CI=1.00 – 1.26], test for trend, P=0.06). While more pronounced among premenopausal women (HR=1.34 [95% CI=1.07 – 1.69], test for trend, P=0.04), the associations did not differ statistically by menopausal status (test for interaction, P=0.34). Conclusions Women living in areas with high levels of ambient light at night may be at an increased risk of breast cancer. Future studies that integrate quantitative measurements of indoor and outdoor light at night are warranted. PMID:25061924
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Beginning Teachers' Perceptions of the California Teaching Performance Assessment (TPA)
Campbell, Conni; Ayala, Carlos Cuauhtémoc; Railsback, Gary; Freking, Frederick W.; McKenna, Corey; Lausch, David
2016-01-01
The teaching performance assessment (TPA) seeks to measure the knowledge, skills, and competencies of teachers during the credential phase of their training. The TPA was introduced in California in 2004 with programs piloting it and then became mandatory for candidates enrolling in preliminary programs in 2008. Although California has multiple…
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Jones, Anna Marie; Zidenberg-Cherr, Sheri
2015-01-01
To determine barriers to nutrition education, nutrition education resources used, and the relationship between nutrition knowledge and whether public school teachers in California teach nutrition in the classroom. A total of 102 teachers in California participated in a Web-based survey about nutrition education barriers, resources used to plan nutrition lessons, and factors that would encourage inclusion of nutrition. A validated questionnaire was used to assess nutrition knowledge. Analyses included ordinary least-squares regression. Common barriers were lack of instructional time and unrelated subject. Teachers were unaware of many nutrition education resources. Nutrition knowledge was not associated with nutrition lessons but was positively associated with teaching high school (β = 5.13; P Barriers of time and lack of unrelated subject matter are difficult to address but lack of awareness of resources indicates that promotion of existing resources may encourage teachers to provide nutrition education. Larger studies are needed to determine whether this holds true in a broader sample. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.
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Gray (Naomi) Associates, Inc., San Francisco, CA.
The workbook is designed to accompany a textbook, "The Story of California," a Spanish-English bilingual history and geography of the state intended for classroom use by limited-English-proficient, native Spanish-speaking students in California's urban middle schools. The teacher's edition, presented here, consists of reproductions of 51…
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Regional variations in breast cancer among california teachers.
Reynolds, Peggy; Hurley, Susan; Goldberg, Debbie E; Anton-Culver, Hoda; Bernstein, Leslie; Deapen, Dennis; Horn-Ross, Pamela L; Peel, David; Pinder, Richard; Ross, Ronald K; West, Dee; Wright, William E; Ziogas, Argyrios
2004-11-01
Observed regional differences in breast cancer incidence could provide valuable clues to the etiology of this disease. The pattern of historically higher breast cancer rates among residents of California's San Francisco Bay and Southern Coastal areas is evident in the disease experience among members of the California Teachers Study. This large cohort study has followed female professional school employees for cancer incidence since 1995 and has collected extensive information on breast cancer risk factors. Between 1996 and 1999, invasive breast cancer was diagnosed in 1562 of the 115,611 cohort members who could be geocoded to a California address in 1995 and who had no previous breast cancer diagnosis. Adjusted hazard rate ratios (HRs) were estimated through multivariate Cox proportional hazards modeling. Rates were higher for cohort members in the San Francisco Bay area (HR = 1.22; 95% confidence interval = 1.06-1.40) and Southern Coastal area (1.16; 1.04-1.30) compared with those in the rest of California. The distributions of variables representing socioeconomic status, urbanization, and personal risk factors were consistent with higher risks for cohort members residing in the San Francisco Bay and Southern Coastal areas. Adjustment for these factors, however, did not explain regional differences in incidence, resulting in HRs that remained elevated for these 2 areas. Regional differences in breast cancer incidence in this large, well-defined cohort are not easily explained by known risk factors.
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Smith, Sara R.
2014-01-01
From the 1940s to the late 1970s, rank-and-file teachers and elected leaders in California engaged in dynamic efforts to shape the American Federation of Teachers' political approach to unionism. This study considers organizing by rank-and-file teachers in this period, both inside the American Federation of Teachers and independently, to promote left-led social unionism. In contrast to a more politically moderate and narrow version of unionism (often referred to as business unionism), advocat...
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An Observatory to Enhance the Preparation of Future California Teachers
Connolly, L.; Lederer, S.
2004-12-01
With a major grant from the W. M. Keck Foundation, California State University, San Bernardino is establishing a state-of-the-art teaching astronomical observatory. The Observatory will be fundamental to an innovative undergraduate physics and astronomy curriculum for Physics and Liberal Studies majors and will be integrated into our General Education program. The critical need for a research and educational observatory is linked to changes in California's Science Competencies for teacher certification. Development of the Observatory will also complement a new infusion of NASA funding and equipment support for our growing astronomy education programs and the University's established Strategic Plan for excellence in education and teacher preparation. The Observatory will consist of two domed towers. One tower will house a 20" Ritchey-Chretien telescope equipped with a CCD camera in conjunction with either UBVRI broadband filters or a spectrometer for evening laboratories and student research projects. The second tower will house the university's existing 12" Schmidt-Cassegrain optical telescope coupled with a CCD camera and an array of filters. A small aperture solar telescope will be attached to the 12" for observing solar prominences while a milar filter can be attached to the 12" for sunspot viewing. We have been very fortunate to receive a challenge grant of \\600,000 from the W. M. Keck Foundation to equip the two domed towers; we continue to seek a further \\800,000 to meet our construction needs. Funding also provided by the California State University, San Bernardino.
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Math and Science Teachers: Recruiting and Retaining California's Workforce. Policy Brief
EdSource, 2008
2008-01-01
Middle and high school math and science teachers provide the foundation for education in the growing science, technology, engineering, and mathematics fields. They are crucial to California's efforts to remain competitive in a global economy. This policy brief looks at the shortage and challenges involved in recruiting and retaining fully prepared…
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Hahnel, Carrie; Barondess, Heather; Ramanathan, Arun
2011-01-01
California's students, particularly its poorest students, need great teachers. Unfortunately, California's seniority-based teacher layoff system puts adult privileges over student needs. Newer teachers are laid off first, regardless of how well they do their jobs. This system is especially damaging to schools serving the highest numbers of…
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Tse, Kenneth
The purpose of this study was to understand how science teachers reacted to the high stakes accountability and standardized testing in California. In a multiple case study of middle and intermediate schools in Southern California, four research questions focused on the perceptions of secondary science teachers and how they responded to the changes in the accountability specifically geared towards science as a content area, the pedagogical skills teachers were using both outside and inside of the classroom that impact instruction, the pedagogical training received that related specifically to the content standards, the tools or impediments that existed for teachers to successfully utilize these pedagogical methods and types of support and assistance the school site administration and/or school district offered in learning about the California Science Standards and the STAR test. Interviews were conducted with multiple middle/intermediate school teachers, science department chairpersons and school site administrators to gather information about what the classroom teachers were doing pedagogically to improve student performance on the STAR tests. Moreover, the study described the issues that supported the professional development of the teacher and what schools and districts were doing to support them.
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International Nuclear Information System (INIS)
Reynolds, Peggy; Hurley, S.E.; Goldberg, D.E.; Yerabati, Sauda; Gunier, R.B.; Hertz, Andrew; Anton-Culver, Hoda; Bernstein, Leslie; Deapen, Dennis; Horn-Ross, P.L.; Peel, David; Pinder, Richard; Ross, R.K.; West, Dee; Wright, W.E.; Ziogas, Argyrios
2004-01-01
We examined the association between residential proximity to agricultural pesticide use and breast cancer incidence among members of the California Teachers Study cohort, a large study of professional school employees with extensive information on breast cancer risk factors, followed for cancer incidence since 1995. We identified 1552 invasive breast cancer cases, diagnosed between 1996 and 1999, among 114,835 cohort members. We used California Pesticide Use Reporting data to select pesticides for analysis based on use volume, carcinogenic potential, and exposure potential; a Geographic Information System was used to estimate pesticide applications within a half-mile radius of subjects' residences. We applied Cox proportional hazard models to estimate hazard rate ratios (HR) for selected pesticides, adjusting for age, race, and socioeconomic status. We saw no association between residential proximity to recent agricultural pesticide use and invasive breast cancer incidence. HR estimates for the highest compared to the lowest exposure categories for groups of agents were as follows: probable or likely carcinogens (1.07, 95% confidence interval (CI): 0.86-1.32), possible or suggestive carcinogens (1.06, 95% CI: 0.87-1.29), mammary carcinogens (1.15, 95% CI: 0.90-1.48), and endocrine disruptors (1.03, 95% CI: 0.86-1.25). HR estimates for other groups and individual pesticides did not differ from unity, nor was there a trend for any groupings of or individual pesticides examined. Stratifying by menopausal status or family history of breast cancer did not substantially affect our results. Our analyses suggest that breast cancer incidence is not elevated in areas of recent, high agricultural pesticide use in California
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Enabling Teacher Effectiveness: Teachers' Perspectives on Instructional Management.
Pfeifer, R. Scott
As part of a study of teacher effectiveness and job satisfaction, a research team interviewed 85 elementary and secondary classroom teachers in 5 school districts in the San Francisco (California) Bay Area to gather teachers' perspectives on administrative leadership. Teachers portrayed effective principals as creating environments around the…
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Buller, David B; Reynolds, Kim D; Berteletti, Julia; Massie, Kim; Ashley, Jeff; Buller, Mary Klein; Meenan, Richard T
2018-01-18
Policy is a key aspect of school-based efforts to prevent skin cancer. We explored the extent and accuracy of knowledge among principals and teachers in California public school districts about the elements specified in their district's written sun safety policy. The sample consisted of California public school districts that subscribed to the California School Boards Association, had an elementary school, adopted Board Policy 5141.7 for sun safety, and posted it online. The content of each policy was coded. Principals (n = 118) and teachers (n = 113) in elementary schools were recruited from September 2013 through December 2015 and completed a survey on sun protection policies and practices from January 2014 through April 2016. Only 38 of 117 principals (32.5%) were aware that their school district had a sun protection policy. A smaller percentage of teachers (13 of 109; 11.9%) than principals were aware of the policy (F 108 = 12.76, P < .001). We found greater awareness of the policy among principals and teachers who had more years of experience working in public education (odds ratio [OR] = 1.05, F 106 = 4.71, P = .03) and worked in schools with more non-Hispanic white students (OR = 7.65, F 109 = 8.61, P = .004) and fewer Hispanic students (OR = 0.28, F 109 = 4.27, P = .04). Policy adoption is an important step in implementing sun safety practices in schools, but districts may need more effective means of informing school principals and teachers of sun safety policies. Implementation will lag without clear understanding of the policy's content by school personnel.
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California Contradictions: Creating Your Own Crisis.
Roth, Robert A.
1988-01-01
California state policies and regulations that force teacher education programs to limit enrollment because of insufficient resources, and discourage immigration of out-of-state teachers contribute to California's critical shortage of teachers. In addition, the quality of elementary instruction is jeopardized by regulations that diminish…
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Dieli-Conwright, C M; Ma, H; Lacey, J V; Henderson, K D; Neuhausen, S; Horn-Ross, P L; Deapen, D; Sullivan-Halley, J; Bernstein, L
2013-08-06
Physical activity may be associated with decreasing endometrial cancer risk; it remains unclear whether the association is modified by body size. Among 93 888 eligible California Teachers Study participants, 976 were diagnosed with incident endometrial cancer between 1995-1996 and 2007. Cox proportional hazards regression methods were used to estimate relative risks (RRs) and 95% confidence intervals (CIs) for endometrial cancer associated with long-term (high school through age 54 years) and baseline (3 years prior to joining the cohort) strenuous and moderate recreational physical activity, overall and by body size. Increased baseline strenuous recreational physical activity was associated with decreased endometrial cancer risk (Ptrend=0.006) with approximately 25% lower risk among women exercising >3 h per week per year than among those exercising activity was associated with lower risk among overweight/obese women. Increasing physical activity, particularly strenuous activity, may be a lifestyle change that overweight and obese women can implement to reduce their endometrial cancer risk.
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Dietary patterns and breast cancer risk in the California Teachers Study cohort.
Link, Lilli B; Canchola, Alison J; Bernstein, Leslie; Clarke, Christina A; Stram, Daniel O; Ursin, Giske; Horn-Ross, Pamela L
2013-12-01
Evidence that diet is associated with breast cancer risk is inconsistent. Most studies have examined risks associated with specific foods and nutrients, rather than measures of overall diet. This study aimed to evaluate dietary patterns and their relation to breast cancer risk in a large cohort of women. Data from 91,779 women in the California Teachers Study cohort were analyzed, including data from 4140 women with a diagnosis of invasive breast cancer made between 1995 and 2009. Five predominant dietary patterns were identified by using principal components factor analysis: a plant-based diet, high in fruit and vegetables; a high-protein, high-fat diet, high in meats, eggs, fried foods, and high-fat condiments; a high-carbohydrate diet, high in convenience foods, pasta, and bread products; an ethnic diet, high in legumes, soy-based foods, rice, and dark-green leafy vegetables; and a salad and wine diet, high in lettuce, fish, wine, low-fat salad dressing, and coffee and tea. The plant-based pattern was associated with a reduction in breast cancer risk (RR: 0.85; 95% CI: 0.76, 0.95 for the highest compared with the lowest consumption quintile; P-trend = 0.003); risk reduction was greater for estrogen receptor-negative progesterone receptor-negative (ER-PR-) tumors (RR: 0.66; 95% CI: 0.48, 0.91; P-trend = 0.03). The salad and wine pattern was associated with an increased risk of estrogen receptor-positive progesterone receptor-positive tumors (RR: 1.29; 95% CI: 1.12, 1.49); this effect was only slightly attenuated after adjustment for alcohol consumption. The finding that greater consumption of a plant-based dietary pattern is associated with a reduced breast cancer risk, particularly for ER-PR- tumors, offers a potential avenue for prevention.
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Blum, Denise; de la Piedra, Maria Teresa
2010-01-01
This article examines the use of Critical Race Pedagogy in two service-learning initiatives that prepare pre-service teachers for working with an increasing immigrant student population in California and Texas. It is not uncommon for teachers to participate in the "Othering" dominant discourse that tends to see those who are of a lower…
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Directory of Open Access Journals (Sweden)
Navaridas, Fermín
2013-10-01
Full Text Available This paper presents the most relevant results of a study in which opinions of the teachers in the area of Fresno (Central California, USA about the effects of the integration of mobile devices into the teaching-learning process. Among other objectives, this study has tried to analyze the influence of mobile learning over three very important learning factors: affective-emotional (motivation, ethic-social (social skills and the cognitive one (cognitive skills. In order to carry out this study, a descriptive methodological approach was adopted, using the survey technique as the most adequate method to collect teachers´ opinions in a relatively fast and precise way. Obtained results show a widespread agreement among teachers about the pedagogical potential of mobile devices as a tool to improve learning quality. In general terms, conclusions suggest an improvement in the students’ interest on educational tasks, an increase during study activities, a better collaborative work, as well as an improvement of creativity and information acquisition.
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Directory of Open Access Journals (Sweden)
Fernando Rodriguez-Valls
2011-04-01
Full Text Available This article describes the results of a teacher training model that involves contact with local communities and action-research practices. The study included students enrolled in the education program at a university in southern California during the 2007-08 school year. They were interviewed during the course of their 16-week projects in which they analyzed the global culture of students and parents from various ethnic groups as subsequent input for classroom work and, ultimately, the design of lessons and the development of educational plans pursuant to the requirements of the California Commission on Teacher Credentialing (CCTC. Among other conclusions, it was found that transforming teachers acquire a variety of useful skills for their work as educators in the global village by learning about the community from the inside out.El artículo presenta los resultados de un modelo de formación de profesores en contacto con comunidades locales, según el esquema de investigación-acción. En el estudio participaron los estudiantes del programa de educación en una universidad ubicada en el sur de California, durante el año escolar 2007-08, a quienes se entrevistó durante el desarrollo de sus proyectos, de 16 semanas, en los que analizaron la cultura global desde los estudiantes y padres procedentes de varios grupos étnicos, mediante lo cual se aportó luego al trabajo de aula y, posteriormente, al diseño de lecciones y al desarrollo de planes educativos, siguiendo las normas establecidas por la Comisión de Maestros de California (CCTC. Entre las conclusiones se encontró que al aprender acerca de la comunidad desde adentro hacia afuera, los educadores de la transformación adquirieron diversas competencias, útiles para su trabajo como educadores en la aldea global.O artigo apresenta os resultados de um modelo de formação de professores que trabalham em comunidades locais, de acordo com o esquema de pesquisa-ação. Foram incluidos os
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Teachers' Perceptions about Grammar Teaching
Thu, Tran Hoang
2009-01-01
This study investigates English as a second language (ESL) teachers' beliefs in grammar teaching. A 32-item questionnaire was administered to 11 ESL teachers in a language school in California. The results show that the participants generally believe that the formal study of grammar is essential to the eventual mastery of a foreign or second…
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Revilla, Anita Tijerina; Asato, Jolynn
2002-01-01
Explored the relationship between race and language as related to bilingual students' educational experiences. Used Latino/a critical theory, Asian American legal scholarship, and critical race theory as frameworks to examine the aftermath of California's Proposition 227. Data from teachers and administrators highlighted significant variance in…
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Social Identity and Gender Inequities for Male Elementary Teachers
River, Dawn
2016-01-01
For the last 10 years, the California Department of Education has reported that female teachers in California outnumbered male teachers two to one. The imbalance in teacher gender is a problem that affects elementary-age students and teaching staffs because the educated and caring male teachers who could be role models are largely absent from…
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Teacher Grading Decisions: Influences, Rationale, and Practices
Kunnath, Joshua P.
2017-01-01
This mixed-methods study applied a decision-making theoretical framework to an investigation of teacher grading in a large urban school district in California. A sample of 251 high school teachers of core subjects were surveyed, and 15 teachers participated in four focus group interviews in order provide data on the influences, rationale, and…
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Physics Teacher SOS: Supporting New Teachers without Pushing an Agenda
Baird, Dean
2013-01-01
Few workshops for teachers focus primarily on instruction methods for basic high school physics. In Northern California, Physics Teacher SOS (PTSOS) has gained popularity doing just that. PTSOS workshops are directed toward early-career science teachers, though veterans are welcome too. The program is not influenced by scientific supply companies,…
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Teacher Accountability at High Performing Charter Schools
Aguirre, Moises G.
2016-01-01
This study will examine the teacher accountability and evaluation policies and practices at three high performing charter schools located in San Diego County, California. Charter schools are exempted from many laws, rules, and regulations that apply to traditional school systems. By examining the teacher accountability systems at high performing…
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Trouble Brewing: The Disaster of California State Pensions. State Research
Buck, Stuart
2010-01-01
California has promised its public employees lavish pensions and retiree health benefits without setting aside nearly enough money to pay for those benefits. As a result, California already admits to a $75.5 billion shortfall in paying for these promises to public employees--$40.5 billion for the teachers' retirement plan (California State…
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Superfine, Benjamin Michael; Thompson, Alea R.
2016-01-01
In "Vergara v. California" (2014), a trial-level court ruled that California laws governing teacher tenure and dismissal were unconstitutional. This study analyzes "Vergara" in light of the shifting use of the courts to promote equal educational opportunities and the changing power bases of educational interest groups,…
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Nobility, Competence, and Disruption: Challenges to Teacher Education
Fenstermacher, Gary D.
2015-01-01
This article was comprises the keynote address presented by Gary D. Fenstermacher, at the Conference of the California Council on Teacher Education (CCTE), March 19, 2015, in San Jose, California. The subject covered Nobility, Competence, and Disruption and what they mean in teacher education. Fenstermacher presents his subject in four assertions:…
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Teachers for Inclusive, Diverse Urban Settings
Reese, Leslie; Richards-Tutor, Cara; Hansuvadha, Nat; Pavri, Shireen; Xu, Shelley
2018-01-01
In this article, the authors discuss the creation of an Urban Dual Credential Program (UDCP) at a large, comprehensive state university in California, a program meant to prepare dually-certified teachers in general education (California Multiple Subject Credential) and special education (California Education Specialist Credential in mild/moderate…
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Lane, Amber Marie
2013-01-01
This study applies the Gap Analysis Framework to understand the gaps that exist in human resource allocation of one Southern California school district. Once identified, gaps are closed with the reallocation of human resources, according to the Evidenced Based Model, requiring the re-purposing of core classroom teachers, specialists, special…
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Nava, Norma Leticia
2016-01-01
This qualitative study explored stakeholders' (administrators, teachers, and parents) perspectives of English learners in the learning center, a response to intervention model, at a school district in Central California. Research existed concerning the yearly academic growth of students in a learning center, but there was a lack of knowledge about…
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Cultural Brokers and Student Teachers: A Partnership We Need for Teacher Education in Urban Schools
Lane, Paula J.
2017-01-01
Paula Lane, who has supervised student teachers at a university in the suburban wine country of northern California for the past 12 years, describes a field experience with a group of new student teachers in an urban school. Like the majority of teacher candidates in education programs, the pre-service teacher education students were White and…
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Where Have All the Teachers Gone?
Directory of Open Access Journals (Sweden)
Mark Fetler
1997-01-01
Full Text Available A rising need for teachers is projected for California and the nation during the next decade. Sound policy for teacher preparation should not only foster a capable workforce, it should also assure that the supply of qualified teachers balances with employment demand. A conceptual model is proposed to describe the flow of individuals through teacher preparation programs and the workplace. In California the workforce is projected to grow by thirty percent over the next ten years, stimulating the demand for teachers. At present the number of newly credentialed teachers exceeds the number hired. However, the apparent abundance masks an oversupply of teachers in some curricular and geographic areas and shortages elsewhere. Evidence for a lack of balance between supply and demand is found in an upward trend of emergency hiring of teachers who do not meet all requirements for a credential and low employment rates for first-time college and university prepared teachers. The asymmetry between supply and demand could be redressed partly through better retention of working teachers and closer coordination of preparation programs with the needs of schools in their service areas.
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Metzger, E. P.; Smith, G.; Cordero, E. C.; Santone, S.
2012-12-01
For Education for Sustainability (Efs) to have the presence in the K-12 curriculum that it arguably should, considerable obstacles must be overcome. Barriers include the role of high-stakes testing in marginalizing science and social studies and the lack of environmental and sustainability content in teacher education programs. The California Alliance for Sustainability (CASE), a collaborative 18-month project funded by the Clarence E. Heller Charitable Foundation, unites San José State University (SJSU) and Creative Change Educational Solutions (CCES) (http://www.creativechange.net/) to investigate and address potential barriers to Efs in San Francisco Bay area schools and regional teacher education programs and to document best practices for integrating sustainability into teachers' existing standards-based teaching. The overarching goal of the CASE project is to create a regional infrastructure of K-12 teachers and pre-service teacher educators who use EfS as a context for educational innovation and transformation, thus supplying a focused first step for investigating how Efs can be more broadly implemented in California's classrooms. This presentation will showcase the efforts of a pilot group of classroom teachers and teacher educators to bring EfS to their teaching. In summer 2012, the CASE Project provided 16 in-service teachers and 5 pre-service teacher education faculty from SJSU and California State University East Bay with a three-day professional development workshop. Practicing teachers and teacher educators experienced joint instruction in the content and pedagogy of sustainability though investigation of topics (e.g., Sustainable Communities, Ecological Footprint Analysis, Climate Change, Resource Use, Food Systems and Life Cycle Analysis) that offer broad connections to California standards in science and other disciplines. Sustainability concepts were also discussed as an engaging context for addressing the emerging Common Core and Next Generation
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Evaluation of Critical Thinking and Reflective Thinking Skills among Science Teacher Candidates
Demir, Sibel
2015-01-01
The aim of this study was to evaluate and determine the critical thinking and reflective thinking skills of science teacher candidates. The study was performed with the participation of 30 teacher candidates enrolled in the science teaching department of a university in Turkey. Scales administered during the study included the California Critical…
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Bacon, David
2010-01-01
The United States today faces an economic crisis worse than any since the Great Depression of the 1930s. Nowhere is it sharper than in the nation's schools. Last year, California saw a perfect storm of protest in virtually every part of its education system. K-12 teachers built coalitions with parents and students to fight for their jobs and their…
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Mathematics Teacher Identity in the Context of Mathematics Reform: Elementary Teacher Experiences
Sun, Jennifer
2017-01-01
ABSTRACT OF THE DISSERTATIONMathematics Teacher Identity in the Context of Mathematics Reform:Elementary Teacher Experiences ByJennifer SunDoctor of Philosophy in EducationUniversity of California, Irvine, 2017Associate Professor Elizabeth A. van Es, ChairReform efforts and changes in mathematics education have brought on a shift towards a new vision of mathematics teaching in the United States. In light of recent accountability standards, the focus on teacher learning within the context of m...
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Emaus, Aina; Dieli-Conwright, Christina; Xu, Xinxin; Lacey, James V; Ingles, Sue A; Reynolds, Peggy; Bernstein, Leslie; Henderson, Katherine D
2013-03-01
Although physical activity modulates the hypothalamic-pituitary-ovarian axis, the few studies that have investigated whether physical activity is associated with age at natural menopause have yielded mixed results. We set out to determine whether physical activity is associated with the timing of natural menopause in a large cohort of California women overall and by smoking history. We investigated the association between long-term physical activity (h/wk/y) and age at natural menopause among 97,945 women in the California Teachers Study. Multivariable Cox proportional hazards regression methods were used to calculate hazard ratios (HRs) and 95% confidence intervals (CIs). The impact of cigarette smoking (never smoker, former light smoker, former heavy smoker, current light smoker, and current heavy smoker) as an effect modifier was evaluated. In a multivariable model adjusted for body mass index at age 18 years, age at menarche, race/ethnicity, and age at first full-term pregnancy, increased physical activity was statistically significantly associated with older age at natural menopause (P(trend) = 0.005). Higher body mass index at age 18 years (P(trend) = 0.0003) and older age at menarche (P(trend) = 0.0003) were also associated with older age at natural menopause. Hispanic ethnicity (vs non-Hispanic whites; HR, 1.17; 95% CI, 1.09-1.26), current smokers (vs never smokers; HR, 1.68; 95% CI, 1.60-1.75 for current light smokers; HR, 1.38; 95% CI, 1.33-1.44 for current heavy smokers), and older age at first full-term pregnancy (HR(≥29, 2+ full-term pregnancies) vs HR(menopause. Upon stratification by smoking history, increased physical activity was statistically significantly associated with older age at natural menopause among heavy smokers only (HR(highest quartile) vs HR(lowest quartile), 0.88; 95% CI, 0.81-0.97; P(trend) = 0.02 for former heavy smokers; HR(highest quartile) vs HR(lowest quartile), 0.89; 95% CI, 0.80-0.99; P(trend) = 0.04 for current heavy
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Critical Thinking Dispositions of Pre-Service Teachers
Bakir, Selda
2015-01-01
This study investigated the critical thinking dispositions of pre-service teachers in terms of various variables. The study included 1106 participants and used the survey model and the Turkish version (CCTDI-T) of the California Critical Thinking Disposition Inventory (CCTDI). The reliability of the scale for this study was found to be 0.82. The…
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California Baseline Ozone Transport Study (CABOTS): Ozonesonde Measurements
Eiserloh, A. J., Jr.; Chiao, S.; Spitze, J.; Cauley, S.; Clark, J.; Roberts, M.
2016-12-01
Because the EPA recently lowered the ambient air quality standard for the 8-hr average of ozone (O3) to70 ppbv, California must continue to achieve significant reductions in ozone precursor emissions and prepare for new State Implementation Plans (SIP) to demonstrate how ground-level ambient ozone will be reduced below the new health-based standard. Prior studies suggest that background levels of ozone traveling across the Pacific Ocean can significantly influence surface ozone throughout California, particularly during the spring. Evidence has been presented indicating that background levels of ozone continue to increase in the western United States over the recent few decades, implying more ozone exceedances in the future. To better understand the contributions of the external natural and anthropogenic pollution sources as well as atmospheric processes for surface ozone concentrations in California during the spring and summer months, the California Baseline Ozone Transport Study (CABOTS) has been established. One major goal of CABOTS is to implement near daily ozonesonde measurements along the California Coast to quantify background ozone aloft before entering the State during high ozone season. CABOTS has been ongoing from May through August of 2016 launching ozonesondes from Bodega Bay and Half Moon Bay, California. The temporal progression of ozonesonde measurements and subsequent analysis of the data will be discussed with a focus on the contribution of background ozone to surface ozone sites inland as well as likely origins of layers aloft. Comparisons of current ozonesondes versus prior ozonesonde studies of California will also be performed. A few selected cases of high ozone layers moving onshore from different sources will be discussed as well.
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Sharing the Wealth:National Board Certified Teachers and the Students Who Need Them Most
Directory of Open Access Journals (Sweden)
Daniel C. Humphrey
2005-03-01
Full Text Available It is a commonly understood problem in education that many highly qualified teachers tend to gravitate toward higher performing schools, including schools with lower minority enrollments and lower incidence of poverty. This article explores the distribution of a subset of teachers, namely, those who are National Board Certified. To what extent do these teachers' assignment choices mirror the pattern of their non-Board Certified colleagues and to what extent are they different? Part of a larger study of Board Certified Teachers in lower performing schools, the article examines the distribution of NBCTs in the six states with the largest number of them'California, Florida, Mississippi, North Carolina, Ohio, and South Carolina. The research finds that, with the exception of California, Board Certified Teachers are not equitably distributed across schools that serve different populations of students. In five of the six states examined, poor, minority, and lower performing students are far less likely to benefit from the teaching of an NBCT than are their more affluent, majority, higher performing peers. The article explores some possible explanations for the California distribution pattern as well as the kinds of incentives provided across the states for teachers to seek Board Certification and for those who earn it. The authors conclude with a rationale and a set of policy suggestions for realigning the distribution of NBCTs.
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Diehl, Christine L.; Harris, Jerilyn; Barrios, David; O'Connor, Heather; Fong, Jennifer
The Graduate School of Education (GSE) at the University of California at Berkeley (UCB), the San Francisco Unified School District (SFUSD), and the Lawrence Berkeley National Laboratory (LBNL) have collaborated to pilot an on-site training and mentoring program for intern science teachers. Exit interviews suggest that its innovative mentoring…
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Educating elementary-aged English learners in science: Scientists and teachers working together
Banuelos, Gloria Rodriguez
California's K-12 schools contain 40% of the nation's English learners, the majority of them enrolled at the elementary level. Traditionally, English learners in California have difficulty performing at the same level as their native English speaking counterparts on national achievement tests, such as the National Assessment of Educational Progress. In 1998, California voters passed Proposition 227 mandating that English learners be taught "overwhelmingly" in English, thus making teachers, many without expertise, responsible for teaching multilevel English proficient students subject matter. I studied the use of scientist-teacher partnerships as a resource for teachers of English learners. University scientists (graduate students) partnered with local elementary school teachers designed and implemented integrated science and English lessons for classrooms with at least 30% English learners. The study explored two major foci. First, integrated science and language lessons implemented by six scientist-teacher partnerships were investigated. Second, the responsibilities taken on by the team members during the implementation of integrated science and language lessons were examined. Three data sources were analyzed: (1) six lesson sequences comprised of 28 lessons; (2) 18 lesson worksheet; and (3) 24 participant Retrospective interview transcripts (12 scientists and 12 teachers). Lessons across were examined according to four analytical categories which included the following: (1) nature of the science activities (e.g. hands-on); nature of language activities (e.g. speaking); (2) nature of instructional practices (e.g. student grouping); and (3) responsibilities of teachers and scientists (e.g. classroom). A micro level analysis illustrates how one scientist-teacher team innovatively used a children's story, Goldilocks and the Three Bears, to teach the measurement of length and temperature. A macro level analysis identified three characteristics of science activities
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Ekici, Didem Inel
2017-01-01
This empirical study attempted to investigate the effect of using online communities of practice in teacher education on pre-service teachers' critical thinking dispositions. California Critical Thinking Disposition Inventory and the comments posted to the online community of practice were used as the data collection tools. Results showed that…
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California-Wyoming Grid Integration Study: Phase 1 -- Economic Analysis
Energy Technology Data Exchange (ETDEWEB)
Corbus, D.; Hurlbut, D.; Schwabe, P.; Ibanez, E.; Milligan, M.; Brinkman, G.; Paduru, A.; Diakov, V.; Hand, M.
2014-03-01
This study presents a comparative analysis of two different renewable energy options for the California energy market between 2017 and 2020: 12,000 GWh per year from new California in-state renewable energy resources; and 12,000 GWh per year from Wyoming wind delivered to the California marketplace. Either option would add to the California resources already existing or under construction, theoretically providing the last measure of power needed to meet (or to slightly exceed) the state's 33% renewable portfolio standard. Both options have discretely measurable differences in transmission costs, capital costs (due to the enabling of different generation portfolios), capacity values, and production costs. The purpose of this study is to compare and contrast the two different options to provide additional insight for future planning.
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A New State Model of Teacher Education.
Guthrie, James W.
1983-01-01
A new California law, Senate Bill 813, implies sweeping changes for teacher education in that state. The law permits districts to hire college graduates without teaching credentials and train them. It also requires all teachers to renew certification periodically. Implications for schools of education are discussed. (Author/PP)
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Freedman, Sarah Warshauer; Appleman, Deborah
2009-01-01
This study explores a constellation of factors that contribute to the retention of teachers in high-poverty, urban schools. It focuses on one cohort of the University of California at Berkeley's Multicultural Urban Secondary English Credential and MA Program, analyzing qualitative and quantitative data to track the careers of 26 novice teachers…
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Extended Year, Extended Contracts: Increasing Teacher Salary Options.
Gandara, Patricia
1992-01-01
Reports on an attempt to raise teacher salaries through an extended contract made possible through year-round school schedules. Teacher satisfaction with the 1987 experiment in three California schools (the Orchard Plan) has been high. Elements that have contributed to job satisfaction are discussed. (SLD)
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Free teacher education in China : a study on free teacher program
Gao, Wen
2009-01-01
The supply and quality of teachers are the keys to the development of education. Teacher education is an important part of social education system. Chinese government have practiced free teacher education program in 2007 to improve teacher education. The purpose of this study is to present an overview of free teacher education in China. The contents, reasons and goals of free teacher education are illustrated in this study to analyze this new education program. Quantitative research meth...
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Mangahas, Ana Marie E.
2017-01-01
This mixed method study explored Christian teachers' beliefs in religious schools on evolution, their attitudes toward evolution, and their perceptions on the effect of those beliefs on the teaching of evolutionary content. Teachers (N = 52) from Association for Christian Schools International (ACSI) accredited schools in California and Hawaii…
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Clarke, Christina A; Canchola, Alison J; Moy, Lisa M; Neuhausen, Susan L; Chung, Nadia T; Lacey, James V; Bernstein, Leslie
2017-05-01
Regular users of aspirin may have reduced risk of breast cancer. Few studies have addressed whether risk reduction pertains to specific breast cancer subtypes defined jointly by hormone receptor (estrogen and progesterone receptor) and human epidermal growth factor receptor 2 (HER2) expression. This study assessed the prospective risk of breast cancer (overall and by subtype) according to use of aspirin and other non-steroidal anti-inflammatory medications (NSAIDs) in a cohort of female public school professionals in California. In 1995 - 1996, participants in the California Teachers Study completed a baseline questionnaire on family history of cancer and other conditions, use of NSAIDs, menstrual and reproductive history, self-reported weight and height, living environment, diet, alcohol use, and physical activity. In 2005-2006, 57,164 participants provided some updated information, including use of NSAIDs and 1457 of these participants developed invasive breast cancer before January 2013. Multivariable Cox proportional hazards regression models provided hazard rate ratios (HRR) for the association between NSAID use and risk of invasive breast cancer as well as hormone receptor- and HER2-defined subtypes. Developing breast cancer was associated inversely with taking three or more tablets of low-dose aspirin per week (23% of participants). Among women reporting this exposure, the HRR was 0.84 (95% confidence interval (CI) 0.72-0.98) compared to those not taking NSAIDs and this was particularly evident in women with the hormone receptor-positive/HER2-negative subtype (HRR = 0.80, 95% CI 0.66-0.96). Use of three or more tablets of "other" NSAIDs was marginally associated with lower risk of breast cancer (HRR = 0.79, 95% CI 0.62-1.00). Other associations with NSAIDs were generally null. Our observation of reduced risk of breast cancer, among participants who took three or more tablets of low-dose aspirin weekly, is consistent with other reports looking at
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Earth Systems Science Curriculum Choices for Pre-Service Teachers at San Jose State University
Messina, P.; Metzger, E. P.
2008-12-01
San José State University was a member of the original ESSEA consortium (2003-05), and it continues its participation with the broadening ESSEA community. Having hosted the original Middle- and High School Teachers' ESSEA courses, the Geology Department and Program in Science Education have maintained their commitments toward supporting pre- and in-service teachers in geoscience concept competency and effective pedagogy. We have witnessed an encouraging trend in the numbers of K-8 (multiple subject) pre-service teachers who have enrolled in our in-house ESSEA-inspired course: Geology 103 (Earth Systems and the Environment). We have also seen an influx of prospective secondary (single subject) teachers seeking credentials in non- geoscience disciplines. California teacher credentialing requirements, especially when layered on the increasing demands of major fields of study and the California State University System's hefty General Education mandates, give prospective teachers little latitude in their academic programs. Geology 103 was developed to satisfy three logistical objectives: to comply with "geoscience content competency" as defined by the California Commission on Teacher Credentialing (CCTC); to fulfill one of the CSU's upper-division General Education requirements, and to develop science process skills in a population that may never have had similar prior opportunities. The course is offered in two modalities: online and on-campus. The Web-based sections are currently comparing the relative effectiveness of two dissimilar online learning modalities and assessments: one delivers video/audio/animated "podcasts," while the other requires student involvement through interactive Flash media. The course is taught by professors with joint appointments in the Department of Geology and Program in Science Education, and by current and former classroom teachers to ensure that geoscience content knowledge is achieved through inquiry, systems analyses, and other
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Druken, Bridget Kinsella
Lesson study, a teacher-led vehicle for inquiring into teacher practice through creating, enacting, and reflecting on collaboratively designed research lessons, has been shown to improve mathematics teacher practice in the United States, such as improving knowledge about mathematics, changing teacher practice, and developing communities of teachers. Though it has been described as a sustainable form of professional development, little research exists on what might support teachers in continuing to engage in lesson study after a grant ends. This qualitative and multi-case study investigates the sustainability of lesson study as mathematics teachers engage in a district scale-up lesson study professional experience after participating in a three-year California Mathematics Science Partnership (CaMSP) grant to improve algebraic instruction. To do so, I first provide a description of material (e.g. curricular materials and time), human (attending district trainings and interacting with mathematics coaches), and social (qualities like trust, shared values, common goals, and expectations developed through relationships with others) resources present in the context of two school districts as reported by participants. I then describe practices of lesson study reported to have continued. I also report on teachers' conceptions of what it means to engage in lesson study. I conclude by describing how these results suggest factors that supported and constrained teachers' in continuing lesson study. To accomplish this work, I used qualitative methods of grounded theory informed by a modified sustainability framework on interview, survey, and case study data about teachers, principals, and Teachers on Special Assignment (TOSAs). Four cases were selected to show the varying levels of lesson study practices that continued past the conclusion of the grant. Analyses reveal varying levels of integration, linkage, and synergy among both formally and informally arranged groups of
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California Basin Studies (CaBS)
International Nuclear Information System (INIS)
Gorsline, D.S.
1991-01-01
The California Continental Borderland's present configuration dates from about 4 to 5 X 10 6 years Before Present (B.P.) and is the most recent of several configurations of the southern California margin that have evolved after the North America Plate over-rode the East Pacific Rise about 30 X 10 6 years ago. The present morphology is a series of two to three northwest-southeast trending rows of depressions separated by banks and insular ridges. Two inner basins, Santa Monica and San Pedro, have been the site for the Department of Energy-funded California Basin Study (CaBS) Santa Monica and San Pedro Basins contain post-Miocene sediment thicknesses of about 2.5 and 1.5 km respectively. During the Holocene (past 10,000 years) about 10-12 m have accumulated. The sediment entered the basin by one or a combination of processes including particle infall (mainly as bioaggregates) from surface waters, from nepheloid plumes (surface, mid-depths and near-bottom), from turbidity currents, mass movements, and to a very minor degree direct precipitation. In Santa Monica Basin, during the last century, particle infall and nepheloid plume transport have been the most common processes. The former dominates in the central basin floor in water depths from 900 to 945 m. where a characteristic silt-clay with a typical mean diameter of about 0.006 mm, phi standard deviation
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Colwell, R. N.
1973-01-01
Since May 1970, personnel on several campuses of the University of California have been conducting investigations which seek to determine the usefulness of modern remote sensing techniques for studying various components of California's earth resources complex. Emphasis has been given to California's water resources as exemplified by the Feather River project and other aspects of the California Water Plan. This study is designed to consider in detail the supply, demand, and impact relationships. The specific geographic areas studied are the Feather River drainage in northern California, the Chino-Riverside Basin and Imperial Valley areas in southern California, and selected portions of the west side of San Joaquin Valley in central California. An analysis is also given on how an effective benefit-cost study of remote sensing in relation to California's water resources might best be made.
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Preservice Teachers' Critical Thinking Dispositions and Web 2.0 Competencies
Sendag, Serkan; Erol, Osman; Sezgin, Sezan; Dulkadir, Nihal
2015-01-01
The aim of this study was to investigate the associations between preservice teachers' Web 2.0 competencies and their critical thinking disposition (CTD). The study employed an associational research design using California Critical Thinking Disposition-Inventory (CCTD-I) and a Web 2.0 competency questionnaire including items related to Web 2.0…
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A test of the California competency-based differentiated role model.
Keating, Sarah B; Rutledge, Dana N; Sargent, Arlene; Walker, Polly
2003-01-01
To address the incongruence between the expectations of nursing service and education in California, the Education Industry Interface Task Force of the California Strategic Planning Committee for Nursing developed descriptions to assist employers and educators in clearly differentiating practice and educational competencies. The completion of the Competency-Based Role Differentiation Model resulted in the need to test the model for its utility in the service setting, in education, and for career planning for nurses. Three alpha demonstration sites were selected based on representative geographical regions of California. The sites were composed of tri-partnerships consisting of a medical center, an associate degree in nursing program, and a baccalaureate nursing program. Observers rated senior students and new graduates in medical-surgical units on their behaviors in teacher and leadership care provider and care coordinator roles. The alpha demonstration study results were as expected. That is, senior students practice predominantly at a novice level in teacher and management/leadership care provider functions and new graduates practice predominately at the competent level. New graduates are more likely to take on novice and competent care coordinator roles. The CBRDM may be useful for practice and education settings to evaluate student and nurse performance, to define role expectations, and to identify the preparation necessary for the roles. It is useful for all of nursing as it continues to define its levels of practice and their relationship to on-the-job performance, curriculum development, and carrier planning.
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Smith, Justin L.; Conley, Sharon; You, Sukkyung
2015-01-01
This study investigated a sample of California elementary, intermediate, and high school employed teachers (N = 247) to assess the effects of retirement perceptions on career commitment among teachers who are in different age groupings. Using path analysis, the influence of five retirement perceptions variables was examined: concerns about…
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Qualifications of an Ideal Teacher According to Social Studies Preservice Teachers
Gencturk, Ebru; Akbas, Yavuz; Kaymakci, Selahattin
2012-01-01
In this study, the question of what kind of qualifications an ideal social studies teacher has tried to be investigated. For this purpose, freshman social studies preservice teachers' perceptions about the concept of "ideal teacher" were explored. This study was designed with document analysis, one of the methods of qualitative approach.…
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Dickerson, Elizabeth G.
2017-01-01
Purpose: The purpose of this quantitative research was to examine what relationships, if any, exist between the independent variable of burnout and dependent variables of job satisfaction for special education teachers who work with students who have moderate to severe disabilities ages 5 to 22 in a Southern California school district.…
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The USC Adult Twin Cohorts: International Twin Study and California Twin Program.
Cozen, Wendy; Hwang, Amie E; Cockburn, Myles G; Hamilton, Ann S; Zadnick, John; Mack, Thomas M
2013-02-01
The study of twin subjects permits the documentation of crude heritability and may promote the identification of specific causal alleles. We believe that at the current time, the chief research advantage of twins as subjects, especially monozygotic twins, is that the commonality of their genetic and cultural identity simplifies the interpretation of biological associations. In order to study genetic and environmental determinants of cancer and chronic diseases, we developed two twin registries, maintained at the University of Southern California: The International Twin Study (ITS) and the California Twin Program (CTP). The ITS is a volunteer registry of twins with cancer and chronic disease consisting of 17,245 twin pairs affected by cancer and chronic disease, respectively, ascertained by advertising in periodicals from 1980-1991. The CTP is a population-based registry of California-born twin pairs ascertained by linking the California birth records to the State Department of Motor Vehicles. Over 51,000 individual California twins representing 36,965 pairs completed and returned 16-page questionnaires. Cancer diagnoses in the California twins are updated by regular linkage to the California Cancer Registry. Over 5,000 cancer patients are represented in the CTP. Twins from both registries have participated extensively in studies of breast cancer, melanoma, lymphoma, multiple sclerosis, systemic lupus erythematosus, diabetes mellitus type 1, mammographic density, smoking, and other traits and conditions.
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Enhancing mathematics teachers' quality through Lesson Study.
Lomibao, Laila S
2016-01-01
The efficiency and effectivity of the learning experience is dependent on the teacher quality, thus, enhancing teacher's quality is vital in improving the students learning outcome. Since, the usual top-down one-shot cascading model practice for teachers' professional development in Philippines has been observed to have much information dilution, and the Southeast Asian Ministers of Education Organization demanded the need to develop mathematics teachers' quality standards through the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT), thus, an intensive, ongoing professional development model should be provided to teachers. This study was undertaken to determine the impact of Lesson Study on Bulua National High School mathematics teachers' quality level in terms of SEARS-MT dimensions. A mixed method of quantitative-qualitative research design was employed. Results of the analysis revealed that Lesson Study effectively enhanced mathematics teachers' quality and promoted teachers professional development. Teachers positively perceived Lesson Study to be beneficial for them to become a better mathematics teacher.
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Case study : The California Digital Library
Ober, John
2002-01-01
The California Digital Library was founded in 1997 as a digital “co-library” of the 10 Universities of California campuses. Responses to crisis in scholarly communication and the opportunity presented by digital technologies and the Web. Charged to create a comprehensive system for the management of digital scholarly information.
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English language teachers on the discursive faultlines identities, ideologies and pedagogies
Menard-Warwick, Assist Prof Julia
2013-01-01
This book brings the voices of teachers into the debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for immigrants.
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Los Rios Community Coll. District, Sacramento, CA.
The collective bargaining agreement between the Los Rios Community College District Board of Trustees and the Los Rios College Federation of Teachers/California Teachers Association/National Education Association is presented. This contract, covering faculty at American River College, Cosumnes River College, and Sacramento City College, applies to…
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International Nuclear Information System (INIS)
Vine, Edward
2013-01-01
In the last three years, the California Institute for Energy and Environment (CIEE), along with the California Public Utilities Commission (CPUC), managed three market effects studies that were funded by the CPUC. This paper summarizes the key findings from these studies that focused on compact fluorescent lamps (CFLs), residential new construction (RNC), and high bay lighting (HBL), with a particular focus on changes to California's market effects evaluation protocol and lessons learned during the evaluation of market effects. This paper also summarizes the key results from a survey that was conducted by CIEE in February 2011 to determine what additional studies should be conducted in the evaluation of market effects. - Highlights: • We summarize three market effects studies and provide lessons learned. • Collect baseline market data as early as possible and throughout program lifecycle. • Estimate market effects throughout a program's lifecycle. • Require hypothesis testing as part of the evaluation. • Include elements of market effects evaluation in other program evaluations
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Protecting Student Press Freedom by State Law: The Experience in California.
Overbeck, Wayne
Following "Tinker vs. Des Moines Community School District," the United States Supreme Court decision that assured First Amendment rights to secondary school students and teachers, California began experimenting with statutory guarantees of free expression for students at the high school and community college levels. Decisions issued by…
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Opportunities for Demand Response in California Agricultural Irrigation: A Scoping Study
Energy Technology Data Exchange (ETDEWEB)
Marks, Gary [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Wilcox, Edmund [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Olsen, Daniel [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Goli, Sasank [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)
2013-01-02
California agricultural irrigation consumes more than ten billion kilowatt hours of electricity annually and has significant potential for contributing to a reduction of stress on the grid through demand response, permanent load shifting, and energy efficiency measures. To understand this potential, a scoping study was initiated for the purpose of determining the associated opportunities, potential, and adoption challenges in California agricultural irrigation. The primary research for this study was conducted in two ways. First, data was gathered and parsed from published sources that shed light on where the best opportunities for load shifting and demand response lie within the agricultural irrigation sector. Secondly, a small limited survey was conducted as informal face-to-face interviews with several different California growers to get an idea of their ability and willingness to participate in permanent load shifting and/or demand response programs. Analysis of the data obtained from published sources and the survey reveal demand response and permanent load shifting opportunities by growing region, irrigation source, irrigation method, grower size, and utility coverage. The study examines some solutions for demand response and permanent load shifting in agricultural irrigation, which include adequate irrigation system capacity, automatic controls, variable frequency drives, and the contribution from energy efficiency measures. The study further examines the potential and challenges for grower acceptance of demand response and permanent load shifting in California agricultural irrigation. As part of the examination, the study considers to what extent permanent load shifting, which is already somewhat accepted within the agricultural sector, mitigates the need or benefit of demand response for agricultural irrigation. Recommendations for further study include studies on how to gain grower acceptance of demand response as well as other related studies such as
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Bringing Science to Life for Students, Teachers and the Community
Pratt, K.
2012-04-01
Bringing Science to Life for Students, Teachers and the Community Prior to 2008, 5th grade students at two schools of the New Haven Unified School District consistently scored in the bottom 20% of the California State Standards Test for science. Teachers in the upper grades reported not spending enough time teaching science, which is attributed to lack of time, resources or knowledge of science. A proposal was written to the National Oceanic and Atmospheric Administration's Bay Watershed Education Grant program and funding was received for Bringing Science to Life for Students, Teachers and the Community to address these concerns and instill a sense of stewardship in our students. This program engages and energizes students in learning science and the protection of the SF Bay Watershed, provides staff development for teachers, and educates the community about conservation of our local watershed. The project includes a preparation phase, outdoor phase, an analysis and reporting phase, and teacher training and consists of two complete units: 1) The San Francisco Bay Watershed Unit and 2) the Marine Environment Unit. At the end of year 5, our teachers were teaching more science, the community was engaged in conservation of the San Francisco Bay Watershed and most importantly, student scores increased on the California Science Test at one site by over 121% and another site by 152%.
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The Emergent Power of Teacher Leaders
Safir, Shane
2018-01-01
"Coming from complexity science, the term emergence describes the dynamic and unpredictable ways through which change unfolds in organizations," writes Shane Safir in this article about how teacher leaders can transform a school's climate and culture. Using Berkeley High School in California as an example, Safir explains how successful…
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Lee, Tammy H.; Blasey, Christine M.; Dyer-Friedman, Jennifer; Glaser, Bronwyn; Reiss, Allan L.; Eliez, Stephan
2005-01-01
Pediatricians' and teachers' knowledge of physical, cognitive, and behavioral features associated with three genetic syndromes were assessed and the effectiveness of information sources about these syndromes evaluated. The surveyed sample included 53 pediatricians and 69 teachers from Northern and Central California. Respondents demonstrated…
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Hawley, Todd S.; Crowe, Alicia R.
2016-01-01
Despite a solid body of research on rationale development in social studies teacher education, little research exists exploring how social studies preservice teachers' purposes develop over time. This article presents four examples of social studies preservice teachers as they grappled with developing a purpose for teaching social studies.…
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"I Am Not a Format": Teachers' Experiences with Fostering Creativity in the Era of Accountability
Olivant, Katie F.
2015-01-01
This phenomenological study examined the experience of fostering creativity and creative thinking in the classroom under high-stakes testing conditions, as described by teachers at a magnet elementary school in Central California. The tensions between standardization and professionalism, as well as performativity and creativity, served as the…
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Interculturality and Teacher Education. A Study from Pre-Service Teachers' Perspective
Hinojosa Pareja, Eva F.; López López, M. Carmen
2018-01-01
Due to the multicultural nature of society and the failure of some of the educational models adopted to respond to cultural diversity, there is a need to pay greater attention to teachers' training. This study examines Teacher Education students' beliefs about cultural diversity and their relationship with pre-service teacher training as key…
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Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo
2017-01-01
A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions. PMID:28469587
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Zuo, Youxia; Zhao, Yufang; Peng, Chunhua; Chen, Youguo
2017-01-01
A tuition-free teacher candidate is an undergraduate who receives tuition-free teacher education and must work as a teacher in a middle school after their graduation. Tuition-free candidates are of the focus of many researchers; however, no study reports how tuition-free teacher candidates think about teachers. The present study explored stereotypes about middle school and university teachers held by teacher candidates. Specifically, we looked for the differences between the stereotypes held by the teacher candidates and general undergraduates. This study attempted to provide a potential tool to predict the actual willingness of teacher candidates to work as middle school teachers. University and middle school teachers were evaluated using descriptive phrases or words on a five-point Likert scale by 116 tuition-free teacher candidates and 155 general undergraduates. Exploratory factor analyses revealed a three-factor stereotype model including occupational cognition, occupational personality, and occupational emotion. Compared with general undergraduates, teacher candidates held more positive occupational personality and emotions toward middle school teachers; they held more negative occupational emotions toward university teachers. Further, the undergraduates' willingness to be middle school teachers positively correlated with positive occupational emotions and negatively correlated with negative occupational personality and emotions toward middle school teachers. This supported previous studies that individuals' professional willingness were influenced by their stereotypes about professions.
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Brown, Lenis Colton
2017-01-01
The purpose of this qualitative, multiple case study was to illuminate the prevalence and configurations of peer mentoring programs at Central California Community Colleges with emphasis on how the programs impacted student retention. The study's sample was drawn from ten campuses and five centers that operate within five California Community…
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Riggs, Robert
2017-01-01
This quantitative correlational study addressed the concept that teacher-perceived high school principal leadership style correlated with teacher self-efficacy. A relationship existed between teacher self-efficacy and student outcomes and research indicated a relationship between leadership style and teacher self-efficacy. Also, the effect of…
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Lin, Pei-Ying; Childs, Ruth A.; Zhang, Jingshun
2016-01-01
Previous studies have examined patterns of withdrawal from initial teacher education (ITE) programs and have found that pre-service teachers are more likely to withdraw if they are male or older than the typical pre-service teacher. This study presents case studies based on semi-structured interviews with older male pre-service teachers who…
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Lucero-Mareydt, Maria
2013-01-01
Four empirical studies contribute to the comprehensive understanding of teachers’ behavior and other related characteristics (i.e. their environment, beliefs, competencies, mission, and identity). The aim is also to promote a teacher professional development approach that takes into account what teachers do, think, and feel. In this sense, experiential learning, social learning, and reflection are useful to influence not only the cognitive but also the affective domain, which has been traditi...
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Bodie State Historic Park. Teacher's Guide.
California State Dept. of Parks and Recreation, Sacramento.
This guide is intended to assist teachers in organizing and preparing a field trip to Bodie State Historic Park (California). Although it is intended to assist in the trip to Bodie, it also provides information for organizing group tours or family outings to other areas. Activities include before, during, and after visit exercises focusing on the…
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McCarthy, Marianne C.; Grabowski, Barbara L.; Koszalka, Tiffany
2003-01-01
Over a three-year period, researchers and educators from the Pennsylvania State University (PSU), University Park, Pennsylvania, and the NASA Dryden Flight Research Center (DFRC), Edwards, California, worked together to analyze, develop, implement and evaluate materials and tools that enable teachers to use NASA Web resources effectively for teaching science, mathematics, technology and geography. Two conference publications and one technical paper have already been published as part of this educational research series on Web-based instruction and learning. This technical paper, Web-Enhanced Instruction and Learning: Findings of a Short- and Long-Term Impact Study, is the culminating report in this educational research series and is based on the final report submitted to NASA. This report describes the broad spectrum of data gathered from teachers about their experiences using NASA Web resources in the classroom. It also describes participating teachers responses and feedback about the use of the NASA Web-Enhanced Learning Environment Strategies reflection tool on their teaching practices. The reflection tool was designed to help teachers merge the vast array of NASA resources with the best teaching methods, taking into consideration grade levels, subject areas and teaching preferences. The teachers described their attitudes toward technology and innovation in the classroom and their experiences and perceptions as they attempted to integrate Web resources into science, mathematics, technology and geography instruction.
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California Dreams in Southeast Baltimore: Using Technology in a Challenging School Setting.
Slekar, Timothy D.
2000-01-01
Provides an example of how two teachers in the Baltimore (Maryland) City Schools utilized the Internet to help students make a connection with their community. Describes a unit that focuses on the use of Tupac Shakur's rap "California Dream" in order to motivate the students to take pride in their community. (CMK)
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Alternative Certification Teachers: Building Partnerships with Paraprofessionals
Karge, Belinda Dunnick; Pierson, Melinda; Robinson, Suzanne
2011-01-01
There were 282 special education teachers enrolled in an alternative certification program in education at a university in southern California who were surveyed over the course of two years to determine the extent of their training in working with paraprofessionals and the professional development they received on how to successfully work with the…
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Basom, Margaret; And Others
1994-01-01
Researchers examined relationships between the SRI Gallup Pre-Professional Teacher Interview and performance-based student teaching evaluations and between SRI Interview and California Student Achievement Test (CAT) scores. A relationship between SRI Interview scores and performance-based student teaching evaluations surfaces. CAT scores did not…
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A case study of continuing teacher professional development ...
African Journals Online (AJOL)
Erna Kinsey
ing of secondary school learners using lesson study for teacher development. ... Villegas-Reimers (2003) reviewed international literature on teacher pro- fessional ... change in practice when the teachers returned to their classrooms.
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California Migrant Student Movement Study--Region 3 Analysis.
Davis, Benjamin G.
The five counties of Madera, Merced, Contra Costa, San Joaquin and Stanislaus constitute Region 3 of the California Migrant Education Program. A study to evaluate movement patterns of migrant students from, to and within the state was conducted using data from the Migrant Student Record Transfer System. It indicates that in 1977 Region 3 ranked…
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Teacher Mathematical Literacy: Case Study of Junior High School Teachers in Pasaman
Ahmad, D.; Suherman, S.; Maulana, H.
2018-04-01
The aim of this paper was to examine the ability of junior high school mathematics teachers to solve mathematical literacy base Problems (PISA and PISA-like problems) for the case Pasaman regency. The data was collected by interviews and test. As the results of this study, teacher ability in solving mathematical literacy base problems for level 1 until 3 has been good, but for level 4 or above is still low. It is caused by teacher knowledge about mathematical literacy still few.
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International Nuclear Information System (INIS)
Del Toro, Ligeia; Heckel, Gisela; Camacho-Ibar, Victor F.; Schramm, Yolanda
2006-01-01
Chlorinated hydrocarbons (CHs) were determined in blubber samples of 18 California sea lions (Zalophus californianus californianus) that stranded dead along Todos Santos Bay, Ensenada, Baja California, Mexico, January 2000-November 2001. ΣDDTs were the dominant group (geometric mean 3.8 μg/g lipid weight), followed by polychlorinated biphenyls (ΣPCBs, 2.96 μg/g), chlordanes (0.12 μg/g) and hexachlorocyclohexanes (0.06 μg/g). The ΣDDTs/ΣPCBs ratio was 1.3. We found CH levels more than one order of magnitude lower than those reported for California sea lion samples collected along the California coast, USA, during the same period as our study. This sharp north-south gradient suggests that Z. californianus stranded in Ensenada (most of them males) would probably have foraged during the summer near rookeries 500-1000 km south of Ensenada and the rest of the year migrate northwards, foraging along the Baja California peninsula, including Ensenada, and probably farther north. - Results suggest that sea lion prey must also have lower hydrocarbons in Baja California than in California in the USA
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Energy Technology Data Exchange (ETDEWEB)
Del Toro, Ligeia [Universidad Autonoma de Baja California (UABC), Facultad de Ciencias Marinas, Ensenada, Baja California (Mexico); Investigacion y Conservacion de Mamiferos Marinos de Ensenada, A.C., Placido Mata 2309 Depto. D-5, Condominio Las Fincas, Ensenada, Baja California 22810 (Mexico); Heckel, Gisela [Investigacion y Conservacion de Mamiferos Marinos de Ensenada, A.C., Placido Mata 2309 Depto. D-5, Condominio Las Fincas, Ensenada, Baja California 22810 (Mexico) and Centro de Investigacion Cientifica y de Educacion Superior de Ensenada, B.C. Km 107 Carretera Tijuana-Ensenada, Ensenada, Baja California 22860 (Mexico)]. E-mail: gheckel@cicese.mx; Camacho-Ibar, Victor F. [Instituto de Investigaciones Oceanologicas, UABC, Apdo. Postal 453, Ensenada, Baja California 22860 (Mexico); Schramm, Yolanda [Universidad Autonoma de Baja California (UABC), Facultad de Ciencias Marinas, Ensenada, Baja California (Mexico); Investigacion y Conservacion de Mamiferos Marinos de Ensenada, A.C., Placido Mata 2309 Depto. D-5, Condominio Las Fincas, Ensenada, Baja California 22810 (Mexico)
2006-07-15
Chlorinated hydrocarbons (CHs) were determined in blubber samples of 18 California sea lions (Zalophus californianus californianus) that stranded dead along Todos Santos Bay, Ensenada, Baja California, Mexico, January 2000-November 2001. {sigma}DDTs were the dominant group (geometric mean 3.8 {mu}g/g lipid weight), followed by polychlorinated biphenyls ({sigma}PCBs, 2.96 {mu}g/g), chlordanes (0.12 {mu}g/g) and hexachlorocyclohexanes (0.06 {mu}g/g). The {sigma}DDTs/{sigma}PCBs ratio was 1.3. We found CH levels more than one order of magnitude lower than those reported for California sea lion samples collected along the California coast, USA, during the same period as our study. This sharp north-south gradient suggests that Z. californianus stranded in Ensenada (most of them males) would probably have foraged during the summer near rookeries 500-1000 km south of Ensenada and the rest of the year migrate northwards, foraging along the Baja California peninsula, including Ensenada, and probably farther north. - Results suggest that sea lion prey must also have lower hydrocarbons in Baja California than in California in the USA.
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Retrospective study of cattle poisonings in California: recognition, diagnosis, and treatment
Directory of Open Access Journals (Sweden)
Puschner B
2012-11-01
Full Text Available Anita Varga,1 Birgit Puschner21William R Pritchard Veterinary Medical Teaching Hospital, Large Animal Clinic, School of Veterinary Medicine, University of California, Davis, CA, USA; 2Department of Molecular Biosciences and the California Animal Health and Food Safety Laboratory System, School of Veterinary Medicine, University of California, Davis, CA, USAAbstract: In this retrospective study all suspect bovine intoxications submitted to the California Animal Health and Food Safety Laboratory between January 1, 2000 and December 31, 2011 were reviewed. A total of 1199 cases were submitted, but a diagnosis of intoxication was only established in 13.5% of cases. In these cases, overexposures to minerals, metals, and poisonous plants were determined as the most commonly diagnosed poisonings in cattle in California. Nitrate/nitrite poisoning was the most commonly diagnosed plant-associated intoxication, followed by gossypol and oleander. This study details the diagnostic challenges and treatment options for the most commonly diagnosed intoxications. To ensure proper treatment and prevention of new cases, accurate diagnosis is necessary, and therefore this review provides an essential tool for the food animal practitioner. Available toxicological analyses are offered at select laboratories, which can be time consuming and expensive, yet the potential for residues in consumed animal products and implications for human health necessitate testing and consultation. Any potential exposure to a toxicant in cattle should be reviewed to determine whether a residue hazard exists. Therapy focuses on immediate removal of the toxicant from the environment and from the gastrointestinal tract. With few antidotes available, most are cost prohibitive to treat numerous affected cattle. In addition, most antidotes will require extra-label drug use and establishment of meat and milk withdrawal times.Keywords: toxins, toxicology, poisonous plants, bovine
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Gargus, Gerald Vincent
This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support
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Teachers Unions at Risk of Losing "Agency Fees"
Antonucci, Mike
2016-01-01
For 50 years, American education policy has often danced to the tune of labor realities. "Friedrichs v. California Teachers Association" is a case that awaits hearing by the U.S. Supreme Court that could dramatically change this picture. The case, if decided for the plaintiffs, could end the practice of "agency" fees--money…
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Middle School Science Teachers' Perceptions of Social Justice: A Study of Two Female Teachers
Upadhyay, Bhaskar
2010-01-01
The focus of this qualitative study is to document two middle school science teachers' perceptions of social justice and how these teachers implement various aspects of social justice in their science instruction. The two teachers teach science in an urban school that serves students from low-income, immigrant, and ethnic minority families. The…
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GIS tool for California state legislature electoral history
Artham, Swathi
The California State Legislature contains two bodies consisting of the lower house, the California State Assembly, with eighty members, and the upper house, the California State Senate, with forty members. Elections are held for every two years for both Senate and Assembly. The terms of the Senators are staggered so that half the membership is elected every two years, whereas all the Assembly members are elected every two years. The electoral district boundaries vary after every 10-year census. My main objective is to provide a summary of both California State Senate and California State Assembly election results in a single GIS tool, from the years 1970 to 2012. This tool provides information about different trends in the California State Senate and State Assembly elections along the years. This tool was designed to help students, and teachers to interactively learn about the California State Legislature elections. Users can view the election results by selecting a particular year for Senate or Assembly, which results in adding a new layer on the map with a coloring scheme for better understanding of change of parties; red for Republicans, blue for Democrats and green for Independents. Users can click on any district shown on the map using a hotlink tool to see the electoral trends for the districts for the past years. This application provides a powerful Stored Query Language (SQL) query option to enter queries and get election results in the form of tables with various fields. This data can be further used to aid other analysis as per user requirements. This tool also provides various visual statistics using graphs and tables for voter turnout, number of candidates won by each party, number of seats changed from one party to another. It also features a color matrix table that helps users to see trends in California State Senate and Assembly. Every two-year election results are shown in the form of graphs and tables for better understanding by the user. The tool
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Lebsock, Rene Mendel
2016-01-01
This qualitative study examined the influence of a teacher education reading course on teachers' actual classroom reading instruction. The research included a pilot study, followed by a full study consisting of a demographic survey and four focus groups. Fifteen teachers, 9 beginning (1 to 3 years of experience), and 6 seasoned (4 to 8 years of…
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Self-knowledge of health teachers: A qualitative exploratory study.
Canever, Bruna Pedroso; do Prado, Marta Lenise; Gomes, Diana Coelho; Backes, Vânia Marli Schubert; de Jesus, Bruna Helena
2018-06-01
Specific pedagogical training for teaching in the area of health emerges with the goal of creating critical and reflective professionals and as a necessary challenge to university teaching, where there is reflection on self-awareness, consciousness, and the incompleteness of being. This study aims to understand how Freire's critical consciousness is expressed in the pedagogical practice of health teachers. This study is a qualitative study that is descriptive, exploratory, and analytical. Twenty-one teachers from a public university in southern Brazil participated. Data were collected using open-ended, in-person interviews held from May to December 2013. Data systematization was based on Minayo's operative proposal. The analysis yielded 2 main categories, including the naïve critical consciousness of health teachers, i.e., education as a practice of oppression, and the epistemological critical consciousness of health teachers, i.e., education as a practice of freedom. The results revealed the teachers' self-knowledge, including the reasoning and motivations that made them become teachers, the characteristics considered necessary to be a teacher, the teachers' feelings in their teaching practice, and the teaching preparation required for being in the classroom from the perspective of naïve and epistemological critical consciousness. The study shows that the self-knowledge that emerged from the teachers' reports encourages new perspectives in the construction of the teacher, raising the challenge of development and transformation from naïve consciousness to epistemological consciousness, and thus contributing to a breakthrough with respect to critical and creative teacher training. Copyright © 2018 Elsevier Ltd. All rights reserved.
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The Effects of Study Abroad on Teacher Competencies
Directory of Open Access Journals (Sweden)
Mustafa Altun
2017-06-01
Full Text Available Promoting harmony within diversity has become a goal of both global education and multicultural education. Schools need to help students to become more culturally aware today. Teachers who study abroad can enable diverse groups to live in harmony. Individuals need to promote respect and mutual understanding to function in modern diverse societies. Unless people develop better inter-community relations, a cohesive and tolerant society cannot be created. Study abroad experience helps teachers develop increased cultural awareness as they acquire more cultural knowledge and cultural sensitivity while studying abroad. It has been assumed that teachers who study abroad can work more effectively in an intercultural context. This article attempts to explain whether study abroad experience allows teachers to encourage students to recognize the diversity of cultures and values.
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The Roles of a University Professor in a Teacher Study Group
Yeh, Hui-Chin; Hung, Hsiu-Ting; Chen, Yi-Ping
2012-01-01
The opportunities in which university professors collaborate with the practicing school teachers in a teacher study group are few. This study investigated how a university professor facilitated a collaborative teacher study group to enhance teachers' professional growth. Five primary school teachers and a university professor collaborated on…
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Solorzano, Monica
2013-01-01
Purpose. The purpose of this study was to (a) identify 5 top developments in educational technology that will be available to California's public middle schools in the next 5 years, (b) determine the likelihood of implementing these technological developments in California's public middle schools in the next 5 years, (c) determine the impact these…
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Framing a program designed to train new chemistry/physics teachers for California outlying regions
Bodily, Gerald P., Jr.
The purpose of this study was to develop guidelines for a new high school chemistry and physics teacher training program. Eleven participants were interviewed who attended daylong workshops, every other Saturday, for 10 months. The instructors used Modeling Instruction pedagogy and curriculum. All the instructors had high school teaching experience, but only one possessed a doctorate degree. The interview questions focused on four themes: motivation, epistemology, meta-cognition, and self-regulation; and the resulting transcripts were analyzed using a methodology called Interpretive Phenomenological Analysis. The cases expressed a strong preference for the program's instruction program over learning subject matter knowledge in university classrooms. The data indicated that the cases, as a group, were disciplined scholars seeking a deep understanding of the subject matter knowledge needed to teach high school chemistry and physics. Based on these results a new approach to training teachers was proposed, an approach that offers novel answers to the questions of how and who to train as science teachers. The how part of the training involves using a program called Modeling Instruction. Modeling instruction is currently used to upgrade experienced science teachers and, in the new approach, replaces the training traditionally administered by professional scientists in university science departments. The who aspect proposes that the participants be college graduates, selected not for university science training, but for their high school math and science background. It is further proposed that only 10 months of daily, face-to-face instruction is required to move the learner to a deep understanding of subject matter knowledge required to teach high school chemistry and physics. Two outcomes are sought by employing this new training paradigm, outcomes that have been unachievable by current educational practices. First, it is hoped that new chemistry and physics teachers can
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A study of student perceptions of physics teacher behavior
Brekelmans, Mieke; Wubbels, Theo; Créton, Hans
This study investigates student perceptions of the behavior of physics teachers in relation to some other variables in the classroom situation. The research was carried out as a Dutch option of the Second International Science Study. Data were gathered in 65 classrooms of physics teachers with pupils 15 years old. Some of the teachers (21) used the new PLON curriculum and the others a traditional one. Student perceptions of teacher behavior were measured with a questionnaire based on the interpersonal theory of Leary (1957). The aspect of behavior measured is called interactional teacher behavior. We found remarkably high correlations between student perceptions of teacher behavior and affective outcomes such as appreciation of the lessons and motivation for the subject matter. Also, the correlations with cognitive outcomes measured with a standardized international test were significant. It appears that some differences exist between teacher behaviors that are favorable for high cognitive outcomes and behaviors favorable for high affective outcomes in physics lessons. Hardly any differences were found in teacher behavior between teachers using the traditional and the new physics curriculum.
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California study compares natural/drilling discharge contaminants offshore
International Nuclear Information System (INIS)
Steinhauer, W.G.; Imamura, E.; Barminski, J.R.; Neff, J.M.
1992-01-01
An analysis of drilling fluid and this paper reports that cuttings discharges in the southern Santa Maria basin offshore California indicates that the amount of metal and hydrocarbon contaminants from drilling operations is small relative to that from natural sources. The metal and hydrocarbon discharges were calculated for only one of the three platforms discharging between 1986 and 1989 in the Point Arguello field. However, assuming concentrations are similar on each platform, the combined input of metals and hydrocarbons over the 3-year period was still low (except for barium and lead) compared to the average annual flux from natural sources. The MMS is monitoring the Santa Maria basin to understand possible long-term environmental effects of oil and gas development (California Monitoring Program, Phase II; and Effects of OCS Production Platforms on Rocky Reef Fishes and Fisheries). A site-specific study area was established to determine effects of drilling-related discharges at Chevron U.S.S. Inc.'s platform Hidalgo in the Point Arguello field. Part of the study included review of discharge records for platforms Hidalgo, Hermosa (Chevron), and Harvest (Texaco Exploration and Production Inc.)
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California Institute for Water Resources - California Institute for Water
Resources Skip to Content Menu California Institute for Water Resources Share Print Site Map Resources Publications Keep in Touch QUICK LINKS Our Blog: The Confluence Drought & Water Information University of California California Institute for Water Resources California Institute for Water Resources
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Akura, Okong'o. Gabriel
This study examined both the changes that elementary school teachers experienced when they implemented a reform-based science curriculum and the impact of professional development on this transformation. The research involved a case study of three purposefully selected teachers implementing the Linking Food and the Environment (LIFE) program during the 2002--2003 school year. The LIFE program is a curriculum designed to enhance science literacy among learners from high poverty urban environments. While the study was grounded in the tradition of critical theory (Carspecken, 1996), the theoretical perspective of hermeneutic phenomenology (van Manen, 1990) guided data collection and analysis. Extensive observations of the teachers were made in order to capture and record the teacher change phenomenon. Data were recorded by means of field notes, audio and videotapes, semi-structured interviews, classroom observations, and video Stimulated Recall (SR) interviews. Emerging themes relating to teacher change, knowledge interests, constructivist pedagogy, and professional development illustrated how teachers grapple with various aspects of implementing a reform-based science curriculum. The teachers in this study were similar to those in earlier investigations, which found that sustained professional development programs involving mentoring and constant reflection enable elementary science teachers to change their instructional strategies from the technical-realist orientation towards the practical-hermeneutic and emancipatory-liberatory orientations. The study has implications for science curriculum developers and designers of professional development programs.
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Becoming Blended. A Case Study in Teacher Identity
Rentería, Victoria
2014-01-01
This case-study explores the identities of two teachers in the English Blended Program of a Mexican University during a four month period. The aim is to discover how agency creates different kinds of impacts on teacher's identity in the context of a blended program. Through an interpretive and sociocultural perspective an analysis was conducted by examining data gathered from face-to-face class observations, teacher's Moodle pages, teacher's journals and interviews, as well as questionnaires ...
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Salary and Ranking and Teacher Turnover: A Statewide Study
Garcia, Cynthia Martinez; Slate, John R.; Delgado, Carmen Tejeda
2009-01-01
This study examined three years of data obtained from the Academic Excellence Indicator System of the State of Texas regarding teacher turnover rate and teacher salary. Across all public school districts, teacher salary was consistently negatively related to teacher turnover; that is, where salary was lower, turnover rate was higher When data were…
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Using school grounds for nature studies: An exploratory study of elementary teachers' experiences
Willis, Tamra Lee
2001-06-01
The purpose of this study was to gain understanding of the experiences of elementary teachers who used school grounds to do nature studies. Following an inductive, naturalistic approach, the goal was to explore the phenomenon using words of teachers as guides to understanding. Interviews were conducted with a purposeful sampling of ten quality public school teachers in grades K--5 who were well-known for their schoolyard nature programs. Interview questions were focused by a theoretical framework of environmental cognition. Data were gathered about how teachers came to use the outdoors to teach and how they experienced teaching nature studies on the school grounds. A conceptual model of Quality Teachers of Schoolyard Nature Studies was delineated. The model consisted of three components: teacher past and present experiences with nature, teacher beliefs relevant to using the school grounds for nature studies, and teacher action efficacy pertaining to schoolyard nature programs. The model suggested a relationship between teachers' personal experiences' with nature and their beliefs about sharing nature with children. In addition, the model connected teachers' beliefs about schoolyard nature to their action efficacy, i.e. action behavior reflected through motivation and commitment. The participants shared many common experiences and beliefs. Most had extensive childhood experiences in nature and memories of adults who shared nature with them. They did not consider themselves nature experts, but felt they knew the basics of natural science from their own experiences outdoors and from working with children. The teachers' beliefs about schoolyard nature studies developed from several dimensions of their lives: experiences with nature, experiences teaching, and experiences with students. They were motivated to share nature with students on the school grounds by their beliefs that students would come to appreciate and understand nature, just as they had during their own
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STUDY OF SECONDARY SCHOOL SOCIAL STUDIES TEACHER UNDERSTANDING ABOUT GEOGRAPHY LITERATION
Directory of Open Access Journals (Sweden)
Sugiyanto Sugiyanto
2017-12-01
Full Text Available This study aims to: (1 know the teacher's understanding about the concept of Geography as a platform in Social Studies learning; (2 know the teacher's understanding about geography literacy as a platform in Social Studies learning; and (3 study the right literacy concept as platform for Social Studies lesson. This research uses survey method. The subjects of the study were Social Studies teachers in Surakarta City. Sampling using startified random sampling. The results showed: 1 76% of respondents do not understand about Geography as a platform in Social Studies learning; 2 80% of respondents have not understood geography literacy; 3 Edelson's geography literature which consist of interaction, interconnection, and implication components can be used as an alternative to the implementation of Geography policy as a Platform in Social Studies.
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Exploring the Teachers' Attitudes towards Inclusive Education System: A Study of Indian Teachers
Kumar, Anil
2016-01-01
This article explores the attitudes of university and school teachers towards inclusive education system. One hundred teachers having equal number of male and female population was included in the study. Participants were administered an attitude scale namely--Attitudes toward Inclusive Education Scale (ATIE), developed by Wilczenski (1992) to…
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Study abroad as professional development for FSL teachers
Directory of Open Access Journals (Sweden)
Mike Wernicke
2010-02-01
Full Text Available In July 2009, a group of over 80 FSL teachers from British Columbia (BC participated in a two-week sojourn at the Centre d’Approches vivantes des Langues et des Médias (CAVILAM in Vichy, France, as part of an initiative to address the critical shortage of qualified French language teachers in the province. After almost four decades of study abroad (SA research, the literature offers little insight into teachers’ professional development abroad. The following article attempts to situate the recent sojourn of the BC teachers within the field by presenting an overview of some of the major research trends of SA research as well as summarizing how teachers have been acknowledged in the literature to date. A description of the program at CAVILAM and the current research study is presented to highlight some of the emerging opportunities for future research on teacher education within a SA context.
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Using Online Case Studies to Enhance Teacher Preparation
Richman, Laila
2015-01-01
The purpose of this study was to assess the impact interactive, online case studies have on learning for preservice teachers. More specifically, it evaluated whether the use of online case studies in instruction could enhance the level of knowledge the preservice teacher gained from the content material. This study utilized a nonequivalent group,…
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Cooper, Jill F; Ragland, David R; Ewald, Katrin; Wasserman, Lisa; Murphy, Christopher J
2013-01-01
This methodological report describes survey research and data collection methods employed for the second Observational Survey of Cell Phone and Texting Use among California Drivers study conducted in 2012. This study was conducted by Ewald & Wasserman Research Consultants (E&W) on behalf of the California Office of Traffic Safety and the Safe Transportation Research and Education Center at University of California at Berkeley. The survey’s goal was to obtain a statewide statistically repres...
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California Natural Resource Agency — California regions developed by the Inter-agency Natural Areas Coordinating Committee (INACC) were digitized from a 1:1,200,000 California Department of Fish and...
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Marco-Bujosa, Lisa; Levy, Abigail Jurist; McNeill, Katherine
2018-01-01
Teachers are central to providing high-quality science learning experiences called for in recent reform efforts, as their understanding of science impacts both what they teach and how they teach it. Yet, most elementary teachers do not enter the profession with a particular interest in science or expertise in science teaching. Research also indicates elementary schools present unique barriers that may inhibit science teaching. This case study utilizes the framework of identity to explore how one elementary classroom teacher's understandings of herself as a science specialist were shaped by the bilingual elementary school context as she planned for and provided reform-based science instruction. Utilizing Gee's (2000) sociocultural framework, identity was defined as consisting of four interrelated dimensions that served as analytic frames for examining how this teacher understood her new role through social positioning within her school. Findings describe the ways in which this teacher's identity as a science teacher was influenced by the school context. The case study reveals two important implications for teacher identity. First, collaboration for science teaching is essential for elementary teachers to change their practice. It can be challenging for teachers to form an identity as a science teacher in isolation. In addition, elementary teachers new to science teaching negotiate their emerging science practice with their prior experiences and the school context. For example, in the context of a bilingual school, this teacher adapted the reform-based science curriculum to better meet the unique linguistic needs of her students.
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Mathematics Teachers' Views of Accountability Testing Revealed through Lesson Study
Yarema, Connie H.
2010-01-01
The practice of lesson study, a professional development model originating in Japan, aligns well with recommendations from research for teacher professional development. Lesson study is also an inductive research method that uncovers student thinking and, in parallel, grants teacher-educators the opportunity to study teachers' thinking about…
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Teacher research as self-study and collaborative activity
Gade, Sharada
2015-01-01
This article highlights two insightful methods for advancing teacher research: practitioner self-study in relation to a range of texts, with which to examine one’s educational landscape; and classroom interventions conceived as a Vygotskian activity, via teacher-researcher collaboration. Both approaches allow teachers and collaborating researchers to share individual expertise across institutional boundaries and engage in creative local action.
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NANCE, AFTON D.
ENROLLMENT, ATTENDANCE, CLASS SIZE, NUMBER OF TEACHERS EMPLOYED, ADEQUACY OF FACILITIES, AND PROBLEMS RELATED TO THE EDUCATION OF CHILDREN OF MIGRANT WORKERS WERE THE CONCERNS OF A 1961 SURVEY OF SCHOOLS SERVING CHILDREN OF SEASONAL FARM WORKERS. QUESTIONNAIRES WERE SENT TO THE SUPERINTENDENTS OF 105 CALIFORNIA DISTRICTS ENROLLING THE MOST MIGRANT…
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Study abroad as professional development for FSL teachers
Directory of Open Access Journals (Sweden)
Meike Wernicke
2010-06-01
Full Text Available Abstract In July 2009, a group of over 80 FSL teachers from British Columbia (BC participated in a two-week sojourn at the Centre d’Approches vivantes des Langues et des Médias (CAVILAM in Vichy, France, as part of an initiative to address the critical shortage of qualified French language teachers in the province. After almost four decades of study abroad (SA research, the literature offers little insight into teachers’ professional development abroad. The following article attempts to situate the recent sojourn of the BC teachers within the field by presenting an overview of some of the major research trends of SA research as well as summarizing how teachers have been acknowledged in the literature to date. A description of the program at CAVILAM and the current research study is presented to highlight some of the emerging opportunities for future research on teacher education within a SA context.
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Fisher, Paula V.
2010-01-01
This study was an investigation of a community college child development centers' leadership best practices and center teacher morale. A review of the literature focused on high and low teacher morale and leadership best practices. This quantitative study was conducted using the survey-design method with an adapted version of the Purdue Teacher…
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Morris, Meg
Teachers, already working in a demanding and complex occupation, face new challenges posed by current recommendations for changes in science teaching. Reform challenges that teachers face today and principles for professional development suggested by Judith Warren Little are used as a conceptual framework for this study. The study examines one professional development opportunity, the South Coast Science Project (SCSP) which is one site of the statewide California Science Project. In 1995 twenty-eight teachers of grades K--12 participated in the SCSPs four week summer institute and six follow-up days during the next two school years. Responses to open-ended questions on questionnaires answered by each teacher and my observation as a participant were used to study teachers' experiences in the institute. In classroom observations and interviews I gathered data about teaching practice and leadership activities of the teachers after the institute. Findings show that after the institute participating teachers made changes in teaching practice and leadership activities congruent with the aims of the SCSP. Important factors in the institute's success in supporting teachers to make changes include: the institute's mission, design, principles, and aims are in agreement with Little's (1993) suggested principles for professional development; investigations in an inquiry method are used to emphasize teaching science, rather than separating science and teaching; teacher leadership was enhanced by modeling and opportunities for the participants to practice leadership; a non-elitist model gave all teachers access to this learning opportunity. The method used for this study shows a way to better understand how professional development can have an impact on classroom practice. By collecting data in both the contexts---the learning opportunity and the subsequent classroom applications---the impact of the professional development can be traced. Findings for this study show that well
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1989-01-01
To define and solve the problems of transportation in the California Corrider in the year 2010, the 1989 California Polytechnic State University Aeronautical Engineering Senior Design class determined future corridor transportation needs and developed a system to meet the requirements. A market study, which included interpreting travel demand and gauging the future of regional and national air travel in and out of the corridor, allowed the goals of the project to be accurately refined. Comprehensive trade-off studies of several proposed transporation systems were conducted to determine which components would form the final proposed system. Preliminary design and further analysis were performed for each resulting component. The proposed system consists of three vehicles and a special hub or mode mixer, the Corridor Access Port (CAP). The vehicles are: (1) an electric powered aircraft to serve secondary airports and the CAP; (2) a high speed magnetic levitation train running through the CAP and the high population density areas of the corridor; and (3) a vertical takeoff and landing tilt rotor aircraft to serve both intercity and intrametropolitan travelers from the CAP and city vertiports. The CAP is a combination and an extension of the hub, mode mixer, and Wayport concepts. The CAP is an integrated part of the system which meets the travel demands in the corridor, and interfaces with interstate and international travel.
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Teachers' Views about Educational Research: A Qualitative Study
Bas, Gökhan; Kivilcim, Zafer Savas
2017-01-01
The purpose of this case study is to examine the views of teachers' about educational research. The present research is designed as a qualitative case study. The group of this study is consisted of teachers (n = 27), working in primary, middle, and high schools in the province of Nigde in Turkey. An extensive literature review was made on…
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Establishing a mathematical Lesson Study culture in Danish teacher education
DEFF Research Database (Denmark)
Skott, Charlotte Krog; Østergaard, Camilla Hellsten
Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences......Bridging theory and practice is a general challenge in mathematics teacher education. Research shows that Lesson Study (LS) is an effective way for prospective mathematics teachers to build relations between course work and field experiences...
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Biggers, Mandy Sue
Using a framework for variations of classroom inquiry (National Research Council [NRC], 2000, p. 29), this study explored 40 inservice elementary teachers' planning, modification, and enactment of kit-based science curriculum materials. As part of the study, a new observation protocol was modified from an existing protocol (Practices of Science Observation Protocol [P-SOP]) to measure the amount of teacher direction in science inquiry lessons (Practices of Science Observation Protocol + Directedness [P-SOPd]). An embedded mixed methods design was employed to investigate four questions: 1. How valid and reliable is the P-SOPd? 2. In what ways do inservice elementary teachers adapt existing elementary science curriculum materials across the inquiry continuum? 3. What is the relationship between the overall quality of inquiry and variations of inquiry in elementary teachers' enacted science instruction? 4. How do inservice elementary teachers' ideas about the inquiry continuum influence their adaptation of elementary science curriculum materials? Each teacher chose three lessons from a science unit for video-recorded observation, and submitted lesson plans for the three lessons. Lesson plans and videos were scored using the P-SOPd. The scores were also compared between the two protocols to determine if a correlation existed between the level of inquiry (measured on the P-SOP) and the amount of teacher direction (measured on the P-SOPd). Findings indicated no significant differences between planned and enacted lessons for the amount of teacher direction, but a correlation existed between the level of inquiry and the amount of teacher direction. In effect, the elementary teachers taught their science curriculum materials with a high level of fidelity for both the features of inquiry and the amount of teacher direction. A smaller group of three case study teachers were followed for the school year to give a more in-depth explanation of the quantitative findings. Case
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Hanson, Thomas; Voight, Adam
2014-01-01
A growing number of states and school districts use school climate assessments in progress reporting systems and are interested in incorporating these assessments into accountability systems. This analysis of response data from middle school students and teachers on the California School Climate, Health, and Learning Survey examines the…
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The Story of California = La Historia de California.
Bartel, Nick
"The Story of California" is a history and geography of the state of California, intended for classroom use by limited-English-proficient, native Spanish-speaking students in California's urban middle schools. The book is designed with the left page in English and the right page in Spanish to facilitate student transition into…
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Lesson Study-Building Communities of Learning Among Pre-Service Science Teachers
Hamzeh, Fouada
Lesson Study is a widely used pedagogical approach that has been used for decades in its country of origin, Japan. It is a teacher-led form of professional development that involves the collaborative efforts of teachers in co-planning and observing the teaching of a lesson within a unit for evidence that the teaching practices used help the learning process (Lewis, 2002a). The purpose of this research was to investigate if Lesson Study enables pre-service teachers to improve their own teaching in the area of science inquiry-based approaches. Also explored are the self-efficacy beliefs of one group of science pre-service teachers related to their experiences in Lesson Study. The research investigated four questions: 1) Does Lesson Study influence teacher preparation for inquiry-based instruction? 2) Does Lesson Study improve teacher efficacy? 3) Does Lesson Study impact teachers' aspiration to collaborate with colleagues? 4) What are the attitudes and perceptions of pre-service teachers to the Lesson Study idea in Science? The 12 participants completed two pre- and post-study surveys: STEBI- B, Science Teaching Efficacy Belief Instrument (Enochs & Riggs, 1990) and ASTQ, Attitude towards Science Teaching. Data sources included student teaching lesson observations, lesson debriefing notes and focus group interviews. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. This study added to the body of research on teaching learning communities, professional development programs and teacher empowerment.
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Tucker, Linda
2013-01-01
Purpose: The primary purpose of this study was to discover common transfer and articulation practices and to determine what practices aid in the implementation of the STAR Act between California Community Colleges and the California State University. The review of literature revealed a lack of research on the application of practices in transfer…
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Factors affecting student achievement in science: A study of teacher beliefs
Hayes, Jonathan
This study employed a mixed methods and mixed model research design to explore secondary science teachers' beliefs. Specifically, this study focused on factors that secondary science teachers believe affect student achievement in science, and the extent to which teacher beliefs transfer to teacher practice. This study is significant because the outcomes may inform professional development and policy decisions at the school, district, and provincial level. Results from self-reporting data of 82 secondary science teachers indicate that teacher beliefs in each of the fourteen topics surveyed (Classroom Management, Learning Styles, Inclusion, Equity, Science-Technology-Society (STS), Formative Assessment, Summative Assessment, Constructivism, Thematic Approach, Hands-On/Minds-On Activities, The Nature of Science, Science Subject Matter, Electronic Learning and Cooperative Learning) are positive for most Prince Edward Island (P.E.I.) secondary science teachers. Furthermore, secondary science teachers reported having strong beliefs in their ability to affect student learning (self-efficacy beliefs). However, it is apparent from the survey and interview data that teachers believe there are other influential factors that are preventing some students from learning despite the teachers' best efforts and ability. Regarding implementation, this study indicates that beliefs and the enactment of beliefs in classroom practice are positively correlated. The data also shows that at least seventy percent of teachers reported that they implement practices consistent with all but two topics -- The Nature of Science and Electronic Learning -- at least once a week. The findings of this study are discussed in the context of the P.E.I. secondary science setting. Limitations and implications of this study are also addressed.
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Teacher Educators and the Production of Bricoleurs: An Ethnographic Study.
Hatton, Elizabeth
1997-01-01
Reports and discusses data from an ethnographic study of teacher educators in which a metaphor for teachers' work as bricolage generates a hypothesis about teacher education as a conservative determinant of teachers' work. Discusses the results and reasons why the theoretical adequacy of the bricolage explanation needs improvement. (DSK)
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Student Teachers' Management Practices in Elementary Classrooms: A Qualitative Study
Hildenbrand, Susan M.; Arndt, Katrina
2016-01-01
This qualitative study of four student teachers completing certification in elementary and special education investigated the classroom management practices of the student teachers. This is an important area of study because management practices are essential for an effective classroom, and student teachers often lack confidence and skill in the…
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A Study on Chocolate Consumption in Prospective Teachers
Ozgen, Leyla
2016-01-01
This study was planned and conducted to determine the chocolate consumption habits of prospective teachers. The study population was comprised of students attending the Faculty of Education at Gazi University in Ankara and the sample consisted of 251 prospective teachers selected with simple random sampling. 96.4% and 3.6% of the prospective…
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Al-Yaseen, Wafaa Salem; Al-Musaileem, Mohammad Yousef
2015-01-01
The present comparative study investigates the perceptions of male and female teachers regarding the relationship between empowerment and job satisfaction. The study aims to look at factors that empower teachers and lead to job satisfaction from teachers' perspectives. For that purpose, teachers were selected from three educational levels…
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Srivastava, Nitin
This qualitative study provides an overview of educational experiences of six in-service and three pre-service secondary science teachers in the Benedum Collaborative Five-Year Teacher Education Program at a land-grant university. The researcher interviewed secondary science teachers on the experiences they found meaningful in various program components that influenced their teacher identity, beliefs about science pedagogy, and their sense of preparedness for teaching. Document analysis of teachers' journals and lesson plans supplemented the qualitative data in addition to the researcher's role and knowledge as an outsider (non-Benedum graduate) and insider (facilitator and instructor in the technology integration based classes for one year) of the Benedum Collaborative Five-Year Teacher Education Program. Findings also supported the Holmes (1986) and Goodlad (1990) views for extended field experiences and "collaborative culture" in teacher education for well-prepared teachers.
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Diversity and Equity in the Distribution of Teachers With Special Education Credentials
Directory of Open Access Journals (Sweden)
North Cooc
2016-11-01
Full Text Available The shortage of special education teachers (SETs is a persistent challenge in the United States, but less is known about two other important issues that affect students with disabilities: racial diversity within the SET workforce and the distribution of SETs. Using administrative data on all teachers in California from 1997 to 2014, we examine the racial composition and distribution of teachers with special education credentials. Our results from descriptive and regression analyses show that while teachers with special education credentials remain majority White, the number of teachers of color with special education credentials has increased at a rate more than twice that of general education teachers and special education students of color. We also find that much of the distribution of teachers with special education credentials occurs across districts within the same regional county, while disparities in teacher qualifications are larger by school poverty, racial composition, and student achievement. The results have policy implications for improving diversity and educational equity within the special education workforce.
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Water supply studies. [management and planning of water supplies in California
Burgy, R. H.; Algazi, V. R.; Draeger, W. C.; Churchman, C. W.; Thomas, R. W.; Lauer, D. T.; Hoos, I.; Krumpe, P. F.; Nichols, J. D.; Gialdini, M. J.
1973-01-01
The primary test site for water supply investigations continues to be the Feather River watershed in northeastern California. This test site includes all of the area draining into and including the Oroville Reservoir. The principal effort is to determine the extent to which remote sensing techniques, when properly employed, can provide information useful to those persons concerned with the management and planning of lands and facilities for the production of water, using the Oroville Reservoir and the California Water Project as the focus for the study. In particular, emphasis is being placed on determining the cost effectiveness of information derived through remote sensing as compared with that currently being derived through more conventional means.
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Learning about the effectiveness of teacher education: A Chilean study
African Journals Online (AJOL)
The article reviews some of the problems faced by teacher education in general and in Chile specifically, and on this basis, presents the results of a study focused on the effects of six teacher education programmes on future primary level teachers' learning of mathematics and mathematics pedagogy. The study describes ...
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A Study of Novice Science Teachers' Conceptualizations of Culturally Relevant Pedagogy
Redman, Elizabeth Horst
This qualitative study examined new science teachers' conceptualization of culturally relevant pedagogy (CRP). The study followed six novice science teachers from their preservice teaching placements into their first jobs as instructors of record, observing in their classrooms and interviewing them about their use of CRP. The study sought to understand (1) how the participating teachers conceptualize CRP in science, and (2) what challenges the teachers faced in trying to implement CRP. Findings suggest that the teachers conceptualized CRP in ways that were consistent with Enyedy, Danish and Fields' (2011) interpretations of relevance: relevance of authentic purpose, relevance of content and/or context, and relevance of practices. The teachers, however, translated those interpretations of relevance into their conceptualizations and classroom practice in a variety of ways. While they encountered difficulties in conceptualizing and practicing CRP, they also made productive moves in their practice and evidenced positive elements in their conceptualizations of CRP. In order to address the challenges these teachers faced in implementing CRP, I suggest an approach to teacher preparation in CRP that builds upon the understandings and productive moves the teachers evidenced in this study.
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Social Studies Teacher Candidates' Views on Historical Thinking Skills
Ozmen, Cengiz
2015-01-01
Current study aimed to present Social Studies teacher candidates' views on historical thinking skills. Study was conducted using qualitative design and working group was composed of a total of 121 teacher candidates (62 females and 59 males) attending Social Studies Teaching Department of Karadeniz Technical University and Adiyaman University…
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Karatekin, Kadir
2013-01-01
This study aims at investigating social studies student teachers' levels of understanding sociology concepts within social studies curriculum. Study group of the research consists of 266 teacher candidates attending the Department of Social Studies, Faculty of Education, Kastamonu University during 2012 to 2013 education year. A semi-structured…
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Karandjeff, Kelley; Schiorring, Eva
2011-01-01
Despite the current economic downturn, workforce projections indicate that California will experience shortages in its supply of baccalaureate-trained workers in the decades to come, particularly engineers, accountants, nurses, teachers and law enforcement professionals. Students often start their journey toward these occupations in community…
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Wind to Hydrogen in California: Case Study
Energy Technology Data Exchange (ETDEWEB)
Antonia, O.; Saur, G.
2012-08-01
This analysis presents a case study in California for a large scale, standalone wind electrolysis site. This is a techno-economic analysis of the 40,000 kg/day renewable production of hydrogen and subsequent delivery by truck to a fueling station in the Los Angeles area. This quantity of hydrogen represents about 1% vehicle market penetration for a city such as Los Angeles (assuming 0.62 kg/day/vehicle and 0.69 vehicles/person) [8]. A wind site near the Mojave Desert was selected for proximity to the LA area where hydrogen refueling stations are already built.
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Greenleaf, Cynthia; Brown, Willard R.
2017-01-01
This article describes how participants in the California Teacher Inquiry Network learn the art of making their invisible thinking processes visible, helping them see more clearly that they have internal resources to help students master similar kinds of thinking processes.
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Utility in a Fallible Tool: A Multi-Site Case Study of Automated Writing Evaluation
Grimes, Douglas; Warschauer, Mark
2010-01-01
Automated writing evaluation (AWE) software uses artificial intelligence (AI) to score student essays and support revision. We studied how an AWE program called MY Access![R] was used in eight middle schools in Southern California over a three-year period. Although many teachers and students considered automated scoring unreliable, and teachers'…
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Farell, Ann
2005-01-01
Globalisation in early childhood teacher education is examined in light of a study of the life histories and course experience of students in early childhood teacher education in Queensland, Australia. Contemporary teacher education is embedded in global economies, new technologies and marketisation, which, in turn, may contribute to students…
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Preparation of Social Studies Teachers at Major Research Universities.
Dumas, Wayne
1993-01-01
Reports on a study of the preparation of secondary social studies teachers at major state-supported research universities. Finds relatively few institutions have followed the Holmes Group recommendations and many continue to prepare broad field social studies teachers leaving them deficient in some social science fields. (CFR)
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Benefits of a Teacher and Coach Collaboration: A Case Study
Neuberger, Jim
2012-01-01
This paper describes a case study of a math teacher working with a math coach and the effects of their interaction. A guiding question was whether the coaching intervention had affected the teacher's classroom practices and, if so, in what way. The study utilized data from teacher/coach planning sessions, classroom lessons, follow-up debriefing…
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The University of California Institute of Environmental Stress Marathon Field Studies
Maron, Michael B.
2014-01-01
In 1973, the Institute of Environmental Stress of the University of California-Santa Barbara, under the direction of Steven M. Horvath, began a series of field and laboratory studies of marathon runners during competition. As one of Horvath's graduate students, many of these studies became part of my doctoral dissertation. The rationale for…
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Administrative support of novice science teachers: A multiple case study
Iacuone, Leann
Novice science teachers leave the confines of colleges and universities to embark on a new adventure in education where they aim to influence young minds, make a difference in the world, and share their love for their content. They have learned their pedagogical skills with the support and assistance of fellow classmates, a supporting professor, and a cooperating teacher. These teachers enter their new place of employment and are met with many unexpected challenges, such as a lack of resources, no one to ask questions of, and a busy staff with already established relationships, causing them to feel an overall lack of support and resulting in many new teachers rethinking their career choice and leaving the field of education within 5 years of entering. This multiple-case study investigated the administrative support 4 novice science teachers received during an academic year and the novice teachers' perceptions of the support they received to answer the following research question: How do novice science teachers who have consistent interactions with administrators develop during their first year? To answer this question, semistructured interviews, reflection journals, observations, resumes, long-range plans, and student discipline referrals were collected. The findings from this study show novice science teachers who had incidents occur in the classroom requiring administrative assistance and guidance felt more confident in enforcing their classroom management policies and procedures as the year progressed to change student behavior. The novice science teachers perceived administrators who provided resources including technology, office supplies, science supplies, and the guidance of a mentor as supportive. Novice science teachers who engaged in dialogue after administrative observations, were provided the opportunity to attend professional development outside the district, and had a mentor who taught the same discipline made more changes to their instructional
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Climate Change, Public Health, and Policy: A California Case Study.
Ganesh, Chandrakala; Smith, Jason A
2018-04-01
Anthropogenic activity will bring immediate changes and disruptions to the global climate with accompanying health implications. Although policymakers and public health advocates are beginning to acknowledge the health implications of climate change, current policy approaches are lagging behind. We proposed that 4 key policy principles are critical to successful policymaking in this arena: mainstreaming, linking mitigation and adaptation policy, applying population perspectives, and coordination. We explored California's progress in addressing the public health challenges of climate change in the San Joaquin Valley as an example. We discussed issues of mental health and climate change, and used the San Joaquin Valley of California as an example to explore policy approaches to health issues and climate change. The California experience is instructive for other jurisdictions.
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California Integrated Service Delivery Evaluation Report. Phase I
Moore, Richard W.; Rossy, Gerard; Roberts, William; Chapman, Kenneth; Sanchez, Urte; Hanley, Chris
2010-01-01
This study is a formative evaluation of the OneStop Career Center Integrated Service Delivery (ISD) Model within the California Workforce System. The study was sponsored by the California Workforce Investment Board. The study completed four in-depth case studies of California OneStops to describe how they implemented the ISD model which brings…
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Scientist-Teacher Partnerships as Professional Development: An Action Research Study
Energy Technology Data Exchange (ETDEWEB)
Willcuts, Meredith H. [Pacific Northwest National Lab. (PNNL), Richland, WA (United States)
2009-04-01
The overall purpose of this action research study was to explore the experiences of ten middle school science teachers involved in a three-year partnership program between scientists and teachers at a Department of Energy national laboratory, including the impact of the program on their professional development, and to improve the partnership program by developing a set of recommendations based on the study’s findings. This action research study relied on qualitative data including field notes recorded at the summer academies and data from two focus groups with teachers and scientists. Additionally, the participating teachers submitted written reflections in science notebooks, participated in open-ended telephone interviews that were transcribed verbatim, and wrote journal summaries to the Department of Energy at the end of the summer academy. The analysis of the data, collaboratively examined by the teachers, the scientists, and the science education specialist acting as co-researchers on the project, revealed five elements critical to the success of the professional development of science teachers. First, scientist-teacher partnerships are a unique contribution to the professional development of teachers of science that is not replicated in other forms of teacher training. Second, the role of the science education specialist as a bridge between the scientists and teachers is a unique and vital one, impacting all aspects of the professional development. Third, there is a paradox for classroom teachers as they view the professional development experience from two different lenses – that of learner and that of teacher. Fourth, learning for science teachers must be designed to be constructivist in nature. Fifth, the principles of the nature of science must be explicitly showcased to be seen and understood by the classroom teacher.
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Yildiz, Sevgi; Gizir, Siddika
2018-01-01
It was aimed in this study to determine through the metaphors how the first and fourth grade candidate teachers in the faculty of education dream of the school, student and teacher and to discuss the findings in the context of teacher training. The sample of the study is composed of 315 candidate teachers (181 in the first-grade and 134 in the…
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Sungu, Hilmi; Ilgan, Abdurrahman; Parylo, Oksana; Erdem, Mustafa
2014-01-01
In spite of a strong body of research examining teacher job satisfaction and teachers' assessment of their principals' behaviours, most studies focus on the educational systems in the first world countries. This quantitative study focuses on a lesser-examined educational context by comparing school teachers' job satisfaction levels and principals'…
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Jayanthi, Madhavi; Dimino, Joseph; Gersten, Russell; Taylor, Mary Jo; Haymond, Kelly; Smolkowski, Keith; Newman-Gonchar, Rebecca
2018-01-01
The purpose of this replication study was to examine the impact of the Teacher Study Group (TSG) professional development in vocabulary on first-grade teachers' knowledge of vocabulary instruction and observed teaching practice, and on students' vocabulary knowledge. Sixty-two schools from 16 districts in four states were randomly assigned to…
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Christensen, Justin
2013-01-01
In recent decades, researchers have made considerable contributions to the field of new teacher induction. More specifically, they have demonstrated that an effective induction program can increase teacher effectiveness and decrease teacher attrition (Ingersoll & Smith 2004; Ingersoll & Strong 2011; Villar & Strong 2007). Yet, little…
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Breckwoldt, Jan; Svensson, Jörg; Lingemann, Christian; Gruber, Hans
2014-01-08
Teacher training may improve teaching effectiveness, but it might also have paradoxical effects. Research on expertise development suggests that the integration of new strategies may result in a temporary deterioration of performance until higher levels of competence are reached. In this study, the impact of a clinical teacher training on teaching effectiveness was assessed in an intensive course in emergency medicine. As primary study outcome students' practical skills at the end of their course were chosen. The authors matched 18 clinical teachers according to clinical experience and teaching experience and then randomly assigned them to a two-day-teacher training, or no training. After 14 days, both groups taught within a 12-hour intensive course in emergency medicine for undergraduate students. The course followed a clearly defined curriculum. After the course students were assessed by structured clinical examination (SCE) and MCQ. The teaching quality was rated by students using a questionnaire. Data for 96 students with trained teachers, and 97 students with untrained teachers were included. Students taught by untrained teachers performed better in the SCE domains 'alarm call' (p teaching quality was rated significantly better by students of untrained teachers (p = 0.05). At the end of a structured intensive course in emergency medicine, students of trained clinical teachers performed worse in 2 of 4 practical SCE domains compared to students of untrained teachers. In addition, subjective evaluations of teaching quality were worse in the group of trained teachers. Difficulties in integrating new strategies in their teaching styles might be a possible explanation.
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Stotsky, Sandra
2009-01-01
To determine the extent to which knowledge of evidence-based reading instruction and mathematics is assessed on licensure tests for prospective special education teachers, this study drew on information provided by Educational Testing Service (ETS), the American Board for Certification of Teacher Excellence, and National Evaluation Systems (now Evaluation Systems group of Pearson). It estimated the percentage of test items on phonemic awareness, phonics, and vocabulary knowledge and on mathematics content. It also analyzed descriptions of ETS's tests of "principles of teaching and learning." Findings imply that prospective special education teachers should be required to take both a dedicated test of evidence-based reading instructional knowledge, as in California, Massachusetts, and Virginia, and a test of mathematical knowledge, as in Massachusetts. States must design their own tests of teaching principles to assess knowledge of evidence-based educational theories.
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California Political Districts
California Natural Resource Agency — This is a series of district layers pertaining to California'spolitical districts, that are derived from the California State Senateand State Assembly information....
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El-Sobky, Hesham Farouk
The Gulf of California and its surrounding land areas provide a classic example of recently rifted continental lithosphere. The recent tectonic history of eastern Baja California has been dominated by oblique rifting that began at ˜12 Ma. Thus, extensional tectonics, bedrock lithology, long-term climatic changes, and evolving surface processes have controlled the tectono-geomorphological evolution of the eastern part of the peninsula since that time. In this study, digital elevation data from the Shuttle Radar Topography Mission (SRTM) from Baja California were corrected and enhanced by replacing artifacts with real values that were derived using a series of geostatistical techniques. The next step was to generate accurate thematic geologic maps with high resolution (15-m) for the entire eastern coast of Baja California. The main approach that we used to clearly represent all the lithological units in the investigated area was objectoriented classification based on fuzzy logic theory. The area of study was divided into twenty-two blocks; each was classified independently on the basis of its own defined membership function. Overall accuracies were 89.6%, indicating that this approach was highly recommended over the most conventional classification techniques. The third step of this study was to assess the factors that affected the geomorphologic development along the eastern side of Baja California, where thirty-four drainage basins were extracted from a 15-m-resolution absolute digital elevation model (DEM). Thirty morphometric parameters were extracted; these parameters were then reduced using principal component analysis (PCA). Cluster analysis classification defined four major groups of basins. We extracted stream length-gradient indices, which highlight the differential rock uplift that has occurred along fault escarpments bounding the basins. Also, steepness and concavity indices were extracted for bedrock channels within the thirty-four drainage basins. The
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Abstract Algebra for Teachers: An Evaluative Case Study
Hoffman, Andrew Joseph
2017-01-01
This manuscript describes the study of an abstract algebra course for preservice secondary mathematics teachers (PSMTs). Often, courses in abstract algebra have not been viewed as productive, beneficial learning experiences for future teachers, both by researchers and PSMTs themselves. This despite calls for increased content knowledge for…
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A framework for studying teacher learning by design
Voogt, Joke; McKenney, Susan; Janssen, Fred; Berry, Amanda; Kicken, Wendy; Coenders, Fer
2012-01-01
Voogt, J., McKenney, S., Janssen, F., Berry, A., Kicken, W., & Coenders, F. (2012, 2-6 July). A framework for studying teacher learning by design. Paper presentation at the Teachers as Designers of Technology Enhanced Learning pre-conference workshop in conjunction with the ISLS annual meeting,
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Wasley, Patricia A.
This case study documents the pedagogical changes an inner city, secondary school humanities teacher made as she attempted to improve the quality of her students' educational experience. Data were gathered in the 1989-90 school year. The teacher had explored what had happened to her as a good conventional teacher, to her pedagogy, her curriculum,…
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Integrating Educational Technologies into Teacher Education: A Case Study
Rawlins, Peter; Kehrwald, Benjamin
2014-01-01
This article is a case study of an integrated, experiential approach to improving pre-service teachers' understanding and use of educational technologies in one New Zealand teacher education programme. The study examines the context, design and implementation of a learning activity which integrated student-centred approaches, experiential…
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California Geothermal Forum: A Path to Increasing Geothermal Development in California
Energy Technology Data Exchange (ETDEWEB)
Young, Katherine R. [National Renewable Energy Lab. (NREL), Golden, CO (United States)
2017-01-01
The genesis of this report was a 2016 forum in Sacramento, California, titled 'California Geothermal Forum: A Path to Increasing Geothermal Development in California.' The forum was held at the California Energy Commission's (CEC) headquarters in Sacramento, California with the primary goal being to advance the dialogues for the U.S. Department of Energy's Geothermal Technologies Office (GTO) and CEC technical research and development (R&D) focuses for future consideration. The forum convened a diverse group of stakeholders from government, industry, and research to lay out pathways for new geothermal development in California while remaining consistent with critical Federal and State conservation planning efforts, particularly at the Salton Sea.
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Jeranyama, Letina Ngwenya
At the dawn of the 21st century the science education community is seeking ways of improving science education to produce a scientific literate citizenry. They have put forth new goals. Teachers are key to all efforts to improve schools, that without their full participation, any move to reform education nor matter how well intentioned is doomed to failure. The changes in the goals of science education imply that teachers have to change the way they teach science. Some scholars have suggested that one way to help teachers attain the reform goals is by using embedded assessment. Embedded assessment is defined as a cyclical and ongoing process whereby teachers gather data about students' understanding as they teach, they analyze the data formally or informally and use the analysis to plan or adjust teaching immediately, for the next hour, day, topic, unit or year. The next day's activities also include embedded assessment and so the cycle repeats itself. This study investigates how teachers make sense of embedded assessment, how embedded assessment looks in practice, how it influences teachers and their classroom environments and the challenges teachers face as they use embedded assessment. Three middle school science teachers were involved in the study. Data were collected through semi-structured interviews with open-ended questions, participant observations and professional development conversations. Data were analyzed using the qualitative method of constant comparative analysis. The findings indicate that teachers passed through different stages in conceptualizing embedded assessment. This conceptualization influenced the way embedded assessment looked in the classroom. Embedded assessment took many forms and shapes in the teachers' classrooms. Embedded assessment influenced the teachers' perspectives about the curriculum, students, teaching, assessment, planning and reflection in ways that enabled the teachers to be investigators of their students' understanding
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Attitudes of Preservice Social Studies Teachers towards Solid Wastes and Recycle
Karatekin, Kadir; Merey, Zihni
2015-01-01
The objective of this study is to determine the attitudes of preservice social studies-teachers towards solid wastes and recycle. This study used the screening model, In order to determine the attitudes of preservice teachers towards solid wastes and recycle, we used the "Scale for the Attitudes of Preservice Teachers towards Solid Wastes and…
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Private Schools, California, 2009, California Department of Education
U.S. Environmental Protection Agency — California law (California Education Code Section 33190) requires private schools offering or conducting a full-time elementary or secondary level day school for...
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Teacher-Child Interaction Training: A Pilot Study With Random Assignment.
Fernandez, Melanie A; Adelstein, Jonathan S; Miller, Samantha P; Areizaga, Margaret J; Gold, Dylann C; Sanchez, Amanda L; Rothschild, Sara A; Hirsch, Emily; Gudiño, Omar G
2015-07-01
Teacher-Child Interaction Training (TCIT), adapted from Parent-Child Interaction Therapy (PCIT), is a classroom-based program designed to provide teachers with behavior management skills that foster positive teacher-student relationships and to improve student behavior by creating a more constructive classroom environment. The purpose of this pilot study was to evaluate TCIT in more classrooms than previously reported in the literature, with older children than previously reported, using random assignment of classrooms to TCIT or to a no-TCIT control condition and conducting all but two sessions within the classroom to enhance feasibility. Participants included 11 kindergarten and first grade classroom teachers and their 118 students from three urban, public schools in Manhattan, with five classrooms randomly assigned to receive TCIT and six to the no-TCIT control condition. Observations of teacher skill acquisition were conducted before, during, and after TCIT for all 11 teachers, and teacher reports of student behavior were obtained at these same time points. Teacher satisfaction with TCIT was assessed following training. Results suggested that after receiving TCIT, teachers increased rates of positive attention to students' appropriate behavior, decreased rates of negative attention to misbehavior, reported significantly less distress related to student disruptive behavior, and reported high satisfaction with the training program. Our study supports the growing evidence-base suggesting that TCIT is a promising approach for training teachers in positive behavior management strategies and for improving student disruptive behavior in the classroom. Copyright © 2015. Published by Elsevier Ltd.
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Clyde, Margaret; Ebbeck, M. A.
A study of graduates of the de Lissa Institute of Early Childhood Studies and the School of Early Childhood Studies (SECS) at the University of Melbourne in Australia identified changes in the professional attitudes of teachers during their first year of teaching. Early childhood teachers working in junior primary schools, preschool kindergartens,…
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Directory of Open Access Journals (Sweden)
Bambang Yudi Cahyono
2015-02-01
Full Text Available One of the ways to develop English teachers' professional competence is by sending them to study in a graduate program in English language education. Sending English teachers to pursue their higher level of education is one of the policies taken by the Government of East Java to improve English teachers' professional competence. In response to the Government of East Java's policy, teachers were selected to study in a graduate program with a sandwich study. The sandwich takes the format of "in-house training" held at State University of Malang and overseas study in Angeles University Foundation, Philippine. This article explores the English teachers' feelings, expectations, and perspectives on professional development with regard to the opportunity in studying overseas. The results of the study show that studying overseas contributed to professional development of the English teachers participating in the sandwich study program during their graduate education.
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Flores, Maria Assunção; Niklasson, Laila
2014-01-01
This paper reports on findings from an exploratory study carried out in Portugal and Sweden, concerning student teacher recruitment to Initial Teacher Education (ITE) programmes. It addresses issues such as the motivations and expectations of the student teachers regarding the teaching profession. Drawing upon existing related literature, a…
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Working the Dialectic: Teaching and Learning Teacher Research in Social Studies
Martell, Christopher C.; Sequenzia, Maria R.
2016-01-01
This article presents two narratives of teaching and learning teacher research in social studies. Organized around the concept of working the dialectic, two social studies educators discuss their experiences as teachers and learners of teacher research. This article highlights the power of practitioner research to transform teaching and teacher…
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Mentoring and Retention in First-Year Teachers: A Mixed-Methods Study
Morina, Sam F., Jr.
2010-01-01
This study collected relevant information from first-year teacher proteges about mentorship effectiveness and anticipated turnover. The primary goal of this study was to examine a first-year-teacher mentoring program to determine its perceived effectiveness for first-year-teacher proteges and to examine their perceptions of the essential…
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Social Studies Teachers' Viewpoints of the Social Studies Lesson "Sample of Turkey and Afghanistan"
Sonmez, Omer Faruk
2014-01-01
This study was conducted to reveal the perceptions of history, geography and social studies teachers giving the social studies lesson at primary schools in Turkey and Afghanistan towards the social studies lesson. The working group of the study involves history, geography and social studies teachers rendering service in Tokat and Kayseri provinces…
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Multicultural Competence: A Case Study of Teachers and Their Student Perceptions
Vincent, Stacy K.; Torres, Robert M.
2015-01-01
The purpose of this study is to describe the level of multicultural competence among secondary agriculture teachers in schools with a minimum of 30% ethnic minority student enrollment. Using the Multicultural Skills Awareness and Skill Survey-Teacher Form, teachers assessed their multicultural competence as did their students assess the teacher's…
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Mentor preparation: A qualitative study of STEM master teacher professional development
Click-Cuellar, Heather Lynn
The No Child Left Behind Act of 2001 has required districts to staff all classrooms with highly qualified teachers. Yet, retaining certified teachers in the profession has been a national concern, especially among new teachers who leave at alarming rates within their first three years. This comes at a heavy cost to districts financially and in trying to maintain highly qualified status, but also to the continuity and effective education of students. Mentoring has been identified by many researchers as a plausible solution to reducing attrition rates for beginning teachers. In this dissertation, I conducted qualitative research to explore and understand the perceptions of STEM (science, technology, engineering, and mathematics) Master Teachers' mentoring professional development in the context of the Master Teacher Academies program situated at Desert State University (pseudonym), a large institution located on the Texas-Mexico border. Additionally, I examined the reported teaching self-efficacy of STEM Master Teachers (mentors), as well as that of their novice teachers (mentees). Another purpose of the study was to investigate the forms and elements of interactions between these mentors and their mentees. Participants of this study were Texas certified Master Mathematics or Master Science Teachers, and their novice mathematics or science teacher mentees; all of whom teach in a high need U.S. Mexico border city school district serving a student population that is over 93% Hispanic. A grounded theory approach was used in examining and analyzing mentor and mentee perceptions and experiences through case studies. A constructivist framework was utilized to derive findings from interviews and the review of documents and contribute a diverse context and population to the literature. The study reveals conclusions and recommendations that will benefit educators, universities, school districts, and policy makers in regard to teacher mentor preparation.
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Karaduman, Hidir
2017-01-01
This research aims to determine and compare what social studies teacher candidates living in two different countries think about digital citizenship and its place within social studies and social studies teacher training program and to produce suggestions concerning digital citizenship education. Having a descriptive design, this research has…
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Zhang, Xiaolei; Wong, Jocelyn L. N.
2018-01-01
Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers' job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the…
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Metaphors of Social Studies Teacher Candidates on Democracy
Tural, Aysegül
2018-01-01
Democracy is a form of government in which principle of equality is based, human rights and freedoms are protected. In this research, it is aimed to reveal democracy perceptions of social science teacher candidates through metaphors. Towards this aim, 105 social science teacher candidates are consulted about their democracy opinions. Study is a…
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Literacy Coaching through Teachers' Lenses: A Phenomenological Study
Davis, Stephanie Lee
2016-01-01
With the federal initiatives of No Child Left Behind and Race to the Top, many school districts are employing literacy coaching in their quest to improve reading test scores. This study seeks sought to understand teachers' perceptions of literacy coaching to answer this primary research question: "What meanings do teachers make of literacy…
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International Nuclear Information System (INIS)
Sueyoshi, Toshiyuki; Goto, Mika
2013-01-01
This study compares among fossil fuel power plants in PJM and California ISO by their unified (operational and environmental) performance. DEA (Data Envelopment Analysis) is used as a methodology. For comparative analysis, DEA incorporates strategic concepts such as natural and managerial disposability into the computational process. This study explores both how to measure Returns to Scale (RTS) under natural disposability and how to measure Damages to Scale (DTS) under managerial disposability. This empirical study obtains two implications on US energy policy. One of the two policy implications is that California ISO outperforms PJM in terms of the three unified efficiency measures. The result implies that strict regulation on undesirable outputs, as found in California, is important in enhancing the performance of US fossil fuel power plants. Thus, it is necessary for federal and local governments to regulate the fossil fuel power plants under the strict implementation of environmental protection. Under such a policy direction, it is possible for US fossil fuel power plants to attain economic prosperity (by enhancing their operational efficiencies) and to satisfy environmental regulation (by enhancing their environmental efficiencies). The other policy implication is that coal-fired and gas-fired power plants in PJM and California ISO need to reduce their operational sizes or introduce technology innovation on desirable and undesirable outputs and/or new management for environmental protection within their operations. Meanwhile, oil-fired power plants may increase their operational sizes if they can introduce technology innovation and new management on undesirable outputs. - Highlights: • This study compares fossil fuel power plants in PJM and California ISO. • California ISO outperforms PJM in terms of their unified efficiency measures. • Regulation by Clean Air Act is important for environmental protection. • Fossil fuel power plants need technology
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A Study on the Relationship between Teacher Self Efficacy and Burnout
Savas, Ahmet Cezmi; Bozgeyik, Yunus; Eser, Ismail
2014-01-01
The major purpose of the study was to examine the relationship between teacher self efficacy and burnout. In order to collect the related data, "Maslach Burnout Inventory" and "Teacher Sense of Efficacy Scale" were used. The sample of the study consisted of 163 randomly chosen teachers who worked in various primary and…
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The Study of Literacy Coaching Observations and Interviews with Elementary Teachers
Hayes, Rhonda S.
2011-01-01
The purpose of this study is to examine the coaching interactions of two literacy coaches and four classroom teachers in order to explore how these interactions serve to support teacher learning. The analysis of the study describes how the coaches support teacher reflection and teaching for processing strategies during guided reading lessons. The…
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Modeling eBook acceptance: A study on mathematics teachers
Jalal, Azlin Abd; Ayub, Ahmad Fauzi Mohd; Tarmizi, Rohani Ahmad
2014-12-01
The integration and effectiveness of eBook utilization in Mathematics teaching and learning greatly relied upon the teachers, hence the need to understand their perceptions and beliefs. The eBook, an individual laptop completed with digitized textbook sofwares, were provided for each students in line with the concept of 1 student:1 laptop. This study focuses on predicting a model on the acceptance of the eBook among Mathematics teachers. Data was collected from 304 mathematics teachers in selected schools using a survey questionnaire. The selection were based on the proportionate stratified sampling. Structural Equation Modeling (SEM) were employed where the model was tested and evaluated and was found to have a good fit. The variance explained for the teachers' attitude towards eBook is approximately 69.1% where perceived usefulness appeared to be a stronger determinant compared to perceived ease of use. This study concluded that the attitude of mathematics teachers towards eBook depends largely on the perception of how useful the eBook is on improving their teaching performance, implying that teachers should be kept updated with the latest mathematical application and sofwares to use with the eBook to ensure positive attitude towards using it in class.
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Dimensions of social learning in teacher education: an exemplary case study
Van den Beemt, Antoine; Vrieling, Emmy
2016-01-01
Growing attention can be noticed for social learning in teacher groups as a stimulus for teachers’ professional development. Research shows the importance of understanding the role and impact of informal social networks on teacher professional development. This paper describes a rich case study of student teachers, in-service teachers and teacher training educators collaborating in networks. Based on the ‘Dimensions of Social Learning (DSL)-Framework’ that includes 4 dimensions and 11 indicat...
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The individual teacher in lesson study collaboration
DEFF Research Database (Denmark)
Skott, Charlotte Krog; Møller, Hanne
2017-01-01
used in lesson study research. Design/methodology/approach The authors use collective case studies. By being participant observers the authors provide detailed descriptions of two selected teachers’ lived experiences of lesson study collaboration. In addition to gain first-hand insights, the authors...... in the participation of each of the two teachers during a two-year lesson study project. By comparing these shifts the authors identify significant conditions for their individual learning. Research limitations/implications Although the study is small scale, both the insights into the different ways in which teachers...... participated and the theoretical insights might be valuable for other lesson study research approaches. Practical implications This paper provides valuable insights into conditions that might influence teachers’ participation in lesson study activities, especially in cultures with little experience of lesson...
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Kim, Jihyun; Youngs, Peter
2016-01-01
This study draws on institutional theory to examine teachers' and principals' perceptions of new teacher evaluation policies, factors that influence such perceptions and how such perceptions shape the implementation of the policies in Seoul (Korea) and Michigan (USA). The study featured in-depth interviews of 11 elementary school teachers and 4…
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Leonardi, Marcelo
The primary purpose of this study was to examine the impact of a scheduling change from a trimester 4x4 block schedule to a modified hybrid schedule on student achievement in ninth grade biology courses. This study examined the impact of the scheduling change on student achievement through teacher created benchmark assessments in Genetics, DNA, and Evolution and on the California Standardized Test in Biology. The secondary purpose of this study examined the ninth grade biology teacher perceptions of ninth grade biology student achievement. Using a mixed methods research approach, data was collected both quantitatively and qualitatively as aligned to research questions. Quantitative methods included gathering data from departmental benchmark exams and California Standardized Test in Biology and conducting multiple analysis of covariance and analysis of covariance to determine significance differences. Qualitative methods include journal entries questions and focus group interviews. The results revealed a statistically significant increase in scores on both the DNA and Evolution benchmark exams. DNA and Evolution benchmark exams showed significant improvements from a change in scheduling format. The scheduling change was responsible for 1.5% of the increase in DNA benchmark scores and 2% of the increase in Evolution benchmark scores. The results revealed a statistically significant decrease in scores on the Genetics Benchmark exam as a result of the scheduling change. The scheduling change was responsible for 1% of the decrease in Genetics benchmark scores. The results also revealed a statistically significant increase in scores on the CST Biology exam. The scheduling change was responsible for .7% of the increase in CST Biology scores. Results of the focus group discussions indicated that all teachers preferred the modified hybrid schedule over the trimester schedule and that it improved student achievement.
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Cuban Voices: A Case Study of English Language Teacher Education
Smith, Steven John
2016-01-01
This case study uses qualitative research methods and a postcolonial paradigm to listen to the voices of Cuban teacher educators describing how they educate and prepare English language teachers in Cuba. English language teacher education in Cuba includes features that are considered innovative, contemporary and good practice in the Western world.…
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Learning How to Improve Vocabulary Instruction through Teacher Study Groups
Dimino, Joseph; Taylor, Mary Jo
2009-01-01
Professional development with proven positive effects on vocabulary instruction and student achievement: that's what reading teachers are looking for, and that's what the Teacher Study Group (TSG) model delivers. With the nine complete TSG sessions in this book, K-8 teachers will form dynamic in-school learning groups with their fellow educators…
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A Quantitative Study Examining Teacher Stress, Burnout, and Self-Efficacy
Stephenson, Timar D.
2012-01-01
The purpose of this quantitative, correlational study was to examine the relationships between stress, burnout, and self-efficacy in public school teachers in the Turks and Caicos Islands. The Teacher Stress Inventory was used to collect data on teacher stress, the Maslach Burnout Inventory Educators Survey was used to obtain data on teacher…
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Akman, Özkan
2016-01-01
This study aimed at examining the self-efficacy perceptions of social studies teacher candidates with respect to educational internet use. This research was conducted on a sample of 174 social studies teacher candidates enrolled in Gaziantep University Nizip Faculty of Education. The "Educational Internet Self-Efficacy Scale," developed…
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Watters, James J.; Diezmann, Carmel M.
2015-03-01
Recruitment of highly qualified science and mathematics graduates has become a widespread strategy to enhance the quality of education in the field of STEM. However, attrition rates are very high suggesting preservice education programs are not preparing them well for the career change. We analyse the experiences of professionals who are scientists and have decided to change careers to become teachers. The study followed a group of professionals who undertook a 1-year preservice teacher education course and were employed by secondary schools on graduation. We examined these teachers' experiences through the lens of self-determination theory, which posits autonomy, confidence and relatedness are important in achieving job satisfaction. The findings indicated that the successful teachers were able to achieve a sense of autonomy and confidence and, in particular, had established strong relationships with colleagues. However, the unique challenges facing career-change professionals were often overlooked by administrators and colleagues. Opportunities to build a sense of relatedness in their new profession were often absent. The failure to establish supportive relationships was decisive in some teachers leaving the profession. The findings have implications for both preservice and professional in-service programs and the role that administrators play in supporting career-change teachers.
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McGaughy, Charis; de Gonzalez, Alicia
2012-01-01
The California Department of Education is in the process of revising the Career and Technical Education (CTE) Model Curriculum Standards. The Educational Policy Improvement Center (EPIC) conducted an investigation of the draft version of the Health Sciences and Medical Technology Standards (Health Science). The purpose of the study is to…
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Exploring the use of lesson study with six Canadian middle-school science teachers
Bridges, Terry James
This qualitative case study explores the use of lesson study over a ten-week period with six Ontario middle school science teachers. The research questions guiding this study were: (1) How does participation in science-based lesson study influence these teachers': (a) science subject matter knowledge (science SMK), (b) science pedagogical content knowledge (science PCK), and (c) confidence in teaching science?, and (2) What benefits and challenges do they associate with lesson study? Data sources for this study were: teacher questionnaires, surveys, reflections, pre- and post- interviews, and follow-up emails; researcher field notes and reflections; pre- and post- administration of the Science Teaching Efficacy Belief Instrument; and audio recordings of group meetings. The teachers demonstrated limited gains in science SMK. There was evidence for an overall improvement in teacher knowledge of forces and simple machines, and two teachers demonstrated improvement in over half of the five scenarios assessing teacher science SMK. Modest gains in teacher science PCK were found. One teacher expressed more accurate understanding of students' knowledge of forces and a better knowledge of effective science teaching strategies. The majority of teachers reported that they would be using three-part lessons and hands-on activities more in their science teaching. Gains in teacher pedagogical knowledge (PK) were found in four areas: greater emphasis on anticipation of student thinking and responses, recognition of the importance of observing students, more intentional teaching, and anticipated future use of student video data. Most teachers reported feeling more confident in teaching structures and mechanisms, and attributed this increase in confidence to collaboration and seeing evidence of student learning and engagement during the lesson teachings. Teacher benefits included: learning how to increase student engagement and collaboration, observing students, including video data
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Enacting Curriculum Reform through Lesson Study: A Case Study of Mathematics Teacher Learning
Ni Shuilleabhain, Aoibhinn; Seery, Aidan
2018-01-01
Based in a time of major curriculum reform, this article reports on a qualitative case study of teacher professional development (PD) in the Republic of Ireland (ROI). Five mathematics teachers in an Irish secondary school were introduced to and participated in successive cycles of school-based lesson study (LS) over the course of one academic…
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Russell, Stephen T; Day, Jack K; Ioverno, Salvatore; Toomey, Russell B
2016-02-01
Bullying is common in U.S. schools and is linked to emotional, behavioral, and academic risk for school-aged students. School policies and practices focused on sexual orientation and gender identity (SOGI) have been designed to reduce bullying and show promising results. Most studies have drawn from students' reports: We examined teachers' reports of bullying problems in their schools along with their assessments of school safety, combined with principals' reports of SOGI-focused policies and practices. Merging two independent sources of data from over 3000 teachers (California School Climate Survey) and nearly 100 school principals (School Health Profiles) at the school level, we used multi-level models to understand bullying problems in schools. Our results show that SOGI-focused policies reported by principals do not have a strong independent association with teachers' reports of bullying problems in their schools. However, in schools with more SOGI-focused policies, the association between teachers' assessments of school safety and bullying problems is stronger. Recent developments in education law and policy in the United States and their relevance for student well-being are discussed. Copyright © 2015 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
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Vocal quality in university teachers: a pilot study.
D'haeseleer, E; Claeys, S; Wuyts, F; Van Lierde, K M
2009-01-01
The main purpose of this study was to determine the vocal quality of 20 male and 9 female university teachers using a multi-parameter approach. Secondly, the effect of an academic lecture on the voice profiles of the university teachers was measured. All groups underwent subjective voice evaluations (perceptual evaluation, Voice Handicap Index, anamnesis of vocal complaints and vocal abuse) and objective voice evaluations (aerodynamic and acoustic parameters, vocal performance, and the Dysphonia Severity Index). The same voice assessment was performed after an academic lecture with a mean length of one and a half hours. The mean DSI score was + 2.2 for the male teachers and + 4.0 for the female teachers. The mean VHI score was 13. Perceptually, all voice parameters were rated as normal. The questionnaire revealed a relatively high amount of vocal abuse. No changes in the objective vocal parameters were found after the lecture. Perceptually, however, the voices of the university teachers were significantly less instable after the lecture. Although no negative changes in objective vocal quality were observed, 48% of the university teachers experienced subjective vocal changes. The authors concluded that university teachers are professional voice users with good vocal quality who suffer no handicapping effect from possible voice disorders. No important changes in the vocal profile after a teaching activity of one and a half hours were found, despite the high prevalence of voice complaints.
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A Study of the Generalizability of Teacher Change Quasi-Experiments
Stringfield, Samuel; Schaffer, Eugene; Devlin-Scherer, Roberta
2017-01-01
Quasi-experimental teacher effectiveness studies have indicated that properly designed staff development programs can lead to changes in teacher and student behavior and to gains in student achievement. Those studies involved workshop series led by nationally known scholars. Using instructors from varied backgrounds, the current study examined the…
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Directory of Open Access Journals (Sweden)
Berna Güryay
2016-05-01
Full Text Available The achievement in learning a foreign language depends not only on cognitive factors such as intelligence, aptitude etc., but also on affective factors such as attitude and motivation. As the main branch of prospective teachers of English is teaching a language, their attitudes towards English and towards being a teacher are of vital importance in their future careers. The purpose of this descriptive study is to determine whether the attitudes of the students of English Language Teaching Department towards English affect their attitudes towards being a teacher of English and whether the students’ attitudes indicate significant differences with regard to individual variables such as gender, class, the types of High Schools from which they have graduated, their socio-economic background, and whether there is a teacher in their family. The sample group of the study were composed 540 prospective English teachers of the first, second, third and fourth year students of the Department of English Language Teaching at Buca Faculty of Education at Dokuz Eylül University, İzmir. For data collection, personal information sheet, the scale for attitudes towards English developed by Altunay (2002 (Alpha Reliability Coefficient: 0.96 and the scale for attitudes towards Being a Teacher developed by Semerci (1999 (Alpha Reliability Coefficient: 0.68 were used. The results indicate that the more positive the students’ attitudes towards English are, the more positive the students’ attitudes towards teaching profession are. Fur thermore, when attitudes towards English and towards being a teacher are compared,” it is indicated that the students’ attitudes towards English are a little bit higher.
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Low Carbon Grid Study: Analysis of a 50% Emission Reduction in California
Energy Technology Data Exchange (ETDEWEB)
Brinkman, Gregory [National Renewable Energy Lab. (NREL), Golden, CO (United States); Jorgenson, Jennie [National Renewable Energy Lab. (NREL), Golden, CO (United States); Ehlen, Ali [Center for Energy Efficiency and Renewable Technologies, Sacramento, CA (United States); Caldwell, James H. [Center for Energy Efficiency and Renewable Technologies, Sacramento, CA (United States)
2016-01-07
The California 2030 Low Carbon Grid Study (LCGS) analyzes the grid impacts of a variety of scenarios that achieve 50% carbon emission reductions from California's electric power sector. Impacts are characterized based on several key operational and economic metrics, including production costs, emissions, curtailment, and impacts on the operation of gas generation and imports. The modeling results indicate that achieving a low-carbon grid (with emissions 50% below 2012 levels) is possible by 2030 with relatively limited curtailment (less than 1%) if institutional frameworks are flexible. Less flexible institutional frameworks and a less diverse generation portfolio could lead to higher curtailment (up to 10%), operational costs (up to $800 million higher), and carbon emissions (up to 14% higher).
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Directory of Open Access Journals (Sweden)
W. James Jacob
2010-12-01
Full Text Available This article examines the teacher preparation experiences of preservice teachers in six international contexts: China, Fiji, Kiribati, Mexico, Samoa, and Tonga. More specifically, it looks at the value-added components in an international teacher education program, with an emphasis on effective teaching and employability. Theoretically the study is based on Straus and Corbin’s (1998a substantive grounded theory and Patton’s (1997 Theory of Action Framework. Verbal and non-verbal forms of feedback were identified as essential aspects of the international preservice training experience. Cultural diversity, teaching English as a second language, collaboration, and exposure to a different educational system were identified among several components as advantages to individuals who conduct their preservice teacher training in international settings.
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Colwell, R. N.; Burgy, R. H.; Algazi, V. R.; Draeger, W. C.; Estes, J. E.; Bowden, L. W. (Principal Investigator)
1974-01-01
The author has identified the following significant results. The supply, demand, and impact relationships of California's water resources as exemplified by the Feather River project and other aspects of the California Water Plan are discussed.
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National Research Council Canada - National Science Library
Copeland, Ronald
2000-01-01
.... An existing concrete-lined flood control channel on Corte Madera Creek in Marin County, California lacks a debris basin at its upstream terminus and carries significant bed load through a supercritical flow reach...
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Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study
Cholewa, Blair; Goodman-Scott, Emily; Thomas, Antoinette; Cook, Jennifer
2016-01-01
School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The…
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Attitudes of Social Studies Teachers toward Value and Values Education
Celikkaya, Tekin; Filoglu, Simge
2014-01-01
This research was conducted to determine how social studies teachers define value and "values education" as well as reveal the problems they encountered during the implementation. The participants in this study consisted of 17 social studies teachers from 12 primary schools (selected out of 39 primary schools in the city of Kirsehir…
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Uncertainties in Earthquake Loss Analysis: A Case Study From Southern California
Mahdyiar, M.; Guin, J.
2005-12-01
Probabilistic earthquake hazard and loss analyses play important roles in many areas of risk management, including earthquake related public policy and insurance ratemaking. Rigorous loss estimation for portfolios of properties is difficult since there are various types of uncertainties in all aspects of modeling and analysis. It is the objective of this study to investigate the sensitivity of earthquake loss estimation to uncertainties in regional seismicity, earthquake source parameters, ground motions, and sites' spatial correlation on typical property portfolios in Southern California. Southern California is an attractive region for such a study because it has a large population concentration exposed to significant levels of seismic hazard. During the last decade, there have been several comprehensive studies of most regional faults and seismogenic sources. There have also been detailed studies on regional ground motion attenuations and regional and local site responses to ground motions. This information has been used by engineering seismologists to conduct regional seismic hazard and risk analysis on a routine basis. However, one of the more difficult tasks in such studies is the proper incorporation of uncertainties in the analysis. From the hazard side, there are uncertainties in the magnitudes, rates and mechanisms of the seismic sources and local site conditions and ground motion site amplifications. From the vulnerability side, there are considerable uncertainties in estimating the state of damage of buildings under different earthquake ground motions. From an analytical side, there are challenges in capturing the spatial correlation of ground motions and building damage, and integrating thousands of loss distribution curves with different degrees of correlation. In this paper we propose to address some of these issues by conducting loss analyses of a typical small portfolio in southern California, taking into consideration various source and ground
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Leadership skills for the California electric utility industry: A qualitative study
Hubbell, Michael
The purpose of this qualitative study was to determine the skills and knowledge necessary for leaders in the California electric utility industry in 2020. With rapid industry changes, skills to effectively lead and stay competitive are undetermined. Leaders must manage an increasingly hostile social and political environment, incorporate new technology, and deal with an aging workforce and infrastructure. Methodology. This study utilized a qualitative case study design to determine the factors that influence the skills leaders will require in 2020. It incorporated the perspectives of current electric utility leaders while looking with a future lens. Findings. Interviews were conducted with transmission and distribution (T&D) directors at 3 investor-owned public electric utilities headquartered in California. The questions followed an open-ended format to gather responses as perceived by electric utility leaders for each research question category: overall skills, aging workforce, regulation, technology, and leading younger generations. The research resulted in 18 major themes: 5 for overall skills, 3 for aging workforce, 4 for regulation, 3 for technology, and 3 for leading younger generations. Conclusions. The study identified leadership skills including the ability to embrace, leverage, and stay current with technology; understand and provide a clear vision for the future; increase creativity; manage the next set of workers; motivate during a time of great change; prepare for knowledge transfer and change in workforce culture; manage regulatory expectations; expand potential utility opportunities; leverage "big data"; allow worker collaboration; and understand what drives younger generations. Recommendations. California-based electric utility leaders can remain effective by implementing key strategies identified herein. Further research could examine perspectives of additional utility leaders who lead in organizational units outside of T&D, expand the research to
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California Workforce: California Faces a Skills Gap
Public Policy Institute of California, 2011
2011-01-01
California's education system is not keeping up with the changing demands of the state's economy--soon, California will face a shortage of skilled workers. Projections to 2025 suggest that the economy will continue to need more and more highly educated workers, but that the state will not be able to meet that demand. If current trends persist,…
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Teacher design of technology for emergent literacy: An explorative feasibility study
McKenney, Susan; Voogt, Joke
2012-01-01
The active participation of teachers in designing classroom learning experiences contributes to teacher abilities to facilitate learning. This paper reports on a case study of one Dutch teacher designing a technology-rich learning environment for emergent literacy. Data was collected to explore the
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Job satisfaction and teacher-student relationships across the teaching career : Four case studies
Veldman, Ietje; van Tartwijk, Jan; Brekelmans, Mieke; Wubbels, Theo
2013-01-01
We studied the development of teacher-student relationships and teachers' job satisfaction throughout the careers of four veteran teachers who retained high job satisfaction. Teacher data gathered with the narrative-biographical method were compared with students' perceptions of the teacher-student
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Science teachers teaching socioscientific issues (SSI): Four case studies
Lee, Hyunju
Socioscientific issues (SSI) are a class of issues that represent the social, ethical, and moral aspects of science in society. The need for the inclusion of SSI into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. However, there are some teachers who address SSI out of personal initiatives. This dissertation study investigates four high school science teachers who address SSI out of their own initiative and explores their deeper inspirations, values, philosophies, and personal ideals that lead them to teach SSI. The overall approach is based on essentialist methodology (Witz, Goodwin, Hart, & Thomas, 2001; Witz, 2006a) with its focus on "the participant as ally" and "essentialist portraiture." The primary data source is four to six in-depth interviews with individual teachers (about 40-90 minutes for each interview). The interviews are complemented by extensive classroom observations of individual teachers' teaching SSI and by document analysis (including teaching materials, rubrics, student group projects and journals, etc.). There are two major findings. First, the teachers' deeper values and ideals are a source of larger inspiration that plays a significant role in changing their teaching practice. This inspiration may involve higher aspects (e.g., deep concern for students' development, unselfishness, caring, etc.) and commitment. Their teaching represents an integration of their personal experiences, values, concerns, and worldviews, which forms a larger inspiration for teaching. Teaching SSI is a part of this larger process. Second, the current curriculum reforms (STS, SSI, and NOS) only suggest theoretical ideals and do not effectively touch teachers' deeper values and ideals. Basically, the teachers are doing what they
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Directory of Open Access Journals (Sweden)
Derek Anderson
2014-05-01
Full Text Available This case study examines two 10th-grade US History teachers who collaborated to create and implement an integrated, thematic eight-week unit on war with an emphasis differentiated instruction. Drawing on the National Council for the Social Studies (2010 framework for powerful and purposeful social studies instruction, the case study uses multiple sources of data, including 38 lesson observations, analyses of the teachers’ lesson plans and student work, and interviews of teachers. Initially, the teachers were successful at engaging students in simulations, small-group discussions, and higher-order thinking. As the unit progressed, however, the teachers reverted to transmission-style teaching with an emphasis on breadth over depth. Changing teaching practice requires overcoming barriers associated with prior experiences and deeply-held beliefs about teaching and learning.
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A Case Study Examining Change in Teacher Beliefs Through Collaborative Action Research
Vaino, Katrin; Holbrook, Jack; Rannikmäe, Miia
2013-01-01
The main goal of this study was to explore the role of collaborative action research in eliciting change in teacher beliefs. The beliefs were those of five chemistry teachers in implementing a new teaching approach, geared to enhancing students' scientific and technological literacy (STL). The teacher beliefs were analysed based on Ajzen's Theory of Planned Behaviour (2005) by looking at the teacher's (a) attitude towards implementing STL modules, (b) perceived subjective norms, and (c) behavioural control regarding the new teaching approach. After an introductory year, when teachers familiarised themselves with the new approach, a collaborative action research project was initiated in the second year of the study, helping teachers to minimise or overcome initially perceived constraints when implementing STL modules in their classroom. The processes of teacher change and the course of the project were investigated by teacher interviews, teacher informal commentaries, and meeting records. The formation of positive beliefs towards a STL approach increased continuously, although its extent and character varied depending on the teacher. The close cooperation, in the format of collaborative action research and especially through teacher group reflections and perceived collegial support, did support teacher professional development including change in their beliefs towards the new teaching approach. Additionally, positive feedback gained from other teachers through running a two-day in-service course in year three helped to strengthen all five teachers' existing beliefs towards the new approach. The current research demonstrated that perceived constraints, where identified, can be meaningfully addressed by teachers, through undertaking collaborative action research.
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Cousar, Theresa Ann
2017-01-01
The purpose of this quantitative study was to examine middle school teachers' job satisfaction (low vs. high) and how teachers perceive principals' leadership traits. The study used a causal-comparative and correlational design. The teachers were divided into two job satisfaction level groups. Teacher perception of principal leadership traits for…
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A Study on the Spatial Abilities of Prospective Social Studies Teachers: A Mixed Method Research
Yurt, Eyüp; Tünkler, Vural
2016-01-01
This study investigated prospective social studies teachers' spatial abilities. It was conducted with 234 prospective teachers attending Social Studies Teaching departments at Education Faculties of two universities in Central and Southern Anatolia. This study, designed according to the explanatory-sequential design, is a mixed research method,…
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Persisting mathematics and science high school teachers: A Q-methodology study
Robbins-Lavicka, Michelle M.
There is a lack of qualified mathematics and science teachers at all levels of education in Arkansas. Lasting teaching initiative programs are needed to address retention so qualified teachers remain in the classroom. The dearth of studies regarding why mathematics and science teachers persist in the classroom beyond the traditional 5-year attrition period led this Q-methodological study to evaluate the subjective perceptions of persistent mathematics and science teachers to determine what makes them stay. This study sought to understand what factors persisting mathematics and science teachers used to explain their persistence in the classroom beyond 5 years and what educational factors contributed to persisting mathematics and science teachers. Q-methodology combines qualitative and quantitative techniques and provided a systematic means to investigate personal beliefs by collecting a concourse, developing a Q-sample and a person-sample, conducting a Q-sorting process, and analyzing the data. The results indicated that to encourage longevity within mathematics and science classrooms (a) teachers should remain cognizant of their ability to influence student attitudes toward teaching; (b) administrators should provide support for teachers and emphasize the role and importance of professional development; and (c) policy makers should focus their efforts and resources on developing recruitment plans, including mentorship programs, while providing and improving financial compensation. Significantly, the findings indicate that providing mentorship and role models at every level of mathematics and science education will likely encourage qualified teachers to remain in the mathematics and science classrooms, thus increasing the chance of positive social change.
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DEFF Research Database (Denmark)
Rasmussen, Jens
Teacher Expertise: How to improve the relationship between Theory and Practice in Teacher Education Jens Rasmussen, Department of Education, Aarhus University In several studies and reports it has been nailed over and over that teachers’ matter. So this is not the question in this study. The ques......Teacher Expertise: How to improve the relationship between Theory and Practice in Teacher Education Jens Rasmussen, Department of Education, Aarhus University In several studies and reports it has been nailed over and over that teachers’ matter. So this is not the question in this study....... The question is how teacher preparation leads to effective teachers. The study Expert in Teaching paid special attention to the intention of connecting coursework more directly to practice in pre-service teacher education. The overall objective of the study was to strengthen the relationship between theory...... that the three parties (college teachers, practice teachers and teacher students) found it difficult to perform and maintain their different roles....
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A study of gay and lesbian teachers.
Olson, M R
1987-01-01
This study summarized a survey of 97 homosexual individuals who were currently teaching or who had been teachers. The focus of the survey was to gain insight into the experiences of such individuals in the public schools. It was found that 25% of the respondents had left teaching; a little more than half of this group left at least partially because of their sexual preference. About 82% were out of the closet to at least one person while teaching; nearly half of those who were "out" had chosen another teacher in whom to confide. Of those who chose someone in whom to confide, 70% reported a positive reaction from that individual. The author's conclusion is that an individual's decision to become a teacher, stay in teaching, and to "come out of the closet" is necessarily highly individual and very complex.
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Pudelko, Claudia E.; Boon, Helen J.
2014-01-01
To date, there is an empirical gap in the evidence of the relations between teachers' classroom goals and values, two key variables linked to students' achievement motivation. The purpose of this study was to investigate this relationship in an Australian teacher sample. We surveyed 102 high school teachers from seven schools in Cairns, Queensland…
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[Professional burnout among university and high school teachers--comparative study].
Swietochowski, Waldemar
2011-01-01
Professional burnout is a set of negative emotional and behavioral symptoms, observed in workers of widely understood human service occupations, including teachers. In spite of the considerable number of studies of burnout in teachers, a few of them concern university teachers. The aim of the article was to estimate the degree of burning threat in this professional group and to analyze individual determinants and dynamics of burning out in academic teachers. Gender, age, personality traits and temperament traits were given the status of main factors in the study. The role of the perceived social support was also analyzed. 97 academic workers of three state universities (University, Medical University and Technical University) in Łódź took part in the study; 100 teachers of high schools formed a comparative group. MBI General Survey was applied to measure dependent variables (burnout and its three components: Emotional Exhaustion, Cinicism and Professional Efficacy). The level of factors was measured with standard psychological tests: NEO-FFI and FCZ-KT. The Scale of Perceived Social Support was also applied. The results show considerably lower threat of the burning out syndrome in university than in high school teachers. Among individual factors only two temperament traits (emotional reactivity and perseveration) and one personality trait (extroversion) seem to be important determinants of professional burnout. The perceived social support does not prevent the progress of burnout syndrome. Based on the obtained results several practical conclusions were formulated. They refer mainly to preventive training for beginners in teaching and changes in the organization of academic teachers' work.
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Liu, I-Chun
2012-01-01
This study investigated an emerging language learning culture by examining the relationship between teachers' pedagogical beliefs and perceived efficacy in two cities in southern Texas. Drawing on Bandura's (1994) theory of self-efficacy and Ashton and Webb's (1986) notions about teacher efficacy, a multi-sited case study was conducted to explore…
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Banker, Lauren Langer
2017-01-01
This mixed-methodology case study explored one district's attempt to provide teacher leadership training in an effort to increase feelings of empowerment. Empowerment is defined as the degree to which an individual feels capable of influencing his or her work role and context (Spreitzer, 1995) and in the field of education, empowering teachers is…
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Meng, Lingqi; Muñoz, Marco
2016-01-01
This international study investigated Chinese and American elementary school teachers' perceptions of effective teaching. The sample comprised Chinese (n = 108) and US (n = 110) participating teachers. The Effective Teaching Quality Survey (ETQS) was adopted for this comparative education research, an instrument that operationalized Stronge's…
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Scaffolding Preservice Teachers' WebQuest Design: A Qualitative Study
Wang, Feng; Hannafin, Michael J.
2009-01-01
This study examined how participating preservice teachers reported their perceptions and use of different scaffolds provided to support their WebQuest design. Sixteen preservice teachers participated in a succession of course activities designed to guide WebQuest design and development. Results indicated that while participants followed, adapted,…
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Teacher Pay and Teacher Aptitude
Leigh, Andrew
2012-01-01
Can changes in teacher pay encourage more able individuals to enter the teaching profession? So far, studies of the impact of pay on the aptitude distribution of teachers have provided mixed evidence on the extent to which altering teacher salaries represents a feasible solution to the teacher quality problem. One possible reason is that these…
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Job Satisfaction and Teacher-Student Relationships across the Teaching Career: Four Case Studies
Veldman, Ietje; van Tartwijk, Jan; Brekelmans, Mieke; Wubbels, Theo
2013-01-01
We studied the development of teacher-student relationships and teachers' job satisfaction throughout the careers of four veteran teachers who retained high job satisfaction. Teacher data gathered with the narrative-biographical method were compared with students' perceptions of the teacher-student relationships, using the Questionnaire on Teacher…
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Mental Health Workforce Change through Social Work Education: A California Case Study
Foster, Gwen; Morris, Meghan Brenna; Sirojudin, Sirojudin
2013-01-01
The 2004 California Mental Health Services Act requires large-scale system change in the public mental health system through a shift to recovery-oriented services for diverse populations. This article describes an innovative strategy for workforce recruitment and retention to create and sustain these systemic changes. The California Social Work…
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Directory of Open Access Journals (Sweden)
AndreaSzukala
2012-06-01
Full Text Available This article contributes to a newer debate in teacher education research regarding the professionalization for the work in multicultural urban classrooms. In a social studies didactics’ perspective teacher-learnermismatch seems to be an important factor influencing the ability to construct meaningful social studies learning environments – and thus represents an important challenge for the education of future teachers in our domain. But what are the social origins of diverse teacher professional identities in the social studies domain? This article refers to a biographicalnarrative study on teacher students from very heterogeneous backgrounds exploring their basic beliefs and attitudes towards becoming a social studies teacher.
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Emission estimates of HCFCs and HFCs in California from the 2010 CalNex study
Barletta, Barbara; Carreras-Sospedra, Marc; Cohan, Alex; Nissenson, Paul; Dabdub, Donald; Meinardi, Simone; Atlas, Elliot; Lueb, Rich; Holloway, John S.; Ryerson, Thomas B.; Pederson, James; VanCuren, Richard A.; Blake, Donald R.
2013-02-01
The CalNex 2010 (California Research at the Nexus of Air Quality and Climate Change) study was designed to evaluate the chemical composition of air masses over key source regions in California. During May to June 2010, air samples were collected on board a National Oceanic and Atmospheric Administration (NOAA) WP-3D aircraft over the South Coast Air Basin of California (SoCAB) and the Central Valley (CV). This paper analyzes six effective greenhouse gases—chlorodifluoromethane (HCFC-22), 1,1-dichloro-1-fluoroethane (HCFC-141b), 1-chloro-1,1-difluoroethane (HCFC-142b), 2-chloro-1,1,1,2-tetrafluoroethane (HCFC-124), 1,1,1,2-tetrafluoroethane (HFC-134a), and 1,1-difluoroethane (HFC-152a)—providing the most comprehensive characterization of chlorofluorocarbon (CFC) replacement compound emissions in California. Concentrations of measured HCFCs and HFCs are enhanced greatly throughout the SoCAB and CV, with highest levels observed in the SoCAB: 310 ± 92 pptv for HCFC-22, 30.7 ± 18.6 pptv for HCFC-141b, 22.9 ± 2.0 pptv for HCFC-142b, 4.86 ± 2.56 pptv for HCFC-124, 109 ± 46.4 pptv for HFC-134a, and 91.2 ± 63.9 pptv for HFC-152a. Annual emission rates are estimated for all six compounds in the SoCAB using the measured halocarbon to carbon monoxide (CO) mixing ratios and CO emissions inventories. Emission rates of 3.05 ± 0.70 Gg for HCFC-22, 0.27 ± 0.07 Gg for HCFC-141b, 0.06 ± 0.01 Gg for HCFC-142b, 0.11 ± 0.03 Gg for HCFC-124, 1.89 ± 0.43 Gg for HFC-134a, and 1.94 ± 0.45 Gg for HFC-152b for the year 2010 are calculated for the SoCAB. These emissions are extrapolated from the SoCAB region to the state of California using population data. Results from this study provide a baseline emission rate that will help future studies determine if HCFC and HFC mitigation strategies are successful.
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Consequences of Self-Leadership: A Study on Primary School Teachers
Sesen, Harun; Tabak, Akif; Arli, Ozgur
2017-01-01
This study explores the consequences of self-leadership on job satisfaction, organizational commitment and innovative behaviors of teachers. For this purpose, a field study was conducted with the data gathered from 440 primary school teachers who work in different cities. To test the research hypotheses, correlation and regression analysis were…
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Are elementary school teachers prepared to tackle bullying? : A pilot study
Oldenburg, Beau; Bosman, Rie; Veenstra, Rene
The aim of this pilot study was to investigate to what extent elementary school teachers were prepared to tackle bullying. Interview data from 22 Dutch elementary school teachers (M age=43.3, 18 classrooms in eight schools) were combined with survey data from 373 students of these teachers (M
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Student-Authored Case Studies as a Reflective Component of Teacher Education
Rosse-Richards, Kevin Andrews; Hemphill, Michael A.; Wilson, Wesley J.
2015-01-01
Field experiences are often conceptualized as integral to teacher education programming. However, there are often inconsistencies between the beliefs and values espoused in teacher education and those pre-service teachers encounter in schools that they must navigate to be successful. Among other strategies, writing case studies about their…
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Student Teachers' Cognition about L2 Pronunciation Instruction: A Case Study
Burri, Michael
2015-01-01
In view of the minimal attention pronunciation teacher preparation has received in second language (L2) teacher education, this study examined the cognition (i.e. beliefs, thoughts, attitudes and knowledge) development of 15 student teachers during a postgraduate subject on pronunciation pedagogy offered at an Australian tertiary institution.…
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Case studies of beliefs of two in-service primary school teachers ...
African Journals Online (AJOL)
Within the mathematics teacher education program, a variety of teaching strategies and theories are discussed with the aim of changing the student teachers views about mathematics and its teaching. This study was conducted with two in-service primary school teachers as they progressed through a 4-year degree ...
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A Case Study of Self-Affirmations in Teacher Education
Robinson, Scott
2014-01-01
This qualitative study reports on what was learned from two former teacher candidates, who engaged in self-affirmation writing exercises in an education seminar during their final semester in a teacher education program. Self-affirmations, as presented here, are brief psychological interventions designed to enhance the self-integrity of teacher…
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Recent Advances in Climate Impacts, Vulnerability, and Adaptation Studies in California
Franco, G.; Cayan, D. R.; Moser, S. C.; Hanemann, M.; Pittiglio, S.
2010-12-01
The State of California is committed to preparing periodic climate change impacts and adaptation assessments to inform and develop policy in the State. The most recent assessment was released late in 2009 and a new vulnerability and adaptation assessment is underway for release in late 2011. Both assessments use IPCC climate simulations that were statistically downscaled to a horizontal resolution of about 12 Km. The 2009 California assessment attempted to translate some impacts and adaptation options into monetary terms which introduced additional uncertainties. The 2011 California assessment combines a set of coordinated statewide and regional/local studies because many adaptation options, though informed by state and national policies, will be implemented at regional and local levels. The 2011 assessment expands the number of climate simulations that are employed in order to form a fuller estimate of the potential envelope of climate change and its impacts in the state. It also introduces a subset of dynamically downscaled scenarios to understand how well statistical relationships, developed using historical data, hold up in future climate regimes. Investigations are on-going to translate the ensemble of climate simulations and to begin to attach probabilities to the scenarios using subjective and objective techniques. In addition to advances in climate simulations and downscaling techniques, the new vulnerability and adaptation assessment also increasingly integrates social science approaches to assessing vulnerabilities and adaptation options. This presentation will illustrate results from the 2009 assessment and describe the design and initial implementation of the 2011 assessment.
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Physics Teacher Knowledge Aimed in Pedagogical Studies in Finland and in South Korea
Krzywacki, Heidi; Kim, Byeong-Chan; Lavonen, Jari
2017-01-01
This paper analyzes the pedagogical studies of Finnish and South Korean physics teacher education programs that guide teacher educators to support student teachers' to build readiness for acting as professional teachers in a secondary school classroom. Research on the domains and origin of teachers' professional knowledge provides a framework for…
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VIDEOCONFERENCING ON EDUCATION: A CASE STUDY WITH TEACHERS OF BASIC EDUCATION
Directory of Open Access Journals (Sweden)
Paulo Sérgio Garcia
2013-12-01
Full Text Available This study investigated teachers’ objectives for using videoconferencing (VC, their forms of use, and advantages and difficulties faced in the context of public schools. It was also analyzed VC contribution to teacher education and the skills that teachers require to use it. It was used interviews with 17 teachers who participated in projects. The data analyzed qualitatively revealed that teachers had objectives related to the expansion of the content, the study of other cultures, the creation of new teaching methods and techniques, the encouragement of the students in decision-making, and the motivation of the students. Forms of use were associated with lectures and talks delivered by experts. Among the main difficulties were the lack of support and time for teacher planning his activities, and lack of technical support. The VC can contribute with teacher education in updating teacher knowledge, and in the process of learning how to use new technologies. Among the competencies required are: master the use of technologies, control physical space, and master the strategies of dynamics of the use. The results promote further discussions on teaching practices and classroom management, both in pre-service and in-service education.
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Yakar, Zeha
The purpose of this study was to investigate the development and change in constructivist behaviors of preservice science teachers of the Iowa-Secondary Science Teacher Education Program (SSTEP) over the four semester sequence. Constructivist behaviors were investigated from four perspectives; including actual classroom performances as viewed from videotapes, teacher perceptions of teacher use of constructivist teaching practices, and teacher beliefs as gained from open-ended questions, and written artifacts. The participants of the study included a total of 41 secondary science preservice teachers in four different semesters of their teacher preparation program. Three instruments were used to generate the main data to answer the research questions. The three instruments were: (1) Constructivist Learning Environment Survey (CLES), (2) Philosophy of Teaching and Learning (PTL), and (3) videotape portfolio evaluated with the Reformed Teaching Observation Protocol (RTOP). Major findings include the following: (1) Preservice teachers' perceptions regarding constructivist approaches become significantly and increasingly more student-centered in terms of Personal Relevance, Critical Voice, Shared Control, and Student Negotiation as they prepare through the four semester sequence. (2) Preservice teachers' conceptions concerning teaching and learning become significantly and increasingly more student-centered in terms of what students need to do to improve their understanding of science concepts. (3) Preservice teachers conceptions and their perceptions about actual classroom practices rarely align with observed teaching practices in their classrooms. Although preservice teachers hold student-centered beliefs and perceptions, their actual classroom teaching practices were "transitional constructivist". (4) Preservice teachers' constructivist practices of teaching and learning began to decline in the third semester with preservice teachers moving towards more teacher
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Coast Live Oak Thinning Study in the Central Coast of California
Norman H. Pillsbury; Michael J. DeLasaux; Timothy R. Plumb
1987-01-01
Abstract: Along-term thinning study was established in ten stands of coast live oak (Quercus agrifolia N in the Central Coast of California. Information about diameter, basal area, and volume growth and yield is being obtained from unthinned control plots and from plots thinned to 50 and 100 square feet of basal area per acre. Descriptive information was also collected...
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Evaluation Study for Secondary Stage EFL Textbook: EFL Teachers' Perspectives
Al Harbi, Abdullah Abdul Muhsen
2017-01-01
This study aimed at evaluating EFL textbook for secondary stage in Saudi Public schools. Participants consisted of (100) male teachers and (73) female teachers teaching secondary stage students in two cities: Madinah and Dowadmi. The tool of the study designed to cover five dimensions: layout and design, the objectives of the textbook, teaching…
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Harrison, Jamie; Lakin, Joni
2018-01-01
Teacher attitudes toward inclusion of English Learners (ELs) in the mainstream classroom have primarily focused on explicit beliefs as accessed through observation, case studies, and self-report surveys. The authors explore implicit mainstream teacher beliefs about ELs using the newly created Implicit Association Test-EL, with correlations to…
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Principal-Teacher Interactions and Teacher Leadership Development: Beginning Teachers' Perspectives
Szeto, Elson; Cheng, Annie Yan-Ni
2018-01-01
Teacher leadership lies at the heart of school improvement. Leadership development among beginning teachers, however, is often neglected. This paper examines the role of principal-teacher interactions in the leadership development of a group of beginning teachers. Using a case study design, interviews were conducted and documentary evidence was…
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The Development of University Teachers' Professional Identity: A Dialogical Study
Scartezini, Raquel Antunes; Monereo, Carles
2018-01-01
This study investigated whether changes can occur on indicators of teachers' professional identity (TPI) when teachers and students share representations about what happens in class during an academic term. TPI is a process of constant negotiation between the different I-positions of teachers at the personal, social and cultural levels. The main…
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Social Networking Tools and Teacher Education Learning Communities: A Case Study
Poulin, Michael T.
2014-01-01
Social networking tools have become an integral part of a pre-service teacher's educational experience. As a result, the educational value of social networking tools in teacher preparation programs must be examined. The specific problem addressed in this study is that the role of social networking tools in teacher education learning communities…
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The Mathematics Teacher Formation and the Teaching for Research and Study Course
Directory of Open Access Journals (Sweden)
Ana Rosa Corica
2013-08-01
Full Text Available The study of didactic devices with the characteristics of RSC in the teachers' mathematics formation at an Argentine university has led to the future teachers elaboration of their own ideas about of the management of the mentioned device at the Argentine high school. In this paper, results of a semi-structured interview to future teachers are shown. The teachers were attending the last year of the teaching training college at an Argentine university. Our intention was to know the receipt that the future teachers have in the management of an education under the characteristics of RSC to manage the above device in their educational practices. One of the difficulties that the future teachers signal is to select the problematic question that allows to stimulate and to provoke the whole process of study. The choice of the mentioned question is assigned to the same teachers. This constitutes a limitation as for the comprehension and later management of an education for RSC.
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Organizational Trust of Mobbing Victims: A Study of Turkish Teachers
Ertürk, Abbas
2016-01-01
The purpose of this study is to investigate the relationship between mobbing behaviour faced by high schools teachers and their organizational trust. The study was based on the survey model. 418 teachers from five different prefectures in the province of Ankara participated in the survey. The NAQ negative acts scale and organizational trust scale…
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Latina Social Studies Teachers Negotiating Public Institutions
Rivas, Elizabeth D.
2017-01-01
This mixed methods study explores the institutionalized master narrative of public institutions and how the mandated policies enacted by public institutions impact Latina social studies teachers when delivering instruction to their students. A socio-transformative constructivist framework guides this study to affirm that knowledge is socially…
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Metzger, E. P.; Ambos, E. L.; Ng, E. W.; Skiles, J.; Simila, G.; Garfield, N.
2002-05-01
Project ALERT (Augmented Learning Environment and Renewable Teaching) was founded in 1998, with funding from NASA and the California State University (CSU), to improve earth system science education for pre-service teachers. Project ALERT has formed linkages between ten campuses of the CSU, which prepares about 60 percent of California's teachers, and two NASA centers, Ames Research Center and the Jet Propulsion Laboratory. ALERT has also fostered alliances between earth science and science education faculty. The combined expertise of Project ALERT's diverse partners has led to a wide array of activities and products, including: 1) incorporation in university classrooms of NASA-developed imagery, data, and educational resources; 2) creation and/or enhancement of several courses that bring earth systems science to pre-service teachers; 3) fellowships for CSU faculty to participate in collaborative research and education projects at the NASA Centers; 4) development of teaching modules on such varied topics as volcanoes, landslides, and paleoclimate; and 5) a central web site that highlights resources for teaching introductory Earth system science. An outgrowth of Project ALERT is the increased interest on the part of CSU earth scientists in education issues. This has catalyzed their participation in other projects, including NASA's Project NOVA, Earth System Science Education Alliance, and Sun-Earth Connection Education Forum, the Digital Library for Earth System Science Education, and the California Science Project. Project ALERT has also expanded to provide professional development opportunities for in-service teachers, as exemplified by its support of the Bay Area Earth Science Institute (BAESI) at San Jose State University. Each year, BAESI offers 10-15 full-day workshops that supply teachers and teachers-to-be with a blend of science concepts and classroom activities, free instructional materials, and the opportunity to earn inexpensive university credit. These
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Relationship between Exposureto Class Size Reductionand Student Achievementin California
Directory of Open Access Journals (Sweden)
Brian M. Stecher
2003-11-01
Full Text Available The CSR Research Consortium has been evaluating the implementation of the Class Size Reduction initiative in California since 1998. Initial reports documented the implementation of the program and its impact on the teacher workforce, the teaching of mathematics and Language Arts, parental involvement and student achievement. This study examines the relationship between student achievement and the number of years students have been exposed to CSR in grades K-3. The analysis was conducted at the grade level within schools using student achievement data collected in 1998-2001. Archival data collected by the state were used to establish CSR participation by grade for each school in the state. Most students had one of two patterns of exposure to CSR, which differed by only one year during grade K-3. The analysis found no strong association between achievement and exposure to CSR for these groups, after controlling for pre-existing differences in the groups.
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Teachers' Responsibilities in Preventing School Violence: A Case Study in Turkey
Yavuzer, Yasemin; Gundogdu, Rezzan
2012-01-01
It is generally acknowledged that teachers play an important role in preventing or reducing violence in schools. The objectives of this study were: (a) to identify teachers' responsibilities in terms of preventing violence among school children and (b) to solicit teachers' views as what they have been doing in preventing violence. Sample for the…
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Guys and Dolls: A Qualitative Study of Teachers' Views of Gendered Play in Kindergarten
Lynch, M.
2015-01-01
Drawing on data collected for a larger study investigating kindergarten teachers' online discussions of play, the present qualitative study examines teachers' discussions of gender. Findings suggest that teachers' project onto their kindergarten students many of their own gender prejudices about play. These teachers reinforced gendered attitudes…
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Teacher-Child Relationships: Contribution of Teacher and Child Characteristics
Choi, Ji Young; Dobbs-Oates, Jennifer
2016-01-01
This study investigates potential predictors of teacher-child relationships (i.e., closeness and conflict) focusing on child gender, teacher-child ethnicity match, and teacher education. Additionally, the study explores the possible moderation effect of teacher education on the associations between teacher-child relationships and child gender or…
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Choice and control in a museal environment: a study with science teachers
Directory of Open Access Journals (Sweden)
Charles Tiago dos Santos Soares
2013-12-01
Full Text Available This study aims to understand teachers’ strategies of planning students’ visits to science museums and how they intend to relate this visit to formal science teaching. The study was conducted with 21 teachers of Science, Physics, Chemistry and Biology, randomly identified among visitors to a science museum, who were accompanying their students. Interviews and written records of teachers about teachers strategies were analyzed using the textual discursive analysis revealed five levels of control (or choice adopted by teachers for planning and tracking of students' visits to the museum. The results showed that most teachers surveyed use control elements, requesting notes for reports to be retrieved in school. The evaluation mechanisms planned by teachers after the visit showed an intention for preserving and contextualization of the museum experience in other contexts, like in school.
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Teacher training for mathematical literacy: A case study taking the ...
African Journals Online (AJOL)
Hennie
offered via government-funded Advanced Certificate in Education (ACE) qualifications, ... In-service teachers in KZN were identified by the DoE to attend the two- ... that guides this study is: how can HEIs ensure quality teacher training for ML in.
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Uncinariasis in northern fur seal and California sea lion pups from California.
Lyons, E T; DeLong, R L; Melin, S R; Tolliver, S C
1997-10-01
Northern fur seal (Callorhinus ursinus) (n = 25) and California sea lion (Zalophus californianus) (n = 53) pups, found dead on rookeries on San Miguel Island (California, USA), were examined for adult Uncinaria spp. Prevalence of these nematodes was 96% in fur seal pups and 100% in sea lion pups. Mean intensity of Uncinaria spp. per infected pup was 643 in fur seals and 1,284 in sea lions. Eggs of Uncinaria spp. from dead sea lion pups underwent embryonation in an incubator; development to the free-living third stage larva occurred within the egg. This study provided some specific information on hookworm infections in northern fur seal and California sea lion pups on San Miguel Island. High prevalence rate of Uncinaria spp. in both species of pinnipeds was documented and much higher numbers (2X) of hookworms were present in sea lion than fur seal pups.
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2013-12-23
... Energy Association, First Solar, Inc. v. California Independent System Operator Corporation, Southern...), California Wind Energy Association and First Solar, Inc. (collectively, Complainants) filed a formal complaint against the California Independent System Operator Corporation (CAISO) and Southern California...
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Stearns, Elizabeth; Banerjee, Neena; Mickelson, Roslyn; Moller, Stephanie
2014-05-01
Teacher job satisfaction is critical to schools' successful functioning. Using a representative sample of kindergarten teachers from the Early Childhood Longitudinal Study, we investigate the association among professional learning community and teacher collaboration, teacher ethno-racial group, teacher-student ethno-racial mismatch, and teacher job satisfaction. We find that White teachers are significantly less satisfied than African-American and Latino teachers, especially when they teach in majority non-White classrooms. However, the existence of a professional community moderates the negative influence of teacher-student ethno-racial mismatch on White teachers' job satisfaction. In effect, strong professional communities serve as a cushion to bolster teacher job satisfaction. Copyright © 2014 Elsevier Inc. All rights reserved.
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Comparative Study of Mental Health of High School Teachers and Educational Counselors
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Mansour Shakiba
2012-03-01
Full Text Available Background: Teachers have an important effect on mental health and development of students. Teaching and counseling may be stressful jobs. The objective of this study was to compare psychological status of high school teachers and educational counselors measured by the Minnesota Multiphasic Personality Inventory (MMPI.Materials and Method: In a cross-sectional study 60 teachers (20 male and 40 female and 60 educational counselors (20 male and 40 female from high schools of Zahedan city were recruited randomly and asked to complete Minnesota Multiphasic Personality Inventory (Iranian short form of MMPI. Data were analyzed using descriptive statistics and t test.Results: The results showed significant differences between teachers and educational counselors in 6 clinical scales of MMPI so that the teachers had higher scores than educational counselors in D (depression, Pd (psychopathy, Pa (paranoid, Pt (Psychastenia, Sc (schizophrenia and Ma (hypomania scales of MMPI. Mean scores of Male counselors in hysteria and psychopathy were higher than female's scores and also female teachers had higher mean scores in hypochondria, hysteria, paranoid, psychastenia and schizophrenia than male teachers.Conclusion: Although the profiles of both teachers and educational counselors were normal but teachers had higher mean scores than counselors, thus, efforts need to be made to explore possible factors associated to those differences
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The PISCES Project: How Teacher-Scientist Partners can Enhance Elementary Science Instruction
Reif, C.; Oechel, W.
2003-12-01
The PISCES Project (Partnerships Involving the Scientific Community in Elementary Schools www.sdsa.org/pisces) is an innovative program that brings high quality standards-based elementary science curriculum and hands-on laboratory materials into San Diego County's classrooms. The project is funded by the NSF Graduate Teaching Fellows in K-12 Education (GK-12) program. The project was designed and is administered through cooperation among faculty at San Diego State University and the Science Department of the San Diego County Office of Education. Undergraduate and graduate students enrolled in science programs in San Diego area universities including San Diego State University, California State University San Marcos, and University of California San Diego partner with elementary school teachers. Through this partnership, the scientist brings scientific expertise to the classroom while the teacher delivers the lesson using current pedagogic methods. This is accomplished during a 3 month partnership in which the scientist joins the teacher in the classroom a few days each week to complete professional kit-based curriculum such as that available from FOSS (Full Option Science System) and STC (Science and Technology for Children). The teachers remain in the program for two years during which they have continuous access to the kit-based curriculum as well as two to three partnership cycles. Teachers receive assistance outside of the classroom as well attending professional development institutes three times a year to establish and maintain effective science teaching methods. The San Diego Science Alliance and other community and industry supporters provide the additionalfunding necessary to provide this teacher professional development Currenty, PISCES is present in over 40 schools and is able to provide partnerships to over 100 classrooms each year. In addition to the work done in San Diego, the project has expanded to Barrow, Alaska with plans to expand to La Paz
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Mavhunga, Elizabeth; Rollnick, Marissa
2016-12-01
In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.
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Wamba Aguado, Ana Maria
The aim of this thesis has been to elaborate criteria which characterise how teachers teach, as a curriculum component of their professional knowledge and to infer the obstacles which hinder their desired professional development, in such a way that they are considered in the design of proposals for teacher training in secondary education. In addition to this, a further objective was to elaborate and validate data analysis instruments. Case studies were carried out on three natural science secondary teachers with more than ten years' experience, enabling the characterisation of the teachers' science and science teaching conceptions as well as the description of classroom practice. Finally, with the help of these data together with the material used by the teachers, the inference of the teachers' personal didactical models and the obstacles to their professional development were made possible. Instruments for data collection used a questionnaire to facilitate the realisation of a semi-structured interview, video recordings of the classroom intervention of each teacher which correspond to a teaching unit taught over a two-week period and all the written material produced for the unit was collected. For the data analysis a taxonomy of classroom intervention patterns and a progression hypothesis towards desirable professional knowledge were elaborated, from the perspective of a research in the classroom model and according to a system of categories and subcategories which refer to their concepts about scientific knowledge, school knowledge, how to teach and evaluation. With the interview and the questionnaire a profile of exposed conceptions was obtained. The intervention profile was obtained using the classroom recordings; according to the patterns identified and their sequencing, both of which determine the characteristic structures and routines of these teachers. An outcome of these results was the validation of the previously mentioned taxonomy as an instrument of
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Students′ views on student-teacher relationship: A questionnaire-based study
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Khalid A Bin Abdulrahman
2007-01-01
Full Text Available Aim: The aim of this study is to assess students′ views on student-teacher relationship and its effect on academic grades. Methods: The present cross-sectional study was conducted in the College of Medicine, King Saud University, Riyadh, in 2005. The questionnaires were distributed to 420 students during the examination period in order to obtain a full response. It consisted of items on different aspects of student-teacher relationship for which the responses were measured on a 4-point scale. The response rate was about 83%. Results: The current relationship between the student and the teacher was evaluated as very good and good by 61% of the study sample. The responses were associated with their grades as (X [2] =6.25, p=0.012. Eighty-four point one percent of students with higher and above average grades felt that expulsion from class was an appropriate means of controlling the class. Also (78.2% students felt that the teachers treated them with respect, and their responses were significantly associated with their grades (X [2] =11.8, p=0.003. Eight-four percent of the students with higher and above average grades strongly agreed that teacher′s performance was affected by students′ attendance or absence and the responses were significantly associated with their grades (X [2] =4.35, p=0.037. The responses to most of the items by the students were independent of their grades. Conclusion: This study concludes that student-teacher relationship was good in a medical school and the views of students on this relationship were independent with their academic grades. Further study which includes from 1 st year to 5th year undergraduate students is required to give a broader view of student-teacher relationship in a medical school.
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Energy Technology Data Exchange (ETDEWEB)
NONE
1995-07-01
Industry Initiatives for Science and Math Education (IISME) in the San Francisco Bay Area planned and convened the second national conference for representatives of scientific work experience programs for K-12 teachers (SWEPs) at Lawrence Hall of Science, University of California at Berkeley October 13-14, 1994. The goal of this conference was to further strengthen the growing community of SWEP managers and teacher participants by providing an opportunity for sharing expertise and strategies about the following: (1) How SWEPs can complement and stimulate systemic education reform efforts; (2) Assessment strategies piloted by the ambitious multi-site evaluation project funded by the U.S. Department of Energy (DOE) as well as smaller evaluation projects piloted by other SWEPs; (3) Expanding and strengthening the base of teachers served by SWEPs; (4) Ensuring that SWEPs adequately support teachers in affecting classroom transfer and offer {open_quotes}more than just a summerjob{close_quotes}; (5) Sustaining and expanding new programs. A special teacher strand focused on leadership development supporting teachers to become effective change agents in their classrooms and schools, and developing strong teacher communities.
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The Appropriateness of Teacher Self-Disclosure: A Comparative Study of China and the USA
Zhang, Shaoan; Shi, Qingmin; Hao, Shiqi
2009-01-01
The present study was designed to examine pre-service teachers' attitudes towards teacher self-disclosure in Chinese and US classroom teaching. The participants of this study included 126 Chinese pre-service teachers and 180 US pre-service teachers. Results showed statistically significant differences between the two groups in their attitudes…
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Views on Values Education: From Teacher Candidates to Experienced Teachers
Iscan, Canay Demirhan
2015-01-01
This study aimed to identify the views of experienced class teachers and class teacher candidates on values education. It conducted standard open-ended interviews with experienced class teachers and teacher candidates. The study group comprised 9 experienced class teachers from different socio-economic levels and 9 teacher candidates with…
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Solar diffusion in California: a pilot study. Consultant report
Energy Technology Data Exchange (ETDEWEB)
Rogers, E.M.; Leonard-Barton, D.; Avi-Itzhak, T.; Rosa, E.; Adhikarya, R.
1979-10-01
Solar system owners and their neighbors in the San Francisco Bay Area were studied. The study determined the level of homeowner awareness about residential solar energy systems, described characteristics of consumers purchasing solar equipment (e.g. whether they represent identifiable market segments), identified major channels of communication through which solar information is effectively used, determined remaining barriers to solar use, identified needed incentives to accelerate commercialization, and assessed public attitudes toward various state and Federal government actions to increase the rate of solar energy use statewide. Issues and questions explored are being used in the development of a statewide survey of 700 homeowners in California to determine if these findings apply to residents throughout the state.
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Jin, Aijing; Cooper, Maxine; Golding, Barry
2016-01-01
This paper presents a case study of the experiences and reflections of four fourth year pre-service teachers from Federation University Australia who completed their three-week teaching placement in Anshan, Liaoning Province, China, in April 2014. The study also explores the perspectives and opinions of both the Chinese mentor teachers and Chinese…
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Students' and teachers' cognitions about good teachers.
Beishuizen, J J; Hof, E; van Putten, C M; Bouwmeester, S; Asscher, J J
2001-06-01
Good teachers have been studied ever since Plato described how Socrates taught by asking questions of his audience. Recent findings shed light on two characteristics of good teachers: their personality and their ability. However, more attention has been paid to teachers' practices and opinions than to students' views. The study reported here attempted to deepen our understanding of what students think about good teachers. Students of four age groups (7, 10, 13, and 16 years of age) and teachers from primary and secondary schools were asked to write an essay on the good teacher. The correspondence between conceptual items in the essays was investigated by determining the extent to which they were used in the same essays to describe good teachers. Correspondence analysis revealed two dimensions. The first dimension reflected the preference of students and teachers for describing the good teacher in terms of either personality or ability characteristics. The second dimension was interpreted as an orientation in the essays towards either attachment to, detachment from or commitment to school and teachers. Students and teachers were compared to establish the amount of (dis)agreement about what makes a good teacher. Primary school students described good teachers primarily as competent instructors, focusing on transfer of knowledge and skills, whereas secondary school students emphasised relational aspects of good teachers. Teachers, however, considered good teachers in the first place a matter of establishing personal relationships with their students. Consequently, primary school students and teachers disagreed about the characteristics of good teachers. In secondary education, disagreements between teachers and students were relatively small. The research method of collecting free essays and utilising correspondence analysis to represent conceptual items and groups of participants seems promising as long as a theoretical framework is available to interpret the
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Berry, Ayora
The purpose of this study was to investigate the effects of a curriculum design-based (CDB) professional development model on K-12 teachers' capacity to integrate engineering education in the classroom. This teacher professional development approach differs from other training programs where teachers learn how to use a standard curriculum and adopt it in their classrooms. In a CDB professional development model teachers actively design lessons, student resources, and assessments for their classroom instruction. In other science, technology, engineering and mathematics (STEM) disciplines, CDB professional development has been reported to (a) position teachers as architects of change, (b) provide a professional learning vehicle for educators to reflect on instructional practices and develop content knowledge, (c) inspire a sense of ownership in curriculum decision-making among teachers, and (d) use an instructional approach that is coherent with teachers' interests and professional goals. The CDB professional development program in this study used the Explore-Create-Share (ECS) framework as an instructional model to support teacher-led curriculum design and implementation. To evaluate the impact of the CDB professional development and associated ECS instructional model, three research studies were conducted. In each study, the participants completed a six-month CDB professional development program, the PTC STEM Certificate Program, that included sixty-two instructional contact hours. Participants learned about industry and education engineering concepts, tested engineering curricula, collaborated with K-12 educators and industry professionals, and developed project-based engineering curricula using the ECS framework. The first study evaluated the impact of the CDB professional development program on teachers' engineering knowledge, self-efficacy in designing engineering curriculum, and instructional practice in developing project-based engineering units. The study
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Relating Teacher PCK and Teacher Practice Using Classroom Observation
Barendsen, Erik; Henze, Ineke
2017-09-01
Science teachers' pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers' actions in the classroom. To complement previous quantitative studies, there is a need for more qualitative studies to investigate the relationship between teacher knowledge (as formulated by the teacher) and classroom practice, especially in the context of an educational innovation. In this study we explored a possible way to investigate this relationship in an in-depth and systematic fashion. To this end, we conducted a case study with a chemistry teacher in the context of the implementation of a context-based science curriculum in The Netherlands. The teacher's PCK was captured using the Content Representation form by Loughran, Mulhall, and Berry. We used an observation table to monitor classroom interactions in such a way that the observations could be related to specific elements of teachers' PCK. Thus, we were able to give a detailed characterization of the correspondences and differences between the teacher's personal PCK and classroom practice. Such an elaborate description turned out to be a useful basis for discussing mechanisms explaining the relationship between teachers' knowledge and teachers' actions.
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Directory of Open Access Journals (Sweden)
Marianne Vinje
2016-04-01
Full Text Available Den historiske utviklingen til pedagogikkfaget i norsk lærerutdanning kan studeres på mange måter. Gjennom dokumentanalyse av de nasjonale planene fra 1837 til de differensierte utdanningene i 2010, forsøker denne studien å forklare fagets opplevde mangel på relevans for lærerprofesjonen. Resultatene viser at det ikke er noen konsistent bruk av begreper i faget, og begrep som anvendes på didaktiske kategorier i klasserommet har variert. Ulike disipliner har dominert til ulike tider, selv om psykologien totalt sett har vært mest fremtredende. Pedagogikkens rolle har variert fra å være utdanningens viktigste fag til å være et refleksjonsfag og, fra å være et redskapsfag til å ha danning og personlighetsutvikling av lærerstudenten som hovedmål. På bakgrunn av dokumentanalysen og tidligere studier foreslås en lærerutdanningspedagogikk der grunnleggende begreper hentet fra sentrale aktiviteter i klasserommet utgjør fundamentet og rammeverket. På denne måten re-introduseres metodikken i pedagogikkfaget, og undervisningshåndverket får en sentral plass. Overbygningen dannes i kombinasjon med pedagogikken som vitenskap, og slik skapes et område der pedagogikkfaget i lærerutdanningen kan konstituere seg. Ved at undervisningslæren og metodikken får tilbake sin sentrale plass, kan profesjonsnærheten sikres. Da er vi tilbake til den egentlige pedagogikken i lærerutdanningen, pedagogikken fra de nasjonale planene i perioden 1837–1939.Nøkkelord: lærerstudenter, pedagogikk, metodikk, læreplan, refleksjon, lærerutdanningspedagogikkAbstractOne way to study the historical development of pedagogical studies in Norwegian teacher education is to examine the national curricula. Through documentary analyses of the national curricula for general teacher education from 1837 until the arrival of the differentiated programmes in 2010, this study tries to explain the pedagogical studies’ perceived lack of relevance to the
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Development and Validation of Information Technology Mentor Teacher Attitude Scale: A Pilot Study
Saltan, Fatih
2015-01-01
The aim of this study development and validation of a teacher attitude scale toward Information Technology Mentor Teachers (ITMT). ITMTs give technological support to other teachers for integration of technology in their lessons. In the literature, many instruments have been developed to measure teachers' attitudes towards the technological tools…
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Effects of Lesson Study on Science Teacher Candidates' Teaching Efficacies
Pektas, Murat
2014-01-01
The aim of this study was to investigate the effects of the lesson study process on science teacher candidates' teaching in terms of lesson plan content, pedagogy and classroom management based on expert, peer and self-evaluations. The participants of this case study consisted of 16 teacher candidates in elementary science education in their…
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California Natural Resource Agency — California Spatial Information System (CaSIL) is a project designed to improve access to geo-spatial and geo-spatial related data information throughout the state of...
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A Study of Early Childhood Teachers' Conceptions of Creativity in Hong Kong
Cheung, Rebecca Hun Ping; Mok, Magdalena Mo Ching
2013-01-01
The study aimed to uncover the conceptions of creativity among early childhood teachers in Hong Kong. The sample comprised 563 early childhood teachers. Factor analysis supported the multidimensional hypothesis of teachers' conceptions of creativity. Five dimensions were found: novelty, product, problem solving, cognitive processes and personal…
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The Attitudes of Teacher Trainees Towards Life Knowledge and Social Studies Teaching Course
S. Gulec; S. Alkis
2009-01-01
In Turkey, Social Studies programme basically aims to raise active and productive citizens. This means that teachers are going to inject philosophy of life to the students by means of social studies course. In order to carry out this responsibility, teachers and teachers-to-be should be accustomed to comprehension and learning processes of children and adolescents. By continuous self-improvement, the teachers should try to get more information on methods, materials and tools that can be used ...
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Social Studies Teachers' Views of ICT Integration
Hong, Jung Eun
2016-01-01
The role of teachers is significant for information and communication technology (ICT) integration, because the use of ICT in the classroom depends on teachers' attitudes towards the concept. In other words, for successful ICT integration, teachers are required to have a positive attitude. Providing well-organized ICT teacher training is essential…
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Lesson study: Professional development and its impact on science teacher self-efficacy
Roberts, Megan Rae
This study focuses on an analysis of a professional development program known as lesson study via data obtained during an in-service professional development program for secondary school science teachers. The purpose of this study was to examine the self-efficacy beliefs of one group of science teachers related to their experiences in a lesson study. Another purpose for this research, aligned with the first, included a theoretical analysis of the lesson study construct to see if its design promoted positive self-efficacy beliefs of its participants. The research is framed within the context of social constructivism and self-efficacy and is qualitative in nature and utilized descriptive analysis as a means of research. Case studies were conducted detailing two of the six participants. Data sources included researcher field notes and transcriptions of all planning and debriefing sessions; individual interviews with each participant and the schools' principal; a participant questionnaire, and the Science Teaching Efficacy Belief Instrument. Themes that emerged included the positive perceptions of lesson study as a collaborative and teacher-centered experience; the understanding that lesson study can instill a sense of professionalism to those who participate in the process; the sense that discussing student learning using objective observations from classroom is a powerful way to assess learning and uncover personal teacher beliefs; and the insight that the time commitment that lesson study requires can inhibit teachers and schools from sustaining it as a form of on-going professional development. Although these themes are consistent with the research on lesson study in Japan and elsewhere in the United States, they also extend the research on self-efficacy and science teacher professional development. In the end, this study supported some of the conclusions of the self-efficacy research as it relates to professional development while also adding that interpersonal
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Subject Teachers as Educators for Sustainability: A Survey Study
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Anna Uitto
2017-01-01
Full Text Available Sustainability education (SE is included in school curricula to integrate the principles, values, and practices of sustainable development (SD into all education. This study investigates lower secondary school subject teachers as educators for sustainability. A survey was used to study the perceptions of 442 subject teachers from 49 schools in Finland. There were significant differences between the subject teachers’ perceptions of their SE competence, and the frequency with which they used different dimensions of SE (ecological, economic, social, well-being, cultural in their teaching varied. Teachers’ age had a small effect, but gender, school, and its residential location were nonsignificant factors. Teachers could be roughly classified into three different subgroups according to their perceptions of the role of SE in their teaching; those who considered three SE dimensions rather often and used holistic sustainability approaches in their teaching (biology, geography, history; those who considered two or three dimensions often but were not active in holistic teaching (mother tongue, religion, visual arts, crafts, music, physical and health education, and home economics and those who used one SE dimension or consider only one holistic approach in their teaching (mathematics, physics, chemistry and language. Subject teachers’ awareness of their SE competence is important to encourage them to plan and implement discipline-based and interdisciplinary SE in their teaching. The specific SE expertise of subject teachers should be taken into account in teacher training and education.
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Human Resource Management Strategies and Teacher's Efficiency within Schools: A Co-Relational Study
Hashmi, Kiran
2014-01-01
The aim of the paper is to study Human Resource Management and Development (HRMD) strategies and their effect on teachers' efficiency within the Catholic Board of Education (CBE) schools of Pakistan whose teachers are graduates in educational leadership courses from a private teacher education institutes in Karachi. The study endeavored to build a…
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Learning and Teaching Technology in English Teacher Education: Findings from a National Study
Pasternak, Donna L.; Hallman, Heidi L.; Caughlan, Samantha; Renzi, Laura; Rush, Leslie S.; Meineke, Hannah
2016-01-01
This paper reports on one aspect of a large-scale nationwide study that surveyed English teacher educators about English teacher preparation programs throughout the United States. One aspect of the study focused on how technology is integrated within the context of English teacher education programs, asking the question, "As an area of…
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Archila, Pablo Antonio
2014-01-01
This paper addresses the importance of argumentation in science education. A research project was done in order to know how a group of pre-service chemistry teachers has been prepared to promote students' argumentation. A Chemistry degree studies plan from a Colombian university was surveyed, and 18 future teachers' representations about…
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BENTLEY, RALPH R.; REMPEL, AVERNO M.
A STUDY WAS UNDERTAKEN TO DETERMINE WHETHER DIFFERENCES EXISTED WITH RESPECT TO STUDENT ATTITUDE TOWARD THEIR TEACHER, FEELINGS ABOUT SCHOOL WORK PROBLEMS, AND ACADEMIC APTITUDE BETWEEN VOCATIONAL AGRICULTURE DEPARTMENTS IN WHICH TEACHER MORALE WAS HIGH AND THOSE IN WHICH TEACHER MORALE WAS LOW. THE TEACHER SAMPLE INCLUDED 21 WITH THE HIGHEST…
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A Descriptive Study of Music Teacher Educators' Beliefs about Policy
Aguilar, Carla E.; Richerme, Lauren Kapalka
2016-01-01
While policies at all levels affect music educators, and music education researchers have called for increased attention to policy issues, few have explored preservice music teacher educators' beliefs about policy. This study examined music teacher educators' (N = 81) familiarity with and attitudes toward contemporary education and music education…
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Motivation Change of Pre-Service English Teachers: A Hong Kong Study
Lee, Icy; Yuan, Rui
2014-01-01
This paper reports a study that investigated the motivations towards teaching of six pre-service English teachers enrolled on a teacher education course in Hong Kong. A qualitative case study approach was adopted, using data gathered from pre- and post-course interviews with individual participants, their dialogue journals with the teacher…
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Exploring teachers views of creativity: A comparative study
Shibazaki, Kagari; Marshall, Nigel
2016-01-01
Previous research on creativity has focussed on what Balkin (1990) called ʻthe three ‘P’s of the creative equation’. Interviews were carried out with 12 music teachers. The two countries were selected as being appropriate representations of an ‘individualist’ and a ‘collectivist’ culture (Triandis, 1995). The study aimed to explore the extent to which the cultural ideology existing on a macro level, can impact on the beliefs and practices of teachers on a ‘micro’ level, in this instance the m...
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Ross, Victoria; Kõlves, Kairi; De Leo, Diego
2017-07-03
Given the important role teachers play as gatekeepers in school suicide prevention, this study explored teachers' perspectives on what should be done to improve current suicide prevention efforts. The study, in Queensland, Australia, was part of a large-scale survey examining teachers' knowledge, attitudes and experience of suicidality. One hundred and fifteen teachers responded to an online survey question regarding their views on the requirements for school suicide prevention. Qualitative analysis identified five themes from teachers' responses: awareness and stigma reduction, support services for students, education and training, bullying and the role of social media. The results of this study provide some profound insights into teachers' perspectives on suicide and highlight the critical need for improved suicide prevention efforts in schools.
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Cotner, Bridget A.
School reform programs focus on making educational changes; however, research on interventions past the funded implementation phase to determine what was sustained is rarely done (Beery, Senter, Cheadle, Greenwald, Pearson, et al., 2005). This study adds to the research on sustainability by determining what instructional practices, if any, of the Teaching SMARTRTM professional development program that was implemented from 2005--2008 in elementary schools with teachers in grades third through eighth were continued, discontinued, or adapted five years post-implementation (in 2013). Specifically, this study sought to answer the following questions: What do teachers who participated in Teaching SMARTRTM and district administrators share about the sustainability of Teaching SMARTRTM practices in 2013? What teaching strategies do teachers who participated in the program (2005--2008) use in their science classrooms five years postimplementation (2013)? What perceptions about the roles of females in science, technology, engineering, and mathematics (STEM) do teachers who participated in the program (2005--2008) have five years later (2013)? And, What classroom management techniques do the teachers who participated in the program (2005--2008) use five years post implementation (2013)? A mixed method approach was used to answer these questions. Quantitative teacher survey data from 23 teachers who participated in 2008 and 2013 were analyzed in SAS v. 9.3. Descriptive statistics were reported and paired t-tests were conducted to determine mean differences by survey factors identified from an exploratory factor analysis, principal axis factoring, and parallel analysis conducted with teacher survey baseline data (2005). Individual teacher change scores (2008 and 2013) for identified factors were computed using the Reliable Change Index statistic. Qualitative data consisted of interviews with two district administrators and three teachers who responded to the survey in both
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Akgün, Ismail Hakan
2017-01-01
The purpose of this study is to investigate metaphors developed by social studies teacher candidates about the European Union. 185 second, third and fourth year social studies teacher candidates participated in the study. This study was designed as a phenomenological study and mataphor analysis was conducted. At the end of the study, the students…
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Becoming Reflective Practitioners: A Case Study of Three Beginning Pre-Service Teachers
Tiainen, Outi; Korkeamäki, Riitta-Liisa; Dreher, Mariam Jean
2018-01-01
This case study examined three pre-service teachers' reflection processes during their first teaching practicum. During the six-week practicum, the pre-service teachers reflected on their own as well as their peers' teaching in group mentoring meetings several times a week. Unstructured stimulated recall facilitated pre-service teacher-initiated…
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Why Do They Stay? A Phenomenological Study of Secondary Science Teacher Experiences
Lastica, Joelle Ramirez
In 2004, The U.S. Department of Education reported that 20% of schoolteachers (public and private) leave their classrooms during the first year of teaching, and nearly twice as many leave within the first three years of teaching (Koppich, 2004). According to the 2007 Condition of Education report, the U.S. Department of Education estimated there were nearly 380,000 public school math and science teachers during the 2003-2004 school year, and of those, approximately 23,000 left the teaching profession the following school year. Yet despite these reports, in 2004-2005, approximately 360,000 public school math and science teachers remained in their classrooms. In this phenomenological dissertation study, I sought to discover how eight secondary science teachers (whose years of teaching experience range from five to 30 years) make meaning of their decisions to remain in teaching. Through semi-structured interviews, these teacher participants and I discussed how each of them decided to become a science teacher, how each of them think of themselves as a science teacher, and how each of them decided to remain teaching despite the ever-growing list of challenges (s)he faces in and out of his/her classroom. These teacher participants chose to become science teachers because they loved their subject area and working with secondary students. These teachers enjoyed working with their students and their teaching colleagues. However, they acknowledged there were also tensions and frustrations in their work, including not feeling supported by school and district administrators and being overwhelmed with the demands of their workload and time. These eight science teachers chose to remain classroom teachers because they have a profound love for their students, a deep admiration for their colleagues, and a strong sense of mission in their work. It is my intent that the stories shared by the teacher participants in this study will shed light upon concerns, tensions and experiences
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Vatalaro, Angela; Szente, Judit; Levin, Judith
2015-01-01
The present paper explores the transformative learning of five pre-service teachers participating in a two-week study abroad program to Reggio Emilia, Italy. The study was conducted in order to understand how a study abroad program could contribute to pre-service teachers' content knowledge, teaching practices, and global competence. Through a…
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Sustaining Physics Teacher Education Coalition programs in physics teacher education
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Rachel E. Scherr
2017-02-01
Full Text Available Understanding the mechanisms of increasing the number of physics teachers educated per year at institutions with thriving physics teacher preparation programs may inspire and support other institutions in building thriving programs of their own. The Physics Teacher Education Coalition (PhysTEC, led by the American Physical Society (APS and the American Association of Physics Teachers (AAPT, has supported transformation of physics teacher preparation programs at a number of institutions around the country for over a decade. In 2012–2013, PhysTEC supported an independent study on the sustainability of its sites after project funding ends. The study sought to measure the extent to which programs have been sustained and to identify what features should be prioritized for building sustainable physics teacher preparation programs. Most of the studied sites have sustained increases in the number of physics teachers educated per year as well as funding for physics teacher preparation. About half of the programs are thriving, in that in the post-award period, they have further increased both the number of physics teachers educated per year and funding for physics teacher preparation. All studied sites that sustained increases in the number of physics teachers educated per year have two features in common: a champion of physics teacher education and institutional commitment. The thriving physics teacher preparation programs in this study implemented different elements of physics teacher preparation according to diverse local priorities and opportunities, including the unique expertise of local personnel.
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An Evaluative Case Study on Professional Competency of Preservice Information Technology Teachers
Kabakci Yurdakul, Isil
2011-01-01
The purpose of this study is to evaluate preservice Information Technology (IT) teachers' professional competency in the teaching process. The study was designed on the basis of evaluative case study. The participants of the study consisted of seven preservice IT teachers attending the department of Computer Education and Instructional…
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Mathany, Timothy M.; Dawson, Barbara J.; Shelton, Jennifer L.; Belitz, Kenneth
2011-01-01
Groundwater quality in the 633-square-mile Northern Coast Ranges (NOCO) study unit was investigated by the U.S. Geological Survey (USGS) from June to November 2009, as part of the California State Water Resources Control Board (SWRCB) Groundwater Ambient Monitoring and Assessment (GAMA) Program's Priority Basin Project (PBP) and the U.S. Geological Survey National Water-Quality Assessment Program (NAWQA). The GAMA-PBP was developed in response to the California Groundwater Quality Monitoring Act of 2001 and is being conducted in collaboration with the SWRCB and Lawrence Livermore National Laboratory (LLNL). The NOCO study unit was the thirtieth study unit to be sampled as part of the GAMA-PBP.
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Feline-transmitted sporotrichosis: A case study from California.
Rees, Rachel K; Swartzberg, John E
2011-06-15
We report a case of cat-associated sporotrichosis in an adult female in California. A retrospectively diagnosed cutaneous sporotrichosis infection in the patient's cat and the unusual site of the primary lesion in the patient contributed to delayed diagnosis and treatment. Here, we also review the English literature regarding the epidemiology of Sporothrix schenkii as a cat-associated zoonosis.
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A Quantitative Correlational Study of Teacher Preparation Program on Student Achievement
Dingman, Jacob Blackstone
2010-01-01
The purpose of this quantitative correlational study was to identify the relationship between the type of teacher preparation program and student performance on the seventh and eighth grade mathematics state assessments in rural school settings. The study included a survey of a convenience sample of 36 teachers from Colorado and Washington school…
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California GAMA Special Study: Nitrate Fate and Transport in the Salinas Valley
Energy Technology Data Exchange (ETDEWEB)
Moran, Jean E. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Esser, Bradley K. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Hillegonds, Darren [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Holtz, Marianne [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Roberts, Sarah K. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Singleton, Michael J. [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States); Visser, Ate [Lawrence Livermore National Lab. (LLNL), Livermore, CA (United States)
2011-05-13
The Groundwater Ambient Monitoring and Assessment (GAMA) Program is a comprehensive groundwater quality monitoring program managed by the California State Water Resources Control Board (SWRCB). Under the GAMA program, Lawrence Livermore National Laboratory carries out special studies that address groundwater quality issues of statewide relevance. The study described here is one in a series of special studies that address the fate and transport of nitrate in basins where groundwater is the main source of water for both irrigation and public drinking water supply.
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Preservice teachers' use of lesson study in teaching nature of science
McDowell, Amy Virginia
The purpose of this study was to explore preservice teachers' lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b). The research questions guiding the study were (a) how do preservice teachers' understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers' transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers' teaching of NOS was supported through the modified lesson study framework. Data sources included the Views on Nature of Science-Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants' NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study's results contributes to two knowledge bases
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Case Study: How Perceived Behaviors of Administrative Support Influence Teacher Retention Decisions
Daugherty, Lisa
2012-01-01
Educational reform is taking the nation, teachers are nearing retirement age, some teachers are choosing early retirement, and teachers are exiting the profession at a significant rate. Collectively, these trends in education present staffing and training concerns for today's schools. The purpose of this case study was to examine how…
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Bas, Gokhan
2017-01-01
This study aimed to examine metaphorical conceptions of high school teachers (n = 224) in Turkey about information and communication technologies (ICT). Phenomenological research design was adopted to examine teachers' perceptions about ICT in the current study. The results of the study showed that teachers produced a total of 46 valid metaphors…
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Sacramento Metropolitan Area, California
1992-02-01
addition, several Federal candidate species, the California Hibiscus , California tiger salamander, Sacramento Anthicid Beetle, Sacramento Valley tiger...Board, California Waste Management Board, and Department of Health Services contribute to this list. The Yolo County Health Services Agency maintains and...operation and maintenance of the completed recreational facility. Recreation development is limited to project lands unless health and safety
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The relationship between physical activity and work ability - A cross-sectional study of teachers.
Grabara, Małgorzata; Nawrocka, Agnieszka; Powerska-Didkowska, Aneta
2018-01-01
To assess relationship between physical activity (PA) and perceived work ability amongst teachers from the Upper Silesia, Poland. The study involved 171 teachers (129 women, 42 men) of primary and secondary schools of the Upper Silesia, Poland. Physical education teachers were excluded from the study. The level of PA was estimated using the International Physical Activity Questionnaire short version, and perceived work ability was estimated using Work Ability Index (WAI). Male teachers had significantly higher levels of vigorous-intensity PA, moderateintensity PA, and total weekly PA than female teachers. The recommendations of the World Health Organization (WHO) met 46% of studied women and 74% of men. Work ability did not differ between male and female teachers. Work ability was related to age, body mass index (BMI), and PA (vigorous-intensity PA, moderate-intensity PA, total weekly PA). The female teachers with excellent or good WAI had significantly higher levels of vigorous-intensity PA, moderate-intensity PA and total weekly PA than female teachers with moderate or poor WAI. The teachers involving in high or moderate intensity PA could improve their work ability. Further studies should focus on relation between physical activity and work ability among teachers of various age and seniority, from both, urban and rural schools. Int J Occup Med Environ Health 2018;31(1):1-9. This work is available in Open Access model and licensed under a CC BY-NC 3.0 PL license.
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Addison, Asonaba Kofi; Yankyera, George
2015-01-01
The purpose of this study was to investigate into how female teachers in Asamankese Circuit II in West Akim Municipality of Ghana Education Service manage stress and teacher burnout, and explore the causes, effects, and ways of improving work-related stress for better standard of education. The study was conducted with qualitative research…
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California State Waters Map Series: offshore of San Gregorio, California
Cochrane, Guy R.; Dartnell, Peter; Greene, H. Gary; Watt, Janet T.; Golden, Nadine E.; Endris, Charles A.; Phillips, Eleyne L.; Hartwell, Stephen R.; Johnson, Samuel Y.; Kvitek, Rikk G.; Erdey, Mercedes D.; Bretz, Carrie K.; Manson, Michael W.; Sliter, Ray W.; Ross, Stephanie L.; Dieter, Bryan E.; Chin, John L.; Cochran, Susan A.; Cochrane, Guy R.; Cochran, Susan A.
2014-01-01
In 2007, the California Ocean Protection Council initiated the California Seafloor Mapping Program (CSMP), designed to create a comprehensive seafloor map of high-resolution bathymetry, marine benthic habitats, and geology within the 3-nautical-mile limit of California's State Waters. The CSMP approach is to create highly detailed seafloor maps through collection, integration, interpretation, and visualization of swath sonar data, acoustic backscatter, seafloor video, seafloor photography, high-resolution seismic-reflection profiles, and bottom-sediment sampling data. The map products display seafloor morphology and character, identify potential marine benthic habitats, and illustrate both the surficial seafloor geology and shallow (to about 100 m) subsurface geology. The Offshore of San Gregorio map area is located in northern California, on the Pacific coast of the San Francisco Peninsula about 50 kilometers south of the Golden Gate. The map area lies offshore of the Santa Cruz Mountains, part of the northwest-trending Coast Ranges that run roughly parallel to the San Andreas Fault Zone. The Santa Cruz Mountains lie between the San Andreas Fault Zone and the San Gregorio Fault system. The nearest significant onshore cultural centers in the map area are San Gregorio and Pescadero, both unincorporated communities with populations well under 1,000. Both communities are situated inland of state beaches that share their names. No harbor facilities are within the Offshore of San Gregorio map area. The hilly coastal area is virtually undeveloped grazing land for sheep and cattle. The coastal geomorphology is controlled by late Pleistocene and Holocene slip in the San Gregorio Fault system. A westward bend in the San Andreas Fault Zone, southeast of the map area, coupled with right-lateral movement along the San Gregorio Fault system have caused regional folding and uplift. The coastal area consists of high coastal bluffs and vertical sea cliffs. Coastal promontories in
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A Case Study on Mathematical Literacy of Prospective Elementary School Teachers
Suharta, I. Gusti Putu; Suarjana, I. Made
2018-01-01
The purpose of this study is to describe Mathematical Literacy (ML) of Prospective Elementary School Teachers with attention to aspects of mathematical skills and gender. The type of research is qualitative with the research design of Case Study. Respondents are assigned 12 Prospective Elementary School Teachers, consisting of 6 men and 6 women.…
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Maddamsetti, Jihea
2018-01-01
This case study examines a Chinese and Korean-Chinese pre-service teachers' perceptions of their mentor teachers' role in supporting inclusive practicum experiences in USA elementary school contexts. The findings demonstrate that a mentor teacher's open conversations and willingness to host those students bring positive influence on their learning…
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Secondary School Teachers' Perception of Corporal Punishment: A Case Study in India
Cheruvalath, Reena; Tripathi, Medha
2015-01-01
This article examines secondary school teachers' perceptions of corporal punishment in India. Although it has been banned in Indian schools, various types of corporal punishment are still used by teachers. It has been mainly used as a mechanism for controlling disciplinary problems in schools. Based on a pilot study of 160 secondary teachers, the…
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Secondary school physics teachers' conceptions of scientific evidence: A collective case study
Taylor, Joseph A.
Engaging secondary school students in inquiry-oriented tasks that more closely simulate the scholarly activities of scientists has been recommended as a way to improve scientific literacy. Two tasks that are frequently recommended include students' design of original experiments, and students' evaluation of scientific evidence and conclusions. Yet, little is known about teachers' conceptions of experimentation. The principal aim of this study, therefore, was to describe the nature of prospective and practicing physics teachers' conceptions of scientific evidence. More specifically, the following research questions guided this study: (1) What types of issues related to the measurement reliability and experimental validity of scientific evidence do practicing and prospective physics teachers think about when designing experiments? (2) When presented with hypothetical scenarios that describe unsound experimental procedures or poorly supported conclusions (or both), what concerns will prospective and practicing physics teachers raise? And (3) When the participants' responses to parallel research prompts are compared across protocols, what similarities and differences exist? The nature of the teacher-participants' conceptions was described from an analysis of data collected from research prompts such as interviews and hand written artifacts. In these research prompts, the teachers "thought aloud" while designing experiments and critically evaluated student-collected evidence presented in hypothetical classroom scenarios. The data from this study suggested that the three teachers, while contemplating the reliability and validity of scientific evidence, frequently used their conceptions of evidence in conjunction with specific subject matter conceptions. The data also indicated that the relationship between subject matter knowledge and conceptions of evidence was more pronounced for some conceptions of evidence than for others. Suggestions for future research included
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Job Burnout among Iranian Elementary School Teachers of Students with Autism: a Comparative Study
Directory of Open Access Journals (Sweden)
Hadi Zarafshan
2013-03-01
Full Text Available Objective: Teachers often experience burnout and challenges during their active career. Different studies have shown that those directly involved with teaching children with special needs are more subject to burnout. Due to advance screening tools, more children with autism are now diagnosed and involved in special education. The aim of the present study was to investigate the professional burnout in teachers of children with autism compared to teachers of other children with special needs.Methods: Casual Comparative study design was used for this research. Three self-reported measures (Maslach Burnout Inventory, Job Descriptive Index, and General Health Questionnaire were distributed; clustered sampling selection was conducted to select participants. Ninety three female teachers (32 teachers of children with autism, 30 teachers in schools for deaf and 31 for teachers of children with mental retardation from 12 schools located in 4 districts of Tehran were selected. Pearson’s and Spearman’s correlation statistical tests, analysis of variances and regression were used to analyze the results.Results: Results of the current study revealed a significant difference in criterion validity between the three groups of teachers The three groups were different in terms of general health (p=0.010, emotional exhaustion (p=0.005 and depersonalization (p<0.001; however considering other variables no significant differences were observed. Comparison between groups showed that the average scores of teachers of children with autism were significantly higher than teachers of deaf and hard of hearing and mentally retarded children in general health, fatigue, and depersonalization variables. No significant differences were observed in average scores of teachers for mentally retarded and deaf children.Conclusions: Female teachers’ of children with autism are experiencing significantly higher levels of burnout and general mental health problems compared to
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Veteran Teacher Engagement in Site-Based Professional Development: A Mixed Methods Study
Houston, Biaze L.
2016-01-01
This research study examined how teachers self-report their levels of engagement, which factors they believe contribute most to their engagement, and which assumptions of andragogy most heavily influence teacher engagement in site-based professional development. This study employed a convergent parallel mixed methods design to study veteran…
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Thurland, Karen C.
The purpose of conducting this study was to describe the experience of elementary teachers in a mathematics and science staff development project in the U.S. Virgin Islands. The focus of this study was to describe the meaning teachers attribute to their experience in this three year project, in which many of the national mathematics and science reform efforts were implemented. A phenomenological approach was used in order to develop a complete picture of the teachers' experiences. Data collection consisted of interviews with seven elementary teachers. The data were subjective descriptions of the teachers pertaining to the initial summer institute, the follow-up sessions, and the new innovative methods. The transcendental phenomenological model was used. The textural and structural themes included enhanced learning and changes in teaching practice, and interactions with colleagues. From these themes, individual and composite textual descriptions of the experience of the teacher participants were developed. The synthesis of those descriptions illuminated the meanings and essence of their lived experience. The findings indicate that the essence of the experience was the development of a positive attitude towards the teaching of math and science. The teachers gained confidence in their ability to motivate students with the inquiry method and taught more math and science. The implications for the Virgin Islands Department of Education include establishing a partnership with the local university to offer staff development training in mathematics and science and to conduct evaluations of its training efforts.
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Value-Eroding Teacher Behaviors Scale: A Validity and Reliability Study
Arseven, Zeynep; Kiliç, Abdurrahman; Sahin, Seyma
2016-01-01
In the present study, it is aimed to develop a valid and reliable scale for determining value-eroding behaviors of teachers, hence their values of judgment. The items of the "Value-eroding Teacher Behaviors Scale" were designed in the form of 5-point likert type rating scale. The exploratory factor analysis (EFA) was conducted to…
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Job Burnout among Iranian Elementary School Teachers of Students with Autism: a Comparative Study
Mohammadi, Mohammad Reza; Ahmadi, Fatemeh; Arsalani, Akram
2013-01-01
Objective Teachers often experience burnout and challenges during their active career. Different studies have shown that those directly involved with teaching children with special needs are more subject to burnout. Due to advance screening tools, more children with autism are now diagnosed and involved in special education. The aim of the present study was to investigate the professional burnout in teachers of children with autism compared to teachers of other children with special needs. Methods Casual Comparative study design was used for this research. Three self-reported measures (Maslach Burnout Inventory, Job Descriptive Index, and General Health Questionnaire) were distributed; clustered sampling selection was conducted to select participants. Ninety three female teachers (32 teachers of children with autism, 30 teachers in schools for deaf and 31 for teachers of children with mental retardation) from 12 schools located in 4 districts of Tehran were selected. Pearson's and Spearman's correlation statistical tests, analysis of variances and regression were used to analyze the results. Results Results of the current study revealed a significant difference in criterion validity between the three groups of teachers The three groups were different in terms of general health (p=0.010), emotional exhaustion (p=0.005) and depersonalization (pteachers of children with autism were significantly higher than teachers of deaf and hard of hearing and mentally retarded children in general health, fatigue, and depersonalization variables. No significant differences were observed in average scores of teachers for mentally retarded and deaf children. Conclusions Female teachers’ of children with autism are experiencing significantly higher levels of burnout and general mental health problems compared to teachers of children with other disabilities requiring special education. PMID:23682248
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Teacher Self-Efficacy According to Turkish Cypriot Science Teachers
Olmez, Cemil; Ozbas, Serap
2017-01-01
This study examined the self-efficacy of Turkish Cypriot science teachers working at high schools in Northern Cyprus. The study sample was 200 science teachers who participated in the survey. The Teacher Self-Efficacy (TSE) Scale was used as a data source. It was observed that the science teachers' efficacy beliefs about student engagement in…
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Climate Change, Public Health, and Policy: A California Case Study
Smith, Jason A.
2018-01-01
Anthropogenic activity will bring immediate changes and disruptions to the global climate with accompanying health implications. Although policymakers and public health advocates are beginning to acknowledge the health implications of climate change, current policy approaches are lagging behind. We proposed that 4 key policy principles are critical to successful policymaking in this arena: mainstreaming, linking mitigation and adaptation policy, applying population perspectives, and coordination. We explored California’s progress in addressing the public health challenges of climate change in the San Joaquin Valley as an example. We discussed issues of mental health and climate change, and used the San Joaquin Valley of California as an example to explore policy approaches to health issues and climate change. The California experience is instructive for other jurisdictions. PMID:29072936
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Alvarado, Andrew; And Others
This report examines the effects of the Immigration Reform and Control Act of 1986 (IRCA) on the raisin industry's labor market, and provides educators with background on California migrant workers and their deteriorating working conditions. Because the raisin harvest lasts only 3-4 weeks but employs 40,000-50,000 workers, any effects of IRCA on…
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Directory of Open Access Journals (Sweden)
Olha Ketsman
2014-08-01
Full Text Available Technology-enhanced multimedia instruction offers benefits for foreign language learners. Despite having much potential, technology itself is neither effective or nor effective, but teachers play a key role in determining its effectiveness because they are in charge of making instructional decisions and choose whether and how to use technology. This article fills a gap in the literature by reporting findings of a mixed methods study of technology- enhanced multimedia instruction in middle and high school foreign language classrooms. Convergent parallel mixed methods design was applied in this study and data was collected through quantitative survey and qualitative semi-structured interviews with teachers. Results from the study indicated a significant positive correlation between variables that contribute to the use of technology-enhanced multimedia instruction in foreign language classrooms and described effective technology-enhanced multimedia practices. The findings of the study have implications for teachers, administrators and faculty of teacher preparation programs as well as state teacher education policy makers.
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Ahmed, Shabnam; Al-Mously, Najwa; Al-Senani, Fahmi; Zafar, Muhammad; Ahmed, Muhammad
2016-01-01
This study aims to evaluate the perception of medical teachers toward the integration of simulation-based medical education (SBME) in undergraduate curriculum and also identify contextual barriers faced by medical teachers. This cross-sectional observational study included medical teachers from three universities. A questionnaire was used to report teachers' perception. SBME was perceived by medical teachers (basic sciences/clinical, respectively) as enjoyable (71.1%/75.4%), effective assessment tool to evaluate students' learning (60%/73.9%) and can improve learning outcome (88.8%/79.7%). Similarly, (91.1%/71%) of teachers think that simulation should be part of the curriculum and not stand alone one time activity. Teachers' training for SBME has created a significant difference in perception (p medical curriculum are major perceived barriers for effective SBME. Results highlight the positive perception and attitude of medical teachers toward the integration of SBME in undergraduate curriculum. Prior formal training of teachers created a different perception. Top perceived barriers for effective SBME include teachers' formal training supported with time and resources and the early integration into the curriculum. These critical challenges need to be addressed by medical schools in order to enhance the integration SBME in undergraduate curricula.
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Environmental Studies Center Teacher Books. 4th Grade - Mangrove Communities.
Martin County Schools, Jensen Beach, FL. Environmental Studies Center.
This teacher's guide, one of nine teacher packages developed for use in the sequential, hands-on, field-oriented, K-8 environmental education program of the Martin County Schools in Florida, was developed for use with elementary children in grade four prior to and after a visit to an environmental studies center located near an estuarine area. The…
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Wilvert, Calvin
1994-01-01
Contends that, as Spain integrates into the European Economic Community, it is considered to be Europe's California. Asserts that making regional comparisons between California and Spain can be an effective teaching method. Provides comparisons in such areas as agriculture and tourism. (CFR)
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Harmon, Janis; Antuna, Marcos; Juarez, Lucinda; Wood, Karen D.; Vintinner, Jean
2018-01-01
This qualitative study focused on high school social studies teachers' understandings of and perspectives about vocabulary acquisition and instruction. The research questions were the following: (1) What do high school social studies teachers understand about vocabulary instruction? and (2) How do high school social studies teachers support…
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Preservice and Inservice Teachers' Perceptions of Appropriateness of Teacher Self-Disclosure
Zhang, Shaoan; Shi, Qingmin; Tonelson, Stephen; Robinson, Jack
2009-01-01
This study investigated preservice and inservice teachers' perceptions of appropriateness of teacher self-disclosure. A sample of 180 preservice teachers and 135 preK-12 teachers participated in the study. Results showed statistically significant differences between the groups of teachers in their perceptions of appropriateness of teacher…
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BLM/OCS Southern California Outer Continental Shelf Environmental Baseline Studies
National Oceanic and Atmospheric Administration, Department of Commerce — Data in this file were produced by Science Applications, Inc., prime contractor on the Bureau of Land Management/Outer Continental Shelf - Southern California...
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Karaseva, Agnese; Pruulmann-Vengerfeldt, Pille; Siibak, Andra
2018-01-01
This study explored the relationship of in-service teacher achievement goal orientation and practices of educational technology use. Semi-structured individual interviews with secondary school teachers in Latvia (N = 16) and Estonia (N = 10) revealed that the use of information and communication technology (ICT) in pedagogical work and the ways in…
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California Watershed Hydrologic Units
California Natural Resource Agency — This dataset is intended to be used as a tool for water-resource management and planning activities, particularly for site-specific and localized studies requiring a...
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Directory of Open Access Journals (Sweden)
Lyudmila Alexandrovna Amirova
2017-11-01
Full Text Available The article presents the results of application of the comparative sociological study of rural and urban schools. The characteristic of a social portrait of the rural teacher. The basic social problems, an assessment of social well-being of rural and urban teachers. Purpose. The authors aimed to identify specific problems of the rural school for making sound management decisions in the field of social educational policy. Methodology. A comparative type of applied sociological research is realized by applying such methodological approaches as structural and functional analysis and its variety – typological analysis [2; 3; 5]. Results. In summary, the social portrait of a rural educator is characterized by the following social characteristics. He lives mostly in his own house. One member of his family has, mainly, 12-18 or more square meters of living space. Entrepreneurship and tutoring are poorly distributed in rural areas. In comparison with urban teachers, rural teachers are more oriented to vocational training, rather than to the formation of spiritual and intellectual culture of students. This is the practicality of the rural educator. Employment in the subsidiary farm is also the reason for the greater practicality of the rural teacher and his relatively low spiritual activity. In rural educational institutions the level of collectivism is higher, but the desire for individual achievements is lower. Practical implications. The management of social processes at the level of a rural school can be implemented in the form of social planning, drawing up of social programs, social projects aimed at solving social problems of a rural teacher and optimizing the development of a rural school.
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Ilgan, Abdurrahman; Parylo, Oksana; Sungu, Hilmi
2015-01-01
This quantitative research examined instructional supervision behaviours of school principals as a predictor of teacher job satisfaction through the analysis of Turkish teachers' perceptions of principals' instructional supervision behaviours. There was a statistically significant difference found between the teachers' job satisfaction level and…
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Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics
Korur, Fikret; Eryilmaz, Ali
2012-01-01
Problem Statement: What do teachers and students in Turkey perceive as the common characteristics of effective physics teachers? Purpose of Study: The first aim was to investigate the common characteristics of effective physics teachers by asking students and teachers about the effects of teacher characteristics on student physics achievement and…
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A mixed-methods study of mid-career science teachers: The growth of professional empowerment
Moreland, Amy Laphelia
The purpose of this concurrent, mixed-methods study was to examine the professional empowerment qualities of mid-career (years 4-8), science teachers. I used the construct of professional empowerment as the theoretical frame to explore K-12 mid-career science teachers' career trajectories and consider how they can be supported professionally and ideally retained over time. In investigating the qualities of these teachers, I also constructed a new teaching trajectory model and tested the differences between mid-career and veteran science teachers. I analyzed seventy-eight surveys of mid-career science teachers across Texas, including six in-depth, interview-based case studies. The qualitative piece used behavior-over-time graphing combined with the interviews and the quantitative component used survey data from the Teacher Empowerment Survey (TES). Results indicated that science content knowledge gain through professional development opportunities was an especially important factor in supporting mid-career teachers' sense of empowerment. This increased content knowledge connected positively with the dimensions of decision-making, status, and impact. In a between-group analysis using a larger subset of TES data, I analyzed 254 surveys by conducting a nonparametric statistical test. A statistically significant difference was found between the two groups, in that mid-career science teachers had a lower sense of "status" than their more experienced counterparts (p empowerment. The study was situated within a broader scope of exploring how educational leaders and professional development providers can understand and support science teachers of varying experience levels. A well-designed and possibly differentiated professional development program could successfully connect with these kind of empowered and receptive mid-career science teachers, and thus increase the probability of implementing quality science education programs, content, and pedagogy into schools. The
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A Model of Microteaching Lesson Study Implementation in the Prospective History Teacher Education
Utami, Indah Wahyu Puji; Mashuri; Nafi'ah, Ulfatun
2016-01-01
Microteaching lesson study is a model to improve prospective teacher quality by incorporating several element of microteaching and lesson study. This study concern on the implementation of microteaching lesson study in prospective history teacher education. Microteaching lesson study model implemented in this study consist of three stages: plan,…
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Dimensions of social learning in teacher education: an exemplary case study
Van den Beemt, Antoine; Vrieling, Emmy
2016-01-01
Growing attention can be noticed for social learning in teacher groups as a stimulus for teachers’ professional development. Research shows the importance of understanding the role and impact of informal social networks on teacher professional development. This paper describes a rich case study of
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A Prospective Study of Ventilation Rates and Illness Absence in California Office Buildings
Energy Technology Data Exchange (ETDEWEB)
Eliseeva, Ekaterina A. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Spears, Michael [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Chan, Wanyu R. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Cohn, Sebastian [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Sullivan, Douglas P. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Fisk, William J. [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)
2014-10-07
Background – This study investigated the associations of ventilation rates (VRs), estimated from indoor CO2 concentrations, in offices with the amount of respiratory infections, illness absences, and building-related health symptoms in occupants. Methods – Office buildings were recruited from three California climate zones. In one or more study spaces within each building, real-time logging sensors measured carbon dioxide, temperature, and relative humidity for one year. Ventilation rates were estimated using daily peak CO2 levels, and also using an alternative metric. Data on occupants and health outcomes were collected through web-based surveys every three months. Multivariate models were used to assess relationships between metrics of ventilation rate or CO2 and occupant outcomes. For all outcomes, negative associations were hypothesized with VR metrics, and positive associations with CO2 metrics. Results – Difficulty recruiting buildings and low survey response limited sample size and study power. In 16 studied spaces within 9 office buildings, VRs were uniformly high over the year, from twice to over nine times the California office VR standard (7 L/s or 15 cfm per person). VR and CO2 metrics had no statistically significant relationships with occupant outcomes, except for a small significantly positive association of the alternative VR metric with respiratory illness-related absence, contrary to hypotheses. Conclusions– The very high time-averaged VRs in the California office buildings studied presumably resulted from “economizer cycles” bringing in large volumes of outdoor air; however, in almost all buildings even the estimated minimum VRs supplied (without the economizer) substantially exceeded the minimum required VR. These high VRs may explain the absence of hypothesized relationships with occupant outcomes. Among uniformly high VRs, little variation in contaminant concentration and occupant effects would be expected. These findings may
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Hua, Huang; Vong, Sou Kuan
2016-01-01
This study investigates experienced teachers' resistance in an era of neoliberalism in Macau. The narratives of three experienced teachers are examined under a post-structuralist framework. The findings indicate that the traditional Chinese Confucian ideology of education guides the experienced teachers' professional practice and offers them an…
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Attitudes of Omani Social Studies Student Teachers to Tourism for Sustainable Development
Al-Rabaani, Ahmed Hamed
2013-01-01
The aim of the study is to investigate the attitudes of student teachers of Social Studies to tourism for sustainable development. The study participants were the entire cohort of final year student teachers of Social Studies in the College of Education at Sultan Qaboos University in the Sultanate of Oman. There were 65 in total, 26 male and 39…
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Chinese Pre-Service Teachers' Perceptions of Effects of Teacher Self-Disclosure
Zhang, Shaoan; Shi, Qingmin; Luo, Xiao; Ma, Xueyu
2008-01-01
Background: As an instructional tool, teacher self-disclosure is used widely by teachers. While researchers abroad have conducted a number of studies, scarce literature on teacher self-disclosure has been found. Aims: This study aims to explore the Chinese pre-service teachers' perceived effects of teacher self-disclosure on student learning,…
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A Pilot Study to Evaluate California's Fossil Fuel CO2 Emissions Using Atmospheric Observations
Graven, H. D.; Fischer, M. L.; Lueker, T.; Guilderson, T.; Brophy, K. J.; Keeling, R. F.; Arnold, T.; Bambha, R.; Callahan, W.; Campbell, J. E.; Cui, X.; Frankenberg, C.; Hsu, Y.; Iraci, L. T.; Jeong, S.; Kim, J.; LaFranchi, B. W.; Lehman, S.; Manning, A.; Michelsen, H. A.; Miller, J. B.; Newman, S.; Paplawsky, B.; Parazoo, N.; Sloop, C.; Walker, S.; Whelan, M.; Wunch, D.
2016-12-01
Atmospheric CO2 concentration is influenced by human activities and by natural exchanges. Studies of CO2 fluxes using atmospheric CO2 measurements typically focus on natural exchanges and assume that CO2 emissions by fossil fuel combustion and cement production are well-known from inventory estimates. However, atmospheric observation-based or "top-down" studies could potentially provide independent methods for evaluating fossil fuel CO2 emissions, in support of policies to reduce greenhouse gas emissions and mitigate climate change. Observation-based estimates of fossil fuel-derived CO2 may also improve estimates of biospheric CO2 exchange, which could help to characterize carbon storage and climate change mitigation by terrestrial ecosystems. We have been developing a top-down framework for estimating fossil fuel CO2 emissions in California that uses atmospheric observations and modeling. California is implementing the "Global Warming Solutions Act of 2006" to reduce total greenhouse gas emissions to 1990 levels by 2020, and it has a diverse array of ecosystems that may serve as CO2 sources or sinks. We performed three month-long field campaigns in different seasons in 2014-15 to collect flask samples from a state-wide network of 10 towers. Using measurements of radiocarbon in CO2, we estimate the fossil fuel-derived CO2 present in the flask samples, relative to marine background air observed at coastal sites. Radiocarbon (14C) is not present in fossil fuel-derived CO2 because of radioactive decay over millions of years, so fossil fuel emissions cause a measurable decrease in the 14C/C ratio in atmospheric CO2. We compare the observations of fossil fuel-derived CO2 to simulations based on atmospheric modeling and published fossil fuel flux estimates, and adjust the fossil fuel flux estimates in a statistical inversion that takes account of several uncertainties. We will present the results of the top-down technique to estimate fossil fuel emissions for our field
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A Comparative Study of Male and Female Early Childhood Teachers' Job Satisfaction in Turkey
Sahin, Fatma Tezel; Sak, Ramazan
2016-01-01
The aim of the present study is to provide a comparative analysis of job satisfaction among male and female teachers in early childhood education. A total of 163 teachers participated in the study, which utilized Tahta's (An analysis of job satisfaction of preschool teachers, Hacettepe University, Ankara, 1995) Job Satisfaction Survey and a…
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Directory of Open Access Journals (Sweden)
Mariyam Shareefa
2015-08-01
Full Text Available The Inclusive Educational Policy of Maldives Ministry of Education 2013 declares that all students should be given equal educational opportunities regardless of their physical intellectual social emotional or other conditions. The aim of this study was to find out what teachers believe perceive and feel about their schools readiness for inclusive education with regard to the school leadership school climate curriculum instructions individual student support and teachers knowledge skills and attitudes. The secondary purpose was to investigate the main challenges that deter inclusivity in the four government schools of Hithadhoo Addu. A mixed approach with survey and focus group interview methods were used in the study. A total of 153 teachers participated in the survey and 10 teachers were in the focus group sessions. The findings revealed that in general teachers had a positive view towards all the readiness factors related to inclusive education. However the results indicated substantial challenges that may impede successful implementation of inclusive education. These challenges include lack of knowledge and skills on inclusive education lack of facilities lack of awareness among all stakeholders curriculum difficulties and time restrictions.
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Science teachers' beliefs about teaching and reform: Case studies from a restructured high school
King, Elizabeth A.
A qualitative research study of the beliefs of three science teachers about teaching and educational reform was carried out at a restructured high school belonging to the Coalition of Essential Schools (CES), a nationally prominent restructuring movement. One problem of educational reform is to sustain change in the science classroom. A new wave of reform is shifting the focus away from curriculum changes and towards professionalism of teachers empowered to restructure schools. The beliefs of the teachers are key to decisions made in the classroom. The teachers and staff of Metro High School adopted the Ten Common Principles of CES as their guide to restructuring and sustaining change. Changes included increased authority for teachers in shared decision making, increased staff time for professional development, grouping students heterogeneously, grouping students and faculty in teams for extended time periods, and organizing instruction around small group and individual student study (student-centered). The theoretical framework centers on the constructivist theory of learning, particularly Vygotsky's socio-cultural model, and Bakhtin's dialogic function of language. Nespor's belief system model was used to describe the four characteristic features of beliefs: episodic memories, alternativity, existential presumption, and evaluative loading. My research questions were: What memories of teaching have influenced the teachers? What are the teachers' beliefs about the learning environment? What are the teachers' beliefs about their students? What are the teachers' beliefs about student activities? Interviews were the primary data source for the case studies of the three teachers, with additional data from lesson plans, photo-voice, and other artifacts. The teachers shared many common beliefs including that strong peer support is necessary for reform. The teachers' beliefs allied themselves to the majority of the common principles of CES, especially personalization and
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The impact of science teachers' epistemological beliefs on authentic inquiry: A multiple-case study
Jackson, Dionne Bennett
The purpose of this study was to examine how science teachers' epistemological beliefs impacted their use of authentic inquiry in science instruction. Participants in this multiple-case study included a total of four teachers who represented the middle, secondary and post-secondary levels. Based on the results of the pilot study conducted with a secondary science teacher, adjustments were made to the interview questions and observation protocol. Data collection for the study included semi-structured interviews, direct observations of instructional techniques, and the collection of artifacts. The cross case analysis revealed that the cases epistemological beliefs were mostly Transitional and the method of instruction used most was Discussion. Two of the cases exhibited consistent beliefs and instructional practices, whereas the other two exhibited beliefs beyond their instruction. The findings of this study support the literature on the influence of contextual factors and professional development on teacher beliefs and practice. The findings support and contradict literature relevant to the consistency of teacher beliefs with instruction. This study's findings revealed that the use of reform-based instruction, or Authentic Inquiry, does not occur when science teachers do not have the beliefs and experiences necessary to implement this form of instruction.
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Coast of California Storm and Tidal Waves Study. Southern California Coastal Processes Data Summary,
1986-02-01
1950-76 (from Brownlie and Taylor, 1981). -42- U r4 P4 V - (1 ,i UU~ll ,,It,,. * *** *i .o o9 o4V4 cc ",,,.I ,- %4 6P atar 4 P40.U0 41 u 1 4 .1...Each of these summaries reviews hundreds of scientific papers dealing with California shelf marine geology, chemistry, biology , climatology and...wave action, rain, water, and wind processes, natural or induced landslides, and animal and human activity. Erosion related to animals consists primarily
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Case studies of first-year critical science teachers
Love, Kurt A.
Brent Davis and Dennis Sumara (1997) performed a study of themselves and another professor who took a sabbatical to work in an elementary school for a year. Their intentions, as professors focused on cognition, was to create a change in teaching practices throughout the school that aligned more closely with social cognitive research. However, their experiences did not go as planned. Each found that he could not just simply bring their philosophies into their classrooms independent of the sociocultural context of the school. They found very quickly that none of them could act as fully autonomous agents. They described their experiences as being part of the sociocultural fabric of the school because each of their teaching practices changed in ways that they did not anticipate and in ways that were not philosophically aligned. However, they also found that this was a two-way relationship. They were not describing completely deterministic experiences. Davis and Sumara described observing colleagues changing their practices in ways that did incorporate some of the philosophies that they espoused during their tenure at the elementary school. They explain their experience as one where they were pushed and pulled by the sociocultural context and they also pushed and pulled on the sociocultural context. This dissertation focuses on three first-year science teachers (a 4 th grade teacher and two high school science teachers) who identified as wanting to bring critical, feminist, and ecojustice perspectives into their teaching practices. Each enacts these practices much differently in the context of the sociocultural contexts of their own schools, and often changed their teaching practices in ways that seemed to more closely align with those contexts. Each of the three dealt with external and internal hegemonic pressures that caused them to align more closely with their contexts. The philosophical foundations of their sociocultural contexts were manifested externally through
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An Evaluation of the Empathy Levels of Pre-Service Social Studies Teachers
Kaya, Baris
2016-01-01
This study was conducted to determine the factors that affect the empathy levels of pre-service teachers studying in the Department of Social Studies Teaching. The research questions developed in this context aimed to determine the roles of gender, age and being a member of a school club in the empathy levels of pre-service teachers. The study…
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Teachers' Use of YouTube in the United Arab Emirates: An Exploratory Study
Tamim, Rana M.
2013-01-01
Teachers around the world are using YouTube movies for different purposes. This mixed-methods study was a preliminary investigation of United Arab Emirates teachers' perceptions about YouTube's advantages in the classroom, current practices, and major challenges faced. Forty-five teachers completed an open-ended questionnaire. Results indicated…
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Epistemology and Science Education: A Study of Epistemological Views of Teachers
Apostolou, Alexandros; Koulaidis, Vasilis
2010-01-01
The aim of this paper is to study the epistemological views of science teachers for the following epistemological issues: scientific method, demarcation of scientific knowledge, change of scientific knowledge and the status of scientific knowledge. Teachers' views for each one of these epistemological questions were investigated during…
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Elementary Teachers' Experiences and Perceptions of Departmentalized Instruction: A Case Study
Strohl, Alecia; Schmertzing, Lorraine; Schmertzing, Richard
2014-01-01
This case study investigated elementary teachers' experiences and perceptions during a trial year of departmentalized instruction in a rural south Georgia elementary school. To inform their decision about whole-school departmentalization for the future, school administrators appointed twelve first through third grade teachers to pilot the…
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Formative assessment in teacher talk during lesson studies
van Halem, Nicolette; Goei, Sui Lin; Akkerman, Sanne F.
2016-01-01
Purpose: The purpose of this paper is to evaluate the extent of systematic examination of students’ educational (support) needs by teachers participating in lesson study (LS) meetings within a framework of formative assessment (FA). Design/methodology/approach: The study took place in the context of
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Alcoholic beverage intake and risk of lung cancer: the California Men's Health Study.
Chao, Chun; Slezak, Jeff M; Caan, Bette J; Quinn, Virginia P
2008-10-01
We investigated the effect of alcoholic beverage consumption on the risk of lung cancer using the California Men's Health Study. The California Men's Health Study is a multiethnic cohort of 84,170 men ages 45 to 69 years who are members of the Kaiser Permanente California health plans. Demographics and detailed lifestyle characteristics were collected from surveys mailed between 2000 and 2003. Incident lung cancer cases were identified by health plan cancer registries through December 2006 (n=210). Multivariable Cox's regression was used to examine the effects of beer, red wine, white wine (including rosé), and liquor consumption on risk of lung cancer adjusting for age, race/ethnicity, education, income, body mass index, history of chronic obstructive pulmonary disease/emphysema, and smoking history. There was a significant linear decrease in risk of lung cancer associated with consumption of red wine among ever-smokers: hazard ratio (HR), 0.98; 95% confidence interval (95% CI), 0.96-1.00 for increase of 1 drink per month. This relationship was slightly stronger among heavy smokers (>or=20 pack-years): HR, 0.96; 95% CI, 0.93-1.00. When alcoholic beverage consumption was examined by frequency of intake, consumption of >or=1 drink of red wine per day was associated with an approximately 60% reduced lung cancer risk in ever-smokers: HR, 0.39; 95% CI, 0.14-1.08. No clear associations with lung cancer were seen for intake of white wine, beer, or liquor. Moderate red wine consumption was inversely associated with lung cancer risk after adjusting for confounders. Our results should not be extrapolated to heavy alcohol consumption.
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Teacher Effectiveness of Secondary School Teachers with High Tacit Knowledge
Mumthas, N. S.; Blessytha, Anwar
2009-01-01
To be a great teacher, more than content knowledge, teacher also needs practical and technical knowledge that contribute to teacher effectiveness. A teacher with high tacit knowledge is usually considered an expert teacher. The purpose of this study is to find out whether teachers with high tacit knowledge give equal preference to the various…
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Mentor teachers : Their perceived possibilities and challenges as mentor and teacher
Jaspers, W. Marieke; Meijer, Paulien C.; Prins, Frans; Wubbels, Theo
2014-01-01
This interview study, including seven case studies of mentor teachers in primary education, explores the possibilities and challenges these mentor teachers perceive when they (sequentially and simultaneously) combine the teacher and mentor roles. Mentor teachers perceive two challenges while
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Gradias, Jean
In 2013, California became one of the first states to adopt the rigorous Next Generation Science Standards (NGSS). However, the current state of science instruction does not support the conceptual shifts of the NGSS, which call for consistent science instruction K-12, increased inquiry, subject integration, as well as science instruction that connects students to their communities and their world. Therefore, teachers are in need of instructional support for science teaching that can enable them to achieve these higher expectations. This dissertation explored whether implementing a Project-Based Learning (PBL)-centered science specialist changed classroom teachers' frequency of science instruction and use of instructional strategies that support NGSS science delivery. In addition, this study examined how providing a PBL science specialist supported teachers in their comfort with using these more rigorous instructional strategies. Five elementary teachers participated in an action research project conducted over the course of a school year. The frequency with which teachers used the following instructional strategies was analyzed: connecting science to real world phenomena, accessing community resources, integrating science into other subject areas, and using inquiry in science instruction. Quantitative and qualitative data revealed that a PBL science specialist does support classroom teachers in implementing teaching practices aligned to the conceptual shifts implicated by the NGSS; however, individual growth rates varied by instructional strategy. The results of this study provide a foundation for the legitimacy of utilizing a PBL-focused science specialist to support teachers in shifting their instructional practices in order to achieve the Next Generation Science Standards.
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The California Baseline Methane Survey
Duren, R. M.; Thorpe, A. K.; Hopkins, F. M.; Rafiq, T.; Bue, B. D.; Prasad, K.; Mccubbin, I.; Miller, C. E.
2017-12-01
The California Baseline Methane Survey is the first systematic, statewide assessment of methane point source emissions. The objectives are to reduce uncertainty in the state's methane budget and to identify emission mitigation priorities for state and local agencies, utilities and facility owners. The project combines remote sensing of large areas with airborne imaging spectroscopy and spatially resolved bottom-up data sets to detect, quantify and attribute emissions from diverse sectors including agriculture, waste management, oil and gas production and the natural gas supply chain. Phase 1 of the project surveyed nearly 180,000 individual facilities and infrastructure components across California in 2016 - achieving completeness rates ranging from 20% to 100% per emission sector at < 5 meters spatial resolution. Additionally, intensive studies of key areas and sectors were performed to assess source persistence and variability at times scales ranging from minutes to months. Phase 2 of the project continues with additional data collection in Spring and Fall 2017. We describe the survey design and measurement, modeling and analysis methods. We present initial findings regarding the spatial, temporal and sectoral distribution of methane point source emissions in California and their estimated contribution to the state's total methane budget. We provide case-studies and lessons learned about key sectors including examples where super-emitters were identified and mitigated. We summarize challenges and recommendations for future methane research, inventories and mitigation guidance within and beyond California.
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Nursing Students' Experiences of the Empathy of Their Teachers: A Qualitative Study
Mikkonen, Kristina; Kyngäs, Helvi; Kääriäinen, Maria
2015-01-01
The purpose of this study was to describe nursing students' experiences of empathy of nursing teachers with the emphasis on how experiencing empathy from their teachers influences students, their learning and professional development. This research was a qualitative descriptive study conducted through face-to-face interviews with nursing students.…
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Feasibility study for the United Heckathorn Superfund Site, Richmond, California
Energy Technology Data Exchange (ETDEWEB)
Lincoff, A.H. [US Environmental Protection Agency, San Francisco, CA (United States). Region IX; Costan, G.P.; Montgomery, M.S.; White, P.J. [Pacific Northwest Lab., Richland, WA (United States)
1994-07-01
The United Heckathom Superfund Site in Richmond, California, was used to formulate pesticides from approximately 1947 to 1966. Soils at the site and sediments in the harbor were contaminated with various chlorinated pesticides, primarily DDT, as a result of these activities. The US Environmental Protection Agency listed the site on the Superfund National Priorities List in 1990. This document is part of the Remedial Investigation and Feasibility Study phase of the Superfund response, which will provide the basis for selection of a final remedy that will protect human health and the environment and achieve compliance with federal and state envirorunental laws.
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Feasibility study for the United Heckathorn Superfund Site, Richmond, California
International Nuclear Information System (INIS)
Lincoff, A.H.
1994-07-01
The United Heckathom Superfund Site in Richmond, California, was used to formulate pesticides from approximately 1947 to 1966. Soils at the site and sediments in the harbor were contaminated with various chlorinated pesticides, primarily DDT, as a result of these activities. The US Environmental Protection Agency listed the site on the Superfund National Priorities List in 1990. This document is part of the Remedial Investigation and Feasibility Study phase of the Superfund response, which will provide the basis for selection of a final remedy that will protect human health and the environment and achieve compliance with federal and state envirorunental laws
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The Cultural Roots of Teacher Associations: A Case Study from India
Padwad, Amol
2016-01-01
Teacher associations (TAs) are communities located in complex cultural spaces that may affect their functioning, vision, priorities, and policies. This case study of the English Language Teachers' Association of India (ELTAI) attempts to examine the relationship between the Association and the cultural space it inhabits, with specific reference to…
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Influence of job satisfaction on job performance: a study of teacher ...
African Journals Online (AJOL)
... with their pay and promotion opportunities. However, they were found to be satisfied with the type of work they carry out daily. The study concludes that job satisfaction has a significant influence on job performance of teacher librarians. Keywords: job satisfaction, job performance, teacher librarians, employees satisfaction ...
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An Empirical Study on Teachers' Perceptions towards Inclusive Education in Malaysia
Ali, Manisah Mohd; Mustapha, Ramlee; Jelas, Zalizan Mohd
2006-01-01
The hallmark of inclusive education is the teachers' willingness to accept students with special needs. Their attitudes and knowledge about inclusive education are important as these are indicators of such willingness. The purpose of this study was to examine teachers' attitudes and their perceived knowledge towards inclusive education in…
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Goldstein, Michael
2012-01-01
In July 2011, Bill Gates told the "Wall Street Journal," "I'm enough of a scientist to want to say, "What is it about a great teacher?"" As a "practitioner" of sorts, the author has wondered the same thing for 15 years. The K-12 school sector generates little empirical research of any sort. And of this small amount, most is targeted to…
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Pecore, John L.
Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or "problem," is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum. The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers' understandings, successes and obstacles. By identifying teachers' possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations. Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers' current systems into reform-based teacher instruction. While participating teachers
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A case study of continuing teacher professional development ...
African Journals Online (AJOL)
We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary Science ...
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Keller, J. M.; Rebar, B.; Buxner, S.
2012-12-01
The STEM Teacher and Researcher (STAR) Program provides pre-service and beginning teachers the opportunity to develop identity as both teachers and researchers early in their careers. Founded and implemented by the Center for Excellence in Science and Mathematics Education (CESaME) at California Polytechnic State University on behalf of the California State University (CSU) system, STAR provides cutting edge research experiences and career development for students affiliated with the CSU system. Over the past three summers, STAR has also partnered with the NSF Robert Noyce Teacher Scholarship Program to include Noyce Scholars from across the country. Key experiences are one to three summers of paid research experience at federal research facilities associated with the Department of Energy (DOE), National Aeronautics and Space Administration (NASA), National Oceanic and Atmospheric Association (NOAA), and the National Optical Astronomy Observatory (NOAO). Anchoring beginning teachers in the research community enhances participant understanding of what it means to be both researchers and effective teachers. Since its inception in 2007, the STAR Program has partnered with 15 national lab facilities to provide 290 research experiences to 230 participants. Several of the 68 STAR Fellows participating in the program during Summer 2012 have submitted abstracts to the Fall AGU Meeting. Through continued partnership with the Noyce Scholar Program and contributions from outside funding sources, the CSU is committed to sustaining the STAR Program in its efforts to significantly impact teacher preparation. Evaluation results from the program continue to indicate program effectiveness in recruiting high quality science and math majors into the teaching profession and impacting their attitudes and beliefs towards the nature of science and teaching through inquiry. Additionally, surveys and interviews are being conducted of participants who are now teaching in the classroom as
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California Condor Critical Habitat
California Natural Resource Agency — These Data identify (in general) the areas where critical habitat for the California Condor occur. Critical habitat for the species consists of the following 10...
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Economic Literacy Levels of Social Studies Teacher Candidates
Akhan, Nadire Emel
2015-01-01
The purpose of this study is to determine the levels of economic literacy--an important component of being a good citizen--among seniors studying at social studies teacher program which aims at cultivating good citizens and to find out its relationships in terms of various variables. The quantitative sample of the study was comprised of 726 senior…
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Tack, Hanne; Valcke, Martin; Rots, Isabel; Struyven, Katrien; Vanderlinde, Ruben
2018-01-01
Taking into account the pressing need to understand more about what teacher educators' professional development characterises, this article adopts a mixed method approach to explore Flemish (Dutch-speaking part of Belgium) teacher educators' professional development needs and opportunities. Analysis results of a large-scale survey study with 611…
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Determining the Philosophical Orientation of Pre-Service Teachers: A Causal-Comparative Study
Edlin, Maria L.
2013-01-01
This study was conducted to determine if pre-service teachers could self-identify their philosophy of education and then match that philosophy through their responses to a 48-item survey. Additionally the study was conducted to determine if the pre-service teachers from Middle Tennessee State University would have a more varied philosophical…
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Exploring Teacher Beliefs and Classroom Practices through Reflective Practice: A Case Study
Farrell, Thomas S. C.; Ives, Jessica
2015-01-01
This article presents a case study that explored and reflected on the relationship between the stated beliefs and observed classroom practices of one second language reading teacher. The findings of this study revealed that this particular teacher holds complex beliefs about teaching reading that were evident to some extent in many of his…
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Exploring ESL Teacher Beliefs and Classroom Practices of CLT: A Case Study
Rahman, Mohammad Mosiur; Singh, Manjet Kaur Mehar; Pandian, Ambigapathy
2018-01-01
This paper presents a case study that investigated and compared the stated beliefs and observed classroom practices relating to Communicative Language Teaching (CLT) of two ESL teachers. The findings of the study revealed that both the teachers hold similar complex beliefs that mostly contradict the philosophy of CLT. The practices were not in…
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California's experience with alternative fuel vehicles
International Nuclear Information System (INIS)
Sullivan, C.
1993-01-01
California is often referred to as a nation-state, and in many aspects fits that description. The state represents the seventh largest economy in the world. Most of California does not have to worry about fuel to heat homes in the winter. What we do worry about is fuel for our motor vehicles, approximately 24 million of them. In fact, California accounts for ten percent of new vehicle sales in the United States each year, much of it used in the transportation sector. The state is the third largest consumer of gasoline in the world, only exceeded by the United States as a whole and the former Soviet Union. California is also a leader in air pollution. Of the nine worst ozone areas in the country cited in the 1990 Clean Air Act Amendments, two areas the Los Angeles Basin and San Diego are located in California. Five of California's cities made the top 20 smoggiest cities in the United States. In reality, all of California's major metropolitan areas have air quality problems. This paper will discuss the beginnings of California's investigations of alternative fuels use in vehicles; the results of the state's demonstration programs; and future plans to improve California's air quality and energy security in the mobile sector
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Change in University Teachers' Elearning Beliefs and Practices: A Longitudinal Study
Scott, Karen M.
2016-01-01
Little longitudinal research has examined change in university teachers' elearning beliefs and practices after their initial experience with elearning. This study addresses this gap by focusing on six teachers who developed and implemented an elearning resource, and the changes they made to the resource and its implementation over two years. A…
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Water demand studies. [central and southern California regions
Bowden, L. W.; Estes, J. E.; Churchman, C. W.; Johnson, C. W.; Huning, J. R.; Rozelle, K.; Hamilton, J.; Washburn, G.; Tinney, L. R.; Thaman, R. R.
1973-01-01
The areas of focus of the Santa Barbara and Riverside groups in conducting water demand studies are the central and southern California regional test sites, respectively. Within each test site, sub-areas have been selected for use in the making of detailed investigations. Within each of these sub-areas an in-depth evaluation is being made as to the capability of remote sensing systems to provide pertinent data relative to water demand phenomena. These more limited sub-areas are: (1) Kern County and the San Joaquin Basin; (2) Chino-Riverside Basin; and (3) the Imperial Valley. Rational for the selection of these subareas included the following: Much of the previous remote sensing research had been conducted in these areas and therefore a great deal of remote sensing imagery and pertinent ground truth for the areas was already available.
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Standards for Certification/Preparation of Social Studies Teachers: A Fifty State Study.
Dumas, Wayne; Weible, Tom
A national survey determined minimum certification requirements for secondary social studies teachers in general education, professional education, and history/social science. Data were obtained through questionnaires completed by social studies education curriculum specialists and by officials in the certification divisions of state education…
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A Study of the Education of Geology
Berglin, R. S.; Baldridge, A. M.; Buxner, S.; Crown, D. A.
2013-12-01
An Evaluation and Assessment Method for Workshops in Science Education and Resources While many professional development workshops train teachers with classroom activities for students, Workshops in Science Education and Resources (WISER): Planetary Perspectives is designed to give elementary and middle school teachers the deeper knowledge necessary to be confident teaching the earth and space science content in their classrooms. Two WISER workshops, Deserts of the Solar System and Volcanoes of the Solar System, place an emphasis on participants being able to use learned knowledge to describe or 'tell the story of' a given rock. In order to understand how participants' knowledge and ability to tell the story changes with instruction, we are investigating new ways of probing the understanding of geologic processes. The study will include results from both college level geology students and teachers, focusing on their understanding of geologic processes and the rock cycle. By studying how new students process geologic information, teachers may benefit by learning how to better teach similar information. This project will help to transfer geologic knowledge to new settings and assess education theories for how people learn. Participants in this study include teachers participating in the WISER program in AZ and introductory level college students at St. Mary's College of California. Participants will be videotaped drawing out their thought process on butcher paper as they describe a given rock. When they are done, they will be asked to describe what they have put on the paper and this interview will be recorded. These techniques will be initially performed with students at St. Mary's College of California to understand how to best gather information. An evaluation of their prior knowledge and previous experience will be determined, and a code of their thought process will be recorded. The same students will complete a semester of an introductory college level Physical
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An evaluation of the California Instructional School Garden Program.
Hazzard, Eric L; Moreno, Elizabeth; Beall, Deborah L; Zidenberg-Cherr, Sheri
2012-02-01
California Assembly Bill 1535 awarded $US 15 million to California public schools to promote, develop and sustain instructional school gardens through the California Instructional School Garden Program (CISGP). The present study was designed to assess the effectiveness of the CISGP at assisting schools in implementing, maintaining and sustaining an academic school garden programme, determine how schools utilized the funding they received and assess the impact of the California state budget crisis on the CISGP. A mid-term evaluation was used to assess the degree to which schools achieved their instructional garden-related goals. California. Only schools that applied for the CIGSP grant as part of a school district and also provided a contact email and had a unique contact person were included in the study (n 3103, 80·6 %). In general, many schools reported not achieving their predicted goals with regard to the CISGP grant. Only 39·4 % of schools reported accomplishing all of their garden-related goals. Over one-third (37·8 %) of schools reported that their school gardens were negatively affected by the California budget deficit. The difference between predicted and actual utilization of the CISGP grants may be due to a combination of the effects of budget shortfall and insufficiency of the grant award amount.
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The Study of Literacy Reinforcement of Science Teachers in Implementing 2013 Curriculum
Dewi, W. S.; Festiyed, F.; Hamdi, H.; Sari, S. Y.
2018-04-01
This research aims to study and collect data comprehensively, new and actual about science literacy to improve the ability of educators in implementing the 2013 Curriculum at Junior High School Padang Pariaman District. The specific benefit of this research is to give description and to know the problem of science literacy problem in interaction among teacher, curriculum, facilities and infrastructure, evaluation, learning technology and students. This study uses explorative in deep study approach, studying and collecting data comprehensively from the interaction of education process components (curriculum, educator, learner, facilities and infrastructure, learning media technology, and evaluation) that influence the science literacy. This research was conducted in the districts of Padang Pariaman consisting of 17 subdistricts and 84 junior high schools managed by the government and private. The sample of this research is science teachers of Padang Pariaman District with sampling technique is stratified random sampling. The instrument used in this study is a questionnaire to the respondents. Research questionnaire data are processed by percentage techniques (quantitative). The results of this study explain that the understanding of science teachers in Padang Pariaman District towards the implementation of 2013 Curriculum is still lacking. The science teachers of Padang Pariaman District have not understood the scientific approach and the effectiveness of 2013 Curriculum in shaping the character of the students. To improve the understanding of the implementation of Curriculum 2013, it is necessary to strengthen the literacy toward science teachers at the Junior High School level in Padang Pariaman District.
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Introducing Engineering in Elementary Education: A 5-Year Study of Teachers and Students
Diefes-Dux, Heidi A.
2015-01-01
Engineering, when integrated into K-12 education, may offer a number of potential student learning and future success benefits. In a 5-year study, four cohorts of elementary teachers of grades 2 to 4 in a single US school district were provided with teacher professional development with engineering education. Teachers were prepared to teach…
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Balbag, M. Zafer; Yenilmez, Kürsat; Turgut, Melih
2017-01-01
This study aimed at adapting the personal professional development efforts scale developed for science and technology teachers to be applied for middle school mathematics teachers. For this purpose, first of all, the items of the original scale were adjusted for the middle school mathematics teachers by a team of experts. Data obtained by the new…
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Senior science teachers' experience of teaching in a changing multicultural classroom: A case study
Ryan, Mark
Demographic changes within the US are bringing significant changes in the cultural make-up of the classrooms in our schools. Results from national and state assessments indicate a growing achievement gap between the science scores of white students and students from minority communities. This gap indicates a disconnect somewhere in the science classrooms. This study examines the teacher's perspective of the changing learning environment. The study focuses on senior teachers with traditional Midwestern backgrounds and little multicultural experience assuming these teachers had little or no education in multicultural education. Senior teachers are also more likely to have completed their science education within a traditional Universalist perspective of science and likewise have little or no education in multicultural science. The research method was comparative case studies of a purposeful sample of nine science teachers within a community experiencing significant demographic change, seven core senior teachers and two frame of reference teachers. The interviews examined the teachers' awareness of their own cultural beliefs and the impact of those beliefs on classroom practices, the teachers' understanding of cultural influences on the students' academic performance, and the relationships between the teachers' understanding of the cultural aspects of the nature of science and their classroom practices. Analysis of the interview data revealed that the teachers maintain a strong, traditional Midwestern worldview for classroom expectations and they are generally unaware of the impact of those standards on the classroom environment. The teachers were supportive of minority students within their classroom, changing several practices to accommodate student needs, but they were unaware of the broader cultural influences on student learning. The teachers had a poor understanding of the nature of science and none of them recognized a cultural element of NOS. They maintained a
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Toward an Understanding of EFL Teacher Culture: An Ethnographic Study in China
Zhang, Hong; Yuan, Rui; Wang, Qiang
2018-01-01
Informed by an ethnographic approach, this study aims to investigate the professional culture of a group of English as a foreign language (EFL) teachers in a high school in China. Relying on data gathered through extended field observation and in-depth interviews, this study seeks to uncover the distinctive characteristics of EFL teacher culture…
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Leadership that promotes teacher empowerment among urban middle school science teachers
Howard-Skipper, Joni
In this study, the focus was on determining leadership strategies that promote teacher empowerment among urban middle school science teachers. The purpose of the paper was to determine if leadership strategies are related to teacher empowerment. The emphasis was on various forms of leadership and the empowerment of teachers in context in restructuring the democratic structure. An effective leadership in science education entails empowering others, especially science teachers. In this regard, no published studies had examined this perspective on empowering teachers and school leadership. Therefore, this study determined if a relationship exists between leadership strategy actions and teacher empowerment. The significance of the study is to determine a relationship between leadership strategies and teacher empowerment as a positive approach toward developing successful schools. Empowerment is essential for implementing serious improvements. Empowering others in schools must form a major component of an effective principal's agenda. It is becoming clearer in research literature that complex changes in education sometimes require active initiation. For this study, a quantitative methodology was used. Primary data enabled the research questions to be answered. The reliability and validity of the research were ensured. The results of this study showed that 40% of the administrators establish program policies with teachers, and 53% of teachers make decisions about new programs in schools. Furthermore, the findings, their implications, and recommendations are discussed.
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Inclusion Reconceptualized: Pre-Service Teacher Education and Disability Studies in Education
Gilham, Christopher M.; Tompkins, Joanne
2016-01-01
In this article, two teacher educators describe and explain how they are reconceptualizing a pre-service teacher education course on inclusion using disability studies in education (DSE) scholarship. The DSE approach better connects the oft-separated field of diversity and inclusion, and builds on the program's overall focus on equity education.…
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Science Teachers' Information Processing Behaviours in Nepal: A Reflective Comparative Study
Acharya, Kamal Prasad
2017-01-01
This study examines the investigation of the information processing behaviours of secondary level science teachers. It is based on the data collected from 50 secondary level school science teachers working in Kathmandy valley. The simple random sampling and the Cognitive Style Inventory have been used respectively as the technique and tool to…
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License application approach for the California LLRW disposal facility
International Nuclear Information System (INIS)
Gaynor, R.K.; Romano, S.A.; Hanrahan, T.P.
1990-01-01
US Ecology, Inc. is the State of California's license designee to site, develop and operate a low-level radioactive waste (LLRW) disposal facility to serve member states of the Southwestern Compact. US Ecology identified a proposed site in the Ward Valley of southeastern California in March 1988. Following proposed site selection, US Ecology undertook studies required to prepare a license application. US Ecology's license application for this desert site was deemed complete for detailed regulatory review by the California Department of Health Services (DHS) in December 1989. By mutual agreement, disposal of mixed waste is not proposed pending the State of California's decision on appropriate management of this small LLRW subset
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Rockin' around the Clock: An Exploratory Study of Music Teachers' Personal Listening Choices
Davis, Virginia Wayman
2015-01-01
This study aimed to explore the personal music listening choices of music teachers. Specifically, in which formats do teachers listen to music for personal pleasure, how do they obtain the music they choose, and how frequently do they choose to listen to certain genres of music. Using an online survey, music teachers answered questions about their…
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Study of the Hearing Threshold of Dance Teachers
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Nehring, Cristiane
2015-03-01
Full Text Available Introduction High sound pressure levels can cause hearing loss, beginning at high frequencies. Objective To analyze the hearing thresholds of dance teachers. Methods This study had a cross-sectional, observational, prospective, and descriptive design. Conventional and high-frequency hearing evaluations were performed with dance teachers and subjects in the control group. Results In all, 64 individuals were assessed, 32 in the research group and 32 in the control group. Results showed that individuals in the research group had hearing loss at frequencies between 4 and 8 kHz, but no significant difference was found between groups. Frequency analysis showed that individuals in the control group had higher thresholds than individuals in the research group at the frequency of 0.25 kHz. In the control group, men showed higher thresholds than women at the frequency of 9 kHz. Conclusion A low prevalence of hearing loss was found, with no difference between teachers and subjects from the control group. No difference was found for hearing thresholds at high frequencies between groups. Results have been partially affected by sex.
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Directory of Open Access Journals (Sweden)
Fazli Azim
2016-02-01
Full Text Available Introduction: Musculoskeletal Disorders (MSD are the disorders that have been developed due to disadvantageous work settings and work related issues. It may involve different regions of body like upper extremity, lower extremity, cervical, back regions etc. The onset of these problems need to be known where as it is a common belief that it is caused by overuse. Madrassa simply means the school does in the English language where students gathered to learn and acquire knowledge whether Muslim, non-Muslim, or secular. Usually teachers in madrassa adopted to sit in some positions in which musculoskeletal system is placed under load. The objective of the study is to determine “The Prevalence of Musculoskeletal Disorders among Madrassa Teachers.” Methods: It was a cross sectional study. 109 madrassa teachers participated in the study; the study was conducted in Karachi. Self-assessment questionnaire was use to collect data. Data was analyzed using SPSS version 20. Results: A total of 109 madrassa teachers taken part in this research study almost all participants were male. There were two types of madrassa teachers; one is full time teachers (73.4% and part time (26.6%. (58.7% madrassa teachers were suffering from discomfort during teaching and 41.3 didn’t feel any discomfort, coming to pain regions 37 said they had back pain (33.9%, 35 said they had shoulder pain (35%, 37 said they had knee pain (24.8% and four said they had heel pain (3.7%. Conclusion: The result showed that the madrassa teachers have high prevalence of Musculoskeletal Disorders. This comprises different regions of body like shoulder, back, knee and heel. This leads to the conclusion that these teachers are not at all aware of the consequences of MSD nor they are aware of the causes of these disorders. Also this was found that the facilities provided to these teachers were not up to the mark. When it comes to the working environment the technology of ergonomics has proved a lot
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Pre-service mathematics teachers' attitudes towards learning English: A case study in Yogyakarta
Setyaningrum, Wahyu
2017-08-01
This study investigated attitudes of pre-service mathematics teachers towards English as one of the subject at the university. It is a qualitative study in which questionnaire and face-to-face interview were employed to collect the data. The participants of this study were sixty students of mathematics education department at one of the university in Yogyakarta. The main research question was concern with how pre-service mathematics teachers perceive the importance of learning English. This study found that most of the participants perceive English as an important language that should be acquired by mathematics teachers. Their beliefs about the importance of English were mostly due to instrumental orientation rather than integrative orientation, such as getting a good job, getting a scholarship and understanding learning sources that are written in English. The data also revealed some obstacles faced by pre-service mathematics teachers in learning English as an additional language for them. The main obstacles were related to the differences between English for mathematics and English in daily life including its vocabulary and structure. Most of the participants argued that several mathematics vocabularies had precise meaning and different from daily English. In addition, they found difficult to understand some sentences used in the paper journal due to its structure. This study therefore, provided an insight into the pre-service mathematics teachers' perception and obstacles when learning English that could be use in improving pre-service teachers' education.
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Directory of Open Access Journals (Sweden)
Wendy M. Calvin
2016-02-01
Full Text Available The purpose of this study was to demonstrate the value of the proposed Hyperspectral Infrared Imager (HyspIRI instrument for geological mapping applications. HyspIRI-like data were collected as part of the HyspIRI airborne campaign that covered large regions of California, USA, over multiple seasons. This work focused on a Southern California area, which encompasses Imperial Valley, the Salton Sea, the Orocopia Mountains, the Chocolate Mountains, and a variety of interesting geological phenomena including fumarole fields and sand dunes. We have mapped hydrothermal alteration, lithology and thermal anomalies, demonstrating the value of this type of data for future geologic exploration activities. We believe HyspIRI will be an important instrument for exploration geologists as data may be quickly manipulated and used for remote mapping of hydrothermal alteration minerals, lithology and temperature anomalies.
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Climate change impacts on high-elevation hydroelectricity in California
Madani, Kaveh; Guégan, Marion; Uvo, Cintia B.
2014-03-01
While only about 30% of California's usable water storage capacity lies at higher elevations, high-elevation (above 300 m) hydropower units generate, on average, 74% of California's in-state hydroelectricity. In general, high-elevation plants have small man-made reservoirs and rely mainly on snowpack. Their low built-in storage capacity is a concern with regard to climate warming. Snowmelt is expected to shift to earlier in the year, and the system may not be able to store sufficient water for release in high-demand periods. Previous studies have explored the climate warming effects on California's high-elevation hydropower by focusing on the supply side (exploring the effects of hydrological changes on generation and revenues) ignoring the warming effects on hydroelectricity demand and pricing. This study extends the previous work by simultaneous consideration of climate change effects on high-elevation hydropower supply and pricing in California. The California's Energy-Based Hydropower Optimization Model (EBHOM 2.0) is applied to evaluate the adaptability of California's high-elevation hydropower system to climate warming, considering the warming effects on hydroelectricity supply and pricing. The model's results relative to energy generation, energy spills, reservoir energy storage, and average shadow prices of energy generation and storage capacity expansion are examined and discussed. These results are compared with previous studies to emphasize the need to consider climate change effects on hydroelectricity demand and pricing when exploring the effects of climate change on hydropower operations.
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The study of the relationship between teachers' teaching styles and TPACK education competencies
Directory of Open Access Journals (Sweden)
rkan Efilti
2013-12-01
Full Text Available The aim of this study was determining teacher candidates' TPACK education competencies and qualifications and the status of different teaching styles so the relationship between TPACK education competencies and teaching styles could be shown. For this purpose, two different measuring tools of quantitative methods were applied to teacher candidates. To determine teacher candidates’ teaching styles "Teaching Style Inventory" developed by Grasha , and adapted by Uredi to Turkish was applied. Moreover, "TPACK-Deep - Technological Pedagogical Content Knowledge Scale" developed by Kabakçı-Yurdakul, Odabaşı, Kılıçer, Çoklar, Birinci and Kurt was used. The participants of the study consisted of 342 senior students who were teacher candidates studying at the University of Necmettin Erbakan during the academic year of 2012-2013. As a result of the research it was seen that teacher candidates' teaching style scores were respectively listed as, facilitator, delegator, personal model, expert and authority. In terms of TPACK education competencies, teachers found themselves at a highly advanced level. On the other hand, the type of teaching style, as well as TPACK competencies didn’t show any statistically significant gender differences. Finally, between all the teaching styles and TPACK competencies, there was an intermediate and a positive correlation.
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Feasibility Study of a Performance-Based Teacher Education Curriculum in Language Arts.
Rudman, Masha Kabakow
This report of a feasibility study, conducted under the provisions of a model elementary teacher education grant from the U.S. Office of Education, is in five parts. Chapter one contains an overview of and rationale for a performance-based teacher education program, a brief history of the study, the attitude and ability goals expected from…
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“Contextualization” in development: a microgenetic study of an English as a Foreign Language teacher
Directory of Open Access Journals (Sweden)
Paola Gabriella Biehl
2016-01-01
Full Text Available In the field of English as a Foreign Language (EFL teacher education, attention must be given to novice teachers, so that they can establish a dialectical relation between theory and practice aiming at praxis. Following one of the tenets of Vygotsky's (1987 Sociocultural theory, this study aimed to trace a novice teacher's developmental path, as she was mediated by a more experienced other. The guiding question that permeated this study was the extent to which the mediating sessions between teacher educator and novice teacher impacted the teacher’s development of the concept “contextualization”. Qualitative research methods were used to analyze data, which were collected through class observation and mediating sessions, both videotaped. The findings suggest the importance of the teacher educators’ intentional and goal-oriented mediation for the participant teacher.
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Kang, Yan; Cheng, Xiaotang
2014-01-01
This article reports on an in-depth case study of a novice middle school EFL teacher's cognition development during the process of learning to teach in the workplace. Data was collected mainly through classroom observations and interviews. Results indicate that the teacher exhibited a considerable amount of change in her classroom practices, which…
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McDonagh, Fiona; Finneran, Michael
2017-01-01
Classroom drama in the Irish primary school context remains a relatively new endeavour and is largely under-researched. The knowledge base for all aspects of teacher education should be informed by rigorous reflection on teachers' experiences in the classroom. This paper reports on a phenomenological study conducted with seven Irish primary school…
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Online Case Studies as a Professional Development Opportunity for Teachers of Elementary Reading
Vereb, Anita; Carlisle, Joanne F.; Mihocko-Bowling, Emily
2015-01-01
This study explores teachers' response to a professional development program called Case Studies of Reading Lessons (CSRL) that uses case studies of reading instruction to provide opportunities for elementary teachers to learn to analyze features that affect the quality of reading lessons. One important question is whether analyzing others'…
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DEFF Research Database (Denmark)
Rasmussen, Jens; Bayer, Martin
2012-01-01
This article presents the results of a comparative study of the content in teacher education programmes for primary and lower secondary teachers (years 1-9(10)) in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in......, mathematics, and science. The study does not offer proof of any clear difference between the Danish teacher education programmes and those found in the topperforming countries; differences can be found in certain areas, in other areas there are greater differences between the four individual countries. Three...
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A Path Analysis Study of School Culture and Teachers' Organisational Commitment
Karadag, Engin; Baloglu, Nuri; Cakir, Abdullah
2011-01-01
In this study, the direct and indirect relations between school culture and the organisational commitment of primary school teachers were analyzed. The subjects of the research consisted of primary school teachers who worked at a district in Istanbul in the academic year 2007-2008. The sampling group was defined by the cluster sampling method. In…
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Teachers' Attitudes towards Teaching English Grammar: A Scale Development Study
Polat, Murat
2017-01-01
In most ELT classes, the importance of grammar, how it should be taught or how much it should be integrated into language teaching are still matters of discussion. Considering this fact, learning teachers' attitudes towards teaching grammar is significantly valuable for researchers. This study thus aimed to design a scale that identifies teachers'…
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Does one size fit all? A study of beginning science and mathematics teacher induction
Kralik, Jeffrey M.
Over the past few years, many induction programs have been implemented across the country, primarily designed to limit the amount beginning teacher attrition. Few of these programs have focused on improving teacher quality or identifying the specific needs of individual teachers. Research suggests that beginning science and mathematics teachers have specific needs that are not being met by current induction models, possibly resulting in higher rates of attrition. Harry and Janet Knowles created the Knowles Science Teaching Foundation (KSTF) to identify and support young scientists and mathematicians as they dedicate their lives to teaching young people. Through financial, curricular, and emotional support, KSTF encourages new teachers to remain in teaching and become leaders in their schools and districts. This dissertation is a sequential explanatory study, which first establishes national estimates for beginning teacher attrition rates and the reasons for the migration based on subject area taught, with an emphasis on mathematics and science teachers. This study then evaluates the KSTF model through multiple methods---analysis of KSTF survey data and interviews with KSTF participants and stakeholders.
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Teacher quality and teacher salaries: the case of Pennsylvania
Tin-chun Lin
2009-01-01
Both teacher quality and teacher salaries are endogenously correlated in the teacher labor market. Therefore, due to endogeneity, we develop three econometric simultaneous-equation models to examine the link between teacher quality and teacher salaries. A total of 500 school districts in the state of Pennsylvania during the school years 1999-2000 to 2001-2002 are selected for a case study. Results reveal a positive and significant relationship between these two.
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Journey to Becoming a Thai English Teacher: New Perspective on Investigating Teacher Attrition
Prabjandee, Denchai
2014-01-01
In this study, the author provides a unique perspective on teacher shortage by focusing on teacher retention, in terms of why teachers stay in the teaching profession, rather than focusing on teacher attrition, or why teachers leave the teaching profession. The change in perspective created an opportunity to study the journey of how teachers chose…
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Teacher wellbeing: the importance of teacher-student relationships
Spilt, J.L.; Koomen, H.M.Y.; Thijs, J.T.
2011-01-01
Many studies have examined the importance of teacher-student relationships for the development of children. Much less is known, however, about how these relationships impact the professional and personal lives of teachers. This review considers the importance of teacher-student relationships for the
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Karahan, Engin
Addressing socioscientific issues (SSI) has been one of the main focuses in science education since the Science, Technology, and Society (STS) movement in the 1970s (Levinson, 2006); however, teaching controversial socioscientific issues has always been challenging for teachers (Dillon, 1994; Osborne, Duschl, & Fairbrother, 2002). Although teachers exhibit positive attitudes for using controversial socioscientific issues in their science classrooms, only a small percentage of them actually incorporate SSI content into their science curricula on a regular basis (Sadler, Amirshokoohi, Kazempour, & Allspaw, 2006; Lee & Witz, 2009). The literature in science education has highlighted the signi?cant relationships among teacher beliefs, teaching practices, and student learning (Bryan & Atwater, 2002; King, Shumow, & Lietz, 2001; Lederman, 1992). Despite the fact that the case studies present a relatively detailed picture of teachers' values and motivations for teaching SSI (e.g. Lee, 2006; Lee & Witz, 2009; Reis & Galvao, 2004), these studies still miss the practices of these teachers and potential outcomes for their students. Therefore, there is a great need for in-depth case studies that would focus on teachers' practices of designing and teaching SSI-based learning environments, their deeper beliefs and motivations for teaching SSI, and their students' response to these practices (Lee, 2006). This dissertation is structured as three separate, but related, studies about secondary school teachers' experiences of designing and teaching SSI-based classes and their students' understanding of science and SSI reasoning. The case studies in this dissertation seek answers for (1) teachers' practices of designing and teaching SSI-based instruction, as well as its relation to their deeper personal beliefs and motivations to teach SSI, and (2) how their students respond to their approaches of teaching SSI in terms of their science understanding and SSI reasoning. The first paper
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Abdu-Raheem, B. O.; Oluwagbohunmi, M. F.
2015-01-01
This study examined problems of improvisation of instructional materials in Social Studies by pre-service teachers in Ekiti State University. The population for the study comprised all Social Studies pre-service teachers in the Faculty of Education. The sample consisted of 90 Social Studies pre-service teachers selected from 200, 300 and 400…
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Promoting Teacher Adoption of GIS Using Teacher-Centered and Teacher-Friendly Design
Hong, Jung Eun
2014-01-01
This article reports the results of a case study that employed user-centered design to develop training tutorials for helping middle school social studies teachers use Web-based GIS in their classrooms. This study placed teachers in the center of the design process in planning, designing, and developing the tutorials. This article describes how…
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Perez, Lindsay Ryder
2017-01-01
The purpose of this quantitative correlational study was to examine if and to what extent a relationship existed between teacher-perceived emotional intelligence (EI) of immediate supervisors and teachers' level of job satisfaction. It was not known how these two variables related to each other, which was identified as a small piece of a much…
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Learning Science through Creating a `Slowmation': A case study of preservice primary teachers
Hoban, Garry; Nielsen, Wendy
2013-01-01
Many preservice primary teachers have inadequate science knowledge, which often limits their confidence in implementing the subject. This paper proposes a new way for preservice teachers to learn science by designing and making a narrated stop-motion animation as an instructional resource to explain a science concept. In this paper, a simplified way for preservice teachers to design and make an animation called 'slowmation' (abbreviated from 'slow animation') is exemplified. A case study of three preservice primary teachers creating one from start to finish over 2 h was conducted to address the following research question: How do the preservice primary teachers create a slowmation and how does this process influence their science learning? The method of inquiry used a case study design involving pre- and post-individual interviews in conjunction with a discourse analysis of video and audio data recorded as they created a slowmation. The data illustrate how the preservice teachers' science learning was related to their prior knowledge and how they iteratively revisited the content through the construction of five representations as a cumulative semiotic progression: (i) research notes; (ii) storyboard; (iii) models; (iv) digital photographs; culminating in (v) the narrated animation. This progression enabled the preservice teachers to revisit the content in each representation and make decisions about which modes to use and promoted social interaction. Creating a slowmation facilitated the preservice teachers' learning about the life cycle of a ladybird beetle and revised their alternative conceptions.
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Portuguese Version of Teacher Feedback Scale: A Preliminary Study
Directory of Open Access Journals (Sweden)
Márcia Laranjeira
2018-06-01
Full Text Available Abstract Teacher feedback in the classroom has a powerful influence on pupils’ performance and motivation. The study aims to analyze psychometric properties of the Portuguese version of the Teacher Feedback Scale (TFS in a sample of 228 children in the 4th grade of schooling. Exploratory factor analysis shows similarities with the original version, and the differences observed were based on the children’s cognitive development characteristics and cultural specificities of the two samples. The relationship between teacher feedback and students’ motivational variables was confirmed, such as the preference that the children expressed for the school subjects. The possibility to make some changes in the items is contemplated, in order to increase validity and reliability of the measure. The data highlight the potential of using the TFS in schools, which could contribute towards clarifying the teachers’ role in the formation of pupils’ self-concept.
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Canipe, Martha Murray
Preservice elementary teachers often have concerns about teaching science that may stem from a lack of confidence as teachers or their own negative experiences as learners of science. These concerns may lead preservice teachers to avoid teaching science or to teach it in a way that focuses on facts and vocabulary rather than engaging students in the doing of science. Research on teacher identity has suggested that being able to envision oneself as a teacher of science is an important part of becoming a teacher of science. Elementary teachers are generalists and as such rather than identifying themselves as teachers of particular content areas, they may identify more generally as teachers of students. This study examines three preservice teachers' identities as teachers of science and teachers of students and how these identities are enacted in their student teaching classrooms. Using a narrated identity framework, I explore stories told by preservice teachers, mentor teachers, student teaching supervisors, and science methods course instructors about who preservice teachers are as teachers of science and teachers of students. Identities are the stories that are told about who someone is or will become in relation to a particular context. Identities that are enacted are performances of the stories that are an identity. Stories were collected through interviews with each storyteller and in an unmoderated focus group with the three preservice teachers. In addition to sorting stories as being about teachers of science or students, the stories were categorized as being about preservice teachers in the present (actual identities) or in the future (designated identities). The preservice teachers were also observed teaching science lessons in their student teaching placements. These enactments of identities were analyzed in order to identify which aspects of the identity stories were reflected in the way preservice teachers taught their science lessons. I also analyzed the
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Hicks, David
1999-01-01
The research described in this dissertation has its antecedents in my own experiences as a student and teacher of history in both England and the USA. Reflecting back on such experiences as a teacher educator in the US has led to a hypothesis that history teaching is conceptualized and performed differently by teachers in England and the US. This study used contrasting case studies of two English and two American preservice history teachers to illuminate and compare how the development of t...
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Preservice Teachers' Epistemological Beliefs in Physics, Chemistry, and Biology: A Mixed Study
Topcu, Mustafa Sami
2013-01-01
The purposes of the study were to assess preservice teachers' domain-specific epistemological beliefs and to investigate whether preservice teachers distinguish disciplinary differences (physics, chemistry, and biology) in domain-specific epistemological beliefs. Mixed-method research design guided the present research. The researcher explored…
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The California Hazards Institute
Rundle, J. B.; Kellogg, L. H.; Turcotte, D. L.
2006-12-01
California's abundant resources are linked with its natural hazards. Earthquakes, landslides, wildfires, floods, tsunamis, volcanic eruptions, severe storms, fires, and droughts afflict the state regularly. These events have the potential to become great disasters, like the San Francisco earthquake and fire of 1906, that overwhelm the capacity of society to respond. At such times, the fabric of civic life is frayed, political leadership is tested, economic losses can dwarf available resources, and full recovery can take decades. A patchwork of Federal, state and local programs are in place to address individual hazards, but California lacks effective coordination to forecast, prevent, prepare for, mitigate, respond to, and recover from, the harmful effects of natural disasters. Moreover, we do not know enough about the frequency, size, time, or locations where they may strike, nor about how the natural environment and man-made structures would respond. As California's population grows and becomes more interdependent, even moderate events have the potential to trigger catastrophes. Natural hazards need not become natural disasters if they are addressed proactively and effectively, rather than reactively. The University of California, with 10 campuses distributed across the state, has world-class faculty and students engaged in research and education in all fields of direct relevance to hazards. For that reason, the UC can become a world leader in anticipating and managing natural hazards in order to prevent loss of life and property and degradation of environmental quality. The University of California, Office of the President, has therefore established a new system-wide Multicampus Research Project, the California Hazards Institute (CHI), as a mechanism to research innovative, effective solutions for California. The CHI will build on the rich intellectual capital and expertise of the Golden State to provide the best available science, knowledge and tools for
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Deep Energy Retrofits - Eleven California Case Studies
Energy Technology Data Exchange (ETDEWEB)
Less, Brennan [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Fisher, Jeremy [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States); Walker, Iain [Lawrence Berkeley National Lab. (LBNL), Berkeley, CA (United States)
2012-10-01
This research documents and demonstrates viable approaches using existing materials, tools and technologies in owner-conducted deep energy retrofits (DERs). These retrofits are meant to reduce energy use by 70% or more, and include extensive upgrades to the building enclosure, heating, cooling and hot water equipment, and often incorporate appliance and lighting upgrades as well as the addition of renewable energy. In this report, 11 Northern California (IECC climate zone 3) DER case studies are described and analyzed in detail, including building diagnostic tests and end-use energy monitoring results. All projects recognized the need to improve the home and its systems approximately to current building code-levels, and then pursued deeper energy reductions through either enhanced technology/ building enclosure measures, or through occupant conservation efforts, both of which achieved impressive energy performance and reductions. The beyond-code incremental DER costs averaged $25,910 for the six homes where cost data were available. DERs were affordable when these incremental costs were financed as part of a remodel, averaging a $30 per month increase in the net-cost of home ownership.
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2011-09-07
...] Proposed Safe Harbor Agreement for California Red-legged Frog, California Tiger Salamander, Smith's Blue... endangered Smith's blue butterfly (Euphilotes enoptes smithi) under the Endangered Species Act of 1973, as..., California tiger salamander, Smith's blue butterfly, and Yadon's piperia on the property subject to the...
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Attitude of Nigerian Secondary School Teachers to Peer Evaluation of Teachers
Joshua, Monday T.; Joshua, Akon M.; Bassey, Bassey A.; Akubuiro, Idorenyin M.
2006-01-01
The study investigated the general attitude of Nigerian secondary school teachers toward peer evaluation of teachers. It also sought to determine whether teacher characteristics such as gender, school geographical location, academic qualification and teaching experience affected Nigerian teachers' attitude toward peer evaluation of teachers. To…
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Teachers' experiences of adolescents' pain in everyday life: a qualitative study.
Rohde, Gudrun; Westergren, Thomas; Haraldstad, Kristin; Johannessen, Berit; Høie, Magnhild; Helseth, Sølvi; Fegran, Liv; Slettebø, Åshild
2015-09-03
More adolescents report pain now than previously. In Norway, episodic pain problems have been reported by 60% of children and adolescents aged 8-18 years, with 21% reporting duration of pain of more than 3 months. Since adolescents spend much time at school, the attitude and behaviour of teachers play important roles regarding the experience of pain felt by adolescents in everyday life. Yet research on how teachers perceive the pain experienced by adolescents in a school setting is limited. We therefore seek to gain insight to teachers' classroom experiences with (1) adolescent's self-reported pain symptoms; (2) adolescents management of their pain and (3) how to help adolescents manage their pain. Teachers in 5 junior high schools in Norway representing municipalities in 3 rural areas and 2 cities. A qualitative study with an explorative design comprising 5 focus group interviews. Each group consisted of 3-8 junior high school teachers. A semistructured interview guide was used to cover the issues. The transcribed text was analysed with qualitative content analysis. 22 teachers participated (5 men, 17 women; age range 29-62 years) with teaching experience ranging from 3 to nearly 40 years. The main theme describing the experience of teachers with adolescents' pain in everyday life is that pain and management of pain is a social, physical and psychological interwoven phenomenon. Through empirical analyses, 3 subcategories emerged: (1) everyday pain--expressing strenuous life; (2) managing pain--escaping struggle and (3) strategies of teachers--support and normalisation. Teachers have a biopsychosocial understanding and approach to pain experienced by adolescents. This understanding influences the role of teachers as significant others in the lives of adolescents with regard to pain and management of their pain in a school setting. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to
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Assessment of Educational Neuromyths among Teachers and Teacher Candidates
Canbulat, Tuncay; Kiriktas, Halit
2017-01-01
The aim of study is to determine the neuromyth level of teachers and pre-teachers and reveal if there is significant difference in terms of some variables (gender, class, etc.). Research was designed in survey model. The research sample was formed with 241 teachers and 511 teacher candidates. In the collection of data, "Educational neuromyths…
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Hulpia, Hester; Devos, Geert
2010-01-01
The present study explores the relation between distributed leadership and teachers' organizational commitment. Semi-structured interviews with teachers and school leaders of secondary schools were conducted. A comparative analysis of four schools with high and four schools with low committed teachers was carried out. Findings revealed differences…
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Mathany, Timothy M.; Belitz, Kenneth
2015-01-01
Groundwater quality in the 633-square-mile (1,639-square-kilometer) Northern Coast Ranges (NOCO) study unit was investigated as part of the Priority Basin Project (PBP) of the Groundwater Ambient Monitoring and Assessment (GAMA) Program and the U.S. Geological Survey (USGS) National Water-Quality Assessment Program. The study unit is composed of two study areas (Interior Basins and Coastal Basins) and is located in northern California in Napa, Sonoma, Lake, Colusa, Mendocino, Glenn, Humboldt, and Del Norte Counties. The GAMA-PBP is being conducted by the California State Water Resources Control Board in collaboration with the USGS and the Lawrence Livermore National Laboratory.
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The Attitudes of Teacher Trainees Towards Life Knowledge and Social Studies Teaching Course
Directory of Open Access Journals (Sweden)
S. Gulec
2009-06-01
Full Text Available In Turkey, Social Studies programme basically aims to raise active and productive citizens. This means that teachers are going to inject philosophy of life to the students by means of social studies course. In order to carry out this responsibility, teachers and teachers-to-be should be accustomed to comprehension and learning processes of children and adolescents. By continuous self-improvement, the teachers should try to get more information on methods, materials and tools that can be used in the classroom. A course “Social Studies” gives importance to social behaviour in primary and high schools. This course is given to 1st, 2nd, 3rd grades as “General Life Knowledge” and 4th to 8th grades as “Social Studies”. This study aims to investigate the expectations and attitudes of social studies teachers-to-be towards General Life Knowledge and Social Studies Courses in Primary School Teaching Department. 185 students who had taken General Life Knowledge and Social Studies I and II are included in the study. A questionnaire consisting of 40 questions was used as an instrument. In order for this instrument to reflect the real thoughts and feelings of the students, the students are told not to indicate their names in the questionnaire. The students who had taken the questionnaire do not have any anxiety over failing or passing this course because they had already taken and done with these courses for two semesters. The gathered data were analysed in three dimensions: (i the content and method of General Life Knowledge and Social Studies Course; (ii the contribution of this course to individuals’ being good citizens and socialisation; (iii Social Studies perception level of Teachers-to-be. It is concluded that teachers-to-be think that the present course is necessary and important, the methods used in teaching social studies are sufficient, materials are not of sufficient amount; it is also indicated they are able to relate their social
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Yazici, Kubilay; Uslu, Salih; Arik, Soner
2016-01-01
The purpose of this study is to investigate the social entrepreneurship characteristics of social studies pre-service teachers in terms of various variables (gender, defining oneself as a social entrepreneur and grade). The data of the research were obtained on a volunteer basis from 253 pre-service teachers studying at the departments of social…
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Sicherer, Mati
2014-01-01
Researchers have found that teachers seem to lack information about dyslexia which can influence teaching efficacy and behavior. Because inclusion has caused children with dyslexia to spend the majority of their day in general education classrooms, general education teachers are mainly responsible for educating these students. These teachers must…
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The Study of Teachers' and Parents' Needs for Psychological Consultation from School Psychologist
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Savina E.A.,
2018-04-01
Full Text Available The present study was aimed at the investigation of teachers’ and parents’ needs in consultation with a school psychologist. Participants were 159 teachers and 292 parents from three cities in Russia. Two surveys were designed to measure teachers’ and parents’ desire to receive psychological consultation regarding behavioral, emotional, learning and interpersonal problems of students; teaching methods and relationships with colleagues (for teachers; and child-parent relationships. In addition, the participants were asked to indicate whether they received a consultation from a school psychologist in the past and their satisfaction from the consultation. The results indicated that, in general, both teachers and parents are satisfied with the consultation; however, fewer parents received such a consultation compared to teachers. Both teachers and parents are more willing to receive consultation regarding children’s behavioral and emotional problems and relationships with peers. Teachers are less motivated to receive consultation about teaching methods, students’ learning problems, and teachers’ relationships with colleagues. Parents were less interested to receive consultation about child-parent relationships. The results of this study are interpreted in terms of their alignment with standards, which regulate the school psychology profession and training.
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Exploring student teachers' resistance to teacher education pedagogies
Bronkhorst, L.H.; Koster, B.; Meijer, P.C.; Woldman, N.; Vermunt, J.D.
2014-01-01
Student teachers' resistance to teacher education is often understood as a lack of quality of the student teacher and/or the internship, and is expected to impede learning. In this study we suggest that resistance is interactive in nature, and can potentially have constructive outcomes. We engaged
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EXPOSURES AND HEALTH OF FARM WORKER CHILDREN IN CALIFORNIA
The EPA STAR Program Center of Excellence in Children's Environmental Health and Disease Prevention Research at the University of California at Berkeley is currently conducting exposure and health studies for children of farm workers in the Salinas Valley of California. The Exp...
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EFL Teachers' Perceptions of Strategy Deficiency Syndrome: A Grounded Theory Study
Ostovar-Namaghi, Seyyed Ali; Ahmadabadi-Tak, Bahareh
2017-01-01
Strategy-deficient language learners struggle to develop their language proficiency through limiting and inappropriate strategies. This study aims at exploring experienced teachers' perceptions of strategy deficiency syndrome among EFL learners. To this end, the perspectives of a purposive sample of experienced teachers teaching in private…
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Conceptions and Misconceptions about Neuroscience in Preschool Teachers: A Study from Argentina
Hermida, M. J.; Segretin, M. S.; Soni García, A.; Lipina, S. J.
2016-01-01
Background: Teachers' conceptions and misconceptions about neuroscience are crucial in establishing a proper dialogue between neuroscience and education. In recent years, studies in different countries have examined primary and secondary school teachers' conceptions. However, although preschool education has proved its importance to later academic…
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Ryan-Ibarra, Suzanne; Epstein, Joan Faith; Induni, Marta; Wright, Michael A
2012-05-01
To estimate the prevalence of current depression; examine the relationship between current depression and immigration, health status, health care access, and health behaviors; and assess differences by California-Mexico border region (Imperial and San Diego Counties) among women in California. Using a cross-sectional, representative sample of adult women from the California Women's Health Survey (n = 13 454), a statewide telephone survey, prevalence of current depression and predictors of depression were examined in California and according to border region residence. Depression was assessed with the eight-item Patient Health Questionnaire. The prevalence of current depression for women in California was 12.0%. It was similar in the border (13.0%) and the nonborder (11.9%) regions. Odds of current depression in women were lower among recent immigrants (depression and health status, health care access, and binge drinking were larger in the border region than outside the border region. Similar prevalences of current depression were observed among those who live in the border region of California and in those who do not, but the relationship between depression and health status, health care access, and binge drinking varied by border region residence. Ideally, future surveillance of depression and its predictors along the Mexico-California border will be conducted binationally to inform interventions and tracking such as the Healthy Border Program's objectives.
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Teachers' Beliefs about the Development of Teacher-Adolescent Trust
Russell, Shannon L.; Wentzel, Kathryn R.; Donlan, Alice E.
2016-01-01
In this study, we examined teachers' beliefs concerning the meaning and nature of teacher--student trust in a diverse sample of secondary-school teachers (n = 34). Using a grounded-theory approach, a process model of teacher-adolescent trust emerged based on semi-structured interviews and focus groups. Antecedents of trust could be categorised as…
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Yeh, Cathery
2016-01-01
Elementary school mathematics has gained increased attention in the last few decades. A growing field of research has studied the programmatic design and development of elementary mathematics teaching in teacher education, however, few studies have examined longitudinally the mathematics teaching of novice elementary teachers. Existing longitudinal studies on elementary mathematics teaching have generally focused on the effects of teacher preparation on their beginning practices and have exam...
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Organizational Trust Levels of Elementary Teachers: A Qualitative Study
Directory of Open Access Journals (Sweden)
Mukadder BOYDAK ÖZAN
2013-12-01
Full Text Available Today, the main feature of a well-functioning organization is trust in the organization. In the research, it is researched which conceptions are needed to ensue organizational trust by the teachers who work in the primary schools and that the effects of the factors of organizational trust formation on the organizational atmosphere. The research is designed qualitatively. The study group of the research consists of 50 teachers working in Elazığ and the centrum of the city boundries. The interview form was prepared by studying on the subject of the research. The validity of the interview forms, content and appearance are provided thanks to be taken the expert opinions of faculty members (n=3. The interview forms are used as a unique data source. In the research , it is evaluated how organizational trust affects on the importantresults in terms of the organization such as organizational commitment, organizational burnout, organizational citizenship, organizational cynicism, identification with the organization, productivity according to the perception of the teachers. As a result, it is observed that organizational trust affects organizational commitment, the organizational burnout and organizational communication levels significantly
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The Preparation of Teacher Candidates for K-12 Online Learning Environments: A Case Study
Williams, Nicole V.
2015-01-01
The purpose of this study was to determine how teacher education programs may better prepare teacher candidates to teach in K-12 online learning environments. The primary research question addressed was: What specific knowledge, skills, and dispositions should teacher education programs include in their curriculum to better prepare teacher…
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Estimation of methane emission from California natural gas industry.
Kuo, Jeff; Hicks, Travis C; Drake, Brian; Chan, Tat Fu
2015-07-01
Energy generation and consumption are the main contributors to greenhouse gases emissions in California. Natural gas is one of the primary sources of energy in California. A study was recently conducted to develop current, reliable, and California-specific source emission factors (EFs) that could be used to establish a more accurate methane emission inventory for the California natural gas industry. Twenty-five natural gas facilities were surveyed; the surveyed equipment included wellheads (172), separators (131), dehydrators (17), piping segments (145), compressors (66), pneumatic devices (374), metering and regulating (M&R) stations (19), hatches (34), pumps (2), and customer meters (12). In total, 92,157 components were screened, including flanges (10,101), manual valves (10,765), open-ended lines (384), pressure relief valves (358), regulators (930), seals (146), threaded connections (57,061), and welded connections (12,274). Screening values (SVs) were measured using portable monitoring instruments, and Hi-Flow samplers were then used to quantify fugitive emission rates. For a given SV range, the measured leak rates might span several orders of magnitude. The correlation equations between the leak rates and SVs were derived. All the component leakage rate histograms appeared to have the same trend, with the majority of leakage ratesGas Research Institute (EPA/GRI) study. Twenty-five natural gas facilities in California were surveyed to develop current, reliable, and California-specific source emission factors (EFs) for the natural gas industry. Screening values were measured by using portable monitoring instruments, and Hi-Flow samplers were then used to quantify fugitive emission rates. The component-level average EFs derived in this study are often smaller than the corresponding ones in the 1996 EPA/GRI study. The smaller EF values from this study might be partially attributable to the employment of the leak detection and repair program by most, if not all
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Studying the Impact of Three Different Instructional Methods on Preservice Teachers' Decision-Making
Cevik, Yasemin Demiraslan; Andre, Thomas
2014-01-01
This study compared the impact of three types of instructional methods (case-based learning, worked example and faded worked example) on preservice teachers' (n?=?72) decision-making about classroom management. A quasi-experimental study was conducted to investigate both the outcomes and the processes of preservice teachers' decision-making…
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Anguiano, Michael P.; Diffendorfer, James E.
2015-01-01
We investigated the spatial ecology of the California Kingsnake (Lampropeltis californiae) in unfragmented and fragmented habitat with varying patch sizes and degrees of exposure to urban edges. We radiotracked 34 Kingsnakes for up to 3 yr across four site types: interior areas of unfragmented ecological reserves, the urbanized edge of these reserves, large habitat fragments, and small habitat fragments. There was no relationship between California Kingsnake movements and the degree of exposure to urban edges and fragmentation. Home range size and movement patterns of Kingsnakes on edges and fragments resembled those in unfragmented sites. Average home-range size on each site type was smaller than the smallest fragment in which snakes were tracked. The persistence of California Kingsnakes in fragmented landscapes may be related directly to their small spatial movement patterns, home-range overlap, and ability to use urban edge habitat.
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Physical Energy Accounting in California: A Case Study of Cellulosic Ethanol Production
Energy Technology Data Exchange (ETDEWEB)
Coughlin, Katie; Fridley, David
2008-07-17
California's target for greenhouse gas reduction in part relies on the development of viable low-carbon fuel alternatives to gasoline. It is often assumed that cellulosic ethanol--ethanol made from the structural parts of a plant and not from the food parts--will be one of these alternatives. This study examines the physical viability of a switchgrass-based cellulosic ethanol industry in California from the point of view of the physical requirements of land, water, energy and other material use. Starting from a scenario in which existing irrigated pastureland and fiber-crop land is converted to switchgrass production, the analysis determines the total acreage and water supply available and the resulting total biofuel feedstock output under different assumed yields. The number and location of cellulosic ethanol biorefineries that can be supported is also determined, assuming that the distance from field to biorefinery would be minimized. The biorefinery energy input requirement, available energy from the fraction of biomass not converted to ethanol, and energy output is calculated at various levels of ethanol yields, making different assumptions about process efficiencies. The analysis shows that there is insufficient biomass (after cellulose separation and fermentation into ethanol) to provide all the process energy needed to run the biorefinery; hence, the purchase of external energy such as natural gas is required to produce ethanol from switchgrass. The higher the yield of ethanol, the more external energy is needed, so that the net gains due to improved process efficiency may not be positive. On 2.7 million acres of land planted in switchgrass in this scenario, the switchgrass outputproduces enough ethanol to substitute for only 1.2 to 4.0percent of California's gasoline consumption in 2007.
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University of California, San Diego (UCSD) Sky Imager Cloud Position Study Field Campaign Report
Energy Technology Data Exchange (ETDEWEB)
Kleissl, J. [Univ. of California, San Diego, CA (United States); Urquhart, B. [Univ. of California, San Diego, CA (United States); Ghonima, M. [Univ. of California, San Diego, CA (United States); Dahlin, E. [Univ. of California, San Diego, CA (United States); Nguyen, A. [Univ. of California, San Diego, CA (United States); Kurtz, B. [Univ. of California, San Diego, CA (United States); Chow, C. W. [Univ. of California, San Diego, CA (United States); Mejia, F. A. [Univ. of California, San Diego, CA (United States)
2016-04-01
During the University of California, San Diego (UCSD) Sky Imager Cloud Position Study, two University of California, San Diego Sky Imagers (USI) (Figure 1) were deployed the U.S. Department of Energy(DOE)’s Atmospheric Radiation Measurement (ARM) Climate Research Facility Southern Great Plains SGP) research facility. The UCSD Sky Imagers were placed 1.7 km apart to allow for stereographic determination of the cloud height for clouds over approximately 1.5 km. Images with a 180-degree field of view were captured from both systems during daylight hours every 30 seconds beginning on March 11, 2013 and ending on November 4, 2013. The spatial resolution of the images was 1,748 × 1,748, and the intensity resolution was 16 bits using a high-dynamic-range capture process. The cameras use a fisheye lens, so the images are distorted following an equisolid angle projection.
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Efe, Rifat
2018-01-01
In this study, the relation between science student teachers' approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST)…
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Mitchell, Diane C; Castro, Javier; Armitage, Tracey L; Vega-Arroyo, Alondra J; Moyce, Sally C; Tancredi, Daniel J; Bennett, Deborah H; Jones, James H; Kjellstrom, Tord; Schenker, Marc B
2017-07-01
The California heat illness prevention study (CHIPS) devised methodology and collected physiological data to assess heat related illness (HRI) risk in Latino farmworkers. Bilingual researchers monitored HRI across a workshift, recording core temperature, work rate (metabolic equivalents [METs]), and heart rate at minute intervals. Hydration status was assessed by changes in weight and blood osmolality. Personal data loggers and a weather station measured exposure to heat. Interviewer administered questionnaires were used to collect demographic and occupational information. California farmworkers (n = 588) were assessed. Acceptable quality data was obtained from 80% of participants (core temperature) to 100% of participants (weight change). Workers (8.3%) experienced a core body temperature more than or equal to 38.5 °C and 11.8% experienced dehydration (lost more than 1.5% of body weight). Methodology is presented for the first comprehensive physiological assessment of HRI risk in California farmworkers.
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Teacher Efficacy of Secondary Special Education Science Teachers
Bonton, Celeste
Students with disabilities are a specific group of the student population that are guaranteed rights that allow them to receive a free and unbiased education in an environment with their non-disabled peers. The importance of this study relates to providing students with disabilities with the opportunity to receive instruction from the most efficient and prepared educators. The purpose of this study is to determine how specific factors influence special education belief systems. In particular, educators who provide science instruction in whole group or small group classrooms in a large metropolitan area in Georgia possess specific beliefs about their ability to provide meaningful instruction. Data was collected through a correlational study completed by educators through an online survey website. The SEBEST quantitative survey instrument was used on a medium sample size (approximately 120 teachers) in a large metropolitan school district. The selected statistical analysis was the Shapiro-Wilk and Mann-Whitney in order to determine if any correlation exists among preservice training and perceived self-efficacy of secondary special education teachers in the content area of science. The results of this study showed that special education teachers in the content area of science have a higher perceived self-efficacy if they have completed an alternative certification program. Other variables tested did not show any statistical significance. Further research can be centered on the analysis of actual teacher efficacy, year end teacher efficacy measurements, teacher stipends, increased recruitment, and special education teachers of multiple content areas.
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Implementation of lesson study in physics teaching by group of teachers in Solok West Sumatera
Yurnetti, Y.
2018-04-01
This article based of collaborative classroom action research with science teachers group or MGMP at Solok West Sumatera; based on their willingness to implementation of lesson study by this group. The study started by discussing some problems according to the implementation of the lesson study, establishing the teaching materials, developing learning tools, defining the model teachers, conducting classroom activities, and reflecting by discussions. The preparation of this study includes some learning material according to temperature and heat; the observation form that led by observer teachers; teachers’s model impression and open questionnaire implementation of lesson study that applied to the students and teachers. This research got some information about the strengths and weaknesses of learning using lesson study from the students involved. To conclude, the implementation of lesson study should be able to support the principle of collaborative in learning. The challenge of this study is how to make a condition to gather some teachers in one school at a certain time because they have the schedule at their own school.
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Teacher Knowledge and Learning "In-situ": A Case Study of the Long Division Algorithm
Takker, Shikha; Subramaniam, K.
2018-01-01
The aim of the study reported in this paper was to explore and enhance experienced school mathematics teachers' knowledge of students'thinking, as it is manifested in practice. Data were collected from records of classroom observations, interviews with participating teachers, and weekly teacher-researcher meetings organized in the school. In this…
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Knowing and Teaching Fractions: A Cross-Cultural Study of American and Chinese Mathematics Teachers
Zhou, Zheng; Peverly, Stephen T.; Xin, Tao
2006-01-01
Guided by Shulman, 1986 and Shulman, 1987 tripartate model of teacher expertise [subject matter knowledge (SMK), pedagogical content knowledge (PCK), and general pedagogical knowledge (GPK)], the present study examined 162 U.S. and Chinese 3rd grade mathematics teachers' expertise in teaching fractions. Results show that U.S. teachers lag…
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McIntyre, Teresa M; McIntyre, Scott E; Barr, Christopher D; Woodward, Phillip S; Francis, David J; Durand, Angelia C; Mehta, Paras; Kamarck, Thomas W
2016-10-01
There is a lack of comprehensive research on Ecological Momentary Assessment (EMA) feasibility to study occupational stress, especially its long-term sustainability. EMA application in education contexts has also been sparse. This study investigated the feasibility of using EMA to study teacher stress over 2 years using both objective compliance data and a self-reported feasibility survey. It also examined the influence of individual and school factors on EMA feasibility. Participants were 202 sixth through eighth grade teachers from 22 urban middle schools in the southern United States. EMA was implemented via an iPod-based Teacher Stress Diary (TSD). Teachers recorded demands, stress responses, and resources during 12 days (6 waves) over 2 years. Feasibility was assessed via compliance data generated by the TSD (e.g., entry completion) and an EMA Feasibility Survey of self-reported user-friendliness and EMA interference. The results showed high compliance regarding entry and item completion, and completion time, which was sustained over time. User-friendliness was appraised as very high and EMA interference as low. Initial difficulties regarding timing and length of assessments were addressed via EMA method refinement, resulting in improved feasibility. Teachers' ethnicity, age, marital status, grade/course taught, class size, class load, and daily workload impacted feasibility. The results supported the feasibility of using EMA to study work stress longitudinally and the value of continued feasibility monitoring. They also support EMA use to study teacher stress and inform EMA implementation in schools. Some teacher and school factors need to be taken into consideration when deciding on EMA implementation in education contexts. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
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Interpersonal relationships of high schools' teachers and teachers' profiles
Telli, S.; Cakiroglu, J.; Brok, den P.J.
2009-01-01
The purpose of the study was to examnine associations between Turkish high school students'perceptions of their teacher's interpersonal behavior and drawn attention to the relationship between students'affective outcomes and teachers' interpersonal behavior. The Questionnaire on Teacher
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Leaman, Heather; DiLucchio, Connie
2015-01-01
In this qualitative study, two teacher educators and course instructors in a Masters of Education (M.Ed.) program explored beginning teacher researchers' use of multimedia to support action research. Fifty-eight teachers (36 in spring 2010 and 22 in spring 2011) completed teacher research as the capstone in their M.Ed. program. Teachers utilized…
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Factors associated with occupational strain among Chinese teachers: a cross-sectional study.
Yang, X; Wang, L; Ge, C; Hu, B; Chi, T
2011-02-01
With the reform of the education system in China, teachers are suffering from more occupational strain, which is believed to impair their working state indirectly and affect their health. This study assessed occupational strain and explored the related factors among Chinese teachers. Cross-sectional with cluster sampling. The study population was composed of 3570 school teachers working in 64 primary and middle schools in Heping District in Shenyang, China. Data were collected using a self-administered questionnaire (the Chinese version of the Occupational Stress Inventory scale). Multivariate linear regression analyses were performed to study the factors related to occupational strain. The average score on the Personal Strain Questionnaire (PSQ) for the whole study population was 106.5 (107.5 in men and 106.3 in women). Teachers with chronic disease, a greater number of days of sick leave, recent experience of a stressful life event and divorced/separated/widowed status tended to suffer greater strain than their peers. Regression analyses showed that the PSQ score was significantly associated with role overload, role boundary, responsibility and physical environment, and inversely associated with recreation and rational coping. The most crucial predictors of occupational strain were chronic disease, days of sick leave, recent experience of a stressful life event and marital status. Being a class teacher was the strongest indicator of interpersonal strain. Self-care was associated with vocational strain and psychological strain, and inversely associated with physical strain. Most teachers in this study experienced a high degree of occupational strain. Chronic disease, days of sick leave, recent experience of a stressful life event and divorced/separated/widowed status played prominent roles in occupational strain. In addition, role overload, role boundary, responsibility and physical environment induce occupational strain, while recreation and rational coping have
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Interpersonal relationship of high schools' teachers and teachers profile
Telli, Sibel; Cakiroglu, Jale; den Brok, Perry
2009-01-01
The purpose of the study was to examine associations between Turkish high school students' perceptions of their teachers' interpersonal behavior and drawn attention to the relationship between students' affective outcomes and teachers' interpersonal behavior. The Questionnaire on Teacher Interaction
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School Principals' Authentic Leadership and Teachers' Psychological Capital: Teachers' Perspectives
Feng, Feng-I
2016-01-01
This study examined teachers' perceptions of principals' authentic leadership and the relationship of authentic leadership to teachers' psychological capital in Taiwan. A total of 1,429 elementary and secondary school teachers were surveyed. The results showed that teachers perceived their principals' authentic leadership as moderate and that the…
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Solar: California, not dreaming
Energy Technology Data Exchange (ETDEWEB)
Jones, J.
2006-03-15
The California Solar Initiative (CSI) was approved by the California Public Utilities Commission (PUC) in January 2006. The CSI is the largest solar programme of this kind ever in the USA and provides for $3.2 billion in incentives for solar projects between 2007 and 2017. The PUC will oversee a $2.5 billion programme to provide funding for solar installations on commercial and existing residential buildings, while the California Energy Commission (CEC) will manage a separate $350 million fund targeted at new residential building. Existing solar programmes operated by the PUC and CEC will be consolidated into the CSI. The CEC programme will use already allocated funding, but the PUC programme will be funded through revenues collected from customers of the main gas and electric utilities in California. Funds will be distributed via rebates to householders or companies that install solar. As well as solar photovoltaics (PV), rebates will also go to solar thermal power (concentrating solar power) and solar heating and cooling. CSI funding can be used in combination with existing federal tax credits. The aim is a gradual increase from installation of 40 MW of PV in 2005 to 100 MW by 2009. The CSI is also expected to create favourable market conditions for PV manufacturers in California and to encourage investment in production of solar-grade silicon in or near California. Objections from the International Brotherhood of Electrical Workers (IBEW) appear to have been overcome but a number of other potential snags remain. CSI is expected to be replicated in other US states.
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Doraiswamy, Nithya
This qualitative case study focused on the multifaceted issue of exploring science teacher leaders understanding and addressing of issues of diversity and equity with peers through professional development. The purpose of the study was to highlight the opportunities and barriers to the addressing of issues of diversity and equity through the work of a community of teachers leaders in science professional development. To frame this study, the researcher drew from the interdisciplinary field of multicultural education, transformative learning, and teacher leadership. In drawing out the connections from these vast bodies of literature, the study speaks to the need of both, creating teacher leaders in science education who are capable of meeting the twin demands of excellence and equity, and also attending to the challenges in the professional learning continuums of teachers leaders and their peers towards addressing issues of diversity and equity in science education.
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Symposium on teacher stress. Occupational stress among vocational teachers.
Pithers, R T; Fogarty, G J
1995-03-01
There is a widespread belief that work related stress among teachers is serious, with implications for teachers' health status and performance. The difficulty with interpreting data on teacher stress is that the measuring instruments used are often neither standardised nor sometimes focused on stressors pertinent to the occupational roles of teachers. This study, therefore, uses a recently developed test instrument called the Occupational Stress Inventory (OSI) which concisely measures occupational stress, strain and coping resources. Data were obtained, using the OSI, from a group of vocational teachers and compared to a group of professional non-teachers. Overall the results showed a significantly higher level of teacher stress, although only one of 10 stress and strain measures contributed to this effect. The implications for teachers, in terms of occupational role, are discussed.
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Becoming a science teacher: The competing pedagogies of schools and teacher education
Rozelle, Jeffrey J.
A culminating student teaching or internship experience is a central component of nearly every teacher education program and has been for most of teacher education's history. New teachers cite field experience and student teaching as the most beneficial, authentic, or practical aspect of teacher education. Teacher educators, however, have cause to view student teaching skeptically; student teachers often move away from the reform-minded practices espoused in teacher education. This multi-site ethnographic study investigated a full-year internship experience for six science interns at three diverse high schools as part of a teacher preparation program at a large state university. In taking an ecological perspective, this study documented the dynamic and evolving relationships between interns, cooperating teachers, teacher educators, and the school and classroom contexts. The goals of the study were to describe the changes in interns throughout the course of a year-long internship as a science teacher and to determine the relative influences of the various aspects of the ecology on interns. Data include fieldnotes from 311 hours of participant observation, 38 interviews with interns, cooperating teachers, and teacher educators, and 190 documents including course assignments, evaluations, and reflective journals. Interns' teaching practices were strongly influenced by their cooperating teachers. During the first two months, all six interns "used their mentor's script." When teaching, they attempted to re-enact lessons they witnessed their cooperating teachers enact earlier in the day. This included following the lesson structure, but also borrowing physical mannerisms, representations, anecdotes, and jokes. When interns could no longer follow their cooperating teacher due to an increased teaching load, they "followed their mentors' patterns"---implementing instruction that emphasized similar strategies---regardless of whether they were experiencing success in the
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van Lankveld, T.; Schoonenboom, J.; Kusurkar, R.A.; Volman, M.; Beishuizen, J.; Croiset, G.
Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A
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Mexican Teachers of English Studying Abroad: Their Perceptions of Their Learning Contexts
Directory of Open Access Journals (Sweden)
Alberto Mora
2010-11-01
Full Text Available This study examines the perceptions of five English teachers, Mexicans, about their learning environments during their graduate studies in various British universities. The results indicate that the positive influences of their learning contexts were: (a the quality of instruction, (b the use of activities to facilitate understanding, and (c freedom of choice of subjects and study methods. Negative influences reported concerning the learning environment: (a lack of congruence between teaching and evaluation, (b inconsistency in teachers’ evaluation practices, (c teachers lack of clarity regarding their expectations and feedback, and (d type of academic support received. The results suggest that higher education on a global scale requires teachers with more experience in international education. Future research on student perceptions of learning contexts might address thesociocultural aspects of this.
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Organic matter in central California radiation fogs.
Herckes, Pierre; Lee, Taehyoung; Trenary, Laurie; Kang, Gongunn; Chang, Hui; Collett, Jeffrey L
2002-11-15
Organic matter was studied in radiation fogs in the San Joaquin Valley of California during the California Regional Particulate Air Quality Study (CRPAQS). Total organic carbon (TOC) concentrations ranged from 2 to 40 ppm of C. While most organic carbon was found in solution as dissolved organic carbon (DOC), 23% on average was not dissolved inside the fog drops. We observe a clear variation of organic matter concentration with droplet size. TOC concentrations in small fog drops (fogwater, consistent with the enrichment of the organic matter in smaller fog drops with lower terminal settling velocities.
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Examining Elementary Teachers' Use of Online Learning Environments: An Exploratory Study
Beach, Pamela
2018-01-01
This article presents the results of a study that examined elementary teachers' use of online learning environments for their informal professional learning in literacy instruction. Forty-five elementary teachers from a metropolitan area in Ontario, Canada, completed an online survey and participated in a semistructured interview. Survey and…
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Briscoe, Carol; Wells, Elaine
2002-05-01
Calls for reform have suggested that classroom practice can best be changed by teachers who engage in their own research. This interpretive study examines the process of action research and how it contributes to the professional development of a first-grade teacher. The purpose of the study was to explore the research process experienced by the teacher as she examined whether portfolios could be used as an effective means for facilitating and assessing young children's development of science process skills. Data sources included a journal kept by the teacher, documents produced by the teacher and students as part of the portfolio implementation process, hand-written records of teacher's informal interviews with students, and anecdotal records from research team meetings during the study. Data analysis was designed to explore how the teacher's classroom practices and thinking evolved as she engaged in action research and attempted to solve the problems associated with deciding what to assess and how to implement portfolio assessment. We also examined the factors that supported the teacher's learning and change as she progressed through the research process. Data are presented in the form of four assertions that clarify how the action research process was influenced by various personal and contextual factors. Implications address factors that facilitated the teacher as researcher, and how this research project, initiated by the teacher, affected her professional development and professional life.
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Middle East Studies Teacher Training Program. Final Report.
Sefein, Naim A.
This guide presents a teacher training program in Middle Eastern studies and procedures for program implementation. Details concerning program announcement, participant selection, and travel accommodations are included. Participants attended an orientation and registration workshop and an intensive academic workshop before flying to Egypt for the…
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Tyson, Deonte Rashawn
2017-01-01
This multiple case study examined the methods by which school leaders determined and planned teacher professional development, as well as what teachers perceived as their professional development needs and how they believe school leaders take those needs into account. The study took place at two suburban elementary schools (1 traditional public, 1…
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2012-08-21
... ENVIRONMENTAL PROTECTION AGENCY [AMS-FRL 9716-8] California State Nonroad Engine Pollution Control Standards; California Nonroad Compression Ignition Engines--In-Use Fleets; Authorization Request... emissions control of new engines not listed under section 209(e)(1). The section 209(e) rule and its...
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Hegde, Archana V.; Cassidy, Deborah J.
2009-01-01
A qualitative study examining teachers' beliefs regarding developmentally appropriate practices was conducted in the city of Mumbai, India. Twelve kindergarten teacher's were interviewed for this study, and a constant comparative method was used to analyze the interviews. Six themes were identified within this study. The themes highlighted…
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Canada's clean energy technology and the southern California market : a needs assessment
International Nuclear Information System (INIS)
2008-01-01
This report presented a study whose purpose was to develop targeted market intelligence regarding the specific needs and plans of southern California-based organizations that are interested in procuring or using clean energy technologies for demonstration or commercial purposes. Industry Canada and the Canadian Consulate General in Los Angeles planned to utilize the study as a tool to explore business development or partnering opportunities between Canada/Canadian industry and California entities. The report described the study objective and provided a definition of clean energy technology. Clean energy was defined as any energy that causes little or no harm to the environment. The study scope was also presented. The study focused on opportunities in the following areas: solar power and photovoltaic technologies; hydrogen and fuel cells technologies; and thermochemical waste-to-energy systems. Context was discussed in terms of California's energy drivers, and California clean energy initiatives and experience. The results of a survey conducted with 350 organizations in southern California were also outlined for facilities and capital projects; fleets and mobile sources; and parks and public spaces. Last, the report presented an analysis of the California marketplace and solar power, hydrogen and fuel cells, and waste-to-energy. 14 refs
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Metaphoric Perceptions of Teachers and Pre-Service Teachers about 4+4+4 Education System
Aykac, Necdet; Bilgin, Hilal; Kabaran, Hasret
2016-01-01
This study aims to determine the perceptions of teachers and pre-service teachers about 4+4+4 education system via the metaphors they have developed. In this study, the opinions of teachers and pre-service teachers are described with qualitative approach. The participants of the study are 137 primary school 1st grade teachers, working in Mugla in…
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Secondary Science Teachers' Implementation of CCSS and NGSS Literacy Practices: A Survey Study
Drew, Sally Valentino; Thomas, Jeffrey
2018-01-01
Most middle and high school students struggle with reading and writing in science. This may be because science teachers are reluctant to teach literacy in science class. New standards now require a shift in the way science teachers develop students' literacy in science. This survey study examined the extent to which science teachers report…
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The Role of Media in Geography Courses from the Perspectives of PreService Social Studies Teachers
Directory of Open Access Journals (Sweden)
Cemalettin Ayas
2015-05-01
Full Text Available In this article, the authors explore the social studies teacher candidates’ understanding of the role of media in geography courses which they took. Qualitative research techniques were used in the study designed using phenomenological pattern. The study was conducted with 134 pre-service social studies teachers at a state university’s Faculty of Education, Department of Social Studies Education in the 2013-2014 academic year. Data were collected via semi-structured interview technique. Data of the study were analyzed by using qualitative descriptive analysis. According to results from the analysis, social studies teacher candidates have been accessing the geographical knowledge mostly by means of internet, but they didn’t use internet fruitful. Teacher candidates thought that their geography lecturers have not been using media in geography courses adequately. After appointment to teacher profession, they will have used instructional media technologies effectively.
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Psychosocial risks evaluation factors: study with higher education teachers
Directory of Open Access Journals (Sweden)
Sara Lopes Borges
2018-02-01
Method: The study consisted of the administration of two instruments, one for the characterization of the sample and the other for assessing psychosocial risk factors — the Copenhagen Psychosocial Questionnaire — consisting of 76 items (5-point Likert scale, distributed in five dimensions, which measure indicators of exposure to psychosocial risks and their effects. Results: The study included 59 teachers, mostly men (50.8%, aged between 41 - 50 years (45.8%, with master's degree (59%, assistant professors (47.5%; with a stable employment relationship (68%, years of service between 14-17 years (18.7% and teaching between 11 - 17 hours a week (64.4%. The analysis of the various subscales revealed a psychosocial risk, showing that teachers are in a situation of vulnerability. There were significant differences between the risks experienced in public higher education and those experienced in private higher education. Gender, age, academic background, and professional category influenced the type of psychosocial risk. Conclusions: The study confirms the importance of the evaluation of psychosocial risk factors in the exercise of the teaching profession in higher education. It is recognized that it is necessary to assess and manage psychosocial risks in order to promote healthy working conditions, ensure respect and fair treatment, and encourage the promotion of work / family life balance, in order to minimize psychosocial risks and situations of vulnerability in higher education teachers.
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Man Teacher--Woman Teacher: Does It Matter?
Harris, Charles M.; Smith, Sue W.
1976-01-01
Implications for teacher hiring practices are drawn from a study comparing male and female elementary school teachers on two dimensions: tendency to establish control in a classroom and need for personal power. (CW)
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Primary Student-Teachers' Conceptual Understanding of the Greenhouse Effect: A mixed method study
Ratinen, Ilkka Johannes
2013-04-01
The greenhouse effect is a reasonably complex scientific phenomenon which can be used as a model to examine students' conceptual understanding in science. Primary student-teachers' understanding of global environmental problems, such as climate change and ozone depletion, indicates that they have many misconceptions. The present mixed method study examines Finnish primary student-teachers' understanding of the greenhouse effect based on the results obtained via open-ended and closed-form questionnaires. The open-ended questionnaire considers primary student-teachers' spontaneous ideas about the greenhouse effect depicted by concept maps. The present study also uses statistical analysis to reveal respondents' conceptualization of the greenhouse effect. The concept maps and statistical analysis reveal that the primary student-teachers' factual knowledge and their conceptual understanding of the greenhouse effect are incomplete and even misleading. In the light of the results of the present study, proposals for modifying the instruction of climate change in science, especially in geography, are presented.
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Teacher Educators’ Views on Inclusive Education and Teacher Preparation in Ghana
Nketsia, William; Saloviita, Timo; Gyimah, Emmanuel Kofi
2016-01-01
The crucial role of initial teacher education programmes and teacher educators in preparing effective inclusive practitioners has been universally acknowledged. This study explored the attitudes of 125 teacher educators from four colleges of education towards inclusive education, their views and concerns about teacher preparation and the implementation of inclusive education in Ghana. The study found positive attitudes and considerable support for inclusive education. However, ...
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DEFF Research Database (Denmark)
Rasmussen, Jens; Bayer, Martin
2014-01-01
of professional knowledge within the Danish teacher education programmes, which is not true of the programmes in the Top-3 countries and (2) the programmes in Canada and Singapore more frequently employ literature combining research-based knowledge with practical guidance and experiences, while the programmes......This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand....... The study does not offer proof of any clear difference between the Danish teacher education programmes and those found in the top-performing countries. Two main findings are: (1) philosophically based professional knowledge, much of which is normative in character, forms an extensive part of the body...
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Elementary Teachers' Perceptions of a Reformed Teacher-Evaluation System
Pressley, Tim; Roehrig, Alysia D.; Turner, Jeannine E.
2018-01-01
This qualitative case study focused on 13 elementary teachers' perceptions of their evaluations. Using multiple schools (5) and teachers (13) we explored the impact of evaluations on instruction. Informed by Pekrun's control-value theory, our analysis focused on teachers' motivations and emotions. Teachers did not value or feel in control of their…
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Effects of Teacher Evaluation on Teacher Job Satisfaction in Ohio
Downing, Pamela R.
2016-01-01
The purpose of this quantitative study was to explore whether or not increased accountability measures found in the Ohio Teacher Evaluation System (OTES) impacted teacher job satisfaction. Student growth measures required by the OTES increased teacher accountability. Today, teachers are largely evaluated based on the results of what they do in the…
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The Quality of Teaching and Professional Development of Teachers: A Portuguese Study
Herdeiro, Rosalinda; Costa e Silva, Ana Maria
2013-01-01
This paper is part of a research study undertaken with Portuguese teachers. The main objective is to understand the impact of recent educational legislation on the quality of teaching and the professional development of teachers. In this context the following research questions were formulated: "Do the education policies of the government…
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Technology Readiness of School Teachers: An Empirical Study of Measurement and Segmentation
Badri, Masood; Al Rashedi, Asma; Yang, Guang; Mohaidat, Jihad; Al Hammadi, Arif
2014-01-01
The Technology Readiness Index (TRI) developed by Parasuraman (2000) was adapted to measure the technology readiness of public school teachers in Abu Dhabi, United Arab Emirates. The study aims at better understanding the factors (mostly demographics) that affect such readiness levels. In addition, Abu Dhabi teachers are segmented into five main…
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Establishing Respectful Educative Relationships: A Study of Newly Qualified Teachers in Ireland
O'Grady, Emmanuel
2015-01-01
Interpersonal respect is a fundamental aspect of relating to others. This is especially true for teachers, as cultivating relationships is implicit in effective teaching. This three-year qualitative study examines a developing understanding of respect for pre-service teachers that progresses on to their first year's teaching to examine the…
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A Study of Occupational Stress and Organizational Climate of Higher Secondary Teachers
Benedicta, A. Sneha
2014-01-01
This study mainly aims to describe the occupational stress and organizational climate of higher secondary teachers with regard to gender, locality, family type, experience and type of management. Simple random sampling technique was adopted for the selection of sample. The data is collected from 200 higher secondary teachers from government and…
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Accessing northern California earthquake data via Internet
Romanowicz, Barbara; Neuhauser, Douglas; Bogaert, Barbara; Oppenheimer, David
The Northern California Earthquake Data Center (NCEDC) provides easy access to central and northern California digital earthquake data. It is located at the University of California, Berkeley, and is operated jointly with the U.S. Geological Survey (USGS) in Menlo Park, Calif., and funded by the University of California and the National Earthquake Hazard Reduction Program. It has been accessible to users in the scientific community through Internet since mid-1992.The data center provides an on-line archive for parametric and waveform data from two regional networks: the Northern California Seismic Network (NCSN) operated by the USGS and the Berkeley Digital Seismic Network (BDSN) operated by the Seismographic Station at the University of California, Berkeley.
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Directory of Open Access Journals (Sweden)
Chuzaimah Dahlan Diem
2016-02-01
Full Text Available The purpose of this study was to investigate whether self-concept of EFL teachers influenced their effectiveness in teaching English as a foreign language, as perceived by both teachers and students. The study involved 275 EFL teachers and 88 senior high school students in South Sumatra. Variables of education, teaching experience, and age were analyzed using multiple regression analysis, and specific hypotheses were tested to see whether the addition of the other independent variables could add to the effectiveness of the teacher. The results showed significant relationships between self-concept and all the four factors used to define teacher effectiveness. The combination of self-concept and experience serves as the first salient factor influencing the four factors of teacher effectiveness in addition to self-concept alone. Education was also found to be a factor which influenced teacher effectiveness
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Timothy R. Plumb; Norman H. Pillsbury
1987-01-01
The Symposium on the Ecology, Management, and Utilization of California Oaks held in June 1979 at Claremont, California, was the first to take a comprehensive look at California's native oak resource. At that time, interest in several species of California oaks was rapidly growing with particular concern about their regeneration, preservation, and wildlife...
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Attitudes of Omani Social Studies Student Teachers to Tourism for Sustainable Development
Al-Rabaani, Ahmed Hamed
2013-01-01
The aim of the study is to investigate the attitudes of student teachers of Social Studies to tourism for sustainable development. The study participants were the entire cohort of final year student teachers of Social Studies in the College of Education at Sultan Qaboos University in the Sultanate of Oman. There were 65 in total, 26 male and 39 female. Data was gathered through a questionnaire consisting of 37 items divided into 6 areas: attitudes to tourism; the impact of tourism on the econ...
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[A study on the resources coping with occupational stress in teachers].
Wang, Z; Lan, Y; Wang, M
2001-11-01
To explore the status of the resources coping with occupational stress in teachers. Occupational stress inventory revised edition (OSI-R) was used to measure their occupational stress, strain and psychological coping resources for 1,460 teachers in primary and secondary schools and 319 non-teacher intellectuals. Analyses were focused on coping resources of teachers. The higher the level of coping resource of teachers, the lower the personal strain in them, with an inverse correlationship. Coping resource in the teacher group was significantly higher than that in the non-teacher group, with scores of (130.4 +/- 18.2) and (126.9 +/- 19.1), respectively. Coping resource in teachers decreased with the increase of age, with the scores from (134.1 +/- 18.1) in the group aged less than 30 to (128.5 +/- 17.5) in the group aged 50. Coping resource in the female teachers was significantly higher than that in the male teachers, with scores of (131.4 +/- 18.3) and (129.4 +/- 18.1), respectively. Coping resource in the primary school teachers was significantly higher than that in the secondary school teachers, with scores of (132.7 +/- 18.1) and (128.5 +/- 18.1), respectively. It is important to enhance teacher's coping resource, especially for the male teachers in the secondary schools, for improving their teaching efficiency.
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California Gnatcatcher Observations - 2004-2009 [ds457
California Natural Resource Agency — In southern California, the coastal California gnatcatcher (CAGN) has become both the flagship species and an umbrella species identified with conservation, where...
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Geologic structure in California: Three studies with ERTS-1 imagery
Lowman, P. D., Jr.
1974-01-01
Results are presented of three early applications of imagery from the NASA Earth Resources Technology Satellite to geologic studies in California. In the Coast Ranges near Monterey Bay, numerous linear drainage features possibly indicating unmapped fracture zones were mapped within one week after launch of the satellite. A similar study of the Sierra Nevada near Lake Tahoe revealed many drainage features probably formed along unmapped joint or faults in granitic rocks. The third study, in the Peninsular Ranges, confirmed existence of several major faults not shown on published maps. One of these, in the Sawtooth Range, crosses in Elsinore fault without lateral offset; associated Mid-Cretaceous structures have also been traced continuously across the fault without offset. It therefore appears that displacement along the Elsinore fault has been primarily of a dip-slip nature, at least in this area, despite evidence for lateral displacement elsewhere.
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Braza, Mark; Shoemaker, Wendy; Seeley, Anne
2004-01-01
This study evaluates the relationship between neighborhood design and rates of students walking and biking to elementary school. Pairwise correlations and multiple regression models were estimated based on a cross-sectional study of elementary schools and their surrounding neighborhoods. Setting and Subjects. Thirty-four (23%) of 150 California public elementary schools holding October 1999 Walk to School Day events participated in the study. Teachers asked fifth-grade students how they arrived to school 1 week before Walk to School Day. 1990 U.S. Census data measured population density and number of intersections per street mile, whereas 1998-1999 California Department of Education data measured school size, the percentage of students receiving public welfare, and the percentage of students of various ethnicities. Population density (p = .000) and school size (p = .053) were significantly associated with walking and biking rates in regression models controlling for number of intersections per street mile, the percentage of students receiving public welfare, and the percentage of students of various ethnicities. The number of intersections per street mile was associated with walking and biking rates in pairwise correlations (p = .003) but not in regression models. The results support the hypothesis that the walking and biking rates are higher in denser neighborhoods and to smaller schools but do not support the hypothesis that rates are higher in neighborhoods with a high number of intersections per street mile. We suggest that detailed data for a larger sample of students would allow statistical models to isolate the effect of specific design characteristics.
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A Community of Congruence among Secondary Social Studies Teachers: A Case Study
Province, Rachael
2012-01-01
The purpose of this case study was to explore the community of one purposely selected department of secondary social studies teachers. I aimed to provide insight into the nature of one community of congruence amid the many constraints and systemic pressures in school systems today. Many have suggested that education is a microcosm of larger…
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Schwille, John, Ed.; Ingvarson, Lawrence, Ed.; Holdgreve-Resendez, Richard, Ed.
2013-01-01
The IEA Teacher Education and Development Study in Mathematics (TEDS-M) is the first large-scale international study of the preparation of primary and lower-secondary teachers. The study investigated the pedagogical and subject-specific knowledge that future primary and lower secondary school teachers acquire during their mathematics teacher…
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Democratic Teacher Beliefs According to the Teacher's Gender and Locus of Control
Kesici, Sahin
2008-01-01
This study explored the variations in democratic beliefs among teachers based on gender and locus of control. The study groups comprised of 286 teachers. The results demonstrated that the level of adherence to democratic beliefs on the part of female teachers was significantly higher than those of male teachers, especially in terms of equality and…
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Energy Technology Data Exchange (ETDEWEB)
Olfe, J. [ed.
1996-10-01
Scientists from the California Department of Fish and Game (CDFG), the Southwest Fisheries Science Center of the National Marine Fisheries Service (NMFS), and the Scripps Institution of Oceanography, University of California, San Diego (UCSD), have collaborated for 46 years in the longest-running large-scale study ever undertaken in the ocean. This study was begun in order to understand the causes of changes in population, over time, of commercially important fishes in California`s coastal waters. When the study began, the Pacific sardine was by far the most significant species of economic concern to the State of California. Because its population changes were thought to be caused by a diversity of atmospheric, oceanic, and biological variables, a wide array of measurements in the California Current region were begun and have been continued to this day. This long time series of data allows not only a better understanding of the flux of fish populations, but also lays the foundation for understanding interdecadal and secular change in the seas. This document contains papers from symposium of the 1995 CalCOFI Conference related to interdecadal changes in the ecology of the California current.
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An empirical study of stressors that impinge on teachers in secondary schools in Swaziland
Directory of Open Access Journals (Sweden)
C I O Okeke
2013-01-01
Full Text Available This study employed the descriptive-correlation research design to determine whether secondary school teachers experience work-related stress. Participants included 239 teachers selected from schools in the Hhohho region of Swaziland. A questionnaire was used as the instrument to determine the level ofwork-related stress experienced by these teachers. Findings showed that teachers were moderately stressed by their work. Contractual problems and the nature of their work were two aspects that were reported to be the main stressors for the sample, while the work environment and work relationships were only mildly stressful. There was a weak relationship between the level of work-related stress and the demographic variables of gender, marital status, and qualifications. Age had a moderate significant relationship with the level of work-related stress for the sample. The study recommends that stress management programmes for teachers are imperative to deal with the consequences of stress.