WorldWideScience
 
 
1

Interpreting Intelligence Test Results to Elementary Teachers.  

Science.gov (United States)

The purpose of this study was to investigate the effects of intelligence test results communicated to teachers in various ways by elementary school counselors on (a) teachers' perceptions, and (b) subsequent student achievement and IQ scores. Teacher awareness of student IQ appeared not to influence, to a statistically significant degree, her…

Beggs, Donald L.; Mayer, G. Roy

2

Student Teacher Reflective Writing: What Does It Reveal?  

Science.gov (United States)

Some researchers claim that reflection helps student teachers to better understand their practice teaching. This study aims to explore how deliberate reflection by student teachers is encouraged as a way to prepare, analyse and evaluate their practice. A total of 104 student teachers in primary education participated in this study during their…

Mena-Marcos, Juanjo; Garcia-Rodriguez, Maria-Luisa; Tillema, Harm

2013-01-01

3

Do teachers have more health problems? Results from a French cross-sectional survey  

Directory of Open Access Journals (Sweden)

Full Text Available Abstract Background Although only a few studies have been published on teachers' health, certain ideas are widely accepted, such as for example, the preconceived notion that teachers suffer from an excessively high rate of mental health problems. The objective of this study is to compare teachers' mental and physical health to that of a control group. Methods A cross-sectional postal survey was conducted among a sample of 3,679 teachers and 1,817 non-teachers aged 20 to 60 years old. Results No lifetime prevalence of any psychiatric disorder (with the exception of undifferentiated somatoform disorder in men or mean scores of psychological distress were found to be significantly higher in teachers. However, multiple analyses, adjusted for all confounding variables, revealed a higher risk of lifetime anxiety disorders in male teachers. On the other hand, significant differences were observed for some physical ailments: a higher lifetime prevalence of rhinopharyngitis/laryngitis in both male and female teachers, of conjunctivitis and lower urinary tract infection in male teachers and of bronchitis, eczema/dermatitis and varicose veins in female teachers. No significant difference was found for chronic pain between the two groups. Conclusion Teachers do not seem to have poorer mental health. However, their physical condition is characterized by a higher prevalence of health problems related to the ENT tract, and to a lesser extent, depending on the gender, to skin, eyes, legs and lower urinary tract.

Nerrière Eléna

2006-04-01

4

Results of Romanian Teachers Survey on Assessment in Early Education  

Directory of Open Access Journals (Sweden)

Full Text Available In the frame of the European Union funded project “Creative Little Scientists” our team conducted a national survey among preschool and primary school teachers in order to provide radiography on teachers perception and practice in relation to the development of creativity along with science and mathematics education, in the context of inquiry-based teaching and learning. The survey included more than 40 questions, each divided into additional sub-questions. Over 275 Romanian teachers took part to this survey. The present contribution reports the results of the survey for the evaluation of teachers practice as it concerns the assessment methods they use in science and mathematics teaching at preschool and primary school level (3 to 8 years old children.

Dan Sporea

2014-12-01

5

Competence analysis of dance teacher‘s as leisure organizer‘s  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The object: dance teacher‘s as leisure organizer‘s competence. The aim: identify dance teacher‘s as leisure organizer‘s competence. The problem: does dance teachers have leisure organizer competencies? Work tasks: 1. Define the concept of a dance teacher competencies in theoretical aspect; 2. Find out dance teacher’s competence improving the ways and opportunity; 3. Examine dance teacher‘s as leisure organizer‘s competences. Conclusions and main results: study reveal...

Joncevaite, Inesa

2014-01-01

6

The Experience of New Teachers: Results from TALIS 2008  

Science.gov (United States)

This publication provides a comprehensive analysis of the most important issues facing teachers during the early stages of their careers. The effectiveness of teachers fresh to the profession is an important policy issue, especially knowing the impact that teachers have on student learning. The OECD's Teaching and Learning International Survey…

Jensen, Ben; Sandoval-Hernandez, Andres; Knoll, Steffen; Gonzalez, Eugenio J.

2012-01-01

7

What Will Classroom Teachers Do With Shared Research Results?  

Science.gov (United States)

Scientists are passionate about the research problems they investigate, and wish to share their discoveries as widely as possible. Similarly, classroom teachers who are passionate about their subject can better foster student learning. One way to enhance such passions involves bringing teachers and scientists together to discuss cutting-edge discoveries and develop curricular materials based on the respective strengths of educators and investigators. Our presentation describes one example of this approach based on research about gas blowout structures offshore Virginia and North Carolina. Methane venting processes along continental margins may have important climatic, geotechnical, hazard, and resource implications. In 2000, shipboard surveys documented that large structures offshore VA-NC resulted from massive gas expulsion. Gas appears to be trapped in shelf edge deltas and stresses resulting from downslope creep is favoring its release. Scientists undertook a new expedition in 2004 to determine if there is present-day discharge of methane-rich fluids through the floors or walls of the blowouts or whether these seepage sites are relict features, and to gain insight into the origin of the vented methane. In July 2005, 12 teachers from New York and New Jersey met with the co-PIs (Weissel and Cormier), graduate student (Newman), and educational specialist (Passow) over a 2-day workshop to learn about how scientific problems are identified, how a research cruise is organized, what was learned through the measurements and analysis, and what might be possible significant impacts from such understandings. Based on what they learned, participants began development of classroom activities, Internet-based investigations, and constructed-response assessment items utilizing data and concepts from the project and other sources. The resulting curriculum units are designed for use in middle and high school chemistry, physics, earth science, and technology courses. Curricular units include "Using Real-Life Problems to Learn Scientific Principles," "Mapping the Unseen Floors," "Landslide or Not," and a board game based on conducting a scientific research cruise. Materials are available through www.earth2class.org. Over the following academic year, participants will continue to develop instructional materials, field-test them, and provide peer training through in-district and regional professional development opportunities. The scientists and educational specialist will provide support to ensure scientific accuracy and pedagogical soundness. The project will utilize DLESE as an additional effective dissemination and evaluation mechanism. In these ways, the scientists and core of educators may be able to share these discoveries with hundreds of teachers and thousands of students.

Passow, M. J.; Weissel, J. K.; Cormier, M.; Newman, K. R.

2005-12-01

8

Workshop Results: Teaching Geoscience to K-12 Teachers  

Science.gov (United States)

A workshop for high school and middle school Earth and Space Science (ESS) teachers was held this summer (2012) as part of an ongoing collaboration between the University of Texas at El Paso (UTEP) and El Paso Community College (EPCC) Departments of Geological Sciences. This collaborative effort aims to build local Earth science literacy and educational support for the geosciences. Sixteen teachers from three school districts from El Paso and southern New Mexico area participated in the workshop, consisting of middle school, high school, early college high school, and dual credit faculty. The majority of the teachers had little to no experience teaching geoscience, thus this workshop provided an introduction to basic geologic concepts to teachers with broad backgrounds, which will result in the introduction of geoscience to many new students each year. The workshop's goal was to provide hands-on activities illustrating basic geologic and scientific concepts currently used in introductory geology labs/lectures at both EPCC and UTEP to help engage pre-college students. Activities chosen for the workshop were an introduction to Google Earth for use in the classroom, relative age dating and stratigraphy using volcanoes, plate tectonics utilizing the jigsaw pedagogy, and the scientific method as a think-pair-share activity. All activities where designed to be low cost and materials were provided for instructors to take back to their institutions. A list of online resources for teaching materials was also distributed. Before each activity, a short pre-test was given to the participants to gauge their level of knowledge on the subjects. At the end of the workshop, participants were given a post-test, which tested the knowledge gain made by participating in the workshop. In all cases, more correct answers were chosen in the post-test than the individual activity pre-tests, indicating that knowledge of the subjects was gained. The participants enjoyed participating in these activities and intend to use them in their classes in the future. Copies of the materials used in this workshop are available upon request.

Nahm, A.; Villalobos, J. I.; White, J.; Smith-Konter, B. R.

2012-12-01

9

Results of Romanian Teachers Survey on Assessment in Early Education  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In the frame of the European Union funded project “Creative Little Scientists” our team conducted a national survey among preschool and primary school teachers in order to provide radiography on teachers perception and practice in relation to the development of creativity along with science and mathematics education, in the context of inquiry-based teaching and learning. The survey included more than 40 questions, each divided into additional sub-questions. Over 275 Romanian teachers took...

Dan Sporea; Adelina Sporea

2014-01-01

10

Subject Knowledge and Perceptions of Bioenergy among School Teachers in India: Results from a Survey  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Teachers’ knowledge and perceptions of bioenergy, and their motivation to teach such a topic, can largely determine the success of implementing bioenergy related education in schools. The study aimed to explore science teachers’ knowledge and perceptions of bioenergy in India. A questionnaire-based survey was conducted among 28 science teachers from four urban schools in India. Results indicated that the science teachers were fairly knowledgeable regarding bioenergy and they also demonstr...

Pradipta Halder; Sari Havu-Nuutinen; Janne Pietarinen; Anas Zyadin; Paavo Pelkonen

2014-01-01

11

Burnout hazard in teachers results of a clinical-psychological intervention study  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Abstract Background The study investigates whether established in-patient therapy for teachers with burnout results in long-acting success and whether gender gaps and differences between teachers of different school levels exist. According to our knowledge, our study is the most extensive inpatient intervention study on the burnout of a defined occupational group, i.e., teachers. Methods 200 teachers participated, 150 took part in a later performed katamnestic s...

Wegner Ralf; Berger Peter; Poschadel Bernd; Manuwald Ulf; Baur Xaver

2011-01-01

12

Initial teacher education and continuing professional development for science teachers : A review of recent research results  

DEFF Research Database (Denmark)

Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects, and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating and developing science teachers.

Dolin, Jens; Evans, Robert Harry

2011-01-01

13

Violence Directed against Teachers: Results from a National Survey  

Science.gov (United States)

Teachers in U.S. schools report high rates of victimization, yet previous studies focus on select types of victimization and student perpetrators, which may underestimate the extent of the problem. This national study was based on work conducted by the American Psychological Association Classroom Violence Directed Against Teachers Task Force and…

Mcmahon, Susan D.; Martinez, Andrew; Espelage, Dorothy; Rose, Chad; Reddy, Linda A.; Lane, Kathleen; Anderman, Eric M.; Reynolds, Cecil R.; Jones, Abraham; Brown, Veda

2014-01-01

14

From Gardeners to Tour Guides: The Epistemological Struggle Revealed in Teacher-Generated Metaphors of Teaching  

Science.gov (United States)

This study examines the relationship between epistemological beliefs and perceptions of practice through the analysis of teacher-generated metaphors. In a multilevel qualitative examination of the self-descriptive metaphors of 32 working teachers, the authors uncovered a dissonance between teachers' metaphors and their epistemological positions.…

Patchen, Terri; Crawford, Teresa

2011-01-01

15

The Results of an Era of Teacher Professional Development at McDonald Observatory  

Science.gov (United States)

During the past decade, McDonald Observatory has been developing and refining its Teacher Professional Development Workshops, many of which have been supported by NASA. Metrics include attendance, perceived knowledge gain, and readiness to apply what was learned in the classroom. Evaluations show impact through the classroom application at five to six months after the workshops and through consistently high positive workshop results. This paper will show that a) our Teacher Professional Development Workshops are consistently well attended, b) the workshops improve teachers' confidence and their understanding of concepts, c) teachers enjoy unique interactions with astronomers and engineers, d) teachers appreciate hands-on and inquiry-based activities that are modeled and tied to state and national standards, and e) many teachers experience using the activities in their classrooms with good results.

Finkelstein, K. D.; Hemenway, M. K.; Preston, S.; Wetzel, M.; Meyer, J.; Rood, M.

2014-07-01

16

Using Self-Efficacy to measure primary school teachers’ perception of ICT: results from two studies  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The aim of this article is twofold. First, the final results of two research projects, which investigated the impact of Information and Communication Technology (ICT) on primary schools teachers in disadvantaged areas in Brazil (BET k-12) and South Africa (MELISSA), are presented and discussed. Second, the Self-Efficacy construct is proposed as a tool to measure how teachers’ perception of being able to use technology (CSE - Computer Self-Efficacy) affects teachers’ perception of being ...

Fanni, Francesca; Rega, Isabella; Cantoni, Lorenzo

2013-01-01

17

Results of a radioactive waste course for high school teachers  

International Nuclear Information System (INIS)

A week-long three-credit graduate-level course was taught in the summer of 1991 for high school science and social science teachers. Instruction was at the layperson's level, and no prior knowledge was presumed. The objectives of the course were to present factual information about radioactive waste, measure recipient's changes in perception about this topic, and measure the effect of the course on others. The technical half of the course involved discussions of basic nuclear physics, radiation control, biological effects of radiation, nuclear fuel cycle, waste management principles, Hanford waste issues, and transport of radioactive waste. The social half of the course included a discussion of values and attitudes, risk perception and communication, and public participation in a decision-making role-playing session. Discussions about radioactive-waste issues with high school teachers, especially of an extended nature such as discussed in this paper, are an effective tool because high school teachers are a critical link to reaching the next generation. Armed with facts presented in an open, nonconfrontational format, these teachers tend to become more understanding and accepting of radioactive-waste issues

18

Teacher Learning, Informal and Formal: Results of a Canadian Teachers' Federation Survey. NALL Working Paper.  

Science.gov (United States)

In 1998, as part of a larger national study examining informal learning practices across the general population, Canadian elementary and secondary teachers were surveyed regarding their practices and attitudes related to their own ongoing learning. The 753 respondents described any informal learning experiences in the past year within their…

Smaller, Harry; Clark, Rosemary; Hart, Doug; Livingstone, David; Noormohamed, Zahra

19

Exploring Elementary Pre-service Teachers' Beliefs About Science Teaching and Learning as Revealed in Their Metaphor Writing  

Science.gov (United States)

This study examined elementary preservice teachers' beliefs about the role/image of a science teacher and science teaching and how these beliefs change during an elementary science methods course; this examination was conducted through an analysis of their metaphor writing. Data included personal metaphors and rationale papers for supporting them collected from 106 participants at the start and end of the semester. Data were analyzed using the constant comparative method and also quantified for statistical analysis. Results indicate that most participants came to the course with traditional views and developed more constructivist views during the course. However, they tended to keep their traditional views and added new constructivist perspectives into their original belief systems. This study suggests that metaphor writing can be used as both a reflection tool for preservice teachers to clarify and refine their beliefs about science teaching and learning and a diagnostic assessment tool for teacher educators to understand their students for tailoring a methods course accordingly.

Seung, Eulsun; Park, Soonhye; Narayan, Ratna

2011-12-01

20

Novices "In Story": What First-Year Teachers' Narratives Reveal about the Shady Corners of Teaching  

Science.gov (United States)

In a national contest of story writing in Israel, first-year teachers from all educational sectors were invited to write a story that mirrors their first year of teaching experience. The narrative analysis of the stories sheds light on the hostile and adverse sides of teaching, surfacing novices' sense of impotence in their capacity to act. The…

Orland-Barak, Lily; Maskit, Ditza

2011-01-01

 
 
 
 
21

Changes in the social aspects of hypertensive patients through physical activity: revealing the importance of physical education teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The objective was to examine the relationship between physical activity and treatment of hypertension, underscoring the importance of physical education teachers in guidance and direction of this treatment. The methodological approach was based on a qualitative approach consisting of 15 hypertensive patients enrolled in a project offered by the Fire Department as a group defined the Golden Age, in the municipality of Crato-Ce-Brazil. To this end, we used the technique to collect data, the interview was focused on groups of hypertensive patients who were physically active on a regular basis. With the purpose of organizing the material obtained in interviews, conducted an analysis of their content, which allowed the identification of themes and construction of the following categories: 1 heredity, and lifestyle concerns: the perception of the causes of hypertension Hypertension, 2 Practical exercise training: a tool for prevention and promotion hypertensive patients, 3 Benefits of Physical Activity: the importance of awareness of hypertension, 4 Revealing the importance of continuing the practice of exercise. Thus, considering that for an effective control, prevention and promotion of hypertensive patients is necessary if there is an interaction between teacher / patient in order to provide, in addition to the benefits of activities, the motivation for continuing care. To do so, it is the physical education teachers see their importance and their role in guiding, monitoring and promoting health in the treatment of diseases such as hypertension, so you can carry and to reveal the practices of physical exercise as an essential tool in controlling this pathology.

Italla Maira Pinheiro Bezerra

2011-09-01

22

THE TEACHER’S IT-COMPETENCE AS THE RESULT OF THE INFLUENCE OF PERSONAL LEARNING ENVIRONMENT  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The article deals with developing the teacher’s competence in the use of information and communications technology and gives the author’s opinion on the ways to develop IT-competence.The article views the teacher’s IT-competence as the ability to efficiently perform professional duties making use of the information and communications technology resources according to the achieved level of computer skills influenced by the personal learning environment and the learning environm...

Vladimir Borisovich Klepikov

2013-01-01

23

Early Childhood Teachers' Perceived Competence during Transition from Teacher Education to Work: Results from a Longitudinal Study  

Science.gov (United States)

The transition from education to work is a challenge for early childhood teachers. In this study, competence self-ratings of 348 German early childhood teachers were investigated one year before, at the end of and four months after early childhood teacher education at universities and vocational schools. Perceived competence was assessed by means…

Mischo, Christoph

2015-01-01

24

Difficulties Experienced by the Arab Teacher during His First Year of Teaching as a Result of Personal and Organizational Variables  

Directory of Open Access Journals (Sweden)

Full Text Available This pioneer study deals with difficulties faced by the beginning Arab teacher. The theoretical framework of the research is based on Veenman’s (1984 analysis, which indicates 24 difficulties faced by the beginning teacher. These difficulties have been classified into eight categories ranked in order of importance. The study seeks to identify the difficulties experienced by the beginning Arab teacher during his first year of teaching and to predict his future dissatisfaction with teaching based on those difficulties. The questionnaire drafted especially for this study was completed by 130 participants (beginning teachers. The responses were analyzed, yielding six factors of difficulty. The findings indicate difficulties involving: 1 the interpersonal communication between beginning Arab teachers on the one hand and both students and parents on the other, 2 overload, 3 didactic and disciplinary knowledge, 4 support and recognition, 5 organizational climate (school culture, and 6 satisfaction. We examined the correlation between the beginning Arab teacher’s difficulties and his dissatisfaction with his work. The research findings reveal that the organizational climate (school culture and overload factors significantly affect the satisfaction variable. With regard to the relation between the beginning Arab teacher’s general background characteristics and his difficulties in the first year, the background variable, specialization, was found to affect the factors of difficulty.

Salman Ilaiyan

2013-06-01

25

Analysis of Factors that Affect the Teacher Certification Exam Results in a University System in Puerto Rico  

Science.gov (United States)

The purpose of this study was to analyze the factors that affect a teacher preparation exam results within a University System in Puerto Rico. Using Bertalanffy's System Theory as theoretical framework, this mixed methods study examined factors in the university system that could have affected student's preparation for a teacher exam (PCMAS by its…

Garofalo, Jorge H.

2009-01-01

26

Teacher Responses to Pay-for-Performance Policies: Survey Results from Four High-Poverty, Urban School Districts  

Science.gov (United States)

Policymakers are increasingly adopting "pay-for-performance" policies in which teachers are compensated based on their performance as measured by classroom evaluations and/or student achievement test results. Prior research has produced largely inconclusive findings concerning support among teachers for these policies and their effects on…

Wells, John

2011-01-01

27

The Master Teacher Program: Professional Development for College Teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered p...

Susan Kerwin-Boudreau

2009-01-01

28

The Master Teacher Program: Professional Development for College Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available In this qualitative study I explored six college (CEGEP teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP. Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.

Susan Kerwin-Boudreau

2009-06-01

29

The Teacher Staff Development Survey: Assessing Its Reliability and Validity in Relation to Teacher Efficacy.  

Science.gov (United States)

The purpose of this study was to estimate the validity of the Competence subscale of the Teacher Staff Development Survey (TSDS) as a measure of the teacher efficiency construct. Results from regular education elementary school teachers (N=296) revealed a subscale structure of the TSDS that differed from the subscale structure originally designed…

Strychasz, Gloria; Arredondo, Mary

30

The Effect Of Secondary School Teachers’ Preparation Program On The Pre-service Teachers’ Self-efficacy Beliefs  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of this study is to investigate effect of secondary school mathematics teachers’ preparation program on the pre-service teachers’ self-efficacy. In this sense, self-efficacy beliefs towards mathematics scale developed by Umay (2001) were administered to 108 freshmen, junior and senior pre-service teachers enrolled in secondary school mathematics teachers’ education program at Karadeniz Technical University. Result revealed that junior pre-service teachers taking only mathema...

Fatih Karaku?; Akbulut, O?mer Engin

2010-01-01

31

Getting Results From Science Teacher Leadership: The Critical Role of Principals  

Science.gov (United States)

There is growing evidence that teacher leaders and principals are indeed effecting-and perhaps-essential allies in leading schoolwide improvement in teacher effectiveness and student learning. This chapter opens with a detailed look at the empirical and t

Barbara Miller

2009-02-21

32

A Comparative Study Of Environmental Awareness Among Teacher Trainees Of West Bengal  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present study was conducted to provide information and difference about the level of environmental awareness of teacher trainees in West Bengal, India. Data was collected through self made questionnaire of 200 teacher trainees of Birbhum & Burdwan Districts in West Bengal, by randomly. The result revealed that 1) in-service teacher trainees are more aware than pre-service teacher trainees, 2) Science teacher trainees are more aware than humanities teacher trainees, 3) male teac...

Birbal Saha

2012-01-01

33

The Leadership Role of the Teacher Librarian in Technology Integration: Early Results of a Survey of Highly Certified Teacher Librarians in the United States  

Science.gov (United States)

In 2008, the United States' Institute for Museum and Library Services funded Project Leadership-in-Action (LIA) that included surveys of the technology integration practices of teacher librarian leaders with National Board Certification. Preliminary 2009 survey results suggested that the 295 respondents worked in well-resourced libraries with…

Everhart, Nancy; Mardis, Marcia A.; Johnston, Melissa

2010-01-01

34

The Views Concerning In-Service Teacher Education Courses in Turkish Science Teachers Professional Development  

Directory of Open Access Journals (Sweden)

Full Text Available The main aim of this research is to identify administrators’ and science teachers’ views regarding in-service teacher training courses. Semi-structured interviews and questionnaires have been utilized for collecting the data. The interviews were conducted with 6 head teachers (administrators and 6 science teachers. A questionnaire developed by the researchers was conducted with 109 teachers from seven primary schools. The results showed that there were discrepancies between the results of questionnaires and the interviews. In the questionnaires, most of the teachers indicated that the in-service training courses were helpful in their professional development. In the interviews, even though most of the head teachers found in-service training courses to be helpful in teachers’ professional development, most of the teachers did not share the same opinion. Both the questionnaires and the interviews revealed some reported deficiencies and expectations from in-service training courses.

Volkan Hasan Kaya,

2013-03-01

35

A Survey Study of Chinese In-Service Teachers' Self-Efficacy about Inclusive Education  

Science.gov (United States)

A survey study was conducted to a total of 323 in-service teachers (110 special education teachers and 213 general education teachers) in Shanghai regarding their self-efficacy and concerns about inclusive education. Multivariate analysis results reveal that special teachers have significantly higher self-efficacy about inclusive education than…

Wang, Mian; Zan, Fei; Liu, Jiaqiu; Liu, Chunling; Sharma, Umesh

2012-01-01

36

Emotional Competence and Stressors of Female School Teachers  

Science.gov (United States)

A study on emotional competence and stressors of 105 primary school teachers was conducted in Dharwad in 2009. Emotional competence was assessed using EC- scale and stressors by stress inventory for teachers (SIT). Results revealed that majority of the teachers (89.5%) showed average to competent levels of emotional competence, followed by 6.7 and…

Holeyannavar, P. G.; Itagi, S. K.

2011-01-01

37

The Reading Habits and Literacy Attitudes of Inservice and Prospective Teachers: Results of a Questionnaire Survey  

Science.gov (United States)

This article describes a questionnaire survey of 747 students enrolled in a graduate school of education, who are currently teachers or prospective teachers. The Literacy Habits Questionnaire, developed by Applegate and Applegate, was administered in September 2006. Findings suggest a high prevalence of aliteracy, the ability to read but a…

Nathanson, Steven; Pruslow, John; Levitt, Roberta

2008-01-01

38

Changes to a Chinese Pre-Service Language Teacher Education Program: Analysis, Results and Implications  

Science.gov (United States)

The current nation-wide reform of Chinese primary and secondary education prompted an empirical research project, "An empirical investigation of in-service English teachers in primary and secondary schools and a study of a pre-service language teacher education program", conducted at Baoding, China. This project is considered as potentially…

Zhan, Suxian

2008-01-01

39

Bringing Real-Life Marine Science Experience to the Classroom: Results From a Teacher in the Bering Sea  

Science.gov (United States)

Many public school science teachers are "textbook" teachers who lack basic research experience. Conversely, many scientists fail to relate their findings back to the general public in a meaningful way. The ARMADA project, funded by the National Science Foundation, is an effective program that exposes teachers to real-world oceanographic experiences. Additionally, the ARMADA project provides opportunities for teachers to pass on first hand experiences from the research community to their classrooms. After participating in a month long cruise aboard the USCGC Healy during July 2008 as part of the Bering Sea Ecosystem Study (BEST), a new appreciation for field research was developed. As part of a group from the University of Rhode Island Graduate School of Oceanography, first hand experience was gained on how marine scientists study the effects of global climate change in the Bering Sea. These experiences at sea have resulted in changes to the marine biology class curriculum to include the tools and techniques used by marine scientists to conduct their work. One lesson in particular discusses anthropogenic impacts on polar regions. In addition, students' attitudes toward the class have changed. For example, a lesson on global climate change from a teacher who has first hand experience of climate change research is far more effective than from one who lacks it. The effect of having a teacher who has unique field experience in front of the classroom on students is immeasurable. In addition, the presence of a teacher at sea encourages the scientists to reduce their work to the most significant observations and conclusions on a daily basis during the cruise, helping to prepare the scientists for future public communications. In this manner, the gap between science research and public education is reduced.

Karavias, J. A.; Kelly, R. P.

2008-12-01

40

Changes in the social aspects of hypertensive patients through physical activity: revealing the importance of physical education teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The objective was to examine the relationship between physical activity and treatment of hypertension, underscoring the importance of physical education teachers in guidance and direction of this treatment. The methodological approach was based on a qualitative approach consisting of 15 hypertensive patients enrolled in a project offered by the Fire Department as a group defined the Golden Age, in the municipality of Crato-Ce-Brazil. To this end, we used the technique to collect data, the int...

Italla Maira Pinheiro Bezerra; Juliana Correia Silva; Samara Calixto Gomes

2011-01-01

 
 
 
 
41

An educational campaign about epilepsy among Italian primary school teachers. 2. The results of a focused training program.  

Science.gov (United States)

A cohort of 582 Italian primary school teachers underwent a questionnaire survey to test their knowledge and attitudes toward epilepsy and verify whether an intensive and focused educational program could result in improvement of knowledge and attitudes. The program consisted of a presentation of the clinical manifestations of epilepsy and the distribution of informative brochures and an educational kit on the disease and its management to be used with their students. After several months, 317 teachers were retested using the same questions. Upon retest, the number of "don't know" answers decreased significantly for almost all questions. This was not the case for negative attitudes. The same holds true for teachers believing that epilepsy is a source of learning disability and social disadvantage. These findings support the beliefs that education on epilepsy is more likely to affect ignorance than prejudice and that stronger interventions are needed to counteract stigmatizing behaviors. PMID:25500360

Mecarelli, Oriano; Messina, Paolo; Capovilla, Giuseppe; Michelucci, Roberto; Romeo, Antonino; Beghi, Ettore

2015-01-01

42

What Belongs in a Montessori Primary Classroom? Results from a Survey of AMI and AMS Teacher Trainers  

Science.gov (United States)

There are two major types of Montessori teacher education in the United States: (1) AMI-USA (the American branch of the Association Montessori Internationale, founded by Dr. Montessori to carry on her work); and (2) AMS (American Montessori Society, founded by Nancy Rambusch to represent Montessori in America). This article presents the results

Lillard, Angeline S.

2011-01-01

43

Environmental Awareness Among Upper Primary School Teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present study is an attempt to identify the environmental education awareness of upper primary school teachers (Grade VI to VIII) in relation to type of school, gender and subject streams. Environmental Awareness Test was used for collecting data from a random sample of 200 upper primary school teachers. Statistical techniques such as mean, standard deviation and t test were applied for analysis of data. The results revealed that upper primary school teachers have average level of environ...

Vipinder Nagra; Kulwant Kaur

2013-01-01

44

Teacher Variables As Predictors of Academic  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification,experience and pupils’ academic achievement in primary school mathematics. The participants of thestudy comprises of 254 primary school teachers and 120 primary school pupils. Data collected on thestudy were analysed using a stepwise multiple regression analysis. The results reveals that teacher self –efficacy and interest had significant correlation with pupils achievement scores. Teach...

Tella, Adedeji

2008-01-01

45

Teachers’ Perceptions of the Present and Optimum Status of the In-Service EFL Teacher Preparation Programs  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present study sought the different perceptions of Iranian EFL instructors and teachers on the present and optimum status of in-service programs. A 26-item questionnaire completed by 90 participants, thirty of whom were instructors and the rest were teachers, revealed that instructors and teachers had different conceptions about these in-service programs. In the light of the results gained from questionnaire and interview, it is suggested that although most teachers were satisfied with ...

Parviz Birjandi; Ali Derakhshan Hesari

2010-01-01

46

Preliminary result of the oceanic mantle structure revealed by "Normal Oceanic Mantle Project"  

Science.gov (United States)

The oceanic mantle is an important region to understand the Earth system, because more than 2/3 of the surface is covered by oceanic area. Since 1990s, seafloor observations by using newly developed long-term broadband ocean seismometers (BBOBSs) have been operated in the northwestern and center part of the Pacific Ocean. These observations have revealed the structures in and around the subduction zone in the Pacific Ocean and in the Pacific superswells, respectively. However, we have no observation and result in the normal oceanic regions. Our 'Normal Oceanic Mantle Project' (NOMan project) focuses on the ';normal oceanic mantle' in particular to reveal that (a) "What is the physical condition for the lithosphere-asthenosphere boundary (LAB)?" and (b) "Is the mantle transition zone (MTZ) a major water reservoir of the Earth?" The "normal" ocean floor is the best window to approach these questions as it allows us to see the inside of the Earth through it without the disturbance due to the thick and heterogeneous continental crust. The NOMan project is carried out for 5 years from 2010. It aims to solve these two questions from observational approach in two target areas in the northwestern Pacific Ocean (northwest and southeast side of the Shatsky Rise) where the mantle supposed to be normal. We plan to carry out long-term observation for one to three years at each of observation sites. In 2010, we started a one-year-long pilot observation by deploying five BBOBSs, and four of them were recovered. First observation with 13 BBOBSs and BBOBS-NXs has been started in 2011 and 2012. We have determined the three-dimensional shear wave speed structure of the upper mantle in the northwestern Pacific Ocean by using surface wave tomography technique to reveal our target area to be really normal. We have used a surface wave tomography technique in which multimode phase speed of the Rayleigh wave are measured and inverted for a 3-D shear wave speed structure by incorporating the effects of finite frequency and ray bending. We obtained a new upper mantle seismic structure from surface wave using data of previous studies and of the pilot observation. The preliminary results suggest that pilot observation area, where the upper mantle structure supposed to be normal, is less heterogeneous compare to the surrounding area and average one-dimensional structures in that area is consistent with previous studies. These suggest that our target region is really normal. In this August, we will recover 13 BBOBSs of the first observation. We will show these preliminary results by using the data obtained from pilot and first observation in this presentation.

Isse, T.; Shiobara, H.; Sugioka, H.; Ito, A.; Takeo, A.; Utada, H.; Kawakatsu, H.; Tonegawa, T.; Tanaka, S.

2013-12-01

47

Elementary Teachers' Instructional Practices Involving Graphical Representations  

Science.gov (United States)

The goal of this study was to gather data on US elementary school teachers' (K-5) instructional practices with graphical representations. The results revealed high percentages of usage for graphical representations but with varying levels of frequency. Overall, the most frequently reported instructional practices by teachers included 1) pointing…

Coleman, Julianne

2010-01-01

48

EFL Teachers’ Background Knowledge is the Key to Learners’ Needs  

Directory of Open Access Journals (Sweden)

Full Text Available This study aimed at examining an unorthodox approach in which teacher trainees observe experienced teachers to benefit from their professional experience instead of the more common practice in which teacher trainees are evaluated through self-reflection and peer review. The target population was 111 teachers randomly selected by 20 teacher trainees teaching English in 20 schools within 6 school districts in Kuwait. A mixed method of questionnaire and observation by the teacher trainees was used for data collection. The results showed a discrepancy between the questionnaire responses and personal observation. The questionnaire responses indicated that the teachers had significant confidence, high competency, and excellent performance. However, classroom observation revealed that EFL teachers had to plan their classes with constraints of limited teaching hours and resources and mixed levels of proficiency and learning environment. Thus, Kuwaiti EFL teachers have the ability, proficiency, and confidence to teach EFL, but lack the required freedom from the educational authorities to implement their methods.

Salwa Al Darwish

2012-08-01

49

Finnish Mentor Mathematics Teachers’ Views of the Teacher Knowledge Required For Teaching Mathematics  

Directory of Open Access Journals (Sweden)

Full Text Available Seven Finnish mentor mathematics teachers were interviewed about their views regarding the teacher knowledge required for teaching mathematics. The results of the interviews revealed not only the teachers' spontaneous views of the knowledge base needed for effective mathematics teaching but also their views of the particular types of teacher knowledge required for teaching mathematics that have been emphasized in the research literature. When the teachers freely described their views, issues related to content knowledge and the requisite knowledge for teaching mathematics were emphasized. The teachers valued most of the knowledge types available, even if only a few of them had highlighted them earlier in the interview. Some types, however, remained ambiguous from the teachers’ perspective. Our findings suggest that even if the mentor teachers are considered experts in mathematics teaching, they are not necessarily able to conceptualize their view of the knowledge required for mathematics teaching, or they may have their own views of the necessary types of knowledge. This in turn may impede student teachers in connecting their educational studies with mathematics studies during student teaching. In addition, it was found that mentor teachers frequently hold personal views about the importance of the types of mathematics teacher knowledge that may be valuable for student teachers when they are reflecting their own view of the requisite knowledge for teaching and the type of a teacher they want to become.

Mervi A. Asikainen

2013-01-01

50

Impact of Teacher Preparation upon Teacher Efficacy  

Science.gov (United States)

A cohort of students in a teacher preparation program completed questionnaires measuring their feelings of teacher self efficacy at three points in the program. Results suggest that pre-service teachers' feelings of self efficacy do improve as a result of their participation in such programs. (Contains 1 figure and 1 table. Teacher Efficacy…

Redmon, Robert J.

2007-01-01

51

Teachers' Education, Classroom Quality, and Young Children's Academic Skills: Results from Seven Studies of Preschool Programs  

Science.gov (United States)

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational…

Early, Diane M.; Maxwell, Kelly L.; Burchinal, Margaret; Alva, Soumya; Bender, Randall H.; Bryant, Donna; Cai, Karen; Clifford, Richard M.; Ebanks, Caroline; Griffin, James A.; Henry, Gary T.; Howes, Carollee; Iriondo-Perez, Jeniffer; Jeon, Hyun-Joo; Mashburn, Andrew J.; Peisner-Feinberg, Ellen; Pianta, Robert C.; Vandergrift, Nathan; Zill, Nicholas

2007-01-01

52

An examination of an aspect of the worldview of female college science teachers as revealed by their concepts of nature  

Science.gov (United States)

American citizens are confronted every day with scientific issues such as global warming, alternative energy technologies, stem cell research, and the use of genetically modified foods. A scientifically literate adult should be able to understand these issues, see how they relate to their own lives, and make choices that reflect their knowledge of the problems at hand. Research has indicated that the majority of U.S. students are not prepared to take a proactive role in current scientific issues and so undergraduate educators are being charged with the task of improving the relevancy of science to the nonscience student. One method for exploring this problem has been the application of worldview theory, which seeks to analyze the thoughts and attitudes of teachers and students with regard to science in their lives. This qualitative case study sought to uncover the worldviews of female science college professors particularly as they related to nature and to examine how these educators felt their worldviews might influence their students. A series of established card sort activities used in previous worldview studies, in combination with an in-depth interview facilitated the data collection from female science professors teaching at universities in New England.

Tryon, Lisa A.

53

Teacher Power Mediates the Effects of Technology Policies on Teacher Credibility  

Science.gov (United States)

In this study, we examined the relationship between perceived technology policies and perceived teacher credibility, as well as the extent to which teachers' use of power bases mediates this association. Participants included 294 undergraduate students from a private university in the Southwest. Results revealed that policies encouraging…

Finn, Amber N.; Ledbetter, Andrew M.

2013-01-01

54

Comparative analyses reveal discrepancies among results of commonly used methods for Anopheles gambiaemolecular form identification  

Directory of Open Access Journals (Sweden)

Full Text Available Abstract Background Anopheles gambiae M and S molecular forms, the major malaria vectors in the Afro-tropical region, are ongoing a process of ecological diversification and adaptive lineage splitting, which is affecting malaria transmission and vector control strategies in West Africa. These two incipient species are defined on the basis of single nucleotide differences in the IGS and ITS regions of multicopy rDNA located on the X-chromosome. A number of PCR and PCR-RFLP approaches based on form-specific SNPs in the IGS region are used for M and S identification. Moreover, a PCR-method to detect the M-specific insertion of a short interspersed transposable element (SINE200 has recently been introduced as an alternative identification approach. However, a large-scale comparative analysis of four widely used PCR or PCR-RFLP genotyping methods for M and S identification was never carried out to evaluate whether they could be used interchangeably, as commonly assumed. Results The genotyping of more than 400 A. gambiae specimens from nine African countries, and the sequencing of the IGS-amplicon of 115 of them, highlighted discrepancies among results obtained by the different approaches due to different kinds of biases, which may result in an overestimation of MS putative hybrids, as follows: i incorrect match of M and S specific primers used in the allele specific-PCR approach; ii presence of polymorphisms in the recognition sequence of restriction enzymes used in the PCR-RFLP approaches; iii incomplete cleavage during the restriction reactions; iv presence of different copy numbers of M and S-specific IGS-arrays in single individuals in areas of secondary contact between the two forms. Conclusions The results reveal that the PCR and PCR-RFLP approaches most commonly utilized to identify A. gambiae M and S forms are not fully interchangeable as usually assumed, and highlight limits of the actual definition of the two molecular forms, which might not fully correspond to the two A. gambiae incipient species in their entire geographical range. These limits are discussed and operational suggestions on the choice of the most convenient method for large-scale M- and S-form identification are provided, also taking into consideration technical aspects related to the epidemiological characteristics of different study areas.

Pinto João

2011-08-01

55

Environmental Awareness Among Upper Primary School Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The present study is an attempt to identify the environmental education awareness of upper primary school teachers (Grade VI to VIII in relation to type of school, gender and subject streams. Environmental Awareness Test was used for collecting data from a random sample of 200 upper primary school teachers. Statistical techniques such as mean, standard deviation and t test were applied for analysis of data. The results revealed that upper primary school teachers have average level of environmental education awareness. However, no significant differences were observed in environmental education awareness of these teachers in relation to type of school, gender and subject streams.

Vipinder Nagra

2013-08-01

56

The Cosmic Ray Observatory Project: Results of a Summer High-School Student, Teacher, University Scientist Partnership Using a Capstone Research Experience  

Science.gov (United States)

This paper reports results from evaluation of the Cosmic Ray Observatory Project (CROP), a student, teacher, scientist partnership to engage high-school students and teachers in school based cosmic ray research. Specifically, this study examined whether an intensive summer workshop experience could effectively prepare teacher—student teams to engage in cutting edge high-energy physics research. Results showed that teachers and students could acquire enough knowledge about cosmic ray physics and self-efficacy for conducting cosmic ray research during a summer workshop to be full participants in an SSP conducting research in their schools, and a capstone anchoring approach using an authentic research activity was effective for motivating student engagement in didactic classroom learning. CROP demonstrated "proof of concept" that setting up cosmic ray detector arrays in schools run by teachers and students was feasible, but found that set-up and operation in a high-school was technically difficult.

Shell, Duane F.; Snow, Gregory R.; Claes, Daniel R.

2011-04-01

57

Teacher Receptivity to Change: An Empirical Examination of Construct Validity Using the Results of Large-Scale Factor Analyses.  

Science.gov (United States)

This paper studied the construct validity of the Receptivity to Change Inventory (RCI) as a measure of teacher receptivity to change. The sample consisted of all teachers in 94 schools in 6 districts in southern Louisiana. Usable data were received from 1,921 teachers from elementary schools and secondary schools during the spring of 1992. The…

Chauvin, Sheila W.; Ellett, Chad D.

58

Principal's Leader Power, Teacher Empowerment, Teacher Compliance and Conflict.  

Science.gov (United States)

Investigates the relationship among principal leadership power; teacher empowerment; teacher compliance; and conflict within self, with peers, and with the principal, based on a survey of 250 teachers. Factor analysis and regression analysis revealed a strong association for expert power and referent power with each conflict dimension and teacher

Johnson, Patsy E.; Short, Paula M.

1998-01-01

59

THE ATTITUDES AND VIEWS OF TEACHERS AND PRE-SERVICE TEACHERS RELATED TO THE GENDER DISCRIMINATION IN SCHOOL LEADERSHIP  

Directory of Open Access Journals (Sweden)

Full Text Available Women are underrepresented in leadership positions in Turkish work life as well as in other countries. There are some social and personal barriers preventing women from managerial positions. One of the area in which women are underrepresented is school leadership. The main purpose of this study is to describe the attitudes and the views of the primary teachers and primary pre-service teachers related to the barriers preventing female teachers from attaining leadership positions in schools. In accordance with the main purpose of the study it was investigated whether there were any differences between the attitudes and the views of the primary teacher and the primary pre-service teachers. The attitudes and the views about the barriers facing female teachers in school leadership were also compared according to gender and the grades of the primary pre-service teachers. Data were collected from 114 primary teachers working in primary schools in Çayeli district and 192 primary pre-service teachers attending primary school teacher training program in the Faculty of Education in Rize University.The attitudes and the views of the primary teachers and primary pre-service teachers related to the barriers preventing female teachers from attaining leadership positions were described in two dimensions, personal attitudes and views, and social attitudes and views. Study results revealed that the attitudes and views differentiated significantly due to gender and position (teacher or pre-service teacher in both dimensions. Moreover, it was indicated that gender and the position of the primary teachers and the primary pre-service teachers have significant joint effects on the personal attitudes and views whereas joint effects of the gender and positions on the social attitudes and views were not observed at statistically significant level. As a conclusion, study results indicated that female primary teachers and female primary pre-service teachers have not negative attitudes and views for female promoting to school leadership as much as their male counterparts. However, female primary teachers and female primary pre-service teachers seemed to accept voluntarily the social female roles more than male primary teachers and male primary pre-service teachers.In accordance with the study results some suggestions were developed. First of all, it was proposed that traditional gender roles should be redefined in Turkish Educational System. Secondly, gender discrimination subject might take place in teacher training programs. Moreover, further gender studies were recommended in terms of motivation, stress, work satisfaction, work performance, work commitment and organizational culture.

Cemalettin ?PEK

2010-08-01

60

Social and psychological characteristics of the class teacher interaction with students  

Digital Repository Infrastructure Vision for European Research (DRIVER)

We summarize the results of socio-psychological studies of classroom management, performed on the basis of a theoretical model of value exchange, developed by R.L.Krichevsky. Classroom management is understood as a kind of management activity of a teacher, aimed at organizing group of students. Factor analysis revealed two major factors of the effectiveness of classroom management: the nature of the relationship between the students and their relations to the class teacher. As teacher’s act...

Petrushikhina, E. B.

2013-01-01

 
 
 
 
61

Are teacher candidates able to use educational technologies effectively? A case study in terms of standards  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present study aims at investigating the educational technology use of teacher candidates attending education faculties in Turkey in terms of NETS*T standards. The study employed 2.566 senior teacher candidates from 7 different universities in Turkey. As a result of the study, it was revealed that the teacher candidates considered themselves to have a high level of self-efficacy with respect to educational technology standards as a whole. Considering the factors, teacher candidates reporte...

Ahmet Naci Çoklar; Hatice Ferhan Odaba??

2010-01-01

62

STUDY OF ATTITUDE TOWARDS INFORMATION TECHNOLOGY AMONG COLLEGE TEACHERS  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The study was conducted on 200 college teacher's attitude towards information technology with respects to their male and female, married and unmarried, arts and science subject and rural and urban college teachers. The self made questionnaire was used to collect the data which was treated with statistical techniques. Results revealed that significant variation in the attitude towards information technology among college teachers with their sex, subject and marital status.

Eswaran, M.; Jayaraman, K.

2014-01-01

63

Changes in teacher efficacy and beliefs during a one-year teacher preparation program  

Science.gov (United States)

This study attempted to further understanding of factors affecting the teacher efficacy beliefs of secondary science preservice teachers, and to develop a model relating teacher efficacy to beliefs about teaching and students. A mixed quantitative and qualitative methodology was utilized in order to track participants' beliefs both broadly and in depth throughout a one-year teacher preparation program. Results from this analysis revealed that preservice teachers at the end of the program had significantly higher personal science teaching efficacy beliefs than at the beginning of the program. No significant difference in science teaching outcome expectancy beliefs was found, although individual preservice teachers did develop alternate beliefs. Teacher efficacy beliefs were directly affected by three of Bandura's four sources of self-efficacy beliefs---Mastery experiences, vicarious experiences, and verbal persuasion---with the influence of each source of self-efficacy information appearing to change during the course of the teacher preparation program. No evidence was found that affective states by themselves had resulted in belief changes, although many of the other experiences were more powerful because they were accompanied by an emotional incident. Connections between teacher efficacy beliefs, beliefs about students, and beliefs about teaching were uncovered, as was the importance of content knowledge and pedagogical content knowledge on a teacher's sense of efficacy.

Lockman, Alison Schirmer

64

The Interplay between EFL High School Teachers' Beliefs and Their Instructional Practices Regarding Reading Strategies  

Directory of Open Access Journals (Sweden)

Full Text Available Previous research has revealed the influential role of teachers’ beliefs in determining their professional behavior; that is, the ways they plan their lessons, the kinds of decision they make, and the methods they apply in their classrooms. The present study aimed, first, to investigate the construct of teachers’ belief systems about reading strategies among EFL high school teachers, then to explore the degree of discrepancies or consistencies between teachers’ beliefs about reading strategies and their practical teaching activities in the context of English teaching as a foreign language in high schools of Iran, Mazandaran. Based on questionnaire data from 57 teachers, teachers’ beliefs and their self-reported classroom employment of reading strategies were explored. Findings indicated that teachers believe that reading strategies play an important role in reading comprehension and that it is necessary to teach reading strategies in reading classes. The results also revealed that there is inconsistency between teachers' beliefs and their self reported classroom practice.

Mahin SALIMI

2010-04-01

65

Functional anatomy of the cardiovascular system: professional development for PreK-3 teachers using a "train and equip" method results in learning opportunities for students.  

Science.gov (United States)

Preadolescent students are interested in learning the structure and function of the human body. However, their teachers are not trained in this content. The purpose of this project was to expand a successful outreach effort in the health sciences for grade 7-12 teachers to include PreK-3 teachers. A "Healthy Hearts" workshop was offered to train the teachers in relevant content and also to give them a resource kit of supplies and equipment to facilitate the transference of the training into educational opportunities for their students. The workshop included many role-playing activities and use of all items in the resource kit. A total of 25 workshops were conducted in 14 different community locations with 716 PreK-3 teachers attending from 169 communities representing 59 (79%) of the state's 75 counties. African American (AA) teacher participation was 35%, twice the state AA population rate and 3.5x the AA public school teacher rate. Pre to Posttest scores increased an average of 15%. The results of the evaluation measures regarding the workshop and the transference of the training and use of resource kit items into learning opportunities for students were excellent. Universities have the capability, perhaps the responsibility, to provide the much-needed professional development training to PreK-12 teachers. Anatomists in medical and nonmedical school settings are well positioned to participate in this process and help close the gap between the interest young children have in learning about the human body and the lack of teacher training in this content. PMID:19177393

Burns, E Robert

2008-01-01

66

Interactive Visualization and Navigation of Web Search Results Revealing Community Structures and Bridges  

Digital Repository Infrastructure Vision for European Research (DRIVER)

With the information overload on the Internet, organization and visualization of web search results so as to facilitate faster access to information is a necessity. The classical methods present search results as an ordered list of web pages ranked in terms of relevance to the searched topic. Users thus have to scan text snippets or navigate through various pages before finding the required information. In this paper we present an interactive visualization system for content analysis of web s...

Sallaberry, Arnaud; Zaidi, Faraz; Pich, C.; Melanc?on, Guy

2010-01-01

67

What Do the California Standards Test Results Reveal about the Movement toward Eighth-Grade Algebra for All?  

Science.gov (United States)

In California, an increasing number of 8th graders have taken algebra courses since 2003. This study examines students' California Standards Test (CST) results in grades 7 through 11, aiming to reveal who took the CST for Algebra I in 8th grade and whether the increase has led to a rise in students' taking higher-level mathematics CSTs and an…

Liang, Jian-Hua; Heckman, Paul E.; Abedi, Jamal

2012-01-01

68

Results of integrated geological-geophysical investigations in Makhtesh Ramon (Israel) aimed to revealing diamondiferous associations  

Science.gov (United States)

Analysis of several geological, mineralogical, petrological and geophysical factors makes possible to select the Makhtesh Ramon erosional-tectonic structure (southern Israel) for searching of diamondiferous associations. About 200 kg of geological associations (concentrate) have been withdrawn in this area (during 2001-2002 field works) from the depth of 0.2-1 m for mineralogical-geochemical analyses. The following minerals of the anticipating diamondiferous association were revealed in the selected probes: (first group) - chrome-diopside, orange garnet, bright-crimson pyrope, picroilmenite, moissanite, corundum, perovskite, black spinel, olivine, anatase, titanomagnetite and tourmaline (including black samples). Chrome-diopside as an indicator mineral may be found only in the neighboring zone of basic pipe occurrence. Orange garnet, bright-crimson pyrope and tourmaline also are essential indicators of the presence of diamondiferous association in the studied district. Moissanite and corundum are the rarely occurring minerals indicating certain presence of buried kimberlite pipes. These minerals do not rolled and oxidized that is additional evidence of the neighboring occurrence of the indigenous rocks. Data of electronic microscopy show that the grains of (1) picroilmenite and (2) pyrope contain, respectively: (1) cobalt, chrome, magnesium and nickel and (2) chrome, magnesium and aluminum. These data indicate that both picroilmenite and pyrope have the hyper-abyssal origin. Besides above mentioned minerals, list of indicator minerals (second group) in the probes includes: hexagonal quartz, feldspars, pyroxenes (black, green, dark-green, gray-green, brown-green), magnetite, hematite, ilmenite, galenite, pyrite, limonite, small magnetic spheres (quant. matter), mica, hydro-mica, chromite, leucoxene, zircon, rutile, secondary minerals of cuprum (green and blue), calcite, etc. The last minerals (by their combined considering with the first group) are also indicators of diamond-bearing of the studied area. It should be noted that the amount of these minerals (first and second groups) is extremely high: in 200 kg of the investigated geological concentrate (selected from the loose deposits and conglomerate) till the present time (January 2003) altogether were detected more than 14,000 grains of the proposed diamondiferous association. Identification of small plates of Au and Ag as well as tracing of La, Ce, Th, Nb and Ta also maybe linked with the nearest kimberlite rock occurrence. Analysis of the studied polymineral fractions has been performed using electronic scanning raster microscope CAMSCAN-4DV with energy-dispersion Roentgen micro-analyzer Link AN10000 (binocular microscopes were applied only by initial analyzing). Examination of the performed geophysical investigations: (1a) magnetic field (applied ground observations were integrated with the previous airborn measurements), (1b) magnetic susceptibility measurements; (2) self-potential field and (3) set of physical-chemical examinations of significant features (S2+, CO2-_3, Eh{-}Pt, N0^-_3, Br^-, F^-, I^-, Cl^-, Ca2+, B^+, ClO^-_4, pH, Hg2+, Na^+, K^+, Cd2+, Cu2+ &Pb2+) using ion-selective electrodes (gradient mode was applied) testifies to high probability of discovering diamondiferous pipes (dykes) at the depths from several meters up to 30 meters. The latest important petrological identifications include discovering of blue clay (usually occurring at the top of kimberlite pipe) and yttrium phosphate (it is a known signature of kimberlite associations). Finally, the total number of recognized diamonds exceeds 400 units (size of the largest crystal is about of 1.5 mm). On basis of the mentioned positive features we can unambiguously estimating that the Makhtesh Ramon Canyon is highly perspective area for discovering indigenous diamond-containing targets.

Eppelbaum, L.; Kouznetsov, S.; Sazonova, L.; Korotaeva, N.; Surkov, A.; Smirnov, S.; Vaksman, V.; Klepatch, C.; Itkis, S.

2003-04-01

69

The Effect Of Secondary School Teachers’ Preparation Program On The Pre-service Teachers’ Self-efficacy Beliefs  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study is to investigate effect of secondary school mathematics teachers’ preparation program on the pre-service teachers’ self-efficacy. In this sense, self-efficacy beliefs towards mathematics scale developed by Umay (2001 were administered to 108 freshmen, junior and senior pre-service teachers enrolled in secondary school mathematics teachers’ education program at Karadeniz Technical University. Result revealed that junior pre-service teachers taking only mathematical content knowledge have higher self-efficacy beliefs than freshmen and senior pre-service teachers. Moreover, there is no significant difference between freshmen pre-service mathematics teachers’ self-efficacy beliefs and senior pre-service mathematics’ self-efficacy beliefs.

Fatih Karaku?

2010-12-01

70

New Teacher Perceptions of the "Teacher Leader" Movement  

Science.gov (United States)

This study explored how untenured teachers define the concept of "teacher leadership" and how this understanding is evidenced in day-to-day practice. Results suggest that new teachers view "teacher leadership" as activities necessary for promotion to higher-level administrative roles. Much less consideration was given to the notion of teacher

Nolan, Barbara; Palazzolo, Laura

2011-01-01

71

Teacher Variables As Predictors of Academic  

Directory of Open Access Journals (Sweden)

Full Text Available This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification,experience and pupils’ academic achievement in primary school mathematics. The participants of thestudy comprises of 254 primary school teachers and 120 primary school pupils. Data collected on thestudy were analysed using a stepwise multiple regression analysis. The results reveals that teacher self –efficacy and interest had significant correlation with pupils achievement scores. Teacher’s self-efficacybeing the best predictor of pupils’ academic achievement in mathematics was followed by teacher’sinterest. Attitude, qualification and experience were not significant correlation with pupil’s achievementin mathematics. The study recommended that it is high time for primary school mathematics teachers tohave a change of attitude towards the teaching of the subject so that the achievement of universal basiceducation will not be hindered. Furthermore, primary school educational authorities were called upon to ensure that only teachers who are qualified to teach the subject are employed. Not these alone, their attention was also drawn to the fact that they should design educational programmes that will enhance the teacher self- efficacy for a better prediction of pupils’ achievement in mathematics.

Adedeji TELLA

2008-10-01

72

Exoplanet hosts reveal lithium depletion: Results from a homogeneous statistical analysis  

CERN Document Server

Aims. We study the impact of the presence of planets on the lithium abundance of host stars and evaluate the previous claim that planet hosts exhibit lithium depletion when compared to their non-host counterparts. Methods. Using previously published lithium abundances, we remove the confounding effect of the different fundamental stellar parameters by applying a multivariable regression on our dataset. In doing so, we explicitly make an assumption made implicitly by different authors: that lithium abundance depends linearly on fundamental stellar parameters. Using a moderator variable to distinguish stars with planets from those without, we evaluate the existence of an offset in lithium abundances between the two groups. We perform this analysis first for stars that present a clear lithium detection exclusively and include in a second analysis upper lithium measurements. Results. Our analysis shows that under the above-mentioned assumption of linearity, a statistically significant negative offset in lithium a...

Figueira, P; Delgado-Mena, E; Adibekyan, V Zh; Sousa, S G; Santos, N C; Israelian, G

2014-01-01

73

Primary teachers and primary pre-service teachers self-efficacy beliefs and attitudes toward teaching profession  

Directory of Open Access Journals (Sweden)

Full Text Available The main purpose of this study is to compare the primary teachers and pre-service primary teachers’ self-efficacy beliefs and attitudes toward teaching profession in Turkey. Descriptive method was used in the study and the study was carried out on 180 first grade and 107 fourth grade primary pre-service teachers at the Faculty of Education in Rize University and 131 primary teachers working in the primary schools located in Çayeli (Rize district. The Attitude Scale towards Teaching Profession (Özgür, 1994 and the Turkish form of the Ohio State Teacher Efficacy Scale (Balo?lu and Karada?, 2008 were used as data gathering instrument in the study. The study results revealed that the first grade primary pre-service teachers’ scores on the attitudes towards teaching professions were statistically higher than the scores of the fourth grade primary pre-service teachers and of the primary teachers. However, the study results indicated that the teaching self-efficacy scores of the first grade pre-service teachers were statistically lower than the teaching self-efficacy scores of the fourth grade pre-service teachers and primary teachers. On the other hand, the study results showed that females’ attitudes towards teaching profession were higher than the attitudes of their male counterparts whereas self-efficacy scores did not differentiate due to the gender of the primary pre-service teachers and primary teachers. Moreover, the study results indicated that there were not any significant correlation between the self-efficacy and attitudes scores of the pre-service teachers and primary teachers.

Cemalettin 0pek

2012-10-01

74

Exoplanet hosts reveal lithium depletion. Results from a homogeneous statistical analysis  

Science.gov (United States)

Aims: We study the impact of the presence of planets on the lithium abundance of host stars and evaluate the previous claim that planet hosts exhibit lithium depletion when compared to their non-host counterparts. Methods: Using previously published lithium abundances, we remove the confounding effect of the different fundamental stellar parameters by applying a multivariable regression on our dataset. In doing so, we explicitly make an assumption made implicitly by different authors: that lithium abundance depends linearly on fundamental stellar parameters. Using a moderator variable to distinguish stars with planets from those without, we evaluate the existence of an offset in lithium abundances between the two groups. We perform this analysis first for stars that present a clear lithium detection exclusively and include in a second analysis upper lithium measurements. Results: Our analysis shows that under the above-mentioned assumption of linearity, an offset in lithium abundance between planet hosts and non-hosts is recovered. This offset is negative, showing an enhanced depletion for planetary hosts, and is a statistically significant result. By bootstrapping the error bars, we concluded that an inflation on the lithium uncertainty estimations by a factor of larger than 5 is required to render the measured offset compatible with zero at less than 3-4? and make it non-significant. We demonstrated that the offset as delivered by our method depends on the different nature of the stars in the two samples. We did so by showing that the offset is reduced down to zero if the planet-host stars are replaced by comparison stars in a mock planet-host sample. The offset is also shown to be significant at 3.75? when compared with that of a population in which planet-host and comparison tags are shuffled, representing a situation in which the tagging is decorrelated from the presence of orbiting planets. Moreover, the measured depletion is still significant when one imposes different constraints on the dataset, such as a limit in planetary mass or constrain the host temperature to around solar value. We conclude then that planet-host stars exhibit enhanced lithium depletion when compared with non-host stars.

Figueira, P.; Faria, J. P.; Delgado-Mena, E.; Adibekyan, V. Zh.; Sousa, S. G.; Santos, N. C.; Israelian, G.

2014-10-01

75

Relationship between High School Principals' Humor Styles and Teacher Leadership  

Directory of Open Access Journals (Sweden)

Full Text Available This study aimed at examining the relationship between high school teachers' perceptions of teacher leadership and school principals' humor styles. A total of 252 teachers employed in 12 high schools located in the city centre of Ankara, Turkey participated in the study. “The Humor Behavior Scale” developed by Cemalo?lu, Recepo?lu, ?ahin, Da?ç? and Köktürk (2013 and “The Teacher Leadership Scale” developed by Beycio?lu and Aslan (2010 were used to gather data. Results of the study indicated that productive-social humor style was positively and significantly correlated with such dimensions of teacher leadership as institutional improvement, professional improvement, and collaboration among colleagues. Results also revealed that the productive-social humor style was a significant predictor of institutional improvement and professional improvement. Results were discussed within the context of the improvement of the leadership behaviors of teachers.

Ali Ça?atay K?l?nç

2014-07-01

76

Teachers and Bullying Developing a Deeper Understanding of Teachers' Perceptions of Teacher-to-Student Bullying  

Science.gov (United States)

Students report that teachers bully them, but a review of the literature indicates that little attention has been given to teacher-to-student bullying. This study used a mixed-methods approach to investigate elementary teachers' perceptions of seriousness and their intent to intervene in teacher bullying incidents. Results indicated that teachers

Zerillo, Christine

2010-01-01

77

Technology Use and Acceptance in the Classroom: Results from an Exploratory Survey Study among Secondary Education Teachers in the USA  

Science.gov (United States)

Purpose: The purpose of this study is to explore the current usage and acceptance of classroom technologies by secondary math/science education teachers in one community. Design/methodology/approach: Forty-seven secondary education math and science teachers in one American city responded to a survey about their use and perceptions of technology in…

Holden, Heather; Ozok, Ant; Rada, Roy

2008-01-01

78

A Comparison of Dutch and Turkish Preservice Science Teachers' perspectives on Science Teacher Training Program  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this study is to compare Dutch and Turkish pre service science teachers’ perspectives on their science teacher training programs. Measurement instrument used in this study was prepared by the researchers in their mother tongue and then was translated into Dutch. The questionnaire has 39-items. Reliability analysis of the instrument revealed that the Cronbach-Alpha coefficient in Turkish was (.784 and in Dutch was (.804 for the whole of the instrument. Measurement instrument was administered to 143 preservice science teachers to determine their perspectives. The results showed that there are many differences and similarities on the perspectives of preservice science teachers into science teacher training programs in Turkey and Netherlands. Suggestions have been made under the light of the results.

Mustafa Ergun

2012-06-01

79

CONTINUOUS AND COMPREHENSIVE EVALUATION- A STUDY OF TEACHERS’ ATTITUDE  

Directory of Open Access Journals (Sweden)

Full Text Available This study is an attempt to find out teachers’ attitude about the system of continuous and comprehensive evaluation. The sample consisted of 100 teachers from government and non-government schools of Dist. Sonipat, Haryana. For the collection of data, the investigator used, “Teachers attitude scale towards continuous comprehensive evaluation” developed by Dr. Vishal Sood and Dr. Arti Anand. The result of the study revealed that most of the teachers have highly favourable attitude towards CCE. The overall results indicated that there is significant difference between the attitude of school teachers towards continuous comprehensive evaluation in relation to the nature of the school but teachers have a same kind of attitude towards CCE in relation to their subjects and teaching experience.

Indu Rathee

2014-09-01

80

Japanese EFL Teachers' Perceptions of Communicative, Audiolingual and Yakudoku Activities  

Directory of Open Access Journals (Sweden)

Full Text Available In recent years, the learning of English as a Foreign Language in Japanese high schools has become the focus of new educational policies applied at the national level. One of these is The Course of Study issue by the Ministry of Education, in which teachers are, for the first time in a long series of curriculum guidelines, adjured to develop students' "positive attitudes towards communicating in English." Another is the JET program, which has put thousands of native English speaking assistant language teachers (ALTs into Japanese secondary classrooms for the purpose of team teaching with Japanese teachers. Data resulting from a survey project of 876 Japanese high school English teachers was used to provide empirical evidence of teachers' levels of approval of communicative, audiolingual and traditional (yakudoku activities. Teachers were also asked to rate the strengths of a variety of influences on their instruction, including university entrance exams, and pre- and in-service teacher education programs. Teachers' perceptions of both activities and instructional influences were examined in light of teachers' length of career, type of school (private versus public, academic versus vocational, and level of contact with an ALT. The data revealed the complexities of imposing broad, national educational policies on a diverse group of teachers, and in an educational culture which likely precludes teachers' use of communicative activities.

Greta Gorsuch

2001-03-01

 
 
 
 
81

Interobserver reliability in musculoskeletal ultrasonography: results from a "Teach the Teachers" rheumatologist course.  

DEFF Research Database (Denmark)

OBJECTIVE: To assess the interobserver reliability of the main periarticular and intra-articular ultrasonographic pathologies and to establish the principal disagreements on scanning technique and diagnostic criteria between a group of experts in musculoskeletal ultrasonography. METHODS: The shoulder, wrist/hand, ankle/foot, or knee of 24 patients with rheumatic diseases were evaluated by 23 musculoskeletal ultrasound experts from different European countries randomly assigned to six groups. The participants did not reach consensus on scanning method or diagnostic criteria before the investigation. They were unaware of the patients' clinical and imaging data. The experts from each group undertook a blinded ultrasound examination of the four anatomical regions. The ultrasound investigation included the presence/absence of joint effusion/synovitis, bony cortex abnormalities, tenosynovitis, tendon lesions, bursitis, and power Doppler signal. Afterwards they compared the ultrasound findings and re-examined the patients together while discussing their results. RESULTS: Overall agreements were 91% for joint effusion/synovitis and tendon lesions, 87% for cortical abnormalities, 84% for tenosynovitis, 83.5% for bursitis, and 83% for power Doppler signal; kappa values were good for the wrist/hand and knee (0.61 and 0.60) and fair for the shoulder and ankle/foot (0.50 and 0.54). The principal differences in scanning method and diagnostic criteria between experts were related to dynamic examination, definition of tendon lesions, and pathological v physiological fluid within joints, tendon sheaths, and bursae. CONCLUSIONS: Musculoskeletal ultrasound has a moderate to good interobserver reliability. Further consensus on standardisation of scanning technique and diagnostic criteria is necessary to improve musculoskeletal ultrasonography reproducibility.

Naredo, ee.; MØller, I.

2006-01-01

82

Learners' Performance in Doing Task with and without Teacher’s Presence  

Directory of Open Access Journals (Sweden)

Full Text Available Recently task-based language teaching has attracted many researchers’, testers’ and syllabus designers’ attention and consequently a lot of studies are carried out in this field. This study was conducted in the task-based realm too. The main purpose of this study was to investigate the effect of teacher’s presence on learners’ performance in doing task with and without teacher presence. The participants of this were forty (40 EFL intermediate male and female English learners who were chosen randomly. The results of statistical analysis of the collected data revealed that teacher’s presence affected the participants’ oral performance in terms of fluency but not their accuracy and complexity. The findings of this study have implications for language teaching, testing and syllabus design.

Massoud Rahimpour

2011-06-01

83

Learners’ Beliefs of an Effective Teacher: A Case of Iranian Context  

Directory of Open Access Journals (Sweden)

Full Text Available

The influence that teachers have on learners’ achievements is unquestionable. Learners’ beliefs and perspectives are also considered as a determining factor in their academic achievements. Sixty students from the University of Tehran’s Center for Extra Curricular Activities participated in this study. The participants’ perception of their teachers in different aspects, such as Personality of the teacher, Proficiency of the teacher, Teaching skills, was investigated. The findings revealed that teaching skills were viewed, by learners, as the most influential characteristic of a teacher. Proficiency and personality of a teacher were ranked second and third accordingly. The results of the study had certain implications for teachers and teacher educators.

Parisa Daftarifard

2011-01-01

84

[School teachers' knowledge, attitudes and behaviors towards road safety: results from a multicenter cross-sectional study in Italy].  

Science.gov (United States)

The aim of this study is to investigate knowledge, attitudes and behaviors of secondary school teachers towards traffic safety behaviors. The study is concerning data coming from a cross-sectional study using a self-administered questionnaires filled in by school teachers of Lazio and Campania regions. 262 teachers entered into the study. Among the scooter holders, 69.2% did use helmet; 95.8% of people who drives car uses seatbelts. The scooter and bicycle helmet is considered useful for 99.6% and 57.4% of participants. The accident rate depends on the means of transportation used: 10.8% and 19% for bicycle and scooter riders, respectively, and 44.6%for the car drivers. Regarding injuries using a bicycle, teachers with less than 40 years are less involved in accidents compared to the over 40 years (OR = 0.19; p = 0.05), as well as teachers who are married (OR = 0.16; p = 0.03) compared to the other group (single/widowed/divorced). Car accidents involve less frequently women (OR = 0.60; p = 0.05) compared to males. Road accidents prevention is part of the health priorities indicated in the National Health Plan, the National Prevention Plan and Regional Prevention Plans. School teachers' can play an important role in students' education on road safety, and there is the need to improve knowledge and behaviors in this field. PMID:22913172

Miccoli, S; Giraldi, G; Boccia, A; La Torre, G

2012-01-01

85

Excellent Mentor Teachers’ Skills in Mentoring for Pre-Service Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available This study aims to identify the performances of 76 Taiwanese awarded mentor teachers inmentoring pre-service teachers by analyzing their written reports related to mentoringprocesses. An inductive content analysis method was used to construct headings and codes inrelation to mentoring skills. The analytical result reveals that 448 headings were formed andwere further categorized into six groups, reported as six mentoring skills. The mentoringskills rank-order from high to low frequencies are as follows: employing the built model as aframework for teaching guidance, guiding interpersonal interactions, fostering careercompetitive ability, encouraging reflections on internship experiences, creating mentoringplan through discussions with pre-service teachers, and giving emotional supports. Like theprevious studies, the study finding reveals that the person-oriented supports like givingemotional supports, only accounting for 1.3%, seem to be unusually used by Taiwanesementor teachers.

Shih-Hsiung Liu

2014-07-01

86

Attitude of teachers towards the inclusion of special needs children in general education classroom: the case of teachers in some selected schools in Nigeria  

Directory of Open Access Journals (Sweden)

Full Text Available Attitudes about inclusion are extremely complex and vary from teacher to teacher and schoolto school. This article explores the attitudes of teachers about inclusion of special needschildren in their secondary schools in general education. This study adopted a descriptivesurvey research design, with 60 teachers as participants from selected secondary schools inOyo State, Nigeria. Four hypotheses were postulated at the significant level of .05. Theinstrument, a questionnaire with question items on demographic information like gender,marital status, professionalism and teaching experience has a general reliability coefficientalpha of .83. A t-test method of analysis was the main statistical method used to test the 4generated hypotheses. The findings revealed that the attitude of male teachers is 39.4, whilethat of female teacher is 43.3, thus, the t-test analysis shows that the calculated t-test is2.107, which is greater than the critical t (t=1.960. This implies that female teachers havemore positive attitude towards the inclusion of special needs students than their malecounterparts. Furthermore, the results reveal that significant difference exists betweenmarried and single teachers in their attitude towards special need students. And thatprofessionally qualified teacher tends to have a more favourable attitude towards theinclusion of special need students than their non-professional qualified teachers. It wasrecommended that teachers should attend seminars and conferences to improve theirknowledge about ways of practicing and accepting inclusion for a better tomorrow for ourspecial needs children in Nigeria.

Samuel Olufemi ADENIYI

2009-06-01

87

Colonic perforation resulting from ingested chicken bone revealing previously undiagnosed colonic adenocarcinoma: report of a case and review of literature  

Directory of Open Access Journals (Sweden)

Full Text Available Abstract An 86 year old male with a four-day history of nonspecific gastrointestinal symptoms was found on colonoscopy to have evidence of sigmoid colon obstruction and possible perforation. Emergent operative exploration revealed diffuse peritonitis, sigmoid perforation, adjacent dense adhesions, and a foreign body protruding through the perforated area. Pathologic examination showed the foreign body to be a sliver of bone consistent with chicken bone and the sigmoid subacute perforation to be associated distally with a circumferential ulcerated obstructing mass, microscopically seen to be transmurally infiltrating adenocarcinoma, signet-ring cell type. There was extensive acute and organizing peritonitis, 100% Escherichia coli was cultured from peritoneal fluid, and the patient died two days postoperatively with sepsis and hypotension. This appears to be the fifth reported case of colonic perforation resulting from foreign body perforation due to previously undiagnosed adenocarcinoma. The four previously reported cases were all deeply invasive adenocarcinoma of sigmoid colon, and the foreign bodies included three chicken/poultry bones and a metallic staple. These five cases are highly unusual examples of a potentially lethal malignant neoplasm being clinically revealed by a usually (but not always innocuous event, the ingestion of a small foreign body.

Ulusarac Ozlem

2011-02-01

88

Colonic perforation resulting from ingested chicken bone revealing previously undiagnosed colonic adenocarcinoma: report of a case and review of literature.  

Science.gov (United States)

An 86 year old male with a four-day history of nonspecific gastrointestinal symptoms was found on colonoscopy to have evidence of sigmoid colon obstruction and possible perforation. Emergent operative exploration revealed diffuse peritonitis, sigmoid perforation, adjacent dense adhesions, and a foreign body protruding through the perforated area. Pathologic examination showed the foreign body to be a sliver of bone consistent with chicken bone and the sigmoid subacute perforation to be associated distally with a circumferential ulcerated obstructing mass, microscopically seen to be transmurally infiltrating adenocarcinoma, signet-ring cell type. There was extensive acute and organizing peritonitis, 100% Escherichia coli was cultured from peritoneal fluid, and the patient died two days postoperatively with sepsis and hypotension. This appears to be the fifth reported case of colonic perforation resulting from foreign body perforation due to previously undiagnosed adenocarcinoma. The four previously reported cases were all deeply invasive adenocarcinoma of sigmoid colon, and the foreign bodies included three chicken/poultry bones and a metallic staple. These five cases are highly unusual examples of a potentially lethal malignant neoplasm being clinically revealed by a usually (but not always) innocuous event, the ingestion of a small foreign body. PMID:21333012

McGregor, Douglas H; Liu, Xiaoying; Ulusarac, Ozlem; Ponnuru, Kimberly D; Schnepp, Stephanie L

2011-01-01

89

Targeted resequencing of 9p in acute lymphoblastic leukemia yields concordant results with array CGH and reveals novel genomic alterations.  

Science.gov (United States)

Genetic alterations of the short arm of chromosome 9 are frequent in acute lymphoblastic leukemia. We performed targeted sequencing of 9p region in 35 adolescent and adult acute lymphoblastic leukemia patients and sought to investigate the sensitivity of detecting copy number alterations in comparison with array comparative genomic hybridization (aCGH), and besides, to detect novel genetic anomalies. We found a high concordance of copy number variations (CNVs) as detected by next generation sequencing (NGS) and aCGH. By both methodologies, the recurrent deletion at CDKN2A/B locus was identified, whereas NGS revealed additional, small regions of CNVs, seen more frequently in adult patients, while aCGH was better at detecting larger CNVs. Also, by NGS, we detected novel structural variations, novel SNVs and small insertion/deletion variants. Our results show that NGS, in addition to detecting mutations and other genetic aberrations, can be used to study CNVs. PMID:23333812

Sarhadi, Virinder Kaur; Lahti, Leo; Scheinin, Ilari; Tyybäkinoja, Anne; Savola, Suvi; Usvasalo, Anu; Räty, Riikka; Elonen, Erkki; Ellonen, Pekka; Saarinen-Pihkala, Ulla M; Knuutila, Sakari

2013-09-01

90

Teacher Control and Affiliation: Do Students and Teachers Agree?  

Science.gov (United States)

Using an interpersonal circumplex model, we examined whether teachers and students in secondary education apply a similar frame of reference when thinking about how a teacher relates to students. We also examined the alignment of teacher and student perceptions of two dimensions of the teacher-student relationship: Control and Affiliation. Results

Brekelmans, Mieke; Mainhard, Tim; den Brok, Perry; Wubbels, Theo

2011-01-01

91

EFL Teachers' Self-regulation and Job Performance  

Directory of Open Access Journals (Sweden)

Full Text Available The current study explored the relationship between Iranian EFL teachers' self-regulation and job performance. To empirically explore the postulated correlation between teachers' self-regulation and job performance, 80 EFL teachers from various language institutes in Mashhad were asked to complete the "Teachers Self-Regulation Scale" and the "Job Performance Scale". The results of the finding confirmed the hypothesized relationship between teachers' self-regulation and job performance. Moreover, the result of Step-Wise Regression Analysis revealed that mastery goal orientation among sub-components of self-regulation was the best predicator of job performance. Finally, the results were discussed in details and implications were recommended.

Atiyeh Kamyabi Gol

2013-10-01

92

Development of Mentor Teacher Role Inventory  

Science.gov (United States)

This study aimed to develop and investigate the validity and reliability of the Mentor Teacher Role Inventory (MTRI). A total of 1843 student teachers in the Distance English Teacher Training Program participated in the study. The 58 items of the Mentor Teacher Role Inventory underwent principal factor analysis, which revealed nine factors…

Koc, Ebru Melek

2011-01-01

93

LETs and NETs: Exploring How Teachers from Diverse Cultural Backgrounds Impact Student Motivation and Preferences  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper, an exploratory case study, examines how students’ preferences and motivation to learn English are influenced by their perceptions of teaching practices – both of native English teachers and local English teachers. To better understand the context of this research question, this study adopts a method of triangulation in collecting data: classroom observation, student interviews and teacher interviews. For intrinsic motivation, results reveal that Chinese students prefer a na...

Ruth Wong

2013-01-01

94

Teacher Variables As Predictors of Academic Achievement of Primary School Pupils Mathematics  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study examined the relationship between Teacher self- efficacy, interest, attitude, qualification,experience and pupils’ academic achievement in primary school mathematics. The participants of thestudy comprises of 254 primary school teachers and 120 primary school pupils. Data collected on thestudy were analysed using a stepwise multiple regression analysis. The results reveals that teacher self –efficacy and interest had significant correlation with pupils achievement scores. Teach...

Tella, Adedeji

2008-01-01

95

German-Algerian University Exchange from the Perspective of Students and Teachers: Results of an Intercultural Survey  

Science.gov (United States)

Academic exchange programs provide students and teachers with the opportunity to study or work temporarily at educational institutions abroad. For exchange programs to be successful in promoting intercultural education, they must be designed with their participants in mind. The present study constitutes an investigation of attitudes and…

Doring, Nicola; Lahmar, Kamel; Bouabdallah, Mohamed; Bouafia, Mohamed; Bouzid, Djamel; Gobsch, Gerhard; Runge, Erich

2010-01-01

96

Trial sequential analysis reveals insufficient information size and potentially false positive results in many meta-analyses  

DEFF Research Database (Denmark)

OBJECTIVES: To evaluate meta-analyses with trial sequential analysis (TSA). TSA adjusts for random error risk and provides the required number of participants (information size) in a meta-analysis. Meta-analyses not reaching information size are analyzed with trial sequential monitoring boundaries analogous to interim monitoring boundaries in a single trial. STUDY DESIGN AND SETTING: We applied TSA on meta-analyses performed in Cochrane Neonatal reviews. We calculated information sizes and monitoring boundaries with three different anticipated intervention effects of 30% relative risk reduction (TSA(30%)), 15% (TSA(15%)), or a risk reduction suggested by low-bias risk trials of the meta-analysis corrected for heterogeneity (TSA(LBHIS)). RESULTS: A total of 174 meta-analyses were eligible; 79 out of 174 (45%) meta-analyses were statistically significant (Por=0.05) meta-analyses, TSA(30%) showed absence of evidence in 80% (insufficient information size). TSA(15%) and TSA(LBHIS) found that 95% and 91% had absence of evidence. The remaining nonsignificant meta-analyses had evidence of lack of effect. CONCLUSION: TSA reveals insufficient information size and potentially false positive results in many meta-analyses Udgivelsesdato: 2008/8

Brok, J.; Thorlund, K.

2008-01-01

97

The Evaluation of Computer-Mediated Technology by Second Language Teachers: Collaboration and Interaction in CALL  

Science.gov (United States)

This study presents the results of a web-based questionnaire administered to 166 second language teachers and designed to obtain information about their use and needs of information and communication technologies (ICTs) as related to language learning (LL). Analyses revealed that, although teachers believe that second language acquisition is…

del Puerto, Francisco Gallardo; Gamboa, Eider

2009-01-01

98

The Investigation of the Attitudes of Geography Teachers towards Environment in Turkey  

Science.gov (United States)

This study was carried out to reveal whether the attitudes of the geography teachers in Turkey towards the environment change according to different variables, using ''Attitude Scale" for 404 geography teachers working in various high schools throughout the country. The data were analysed by SPSS statistical software. The result

Karakus, Ufuk

2013-01-01

99

Attitudes toward Communication Skills among Students'-Teachers' in Jordanian Public Universities  

Science.gov (United States)

The present study was carried out to determine the positive and negative attitudes among 289 students of class teachers and childhood teachers' disciplines using the communication skills attitude scale (CSAS) in Jordanian public universities. GPA, year level of students were recorded. Overall results of study revealed that the mean of positive…

Ihmeideh, Fathi M.; Al-Omari, Aieman Ahmad; Al-Dababneh, Kholoud A.

2010-01-01

100

Investigation of the impacts of physical environment on teacher-child communication  

Directory of Open Access Journals (Sweden)

Full Text Available This study was carried out to reveal the effects of physical environment in pre-school education on teacher-child communication. The sample of the study is composed of 42 nursery classes and their teachers in primary schools affiliated with Konya Provincial Directorate of National Education. The study was conducted in survey model. In the study, “The Early Childhood Environment Rating Scale- the sub-dimensions of Classroom Space and Furnishings” was used to assess physical environment and “Teacher-Child Communication Questionnaire” which was developed by the researchers was used to assess teacher-child communication. The relation between physical environment and teacher-child communication was tested with Spearman Correlation. The results of the study revealed that teacher-child communication is a significantly related with ECER-S daily care, play and learning space sub-scale and furnishings for relaxation and comfort sub-scale.

Filiz Erbay*

2011-08-01

 
 
 
 
101

A Study of Students and Teachers' Preferences and Attitudes towards Correction of Classroom Written Errors in Saudi EFL Context  

Directory of Open Access Journals (Sweden)

Full Text Available It is no doubt that teacher written feedback plays an essential role in teaching writing skill. The present study, by use of questionnaire, investigates Saudi EFL students' and teachers' preferences and attitudes towards written error corrections. The study also aims at identifying the difficulties encountered by teachers and students during the feedback process. The questionnaire findings reveal that both teachers and students have positive attitudes towards written error correction. The study also shows that while teachers and students share such common preferences as the importance of error correction and the types of errors, there are considerable discrepancies as to the techniques of error correction. For instance, students favor the overall correction, whereas most teachers do not. However, the results show that students prefer teacher correction to peer and self-correction. Moreover, both the teachers and students have encountered a number of difficulties, so suggestions have been investigated so as to deal with the problems.

Arafat Hamouda

2011-08-01

102

HIGHER SECONDARY TEACHER'S ATTITUDE TOWARDS E-LEARNING  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The study was intended to find out the Attitude towards E-Learning of Higher Secondary Teachers in Madurai District, Tamil Nadu, India. Random Sampling Technique was used to compose a sample of 700 Higher Secondary Teachers. Mean, Standard Deviation and t values were calculated for the analysis of data. The result revealed that the Gender, Locality had no significant difference but, Teaching subject, Teaching experience and Internet users exhibited significant difference in respect of their A...

Naga Subramani, P. C.

2014-01-01

103

Mathematics Teachers' Beliefs and Teaching Practices  

Directory of Open Access Journals (Sweden)

Full Text Available Problem statement: The connection between teachers? beliefs and their practices are inconsistent among researchers. Previous experiences had become one of the factors involved in the fundamental process of teachers? learning and the beliefs system. Approach: This study was conducted to determine the mathematics secondary school teachers? beliefs and teaching practices. A total of 51 teachers from seven secondary schools were grouped according to their teaching experience and a set of questionnaires were given to them in order to get their responses on mathematics beliefs and their teaching practices. The dimensions of mathematics beliefs consist of beliefs towards the nature of mathematics, beliefs towards mathematics teaching and beliefs towards mathematics learning. Results: The result revealed no difference between the less-experienced and more-experienced teachers in the aspects of mathematics beliefs. There was a moderate significant correlation between their mathematics beliefs and teaching practices. Conclusion: The establishment of good mathematical beliefs would lead teachers to positive and effective teaching practices.

Siti Mistima Maat

2012-01-01

104

The Australian Science Teacher: A Typology of Teacher-Student Interpersonal Behaviour in Australian Science Classes  

Science.gov (United States)

This study reports the first development in Australia of science teacher typologies of teacher-student interpersonal behaviour. Students' perceptions of teacher-student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal…

Rickards, Tony; Den Brok, Perry; Fisher, Darrell

2005-01-01

105

Exploring professional development experiences: Teachers' and facilitators' perceptions of Alabama Science in Motion  

Science.gov (United States)

Teachers are often disillusioned because most of the professional development that they receive is inadequate (Chappuis, Chappuis, & Stiggins, 2009; Borko, 2004). With that in mind, reform efforts have placed attentive measures on the classroom and the way teachers can improve their instructional practices. The purpose of this study was to explore biology and chemistry teachers' and facilitators' perceptions of the Alabama Science in Motion (ASIM) professional development experience. Furthermore, the researcher conducted this study to determine whether or not ASIM had an impact on teachers' classroom instruction. The results of this study were significant in that it allows for policy makers to analyze the effect that the ASIM experience has on reforming and restructuring science education. A mixed-method research design was utilized. Data was gathered from teachers and facilitators via survey and focus group interview responses. The population consisted of teachers who were trained with ASIM modules and facilitators who trained teachers in the area of biology and chemistry. A statistical data analysis was employed using the Pearson r correlation coefficient test (Pearson r). The results of this study revealed that effective professional development has an impact on teachers' classroom instruction. Teachers and facilitators believed that ASIM made them more effective as a teacher and contributed strongly to their students' understanding of biology and chemistry. Moreover, teachers and facilitators believed that the ASIM modules assisted them in the implementation of the standards on the Alabama Course of Study.

Burruss, Linda D.

106

Who Needs to Fit in? Who Gets to Stand out? Communication Technologies Including Brain-Machine Interfaces Revealed from the Perspectives of Special Education School Teachers Through an Ableism Lens  

Directory of Open Access Journals (Sweden)

Full Text Available Some new and envisioned technologies such as brain machine interfaces (BMI that are being developed initially for people with disabilities, but whose use can also be expanded to the general public have the potential to change body ability expectations of disabled and non-disabled people beyond the species-typical. The ways in which this dynamic will impact students with disabilities in the domain of special education is explored. Data was drawn from six special education school teachers from one school in Calgary, Alberta. Five sub-themes (social acceptance, not adding to the impairment, fear of judgement by society, pursuing “normality” and meeting the demands of society were identified that fit under the main identified theme of “fitting in by not standing out”. Findings demonstrate a dichotomy in participant views of non- or socially acceptable communication devices. The perception of BMI technology was also explored among special education school teachers, revealing benefits and challenges with the uptake of this technology for students with disabilities. Perceptions of people with disabilities and ableism are presented as conceptual frameworks to interpret the influence and impact of the findings.

Gregor Wolbring

2013-02-01

107

Reflection in Teacher Education Programmes for Novice EFL Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The present paper focuses on the concept of reflection as an integral component of professional English Foreign Language teacher education. Many scholars have acknowledged its paramount importance in teachers’ training and development and the relevant literature reveals that reflection may herald the beginning of a true learning process towards professional growth, productive change and professional autonomy. Thus, it appears as an imperative need to evaluate whether teacher preparation programmes develop reflective abilities in their trainees. It is primarily for this reason that the study seeks to investigate whether the compulsory, induction training programme offered by the Greek State for the newly appointed English Foreign Language teachers (P.E.K. induction training programme grants them sufficient space, time and support to engage in reflective thought and action consciously and creatively. The research that is conducted employs the questionnaire as its methodological tool with a view to collecting sufficient data, whose analysis will lead to valuable conclusions. The results show that the training programme under investigation bears a great weakness since it marginalises the role of reflection leaving its rich potential unexploited. The findings provide a strong case for assigning greater value to reflective practices and for enhancing the quality of reflection in the specific induction training programme through the adoption of various promising techniques.

Panagiota G. Karkaletsi

2010-02-01

108

EFL Teachers’ Perceptions on Blackboard Applications  

Directory of Open Access Journals (Sweden)

Full Text Available The widespread availability of technological infrastructure has enhanced the adoption of learning management systems (LMSs in educational institutions. Blackboard is one of the most popular marketable LMSs adopted in higher education institutions. As some previous studies have viewed that positive perceptions played a vital role in adopting new technologies, this paper aims to investigate teachers’ perceptions on blackboard applications in the context of teaching English as a foreign language (EFL. To gather data, 32 EFL university teachers from Saudi Arabia were surveyed and interviewed about their perceptions toward the use of the blackboard. The results from the data instruments reveal that EFL teachers have positive perceptions on Blackboard applications to English language teaching. Most teachers view Blackboard as a structured e-learning platform that helps improve the teacher-student relationship in a course and aids to make teaching English more successful. The study findings; however, revealed that the use of blackboard as a blending learning is still focusing on administrative issues rather than pedagogical significance for language learning. Recommendations and directions for future research are highlighted at the end of this article.

Mohammed Ali Mohsen

2014-10-01

109

Formação continuada de professores e resultados dos alunos no SARESP: propostas e realizações Teacher continued education and the results of pupils in the SARESP exam: proposals and achievements  

Directory of Open Access Journals (Sweden)

Full Text Available O presente trabalho apresenta resultados obtidos por meio da pesquisa realizada entre 2005 e 2006, intitulada Uso dos resultados do SARESP: o papel da avaliação nas políticas de formação docente, cujo propósito foi analisar possibilidades e limites da utilização dos resultados obtidos pelos alunos no Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (SARESP para a formulação e o direcionamento de políticas de formação de professores. As preocupações recaíram sobre os programas de formação em língua portuguesa para o ensino fundamental. Foram visitadas quatro das treza diretorias regionais de ensino da capital do Estado de São Paulo a fim de conhecer o trabalho de formação docente realizado e analisar em que medida ele se relacionava aos dados obtidos no SARESP. O estudo qualitativo teve como principal estratégia a enquete exploratória, com uso de roteiros de entrevista e de observação semiestruturados. O referencial teórico sintetizou contribuições de Dennis Palumbo (1998 e de Marcus Figueiredo e Argelina Figueiredo (1986 para a compreensão do conceito e das etapas da política pública, assim como de Elba Barreto e Regina Pinto (2001, Blaine Worthen, James Sanders e Jody Fitzpatrick (2004 e Almerindo Afonso (1998 a respeito da discussão da avaliação de programas, entre outros. Concluiu-se que, apesar de a documentação dos programas de formação e o SARESP declararem que há relação entre os resultados da avaliação e os programas propostos, a concretização desse propósito depende do engajamento dos profissionais presentes nas diretorias de ensino. As ações formais da Secretaria da Educação para induzir esse uso de resultados não se mostraram suficientes para assegurar o pretenso vínculo entre avaliação e formação docente.This work presents results of a study conducted between 2005 and 2006 entitled The use of the results of the SARESP Exam: the role of assessment in teacher education policies (Uso dos resultados do SARESP: o papel da avaliação nas políticas de formação docente, whose purpose was to analyze possibilities and limits of the use of the results obtained by pupils in the SARESP Exam (School Performance Assessment System of the State São Paulo to formulate and direct teacher education policies. The attention was focused on education programs for teachers of Portuguese Language to pupils in fundamental education. Four out of the thirteen Regional Education Directorships of the State of São Paulo were visited to gain acquaintance with the teacher education programs they developed and to investigate to what extent they could be related to the results achieved in the SARESP exam. The qualitative study adopted as its main strategy the exploratory survey, with the use of semi-structured interview and observation scripts. The theoretical framework employed brought together contributions by Dennis Palumbo (1998 and Marcus Figueiredo and Argelina Figueiredo (1986 to understand the concept and stages of public policy, as well as by Elba Barreto and Regina Pinto (2001, Blaine Worthen, James Sanders and Jody Fitzpatrick (2004, and by Almerindo Afonso (1998 on the discussion about assessment programs, among others. It concludes that, the statements in the teacher education program and in the SARESP documentations about the correlation between the former and pupil assessment results notwithstanding, the actual achievement of positive results depends on the effective commitment of the professionals working at the Education Directorships. Formal actions by the Secretariat for Education to foster this use of the results have proved insufficient to ensure the proposed link between pupil assessment and teacher education.

Adriana Bauer

2011-12-01

110

Formação continuada de professores e resultados dos alunos no SARESP: propostas e realizações / Teacher continued education and the results of pupils in the SARESP exam: proposals and achievements  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese O presente trabalho apresenta resultados obtidos por meio da pesquisa realizada entre 2005 e 2006, intitulada Uso dos resultados do SARESP: o papel da avaliação nas políticas de formação docente, cujo propósito foi analisar possibilidades e limites da utilização dos resultados obtidos pelos alunos n [...] o Sistema de Avaliação do Rendimento Escolar do Estado de São Paulo (SARESP) para a formulação e o direcionamento de políticas de formação de professores. As preocupações recaíram sobre os programas de formação em língua portuguesa para o ensino fundamental. Foram visitadas quatro das treza diretorias regionais de ensino da capital do Estado de São Paulo a fim de conhecer o trabalho de formação docente realizado e analisar em que medida ele se relacionava aos dados obtidos no SARESP. O estudo qualitativo teve como principal estratégia a enquete exploratória, com uso de roteiros de entrevista e de observação semiestruturados. O referencial teórico sintetizou contribuições de Dennis Palumbo (1998) e de Marcus Figueiredo e Argelina Figueiredo (1986) para a compreensão do conceito e das etapas da política pública, assim como de Elba Barreto e Regina Pinto (2001), Blaine Worthen, James Sanders e Jody Fitzpatrick (2004) e Almerindo Afonso (1998) a respeito da discussão da avaliação de programas, entre outros. Concluiu-se que, apesar de a documentação dos programas de formação e o SARESP declararem que há relação entre os resultados da avaliação e os programas propostos, a concretização desse propósito depende do engajamento dos profissionais presentes nas diretorias de ensino. As ações formais da Secretaria da Educação para induzir esse uso de resultados não se mostraram suficientes para assegurar o pretenso vínculo entre avaliação e formação docente. Abstract in english This work presents results of a study conducted between 2005 and 2006 entitled The use of the results of the SARESP Exam: the role of assessment in teacher education policies (Uso dos resultados do SARESP: o papel da avaliação nas políticas de formação docente), whose purpose was to analyze possibil [...] ities and limits of the use of the results obtained by pupils in the SARESP Exam (School Performance Assessment System of the State São Paulo) to formulate and direct teacher education policies. The attention was focused on education programs for teachers of Portuguese Language to pupils in fundamental education. Four out of the thirteen Regional Education Directorships of the State of São Paulo were visited to gain acquaintance with the teacher education programs they developed and to investigate to what extent they could be related to the results achieved in the SARESP exam. The qualitative study adopted as its main strategy the exploratory survey, with the use of semi-structured interview and observation scripts. The theoretical framework employed brought together contributions by Dennis Palumbo (1998) and Marcus Figueiredo and Argelina Figueiredo (1986) to understand the concept and stages of public policy, as well as by Elba Barreto and Regina Pinto (2001), Blaine Worthen, James Sanders and Jody Fitzpatrick (2004), and by Almerindo Afonso (1998) on the discussion about assessment programs, among others. It concludes that, the statements in the teacher education program and in the SARESP documentations about the correlation between the former and pupil assessment results notwithstanding, the actual achievement of positive results depends on the effective commitment of the professionals working at the Education Directorships. Formal actions by the Secretariat for Education to foster this use of the results have proved insufficient to ensure the proposed link between pupil assessment and teacher education.

Adriana, Bauer.

2011-12-01

111

Teacher Trainees’ Use of Computer-Mediated Tasks in Teaching English as a Second Language: A Preliminary Study  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study is to identify the level of use of technology-mediated tasks amongst teacher trainees during their teaching practicum. This article reports a survey conducted with 63 teacher trainees and a semi-structured interview conducted with nine lecturers in a TESL programme at a Malaysian university. The result of the quantitative and qualitative tools revealed that the majority of the teacher trainees had positive perceptions towards the use of computer-mediated tasks. The thematic anal...

Misrah Hamisah Mohamed; Mohamed Amin Embi

2013-01-01

112

Reflection in Teacher Education Programmes for Novice EFL Teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present paper focuses on the concept of reflection as an integral component of professional English Foreign Language teacher education. Many scholars have acknowledged its paramount importance in teachers’ training and development and the relevant literature reveals that reflection may herald the beginning of a true learning process towards professional growth, productive change and professional autonomy. Thus, it appears as an imperative need to evaluate whether teacher preparation pro...

Karkaletsi, Panagiota G.

2010-01-01

113

University Teachers' Job Dissatisfaction: Application of Two-Factor Theory--A Case of Pakistani Education System  

Science.gov (United States)

This qualitative case study presents the reasons of teachers' job dissatisfaction in the government educational institutes in Pakistan. This case study is based on the two factor theory of Herzberg. The results of this case study reveal four core factors that cause job dissatisfaction among teachers in the public sector universities in developing…

Mir, Imran Anwar

2012-01-01

114

The Impact of Lifelong Learning Teacher Education in Secondary School Results El Impacto de la Formación Permanente del Profesorado de Educación Secundaria en los Resultados Escolares.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Studies dealing with factors which have an influence on students outcomes are reviewed, teacher variables and teacher training are among their most common findings to influence school achievement. This study analyses the variable in-service teacher training on students? academic achievement. The analysis levels are departments and schools, being department the level where the relation among variables is more significative. There are significative correlations between the in-service teacher tr...

Paula González-Vallinas; David Oterino; José Luis San Fabián

2006-01-01

115

Teacher education and higher learning.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Recent years .have witnessed moves in many countries to establish teaching as an all-graduate career. At the level of initial teacher education, certificate and diploma courses have gradually given way to courses leading to Bachelor's degrees, and for teachers qualified for a number of years under the older systems the number of in-service courses leading to degrees has increased. These moves reveal a significant shift in the way their work is viewed by the majority of teachers themselves ...

Hogan, Padraig

1982-01-01

116

Functional Anatomy of the Cardiovascular System: Professional Development for PreK-3 Teachers Using a "Train and Equip" Method Results in Learning Opportunities for Students  

Science.gov (United States)

Preadolescent students are interested in learning the structure and function of the human body. However, their teachers are not trained in this content. The purpose of this project was to expand a successful outreach effort in the health sciences for grade 7-12 teachers to include PreK-3 teachers. A "Healthy Hearts" workshop was offered to train…

Burns, E. Robert

2008-01-01

117

Functional Anatomy of the Cardiovascular System: Professional development for PreK-3 teachers using a ÃÂTrain and equipÃÂ Method Results in Learning Opportunities for Students  

Science.gov (United States)

This resource describes a professional development program for preK - 3rd grade teachers. The purpose of the program was to update teachers in the content of cardiovascular and respiratory physiology and provide the necessary tools for teachers to adapt these lessons to their classroom.

Dr. E R Burns (University of Arkansas for Medical Sciences Neurobiology and Developmental Sciences)

2008-05-01

118

Exploring Factors Related to Preschool Teachers' Self-Efficacy  

Science.gov (United States)

This study examined how teacher (teaching experience, perceptions of teacher collaboration and teacher influence) and classroom (children's engagement) characteristics predicted teacher self-efficacy for 48 preschool teachers in the U.S. Results showed a significant interaction effect between teachers' perceptions of collaboration and children's…

Guo, Ying; Justice, Laura M.; Sawyer, Brook; Tompkins, Virginia

2011-01-01

119

On systems of relations “gifted student – teacher” and "teacher – gifted student" in secondary school  

Digital Repository Infrastructure Vision for European Research (DRIVER)

We consider socio-psychological aspects of specific relationships in the systems “teacher – gifted student” and “gifted student – teacher”. We consistently argue the need to consider actual socio-psychological requirements to the personality and the role of “special teacher for the gifted” with a targeted selection and training of teachers for developing work with gifted students in secondary schools. We reveal the peculiarities of relationship and mutual importance of teacher...

Meshkova, N. V.

2013-01-01

120

The Construction of the Teacher’s Authority in Pedagogic Discourse  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This article examines the discursive construction of the authoritative identity of teachers in relation to a number of issues in the classroom context, including identity negotiation, pedagogic discourse and teacher-student power relationship. A variety of classroom teacher talks are analyzed from a discourse analytical perspective, revealing the core constituent parts of the teacher’s authoritative identity and the constructive process of the authoritative discourse. The analysis shows ...

Xing Wenren

2014-01-01

 
 
 
 
121

Teachers’ Perceptions of the Present and Optimum Status of the In-Service EFL Teacher Preparation Programs  

Directory of Open Access Journals (Sweden)

Full Text Available The present study sought the different perceptions of Iranian EFL instructors and teachers on the present and optimum status of in-service programs. A 26-item questionnaire completed by 90 participants, thirty of whom were instructors and the rest were teachers, revealed that instructors and teachers had different conceptions about these in-service programs. In the light of the results gained from questionnaire and interview, it is suggested that although most teachers were satisfied with these programs, they lacked adequate motivation to participate in these programs. Moreover, most instructors were not also satisfied with the present in-service programs, and they were looking for reforms in the educational plans and programs. The findings also suggest that, on the one hand, instructors should provide teachers with appropriate motives to enthusiastically take part in these classes, and they should feel responsible to address teachers’ weaknesses and strengths both theoretically and practically. On the other hand, teachers should seize theses opportunities with both hands to ameliorate and refresh their English knowledge. Therefore, it is suggested instructors and teachers should reconcile as far as methodological and pedagogical implications are concerned.

Parviz Birjandi

2010-11-01

122

Secondary Mathematics Teacher Differences: Teacher Quality and Preparation in a New Yourk City Alternative Certification Program  

Directory of Open Access Journals (Sweden)

Full Text Available Providing students in urban settings with quality teachers is important for student achievement. This study examined the differences in content knowledge, attitudes toward mathematics, and teacher efficacy among several different types of alternatively certified teachers in a sample from the New York City Teaching Fellows program in order to determine teacher quality. Findings revealed that high school teachers had significantly higher content knowledge than middle school teachers; teachers with strong mathematics backgrounds had significantly higher content knowledge than teachers who did not have strong mathematics backgrounds; and mathematics and science majors had significantly higher content knowledge than other majors. Further, it was found that mathematics content knowledge was not related to attitudes toward mathematics and teacher efficacy; thus, teachers had the same high positive attitudes toward mathematics and same high teacher efficacy, regardless of content ability.

Brian R. Evans

2010-01-01

123

Constructing constructivism: The voyage of elementary science teachers  

Science.gov (United States)

This study examined how participation in a professional development institute, which provided a constructivist learning environment affected the interactions between teachers and students in elementary science classrooms. The investigation considered teacher gender and experience, and also compared the less experienced participants with their non-participating mentors. A multiple case study design was utilized. Six self-selected teachers participated. Data was gathered through videotaped observations of science lessons and audiotaped teacher interviews. The research was guided by the following questions: (1) How do teachers perceive changes in their own teaching as a result of participation in a two week professional development institute using constructivist strategies? (2) How do teachers' perceptions of the changes in their teaching as a result of the summer institute measure against what is seen during the observations? (3) Are the teaching strategies of the less experienced participating teachers distinguishable from the strategies used by the non-participating teachers who were judged similar in style prior to the institute, but did not attend the institute? (4) Do differences emerge based on length of teaching experience? This study revealed some interesting findings: (1) results based on gender indicated that the women in the study interacted approximately twice as often as the men; (2) a marked difference existed between the interactions of TASK participants compared with the interactions of the non-TASK participants; and (3) a professional development experience that provides a constructivist learning environment for participants may be effective in helping teachers to transfer the experience to their classrooms or in reinforcing and validating teachers' current practices.

Freed, Andrea Beth

124

An Investigation of Students’ Face Wants in Chinese English Teachers’ Classroom Feedback  

Directory of Open Access Journals (Sweden)

Full Text Available In order to create a new teacher-student relationship and raise students’ politeness awareness and pragmatic competence in cross-cultural communication, this paper investigated and analyzed students’ face wants and English teachers’ awareness of students’ face want in their classroom feedback. The main data-gathering instruments are MP3-recording, non-participant observation, follow-up structured-interviews and closed- questionnaires. The results reveal that 60.6% of the teacher participants are frequently aware of their students’ face wants, and 27.2% of them are sometimes, while the other teachers seldom or never consider the students’ face want. Because of being influenced by the Chinese traditional culture in which teachers are superiors, not thoroughly understanding English Curriculum Standard which calls for human concern, and knowing a little about pragmatic theories, some Chinese English teachers ignore students’ face want. Suggestions on how to save students’ face want are put forward.

Wanli Zhao

2010-01-01

125

TEACHERS’ PERCEPTION OF ORGANIZATIONAL CULTURE AND ORGANIZATIONAL COMMITMENT IN TURKISH PRIMARY SCHOOLS  

Directory of Open Access Journals (Sweden)

Full Text Available This study was conducted to investigate organizational culture and organizational commitment perceptions of the primary school teachers in Turkey. Two different scales (Organizational Culture Scale and Organizational Commitment Scale were used as data gathering instrument. Statistical analyses were utilized to examine the organizational culture and commitment perceptions of teachers in terms of their some demographic factors like gender, teaching levels, marital status, and experience. Correlation analysis was also made to describe the links between subscales of organizational culture and subscales of organizational commitment. The results revealed that primary school teachers’ perceptions of organizational culture and organizational commitment vary due to their gender, teaching levels, marital status, and experience. In terms of gender, female teachers perceived more power and supportive culture in their schools. First level teachers expressed more achievement culture and more commitment at identification level than second level teachers. Also, married teachers revealed more achievement and supportive culture and more organizational commitment at identification and internalization levels. Other findings of the study indicated that although more experienced teachers perceived more cultural orientation in all cultural dimensions and more committed to their schools at identification and internalization levels, the less experienced teachers indicated more commitment at compliance level. Finally, as commitment based on compliance positively correlated power and role cultures, and negatively correlated achievement and support culture; commitments based on identification and internalization positively related with achievement and support cultures.

Cemalettin ?PEK

2010-04-01

126

Social Justice Language Teacher Education  

Science.gov (United States)

Social justice language teacher education conceptualizes language teacher education as responding to social and societal inequities that result in unequal access to educational and life opportunities. In this volume authors articulate a global view of Social Justice Language Teacher Education, with authors from 7 countries offering a theorized…

Hawkins, Margaret R.

2011-01-01

127

African-American English: Teacher Beliefs, Teacher Needs and Teacher Preparation Programs  

Science.gov (United States)

The purpose of this descriptive study was to investigate elementary school teachers' self-perceived beliefs regarding African-American English (AAE), and their professional preparedness to address linguistic needs of AA students in the classrooms. The findings revealed three central issues: (1) teachers had limited understanding of the linguistic…

Gupta, Abha

2010-01-01

128

Job Burnout among Iranian Elementary School Teachers of Students with Autism: a Comparative Study  

Directory of Open Access Journals (Sweden)

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 teachers of children with other disabilities requiring special education.

Hadi Zarafshan

2013-03-01

129

The role of disease perceptions and results sharing in psychological adaptation after genetic susceptibility testing: the REVEAL Study  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study evaluates the extent to which psychological adaptation (validated measures of depressive symptoms, anxiety, and test-specific distress) after genetic susceptibility testing is influenced by changes in beliefs about Alzheimer's disease (AD) and sharing of test results with others. Adult children of AD patients (N=269) from a randomized clinical trial involving genetic testing for apolipoprotein E (APOE) provided information before, as well as 6 weeks and 12 months after results disc...

Ashida, Sato; Koehly, Laura M.; Roberts, J. Scott; Chen, Clara A.; Hiraki, Susan; Green, Robert C.

2010-01-01

130

Student and Teacher Perceptions of Teacher Immediacy Behaviors and the Influence of Teacher Immediacy Behaviors on Student Motivation to Learn Science  

Science.gov (United States)

The National Assessment on Educational Progress signals that American students are not being adequately prepared to compete globally in an ever changing scientific society. As a result, legislation mandated that all students be assessed and show proficiency in scientific literacy beginning in Grade 4 with the reauthorization of the Elementary and Secondary Education Act of 2002 also known as No Child Left Behind. Research indicates a disturbing decline in the number of U.S. students pursuing more rigorous science courses in high school, majoring in scientific areas in college, and choosing future careers in science. With a need to improve science instruction and enhance science literacy for all students, this study focuses on immediate communication behaviors of the classroom teacher as a deciding factor in the opinions of high school students towards science. The purpose of this study was to reveal high school science student perceptions of teacher communication patterns, both verbal and nonverbal, and how they influence their motivation to learn science. The researcher utilized a nonexperimental, quantitative research design to guide this study. Teacher and student data were collected using the Teacher Communication Behavior Questionnaire (TCBQ). The Student Motivation to Learn Instrument (SMLI) across gender, ethnicity, and socioeconomic status survey was used to evaluate student motivation in science. Participants were encouraged to be honest in reporting and sharing information concerning teacher communication behaviors. The data revealed that teacher immediacy behaviors, both verbal and nonverbal, were perceived differently in terms of student gender, ethnicity, and socioeconomic class. The results showed that teachers who display positive communication behaviors and use challenging questioning followed with positive responses create pathways to potentially powerful relationships. These relationships between teachers and students can lead to increased student motivation and academic achievement in the science classroom.

Littlejohn, Vania

131

Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms?  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english Despite the worldwide curriculum innovations to teach English through meaning-focused communicative approaches over the years, studies report that most language teachers still follow transmission-based grammar-oriented approaches. It is known that the success of any curriculum innovation is dependen [...] t on teachers. Therefore, given that teaching grammar has always been a central, but problematic domain for language teachers, what teachers believe and do regarding grammar instruction is an important issue that needs to be investigated. However, studies that research teachers and their grammar teaching are rare, and almost non-existent at the elementary-level English teaching contexts. Therefore, through a questionnaire given to 108 teachers and afocus-group interview, the present study investigated Turkish primary-level English language teachers' beliefs and practice patterns of teaching grammar, and the reasons behind these patterns. The results revealed that teachers predominantly prefer the traditional focus-on-formS approach, which indicates a serious clash with teachers and curriculum goals, on the one hand, and theoretical suggestions on the other. The paper ends with discussions and suggestions for teacher education and language policy-making.

Hacer Hande, Uysal; Mehmet, Bardakci.

2014-01-01

132

Analysis of Toxigenic Corynebacterium ulcerans Strains Revealing Potential for False-Negative Real-Time PCR Results?  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Diphtheria surveillance depends on the rapid and reliable recognition of the toxin gene in Corynebacterium diphtheriae. Real-time PCR is a rapid tool to confirm the presence of the diphtheria toxin gene (tox) in an isolate or specimen. We report that some toxigenic Corynebacterium ulcerans strains show atypical results in a real-time PCR for tox.

Cassiday, Pamela K.; Pawloski, Lucia C.; Tiwari, Tejpratap; Sanden, Gary N.; Wilkins, Patricia P.

2007-01-01

133

Computational Analysis Reveals the Association of Threonine 118 Methionine Mutation in PMP22 Resulting in CMT-1A  

Science.gov (United States)

The T118M mutation in PMP22 gene is associated with Charcot Marie Tooth, type 1A (CMT1A). CMT1A is a form of Charcot-Marie-Tooth disease, the most common inherited disorder of the peripheral nervous system. Mutations in CMT related disorder are seen to increase the stability of the protein resulting in the diseased state. We performed SNP analysis for all the nsSNPs of PMP22 protein and carried out molecular dynamics simulation for T118M mutation to compare the stability difference between the wild type protein structure and the mutant protein structure. The mutation T118M resulted in the overall increase in the stability of the mutant protein. The superimposed structure shows marked structural variation between the wild type and the mutant protein structures. PMID:25400662

Swetha, Rayapadi G.

2014-01-01

134

DNA Hydroxymethylation Profiling Reveals that WT1 Mutations Result in Loss of TET2 Function in Acute Myeloid Leukemia.  

Science.gov (United States)

Somatic mutations in IDH1/IDH2 and TET2 result in impaired TET2-mediated conversion of 5-methylcytosine (5mC) to 5-hydroxymethylcytosine (5hmC). The observation that WT1 inactivating mutations anticorrelate with TET2/IDH1/IDH2 mutations in acute myeloid leukemia (AML) led us to hypothesize that WT1 mutations may impact TET2 function. WT1 mutant AML patients have reduced 5hmC levels similar to TET2/IDH1/IDH2 mutant AML. These mutations are characterized by convergent, site-specific alterations in DNA hydroxymethylation, which drive differential gene expression more than alterations in DNA promoter methylation. WT1 overexpression increases global levels of 5hmC, and WT1 silencing reduced 5hmC levels. WT1 physically interacts with TET2 and TET3, and WT1 loss of function results in a similar hematopoietic differentiation phenotype as observed with TET2 deficiency. These data provide a role for WT1 in regulating DNA hydroxymethylation and suggest that TET2 IDH1/IDH2 and WT1 mutations define an AML subtype defined by dysregulated DNA hydroxymethylation. PMID:25482556

Rampal, Raajit; Alkalin, Altuna; Madzo, Jozef; Vasanthakumar, Aparna; Pronier, Elodie; Patel, Jay; Li, Yushan; Ahn, Jihae; Abdel-Wahab, Omar; Shih, Alan; Lu, Chao; Ward, Patrick S; Tsai, Jennifer J; Hricik, Todd; Tosello, Valeria; Tallman, Jacob E; Zhao, Xinyang; Daniels, Danette; Dai, Qing; Ciminio, Luisa; Aifantis, Iannis; He, Chuan; Fuks, Francois; Tallman, Martin S; Ferrando, Adolfo; Nimer, Stephen; Paietta, Elisabeth; Thompson, Craig B; Licht, Jonathan D; Mason, Christopher E; Godley, Lucy A; Melnick, Ari; Figueroa, Maria E; Levine, Ross L

2014-12-11

135

Educating Pre-Primary Teachers to Teach for Multiple Intelligences  

Science.gov (United States)

Purpose: This paper presents experiences of in-service teacher education in Macao which seeks to educate preprimary teachers to teach for multiple intelligences. A thematic topic unit designed by a group of teachers is included to reveal what teachers can do to achieve the ideal of individually configured education. Argument: This paper starts…

Cheung, Kwok Cheung

2006-01-01

136

ICT Teachers' Assigned Roles and Expectations from Them  

Science.gov (United States)

The aim of this study was to provide a better understanding of ICT teachers' assigned position and to determine school administrators' and other teachers' perceptions towards ICT teachers and these teachers' positions, and to reveal the similar and discrepant aspects of their tertiary education and the roles (work and responsibilities) assigned to…

Topu, Fatma Burcu; Goktas, Yuksel

2012-01-01

137

How Does Using Technology Affect Student Attitudes about Teachers?  

Science.gov (United States)

Describes how a version of the Tuckman Teacher Feedback Form (TTFF) was used to measure teachers'"personality" factors as perceived by students. The instrument included 28 sets of bipolar adjectives to use in describing the teacher. Findings revealed that the application of technology to instruction improved students' perceptions of teacher

Forman, David W.

1997-01-01

138

Teacher Morale and Moonlighting: An International Comparison  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study investigates the trends in regard to teachers and moonlighting, the perceived effects of teacher moonlighting on classroom instruction, and attitudes of teachers toward their salaries and moonlighting. Besides the results of the research conducted in Texas, USA, we have also included results of a small pilot survey conducted among teachers in a few schools and in the Center of the Children’s Creativity in Kirov, Russia. The findings demonstrate that teachers would stop moonlighti...

Andrey Koptelov; Robert Maninger; Sam Sullivan

2014-01-01

139

Factor structure of the Rutter Teacher Questionnaire in Portuguese children Estrutura fatorial do Questionário de Rutter para Professores numa amostra de crianças portuguesas  

Digital Repository Infrastructure Vision for European Research (DRIVER)

OBJECTIVE: To examine the factor structure of the Rutter Teacher Questionnaire in Portuguese primary school children. METHOD: The Rutter Teacher Questionnaire, a 26-item scale covering a variety of behavioral problems, was completed by teachers of 877 children, aged 6 to 11 years. Data were subjected to factor analysis using the principal components solution with varimax rotation. RESULTS: The factorial analysis in total sample revealed three factors explaining 38.88% of the total variance. T...

Ana Telma Pereira; Berta Rodrigues Maia; Mariana Marques; Sandra Carvalho Bos; Maria João Soares; Ana Gomes; António Macedo; Maria Helena Pinto De Azevedo

2008-01-01

140

Quantification of shape and cell polarity reveals a novel mechanism underlying malformations resulting from related FGF mutations during facial morphogenesis.  

Science.gov (United States)

Fibroblast growth factor (FGF) signaling mutations are a frequent contributor to craniofacial malformations including midfacial anomalies and craniosynostosis. FGF signaling has been shown to control cellular mechanisms that contribute to facial morphogenesis and growth such as proliferation, survival, migration and differentiation. We hypothesized that FGF signaling not only controls the magnitude of growth during facial morphogenesis but also regulates the direction of growth via cell polarity. To test this idea, we infected migrating neural crest cells of chicken embryos with  replication-competent avian sarcoma virus expressing either FgfR2(C278F), a receptor mutation found in Crouzon syndrome or the ligand Fgf8. Treated embryos exhibited craniofacial malformations resembling facial dysmorphologies in craniosynostosis syndrome. Consistent with our hypothesis, ectopic activation of FGF signaling resulted in decreased cell proliferation, increased expression of the Sprouty class of FGF signaling inhibitors, and repressed phosphorylation of ERK/MAPK. Furthermore, quantification of cell polarity in facial mesenchymal cells showed that while orientation of the Golgi body matches the direction of facial prominence outgrowth in normal cells, in FGF-treated embryos this direction is randomized, consistent with aberrant growth that we observed. Together, these data demonstrate that FGF signaling regulates cell proliferation and cell polarity and that these cell processes contribute to facial morphogenesis. PMID:23906837

Li, Xin; Young, Nathan M; Tropp, Stephen; Hu, Diane; Xu, Yanhua; Hallgrímsson, Benedikt; Marcucio, Ralph S

2013-12-20

 
 
 
 
141

Atmosphere-Ionosphere Response to the M9 Tohoku Earthquake Revealed by Joined Satellite and Ground Observations. Preliminary Results  

Science.gov (United States)

The recent M9 Tohoku Japan earthquake of March 11, 2011 was the largest recorded earthquake ever to hit this nation. We retrospectively analyzed the temporal and spatial variations of four different physical parameters - outgoing long wave radiation (OLR), GPS/TEC, Low-Earth orbit tomography and critical frequency foF2. These changes characterize the state of the atmosphere and ionosphere several days before the onset of this earthquake. Our first results show that on March 8th a rapid increase of emitted infrared radiation was observed from the satellite data and an anomaly developed near the epicenter. The GPS/TEC data indicate an increase and variation in electron density reaching a maximum value on March 8. Starting on this day in the lower ionospheric there was also confirmed an abnormal TEC variation over the epicenter. From March 3-11 a large increase in electron concentration was recorded at all four Japanese ground based ionosondes, which return to normal after the main earthquake. We found a positive correlation between the atmospheric and ionospheric anomalies and the Tohoku earthquake. This study may lead to a better understanding of the response of the atmosphere/ionosphere to the Great Tohoku earthquake.

Ouzounov, Dimitar; Pulinets, Sergey; Romanov, Alexey; Tsybulya, Konstantin; Davidenko, Dimitri; Kafatos, Menas; Taylor, Patrick

2011-01-01

142

Atmosphere-Ionosphere Response to the M9 Tohoku Earthquake Revealed by Joined Satellite and Ground Observations. Preliminary results  

CERN Document Server

The recent M9 Tohoku Japan earthquake of March 11, 2011 was the largest recorded earthquake ever to hit this nation. We retrospectively analyzed the temporal and spatial variations of four different physical parameters - outgoing long wave radiation (OLR), GPS/TEC, Low-Earth orbit tomography and critical frequency foF2. These changes characterize the state of the atmosphere and ionosphere several days before the onset of this earthquake. Our first results show that on March 8th a rapid increase of emitted infrared radiation was observed from the satellite data and an anomaly developed near the epicenter. The GPS/TEC data indicate an increase and variation in electron density reaching a maximum value on March 8. Starting on this day in the lower ionospheric there was also confirmed an abnormal TEC variation over the epicenter. From March 3-11 a large increase in electron concentration was recorded at all four Japanese ground based ionosondes, which return to normal after the main earthquake. We found a positiv...

Ouzounov, Dimitar; Romanov, Alexey; Romanov, Alexander; Tsybulya, Konstantin; Davidenko, Dimitri; Kafatos, Menas; Taylor, Patrick

2011-01-01

143

Metabolic analysis revealed altered amino acid profiles in Lupinus albus organs as a result of boron deficiency.  

Science.gov (United States)

We analysed the changes in the metabolites of Lupinus albus organs (leaf-blades, petioles, apexes, hypocotyls and roots) as a consequence of B deficiency. The deficiency did not affect malate concentration and induced only minor changes in the sugar content, suggesting that the carbohydrate metabolism is little affected by the deficiency. Contrarily, marked changes in the content of free amino acids were observed, with some specific variations associated with the different organs. These changes indicate that various aspects of metabolism implicated in the amino acid accumulation were affected by B deficiency. Most of the detected changes appear to have implications with some stress responses or signalling processes. Asparagine and proline that increase in many stresses also accumulated in petioles, apexes and hypocotyls. Accumulation of ?-aminobutyric acid shunt amino acids, indicative of production of reactive oxygen species, occurs in the same three organs and also the roots. The increase in the branched-chain amino acids, observed in all organs, suggests the involvement of B with the cytoskeleton, whereas glycine decrease in leaf-blades and active growing organs (apexes and roots) could be associated with the proposed role of this amino acids in plant signalling in processes that might be associated with the decreased growth rates observed in B deficiency. Despite the admitted importance of free amino acids in plant metabolism, the available information on this matter is scarce. So our results bring new information concerning the effects of B deficiency in the metabolism of the several L. albus organs. PMID:21338372

Alves, Marta; Chicau, Paula; Matias, Helena; Passarinho, José; Pinheiro, Carla; Ricardo, Cândido Pinto

2011-07-01

144

Autonomy and self-determination theory in different contexts: A comparison of middle school science teachers' motivation and instruction in China and the United States  

Science.gov (United States)

This study examined factors that contribute to Chinese and United States middle school science teachers' perceptions of autonomy support. Autonomy is one component of self-determination theory and has been associated with intrinsic motivation. The study used a mixed methods design including quantitative data collected through an online survey and qualitative data collected through open-ended interview questions. The online survey consisted of four assessments related to teachers' self-determination, perceptions of constraints at work, perceptions of students' self-determination, and level of autonomy support for students and allowed for the testing of the structural model developed by Pelletier, Seguin-Levesque, and Legault (2002). Exploratory factor analysis (EFA) of responses for the combined teacher sample (n=201) was carried out for each of the survey assessments. Significance testing for Chinese (n=107) and U.S. (n=94) teachers, based on the factors resulting from EFA, revealed significant differences in teachers' self-determination and perceptions of constraints at work. No significant differences were found for teachers' perceptions of students' self-determination or level of autonomy support for students. Multiple regression was used to predict teachers' autonomy support for students. For the Chinese teachers, perceptions of constraints at work, teachers' self-determination, and teachers' perceptions of student motivation were found to significantly predict teachers' autonomy support. For the U.S. teachers, teacher motivation was the only significant predictor of teachers' autonomy support. A sub-sample of the Chinese and U.S. science teachers (n=19) were interviewed about their perceived levels of autonomy support, constraints at work, and their students' self determination. The analyses of the interviews showed that teachers in both countries reported that autonomy was important to their motivation and the quality of instruction they provided to students. Teachers from the two countries differed in their satisfaction with current levels of autonomy and reported different constraints on teaching science related to materials, lab space, curriculum standards, and assessment.

Robertson, Laura Elizabeth

145

The Relationship between Trait Emotional Intelligence and Self-efficacy among Iranian EFL Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The current study examined the relationship between Iranian EFL teachers’ trait EI (trait EI and Self-efficacy. To this end, 336 teachers were asked to complete “Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF” (Petrides and Furnham, 2006 and “Teacher Sense of Efficacy Scale (TSES” (Tschannen-Moran & Woolfolk Hoy, 2001. Pearson product-moment correlation showed a significant relationship between trait EI and self-efficacy. Trait EI subconstructs also showed significant relationship with Self-efficacy subconstructs as well as total self-efficacy. To investigate which subconstructs of trait emotional intelligence might have more predictive power in predicting teacher’s self-efficacy, regression analysis was run. Results revealed all subconstructs of trait EI to be moderate predictors of Self-efficacy. In addition, the ANOVA were employed to investigate the influence of teachers’ age, gender, and years of teaching experience on EI and Self-efficacy.  Results showed teachers with more years of teaching experience to have achieved higher levels in both trait EI and self-efficacy. However no effect of EFL teachers’ age, gender and their interactions on teachers’ trait EI and Self-efficacy were observed.

Jahanbakhsh Nikoopour

2012-11-01

146

The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling – An Intervention Study  

Directory of Open Access Journals (Sweden)

Full Text Available This paper presents an intervention study whose aim was to promote teacher beliefs about mathematics and learning mathematics and student competences in mathematical modeling. In the intervention, teachers received written curriculum materials about mathematical modeling. The concept underlying the materials was based on constructivist ideas and findings from mathematics education. Teacher beliefs about mathematics, learning and self-efficacy were expected to have a major impact on their classroom practices. We therefore assessed teacher beliefs about the usefulness of mathematics, learning (constructivist and socio-constructivist beliefs and teacher self-efficacy when teaching modeling (teacher or class level variable. The student level variables assessed were modeling competence and other individual factors, such as basic mathematical skills and cognitive abilities. The effectiveness of the intervention was measured in a pre-post control group design using multilevel structural equation modeling. The results showed no direct effect of the intervention on student modeling competence. However, they did reveal that the intervention had a significant effect on teacher beliefs about learning (constructivist and socio-constructivist view and an effect of these teacher beliefs about learning on student modeling competence. Further, the results showed that students’ gains in modeling competence is not only mediated by teacher beliefs, but also influenced by individual factors. Implications for teaching as well as limitations of the study are discussed.

Christoph Mischo

2013-01-01

147

The perceptions of teachers and school principals of each other's disposition towards teacher involvement in school reform  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english Worldwide teachers are faced with the task of continuously facilitating and implementing educational reform that has been designed without their participation. This exclusion of the key agents, who must mediate between the change agenda and actual change in the classroom, from the planning and decis [...] ion-making processes, is detrimental to educational reform. Although school-based management has recently emerged as the instrument to accomplish the decentralisation of decision-making powers to school level, the success thereof depends largely on school principals' disposition regarding teacher involvement. It is argued that the expectation of principals regarding their own leadership role, as well as the professional role teachers should fulfil, is a primary determinant of principals' willingness to involve teachers in responsibility-taking processes outside the classroom. The results from an empirical investigation revealed that principals' perception, of the wishes of teachers regarding involvement, significantly underestimated teachers' actual involvement wishes. Likewise, the expectation of teachers regarding the willingness of principals to involve them was a significant underestimation of the involvement level principals are actually in favour of. These misperceptions probably discourage actual school-based management and could jeopardize the implementation of educational reform in general.

Cassie, Swanepoel.

2008-02-01

148

The perceptions of teachers and school principals of each other's disposition towards teacher involvement in school reform  

Directory of Open Access Journals (Sweden)

Full Text Available Worldwide teachers are faced with the task of continuously facilitating and implementing educational reform that has been designed without their participation. This exclusion of the key agents, who must mediate between the change agenda and actual change in the classroom, from the planning and decision-making processes, is detrimental to educational reform. Although school-based management has recently emerged as the instrument to accomplish the decentralisation of decision-making powers to school level, the success thereof depends largely on school principals' disposition regarding teacher involvement. It is argued that the expectation of principals regarding their own leadership role, as well as the professional role teachers should fulfil, is a primary determinant of principals' willingness to involve teachers in responsibility-taking processes outside the classroom. The results from an empirical investigation revealed that principals' perception, of the wishes of teachers regarding involvement, significantly underestimated teachers' actual involvement wishes. Likewise, the expectation of teachers regarding the willingness of principals to involve them was a significant underestimation of the involvement level principals are actually in favour of. These misperceptions probably discourage actual school-based management and could jeopardize the implementation of educational reform in general.

Cassie Swanepoel

2008-02-01

149

Lost at Sea: Summary Results of a Meta-Analysis of the Efficacy of Teacher Induction and Implications for Administrative Practice  

Science.gov (United States)

This paper summarizes a qualitative meta-analysis of the empirical research on the effectiveness of teacher induction programs over the last decade for the purpose of identifying the essential elements that make them effective in reducing teacher attrition. The study used Herzberg's two-factor theory of motivation as the theoretical framework for…

Shockley, Robert; Watlington, Eliah; Felsher, Rivka

2011-01-01

150

Inclusive and Individually Adapted Education in Norway Results from a Survey Study in Two Municipalities Focusing the Roles of Headteachers, Teachers and Curriculum Planning  

Science.gov (United States)

This article aims to throw light on how the intentions behind inclusive and individually adapted education in Norwegian compulsory schools are followed up in practice with regard to central aspects of the roles of headteachers, teachers and curriculum planning. The study was carried out as a postal survey of compulsory school teachers in two…

Buli-Holmberg, Jorun; Nilsen, Sven; Skogen, Kjell

2014-01-01

151

Teachers and Teacher Educators Learning from New Literacies and New Technologies  

Science.gov (United States)

While many teachers and teacher educators agree that it is important to integrate new literacies and technologies into their teaching, educators are often perplexed about how to begin thinking about this task. Research reveals that educators use technologies for personal and communicative purposes, but teachers, for the most part, have not yet…

McVee, Mary B.; Bailey, Nancy M.; Shanahan, Lynn E.

2008-01-01

152

Toward Reconstructing the Narrative of Teacher Education: A Rhetorical Analysis of "Preparing Teachers"  

Science.gov (United States)

Drawing on insights from literary critic and theorist Kenneth Burke, this rhetorical analysis of "Preparing Teachers" (2010), a publication of the National Research Council, reveals then critiques' key assumptions that are shaping policies and current reform efforts in teacher education, including changes in U.S. teacher

Bullough, Robert V., Jr.

2014-01-01

153

Personal and Job Related Predictors of Teacher Stress and Job Performance among School Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The present study was conducted to find out role of personal and job related variables in teacher stress and job performance of school teachers. Furthermore, levels and sources of stress and their relationship with job performance among teachers were also explored. The measures used in this study were indigenously developed i.e., Teacher Stress Inventory (TSI-Urdu, Teachers Job Performance Scale and personal and job related Information sheet. Two independent samples were selected from Government and Private Schools of Islamabad (Pakistan. Sample I was comprised of 400 teachers (men and women from Primary and secondary schools. For the evaluation of teachers’ job performance another sample of 1200 students from the classes of teachers of sample I was selected. Three students were randomly selected from each teacher’s class. The students were requested to evaluate their respective teachers’ job performance. The findings revealed that negative significant relationship exists between teachers stress and job performance. The step-wise regression analysis revealed school system, gender, job experience, number of family members, and number of students as significant predictors of teacher stress and gender, school system, family members, job experience and age as significant predictors of teachers’ job performance.

Rubina Hanif

2011-12-01

154

Chemistry Teachers' Knowledge and Application of Models  

Science.gov (United States)

Teachers' knowledge and application of model play an important role in students' development of modeling ability and scientific literacy. In this study, we investigated Chinese chemistry teachers' knowledge and application of models. Data were collected through test questionnaire and analyzed quantitatively and qualitatively. The result indicated as follows: (1) Chemistry teachers' knowledge of some known chemistry models was limited; (2) Chemistry teachers preferred those models that were vivid when they chose models; (3) Teachers' modeling process was incomplete; (4) Teachers adopted a general pattern when applying models in chemistry teaching. The findings have implications for teacher education.

Wang, Zuhao; Chi, Shaohui; Hu, Kaiyan; Chen, Wenting

2014-04-01

155

Determining the Level of Familiarity and the Use of Course Equipment among Pre-Service Mathematics Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The present study aimed to determine the degree to which pre-service teachers are familiar with and use the course equipment required for teaching mathematics in elementary schools. It was carried out with 196 pre-service teachers who completed an undergraduate programme for elementary mathematics teacher education. The study employed case study as a qualitative research method. A five-point Likert-type scale of 24 items was used as the data collection instrument. Furthermore, interviews were held with 32 pre-service teachers. The results revealed that the pre-service teachers did not sufficiently use the course equipment required for teaching mathematics during their pre-service period. The pre-service teachers stated that they would compensate for their inadequacy during their in-service period.© 2013 IOJES. All rights reserved

Mustafa Albayrak

2013-04-01

156

Information and Communication Technology among Excellent Islamic Education Teachers in Selangor Malaysia  

Directory of Open Access Journals (Sweden)

Full Text Available The development of technology in the era of the borderless world has grown rapidly in the entire field of human life, including in the field of education. The rapid development in science and technology led to the dissemination of information and knowledge through classroom also changed. Teachers as educators cannot refrain from directly involved in all activities related to information technology. These challenges provide an opportunity for educators to modify the teaching and learning process to become to become more active and more student-centred. This study draws to this issue by investigating the knowledge, skills, and the use of ICT and attitudes of Excellent Islamic Education teachers towards ICT. The participants were 70 Excellent Islamic Education teachers in Selangor, Malaysia. Data is collected using a questionnaire and the findings are analysed by using SPSS software 19.0. The results of the descriptive analysis involving the mean and standard deviation indicate that the knowledge and teachers’ attitudes towards ICT to be at the high level. While the skills and the use of ICT among the teachers at a moderate level. The result also revealed that there is a significant relationship between ICT knowledge and teachers’ attitude towards ICT. However, the strength of the relationship is very weak. There is also a significant relationship between ICT skills and teachers’ attitude towards ICT and the strength of the relationship is also weak. Finding also shows there is a significant relationship between the use of ICT and teachers’ attitude and the strength of the relationship is at moderate level. In conclusion, the use of ICT in teaching and learning of Excellent Islamic Education teachers is very important to determine the objectives achieved. Excellent teachers should consider that ICT only act as a complement, additional tools or aids to teachers who play the key role in delivering information using teaching methods that are more dynamic and efficient; rather than take the place or role of the teacher.

Khadijah Abdul Razak

2014-12-01

157

An Analysis of the Information Behaviour of Geography Teachers in a Developing African Country–Lesotho  

Directory of Open Access Journals (Sweden)

Full Text Available Information behaviour studies have the potential to inform the design of effective information services that incorporate the information needs, information-seeking and preferences for information sources of target users; hence a doctoral study was conducted on the information behaviour of geography teachers in Lesotho with the aim of guiding the design and implementation of an information service model for these teachers. This paper focuses on the analysis of the information behaviour of geography teachers in Lesotho as a contribution of original knowledge on geography teachers’ information behaviour. The analysis established the information behaviour of geography teachers using the information behaviour concept that encompasses information needs, information-seeking and information sources. Data were collected and analyzed through focus group discussions and conceptual content analysis respectively.The analysis reveals that these geography teachers need current and accurate information covering a variety of aspects in teaching and learning, such as content, pedagogy, classroom management and learners’ assessment. Owing to the increasing number of orphans in schools as a result of the HIV and AIDS pandemic, most teachers expressed the need for information on social assistance for orphans and vulnerable children. Recommendations include information literacy training for teachers and access to the Internet in schools, including the use of open access journals on the Internet by the teachers.

Constance BITSO

2012-08-01

158

Teaching Genetics in Secondary Classrooms: a Linguistic Analysis of Teachers' Talk About Proteins  

Science.gov (United States)

This study investigates Swedish biology teachers' inclusion of proteins when teaching genetics in grade nine (students 15-16 years old). For some years, there has been a call to give attention to proteins when teaching genetics as a means of linking the concepts `gene' and `trait'. Students are known to have problems with this relation because the concepts belong to different organizational levels. However, we know little about how the topic is taught and therefore this case study focuses on how teachers talk about proteins while teaching genetics and if they use proteins as a link between the micro and macro level. Four teachers were recorded during entire genetics teaching sequences, 45 lessons in total. The teachers' verbal communication was then analyzed using thematic pattern analysis, which is based in systemic functional linguistics. The linguistic analysis of teachers' talk in action revealed great variations in both the extent to which they used proteins in explanations of genetics and the ways they included proteins in linking genes and traits. Two of the teachers used protein as a link between gene and trait, while two did not. Three of the four teachers included instruction about protein synthesis. The common message from all teachers was that proteins are built, but none of the teachers talked about genes as exclusively encoding proteins. Our results suggest that students' common lack of understanding of proteins as an intermediate link between gene and trait could be explained by limitations in the way the subject is taught.

Thörne, Karin; Gericke, Niklas

2014-02-01

159

Teachers’ Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools  

Directory of Open Access Journals (Sweden)

Full Text Available Throughout the world there is awareness of the fundamental role of new Information and Communication Technologies (ICTs in the field of education. Theoretical and empirical studies have considered the importance of ICTs in the process of teaching and learning. This current paper investigates the level of ICT use for educational purposes by teachers in Jordanian rural secondary schools. The paper will contribute to the body of knowledge regarding the level of ICT use and also, concerning the importance of teachers' attitudes towards the use of ICT for educational purposes. The data for the study were collected through the use of quantitative data. In October 2008, a questionnaire was distributed to 650 teachers in Jordan, randomly selected. Four hundred sixty teachers responded to the questionnaire. The survey included questions concerning the level of ICT use as well as questions related to the attitudes of teachers towards the use of ICT. The findings of the study, which were obtained by analyzing the data collected from the teachers revealed that, teachers had a low level of ICT use for educational purpose, teachers hold positive attitudes towards the use of ICT, and a significant positive correlation between teachers’ level of ICT use and their attitudes towards ICT was found. The findings suggest that ICTs use for educational purposes should be given greater consideration than it currently receives. In general, the results were consistent with those previously reported in studies related to the use of ICT in the educational settings.

Naser Jamil Al-Zaidiyeen

2010-04-01

160

Compliment Response Strategies by Thai and Chinese EFL Teachers: A Contrastive Study  

Directory of Open Access Journals (Sweden)

Full Text Available This study investigated compliment responses (CRs by Thai and Chinese EFL teachers. The data were collected through the written discourse test (DCT in English, containing four settings in terms of appearance, character, ability and possession. A total of 60 Thai and Chinese EFL teachers participated in the study. The results revealed that more similarities were observed than differences in CR strategies used by   Thai and Chinese EFL teachers. The teachers from the two countries followed the same patterns of preferences: that is, they employed Accept strategies the most and Reject strategies the least. However, Accept strategies and Evade strategies used by Chinese participants were slightly more frequent than those used by Thais, whereas Thai teachers employed more Reject strategies than Chinese teachers did. In the four situations, some differences existed between the two groups. Chinese teachers employed more varieties of micro strategies than their Thai counterparts did. Interestingly, Thai and Chinese EFL teachers transferred their native cultures in L1 to L2 in some situations. The findings suggested that EFL teachers’ awareness regarding their L2 pragmatics should be improved.

Jun Chen

2012-09-01

 
 
 
 
161

The Relationship between Didactics and Classroom Management: Towards New Tools for the Training of Math Teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This paper presents the interest of the “instrumental conflict” concept, developed by Marquet (2005), to understand the relationship between didactics and classroom management in the training programs of math teachers. It also shows some results of a survey, conducted in 2008 among pre-service teachers in the Université du Québec en Outaouais (Canada), revealing a perceived gap between both domains. However, those two domains are closely related during teaching in the classroom. The ...

Beaudoin, Michel; Lanaris, Catherine

2012-01-01

162

Assessing the Attitudes of Pre-Service English Teachers towards the Use of the Internet  

Directory of Open Access Journals (Sweden)

Full Text Available In the effective implementation of the Internet in the language classroom, it is important that language teachers and preserviceteachers have positive attitudes towards using the Internet in teaching English as a foreign language (EFL. This study reveals pre-service English teachers’ use and needs of the Internet. 195 third and fourth year students from DEU Buca the Faculty of Education, Department of English Language and Teaching constitute the sample of the study. The instrument used to accomplish the research purposes is Pre-service Teachers’ Attitudes towards the use of and needs for Internet Applications in English Language Teaching survey questionnaire. The results indicate that most of the pre-service teachers are eager to use Internet applications and they mostly have good opinions about using it. The study also points out that pre-service teachers have some concerns about using the Internet. They also need training in using Internet applications for EFL teaching.

Gül?ah KÜLEKÇ?

2009-12-01

163

Middle School Science Teachers' Confidence and Pedagogical Practice of New Literacies  

Science.gov (United States)

Due to the rapid advancements of information and communication technologies (ICTs), educational researchers argue that multimodal and new literacies should become common practices in schools. As new ICTs emerge and evolve, students need the new literacies skills and practices to successfully participate fully in the civic life of a global community. Are teachers prepared to integrate ICTs in the classroom to develop students' new literacies skills? The purpose of this study is to suggest a new literacies framework that guides ICTs integration and supports scientific inquiry, as well as investigate middle school teachers' confidence to practice new literacies in science classrooms. The study adopted mixed-methodology design, surveyed 32 middle school science teachers' ICTs and new literacies skills, and randomly observed 15 teachers' new literacies practices in the classrooms. The results revealed that even though teachers have high confidence in using ICTs, the meaningful technology integration and new literacies practices were scarcely observed in their classroom practices.

Hsu, Hui-Yin; Wang, Shiang-Kwei; Runco, Lisa

2013-06-01

164

PROBLEMS CONCERNING ALTERNATIVE EVALUATION METHODS: THE CASE OF SCIENCE AND TEHNOLOGY TEACHERS  

Directory of Open Access Journals (Sweden)

Full Text Available Recent changes on the Science and Tehnology (ST curriculum have required using alternative evaluation methods in learning and teaching process. The aim of this study is to determine the ST teachers’ problems while using the alternative evaluation methods during their courses. To achieve this, semi-structured interviews have been conducted with 10 ST teachers from different parts of Trabzon during the academic year 2008-2009. The data, analyzed qualitatively, reveals that the teachers have important difficulties in determining, using and evaluating these methods. At the end of the research, it has been concluded that besides the lack of physical infrastructure, labs and libraries, computer and other technologies in their schools, most of the teachers lack the knowledge and skills to implement these methods. The result of the study has shown that ST teachers need an adaptation process to appropriate the aims and importance of alternative evaluation methods effectively.

Yasemin DEVEC?O?LU-KAYMAKÇI

2009-11-01

165

'ICTs' IN TEACHER EDUCATION  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Education in the Indian region faces a number of problems. These problems include the shortage of qualified teachers, very large student populations, high drop-out rates of students and teachers, and weak curriculum. All of these negative aspects result in poor delivery of education. The education crisis is worsened by the devastating effects of the HIV/AIDS pandemic, increasing poverty, a brain drain in the teaching community, budgetary constraints, poor communication, and inadequa...

Girdhar lal Sharma

2012-01-01

166

Democratic Teacher Beliefs According to the Teacher's Gender and Locus of Control  

Science.gov (United States)

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…

Kesici, Sahin

2008-01-01

167

The Effect of Trust on Teacher Empowerment: The Mediation of Teacher Efficacy  

Science.gov (United States)

This study explores the impact of teachers' perception of trust in colleagues on their sense of empowerment in Mainland China, with a particular focus on the mediating role of teacher efficacy. The results of a survey of 1646 teachers indicate that although teachers scored positively on trust in colleagues, efficacy and empowerment, they had…

Yin, Hong-biao; Lee, John Chi-Kin; Jin, Yu-le; Zhang, Zhong-hua

2013-01-01

168

Motives for Becoming a Teacher and Their Relations to Academic Engagement and Dropout among Student Teachers  

Science.gov (United States)

Difficulties in attracting student teachers have resulted in research focusing on student teachers' motives for studying to join the profession. Because previous findings are mixed, the first aim of this study was to explore motives for students to become teachers. A second aim was to explore the relationship between teachers' motives…

Jungert, Tomas; Alm, Fredrik; Thornberg, Robert

2014-01-01

169

Interrelationships between Parenting Styles and Teachers Involvement: From Children’s Emotion Regulation Competence Perspective  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study is to identify the effects of different parenting styles and teachers’ strategies in classroom interaction for emotion regulation development in preschool children. The quantitative approach employed instruments to measure parenting style and emotion regulation scores. The qualitative approach involved classroom observations and interviews with the teachers. The data revealed to implement an authoritative parenting style. In addition, there is a significant difference in the emotion regulation scores. The results indicated that teachers’ act strategies in classroom interactions widely affected children’s emotion regulation. The study suggested both professional development programs and workshops should be applied to develop a consistent approach to classroom interaction.

Mei-Ju Chou

2013-01-01

170

A Qualitative Case Study of EFL Students’ Affective Reactions to and Perceptions of Their Teachers’ Written Feedback  

Directory of Open Access Journals (Sweden)

Full Text Available The present paper reports a qualitative case study of investigating EFL students’ affective reactions to and perceptions of their teachers’ written feedback. In addition, the study reported here also focuses on contextual factors that may influence students’ reactions to and perceptions of their teachers’ written feedback. Data were collected using multiple methods that included semi-structured interviews, think-aloud protocols, teachers’ written feedback, and students’ written essays. Results of data analysis revealed that EFL students showed some variations in their affective reactions to their teachers’ written feedback. The students perceived their teachers’ written feedback as useful and very important for the development of their writing skills. The students wanted their teachers to focus on all aspects of written texts when they provide written feedback. Contextual factors such as students’ past experience, teachers’ wording of written feedback, students’ acceptance of teachers’ authority, and teachers’ handwriting have their impact on EFL students’ affective reactions to and perceptions of their teachers’ written feedback

Omer Mahfoodh

2011-08-01

171

The Evaluation of Classroom Teacher Candidates’ Attitudes Regarding Turkish Language I: Phonetics and Morphology Course  

Directory of Open Access Journals (Sweden)

Full Text Available This study has been carried out to determine the attitudes of the classroom teacher candidates regarding Turkish language I: Phonetics and morphology courses. The attitude scale consists of 28 items. The scale has been applied for the total 255 teacher candidates attending the third and fourth grades in the department of the classroom teaching of the educational faculty at Onsekiz Mart University in the academic year 2009-2010. According to the results, the attitudes of classroom teacher candidates regarding Turkishlanguage I: Phonetics and morphology courses have been determined to have revealed significant differences according to gender, age and education type and success grade. On the other hand, the attitudes of the classroom teacher candidates regarding Turkish language I: Phonetics and morphology courses have been determined not to have revealed a significant difference according to the region where they are from, the high school and class type they attend.

Çavu? ?AH?N

2010-08-01

172

Teacher Workspaces  

Science.gov (United States)

Well-designed and -equipped teacher workspaces provide the opportunity to improve student achievement at every step of their K-12 education. Shared workspace enhances communication among teachers as they evaluate student performance individually and collectively, and share insights with one another. This paper addresses the key elements found in…

Gordon, Douglas

2010-01-01

173

Echoes from teacher discourse: an inside-out perspective Echoes from teacher discourse: an inside-out perspective  

Directory of Open Access Journals (Sweden)

Full Text Available Researchers in teacher education have paid increasing attention to teacher reflectivity and its relevance for teaching/learning practices. However, to our knowledge, there has been no investigation of teacher reflectivity from the perspective of Systemic Functional Linguistics (SFL. In this paper we draw mainly on SFL to examine aspects of the relationship between teachers and learners as construed in self-evaluative reports written by 4 Brazilian teacher-trainees. These reports – self-reflections on the trainees’ own teaching practices – were collected as part of work developed in a Teaching Practicum Course taken by these trainees. In addition to SFL, in our discussion of results we also draw on research related to teacher education/reflectivity (e.g., Freeman & Johnson, 1998; Richards & Lockart, 1996. The linguistic structures described and interpreted in order to unravel the roles these trainees ascribe to themselves and their students reveal a selfcentered positioning of the trainees as social participants whose practices are shaped by conceptions traditionally established by a culture of schooling which maintains the emphasis of teaching on the transmission of knowledge. Results also reveal asymmetry between teachers and students inasmuch as the latter are construed as playing a secondary role, with little responsibility in the process of teaching/learning a foreign language. The study may contribute to enhance the search for awareness of contrasts between new views of language teaching/learning and traditional perceptions such as the ones conveyed in the reports analyzed. Researchers in teacher education have paid increasing attention to teacher reflectivity and its relevance for teaching/learning practices. However, to our knowledge, there has been no investigation of teacher reflectivity from the perspective of Systemic Functional Linguistics (SFL. In this paper we draw mainly on SFL to examine aspects of the relationship between teachers and learners as construed in self-evaluative reports written by 4 Brazilian teacher-trainees. These reports – self-reflections on the trainees’ own teaching practices – were collected as part of work developed in a Teaching Practicum Course taken by these trainees. In addition to SFL, in our discussion of results we also draw on research related to teacher education/reflectivity (e.g., Freeman & Johnson, 1998; Richards & Lockart, 1996. The linguistic structures described and interpreted in order to unravel the roles these trainees ascribe to themselves and their students reveal a selfcentered positioning of the trainees as social participants whose practices are shaped by conceptions traditionally established by a culture of schooling which maintains the emphasis of teaching on the transmission of knowledge. Results also reveal asymmetry between teachers and students inasmuch as the latter are construed as playing a secondary role, with little responsibility in the process of teaching/learning a foreign language. The study may contribute to enhance the search for awareness of contrasts between new views of language teaching/learning and traditional perceptions such as the ones conveyed in the reports analyzed.

Adriana de Carvalho Kuerten Dellagnelo

2008-04-01

174

Using Large Scale Test Results for Pedagogical Purposes  

DEFF Research Database (Denmark)

The use and influence of large scale tests (LST), both national and international, has increased dramatically within the last decade. This process has revealed a tension between the legitimate need for information about the performance of the educational system and teachers to inform policy, and the teachers’ and students’ use of this information for pedagogical purposes in the classroom. We know well how the policy makers interpret and use the outcomes of such tests, but we know less about how teachers make use of LSTs to inform their pedagogical practice. An important question is whether there is a contradiction between the political system’s use of LST and teachers’ (possible) pedagogical use of LST. And if yes: What is a contradiction based on? This presentation will give some results from a systematic review on how tests have influenced the pedagogical practice. The research revealed many of the fatal wash back effects known from other research but gave additionally some insight in teachers’ attitudes towards LSTs. To account for these findings results from another research project - the Validation of PISA – will be included. This project analyzed how PISA has influenced the Danish educational system and the different theoretical foundations of PISA and most teachers’ pedagogically oriented, formative assessment, thus explaining the teacher resentment towards LSTs. Finally, some principles for linking LSTs to teachers’ pedagogical practice will be presented.

Dolin, Jens

175

WEIGHTING OF STUDENTS’ PREFERENCES OF TEACHER’S COMPETENCIES  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this article is to describe the proposed methodology of identification of the students’ weights or preferences of teacher’s managerial competencies at the Faculty of Economics, Czech University of Life Sciences in Prague (CULS. The goal of this article is not to evaluate the teacher’s scientific ability but describe the evaluation of the teacher’s managerial competencies weights from students’ point of view. For setting of weights there are many different methods that varied in the proportion of including the subjective and objective judgement. Commonly diffused method is the Analytic Hierarchy or Network Process by prof. Saaty (AHP or ANP. Because it is not possible to see or to evaluate teacher’s competencies in complexity, we proposed the questionnaires for pairwise comparisons of various teacher’s managerial characteristics and competencies. These answers are then analysed using the AHP method. The AHP is a method deriving global weights from partial weights received as result of pairwise comparisons.

BROŽOVÁ, Helena

2011-12-01

176

Teacher Morale and Moonlighting: An International Comparison  

Directory of Open Access Journals (Sweden)

Full Text Available This study investigates the trends in regard to teachers and moonlighting, the perceived effects of teacher moonlighting on classroom instruction, and attitudes of teachers toward their salaries and moonlighting. Besides the results of the research conducted in Texas, USA, we have also included results of a small pilot survey conducted among teachers in a few schools and in the Center of the Children’s Creativity in Kirov, Russia. The findings demonstrate that teachers would stop moonlighting if their salaries were higher, and the teachers perceive that their instructional practices would be better quality if they were not moonlighting.

Andrey Koptelov

2014-06-01

177

· Attitude towards Computers and Classroom Management of Language School Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available Computer-assisted language learning (CALL is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more learner-centered and conducive language learning environment. The current study explored the relationship between computer attitudes and behavior and instructional classroom management approaches implemented by English institute teachers. In so doing, a total of 105 male (n = 27 and female (n = 78 EFL teachers participated in this study. A computer attitude questionnaire adapted from Albirini (2006 and a Behavior and Instructional Management Scale (BIMS adopted from Martin and Sass (2010 were benefitted from for the purpose of collecting the data. The results of the Pearson Correlation Coefficient revealed that there were no significant relationships between attitude and behavior and instructional management across gender. However, it was found that the more male teachers experience tendency toward using computers in their classes, the more teacher-centered their classes become. In addition, the more female teachers are prone to use computers in their classes, the more student-centered and lenient their classes become.

Sara Jalali

2014-07-01

178

The Impact of Lifelong Learning Teacher Education in Secondary School Results El Impacto de la Formación Permanente del Profesorado de Educación Secundaria en los Resultados Escolares.  

Directory of Open Access Journals (Sweden)

Full Text Available Studies dealing with factors which have an influence on students outcomes are reviewed, teacher variables and teacher training are among their most common findings to influence school achievement. This study analyses the variable in-service teacher training on students? academic achievement. The analysis levels are departments and schools, being department the level where the relation among variables is more significative. There are significative correlations between the in-service teacher training in their own subject and the subject pedagogy in 50% of the analysed departments. In-service teacher training is recommended to be organized, taking into account these differences (context, teacher variables, in- service teacher training variables among departments, schools and districts to compensate the unequal school variables. Existe evidencia sobre la influencia de algunos factores en el rendimiento escolar de los centros y entre ellos de manera consistente aparecen las características del profesorado y su formación. Este estudio analiza la formación del profesorado con los resultados escolares de los centros de educación secundaria en Asturias. De las variables de formación, es únicamente la formación en la asignatura y su didáctica la que se asocia a los resultados en la asignatura. Se realizan análisis en dos niveles de agregación, departamento y centro, observándose que es en los niveles de departamento donde existen las correlaciones más significativas. Se aporta evidencia para la organización de una formación del profesorado que asigne recursos de formación en los diferentes niveles en base a sus desigualdades de origen (contexto, variables del profesorado y de formación y que garantice una efectiva igualdad de oportunidades para el conjunto de la población escolar de la Comunidad Autónoma.

Paula González-Vallinas

2006-08-01

179

Senior science teachers' experience of teaching in a changing multicultural classroom: A case study  

Science.gov (United States)

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 Universalist perspective of science with a strong commitment to the philosophy of scientism which left no room for a multicultural view of science. These results have implications for the broad science community with respect to the philosophy and nature of science. There are also implications in pre- and in-service teacher education and professional development aimed at raising cultural awareness of science teachers and providing a broader understanding of NOS. The problems raised by this research appear to be systemic requiring a commitment beyond the level of the individual teacher to implement a multicultural education that matches the composition of our classrooms.

Ryan, Mark

180

Multiple case studies of STEM teachers' orientations to science teaching through engineering design  

Science.gov (United States)

The following master's thesis is composed of two manuscripts describing STEM teachers' orientations to science teaching through engineering within the context of the Science Learning through Engineering Design (SLED) partnership. The framework guiding both studies was science teaching orientations, a component of pedagogical content knowledge. Data were collected via semi-structured interviews, multi-day classroom observations, pre- and post-observation interviews, implementation plans, and written reflections. Data sources were analyzed to generate two orientations to science teaching through engineering design for each participant. The first manuscript illustrates a single case study conducted with a sixth grade STEM teacher. Results of this study revealed a detailed picture of the teacher's goals, practices, assessments, and general views when teaching science through engineering design. Common themes across the teacher's instruction were used to characterize her orientations to science teaching through engineering design. Overall, the teacher's orientations showed a shift in her practice from didactic to student-centered methods of teaching as a result of integrating engineering design-based curriculum. The second manuscript describes a comparative case study of two sixth grade SLED participants. Results of this study revealed more complex and diverse relationships between the teachers' orientations to teaching science through engineering design and their instruction. Participants' orientations served as filters for instruction, guided by their divergent purposes for science teaching. Furthermore, their orientations and resulting implementation were developed from knowledge gained in teacher education, implying that teacher educators and researchers can use this framework to learn more about how teachers' knowledge is used to integrate engineering and science practices in the K-12 classroom.

Rupp, Madeline

 
 
 
 
181

Pratical Implementation of Practical Chemistry among Secondary School Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available This study is aimed at identifying differences in terms of the practical implementation of practical Chemistry teaching on the basis of teachers’ perspectives based on gender and location. Implementation of practical Chemistry in the current study focuses on four major aspects such as the design, preparation, implementation and evaluation. Furthermore, the study also explored the relationship among the aspects of design, preparation, implementation and evaluation. The study used a survey approach by using questionnaire. The study sample comprised of 236 Chemistry teachers, randomly selected in Pekan Baru, Riau in Indonesia. Pilot test involved 40 teachers and the findings of the pilot test revealed that the Cornbach Alpha value of the instrument constructs was between 0.81 and 0.91, hightening that the instrument has high level of reliability. The data was analyzed using inferential statistics such as independent t-test and Pearson correlation employing SPSS 19. The results revealed that there was no significant difference in practical implementation of practical Chemistry science among the teachers regarding the aspects of the design, preparation, implementation and evaluation based on gender and location. However, there is a significant different in relation to the aspect of preparation based on location. Meanwhile, Pearson correlation analysis indicated that there are significant correlations between and among all aspects associated with implementation of practical Chemistry. It is suggested that training and workshops for chemical science teachers can be implemented by the related organizations including the Ministry of Education, the Board of Education Quality Assurance as well as Center for Development and Empowerment of Educators for science. Besides, the collaboration is also highlighted for experienced teachers to be able to train and teach practical skills to novice teachers, especially in preparing tools and materials needed for practical activities.

Jimmi Copriady

2015-01-01

182

Connecting Curriculum Materials and Teachers: Elementary Science Teachers' Enactment of a Reform-Based Curricular Unit  

Science.gov (United States)

The purpose of this study was to describe how teachers used and adapted a set of curriculum materials that included opportunities for students to engage in scientific practices. Two-fourth-grade teachers in the same school were observed and interviewed. Findings revealed that teachers enacted almost every type of scientific practice in the curriculum, but in ways that varied from the written curriculum materials. Teacher interviews revealed ways in which the teachers understood the rationale for various scientific practices and how to enact them. These findings have implications for curriculum developers, professional development designers, and teacher educators. The study identifies the need to support teachers' understanding of scientific practices and why and how to enact them with their students.

Bismack, Amber Schultz; Arias, Anna Maria; Davis, Elizabeth A.; Palincsar, Annemarie Sullivan

2014-06-01

183

Teacher profiles  

...teacher Routes into physics teaching Making an application IOP Teacher Training Scholarships School Experience Programme Profiles Teacher profiles The path to becoming a physics ...of my highlights was when a set of pupils on my second school placement tried to persuade me to not leave at the end!...year I’m due to take up a teaching position in an all-boys school. The school is very keen for me to set up ...IOP Scholar I was working full time and gaining experience in English schools before I started my PGCE. I have a strong background ...

184

A comparison of bilingual education and generalist teachers' approaches to scientific biliteracy  

Science.gov (United States)

The purpose of this study was to determine if educators were capitalizing on bilingual learners' use of their biliterate abilities to acquire scientific meaning and discourse that would formulate a scientific biliterate identity. Mixed methods were used to explore teachers' use of biliteracy and Funds of Knowledge (Moll, L., Amanti, C., Neff, D., & Gonzalez, N., 1992; Gonzales, Moll, & Amanti, 2005) from the students' Latino heritage while conducting science inquiry. The research study explored four constructs that conceptualized scientific biliteracy. The four constructs include science literacy, science biliteracy, reading comprehension strategies and students' cultural backgrounds. There were 156 4th-5th grade bilingual and general education teachers in South Texas that were surveyed using the Teacher Scientific Biliteracy Inventory (TSBI) and five teachers' science lessons were observed. Qualitative findings revealed that a variety of scientific biliteracy instructional strategies were frequently used in both bilingual and general education classrooms. The language used to deliver this instruction varied. A General Linear Model revealed that classroom assignment, bilingual or general education, had a significant effect on a teacher's instructional approach to employ scientific biliteracy. A simple linear regression found that the TSBI accounted for 17% of the variance on 4th grade reading benchmarks. Mixed methods results indicated that teachers were utilizing scientific biliteracy strategies in English, Spanish and/or both languages. Household items and science experimentation at home were encouraged by teachers to incorporate the students' cultural backgrounds. Finally, science inquiry was conducted through a universal approach to science learning versus a multicultural approach to science learning.

Garza, Esther

185

Social and psychological characteristics of the class teacher interaction with students  

Directory of Open Access Journals (Sweden)

Full Text Available We summarize the results of socio-psychological studies of classroom management, performed on the basis of a theoretical model of value exchange, developed by R.L.Krichevsky. Classroom management is understood as a kind of management activity of a teacher, aimed at organizing group of students. Factor analysis revealed two major factors of the effectiveness of classroom management: the nature of the relationship between the students and their relations to the class teacher. As teacher’s activity characteristics, we considered manifestations of his attitudes toward students, leadership style, characteristics of individual interaction with students. It is shown that the activity of the class teacher, aimed at meeting the critical social needs of students, has two major dimensions: taking care about students and development of their motivation. We analyze the impact of social and perceptual characteristics of the teacher on the effectiveness of his interaction with students. We reveal the features of self-assessment and reflective evaluation of personality and activity of a class teacher, the specifics of causal attributions of success and failure of students in different areas of school life.

E.B. Petrushikhina

2013-07-01

186

A professional development study of technology education in secondary science teaching in Benin: Issues of teacher change and self-efficacy beliefs  

Science.gov (United States)

This study has two purposes. The practical purpose of the study was to provide Benin middle school science teachers with an effective technology education professional development (TEPD) program which granted teachers with content knowledge in technology education (TE), PCK in TE, design hands-on models in TE, and design rubrics assessing students' works. The research purpose of the study was to explore teachers' TE content knowledge and PCK, changes in teachers' self-efficacy beliefs in teaching the TE portion of the curriculum, and teachers' perceptions of their TEPD experience after participating in the program. Four sessions of the TEPD program were carried out with two groups of teachers (N = 23 & 28). A mixed methods research design was utilized to collect data. Pre-experimental one-group pretest-posttest research design was used to collect quantitative data. Two instruments, the technology education teacher self-efficacy beliefs instrument (TETEBI) and the TE Awareness instrument, were designed. The qualitative research design employed a case study with participating teachers' after-session journals and after-session evaluation, classroom observations, teachers' and students' interviews. Overall results of the study revealed that the TEPD program impacted positively participating teachers. Salient results indicated that (1) the TEPD program was effective; (2) although quantitative analysis was inconclusive, through documents analysis, teachers' self-efficacy beliefs were enhanced after participating in the program; (3) teachers did acquire TE content knowledge and PCK; (4) teachers were effectively teaching the TE lessons integrated in the science curriculum; and (5) teachers expressed positive perceptions about the program and acknowledged its soundness, relevancy and effectiveness. Other characteristics of effective PD have been founded such as trainers' expertise and consideration of cultural and contextual issues of the trainees. Interpretations of the results led to ten educational implications that could improve TE teaching in secondary school settings in Benin, as well as in other developing countries with similar features. Finally, five recommendations were made for further investigations.

Kelani, Razacki Raphael E. D.

187

The role of teachers’ classroom discipline in their teaching effectiveness and students’ language learning motivation and achievement: A path method  

Directory of Open Access Journals (Sweden)

Full Text Available This study investigated the role of EFL teachers’ classroom discipline strategies in their teaching effectiveness and their students’ motivation and achievement in learning English as a foreign language. 1408 junior high-school students expressed their perceptions of the strategies their English teachers used (punishment, recognition/reward, discussion, involvement, and aggression to discipline the classroom. The students evaluated their teachers’ teaching effectiveness by completing effective Iranian EFL teacher questionnaire (Moafian, & Pishghadam, 2009. They also filled in Attitude/Motivation Test Battery (GhorbanDordinejad & ImamJomeh, 2011 that assessed their motivation towards learning English as a foreign language. Achievement in English was established based on formal grades students received at the end of the academic year. The results showed that EFL teachers reward and praise students for good behavior and they are not very authoritarian. Further, teaching effectiveness, motivation and achievement in learning English were all found to be related to discipline strategies. The results of path analysis showed that those teachers who used involvement and recognition strategies more frequently were perceived to be more effective teachers; however, students perceived teachers who used punitive strategies as being less effective in their teaching. It was also revealed that in classes where teachers managed disruptive behaviors by using punitive strategies, students had problems in learning as punitive strategies lowered students’ motivation. Teaching effectiveness was found to mediate the effect of punishment on motivation while motivation mediated the effect of punitive strategies on achievement. Motivation was found to have the strongest effect on achievement.

Mehrak Rahimi

2015-01-01

188

Empower Teachers Who Break the Mold  

Science.gov (United States)

Teachers who are positive deviants are the most effective teachers, able to produce results and solutions to problems that others in the learning community cannot. As a result, students in their classrooms usually produce assessment scores that are higher than those of students in their colleagues' classrooms. Teachers willing to learn from their…

Miller, Frances A.

2009-01-01

189

Biology teachers’ attitudes toward computer assisted learning  

Directory of Open Access Journals (Sweden)

Full Text Available Based on the new technology initiative in Serbian education, we explored primary school teachers’ attitudes toward Computer Assisted Learning (CAL in biology teaching, as well as the relationships between the teachers’ attitudes and four independent variables: age, teaching experience, teachers’ competence to use modern teaching aids and their professional advanced training in the field of computer applied learning. Fifty-four elementary school biology teachers from Novi Sad participated in the study. The findings suggested that the teachers generally had positive attitudes toward CAL in biology teaching. Correlation analyses revealed significant relationships between age, teaching experience, teachers’ competence to use modern teaching aids in the teaching process, professional advanced training in the field of computer applied learning, and the teachers’ attitudes toward CAL. We offer suggestions for further research in this field. [Projekat Ministarstva nauke Republike Srbije, br. 179010

Županec Vera

2014-01-01

190

Recommendation for Sustaining the In-service Professional Development of Tertiary EFL Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The increasing influence of English as a lingua franca or an international language has brought new trends of teaching English as a foreign language (TEFL. But on the way to these new trends some issues have inevitably appeared, and one of them is the continuity of EFL teachers’ in-service professional development. This study aimed to investigate the opinions of the tertiary EFL teachers on the multilayered peer coaching model (the MPC Model that they had employed for their in-service professional development, and make the recommendation of this model for sustaining tertiary EFL teachers’ in-service professional development. The information was obtained from the EFL teachers at Guiyang University in China with the help of such instruments as observation, teacher’s diary, the researcher’s field note, questionnaire and interview, and the data were analyzed in both qualitative and quantitative methods. The results revealed that the tertiary EFL teachers had positive attitudes towards the MPC Model and it could be recommended as one of the effective tools for the tertiary EFL teachers to sustain their in-service professional development.

Junyi Meng

2013-08-01

191

Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)  

Science.gov (United States)

The application of information and communication technology in instruction is highly emphasized in the contemporary education of science teachers. This paper hence aims to explore science teachers' perceptions of technological pedagogical content knowledge (TPACK) addressing teachers' perceptions of the affordances of technology application in instruction. A total of 222 pre- and in-service science teachers in Singapore were surveyed. Structural equation models analysis was utilized to examine the model of TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The results confirm the seven-factor model and indicate that the science teachers' perceived TPC significantly and positively correlated with all the other TPACK factors. This paper further reveals the relationships between the science teachers' perceptions of TPACK and their demographic characteristics such as teaching experience, gender, and age. The findings indicate that female science teachers perceive higher self-confidence in pedagogical knowledge but lower self-confidence in technological knowledge than males. Further, female in-service science teachers' perceptions of TK, TPK, TCK, and TPC significantly and negatively correlate with their age.

Lin, Tzu-Chiang; Tsai, Chin-Chung; Chai, Ching Sing; Lee, Min-Hsien

2013-06-01

192

Streaming and Students’ Self-Esteem: A Qualitative Study on Teachers’ Correspondence Bias  

Directory of Open Access Journals (Sweden)

Full Text Available This  study  was  aimed  to  investigate  the  effect  of  students’ streaming  practice  in  Malaysian  secondary  on  students’  self-esteem  through teachers’ expectancy.   17 teachers and 20 students from art and science streams of secondary schools  in  Penang,  Malaysia  were  participated  in  this  study.  Unstructured interviews  were  used  on  teachers  to  collect  the  qualitative  data  of  teachers’ expectancy.  The  participating  students  were  from  the  fourth  year  of  secondary school  in  Malaysian  school  system  (between  16-17  years  old,  10  from  science stream  and  10  from  arts  stream  were  interviewed  in  order  to  collect  the qualitative data of teachers’ perceived behavior and self-esteem. Result  of  this  study  shown  that  teachers  expected  science  stream students to have good academic performance but expected arts stream students to  be  involved  in  disciplinary  problems.  Furthermore,  science  stream  students perceived  that  their  teachers  were  academically  supportive  but  arts  stream students  perceived  that  their  teachers  were  focusing  on  controlling  their behavior.  On  the  other  hand,  findings  of  this  study  also  revealed  that  science stream  students  possed  higher  level  of  self-esteem than  arts  stream  students. Accordingly,  it  was  indicated  that  teachers’  perceived  behavior  and  teachers’ expectancy  are  correlated  to  one  another,  and  teachers’  perceived  behavior predicts students’ self-esteem. It was discovered that teachers expected science stream students to be eager to improve their academic performance, and students from arts stream class  were likely to be involved in disciplinary problems. Students  were found to  be  aware  of  their  teachers’  expectancy,  and  their  perception  of  teachers’ expectancy  affected  their  self-esteem.  While  self-esteem  was  referred  to  a discrepancy  between  a  student’s  ideal-self  and  actual-self,  it  was  discovered that  both  groups  of  students  pictured  their  ideal-self  differently  to  each  other. Science  stream  students  pictured  their  ideal-selves  as  a  character  with  overall success, while arts stream students pictured their ideal-selves as a socially well-functioned  character.  Nevertheless,  arts  stream  students  found  to  have  lower self-esteem.  It  was  concluded  that  streaming  affected  the  students’  self-esteem through teachers’ expectancy and perceived behavior.Keywords:   Streaming,  students’  self-esteem,  teachers’  expectancy,  science stream, arts stream, supportive, controlling.

Prihadi Kususanto Chin Sook Fui

2013-02-01

193

TEACHERS’ PERCEPTIONS OF OTHER TEACHERS’ SPONTANEOUS HAND GESTURING IN THE EFL CLASSROOM  

Directory of Open Access Journals (Sweden)

Full Text Available The evidence for gesture being a vital element in the classroom is becoming insurmountable; however, it remains to be seen how long it will take to be fully utilized in the EFL classroom. This study, using a qualitative descriptive methodology, briefly examines how a group of teachers perceive gesturing after viewing a video performance of an EFL practitioner. All of the data was collected online via a questionnaire and a recorded semi-structured interview. Volunteers were, or had been, teaching English within the past twelve months and approached the researcher to take part in the study via social media. The results of the study suggest that teachers fully acknowledge the importance of gesture and commonly attribute similar functions to specific gestures within a teaching performance. Overall, the results offer numerous pedagogical implications for gesture and SLA and support previous assertions regarding the need to make teachers fully aware of the gestures they use in the classroom. Analysis of the questionnaires also revealed that teachers seldom have the opportunity to view their own teaching and suggests that gesture needs to play a much greater role within critical reflective practice.

John Michael THOMPSON

2014-10-01

194

Teacher Salaries and Teacher Aptitude: An Analysis Using Quantile Regressions  

Science.gov (United States)

This study investigates the relationship between salaries and scholastic aptitude for full-time public high school humanities and mathematics/sciences teachers. For identification, we rely on variation in salaries between adjacent school districts within the same state. The results indicate that teacher aptitude is positively correlated with…

Gilpin, Gregory A.

2012-01-01

195

Teacher Professional Leadership in Support of Teacher Professional Development  

Science.gov (United States)

Counteracting perceptions of teaching as a profession with a flat career trajectory may require professional leadership opportunities for experienced teachers that differ substantively from those typically available. This evaluation study investigated the results of a professional development initiative for subject specialist teachers seconded to…

Taylor, Mike; Yates, Anne; Meyer, Luanna H.; Kinsella, Penny

2011-01-01

196

Teacher educators’ conception of teaching and learning in teacher education institutions  

Directory of Open Access Journals (Sweden)

Full Text Available Effectiveness of teaching reflects interplay among a number of teacher-variables prominent among which is the teacher’s conceptions of teaching and learning. In educational institutions where teachers are educated, the influence of these conceptions on effectiveness is geometric. This is because teacher educators are teachers of teachers and most teachers teach the way they were taught. Two major conceptions of teaching (traditionalist/transmissive and contemporary/constructivist have been delineated. The purpose of this study was to determine if a majority of teacher educators in Colleges of Education, Delta State Nigeria have contemporary/constructivist conceptions of teaching, and if teacher variables (qualification, discipline and experience would influence their conceptions. A customized instrument was administered to 179 teacher educators selected through the use of cluster sampling technique. Results indicated that; a majority of the teacher educators had traditionalist /transmissive conceptions of teaching and learning, qualification and discipline did not influence their conceptions, inexperienced teacher educators had conceptions that were more inclined to contemporary/constructivist conceptions than the experienced teacher educators. Implications of these results for improvement of teacher education programs and for further research have been drawn.

Igwebuike, Thomas B.

2013-01-01

197

Including a learner with physical disabilities: stressful for teachers?  

Directory of Open Access Journals (Sweden)

Full Text Available Learners with physical disabilities have been entering mainstream schools for some years now. Whereas early research on inclusive education necessitated a strong focus on the needs of the learners, there has also been a recent interest in the role of the teachers in inclusive education. By adopting constructivism as the paradigm for inquiry a study was undertaken to establish the stress factors for teachers who have to include a learner with a physical disability in their mainstream classes. The rationale for the study is threefold: i Learners with physical disabilities are entering mainstream schools increasingly, ii it is often assumed that inclusive education is too stressful for teachers to cope with, and iii related research has shown that increased contact with individuals with disabilities has a positive effect on attitudes towards individuals with disabilities. In accordance with the dialectical methodology of constructivism, the Teacher Stress and Coping Questionnaire and in-depth interviews were utilised to establish the stress factors and the extent of the stress factors that may be present. The aim of the constructivist inquiry process is to promote understanding and reconstruction. In this article the quantitative results indicate overall low or non-existent levels of stress in teachers who have to include a learner with a physical disability, and the results therefore contribute to our understanding of this situation. The qualitative results reconstruct the meanings that these teachers attach to the inclusion of a learner with a physical disability and reveal some albeit limited concerns about the communication processes between parents and teachers and a perceived lack of pre-service training.

I. Eloff

2002-08-01

198

How Junior High School English Teachers in Bengkulu City Utilise Published Textbooks in the Classroom: A Classroom Observation Study  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of the study was to find out: (1 how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2 if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3 whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers from four different junior high schools or SMPs (2 favourite and 2 non-favourite in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT; (1 used the commercially prescribed textbooks to a large extent; (2 there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3 both groups of teachers adapted the textbooks or produced their own teaching materials.

Safnil Safnil

2003-01-01

199

Deliberate Practice in Teacher Education  

Science.gov (United States)

Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers' learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning activities, our results highlight the…

Bronkhorst, Larike H.; Meijer, Paulien C.; Koster, Bob; Vermunt, Jan D.

2014-01-01

200

Second Language Teacher Education Today  

Science.gov (United States)

Second Language Teacher Education (SLTE) is affected by two factors; a rethinking of its knowledge base and instructional practices as a response to changes in our understanding of the nature of SLTE, as well as external pressures resulting from the expanded need for competent language teachers worldwide. The impact of these two factors is seen in…

Richards, Jack C.

2008-01-01

 
 
 
 
201

Florida Teachers' Attitudes about Teaching Evolution  

Science.gov (United States)

A survey of Florida teachers reveals many differences in comfort level with teaching evolution according to the state's science teaching standards, general attitudes and beliefs about evolution, and the extent to which teachers are criticized, censured, disparaged, or reprehended for their beliefs about the teaching of evolution.

Fowler, Samantha R.; Meisels, Gerry G.

2010-01-01

202

Values Education and Some Suggestions to Teachers  

Science.gov (United States)

This paper focuses on the process, approaches and teacher roles in values education and offers recommendations for teachers. It uses print materials and Internet sources on values education. These sources were analyzed and synthesized to reveal certain cases and/or opinions. In addition to contemporary sources, older reference materials were also…

Demirhan Iscan, Canay

2011-01-01

203

Measuring Teacher Efficacy to Implement Inclusive Practices  

Science.gov (United States)

The purpose of this study was to develop an instrument to measure perceived teacher efficacy to teach in inclusive classrooms. An 18-item scale was developed on a sample of 607 pre-service teachers selected from four countries (Canada, Australia, Hong Kong and India). Factor analysis of responses from the sample revealed three factors: efficacy in…

Sharma, Umesh; Loreman, Tim; Forlin, Chris

2012-01-01

204

A STUDY OF EMOTIONAL INTELLIGENCE IN RELATION TO LEVEL OF ASPIRATION OF B.ED STUDENT TEACHERS  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The aim of study was to assess the relationship between emotional intelligence and level of aspiration in terms of subject background of B.Ed student teachers. The sample size was 600, among them 300 are boys and 300 are girls. The tool used for this study is 'Emotional Intelligence Scale' developed by Ankool Hyde, Sanjyot Pethe and Upinder Dhar. The result revealed the Positive correlation between EI with level of aspiration. The science student teachers shows positive co...

Jawed Ahmad

2014-01-01

205

What are the roles of prospective teachers on the educational technology use? A metaphor study  

Directory of Open Access Journals (Sweden)

Full Text Available Metaphors in qualitative research methods have been used as a data collection technique, which can’t be obtained directly ensure that data is obtained indirectly. In this research, the training of teachers in using technology to determine what role they are estimated at. In this context, Afyon Kocatepe University, a total of 131 teacher candidates from six different sections to the question directed at the metaphor and the data were analyzed with content analysis. Responses to the metaphor of the six different themes have been obtained: being important / useful, assistant / guide, user, producer / designer, learner and attitude. Evaluation of teacher candidates was their most important roles of the time / to be useful, help / guide and user issues have been. As a result of the analysis according to the department of prospective teachers according to the department the role they differ in their evaluation of the results have been revealed

Ahmet Naci Çoklar, Hakki Bagci

2010-12-01

206

How Should an Effective Performance Appraisal Be: EFL Teachers’ Perspective  

Directory of Open Access Journals (Sweden)

Full Text Available This study is set to examine EFL teachers’ perceptions, views about what makes an effective performance appraisal system by adopting a quantitative survey design for data collection. A total number of 45 college instructors in the Sultanate of Oman responded to survey on: how is an effective performance appraisal perceived by EFL teachers? How do teachers perceive their participation in developing the appraisal system? And how might the present performance appraisal practices be improved? The result reveals that staff participation in developing performance appraisal system and goals, feedback confidentiality, quality appraiser, quality of place and time of appraisal, appraiser-appraisee relationships, and developmental nature of performance appraisal would help in making effective appraisal and the overall PA effectiveness depends mostly on these factors. The result has a significant implication for improving the process of teacher performance appraisal in Oman and enriches the body knowledge of PA in general. The study puts forwards suggestions and recommendations for improving PA practices and exercises in EFL contexts.Keywords: Effective Performance appraisal, FL teachers' perceptions, critical errors in performance appraisal, Colleges instructors in the Sultanate of Oman

Holi Ibrahim Holi Ali

2012-11-01

207

Teacher Turnover: Costly Crisis, Solvable Problem  

Science.gov (United States)

Research studies have documented a strong link between perennial high rates of beginning teacher attrition and teacher shortages that impact teaching, especially in the major urban areas of the United States. It is widely concluded that one of the pivotal causes of inadequate school academic performance is a teacher shortage and the resulting

Shakrani, Sharif

2008-01-01

208

Chemistry Teachers' Perceptions on Laboratory Applications: Izmir Sample  

Science.gov (United States)

This study aims to reveal to what extent Turkish chemistry teachers use laboratories effectively and their perceptions on laboratory applications and the factors related to laboratory applications. In this cross-sectional survey, 408 chemistry teachers from the secondary schools in Izmir were given "Teacher Demographic form", "The Scale of…

Feyzioglu, Burak; Demirdag, Baris; Ates, Alev; Cobanoglu, Ilker; Altun, Eralp

2011-01-01

209

Interpersonal Behaviour Styles of Primary Education Teachers during Science Lessons  

Science.gov (United States)

This study reports the first development in Australia of primary science teacher typologies of teacher-student interpersonal behaviour, which was measured by students' perceptions using the Questionnaire on Teacher Interaction (QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later…

Fisher, Darrell; den Brok, Perry; Waldrip, Bruce; Dorman, Jeffrey

2011-01-01

210

Evaluating an English Language Teacher Education Program through Peacock's Model  

Science.gov (United States)

The main aim of this study is to draw attention to the importance of program evaluation for teacher education programs and to reveal the pre-service English teacher education program components that are in need of improvement or maintenance both from teachers' and students' perspectives by using Peacock's (2009) recent evaluation model in a…

Coskun, Abdullah; Daloglu, Aysegul

2010-01-01

211

The teacher educator as a role model  

Digital Repository Infrastructure Vision for European Research (DRIVER)

New visions of learning have entered education. This article discusses the consequences for teacher education, and examines modelling by teacher educators as a means of changing the views and practices of future teachers. The results of a literature search and a multiple case study on modelling are discussed. Both the literature search and the case study approach led to the conclusion that we have discovered what is almost a blank spot in both the body of knowledge on teacher educ...

Lunenberg, M.; Korthagen, F.; Swennen, A.

2007-01-01

212

The Attitudes of Teachers and Students towards Using Arabic in EFL Classrooms in Saudi Public Schools- A Case Study  

Directory of Open Access Journals (Sweden)

Full Text Available This paper examined the attitudes of Saudi teachers and students towards employing Arabic as a facilitating tool in English classes, a topic which has gained wide attention recently. The present study was a case study which investigated teachers' and students' attitudes towards this issue in a Saudi intermediate school for females. To reach a clear understanding of this issue, the study focused on one intermediate classroom which had 30 students and three teachers of English in the entire school. Three research tools were used for gathering data: questionnaires, interviews and four observations of one classroom. The results revealed that the attitudes of the teachers and the students about using Arabic were generally positive. The participants preferred using Arabic in certain situations and for specific reasons. Although the attitudes of the teachers and the students received agreements, there were other points on which they disagreed. Recommendations for future studies and solutions were discussed.

Haifa Al-NOFAIE

2010-04-01

213

EXPLORING MALAYSIAN TRAINEE TEACHERS’ ADOPTION OF THE INTERNET AS INFORMATION TOOL  

Directory of Open Access Journals (Sweden)

Full Text Available This study reports the usage of three commercial Internet search engines in information seeking among trainee teachers at a teacher training institute in Malaysia. It attempts to investigate the information seeking behavior of the trainees via three Internet search engines (Google, Yahoo and MSN as gateways to information for research in academic learning using two cohorts of trainee teachers. The study surveyed 166 trainee teachers undergoing a 5-year Bachelor’s Degree program and compares the statistical differences on gender, programs and years of computer technology experiences. The results revealed that there were significant differences between gender for all the three search engines. Furthermore it also indicated that there was a significant difference between TESL and PISMP group for Yahoo and MSN but not for Google. A significant difference was also observed between years of computer technology experiences and the frequency of usage in the case of MSN. Post hoc test revealed a significant difference in the Internet search between those with more than 7 years of experience with those with less than 2 years experience and those between 2-4 years computing experience. The results provide insight into TESL and PPISMP trainee teachers’ use of the Internet search engines as a tool in information seeking when approaching research for their academic learning activities. Implications on the impact of the Internet to the trainee teachers’ academic learning in approaching research needs were discussed.

Lau Teck-Chai

2010-07-01

214

Scientists are from Mars, educators are from Venus: Relationships in the ecosystem of science teacher preparation  

Science.gov (United States)

Great problems exist in science teaching from kindergarten through the college level (NRC, 1996; NSF, 1996). The problem may be attributed to the failure of teachers to integrate their own understanding of science content with appropriate pedagogy (Shulman, 1986, 1987). All teachers were trained by college faculty and therefore some of the blame for these problems rests on those faculty. This dissertation presents three models for describing secondary science teacher preparation. Two Programs, Two Cultures adapts C. P. Snow's classic work (1959) to describe the work of a science teacher candidate as that of an individual who navigates between two discrete programs: one in college science and the second in teacher education. The second model, Scientists Are from Mars, Educators Are from Venus adapts the popular work of John Gray to describe the system of science teacher education as hobbled by the dysfunctional relationships among the major players and describes the teacher as progeny from this relationship. The third model, The Ecosystem of Science Teacher Preparation reveals some of the deeper complexities of science teacher education and posits that the traditional college science approach treats students as a monoculture when great diversity in fact exists. The three models are described in the context of a large Midwestern university's teacher education program as that program is construed for future biology teachers. Four undergraduate courses typically taken by future biology teachers were observed and described: an introductory biology course; an introductory teacher education course; an upper division course in biochemistry and a senior level science teaching methods course. Seven second semester seniors who were biological Science majors were interviewed. All seven students had taken all of the courses observed. An organization of scientists and educators working together to improve science teaching from kindergarten through graduate school is also described in a case study. The three models described in the dissertation build upon one another and the third model, that of the ecosystem is recognized as both the most accurate portrayal and most complex and therefore most difficult to apply. The system of science teacher preparation is in many ways a system under stress and that stress will result in system evolution. Through better understanding Complex Adaptive Systems and applying that understanding to the system of science teacher education, individuals may be able to influence the nature of system evolution.

Duggan-Haas, Don Andrew

2000-10-01

215

Predicting Teachers' Achievement Goals for Teaching: The Role of Perceived School Goal Structure and Teachers' Sense of Efficacy  

Science.gov (United States)

The present study investigated contextual and personal factors associated with teachers' achievement goals for teaching. A total of 211 teachers completed an online survey. Hierarchical multiple regression analyses revealed that perceived school mastery goal structure and performance goal structure predicted teachers' mastery goals and…

Cho, YoonJung; Shim, Sungok Serena

2013-01-01

216

Investigating Preschool and Primary School Teachers’ Self-Efficacy and Needs in Teaching Science: A Pilot Study  

Directory of Open Access Journals (Sweden)

Full Text Available In recent years, the curricula reforms at the levels of preschool and primary school in Sweden have caused new demands on the teachers. In particular, numerous teachers lack the educational training in science subjects. Therefore, this study aims to investigate teachers’ self-efficacy and needs in relationto science teaching. A total of 71 teachers, divided into three groups of preschool, 1-3 grades and 4-6 grades, were invited to join this pilot study. From the EU FP7 project, PROFILES, a Likert scale questionnaire (with scores from 1 to 3 to represent strongly disagree, agree to strongly agree, and I don’t know was scored 0 was used and revised for the data collection in this pilot study. The results showed that the participating teachers had relatively high self-efficacy and no significant differences were found among the three groups of teachers. However, even though the teachers had high self-efficacy, the needs of further education were expressed by the teachers to a large extent. In particular, the group of preschool teachers addressed the need for more content knowledge (CK in physics and chemistry (>41%. In terms of the groups of 1-3 and 4-6 grades teachers, the needs relating to scientific literacy were revealed, with a focus on engaging students in socio-scientific problems (52%, 56% and assessment (44%, 61%. The implication of this study is discussed in the hope to contribute to teachers’ professional development for both pre- and in-service teachers in science education.

Susanne Walan

2014-03-01

217

Enhancing problem-solving skills of pre-service elementary school teachers through problem-based learning  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this research is to enhance pre-service teachers’ problem-solving skills by giving them opportunity to understand the problem solving process. The study, using an experimental approach, was conducted with 85 pre-service elementary school teachers. The experimental group experienced problem based learning (PBL, while the control group experienced traditional instruction (TI in their science instruction course. Independent t-test and content analysis were used to analyse the quantitative and qualitative data. The quantitative results, supported by the qualitative research, revealed that the problem solving skills of the pre-service elementary school teachers experiencing PBL were increased more than those experiencing TI.

Özlem KORAY

2008-12-01

218

A cross-cultural survey of conceptions of energy among elementary school teachers in training: Empirical results from Israel and Argentina  

Science.gov (United States)

How do students in training to be primary school teachers in Argentina and Israel understand the concept of energy? Do they hold correct scientific views that will enable them to instruct their future pupils accurately? Are there fundamental differences between students studying in these different populations? Studentsâ energy conceptions, expressed on a two-part written questionnaire, showed similarities and differences for Israeli and Argentinean students, as well as for first and second year students in each country. In general, there is a serious discrepancy between both Israeli and Argentinean student teachersâ understanding of energy and the accepted scientific concept. If this fundamental concept is to be used in a correct way in classroom, then every effort must be made to help teachers develop their understanding.

Trumper, Ricardo; Raviolo, Andres; Shnersch, Ana

2005-11-28

219

TEACHER NEEDED  

CERN Multimedia

Part-time teacher of primary English needed from 1st December 2002 to teach English National Curriculum (KS2) and NLS to mother tongue or good second language English-speakers aged 7-10. 4 hours contact time per week, team planning, marking and meetings. Candidates should be English mother tongue qualified teachers, confident, flexible classroom practitioners and team players. For further details and how to apply: engnat@hotmail.com or 04 50 40 82 66. Apply as soon as possible, and in any case before November 20th. English National Programme - Lycée International, Ferney-Voltaire

2002-01-01

220

Cooperation between Science Teachers and ESL Teachers: A Register Perspective  

Science.gov (United States)

Cooperation between English as a second or other language (ESOL) and content-area teachers, often difficult to achieve, is hard to assess linguistically in a revealing way. This article employs register analysis (which is different from, but complementary to, genre analysis) in a Systemic Functional Linguistic perspective to show how an ESOL…

Slater, Tammy; Mohan, Bernard

2010-01-01

 
 
 
 
221

Impact of a theoretically based sex education programme (SHARE) delivered by teachers on NHS registered conceptions and terminations: final results of cluster randomised trial  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Objective: To assess the impact of a theoretically based sex education programme (SHARE) delivered by teachers compared with conventional education in terms of conceptions and terminations registered by the NHS. Design Follow-up of cluster randomised trial 4.5 years after intervention. Setting: NHS records of women who had attended 25 secondary schools in east Scotland. Participants: 4196 women (99.5% of those eligible). Intervention: SHARE progr...

Wright, D.; Raab, G. M.; Abraham, C.; Scott, S.; Hart, G.

2007-01-01

222

Examining Elementary Education Pre-Service Teachers’ Self-Efficacy Beliefs  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study was to investigate elementary education pre-service teachers? self-efficacy beliefs by gender, grade level and age. Participants were 163 elementary education pre-service teachers. An instrument titled “Music Education Self-Efficacy Scale” (Afacan, 2008 was used as a means of data collection. Descriptive statistics and t test was used to analyze the data. Results revealed that elementary education pre-service teachers? music education self-efficacy was, in general, moderate. Results revealed that participants? self-efficacy beliefs differ by gender, grade level and age. Women?s self-efficacy beliefs were higher than men. Junior (3rd year students? self-efficacy was higher than sophomores (2nd year. Similarly, self-efficay scores of particiapants with an age of between 22 and 24 was higher than those with an age of between 19–21.

Deniz Beste ÇEV?K

2011-04-01

223

Teacher's creative competence  

Directory of Open Access Journals (Sweden)

Full Text Available This article's aim is to study what 180 Polish teachers understand by creativity and how they put it into practice. The Creative competency of teachers was evaluated, using 6 variables: 1 understanding of teaching as a creative action; 2 knowledge of opportunities and secure limits in implementing creative changes; 3 ability to create and change elements of classroom work; 4 understanding of educational entities and having the ability to act in order to increase the autonomy of such entities; 5 critical thinking; 6 ability to research their own practice. To do so both a semi-structured interview and direct observation in their classroom were utilized. Results point out the need to foster teachers' innovative and creative capabilities.

Anna Babicka

2010-04-01

224

A Comparative Study of Iranian and Japanese English Teachers' Demotivational Factors  

Science.gov (United States)

This study examined demotivational factors among Iranian and Japanese college teachers of English. To achieve the purpose, the study used a 35-item questionnaire and semi-structured interviews. The results were compared with the similar study in Japan by Sugino (2010). The findings of the study revealed that Iranian and Japanese lecturers are much…

Baniasad-Azad, Somayeh; Ketabi, Saeed

2013-01-01

225

Promoting Preservice Chemistry Teachers' Understanding about the Nature of Science through History.  

Science.gov (United States)

Documents the benefits of teaching chemistry through history. The experimental group consisted of seniors enrolled in a teacher preparation program in which they learned how to teach chemistry through the history of science. The results of the analysis of covariance revealed that the experimental group outperformed the control group on an…

Lin, Huann-shyang; Chen, Chung-Chih

2002-01-01

226

Correct or Incorrect Language: A Case of Iranian EFL Teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Research on teacher attitudes toward language and cultural differences has revealed that teachers form negative stereotypes of students with non-standard dialects (Münstermann, 1989). They consider dialect differences as deficiency in language learning, or sloppy pronunciation. Teacher’s attitude toward the students is important in that it creates the classroom atmosphere and affects the way language is taught to the students. The immediate goal of the present study is to investiga...

Giti Mousapour Negari

2012-01-01

227

On systems of relations “gifted student – teacher” and "teacher – gifted student" in secondary school  

Directory of Open Access Journals (Sweden)

Full Text Available We consider socio-psychological aspects of specific relationships in the systems “teacher – gifted student” and “gifted student – teacher”. We consistently argue the need to consider actual socio-psychological requirements to the personality and the role of “special teacher for the gifted” with a targeted selection and training of teachers for developing work with gifted students in secondary schools. We reveal the peculiarities of relationship and mutual importance of teacher and gifted student, depending on the age characteristics of the latter. The fundamentally important position, stated in the article, is the idea based on the basic concept of personalization, that creativity and personal teachers’ “creativeness” is not only his individual psychological trait, but also an effective channel of transferring individual-specific approaches of that particular teacher to the problems of life in general, and to the problematic areas of interest of his gifted students in particular.

N.V. Meshkova

2013-07-01

228

ENABLING AND DISABLING FACTORSFOR PARENT TEACHER COMMUNICATION AS PERCEIVED BY PARENTS: AN ANALYSIS  

Directory of Open Access Journals (Sweden)

Full Text Available This paper is an attempt to discover factors involved in parent teacher communication as perceived by parents. Various neutral types of items which could be possibly enabling or disabling factors were responded to by parents and put to cluster analysis. Cluster analysis revealed factors generated from proposed items. Analysis revealed neutral factors:Parent’s ego, Parents’ age, Parents’ priority, Child’ sociability, Principal’s functioning style, and Rules & Procedures of school which could be enabling as well as disabling factors depending on time and context. Enabling factors are Parents’ sincerity, Parents’ sociability, Principal’s style of functioning, Teacher’s accountability, Teacher’s job satisfaction and Teacher’s communication skills which definitely facilitate parent teacher communication. Factors: Parents’ attitudes, Parents’ awareness of feedback, Child’s awareness and Teacher’s attitude are disabling factors which impede parent teacher communication.

Vijay Kumar Grover

2014-12-01

229

Scale development for pre-service mathematics teachers' perceptions related to their pedagogical content knowledge  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study is to develop a scale to determine pre-service mathematics teachers' perceptions related to their pedagogical content knowledge. Firstly, a preliminary perception scale of pedagogical content knowledge was constructed and then administered to 112 pre-service mathematics teachers who were enrolled in a mathematics teacher education programme. Exploratory and confirmatory factor analysis, item analysis, correlation analysis, internal consistency and descriptive statistic techniques were used to analyse the data. Then validity and reliability of the scale were investigated. The analyses resulted in the development of a five-factor scale of 17 items that was proved valid and reliable. We contend that the scale developed has the merit to contribute to pre-service teachers' self-awareness by revealing their perceptions regarding their pedagogical content knowledge.

Esra Bukova-Güzel

2013-01-01

230

Pre-service secondary science and mathematics teachers’ classroom management styles in Turkey  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this study is to determine Pre-service secondary science and mathematics teachers’ classroom management styles in Turkey. In addition, differences in pre-service secondary science and mathematics teachers’ classroom management styles by gender, and field of study were examined. In the study, the survey model was employed. The research data was gathered using the Attitudes and Beliefs on Classroom Control (ABCC Inventory (Martin et al., 1998. The ABCC Inventory was adapted into Turkish by Savran (2002. The research group consisted of 204 pre-service secondary science and mathematics teachers. Data was analyzed by utilizing descriptive statistics, t-tests and ANOVA. Results revealed that pre-service secondary science and mathematics teachers had non-interventionist styles on the People Management subscale, whereas they had interventionist styles on the Instructional Management subscale.

Kür?ad YILMAZ

2009-12-01

231

Teacher-Team Development in a School-Based Professional Development Program  

Directory of Open Access Journals (Sweden)

Full Text Available This paper documents how a team progressed through the five stages of team development as a result of a school-based professional development program using a laboratory class cycle. Six Grade two teachers and their administrator in a primary school in the south eastern United States participated in the study. All the teachers were interviewed at the end of each laboratory class cycle. Their administrator was interviewed after the program ended. A grounded theory approach and constant comparative method were used. The study revealed how the teachers’ participation in the program progressed according to Tuckman and Jenson’s (1997 model of team development in the laboratory class cycle. Establishment of trust among teachers and team support over an extended time were identified as important factors in shaping the team development.

LU PIEN CHENG

2009-01-01

232

The Influence of Personality Traits of High School Teachers on Their Teacher Qualifications  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Th e eff ects of the personality traits on the teacher qualifications of the teachers working of the high schools were analysed in this study. Th is study was a local survey research at 2010-2011 of the summer semester. Th e sample of the study consisted of 428 teachers. Personality test based on adjectives, and perceptions of compedence scale were used as data collection tools. “Path analysis” method was done for data analysis by structural equation modelling procedure. Analysis revealed...

Kalafat, Sezai

2012-01-01

233

The Teacher and Nonverbal Communication.  

Science.gov (United States)

Suggests college teachers examine their nonverbal expressions (eye contact, voice quality, movement, clothing) and align them to complement verbal expressions. Surveys studies that found teaching effectiveness improved when verbal and nonverbal communication styles corresponded. Reveals how students trusted nonverbal expressions to mirror…

Arnold, Gregory B.

1990-01-01

234

Teachers' perceptions of substitute teacher performance and training in Maury County, Tennessee  

Science.gov (United States)

This study examined opinions and perceptions of permanent teachers in Maury County, Tennessee, regarding performance and training of substitute teachers. In addition to demographic information and comparisons among group means, the relationships between variables were studied. The results of the study were used to determine if a substitute teacher training program would be beneficial to Maury County Schools. The study sample (N = 165) included full time K-12 teachers. Respondents were divided into three groups: elementary, middle, and high school teachers. Data was gathered using a survey created by the Substitute Teaching Institute at Utah State University in Logan, Utah. Permanent teachers responded to ten items on a Likert scale and three opinion questions. Statistically significant differences between the three responding groups were indicated. Findings were as follows: (1) There was a statistically significant difference in the way teachers rated substitute teacher performance based on grade level. Although none of the three groups had a high mean response, elementary teachers rated substitute teacher performance higher than did middle and high school teachers. (2) There was a statistically significant difference in the degree to which teachers agreed that training would improve the quality and performance of substitute teachers. All three groups agreed that substitute training would be beneficial; however, the highest ranking came from middle school teachers.

Smith, Tina Thornton

235

Enhancing and Evaluating Prospective Teachers’ Techno-pedagogical Knowledge Integration Towards Science Subject  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study is to evaluate educational computer aided teaching materials (CATM which designed by skilled prospective class teachers towards 4 and 5th grade science level according to the principles of an educational software and teaching methods and techniques. Therefore, materials were firstly scored with an educational software assessment scale and findings were presented in the tables after calculated by Microsoft Excel. Secondly, prospective teachers’ using level of teaching methods and techniques, and measurement and assessment methods and techniques were revealed from their CATM's interface. The sample of the study was consisted 29 prospective class teachers. As a result of the study, although prospective teachers designed successive materials, it is understood that they have paid more attention to visual design properties and functionality such as linking between pages, colored backgrounds, interactive buttons, interactive guidance and assistance properties, and multi-media properties excluding principles of editing content criteria. They tried to present science subject by concept mapping, brainstorming, case study and demonstration as teaching methods/techniques with assessment techniques such as multiple-choice test, matching, concept map as assessment respectively. In general, the findings of the study showed that designing and developing CATM allowed prospective teachers to increase their educational technology competencies, self-esteem and confidence. In conclusion, it is revealed that prospective teachers are in need of experiences and environment about how to integrate pedagogy and technology knowledge.

Necati HIRÇA

2013-06-01

236

language teachers  

CERN Multimedia

The Le Rosey Institute at Rolle (autumn and spring) and Gstaad (winter) is looking for part-time language teachers of ?Bulgarian, Farsi, Hindi, Korean and Romanian for the start of the autumn term in September 2007. For further details, please contact : www.rosey.ch Please send applications with CVs to job@rosey.ch

2007-01-01

237

Professional Learning in Initial Teacher Education: Vision in the Constructivist Conception of Teaching and Learning  

Science.gov (United States)

With the constructivist view of learning as a conceptual lens, this paper examines student teachers' professional learning in initial teacher education (ITE). A mixed-method study was conducted with student teachers of a Bachelor of Education Programme in Hong Kong. The quantitative element of the study reveals that student teachers held a…

Tang, Sylvia Y. F.; Wong, Angel K. Y.; Cheng, May M. H.

2012-01-01

238

A escrita dos professores: textos em formação, professores em formação, formação em formação Teacher's writings: a contribution to teacher's training  

Directory of Open Access Journals (Sweden)

Full Text Available O presente artigo apresenta a análise de trabalhos de fim de curso escritos por professoras da rede municipal que freqüentaram um curso de extensão numa universidade pública. Após um semestre de contato com saberes científicos sobre alfabetização e letramento, em simultaneidade com discussões sobre possíveis trajetórias profissionais de formação docente, escreveram sobre suas próprias trajetórias profissionais. Efetuamos uma análise discursiva desses textos. Levantamos certos temas centrais deste discurso dos professores, situando a sua identidade profissional com relação aos saberes profissionais, delimitando certas posições discursivas no campo da formação, umas em relação às outras. Diferenças importantes foram encontradas entre as posições discursivas ocupadas por professores "não-regentes", que atuam como coordenadores e formadores, e as dos professores "regentes". Estes últimos têm clareza quanto a sua impossibilidade de acesso a posições. A análise do discurso, se apresentada às autoras, poderá produzir um efeito formador, tornando-as receptivas a prescrições de práticas pedagógicas produtivas para o trabalho escolar com a linguagem.This paper presents the analysis of texts written by female teachers from public schools at the end of a continuing education course at a public University. These teachers were exposed for a semester to scientific knowledge on teaching to read and write, literacy, and different teacher's training models. They wrote about their own professional trajectories and experiences. A discourse analysis allowed us to relate their professional knowledge to their position in the teachers' training field. Important differences were observed between the speeches of two groups of teachers: Those who work as coordinators or in-service teacher trainers and those who are actually teaching classes to students. In the latter group, papers reveal a clear sense of impossibility of access to certain positions in the literacy field. If presented to the authors, the results of this discourse analysis could be a formative experience, turning teachers more receptive to productive pedagogic practices to teach language in their schools.

Ludmila Thomé de Andrade

2003-12-01

239

A escrita dos professores: textos em formação, professores em formação, formação em formação / Teacher's writings: a contribution to teacher's training  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese O presente artigo apresenta a análise de trabalhos de fim de curso escritos por professoras da rede municipal que freqüentaram um curso de extensão numa universidade pública. Após um semestre de contato com saberes científicos sobre alfabetização e letramento, em simultaneidade com discussões sobre [...] possíveis trajetórias profissionais de formação docente, escreveram sobre suas próprias trajetórias profissionais. Efetuamos uma análise discursiva desses textos. Levantamos certos temas centrais deste discurso dos professores, situando a sua identidade profissional com relação aos saberes profissionais, delimitando certas posições discursivas no campo da formação, umas em relação às outras. Diferenças importantes foram encontradas entre as posições discursivas ocupadas por professores "não-regentes", que atuam como coordenadores e formadores, e as dos professores "regentes". Estes últimos têm clareza quanto a sua impossibilidade de acesso a posições. A análise do discurso, se apresentada às autoras, poderá produzir um efeito formador, tornando-as receptivas a prescrições de práticas pedagógicas produtivas para o trabalho escolar com a linguagem. Abstract in english This paper presents the analysis of texts written by female teachers from public schools at the end of a continuing education course at a public University. These teachers were exposed for a semester to scientific knowledge on teaching to read and write, literacy, and different teacher's training mo [...] dels. They wrote about their own professional trajectories and experiences. A discourse analysis allowed us to relate their professional knowledge to their position in the teachers' training field. Important differences were observed between the speeches of two groups of teachers: Those who work as coordinators or in-service teacher trainers and those who are actually teaching classes to students. In the latter group, papers reveal a clear sense of impossibility of access to certain positions in the literacy field. If presented to the authors, the results of this discourse analysis could be a formative experience, turning teachers more receptive to productive pedagogic practices to teach language in their schools.

Ludmila Thomé de, Andrade.

1297-13-01

240

Male Teacher Shortage: Black Teachers' Perspectives  

Science.gov (United States)

In this paper the authors draw on the perspectives of black teachers to provide a more nuanced analysis of male teacher shortage. Interviews with two Caribbean teachers in Toronto, Canada, are employed to illuminate the limits of an explanatory framework that foregrounds the singularity of gender as a basis for advocating male teachers as role…

Martino, Wayne; Rezai-Rashti, Goli M.

2010-01-01

 
 
 
 
241

Australian Teachers' Careers. Teachers in Society.  

Science.gov (United States)

This book focuses on career patterns and promotion of Australian school teachers. Following an introduction by the editors, the book is divided into 4 parts: Part 1, entitled "Understanding Teachers' Careers" includes 2 chapters: (l) "Teachers' Careers: A Conceptual Framework" (Rupert Maclean); and (2) "Teachers' Work: A Perspective on Schooling,"…

Maclean, Rupert, Ed.; McKenzie, Phillip, Ed.

242

What is an `Interesting Curriculum' for Biotechnology Education? Students and Teachers Opposing Views  

Science.gov (United States)

Of concern is an international trend of students’ increasing reluctance to choose science courses in both their final years of secondary school and tertiary levels of education. Research into the phenomenon indicates an influencing factor to be the ‘uninteresting curriculum’ (OECD 2006) of school science. This paper presents an exploration of what biotechnology key ideas students and teachers consider to be interesting. A survey was constructed and completed by 500 Australian students and their 35 teachers. Interviews were conducted with a sample of students and teachers. The Chi-square statistics revealed a significant difference between the student and teacher survey responses in four of the six a priori factors. A rank ordering of the key ideas, based on whole group mean scores, indicates only a small overlap in modern biotechnology key ideas of interest to both the students and teachers. The results suggest the key ideas teachers are interested in and incorporate into their curriculum, are not the key ideas students are interested in learning about. This mismatch is particularly prevalent and problematic in situations where curriculum choice is available within a mandated framework or syllabus, which is the case for these teachers and students. The study also found students withdrawing from biology courses in post compulsory settings due to lack of interest and perceived lack of relevance of the course.

Kidman, Gillian

2010-05-01

243

Student Teachers’ Ways of Thinking and Ways of Understanding Digestion and the Digestive System in Biology  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study was to identify the ways in which student teachers understand digestion and the digestive system and, subsequently, their ways of thinking, as reflected in their problem solving approaches and the justification schemes that they used to validate their claims. For this purpose, clinical interviews were conducted with 10 biology student teachers. According to the data, the student teachers possessed different levels of understanding that can be summarized into three categories: (1 naïve, in that their study method was unscientific and memorization-based, (2 fragmented, and (3 unsound. Their ways of thinking were congruent with their ways of understanding, and this was reflected in their explanations, which were constructed ad hoc and focused on simple linear relationships. In line with these ways of thinking, the justification schemes used by the student teachers were mainly external and empirical schemes, which are considered to be unsophisticated or lower-level. This study is the first study that attempts to reveal and classify student teachers’ justification schemes in biology. Earlier studies on student learning processes have been conducted in mathematics. We discovered distinct patterns in the justification schemes used by student teachers, and these patterns were related to the nature of biology as a life science. At the end of the paper, we discuss our results and provide suggestions for teacher education and future research.

Sabiha Odabasi Çimer

2012-04-01

244

Teachers’ beliefs, teachers’ goals and teachers’ classroom management : a study with primary teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Teachers’ beliefs and teachers’ practices tend to fit together. However exceptions seem to be significant. This study, carried out with primary teachers (N = 279), explores the relation of teachers’ classroom management beliefs to teachers’ classroom goals and teachers’ practices. A cluster analysis identified three distinct teaching beliefs’ profiles: teacher-centered, student-centered and ambivalent/inconsistent. Clusters somehow overlap in the teaching goals they most value but...

Lopes, Joa?o A.; Santos, Miguel

2013-01-01

245

Teachers' Beliefs, Teachers' Goals and Teachers' Classroom Management: A Study with Primary Teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Teachers' beliefs and teachers' practices tend to fit together. However exceptions seem to be significant. This study, carried out with primary teachers (N = 279), explores the relation of teachers' classroom management beliefs to teachers' classroom goals and teachers' practices. A cluster analysis identified three distinct teaching beliefs' profiles: teacher-centered, student-centered and ambivalent/inconsistent. Clusters somehow overlap in the teaching goals they most value but some striki...

Lopes, Jo U. E. O.; Miguel Santos

2013-01-01

246

Changes in high school chemistry teacher beliefs and practice after a professional development program  

Science.gov (United States)

This study proposed that when professional development modeled the inquiry-approach and provided time for peer-observed enactment and reflection, it would produce change in in-service chemistry teachers' beliefs and practices. Case study methodology was used to collect a variety of in-depth data on teachers' beliefs and practice including interviews, journals, classroom videotape and participant-observation by the researcher to address the research questions: (1) How does the use of an inquiry approach with in-service chemistry teachers in a professional development result in their re-examining their pedagogical theories? (2) How does the reflection on the inquiry approach and practice teaching result in changes in these teachers' pedagogical theories? (3) How do the changes in these teachers' pedagogical theories translate into their classroom practice? Semi-structured interview data reveals 7 of 9 in-service chemistry teachers showed evidence of change in their beliefs over a year-long professional development (PD) program. Reflection data from the participating teachers showed they believed that modeled inquiry placing them in the student-learner role helped them to re-examine their pedagogical theories and develop more inquiry-based beliefs. Additionally, the professional development's emphasis on collaboration, peer-observed enactments, guided reflection, and the establishment of a community of learners helped them to re-examine their pedagogical theories and develop more inquiry-based beliefs. RTOP data revealed that 5 of 9 in-service teachers translated their beliefs into inquiry practice in their classrooms.

Spraker, Ralph Everett, Jr.

247

Self-efficacy in Environmental Education: Experiences of elementary education preservice teachers  

Science.gov (United States)

Despite research showing Environmental Education can provide positive student outcomes in academic achievement, critical thinking, motivation and engagement (Ernst, 2007; Lieberman & Hoody, 1998; Orr, 1992; Palmer, 1998; Powers, 2004; Volk & Cheak, 2003), Environmental Education is currently not a critical element in American public school K-12 education. The present study investigates self-efficacy in Environmental Education through a mixed methods research approach. The data reveal the participants' perspectives of their sense of self-efficacy in Environmental Education. It adds to the body of work on Environmental Education and self-efficacy by specifically investigating the topics through interviews with preservice teachers. Purposeful sampling is used to identify preservice elementary education teachers in their senior year of college with a high measure of self-efficacy. Self-efficacy is measured using the Environmental Education Efficacy Belief Instrument (Sia, 1992). Forty-six preservice teachers completed the instrument. Six preservice teachers were interviewed to determine experiences that impact their self-efficacy in Environmental Education. Continual comparison and cross-case analysis are used to analyze the data. The results reveal a relationship between personal experiences with nature as a young child and current beliefs toward their personal efficacy and teaching outcome efficacy in Environmental Education. Similar to the findings of Sia (1992), the researcher discovered that preservice teachers realize that they lack sufficient knowledge and skill in Environmental Education but believe that effective teaching can increase students understanding of Environmental Education. While the preservice teachers do not believe they will teach Environmental Education as well as other subjects, they will continually seek out better ways to teach Environmental Education. Interviews with participants who had a high self-efficacy revealed the importance of playing outdoors as young children and having an adult role model with whom to share nature. Results showed that experiences with nature are absent in formal schooling, including courses in teacher education programs.

Gardner, Cynthia Crompton

248

The effects of a four-semester pre-service secondary teacher education program on the perceptions and practices of pre-service science teachers concerning constructivist perspectives to teaching  

Science.gov (United States)

This is an exploratory study that examines: (a) changes in pre-service teachers philosophical and pedagogical conceptions concerning teaching and learning, (b) changes in pre-service teachers' perceptions concerning the instruction they received in their methods courses, and (c) the relationships among pre-service teachers pedagogical and philosophical conceptions, perceptions about the methods course instruction and their own instructional practices, and their actual instructional practices as revealed on videotapes over a four-semester sequence. A sample of thirty-six pre-service teachers (18 males and 18 females) from the Iowa-SSTEP four-semester sequence volunteered to participate in the study. Three instruments were used to generate the main data to answer the research questions. The three instruments were: (a) Teachers Pedagogical and Philosophical Interview (TPPI), (b) Constructivist Learning Environment Survey (CLES), and (c) videotape portfolio evaluated with the Expert Science Teaching Evaluation Model (ESTEEM). Major results include the following: (1) As pre-service teachers enrolled in a four-semester sequence progressed through the teacher education program, their conceptions concerning teaching and learning became significantly and increasingly more student-centered in terms of what students need to do to enhance their understanding of science concepts and processes as well as in their espoused philosophies of teaching and learning. (2) Pre-service teachers integrated their newly acquired student-centered conceptions from their methods courses, with their previous teacher-centered conceptions to develop mixed conceptions about teaching and learning. (3) Pre-service teachers' espoused conceptions and their perceptions about classroom practices rarely align observed teaching practices in their classroom. (4) Pre-service teacher cohort level in the Iowa-SSTEP sequence proved to have a positive and significant effect on pre-service teachers' constructivist practices of teaching and learning. Their student-centered practices increased as they ascended the hierarchy of the Iowa-SSTEP four-semester sequence. (5) Though reported conceptions, perceptions, and practices were increasingly student-centered as pre-service teachers progressed through the teacher education program, they were characterized as both teacher-centered and student-centered indicating that they retained some teacher-centered beliefs.

Masene, Robert Sinvula

249

The Networked Teacher: How New Teachers Build Social Networks for Professional Support. Series on School Reform  

Science.gov (United States)

New teachers need support from their peers and mentors to locate resources, information, new ideas, emotional support, and inspiration. This timely book explains the research and theory behind social networks (face-to-face and online), describes what effective social networking for educators looks like, reveals common obstacles that new teachers

Baker-Doyle, Kira J.

2011-01-01

250

"Lion Tamers and Baby Sitters": First-Year English Teachers' Perceptions of Their Undergraduate Teacher Preparation.  

Science.gov (United States)

Personal narratives from first-year English teachers reveal that the social system of the schools in which they teach, the instructional system and its accompanying curriculum requirements and restraints, and the nature of the student population become dominant in determining teachers' behavior and their attitudes toward teaching. (HOD)

O'Rourke, Bill

1983-01-01

251

Infusing Science, Technology, and Society Into an Elementary Teacher Education Program: The Impact on Preservice Teachers  

Science.gov (United States)

In an effort to improve science and social studies instruction, preservice teachers developed original science, technology, and society units to teach in elementary and middle school classrooms during their clinical field experience. Data revealed that the preservice teachers fell into categories of being skeptics, open-minded instructors, or…

Henning, Mary Beth; Peterson, Barbara R.; King, Kenneth Paul

2011-01-01

252

The concept of formation of information and communication competence of teachers in the vocational teachers’ education  

Directory of Open Access Journals (Sweden)

Full Text Available The author reveals the components of forming the information and communication technologies competence of teachers in vocational teacher s’ education. The components are the concept of information and communication technologies competence, classification of information and communication technologies competencies, technique of the quality of formation measurement by security and conditions for implementation.

Sergei Bogatenkov

2014-05-01

253

Profile change in preservice science teacher's epistemological and ontological beliefs about constructivist learning: Implications for science teaching and learning  

Science.gov (United States)

This study investigated preservice teachers' understandings of the ontology and epistemology underlying constructivist notions of learning, and the implications that changes in ontological beliefs and epistemological commitments had on preservice teachers' conceptions of themselves as teachers and their conceptions of students as learners. Multiple views of constructivism formed the basis for much of the instruction that was presented throughout these preservice teachers' education program, as revealed by faculty interview data. For the 16 preservice teachers included in this study, the epistemological and ontological characteristics for each teacher's developing views of learning were identified through four in-depth interviews. Data from interviews were used to construct a constructivist profile for each preservice teacher's views of learning (i.e., a profile containing ontological beliefs, epistemological commitments, and pedagogical beliefs). Changes in the profiles for each individual were documented over the time span of this study. Of the sixteen participants in the study, five significantly changed ontological and epistemological beliefs and eleven did not. Profile changes for the five who did change also resulted in changes in their conceptions of science teaching and learning (CSTL). This study demonstrated that the notion of a constructivist profile could be aligned with CSTL. It also demonstrated implications that changes in components for an educational constructivist profile have for a preservice teacher's view of themselves as teacher. However, changes in ontological and epistemological beliefs are not easy, nor are they easily internalized. On the positive side, when change did occur, these changes were attributed to the coursework associated within this preservice teacher education program that attempted to advance constructivist philosophies---or a program designed to develop a constructivist perspective on teaching and learning. Teaching about constructivist philosophies, as this program did, helped some preservice teachers develop conceptions of teaching and learning that were well grounded philosophically. The overall conclusion drawn from this research is that preservice teachers can develop 'constructivist' notions of teaching that are consistent with and founded upon philosophical principles. For teacher educators attempting to change preservice teachers views on teaching, preservice teacher education programs should challenge their student's ontological beliefs and epistemological commitments if they expect to see changes in how science is taught and learned. For researchers, this study offers insights into the reasons that preservice teachers give for changes in their thinking about learning to teach.

Kwak, Youngsun

254

Gender equity: A study of classroom interactions of sixth-grade science teachers before and after gender equity training  

Science.gov (United States)

The researcher investigated teachers' perceptions of their interactions with students in their 6th grade science classrooms and the effects of gender equity training on teachers' interactions with students. Teacher perceptions were measured at pretest and posttest using the Gender Equity Teacher-Student Interaction Questionnaire (GETSIQ). The outcomes from one day of gender equity training, using the Gender Equity Video and Instructional Guide, were measured at pretest, posttest, and follow-up using the INTERSECT scale. A non-random sample of twenty 6th grade science teachers from five middle schools participated in the study. Ten teachers were assigned to each of the control or experimental groups. The first hypothesis posited that teacher perceptions of and actions toward male and female students in sixth grade science classrooms would be different as reflected by scores on the GETSIQ. The hypothesis was partially supported. Teachers reported significantly different amounts of acknowledgment, attention in general, and attention to questions, responses, and comments for boys and girls, and different evaluations based on their expectations for a student. Following training, teachers from the experimental group obtained somewhat higher scores, though the differences were not statistically significant. Hypothesis 2 stated that gender equity training would increase equitable teacher interactions with male and female students as demonstrated by scores on the INTERSECT Checklist. This hypothesis was partially supported. A comparison of the Intersect checklist (praise, acceptance, remediation, criticism) revealed that teachers were observed to more equally give praise to boys and girls following training, male teachers engaged in more acceptance responses with girls, and female teachers had more equitable distribution of acceptance. Male teachers increased the amount of remediation to girls, and female teachers continued to provide more remediation to boys. The differences between pretest and posttest were statistically significant. There was some reversion to pretest levels interactions at follow-up. The results of the study support the effectiveness of gender equity training in facilitating increased awareness and behavioral change in teachers. However, training needs to be of longer duration for continued effectiveness.

Giuliano, Joanne

255

Teachers’ Thought Processes: The Case of Tunisian Gymnastic University Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available Teacher’s behaviour is substantially influenced and even determined by teachers’ thought processes. Several studies concerning effectiveness in physical education have analysed various topics such as student engagement, curriculum time allocation, teaching methods, teacher behaviour, and teacher perceptions. However, these investigations have not applied the classroom research findings identified by other researchers. Firstly, this study explains the implied thoughts of the explained Tunisian Gymnastic University Teachers (TGUT to teach gymnastics learning processes by analyzing their thought processes. Secondly, we included the analysis of the connection, interaction and relationship between the three topics reviewed. Thirdly, we identified and analyzed the difference between different Tunisian physical educational teachers’ thoughts and its influence on their didactical practice intervention. Data were collected during 4 months of observations and interviews with six TGUT at the high institute of sport and physical education (ISSEP in Tunisia. They all teach not mixed class in Level1 (first year, BAC + 1. These interviews were semi structured (40 minutes each and gave teachers the opportunity to share their perspectives on broad topics such as education, teaching, and society, and also on more succinct topics such as individual students and situations that had occurred in previous lessons. The data were analyzed using constant comparison. Three topics emerged illustrate how the teachers’ thinking influenced their selecting, ordering, and formulating of curriculum units, their didactic and pedagogical manoeuvring during lessons. This study revealed three major conceptions used by TGUT: 1 Teaching based on pedagogical conceptions (7.20%, 2 Teaching based on sciences (17.42%, and 3 Teaching based on means and practices (75.37%. A number of themes emerged from the analysis of each case, aside to the contextualised responses of individuals. The perception of the TGUT had two consequences: 1 a didactic consequence; the TGUT plan activities that will assist students in developing only physical skills, 2 the legitimacy of the contributory sciences in training programs for student teachers of physical education (PE. Basis on this argument, we might reasonably ask what might be done to address this problem. The issues discussed in this paper will encourage teachers to reflect on their own teaching beliefs and practices and to include them in the process of planning and teaching effectiveness.

Naila Bali

2013-08-01

256

Preschool Teacher Competence Viewed from the Perspective of Students in Early Childhood Teacher Education  

Science.gov (United States)

This paper examines contemporary issues in early childhood teacher education in Sweden. The aim of the study was to explore dimensions of the construct of preschool teachers' competence as reported by 810 students enrolled in early childhood teacher education at 15 Swedish universities. The results showed that students' definitions of…

Lillvist, Anne; Sandberg, Anette; Sheridan, Sonja; Williams, Pia

2014-01-01

257

Conceptualizing In-service Secondary School Science Teachers' Knowledge Base for Climate Change Content  

Science.gov (United States)

The need to deepen teachers' knowledge of the science of climate change is crucial under a global climate change (GCC) scenario. With effective collaboration between researchers, scientists and teachers, conceptual frameworks can be developed for creating climate change content for classroom implementation. Here, we discuss how teachers' conceptualized content knowledge about GCC changes over the course of a professional development program in which they are provided with place-based and culturally congruent content. The NASA-funded Global Climate Change Education (GCCE) project, "CYCLES: Teachers Discovering Climate Change from a Native Perspective", is a 3-year teacher professional development program designed to develop culturally-sensitive approaches for GCCE in Native American communities using traditional knowledge, data and tools. As a part of this program, we assessed the progression in the content knowledge of participating teachers about GCC. Teachers were provided thematic GCC content focused on the elements of the medicine wheel-Earth, Fire, Air, Water, and Life -during a one week summer workshop. Content was organized to emphasize explanations of the natural world as interconnected and cyclical processes and to align with the Climate and Earth Science Literacy Principles and NASA resources. Year 1 workshop content was focused on the theme of "Earth" and teacher knowledge was progressively increased by providing content under the themes of 1) understanding of timescale, 2) understanding of local and global perspectives, 3) understanding of proxy data and 4) ecosystem connectivity. We used a phenomenographical approach for data analysis to qualitatively investigate different ways in which the teachers experienced and conceptualized GCC. We analyzed categories of teachers' climate change knowledge using information generated by tools such as photo elicitation interviews, concept maps and reflective journal perceptions. Preliminary findings from the pre-workshop interviews indicate teachers' different perceptions about timescale, their understanding about data projections using modeling, and their acceptance of the level of uncertainty in the data. Preliminary results from the progressive mapping of the core concepts highlighted 1) a direct correlation between the content provided and the concepts generated. 2) misconceptions generated during the process and 3) connections between various concepts related to the science of global climate change. Analysis of the responses of teachers to the content-based questions revealed a gradual progression in understanding of the science behind GCC. While the initial responses were limited to what causes GCC, later ones were based on local and global implications of GCC and possible adaptive solutions for the same. Our results will provide crucial information about providing conceptual knowledge and addressing misconceptions regarding the science of climate change. The information generated by this study can be used to further develop theme-based structured curricula to enhance teachers' understanding of the phenomenon of GCC.

Campbell, K. M.; Roehrig, G.; Dalbotten, D. M.; Bhattacharya, D.; Nam, Y.; Varma, K.; Wang, J.

2011-12-01

258

Teacher Resources  

Science.gov (United States)

Resources for Preschool Teachers in the classroom. This link will have emotion faces and a tool to create a solution box for student use. Behavior This is the home page to Positive Behavior Intervention System PBIS Entering data for check points Creative Curriculum NAYEC national page along with the IA page NAEYC IA AEYC Dr. Jean's main page with some YouTube songs Dr. Jean ...

Miller, Heather

2011-12-13

259

TEACHERS NEEDED  

CERN Document Server

The English Language Programme of the Lycée International de Ferney-Voltaire has two teaching posts available for la rentrée 2001. 1. Part-time teacher of Primary-level English Candidates for the post need to be mother-tongue English speakers. They should have a relevant degree and teaching qualification. The post involves teaching the English curriculum to pupils who are within the French educational system. Classes take place on Tuesday afternoons at the Lycée. Team spirit necessary as teachers work as a team. Induction & training are offered. 2. Part-time teacher of Secondary-level history-geography Candididates for the post need to be mother-tongue English speakers. They should have a relevant degree in history or geography and also a strong interest in the other subject. They should have a relevant teaching qualification and be confident classroom practioners. For more information on either of these posts please contact the school office on 04.50.40.82...

2001-01-01

260

Academic Self-Efficacy Perceptions of Teacher Candidates  

Directory of Open Access Journals (Sweden)

Full Text Available This study aims determining academic self-efficacy perception of teacher candidates. It is survey model. Population of the study consists of teacher candidates in 2010-2011 academic years at Ahmet Kele?o?lu Education Faculty of Education Formation of Selçuk University. A simple random sample was selected as sampling method and the study was conducted on 312 teacher candidates. The data of this study was obtained by “academic selfefficacy scale” which was developed by Jerusalem and Schwazer (1981 and translated into Turkish by Y?lmaz, Gürçay, and Ekici (2007 and its reliability value was determined as .79. However, Cronbach Alfa reliability value of this scale became .76 with the result of the data analysis of the study. SPSS package program was used to analyze the data; and the data analysis, frequency, percentage, arithmetic mean, standard deviation, independent samples t-test, one-way analysis of variance (ANOVA and post hoc tests (LSD test were used. When the findings of the research were considered in general, the result showed that the academic self-efficacy perception level of the candidates was at desired level. However, teachers' views about the level of academic self-efficacy perception showed that most of them preferred a lower level option "suits me", instead of "totally suits me" option that was the highest degree of participation of four likert-type scale. This illustrated that their perception about this issue was not at a very high level. When independent variables were taken into account, among the academic perception levels of teacher candidates, a significant difference was detected in terms of working as a teacher or not and academic achievement variables but it revealed no significant difference in terms of gender and type of education program variables.

Dr. Etem YE??LYURT

2013-04-01

 
 
 
 
261

Trainee teachers' use of the Internet opportunities and challenges for initial teacher education  

Science.gov (United States)

This paper reports on 12 in-depth case studies of trainee science teachers’ use of the Internet in their science teaching from teacher training programmes in four UK universities. The findings reveal many opportunities and challenges trainee teachers face in using the Internet and these are examined in the light of the promotion of the use of ICT in general and the Internet in particular, both in the UK and on an international scale. The analysis draws out implications for science teacher education programmes and future practice.

Childs, Ann; Twidle, John; Sorensen, Pete; Godwin, Janet

2007-04-01

262

Developing a Framework for Classroom Lesson Delivery to Improve English Teachers’ Performance in the Foundation Year Programme at a Saudi University  

Directory of Open Access Journals (Sweden)

Full Text Available The current English programme provided to foundation year students at King Abdulaziz University is failing to equip learners with the desired level of English language. This paper assesses the teaching materials and proposes a teaching framework to improve teachers’ lesson delivery. The framework was designed to overcome some of the shortfalls in the mandatory course book series (Headway Plus. The framework adopted Kumaravadivelu’s (2010 principles for lesson delivery: diagnosis, treatment and assessment, and advocates the development of cognitive ability, encourages collaborative learning, problem solving, emphasizes process rather than product, communication skills, and self-inquiry. Fifteen English teachers participated in a pilot study by implementing the new lesson delivery framework over a 14-week course. A peer observation strategy was used to help the teachers reflect on their teaching methods and improve the quality of their teaching. Also, during the last two weeks of the course the head of the English unit and an external observer conducted observations to monitor and assess teachers’ development. The findings of the study revealed the new framework helped teachers improve their lesson delivery and encouraged them to use new teaching techniques such as problem solving and a student-centred approach. However, the results also indicated there was a need for teacher training courses to help teachers understand the principles behind the different teaching methodology. In addition, a cultural factor was found to be influential, as some teachers were reserved about criticizing other teachers’ performance.

Saeed J. Aburizaizah

2013-12-01

263

Population structure revealed by different marker types (SSR or DArT) has an impact on the results of genome-wide association mapping in European barley cultivars  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Diversity arrays technology (DArT) and simple sequence repeat (SSR) markers were applied to investigate population structure, extent of linkage disequilibrium and genetic diversity (kinship) on a genome-wide level in European barley (Hordeum vulgare L.) cultivars. A set of 183 varieties could be clearly distinguished into spring and winter types and was classified into five subgroups based on 253 DArT or 22 SSR markers. Despite the fact, that the same number of groups was revealed by both mar...

Matthies, I. E.; Hintum, T. J. L.; Weise, S.; Ro?der, M. S.

2012-01-01

264

A Comparative Analysis of Gender Effectiveness in Public and Private Secondary Schools Teachers’ in Oredo Local Government of Edo State Nigeria  

Directory of Open Access Journals (Sweden)

Full Text Available The study was undertaken to compare teacher’s level of effectiveness in public and private secondary schools in Oredo Local Government Area of Edo State. Two hypotheses were formulated for the study and the reviewed literature covered all the variables of interest. The study was hinged on the ex-post- facto research design. A special instrument known at the Teachers Gender Performance Evaluation Report Card (TGPERC was developed to generate the needed data. Schools from where the teachers were selected were chosen via convenience sampling techniques. The data collected were analyzed using the t-test statistics for independent sample and all hypotheses tested at 0.05 level of significance. The result of the analysis revealed that the public and private school teachers have different levels of effectiveness in Oredo Local Government Area of Edo State. Nigeria.

Mercy O. Omobude

2012-05-01

265

Teachers’ Levels of Use of the 5E Instructional Model in the Implementation of Curriculum Reforms in Sri Lanka  

Directory of Open Access Journals (Sweden)

Full Text Available The 5E instructional model is an innovative approach for constructive classroom instruction. First introduced in competency-based curriculum reforms in Sri Lanka, this is an inquiry-based model that allows students to engage in the self-learning process, in which teachers act as facilitators. The aim of this study was to assess the levels of teachers’ participation (through Levels of Use or LoU in implementing the 5E instructional model in Sri Lanka. The Concerns-Based Adoption Model (CBAM was used to identify teachers’ LoU. Using the qualitative method, 9 out of 305 secondary school Geography teachers from the Kalutara district were selected as respondents in this survey. We used the basic interview protocol adopted from CBAM instruments. Our results revealed that many teachers were either non-users or were at the initial stage of use. The overall results revealed that the use of innovation was unsatisfactory. Thus, these teachers must be engaged in training programs, provided with the necessary materials and resources and must be continuously monitored to help those who want to qualify for a user profile and those who want to move up into the higher user profiles.

Fareed Mohamed Nawastheen

2014-05-01

266

Georgia Revealed  

Science.gov (United States)

OneWorld Journeys.com and Washingtonpost.com present Georgia Revealed: Searching for the Soul of the Caucasus. The site showcases a Georgia expedition that occurred April 16-29, the first of three explorations OneWorldJourneys.com have planned this year. Wilderness and nature photographers, journalists, and technicians collaborate here to bring users on their journey through the Caucasus Mountains Region of the Country of Georgia. Georgia Revealed not only features daily journal entries (text, streaming video and audio, and photographs) of the expedition, but also has sections providing background on history, travel, culture, and more. Altogether, this is a very well organized, educational site. We look forward to the next expedition to the Sonoran Desert.

267

MENTAL HEALTH OF COLLEGE TEACHERS  

Directory of Open Access Journals (Sweden)

Full Text Available The present study aimed to find out the mental health among the college teachers. 500 samples were selected randomly in Cuddalore district. Standardized psychological tool was used to collect the data. Statistical test t-test and One Way Anova (F-ratio were used to test the hypotheses. Result found that there is a significant difference in college teachers mental health on the basis of gender and community.

E. Ruby Violet Rani

2014-12-01

268

The Importance of Teacher's Effectiveness  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Heightened emphases are on teachers and effective teaching particularly linked to the performances of students in K-12 schools. The purpose of this article is to review perspectives of teaching over a period of several decades in the literature and to investigate the perceptions of practicing teachers enrolled in graduate school regarding necessary components of effective teaching. Results indicate that many of the notions indicated in the literature as essential for effective teaching are al...

Elizabeth Block; Fran Crochet; Leslie Jones; Tiffany Papa

2012-01-01

269

Primary Pre-Serv?ce Teachers’ Computer Self-Efficacy Beliefs and Att?tudes Toward Educat?onal Technologies  

Directory of Open Access Journals (Sweden)

Full Text Available This study aims to investigate primary pre-service teachers’ computer self-efficacy beliefs and attitudes towards educational technologies. The study was performed on 217 primary pre-service teachers in the Faculty of Education in Rize University. Data were collected through the applications of Computer Self-Efficacy Scale (A?kar and Umay, 2001 and Technology Attitude Scale (Yavuz, 2005. Pre-service teachers’ computer self-efficacy beliefs and attitudes towards educational technologies were compared based on the variables such as class level, gender, computer ownership, and computer experiences. Moreover, pre-service teachers’ computer self-efficacy beliefs were predicted from their attitudes toward educational technologies. The study results revealed that male pre-service teachers have higher computer self-efficacy beliefs than their female counter parts and pre-service teachers owning personal computer have higher computer self-efficacy beliefs than those do not have personal computer. The study results also indicated that the pre-service teachers’ computer self-efficacy beliefs can be predicted from their attitudes towards educational technologies.

H. Yusuf ACUNER

2011-06-01

270

PBS Teachers  

Science.gov (United States)

The PBS (Public Broadcasting Service) Teachers web site provides access to thousands of lesson plans, teaching activities, videos, and interactive games and simulations for all levels of instruction, Pre-K to 12. These resources are correlated to state, national, and Canadian educational standards and are tied to PBS' on-air and online programming (NOVA, Nature, and others). They are organized by topic (math, science and technology, social studies, and others). Within each topic area the resources are searchable by grade level and subtopic. Other materials include links to blogs on educational topics, news articles and event announcements, a frequently-asked-questions feature, and information on PBS' professional development program, Teacherline.

2002-01-01

271

A Study On The Elementary Science Teachers’ Frequency of Exhibiting Effective Teacher Behaviors: Through The Eyes of Pre-Service Science Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study is to investigate middle school science teachers’ frequency of exhibiting effective teacher behaviors. Science teachers’ frequency of effective teacher behaviors were examined by means of pre-service science teachers’ (N=110 observations in elementary schools. Based on their observations in the classrooms, the pre-service teachers filled out an observation form, which consisted of 25 items about skills related to effective teacher behaviors, by indicating the frequencies of teachers’ exhibiting certain behaviors in classroom. According to the results, teachers were found to be most effective in questioning and wait time and least effective in encouraging students to engage in group and self–evaluations.

?ule BAYRAKTAR

2010-12-01

272

The Implications of Teacher Effectiveness Requirements for Initial Teacher Education Reform  

Directory of Open Access Journals (Sweden)

Full Text Available Problem statement: School effectiveness research shows that teacher effectiveness is the single most important school-based factor in student success. The effects of poor teaching linger and can be measured for at least three years after students have left the classroom. It is too late to wait until secondary school level for backlogs to be eradicated. Education systems, such as the South African system, which grapple with large numbers of dysfunctional schools, should look anew at teacher effectiveness in all school phases. The urgent need for highly effective teachers in every classroom requires that education systems develop a comprehensive definition of teacher effectiveness and create training programmes to develop it. Thus, the problem investigated is: What are the characteristics, skills, attitudes and behaviors associated with effective teachers and what is the best way in which schools of education can adapt initial teacher education to meet the challenges of today?s classrooms? Approach: A mixed method approach was adopted. In addition to an in-depth literature review, open-ended questionnaires, probing perceptions of teacher effectiveness issues were distributed to teachers, school principals, policy officials and teacher educators. Interviews were conducted with a variety of educational experts. Classroom observations of experienced and novice teachers were conducted in a variety of contexts using open-ended classroom observation checklists. Results: Based on the findings of the research a synthesis of the characteristics, knowledge, skills, attitudes and behaviors associated with effective teachers was developed. Conclusion: If teachers are to be effective their initial training will have to be effective. This study has identified the characteristics and behaviours associated with effective teachers. These indicators are broad guidelines for schools of education to stimulate teacher education reform. Covering the curriculum, structuring of content, appropriate pacing and alignment, clear goal setting, clarity of content and presentation, are a few requirements for effective teachers which have direct implications for teacher education.

S. G. Pretorius

2012-01-01

273

'ICTs' IN TEACHER EDUCATION  

Directory of Open Access Journals (Sweden)

Full Text Available Education in the Indian region faces a number of problems. These problems include the shortage of qualified teachers, very large student populations, high drop-out rates of students and teachers, and weak curriculum. All of these negative aspects result in poor delivery of education. The education crisis is worsened by the devastating effects of the HIV/AIDS pandemic, increasing poverty, a brain drain in the teaching community, budgetary constraints, poor communication, and inadequate infrastructure.While societies in the region undergo rapid changes as a result of increased access to information, the majority of the school-going youth continue to undergo traditional rote learning. ICTs are one of the major contemporary factors shaping the global economy and producing rapid changes in society. They have fundamentally changed the way people learn, communicate, and do business.

Girdhar lal Sharma

2012-07-01

274

PRIMARY TEACHERS CANDIDATES’ VIEWS ON GOOD TEACHER  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The aim of this study was to examine qualitatively 109 third year primary teacher candidates’ views on being a good teacher. One open-ended question was posed to teacher candidates to be answered in writing. Although opinions about being a good teacher were categorized into six subtitles: personal characteristics, knowledge of subject and its teaching;, skills, professional growth, appreciation, and commitment to the mission, most of the answers were about different dimensions of personal c...

Ubuz, Behiye; Sari, Sibel

2009-01-01

275

Orientation teachers of physical education for improve own health  

Directory of Open Access Journals (Sweden)

Full Text Available Purpose . The features targeted pedagogical influence on students of the Faculty of Physical Education to strengthen their own health. Material and methods . The study involved 192 students of different pedagogical university faculties of both sexes aged 18-21 years. Results . Revealed that the level of health is not very different Arts Students from the students of the Faculty of Physical Education and is the most "below average". In the process of training future teachers of physical culture introduced pedagogical conditions : enriching the content of academic disciplines of scientific information and educational support during the implementation of the rehabilitation program students. Found that as a result of research indicators of physical health of students of physical education have improved significantly. Conclusions . These data indicate the feasibility and necessity of using these pedagogical conditions in the orientation of the future teachers of physical training to strengthen their own health and the health of the younger generation.

Muskharina Y.Y.

2013-12-01

276

Documenting Elementary Teachers' Sustainability of Instructional Practices: A Mixed Method Case Study  

Science.gov (United States)

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 years (2008 and 2013). Additionally, a classroom observation was conducted with one of the interviewed teachers in 2013. Qualitative analyses were conducted following the constant comparative method and were facilitated by ATLAS.ti v. 6.2, a qualitative analysis software program. Qualitative findings identified themes at the district level that influenced teachers' use of Teaching SMARTRTM strategies. All the themes were classified as obstacles to sustainability: economic downturn, turnover of teachers and lack of hiring, new reform policies, such as Race to the Top, Student Success Act, Common Core State Standards, and mandated blocks of time for specific content. Results from the survey data showed no statistically significant difference through time in perceived instructional practices except for a perceived decrease in the use of hands-on instructional activities from 2008 to 2013. Analyses conducted at the individual teacher level found change scores were statistically significant for a few teachers, but overall, teachers reported similarly on the teacher survey at both time points. This sustainability study revealed the lack of facilitating factors to support the continuation of reform practices; however, teachers identified strategies to continue to implement some of the reform practices through time in spite of a number of system-wide obstacles. This sustainability study adds to the literature by documenting obstacles to sustainability in this specific context, which overlap with what is known in the literature. Additionally, the strategies teachers identified to overcome some of the obstacles to implement reform practices and the recommendations by district level administrators add to the literature on how stakeholders may support sustainability of reform through time.

Cotner, Bridget A.

277

Impact of Teachers’ Motivational Indices on Science Students’ Academic Performance in Nigerian Senior Secondary Schools  

Directory of Open Access Journals (Sweden)

Full Text Available The impact of science teachers’ motivation on science students’ academic performance in Senior Secondary Schools in Ondo and Ekiti States of Nigeria was investigated in this study. This was a descriptive survey research which was questionnaire based and past WAEC O/L ((May/June 2008 and 2009 student results on the science subjects. The population of the study was all public Secondary Schools (science teachers and students in Ekiti and Ondo States, Nigeria. A stratified random sampling was used to select a total of five hundred and ten (510 science teachers (male and female from Ekiti and Ondo States from the selected schools for the study. And a total six thousand eight hundred (6,800 Science Students (male and female from the selected schools was also considered in the study. In each of the school selected for the study, only teachers of Biology, Chemistry and Physics were involved in the sample and the students that registered and wrote Biology, Chemistry and Physics WAEC examination of May/June 2008 and 2009 in Ekiti and Ondo states of Nigeria. The data collected for the study were analyzed using descriptive analysis, Multiple Regression analysis and Pearson Product Moment Correlation. All the hypotheses were tested at 5 % level of significance. Among others, the study revealed that; there was significant relationship between regular payment of science teachers’ allowance and academic performance of science students; there was significant relationship between regular teachers’ participation in seminars/ workshops and academic performance of science students. Also, there exist statistical significant relationship between granting of study leave with pay to science teachers and academic performance of science students. As a result of the findings, it was recommended that the adequate science allowance should be regularly paid to the science teachers to enhance their excellent performance.

Afolakemi Oredein

2013-12-01

278

An investigation of preschool teachers' recognition of possible child abuse and neglect in izmir, Turkey.  

Science.gov (United States)

Child abuse and neglect have a potentially deleterious impact on children's physical, social, and psychological development. Preschool teachers may play a crucial role in the protection, early detection, and the intervention of child abuse and neglect, as they have the opportunity to establish a close contact with the families and to observe day-to-day changes in pupils' behavior. The main purpose of this study is to investigate preschool teachers' experiences and characteristics in relation to their awareness of possible child abuse and neglect signs. A questionnaire survey was designed and administered to 197 preschool teachers who work for the public preschools in the Izmir province of Turkey. In addition to the questionnaire items, a 34-item Likert-type scale measuring the level of familiarity with possible signs of child abuse and neglect was developed. This scale had an internal consistency of 0.94. The results revealed that 10.65% of preschool teachers had training regarding violence against children and 2.03% of them had training in child abuse and neglect. Overall, 35% of all teachers reported that they had prior experience with pupils who were exposed to child abuse and neglect. Moreover, statistical analyses indicated that being a parent and having training in child abuse and neglect, having experience with maltreated children, and having higher job status were significant factors in preschool teachers' ability to recognize the possible signs of child abuse and neglect. Our results support that teacher training in child abuse and neglect can play an important role in preschool teachers' awareness of the possible signs of child abuse and neglect. PMID:24928252

Karadag, Sevinç Ç?rak; Sönmez, Sibel; Dereobal?, Nilay

2015-03-01

279

Determination and Comparison of Elementary Science, Primary Classroom and Preschool Teacher Candidates’ Environmental Attitude  

Directory of Open Access Journals (Sweden)

Full Text Available Formation and solution of environmental problems, which have economy, politics and education depends on the mentality and attitudes. This study is carried out to determine and determine the behavior and attitude dimensions of teacher candidates from different branches toward environment. The sample of the study consisted of elementary science, primary classroom and preschool education students attending the first and fifth terms of the program . Environmental Attitudes Survey (EAS was administered to the teacher candidates. The responses of the teacher candidates were analyzed using SPSS 16 software and the education programs content of each department were analyzed to reason differences among the departments. It was revealed that science teacher candidates’ means of environmental attitudes are the highest of all. However, when comparing the first and fifth term students’ mean scores, it is interesting that first term preschool teacher candidates and first term primary classroom teacher candidates' EAS mean scores are higher than those of fifth term students. These results point out that it is required to consider important environmental education in higher education.

Serap Oz Aydin

2013-12-01

280

Processes of negotiation of meanings on algebraic thinking in a community of practice of pre-service mathematics teacher education  

Directory of Open Access Journals (Sweden)

Full Text Available We presented in this paper results of a research which aimed to investigate how the community of practice context of pre-service mathematics teacher education collaborates for learning on algebraic thinking by these future teachers. We analyzed, taking into account the Social Theory of Learning developed by Wenger (1998 as a theoretical frame, processes of negotiation of meanings present in participants' algebraic thinking in the development of tasks in one of the actions of the project "Mathematical Education of Teachers of Mathematics" inside the program "Universidade sem Fronteiras". This analysis allowed us to define some forms of member participation and explicit reification of algebraic thinking, due to some interactions in the processes of negotiation of meanings, which revealed changes in the identity of participants in become teachers of mathematics.

Márcia Cristina de Costa Trindade Cyrino

2011-12-01

 
 
 
 
281

Modeling Intention to Use Information Technology (IT Among Agricultural Teachers in Agricultural Vocational Schools in Kurdistan Province  

Directory of Open Access Journals (Sweden)

Full Text Available : The purpose of this descriptive – co-relational study was to determine factors influencing intention to use IT among agricultural vocational teachers using Theory of Planned Behavior (TPB in Kurdistan province. Data was collected using researcher-made questionnaire. The validity was confirmed using a panel of experts and reliability was assessed using Cronbach's alpha yielding 0.7 for all sections. The population consisted of agricultural vocational teachers in Kurdistan province (N =71. All teachers participated in the study. Regression analysis revealed that self-efficacy, subjective norms, and attitude towards using IT explained 58% variance in intention to use IT. The result of this study has implications for agricultural vocational system in Kurdistan province in that attitude, subjective norm, and self-efficacy should be further enhanced if teachers are to continue using IT in their educational activities.

Adel Sulaimany

2012-03-01

282

Investigation of Pre-service Teachers’ Attitudes towards Teaching Profession in a Teaching Formation Certification Program(SDÜ Sample  

Directory of Open Access Journals (Sweden)

Full Text Available In this study, pre-service teachers’ attitudes towards teaching profession were examined using different variables. The results reveals that, pre-service teacher candidates are interested in the teaching profession, enjoyed teaching profession, and have a higher level of commitment to teaching profession. Moreover pre-service teachers’ attitudes toward the professional responsibility and the social reputation of the teaching profession were positive according to the data analyzed. There is significant difference were found in terms of the interest of teaching profession, enjoying the profession, Professional commitment in terms of participants’ age and working in a job. However, there is no significant difference found according to the level of education, their graduation area, and the job sector. There is also significant difference was found in the reputation of teaching profession and professional responsibility in terms of the job sector pre-service teachers’ employed.

Hasan Hüseyin ÖZKAN

2012-08-01

283

Teachers' Views of Moral Education Topics - Taiwan and the USA  

Science.gov (United States)

In a questionnaire survey, 94 teachers in Taiwan and 140 in the United States judged which topics among 20 moral issues would be appropriate subjects of study in grade six of the primary school and in the first year of the university. The issues related to religion, ethnicity, gender, health care, crime, alcohol, tobacco, gambling, guns, government corruption, birth control, caring for the elderly, and television programming. The results revealed great diversity of opinion within each group of respondents. No single topic was approved by all teachers in either group, nor was any topic rejected by all. Among the 234 teachers, no two offered precisely the same configuration of answers over the 20 topics. Nevertheless, some group trends could be identified for individual topics. For example, in both countries the great majority of respondents would teach about industrial pollution, whereas very few would approve of trying to identify the best religion. In the rationales teachers offered in support of their choices, the four reasons that figured most prominently in both countries were that a topic would contribute to the nation's welfare, would help students to make wise decisions, would be interesting for students, and would represent a peaceful way to face social problems.

Lin, Huey-Ya; Davidman, Patricia; Petersen, George; Thomas, R. Murray

1998-01-01

284

Aurora and Magnetospheric Teacher Guides: Bringing Data into the Classroom  

Science.gov (United States)

The NASA missions Fast Auroral SnapshoT (FAST) and Time History of Events and Macroscale Interactions during Substorms (THEMIS) study Earth's aurora and magnetosphere. As part of the THEMIS Education and Public Outreach (EPO) program, magnetometers were placed in twelve schools in ten states in the Northern US where auroras are often or occasionally detected. In order to bring the science of auroras and Earth's magnetosphere and the data associated with these missions, we have created several teacher guides with middle and high school teachers. Many of these teachers were the ones we worked with in the twelve schools with magnetometers. These guides cover a wide array of topics including 1) Earth's magnetic field to create electrical current; 2) Earth's changing magnetic field on timescales of hundreds of thousands of years, hours, and seconds; 3) space weather effects on the magnetosphere and aurora; 4) universal time; 5) the creation of aurora; 5) auroral substorms; 6) the calculation of the total magnetic field at a particular location over months and years; and 7) the prediction of whether or not auroras will be visible using magnetometer data. We will share the review feedback about these guides from both teachers and a NASA review panel and explain what we did to address these suggested changes. From our evaluation results, we will reveal the challenges of bringing data into the classroom as well as the enormous capacity of these missions to inspire students to get involved with data and NASA missions.

Peticolas, L. M.; Odenwald, S.; Walker, A.

2008-06-01

285

Some Student Teachers’ Conceptions of Creativity in Secondary School English  

Directory of Open Access Journals (Sweden)

Full Text Available This article explores a group of trainee teachers’ conceptions of Creativity in Secondary School English. Data was collected by means of questionnaires and interviews. Whilst there are many promising notions of creativity, the results also reveal some evidence of narrow conceptions, inconsistent thinking and some misconceptions.  This suggests that there may be significant implications for teacher trainers in universities and schools if we are to equip our students with the knowledge, understanding and skills to teach, support and facilitate creativity in their new careers. Romantic notions of original and innate genius, and a progressive emphasis on boundless, directionless play are two possible sources of misconceived ideas for training teachers of English. Creativity can be supported and developed within pedagogical frameworks and settings. This article, therefore, offers a consideration of  how Sternberg’s 21 suggested strategies for “Developing creativity as a decision” might be adapted and implemented in the Secondary English classroom. Practical teaching methods and competencies are presented which could be developed and incorporated into graduate trainee teacher programmes.

Beth Howell

2008-12-01

286

Formas de enseñanza y evaluación utilizadas por los docentes de Odontología: resultados y su clasificación psicopedagógica / Forms of teaching and assessment used by teachers in dental sciences: results and psycho-pedagogical classification  

Scientific Electronic Library Online (English)

Full Text Available SciELO Mexico | Language: Spanish Abstract in spanish Introducción: Se presenta un estudio de la manera de enseñar y evaluar de los profesores que imparten el Plan de Estudios de Cirujano Dentista de la Facultad de Odontología (FO), UNAM, vigente desde 1992. Objetivo: Identificar las principales formas de enseñanza y evaluación utilizadas por los docen [...] tes de la FO, y clasificarlas psicopedagógicamente. Método: Estudio observacional, transversal, exploratorio tipo encuesta con escala Likert. Los datos se analizaron con SPSS (Alfa de Cronbach=0.880) a través de estadística descriptiva y con un análisis factorial exploratorio. Resultados: De una muestra de 484 profesores (45.6% mujeres, 54.4% hombres), se determinó que las principales formas de enseñanza utilizadas son: los profesores realizan preguntas sobre temas vistos previamente y la exposición de temas por parte del profesor; las que menos: el dictado y la exposición por parte de los estudiantes. Respecto a las estrategias de enseñanza-aprendizaje utilizan principalmente: demostraciones, ilustraciones y análisis de casos. Las formas de evaluación de la teoría más utilizadas son: participación en clase, exámenes de opción múltiple y listas de control; y en la práctica: exámenes de opción múltiple, número de trabajos y listas de control. Discusión: De las formas de enseñanza y evaluación que los profesores utilizan, algunas son más eficaces ya que fomentan la solución de problemas, y promueven una fuerte motivación en el estudiante. Conclusiones: Los profesores utilizan pocas formas de enseñanza y evaluación con diferente enfoque; prevalece la enseñanza centrada en el profesor y el uso excesivo de formas de evaluación relacionadas con el área cognoscitiva, el cumplimiento de tratamientos y el saber teórico de los procedimientos. Se sugiere crear conciencia y enriquecer las prácticas educativas habituales con capacitación continua y actualización constante, respecto a las formas de evaluación fundamentadas en la construcción del conocimiento y en el desarrollo de habilidades y actitudes profesionales. Abstract in english Introduction: We report a study of the way of teaching and assessment is performed by the professors at the School of Dentistry (Facultad de Odontología, FO), of the National Autonomous University of Mexico (UNAM). The curriculum of dental surgeon has been in use since 1992. The object of the study [...] is to identify the main forms of teaching and assessments used by teachers at the School of Dentistry (FO), and classify them both psychologically and pedagogically. Method: An observational, cross-type exploratory survey with a Likert scale. Data were analyzed with SPSS (Cronbach's Alpha=0.880) through descriptive statistics and an exploratory factor analysis. Results: From a sample of 484 teachers (45.6% female, 54.4% male), it was determined that the main ways of teaching were: teachers prepare questions on topics previously seen, and give a seminar on the day's topic. Few give: dictation or have presentation by students. Regarding teaching strategies the most used are: demonstrations, illustrations and case analysis. The forms of assessment most often used are: class participation, multiple-choice tests and checklists; and in practice: multiple choice exams, number of assignments and checklists. Discussion: Among all forms of teaching and assessment that teachers use, some are more effective if they encourage problem solving, and promote a strong motivation in the student. Conclusions: Teachers use a few ways of teaching and evaluation with a different approach; prevailing teacher-centered teaching and excessive use of evaluation forms related to the cognitive area, fulfillment of treatments and theoretical knowledge of procedures. It is suggested to create awareness and enrich the regular educational practices with continuous training and updating regarding the evaluation forms grounded in knowledge construction and the development of skills and professional attitudes.

Olivia, Espinosa-Vázquez; Adrián, Martínez-González; Frida, Díaz-Barriga Arceo.

2013-12-01

287

Helping Teachers become Leaders  

Science.gov (United States)

For school improvement, more teachers need to function as leaders. Understanding the various dimensions of teacher leadership is requisite knowledge for encouraging the development of more teachers as leaders. Teacher leaders can fulfill multiple roles as they encounter obstacles in schools. The author addresses the challenge of supporting…

Phelps, Patricia H.

2008-01-01

288

A New Teacher's Plea  

Science.gov (United States)

New teachers are often too overwhelmed by their new responsibilities to be the effective teachers they wish to be. Brian K. Jones, a new teacher who loves his job but still thinks of quitting at least once a month, says that teachers need a more comprehensive system of supports before and after they enter the classroom. Such a system would include…

Jones, Brian K.

2012-01-01

289

Teacher Education in Canada  

Science.gov (United States)

Teacher education programmes within Canada are markedly different in structure and duration across the provinces, which affects programme delivery for teacher candidates and their opportunities for clinical practice. This paper provides a brief overview of Canadian pre-service teacher education, a summary of new teacher induction and mentoring…

Van Nuland, Shirley

2011-01-01

290

Improving Teacher Education Programs  

Science.gov (United States)

In this paper, the authors review current practices in pre-service teacher education. They suggest that radical improvements are possible and that, if practiced, would help mediate many of the pressures young teachers face. To do so, the authors: 1) outline the experiences of young teachers to consider how teachers might thrive in a difficult…

Harding, Kelly; Parsons, Jim

2011-01-01

291

Technology Enhanced Teacher Evaluation  

Science.gov (United States)

The purpose of this research and development study was to design and develop an affordable, computer-based, pre-service teacher assessment and reporting system to allow teacher education institutions and supervising teachers to efficiently enter evaluation criteria, record pre-service teacher evaluations, and generate evaluation reports. The…

Teter, Richard B.

2010-01-01

292

Music teachers' perceptions of effective teaching.  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of this study was to investigate the perceptions of the effective teacher, assoicated to the teaching and learning of music at Key Stage 3. The quantitative data was obtained through the administration of a questionnaire to 26 music teachers, immediately following their first term of teaching. The questioonnaire consisted of 48 statements related to the effective teaching of music. Results demonstrate that there is an imperative for music teachers, when teaching general class musi...

Button, S. W.

2010-01-01

293

Organizational Learning: Perceptions of Teachers’ in Turkey  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this research is to investigate primary school teacher’s organizational learning experiences and their thoughts about these experiences. In order to realize this aim, educational practices, supportive leadership, communication and education technology, information sharing and cooperation dimensions of organizational learning are analyzed in terms of teachers’ perceptions. When we evaluate research findings, teachers’ perceptions about organizational learning differ meaningfully according to the teacher’s age and their tenure of office. It can be asserted that we can develop schools’ organizational learning ability only if we create systems which make easy and support managers’, teachers’, students’, parents’ and other education workers’ learning course. The results of this study showed that teachers’ perceptions about organizational learning differ according to managers’ use of managerial power in change applications, teacher’s liability to the team work and whether technological advancements is followed or not. The findings of the research also sign the importance of collective learning and application in order to realize organizational learning. When we look at the research findings, it can be asserted that motivating individuals in schools to work and learn collaboratively and to follow technological advancements about education can be effective in transforming schools to learning organizations.

Cevat CELEP

2011-08-01

294

Revealing Interactions between Human Resources, Quality of Life and Environmental Changes within Socially-oriented Observations : Results from the IPY PPS Arctic Project in the Russian North  

Science.gov (United States)

Socially-oriented Observations (SOO) in the Russian North have been carried out within multidisciplinary IPY PPS Arctic project under the leadership of Norway and supported by the Research Council of Norway as well as Russian Academy of Sciences. The main objective of SOO is to increase knowledge and observation of changes in quality of life conditions (state of natural environment including climate and biota, safe drinking water and foods, well-being, employment, social relations, access to health care and high quality education, etc.) and - to reveal trends in human capital and capacities (health, demography, education, creativity, spiritual-cultural characteristics and diversity, participation in decision making, etc.). SOO have been carried out in industrial cities as well as sparsely populated rural and nature protection areas in observation sites situated in different bioms (from coastal tundra to southern taiga zone) of Murmansk, Arkhangelsk Oblast and Republic of Komi. SOO were conducted according to the international protocol included in PPS Arctic Manual. SOO approaches based both on local people's perceptions and statistics help to identify main issues and targets for life quality, human capital and environment improvement and thus to distinguish leading SOO indicators for further monitoring. SOO have revealed close interaction between human resources, quality of life and environmental changes. Negative changes in human capital (depopulation, increasing unemployment, aging, declining physical and mental health, quality of education, loss of traditional knowledge, marginalization etc.), despite peoples' high creativity and optimism are becoming the major driving force effecting both the quality of life and the state of environment and overall sustainability. Human induced disturbances such as uncontrolled forests cuttings and poaching are increasing. Observed rapid changes in climate and biota (ice and permafrost melting, tundra shrubs getting taller and more numerous, etc.) have become an add factor in accelerating or influencing land use and overall sustainability. In relation to the future sustainability in nature and society it is northern communities, their adaptive capacities and creativity that are decisive. SOO enables to identify and monitor the implementation of local strategies that will stimulate the human capital improvement and act not only as the agent of economic modernization but as an important solutions for better state of environment and society.

Vlasova, Tatiana

2010-05-01

295

The Impact of the Standard-Based Science Teacher Preparation Program on Pre-service Science Teachers’ Attitudes toward Science Teaching  

Directory of Open Access Journals (Sweden)

Full Text Available Teachers’ attitudes toward science teaching influence science teaching and learning. Promoting positive attitudes toward science teaching in pre-service science teachers appears as an important task for science teacher educators. This study aims (a to explore 113 pre-service science teachers’ attitudes toward science teaching at the beginning of the first semester in a standard-based science teacher preparation program, which had initiated in a university located in the middle region of Thailand, and (b to track attitude changes of 30 volunteered participants after one semester of participation. The results revealed that, in overall, the participants had positive attitudes toward science teaching both at the beginning and the end of the semester. The participants with different genders significantly had different attitudes toward science teaching both at the beginning and the end of the semester, whereas the class level and study major variables did not significantly yield such differences. After one semester of participation in the standard-based program, the participants did not significantly enhance their attitudes toward science teaching. They, however, expressed additional negative attitudes regarding their inability to teach science adequately. The implications regarding how to promote positive attitudes toward science teaching in the context of science education are drawn from the results.

Khajornsak BUARAPHAN

2011-03-01

296

The Atlas-3D project - IX. The merger origin of a fast and a slow rotating Early-Type Galaxy revealed with deep optical imaging: first results  

CERN Document Server

The mass assembly of galaxies leaves imprints in their outskirts, such as shells and tidal tails. The frequency and properties of such fine structures depend on the main acting mechanisms - secular evolution, minor or major mergers - and on the age of the last substantial accretion event. We use this to constrain the mass assembly history of two apparently relaxed nearby Early-Type Galaxies (ETGs) selected from the Atlas-3D sample, NGC 680 and NGC 5557. Our ultra deep optical images obtained with MegaCam on the Canada-France-Hawaii Telescope reach 29 mag/arcsec^2 in the g-band. They reveal very low-surface brightness (LSB) filamentary structures around these ellipticals. Among them, a gigantic 160 kpc long tail East of NGC 5557 hosts gas-rich star-forming objects. NGC 680 exhibits two major diffuse plumes apparently connected to extended HI tails, as well as a series of arcs and shells. Comparing the outer stellar and gaseous morphology of the two ellipticals with that predicted from models of colliding galax...

Duc, Pierre-Alain; Serra, Paolo; Michel-Dansac, Leo; Ferriere, Etienne; Alatalo, Katherine; Blitz, Leo; Bois, Maxime; Bournaud, Frederic; Bureau, Martin; Cappellari, Michele; Davies, Roger L; Davis, Timothy A; de Zeeuw, P T; Emsellem, Eric; Khochfar, Sadegh; Krajnovic, Davor; Kuntschner, Harald; Lablanche, Pierre-Yves; McDermid, Richard M; Morganti, Raffaella; Naab, Thorsten; Oosterloo, Tom; Sarzi, Marc; Scott, Nicholas; Weijmans, Anne-Marie; Young, Lisa M

2011-01-01

297

Comparing Views of Primary School Mathematics Teachers and Prospective Mathematics Teachers about Instructional Technologies  

Directory of Open Access Journals (Sweden)

Full Text Available Technology is rapidly improving in both hardware and software side. As one of the contemporary needs people should acquire certain knowledge, skills, attitudes and habits to understand this technology, to adapt to it and to make use of its benefits. In addition, as in all domains of life, change and improvement is also unavoidable for educational field. As known, change and improvement in education depends on lots of factors. One of the most important factors is teacher. In order to disseminate educational reforms, teachers themselves should accept the innovation first (Hardy, 1998, Baki, 2002; Oral, 2004. There has been variety of studies investigating teacher and prospective teachers? competences, attitudes and opinions (Paprzychi, Vikovic & Pierson, 1994; Hardy, 1998; Kocasaraç, 2003; Lin, Hsiech and Pierson, 2004; Eliküçük, 2006; Ye?ilyurt, 2006; Fendi, 2007; Teo, 2008; Arslan, Kutluca & Özp?nar, 2009. As the common result of these studies indicate that teachers? interest towards using instructional technology have increased. Accordingly, most of the teachers began to think that using instructional technologies becomes inevitable for teachers. By reviewing the related literature, no studies have been come across comparing the opinions of teachers and teacher candidates about instructional technologies. In this study, it was aimed to investigate and compare the views of mathematics teachers with prospective mathematics teachers about ICT. It was considered that collecting opinions of teachers and teachers candidates about the instructional technologies, comparing and contrasting them will contribute to the field. To follow this research inquiry, a descriptive approach type; case study research design was applied. The reason for choosing such design is that the case study method permits studying one aspect of the problem in detail and in a short time (Yin, 2003; Çepni, 2007. The study was conducted with the total sample of 12. 3 of them were mathematics teachers chosen from 3 different schools of different social stratification among primary schools in Artvin city center in the spring term of 2008-2009 educational year, another 3 of them were mathematics teachers from 3 different schools of different social stratification among primary schools in Trabzon city. Prospective mathematics teachers at their last year were randomly chosen from the elementary mathematics teacher training program of Fatih Faculty of Education in Karadeniz Technical University.The chosen 6 teachers and 6 candidate teachers were interviewed with 9-item semi-structured interviews in duration of 25 to 40 minutes. The opinions of the teachers and candidate teachers were compared and interpreted in a multidimensional point of view by the researchers. Concerning the research inquiries, the obtained data were classified under the titles as; definition of the instructional technology concept, instructional technologies used by the participants, benefits of this usage, competences related to usage of these technologies, suggestions for using these technologies. Based on the data these results were drawn; while the teachers take the instructional technologies concept as technological tool specifically, the candidate teachers, on the other hand, perceive the concept from a broader point of view. The teachers are more acquainted with mainstream technological products like computer and internet however the candidate teachers are also aware of books, magazines and concrete materials. Complying with some previous studies (Baki, 2000; Ye?ilyurt, 2006; Lin, Hsiech and Pierson, 2004; Ayvac? et al., 2007, both teachers and candidate teachers agree on that using instructional technologies matters in a positive way. However, since the teachers are actively in-service, they mentioned on application problems, on the contrary the candidate teachers are unaware of the prospective problems. The reason of this situation may be the problems faced during the application but could not be envisaged in the theoretical pre-service education. T

Adnan Baki

2009-11-01

298

Factors that motivate Turkish EFL teachers  

Directory of Open Access Journals (Sweden)

Full Text Available Teachers’ motivation has been an extensive topic of discussion among researchers for over two decades. What has been missing in the discussion, though, is the perspective of those who teach English as a Foreign Language (EFL, especially those who work in Turkey. Therefore, the purpose of this case study was to investigate factors that motivated Turkish EFL teachers working at a Preparatory English Program of a university in Turkey and ways to enhance their motivation. Eight teachers took part in the study. To collect data, unstructured interviews were used. Then, codes were written and themes on teachers’ motivation and demotivation, and ways to motivate teachers emerged. The results can be understood by looking at expectancy theory, more specifically on the focus of the theory: intrinsic (personal and extrinsic (environmental motives. The analysis of what the teachers believed to be their source of motivation and demotivation helped the researcher to propose ways to enhance their motivation.

Erkaya, Odiléa Rocha

2013-01-01

299

Teacher’s Interaction Styles during Sociodramatic Play that Promote Reading and Writing among Preschoolers  

Directory of Open Access Journals (Sweden)

Full Text Available This study was conducted to help understand a teacher’s facilitation of reading and writing during sociodramatic play among Filipino preschoolers. It describes how Filipino preschool teachers demonstrate redirecting and extending style interactions as they participate during sociodramatic play. It also identifies the ways by which the teacher provided print-rich environments in the dramatic play area to promote early reading and writing among Filipino children with ages ranging from four years old to f ive years old and 11 months. Five female teachers from four schools in Quezon City that adopt the play curriculum based on a set of criteria were studied. Each teacher was interviewed regarding play, her role, and how she prepares the dramatic play area. She was observed for 10 consecutive school days. The teachers’ interaction styles were classified as either extending or redirecting. Four of the f ive teachers demonstrated at varying degrees both extending and redirecting styles as they participated in the children’s sociodramatic play. The interaction style of the teacher revealed her ability to perform within the context of the play and the ways she assisted children in performing reading and writing activities. The considerable increase in the frequency of children’s literacy activities during sociodramatic play could be attributed to the combination of extending style interaction and the integration of literacy materials in the dramatic play area.

Excelsa C. Tongson

2014-12-01

300

Ensinar ciências na perspectiva da sustentabilidade: barreiras e dificuldades reveladas por professores de biologia em formação / Teaching science in the perspective of sustainability: barriers and difficulties revealed by biology teachers in training  

Scientific Electronic Library Online (English)

Full Text Available SciELO Brazil | Language: Portuguese Abstract in portuguese A presente investigação parte de uma visão global sobre as dificuldades relativas ao ensino de biologia na perspectiva do desenvolvimento sustentável e da formação de professores dessa área para atuarem no ensino básico. Tem como objetivo identificar os temas relacionados ao ambiente e ao desenvolvi [...] mento sustentável que são considerados difíceis de serem ensinados, caracterizando os motivos dessas dificuldades. A pesquisa se desenvolveu numa abordagem qualitativa e quantitativa. De forma geral, identificou-se que os participantes da pesquisa indicam dificuldades em incluir questões sobre desenvolvimento sustentável em suas futuras aulas e que a ausência da abordagem multidisciplinar ou interdisciplinar corresponde a uma razão importante para as dificuldades em ensinar na perspectiva da sustentabilidade, uma vez que isso possibilitaria aos alunos fazer uma análise do ambiente do ponto de vista das dimensões sociais e econômicas, além de poderem avaliar os aspectos éticos a elas relacionados. Abstract in english This research is part of an overview of the difficulties related to biology education in the perspective of sustainable development and teacher training in this area to work in basic education. It aims to identify the issues related to environment and sustainable development which are considered har [...] d to be taught, characterizing the reasons for such difficulties. The research has been developed in a qualitative and quantitative approach. Overall, we found that the survey participants indicate problems to include matters on sustainable development in their future classes and that the absence of a multidisciplinary or interdisciplinary approach represents an important reason for the difficulties in teaching from the perspective of sustainability, since this would enable students to analyze the environment from the point of view of social and economic dimensions, in addition to assessing the ethical aspects related to them.

Magnólia Fernandes Florêncio de, Araújo; Maria Arminda, Pedrosa.

2014-06-01

 
 
 
 
301

Using the Project Approach in a Teacher Education Practicum  

Directory of Open Access Journals (Sweden)

Full Text Available This paper describes the early childhood teacher training program and the role of the Project Approach in the final practicum for student teachers in the Lisbon School of Education, Portugal. Student teachers, cooperating teachers, university supervisors, and instructors of teaching methods worked together to involve young children in interesting projects. This cooperation provided an opportunity for innovation and experimentation and, especially, a context for teacher educators to deepen their understanding of their roles and to improve their teaching strategies. As a consequence, the final practicum became central to the teacher education program. The article concludes with seven lessons learned as a result of this process.

Teresa Vasconcelos

2007-01-01

302

Teachers’ professional development needs in data handling and probability  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Poor Trends in International Mathematics and Science Study (TIMMS) results and widespread disappointing mathematics results in South Africa necessitate research-based and more efficient professional development for in-service mathematics teachers. This article reports on the profiling of mathematics teachers’ statistical knowledge, beliefs and confidence in order to inform the development of in-service teacher education programmes in statistics for Grade 8 and Grade 9 teachers. Ninety mathe...

Helena Wessels; Hercules Nieuwoudt

2011-01-01

303

Image of a modern teacher by students’ attitude  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Final work of Master studies consists of introduction, review of references, methods of investigation, results of investigation and summing-up, conclusions and list of references (63 sources). The work is illustrated with 2 tables and 27 figures (23 of them present results of investigation) and 3 appendices. The work consists of 85 pages (with appendices). Keywords: teacher, attitude, teacher’s roles, competence. Object of the investigation: image of a modern teacher. Purpose of the work: t...

Jablonskiene?, Aurelija

2013-01-01

304

Teacher Candidates’ Strategies for Coping with Stress  

Directory of Open Access Journals (Sweden)

Full Text Available This study aims to explore how teacher candidates cope with stress according to their gender, age, and major. The data for the study was collected via a personal information form and the Multidimensional Intimate Coping Questionnaire (MICQ with the participation of 307 university students, 183 female (59.6 % and 124 male (40.4. To analyze the data, for the gender and age variables an independent samples t-test, and for the major variable, a one-way ANOVA test was utilized. The results revealed that there was a significant difference in the gender variable in the subscales of ‚Negative and Passive Coping?, ‚Seeking External Support? and ‚Belief in Religion? subscale for the female students. The difference was significant for the male students in the subscale of ‚Use of Alcohol and Drugs?. Also, according to the age variable, the difference was again significant for the participants between the ages of 23 and 31 in the subscale of ‚Positive and Active Coping? and ‚Supporting Oneself?. Moreover, there was a significant difference major variable in the subscales of ‚Denial/Mental Disengagement? for special education students, and ‚Belief in Religion ? subscale for students in science departments. As a result of the study, teacher candidates should be aware of the existing and potential stress sources and problems, and also the problems they will face in their profession. In addition, they should be equipped with the necessary skills to be able to cope with those factors effectively.

Bahtiyar Eraslan Çapan

2012-04-01

305

Pedagogical and conflict situations of teacher of physical training  

Directory of Open Access Journals (Sweden)

Full Text Available The article reveals the essence of pedagogical and conflict situations between teacher and student. Considered ways of solving and preventing pedagogical and conflict situations in school. Principal reasons of conflict situations are selected, situations of activity, conduct and relations. The receptions of influence of teacher of physical culture are separated on personality of schoolchildren. It is well-proven that the profession of teacher of physical culture supposes possibility of conflict situations.

Pechko O.M.

2011-02-01

306

Primary school teachers tendencies towards being administrators: Esenyurt sample  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of this study is to determine primary school teachers’ tendencies towards being administrators. 145 teachers from 12 schools, chosen constituted the study sample. Scale previously devised by Aksu (2004) was used as a tool for data collection. SPSS 13 was used in the analysis of the data. Scale consisted of two dimensions entitled as individual tendency and general tendency. As for the general tendency scale, teachers revealed low and moderate levels of tendency. However, as for ...

Mehmet Bingül; Özge Hac?fazl?o?lu

2011-01-01

307

FACTORS AFFECTING TEACHERS’ USE OF INFORMATION AND COMMUNICATION TECHNOLOGY  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Research studies in the past decade have shown that computer technology is an effective means for widening educational opportunities, but most teachers neither use technology as an instructional delivery system nor integrate technology into their curriculum. Studies reveal a number of factors influencing teachers’ decisions to use ICT in the classroom: non-manipulative and manipulative school and teacher factors. These factors are interrelated. The success of the implementation of ICT is no...

Mojgan Afshari; Kamariah Abu Bakar; Wong Su Luan; Bahaman Abu Samah; Foo Say Fooi

2009-01-01

308

Estratégias de Interpretação Gráfica de uma Professora Polivalente ao Manipular Dados no Ambiente Computacional Primary School Teacher´ Strategies on Graphic Interpretation in Computational Environment  

Directory of Open Access Journals (Sweden)

Full Text Available Este artigo refere-se à análise das estratégias de manipulação de dados por uma professora das séries iniciais do Ensino Fundamental, sobre a formação de conceitos elementares de estatística. A formação ocorreu em oficinas realizadas numa escola pública e também em encontros individuais, tendo como tema a manipulação e representação de dados no ambiente computacional. Neste artigo nos deteremos à análise da resolução adotada pela professora em uma questão pontual. Os resultados dessa análise indicam que a professora em questão apresentava uma preferência para ler os gráficos como se fossem tabelas simplificadas (tabelas de freqüência, evitando assim a representação icônica. Embora tabelas de freqüência, muitas vezes, proporcionem um meio eficaz para análise dos dados, há momentos em que só as tabelas não são suficientes, fazendo-se necessário o uso da representação gráfica. Essa rejeição pelo modo gráfico revela também a pouca familiaridade da professora com a tecnologia que tinha em mãos. Palavras-chave: Manipulação de Dados. Formação de Professor. Informática Educativa. Ensino Fundamental. Formação de Conceitos.The present paper refers to the analyses of one primary school teacher’s manipulation of graphics dealing with basic Statistics concepts. The teacher’s formation occurred during workshops as well as individual meetings carried out at the school where this teacher works. The main themes were graphic manipulation and representation of data inside a computational environment. For the purpose of this paper, we will present an analysis of the teacher’s strategies to solve a ‘pontual question’. The results indicate that the teacher preferred to read graphics as if they were simplified tables, avoiding the iconic representation. Although frequency tables are often an efficient way to analyze data, there are moments in which tables alone are not sufficient, and a graphic representation is necessary. This teacher’s rejection of the graphic mode also reveals her lack of familiarity with the technology. Keywords: Teacher Formation. Data Handling. Primary School. Computer Environment. Concept Formation.

Sandra da Silva Santos

2008-09-01

309

Teaching Reaction Stoichiometry: Exploring and Acknowledging Nigerian Chemistry Teachers Pedagogical Content Knowledge  

Directory of Open Access Journals (Sweden)

Full Text Available Although there is a growing interest in studies of students’ problem-solving strategies and difficulties, and misconceptionsregarding stoichiometry, little is known about the way teachers understand and teach reaction stoichiometry. This articlepresents a case study of pedagogical content knowledge put into actions by chemistry teachers when teaching the topic ofstoichiometry to second year senior secondary school students. Fourteen chemistry teachers with teaching experience rangingfrom 5 to 20 years were involved in this study. Research data were obtained from classroom observations and videotapedrecordings of classroom practice. Analyses of the teachers’ teaching activities revealed their skillfulness, resourcefulness, andweaknesses in terms of pedagogical content knowledge displayed when teaching stoichiometry. The results of this exploratorystudy offer insight into the knowledge systems that need to be expanded, enriched, and elaborated for teaching stoichiometry.To better understand the findings of this study, the results obtained were presented under two separate sections: (1 resultsconcerning introducing reaction stoichiometry to students and (2 results concerning leading students to identify limitingreagents. Implications for instruction and teachers’ professional development are offered.

Ayoade Ejiwale Okanlawon

2010-06-01

310

Emotional intelligence (EQ levels of the senior students in secondary education system in Turkey based on teacher’s perceptions  

Directory of Open Access Journals (Sweden)

Full Text Available As in all sciences, interpersonal interactions develop new approaches. One of them is emotional intelligence (EQ, “observing and understanding capacity own and other’s emotion, definition of different type of emotion; and knowledge that you learned using to know other’s emotion and understanding. The purpose of this study is to determine EQ competence acquisition levels of senior students in secondary education system according to teacher perceptions. A survey method was used as the main research approach. Participants were 262 teachers who were selected from seven secondary schools in Adapazari that were selected randomly. Research questions were tested with ANOVA that includes Observed Power and Partial Eta analysis and t-test that includes Cohen d analysis. Results revealed that students, who have higher academic achievements, have the highest level in EQ traits as well. Science and Anatolian Secondary Schools’ students have higher EQ levels as cognitive skills.

Osman Titrek

2009-04-01

311

Does Initial Teacher Education Make a Difference? The Impact of Teacher Preparation on Student Teachers' Attitudes towards Educational Inclusion  

Science.gov (United States)

This paper examines the extent to which student teachers' attitudes towards inclusion change over the course of a four-year Bachelor of Education programme in Scotland. Using a mixed methods design, the study employed a quantitative survey, a qualitative interview and survey to obtain data from two cohorts of student teachers. Results indicate…

Sosu, Edward M.; Mtika, Peter; Colucci-Gray, Laura

2010-01-01

312

TO LEARN FROM TEACHERS AT SCHOOL, IDEAL TEACHER OR E-LEARNING APPLICATIONS FROM THE PERSPECTIVES OF GIFTED STUDENTS  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The present study, aimed at revealing the views of elementary school gifted students about the roles and behaviors of their teachers in class as well as about the in-class roles and behaviors that they expect from an ideal teacher with respect to different variables. Another question in the study was directed to determine students’ views about learning academic subjects via e-learning applications instead of at teachers. The participants of the study were 46 gifted students identified with ...

Bahadir ERISTI,

2012-01-01

313

Correct or Incorrect Language: A Case of Iranian EFL Teachers  

Directory of Open Access Journals (Sweden)

Full Text Available Research on teacher attitudes toward language and cultural differences has revealed that teachers form negative stereotypes of students with non-standard dialects (Münstermann, 1989. They consider dialect differences as deficiency in language learning, or sloppy pronunciation. Teacher’s attitude toward the students is important in that it creates the classroom atmosphere and affects the way language is taught to the students. The immediate goal of the present study is to investigate EFL teachers’ attitude toward dialect differences in Iran. It further investigates the roles that the variables like teachers’ gender, teachers’ years of teaching experience, school location and the students’ ethnic background play in forming the teachers’ attitude toward dialect variations. To this end, forty Iranian EFL teachers were randomly selected from nine different public high schools. To collect data, modified version of Hoover et al. (1996 Questionnaire was administered. The data were analyzed using simple frequency and percentages. The findings revealed that %71 of the teachers were sensitive toward varieties in dialect and considered them as forms of language and only %14 viewed them as language learning deficiency. The study has some implications for language teaching and material development.

Giti Mousapour Negari

2012-10-01

314

A zebrafish model of dyskeratosis congenita reveals hematopoietic stem cell formation failure resulting from ribosomal protein-mediated p53 stabilization  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Dyskeratosis congenita (DC) is a bone marrow failure disorder characterized by shortened telomeres, defective stem cell maintenance, and highly heterogeneous phenotypes affecting predominantly tissues that require high rates of turnover. Here we present a mutant zebrafish line with decreased expression of nop10, one of the known H/ACA RNP complex genes with mutations linked to DC. We demonstrate that this nop10 loss results in 18S rRNA processing defects and collapse of the small ribosomal su...

Pereboom, T. C.; Weele, L. J.; Bondt, A.; Macinnes, A. W.

2011-01-01

315

Revealing the results of whole-genome sequencing and whole-exome sequencing in research and clinical investigations: some ethical issues.  

Science.gov (United States)

The introduction of new sequencing technologies whole-genome sequencing (WGS) and whole-exome sequencing (WES) that are much less finely targeted than previous genetic tests has resulted in ethical debate about what should be done with clinically significant findings that may arise during the sequencing process. In this piece we argue that, in addition to whether the finding has been intentionally sought or arises incidentally, the ethical issues concerning what should be done with WES and WGS findings are also influenced by whether sequencing occurs in a clinical or research setting. We argue that decisions about the disclosure of WGS and WES findings generated in the clinical context are much less ethically contentious than decision making about the feedback of research results. We conclude by calling for greater transparency about the purpose of sample collection, more explicit protocols for transitioning between research and clinical contexts and patients and research participants to be warned of the potential for incidental findings to be generated, their potential significance and the actions that might be taken as a result. PMID:25038088

Hallowell, Nina; Hall, Alison; Alberg, Corinna; Zimmern, Ron

2014-07-18

316

The Influence of Personality Traits of High School Teachers on Their Teacher Qualifications  

Directory of Open Access Journals (Sweden)

Full Text Available Th e eff ects of the personality traits on the teacher qualifications of the teachers working of the high schools were analysed in this study. Th is study was a local survey research at 2010-2011 of the summer semester. Th e sample of the study consisted of 428 teachers. Personality test based on adjectives, and perceptions of compedence scale were used as data collection tools. “Path analysis” method was done for data analysis by structural equation modelling procedure. Analysis revealed that the openness for the experience, one of the personality traits, was found to be the most infl uential predictor of the teacher qualifications, also self-development, one of the teacher qualifications, was found to be most infl uenced dimension from the personality traits.

Sezai KALAFAT

2012-01-01

317

PRACTICE-BASED EDUCATION VOCFTIONAL EDUCATION PROGRAMS, AS A FORM OF READINESS OF TEACHERS TO STADY AT HOME CHILDREN WITH DISABILITIES  

Directory of Open Access Journals (Sweden)

Full Text Available In article questions of formation of readiness of the teacher to training at home children with limited opportunities of health in system of additional professional education are considered.  The concept "readiness of the teacher for training at home children with limited opportunities of health" is defined.  The advanced training course program "Training at home children with limited opportunities of health" as means of formation of this type of readiness is submitted.Research objective is justification and skilled and experimental check of process of formation of readiness of the teacher to training at home children with limited opportunities of health.As a result of research special educational needs of children with limited opportunities of the health, defining specifics of activity of the teachers training at home children with limited opportunities of health are revealed; structural components of readiness of the teacher to training at home children with limited opportunities of health are revealed and scientifically proved; the model of process of formation of readiness of the teacher to training at home children with limited opportunities of health is developed; scientific and methodical ensuring process of formation of readiness of the teacher to training at home children with limited opportunities of health is developed.Scope of results: the educational and methodical complex developed by the author (the program, monitors, educational and methodical grants can be used by the faculty of pedagogical highest and average special institutions for development of special courses; the faculty of system of additional professional education of teachers for the purpose of development of curricula and educational programs, didactic and methodical materials for the organization of process of formation of readiness of the teacher to training at home children with limited opportunities of health.DOI: http://dx.doi.org/10.12731/2218-7405-2013-4-21

????? ??????? ??????????

2013-05-01

318

Awareness of Teachers On The Effectiveness Of Guidance And Counseling Services In Primary Schools In Nigeria  

Directory of Open Access Journals (Sweden)

Full Text Available This study investigated the awareness of primary school teachers toward the effectiveness of guidance and counseling services in primary schools in Nigeria. The purpose was to find out the awareness of teachers in primary schools in Nigerian toward the effectiveness of each of the guidance counselling services with a view to understanding their level of knowledge of the services when fully introduced into the primary school system in Nigeria. A research hypothesis was postulated and tested using t-test analysis. Results revealed that there was no significant difference in the awareness of male and female teachers towards the effectiveness of guidance and counseling services in primary schools. The implications ofthe findings were discussed.

Joyce Olufunke Ogunsanmi

2011-08-01

319

INSERVICE TRAINING (INSET PROGRAMS VIA DISTANCE EDUCATION: PRIMARY SCHOOL TEACHERS’ OPINIONS  

Directory of Open Access Journals (Sweden)

Full Text Available ABSTRACTThe aim of this study is to investigate primary school teachers’ opinions in relation to inservice training (INSET programs via distance education. The subjects of this study were primary school teachers (n=70 working in the city center of Bolu-Turkey in the spring semester of 2006–2007 academic year. During the study, the qualitative data were collected through semi-structured interviews held with primary school teachers by the researcher. The results of the interviews revealed that the INSET needs of the participants should be analyzed before these programs start, the instructional activities of these programs should emphasize the application of the topic areas studied during these programs, should emphasize the active participation of the participants to the program in order to meet their INSET needs and an evaluation of the program should be made when these programs are over in order to examine to what extent the objectives of the program are achieved.

Rasit OZEN

2008-01-01

320

Scale development for pre-service mathematics teachers' perceptions related to their pedagogical content knowledge  

Scientific Electronic Library Online (English)

Full Text Available SciELO South Africa | Language: English Abstract in english The purpose of this study is to develop a scale to determine pre-service mathematics teachers' perceptions related to their pedagogical content knowledge. Firstly, a preliminary perception scale of pedagogical content knowledge was constructed and then administered to 112 pre-service mathematics tea [...] chers who were enrolled in a mathematics teacher education programme. Exploratory and confirmatory factor analysis, item analysis, correlation analysis, internal consistency and descriptive statistic techniques were used to analyse the data. Then validity and reliability of the scale were investigated. The analyses resulted in the development of a five-factor scale of 17 items that was proved valid and reliable. We contend that the scale developed has the merit to contribute to pre-service teachers' self-awareness by revealing their perceptions regarding their pedagogical content knowledge.

Esra, Bukova-Güzel; Berna, Cantürk-Günhan; Semiha, Kula; Zekiye, Özgür; Aysun Nüket, Elçí.

 
 
 
 
321

Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses  

Directory of Open Access Journals (Sweden)

Full Text Available We explored whether students’ perceptions of emotional and instrumental support provided by their mathematics teacher constitute separate dimensions of teacher support and how they are related. We also analyzed how students’ perceptions of emotional and instrumental support in math lessons relate to math anxiety, intrinsic motivation, help-seeking behavior, and effort. The participants were 309 Norwegian students in 9th and 10th grade. The data were analyzed by means of structural equation modeling (SEM. The results revealed that emotional and instrumental support constitute separate but strongly correlated constructs. Directly or indirectly, both emotional and instrumental support was related to all motivational constructs. The strongest relations were found for instrumental support. Additionally, instrumental support predicted lower levels of anxiety. One implication of this study is that teachers should aim at providing both emotional and instrumental support.

Roger A. Federici

2013-12-01

322

Teachers’ Perceived Beliefs and Reported Practices in Two Distinct EFL Contexts: Turkey and Macedonia  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this study is to investigate the perceived beliefs and reported practices of the fifth grade English teachers at two distinct EFL contexts: Turkey and Macedonia. The theoretical framework is based on the National Association for the Education of Young Children’s (NAEYC policy statement for developmentally appropriate and inappropriate reported practices (Johnson and Ivrendi, 2002. One hundred and thirty two (n=132 Turkish and one hundred and thirty four (n=134 Macedonian fifth grade English teachers working in public schools participated in the study. The data came from a Teacher Belief Scale (TBS and a focus group interview. The results revealed important implications in relation to the process of foreign language learning, which should be closely considered by the Ministry of Education while designing the fifth grade English curricula across different EFL contexts.

Enisa MEDE

2014-12-01

323

The effect of teachers' memory-relevant language on children's strategy use and knowledge.  

Science.gov (United States)

Building on longitudinal findings of linkages between aspects of teachers' language during instruction and children's use of mnemonic strategies, this investigation was designed to examine experimentally the impact of instruction on memory development. First and second graders (N = 54, M(age) = 7 years) were randomly assigned to a science unit that varied only in teachers' use of memory-relevant language. Pretest, posttest, and 1-month follow-up assessments revealed that although all participating children learned new information as a result of instruction, those exposed to memory rich teaching exhibited greater levels of strategic knowledge and engaged in more sophisticated strategy use in a memory task involving instructional content than did students exposed to low memory instruction. The findings provide support for a causal linkage between teachers' language and children's strategic efforts. PMID:23574097

Grammer, Jennie; Coffman, Jennifer L; Ornstein, Peter

2013-01-01

324

Teacher's Mind Resources: Teacher's Transforming Education  

Science.gov (United States)

Proposing a teacher-based approach to educational reform, the Teacher's Mind Resources site is built around a recently published study of education, entitled Teaching in Mind: How Teacher Thinking Shapes Education. While largely promotional, the site offers a great deal of perspective into the current analysis of reformist trends and initiatives to stand on its own as a valuable source of insight and inspiration to educators at every level. Philosophically, the site's author is convinced that popular efforts to apply "universal" educational standards are meaningless - if they fail to take into account what each teacher brings to the class as an individual. Thus, it focuses on the teacher's mind as a unique tool destined to interpret every mandated standard differently and uniquely. Offering forums, media, and recently published research in the area, the Teacher's Mind site looks both to inform and engage all users.

325

A blinded international study on the reliability of genetic testing for GGGGCC-repeat expansions in C9orf72 reveals marked differences in results among 14 laboratories  

Digital Repository Infrastructure Vision for European Research (DRIVER)

BACKGROUND: The GGGGCC-repeat expansion in C9orf72 is the most frequent mutation found in patients with amyotrophic lateral sclerosis (ALS) and frontotemporal dementia (FTD). Most of the studies on C9orf72 have relied on repeat-primed PCR (RP-PCR) methods for detection of the expansions. To investigate the inherent limitations of this technique, we compared methods and results of 14 laboratories. METHODS: The 14 laboratories genotyped DNA from 78 individuals (diagnosed with ALS or FTD) in a b...

Akimoto, C.; Volk, Ae; Blitterswijk, M.; Den Broeck, M.; Leblond, Cs; Lumbroso, S.; Camu, W.; Neitzel, B.; Onodera, O.; Rheenen, W.; Pinto, S.; Weber, M.; Smith, B.; Proven, M.; Talbot, K.

2014-01-01

326

Supporting and Developing Teachers through Telecommunications.  

Science.gov (United States)

Describes five pilot projects in Australia which apply telecommunications to the concepts of distance education and open learning strategies for teachers at the preservice and posttraining level. Future projects using telecommunications for inservice teacher training based on results of the pilot projects are described. (EAM)

Hedberg, John G.; Harper, Barry

1993-01-01

327

Elementary School Teachers and Teaching with Technology  

Science.gov (United States)

This study aims to identify the relationship between elementary school teachers' ICT engagement with their attitudes towards technology. To this end, one hundred elementary school students were asked to fill out questionnaires related to their ICT knowledge, usage, and attitude towards technology. The results show that teachers' ICT…

Varol, Filiz

2013-01-01

328

What Should Teachers Know about Spelling?  

Science.gov (United States)

This article describes essential teacher knowledge for teaching spelling, along with a description of how this knowledge may convert to effective classroom pedagogy. The article is the result of a study of 14 beginning teachers who were participants in a broader study of their experience of teaching literacy in the first year in the classroom…

Adoniou, Misty

2014-01-01

329

Assessment of Teachers' Attitudes about Professional Development  

Science.gov (United States)

This article reports three studies in which a scale for assessing teachers' beliefs about professional-development initiatives was developed and its scores evaluated for reliability and validity. Results indicated that the Teachers' Attitudes About Professional Development (TAP) scale produced scores with high reliability, a stable one-factor…

Torff, Bruce; Sessions, David; Byrnes, Katherine

2005-01-01

330

Teacher Qualifications and Attitudes toward Inclusion  

Science.gov (United States)

The inclusion of children with disabilities into the regular education classroom has resulted in many studies on teacher attitudes. Current research has examined teacher beliefs about inclusion, their concerns, and issues pertaining to their ability to cater effectively for children with disabilities in their classrooms. Despite this, there…

Hsien, Michelle; Brown, P. Margaret; Bortoli, Anna

2009-01-01

331

Technology teacher education: Status and prospect  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Reports the results of an assessment of the severity of the technology teacher shortage and offers alternative approaches to ameliorate the situation. Also tried to obtain an accurate estimate of the number of technology teacher education programs in the United States

Householder, Dan L.

1993-01-01

332

Teacher Educators' Digital Competence  

Science.gov (United States)

This position paper focuses on how the new national curriculum for school and the new general plan for teacher education in Norway change the underlying premises for teaching and learning in today's teacher education. This has become particularly pressing as a result of the new educational reform "Knowledge Promotion" in schools,…

Krumsvik, Rune Johan

2014-01-01

333

Teachers' Beliefs about Neuroscience and Education  

Science.gov (United States)

Information from neuroscience is readily available to educators, yet instructors of educational psychology and related fields have not investigated teachers' beliefs regarding this information. The purpose of this survey study was to uncover the beliefs 62 teachers held about neuroscience and education. Results indicate there were three types of…

Zambo, Debby; Zambo, Ron

2011-01-01

334

Musician and Teacher: Employability and Identity  

Science.gov (United States)

This article reports on a study into factors that contribute to the employability of music graduates as teachers. By considering the results of a survey that covered a range of contexts, as well as interviews with secondary school head teachers, it considers the relationship between self-identity and employability. It finds that, in developing…

Garnett, James

2014-01-01

335

Using a Wiki in a Scientist-Teacher Professional Learning Community: Impact on Teacher Perception Changes  

Science.gov (United States)

In this study, a wiki was integrated into a professional development model that systemically addresses early-career teachers' needs. This study was conducted to examine the impact of wiki-based professional development activities in a scientist-teacher professional learning community and focused on early-career teachers' perceptions of the role of wiki technology and knowledge of teaching through inquiry. Teachers participated in the Professional Learning Community Model for Entry into Teaching Science (PLC-METS), a professional development program that is based on an integrated teacher education model of knowledge sharing, collaboration, and communication between teachers and scientists, with the goal of supporting early-career teachers' ability to engage their students in scientific inquiry. The use of a wiki environment to collaborate on activities, deliver resources, and share knowledge is rapidly expanding in professional development communities. The use of the wiki in PLC-METS positively predicted the results of teachers' knowledge of inquiry-based teaching. Results demonstrate that the wiki can contribute to building a learning community for collaboration between early-career science teachers and scientists. The paper also discusses the educational implications for the design of wiki-based professional learning communities that impact teachers' professional development.

Kim, Hye Jeong; Miller, Heather R.; Herbert, Bruce; Pedersen, Susan; Loving, Cathy

2012-08-01

336

Critical Reflectivity and the Development of New Culturally Relevant Teachers  

Science.gov (United States)

Three case studies present how preservice teachers use reflections while learning to teach. Interviews and document analysis reveal that critical reflections evidence greater understanding of culturally relevant pedagogy and offer a platform for critical consciousness. Using critical reflectivity to develop teachers' understandings of…

Durden, Tonia R.; Truscott, Diane M.

2013-01-01

337

Leading the Local: Teachers Union Presidents Chart Their Own Course  

Science.gov (United States)

Teachers unions are among the most powerful, yet least studied, actors in public education today. Although public attention focuses on the influence of national unions, the policies that most affect teachers and schooling are bargained by local unions and school boards. Interviews with 30 recently elected local union presidents reveal that these…

Johnson, Susan Moore; Donaldson, Morgaen L.; Munger, Mindy Sick; Papay, John P.; Qazilbash, Emily K.

2009-01-01

338

Critically Re-Conceptualising Early Career Teacher Resilience  

Science.gov (United States)

In this paper, we describe how and why we adopted a socially critical orientation to early career teacher resilience. In re-conceptualising early career teacher resilience, we expose the normative components of resilience by revealing the implicit values, beliefs and assumptions that underpin most traditional conceptions of resilience. We argue…

Johnson, Bruce; Down, Barry

2013-01-01

339

Classroom Curriculum: A Case Study of Teacher Choice.  

Science.gov (United States)

Contemporary controversy about the proper mix of autonomy and obligation in teaching reveals contention concerning the role of teachers as professionals. At the classroom level, this controversy revolves around the individual teachers' translation of prescribed curricular policy into the operational curriculum of the classroom. An exploratory case…

Hawthorne, Rebecca Killen

340

Geography Teachers' Metaphors Concerning the Concept of "Geography"  

Science.gov (United States)

The purpose of the present study is to reveal geography teachers' perception on the concept of "Geography", by means of the metaphors they use. The study was participated by 116 geography teachers working in several high-schools in Istanbul City center within the 2012-2013 academic year. Answers to the following questions were…

Sagdic, Mustafa

2013-01-01

 
 
 
 
341

Mentoring Beginning Primary Teachers for Exemplary Teaching Practices  

Science.gov (United States)

In exploring the potential for mentoring to support novice teachers' use of effective teaching practices, we conducted a grounded theory analysis about change potential. Themes emerging from cross-case analysis of survey, interview, and observation data from six beginning primary teachers in the US and their mentors revealed factors, other than…

Roehrig, Alysia D.; Bohn, Catherine M.; Turner, Jeannine E.; Pressley, Michael

2008-01-01

342

Chinese Teachers' Views of Western Language Teaching: Context Informs Paradigms.  

Science.gov (United States)

Exploration of the views of 24 Chinese teachers of English on the effectiveness of "western" language-teaching methods revealed their beliefs that the communicative approach was applicable to students planning to visit an English-speaking country. Suggestions are presented for helping teachers overcome sociolinguistic limitations in English…

Burnaby, Barbara; Sun, Yilin

1989-01-01

343

An Investigation into Teacher Turnover in International Schools  

Science.gov (United States)

This study explored expatriate teacher turnover in international schools. Two hundred and eighty-one international teachers completed a questionnaire identifying which variables influenced their decision to leave at the end of their first contract. Using both quantitative and qualitative data, this study revealed that three causal factors were…

Odland, Glenn; Ruzicka, Mary

2009-01-01

344

Korean Early Childhood Educators' Multi-Dimensional Teacher Self-Efficacy and ECE Center Climate and Depression Severity in Teachers as Contributing Factors  

Science.gov (United States)

This study investigated profiles of South Korean early childhood educators' teacher self-efficacy and contributing factors to teacher self-efficacy. The contributing factors were examined with a focus on early childhood education (ECE) center climate and depression severity in teachers as well as teacher and classroom characteristics. The results

Kim, Yeon Ha; Kim, Yang Eun

2010-01-01

345

Radiation for Students and Teachers  

Science.gov (United States)

... Public Reporters Librarians Students/Teachers PROGRAMS TOPICS REFERENCES Radiation Information for Students and Teachers Students/Teachers Main ... RadTown USA Careers People and Discoveries History of Radiation Protection Understanding Radiation Related Links Student Teacher Publications ...

346

Teachers’ Perceptions of Sex Education of Primary School Children  

Directory of Open Access Journals (Sweden)

Full Text Available Background and Aim: Sex education of children, a complex issue in any culture, has always been a controversial subject. Schools can play a vital role in imparting sex education to children, particularly in more conservative communities. The objective of this study was to find out primary school teachers beliefs, attitudes, values, and understandings regarding sex education of school pupils. Materials and Methods: In this qualitative study we employed a community-based approach to design the project. Purposeful, voluntary and maximum variation sampling was used to recruit 22 teachers from selected schools in Western Tehran (21 female and 1 male teacher. Information was collected in 4 focus-group discussion sessions. Grounded theory and thematic analysis were used.Results: Findings revealed three major themes: 1 organizational role, 2 institution construction, and 3 individual characteristics. These themes were described by subthemes as follows: 1. for organizational role: organizational culture and policies; 2. for institution construction: family and educational institutions; 3. for individual characteristics: biology, gender, instincts, curiosity, knowledge, and behaviors.Conclusion: From the participants point of views, the school and the family are two important institutions in children sex education. However, teachers are not sufficiently competent in sex behavior education. Inappropriate policies, resource limitations, and the family cultural structure are obstacles in sex education of children in schools. The participants believe the following are priorities in childrens sex education: changing cultural attitudes in organizations and institutions, such as cultural diffusion; sound training approaches in sex-related topics; providing sufficient resources; improving knowledge and skills of teachers in the area of sex education of pupils; and effective interaction between families and school authorities.

H Taghdissi

2010-09-01

347

Image of Ideal Teachers among Turkish Young Teacher Candidates  

Science.gov (United States)

The aim of the current study is to determine the perception of teacher candidates concerning ideal teachers and to determine the perception of qualitative teachers that teacher candidates have and put a light on the selection of teacher candidates and the development of teacher-training programs. In the study, quantitative and qualitative…

Budak, Yusuf

2011-01-01

348

Teacher Involvement in Pre-Service Teacher Education  

Science.gov (United States)

Many researchers in the field of teacher education have proposed the formation of partnerships between teachers and teacher educators, without explicitly stating what additional roles teachers might play in the teacher preparation process. This article describes how some pre-service teacher education programmes have increased the involvement of…

Mason, Kevin O.

2013-01-01

349

A case study of secondary teachers facilitating a historical problem-based learning instructional unit  

Science.gov (United States)

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 addressed a few NOS tenets, emphasizing the full range of possible NOS objectives included in historical PBL is warranted. This study also revealed the importance of creating a collaborative classroom culture and building positive student-teacher relationships when implementing PBL instruction. The four teachers agreed that the historical PBL instructional unit provided a context for learning state standards, and they positively viewed their experiences teaching the lesson. Thus findings from this study suggest that teaching science in a historical context using PBL can be effective.

Pecore, John L.

350

Making the transition to middle schooling: A case study of experienced science teachers coping with change  

Science.gov (United States)

The increasing popularity of the middle school movement necessitates a need for more interpretive research in middle level education. The purpose of this qualitative case study was to explore science teachers' perceptions of the transition to a new middle school and the meanings they attached to this new experience. The participants were three eighth grade science teachers, each with 20 plus years of teaching experience. The primary data for analysis was a series of five interviews with each participant. Data collection also included weekly participant observation of team meetings. Findings revealed that the science teachers all had positive feelings attached to the ability to keep track of students' academic progress and behavior problems as a result of teaming. The changes associated with the first year were very stressful for all three, primarily the loss of the traditional junior high departmentalized structure. The two participants who transferred directly from the junior high school were very skeptical of any benefits from an interdisciplinary curriculum, the appropriateness of the middle school philosophy for eighth grade students, and the move to heterogeneously grouped science classes. In contrast, the former junior high teacher who had spent the past ten years teaching sixth grade at the elementary school had positive beliefs about the potential benefits of an interdisciplinary curriculum and heterogeneous grouping. Teacher stress associated with a change in the school setting and the science teachers' constraints to actualizing a meaningful middle schooling experience are illuminated. Teachers' lack of ownership in the reform decision making process, loss of time with their science teacher peers, diminished compliments from high school counterparts, and need for more empirical evidence supporting proposed changes all served as barriers to embracing the reform initiatives. The participants found taking a very slow approach to be their most useful means of coping with the stress of these changes. The discussion includes meta-assertions and recommendations concerning the leadership and planning process for movement to a middle school philosophy, the most appropriate building structure for meeting needs of science teachers, teachers as curriculum makers, and the nature of middle level professional development for experienced science teachers.

Strong, Donna Dorough

351

PROSPECTIVE HISTORY TEACHERS VIEWS ABOUT THE TEACHING OF ATATURK’S PRINCIPLES AND HISTORY OF REVOLUTION  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study was to determine prospective history teachers' views about the teaching of principles of Ataturk and history of revolution (PAHR. The study group of this survey-model study included 418 prospective history teachers from Gazi University, Necmettin Erbakan University, Atatürk University, Yüzüncü Y?l University, and Dicle University. Data of the study were gathered through a questionnaire form of the teaching of Ataturk' principles and history of revolution. Results of the study revealed that prospective history teachers level of interest in the subjects of PAHR was high. Prospective history teachers thought that the lessons of PAHR must be conducted at the higher education level and that the teaching of PAHR achieved its purposes on a high level. Results showed that among the obstacles in the conducting of PAHR lessons were conducting lessons in accordance with the exams, the lack of teaching methods and materials used in PAHR lessons, and the limited number of PAHR lessons. Prospective history teachers perceived PAHR as a lesson contributing to the better understanding of Mustafa Kemal Atatürk, a lesson that each Turkish citizen must participate in and a lesson in which the importance of national unity and solidarity was narrated.

Bülent Akbaba

2014-08-01

352

The Impact of Teacher Self-efficacy on the Students’ Motivation and Achievement  

Directory of Open Access Journals (Sweden)

Full Text Available The study of self-efficacy and its impact on human performance has intrigued a lot of scholars during the last two decades (e.g. Clayson, D. & Sheffet, M. 2006; Nauta, M. 2001; Muijs &Rejnolds, 2001; Bandura, 1997; Podell & Soodak, 1993. The objective of this research was to investigate the influence of teacher self-efficacy (TSE on the students’ motivation and achievement. To this end, eighty senior high school teachers in four different cities in Iran, and one hundred and fifty senior high school students, based on their teachers’ level of self-efficacy, have been selected randomly. For data collection, two instruments were employed: Teacher Self-Efficacy and Students’ Motivation questionnaires. Data were analyzed through Pearson product-moment correlation coefficient and ANOVA. The results of the study revealed that teacher self-efficacy has a positive influence on the students’ motivation and achievement. The results of the study and their pedagogical implications are discussed, and recommendations for further research are provided.

Ahmad Mojavezi

2012-03-01

353

Classroom Leadership and Creativity: A Study of Social Studies and Islamic Education Teachers in Jordan  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study was to investigate the leadership practices and creativity traits as perceived by social studies and Islamic education teachers in Jordan. A sample of 289 social studies and Islamic education teachers were selected randomly. Data were collected using quantitative research method. Leadership practices were measured using the Leadership Practices Inventory (LPI-Self developed by Kouzes and Posner (2003 with self-developed items on the Islamic component by the researchers, and creativity traits were measured using the Creativity Self-Perception Questionnaire (CSPQ developed by Goertz (1993. The validity and the reliability of two instruments are already developed and assessed. The data have been statistically analyzed (by using the SPSS. Findings of the study revealed that teachers perceived themselves positively in all dimensions studied. They were also found to be creative, as they perceived themselves to possess all the creativity traits. The study also showed that there was a significant correlation between the results of the ten leadership dimensions together and the eight creativity traits of teachers were positively significant. The results showed that there were no significant differences according to the dependent variables (gender, major of specialization, educational experience, and stage of schools on most of the independent variables (eight creativity traits and ten leadership dimensions. The study also offered some recommendations to enhance the status of educational leadership, creativity of social studies and Islamic education teachers.

Samih Al-Karasneh

2013-09-01

354

Preservice Teachers' Emotion-Related Regulation and Cognition: Associations with Teachers' Responses to Children's Emotions in Early Childhood Classrooms  

Science.gov (United States)

Research Findings: The present research examines preservice teachers' (N = 24) self-reported emotion-related regulation and cognition as predictors of their observed responses to young children's positive and negative emotional displays. Correlation and regression analyses revealed that teachers reporting greater reappraisal strategies in…

Swartz, Rebecca Anne; McElwain, Nancy L.

2012-01-01

355

Teachers' Perceptions, Beliefs and Concerns about Cyberbullying  

Science.gov (United States)

Schools and teachers nowadays face new difficulties and challenges as a result of the fast growth of cyberbullying. The aim of the study is to examine the perceptions, beliefs and concerns about cyberbullying, as well as the needs, of a professionally diverse group of teachers. Three-hundred and twenty-eight teachers (88.4% female, 11.6% male)…

Eden, Sigal; Heiman, Tali; Olenik-Shemesh, Dorit

2013-01-01

356

Effects of Teacher Rewards on Recognition and Job Enrichment.  

Science.gov (United States)

Implications of Herzberg's motivation-hygiene theory for teacher reward programs were tested by comparing changes in teachers' (N=38) job-enrichment opportunities and recognition after the teachers had chosen one of two rewards (travel to professional training conferences or cash). Results were consistent with the motivation-hygiene theory. (IAH)

Frase, Larry E.

1989-01-01

357

Teacher Perceptions of an Online Tutoring Program for Elementary Mathematics  

Science.gov (United States)

This study explores elementary teacher perceptions related to the implementation of an online tutoring program. Teachers were surveyed regarding factors that affected use of the online tutoring program as a supplement to mathematics instruction. Results indicated that teachers overwhelmingly reported positive views of the training and support…

Whetstone, Patti; Clark, Amy; Flake, Mari Wheeler

2014-01-01

358

Preservice Agriculture Teachers' Perceptions of Career Barriers and Support  

Science.gov (United States)

This descriptive study examined the perceptions of career barriers and career support of preservice agriculture teachers and determined if gender differences existed. Data were collected from 215 preservice agriculture teachers using a survey instrument administered by teacher educators at 35 institutions across the nation. Results showed…

Rocca, Steven J.; Washburn, Shannon G.

2008-01-01

359

Developing Teachers' Subject Didactic Competence through Problem Posing  

Science.gov (United States)

Problem posing (not only in lesson planning but also directly in teaching whenever needed) is one of the attributes of a teacher's subject didactic competence. In this paper, problem posing in teacher education is understood as an educational and a diagnostic tool. The results of the study were gained in pre-service primary school teacher

Ticha, Marie; Hospesova, Alena

2013-01-01

360

Justification in Teacher Thinking: An Analysis of Interview Data.  

Science.gov (United States)

Evaluated in this study are 20 elementary school teachers' responses to a categorical statement concerning teacher decision-making. The statement used was: "Teaching depends on dividing the school day into chunks of time for each separate subject-matter area." Using the results, the way the 20 teachers talked is described and analyzed, teaching…

Buchmann, Margret

 
 
 
 
361

Impact of Satisfaction and Commitment on Teachers' Organizational Citizenship  

Science.gov (United States)

This study examined the impact of job satisfaction and organizational commitment on teachers' organizational citizenship behavior (OCB) in a structural equation model. The study was employed to a group of teachers and their supervisors. The results indicated that job satisfaction and commitment to the school had an impact on OCBs of the teachers

Sesen, Harun; Basim, Nejat H.

2012-01-01

362

Sources of Stress and Dissatisfaction in Experienced High School Teachers.  

Science.gov (United States)

High school teachers were surveyed to identify sources of stress and dissatisfaction that may induce teachers to leave teaching. Data on perceived role, school climate, coping resources, and specific work problems were canonically correlated to create a construct of teacher stress. Results are discussed. (Author/DF)

Litt, Mark D.; Turk, Dennis C.

1985-01-01

363

Romance or Reality?: Examining Burnout in Early Childhood Teachers  

Science.gov (United States)

Relatively high rates of teacher attrition have been consistently identified as a major issue for the teaching profession over several decades. As a result, there has been a growing interest in the wellbeing of teachers across the entire education sector. Recent research by Noble, Goddard and O'Brien (2003) has found that early childhood teachers,…

Noble, Karen; Macfarlane, Kym

2005-01-01

364

Towards a Complicated Conversation: Teacher Education and the Curriculum Turn  

Science.gov (United States)

Historically, research in teacher education has played a practical role deriving its questions directly either from "the doing" of teacher education and/or having sought to directly improve "the doing" of teacher education. As a result, a tendency towards moral, intellectual and institutional parochialism has confined both the promise and purpose…

Phelan, Anne M.

2011-01-01

365

The Induction and Needs of Beginning Teacher Educators  

Science.gov (United States)

This article presents the results of an exploratory research study into induction practices of novice teacher educators in six different countries. The study was a project carried out by members of the Association of Teacher Educators Europe (ATEE) Research and Development Centre Professional Development of Teacher Educators. Induction is seen as…

van Velzen, Corinne; van der Klink, Marcel; Swennen, Anja; Yaffe, Elka

2010-01-01

366

Pedagogies of Censorship, Injury, and Masochism: Teacher Responses to Homophobic Speech in Physical Education  

Science.gov (United States)

I examine how physical education teachers respond to homophobic name-calling, as revealed in life history interviews with 'lesbian', 'gay', and 'heterosexual' teachers in Canada and the USA. Censoring homophobic name-calling in schools is discussed as an important, but insufficient, response. Several 'lesbian' and 'gay' teachers responded with…

Sykes, Heather

2004-01-01

367

Learning (Not) to become a Teacher: A Qualitative Analysis of the Job Entrance Issue  

Science.gov (United States)

Reporting on 12 case studies of student teachers, this paper examines how experiences during teacher education affect graduates' decision on job entrance. Interpretative data-analysis reveals that powerful sources of the shift in motivation to enter teaching concern interactions in which the person of the teacher is at stake. These mainly involve…

Rots, Isabel; Kelchtermans, Geert; Aelterman, Antonia

2012-01-01

368

Learning to Love the Questions: Spirituality and the Practice of a Multicultural Teacher Educator  

Science.gov (United States)

In the field of multicultural teacher education, some scholars, notably women, have shared classroom experiences which reveal that the definition of appropriate boundaries in teacher-student relationships can become blurry; that is, the wielding of teacher authority in multicultural education, a field committed to examining and dismantling…

Bruna, Katherine Richardson

2010-01-01

369

Localism and Teacher Labor Markets: How Geography and Decision Making May Contribute to Inequality  

Science.gov (United States)

A wide body of evidence indicates that there is a large inequality in the distribution of teachers across schools. Relatedly, recent research has revealed a number of important dimensions of teacher labor markets in the United States. We review the literature in two of these areas: the geography of teacher labor markets and the decision-making…

Engel, Mimi; Cannata, Marisa

2015-01-01

370

Teacher Professionalism under the Recent Reform of Performance Pay in Mainland China  

Science.gov (United States)

In 2009, a reform in teachers' pay, linking remuneration to performance, was implemented in China. The intention was to improve the quality of education by making teachers more diligent and creative and removing the inequality in pay between teachers in different schools. A review of this reform reveals that it has resolved the problem of…

Wang, Lijia; Lai, Manhong; Lo, Leslie Nai-Kwai

2014-01-01

371

How Distributed Leadership Can Make a Difference in Teachers' Organizational Commitment? A Qualitative Study  

Science.gov (United States)

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…

Hulpia, Hester; Devos, Geert

2010-01-01

372

Reflections at Hand: Using Student Response System Technology to Mediate Teacher Reflective Thinking  

Science.gov (United States)

The purpose of this study thus was to empirically investigate the association between teachers' self-reported reflective practices and their use of student response systems. Analysis of responses from 214 teacher participants from the southeastern US to the "Teachers' Technology Use and Belief Survey (TTUBS)" revealed the following findings.…

Waller, Lisa; Edens, Kellah

2012-01-01

373

STEM Career Changers' Transformation into Science Teachers  

Science.gov (United States)

This study examines the transformation (professional growth) of career-changing women scientists who decided to become teachers. Drawing upon Mezirow's Transformative Learning Theory, we tracked their transformation for 3 years. Our findings revealed multiple identities, disorientation, a perceived sense of meaninglessness, loss and eventual regain in confidence, gain in pedagogical knowledge and skill, and changed perceptions of the social roles of science teachers and scientists. Driven by personal choice or need (financial, intellectual), such transformations were achieved through active pursuit of meaning in one's work, critical assessment of assumptions, planning, and trying on the unfamiliar role of a science teacher. It is argued that such transition entails complex changes in thinking about science teaching and identifying oneself as a science teacher.

Snyder, Catherine; Oliveira, Alandeom W.; Paska, Lawrence M.

2013-06-01

374

Work Motivation of Teachers: Relationship with Organizational Commitment  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Abstract: In the modern world of competitive higher education the role of motivated teachers is undeniable. This study aims to find the importance of organizational commitment in motivating the teachers. Data was collected from 450 degree college teachers of Bangalore city. Analysis of data and the discussion is included. The results showed a positive relationship between work motivation and organizational commitment of degree college teachers. More commi...

Thara Sabapathy; Louis George

2011-01-01

375

Promoting Transformative Learning of Preservice Teacher through Contemplative Practices  

Directory of Open Access Journals (Sweden)

Full Text Available Preservice teacher is an important role to fulfill quality of education in the future. They have to be initially grown transformative learning for helping students to aware knowing and nature of knowledge. This paper explores an application of contemplative practices, which enhance transformative learning of preservice teachers. Forty four preservice teachers were participated and reflected their transformative learning through contemplative pedagogy. The result can be discussed and provide future suggestion for teacher preparation program.

Prasart Nuangchalerm

2009-12-01

376

Relationship between High School Principals' Humor Styles and Teacher Leadership  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study aimed at examining the relationship between high school teachers' perceptions of teacher leadership and school principals' humor styles. A total of 252 teachers employed in 12 high schools located in the city centre of Ankara, Turkey participated in the study. “The Humor Behavior Scale” developed by Cemalo?lu, Recepo?lu, ?ahin, Da?ç? and Köktürk (2013) and “The Teacher Leadership Scale” developed by Beycio?lu and Aslan (2010) were used to gather data. Results of...

Ali Ça?atay K?l?nç; Ergün Recepo?lu; Serkan Ko?ar

2014-01-01

377

A change in perspective – Teacher education as an open system  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Teacher education is the environment for the learning and instruction of prospective teachers. Its structure, components, and contents shape the development of relevant competences which enable prospective teachers to be effective in the classroom. But its relevance is questioned because respective research, characterised by inconclusive results, does not offer explanations about the reasons why certain teacher education programmes are more effective than others in the development of relevant...

Ko?nig, Christoph; Mulder, Regina H.

2014-01-01

378

Mathematics Special Content Competencies of Elementary School Teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

According to the results of national and international level examinations, the achievement of students in Turkey in mathematics is low. Elementary school teachers play a significant role in the education of students. Elementary school teachers differ from other teachers in that they are responsible for teaching more than one subject. In determining the competencies and performance indicators of elementary school teachers, the Ministry of National Education has paid regard to the common ground...

Mehmet Gülteke; Ekber Tomul; Fikret Korur

2013-01-01

379

Teacher and student intrinsic motivation in project-based learning  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In this study we examined the relationship between teacher and student intrinsic motivation in project-based learning. The participants were 126 Hong Kong secondary school teachers and their 631 students who completed evaluation questionnaires after a semester-long project-based learning program. Both teachers and students were asked to indicate their motivation in the program, and students were also asked to report the instructional support they received from their teachers. The results of h...

Lam, Sf; Cheng, Rwy; Ma, Wyk

2009-01-01

380

Foreign Language Usage by Secondary Education EFL Teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

In the last few decades there is growing interest in pre- and in- service teacher education which aims to help teachers keep up to date with new trends and developments in the field of education. Although this movement has resulted in upgraded approaches to the design and implementation of teacher training courses, most of them focus mainly on theoretical and methodological issues neglecting the systematic improvement and development of English teachers’ language proficiency and competence....

Sophia Kakavoula

2010-01-01

 
 
 
 
381

Exploring Elementary Thai Teachers’ Use of Mathematics Textbook  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this study was to compare the approaches to use mathematics textbooks on primary school in-service teachers in the “Project for Professional Development of Mathematics’ teacher through Lesson Study and Open Approach’. The methodology is questionnaires-check lists, interviews and open ended questionnaires. The results on the approaches on teachers’ use of mathematics textbook found that the percentage of adherence and elaboration decrease and the percentage of creation increase after teachers attend the project.

Suwarnnee Plianram

2012-10-01

382

USING TEACHER GREETINGS TO INCREASE SPEED TO TASK ENGAGEMENT  

Digital Repository Infrastructure Vision for European Research (DRIVER)

We used a multiple baseline design across participants to determine if teacher greetings would reduce the latency to task engagement. Three participants were identified by their respective teachers as having difficulty initiating task-appropriate engagement at the beginning of class. Latency was measured from teacher greeting until the participant was actively engaged for 5 consecutive seconds. Results showed that teacher greetings were effective at reducing latency to task engagement for all...

Allday, R. Allan; Bush, Miranda; Ticknor, Nicole; Walker, Lindsay

2011-01-01

383

Pre-Service EFL Teachers’ Attitudes towards ‘Language Acquisition Courses’  

Digital Repository Infrastructure Vision for European Research (DRIVER)

This study discusses the attitudes of pre-service English language teachers towards „Language Acquisition Courses? in English Language Teacher Education Programs. The data have been collected through a developed questionnaire of 20 questions given to 324 students in the department of Pre-service English Language Teacher Education at Ondokuz May?s University. SPSS has been used for the evaluation of the data. The results indicate that the pre-service teachers of English believe in the imp...

Nalan K?z?ltan

2011-01-01

384

Easing the transition for queer student teachers from program to field: implications for teacher education.  

Science.gov (United States)

Tensions exist between what some queer student teachers experience in the university setting, their lives in schools during field placements, and upon graduation. We describe a series of workshops designed for queer student teachers and their allies that were conducted prior to field placement. Participants revealed high degrees of satisfaction with the program and increased feelings of personal and professional self-efficacy. Participants reported high levels of experienced homophobia in their academic programs; as such, the workshops were a valuable "safe space." These workshops appear to fill a significant gap for queer students and their allies in teacher preparation programs. PMID:24479552

Benson, Fiona J; Smith, Nathan Grant; Flanagan, Tara

2014-01-01

385

Evaluation of Teacher Guide Books Based on Teachers’ Views under Constructivism Learning Theory  

Directory of Open Access Journals (Sweden)

Full Text Available The aim of this study is to reveal science and technology teachers views about requirement and applicability of science and technology guide books. The case study methodology was used in this study. The sample is consist of twenty- two volunteer science and technology teachers who works in Trabzon in 2007–2008 instruction year. The data was collected by using semi-structured interviews. At the end of this study, there are some contradiction between questions which are found at teachers guide books and which are asked at SBS. It was also found out that allocated time for activity and subjects is not enough.

Sibel Er Nas

2009-12-01

386

The Effects of the SUN Project on Teacher Knowledge and Self-Efficacy Regarding Biological Energy Transfer Are Significant and Long-Lasting: Results of a Randomized Controlled Trial  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The Students Understanding eNergy (SUN) Project reports significant long-term effects on biology teacher knowledge and self-efficacy regarding biological energy transfer. Teachers use a hydrogen fuel cell and manipulatives to develop a model of energy transfer based on electrons moving in thermodynamically spontaneous reactions.

Batiza, Ann Finney; Gruhl, Mary; Zhang, Bo; Harrington, Tom; Roberts, Marisa; Laflamme, Donna; Haasch, Mary Anne; Knopp, Jonathan; Vogt, Gina; Goodsell, David; Hagedorn, Eric; Marcey, David; Hoelzer, Mark; Nelson, Dave

2013-01-01

387

Prospective Teacher Concerns: A Comparative Study of Departments of English Language Teaching and Language and Literature  

Directory of Open Access Journals (Sweden)

Full Text Available Language teachers in Turkey do not take a standard pre-service education as graduates of English Language Teaching (ELT, linguistics, and translation departments all end up with language teaching profession and this, in turn, results in different teaching needs and concerns. The researchers argue that these different concerns may be one of the underlying causes of chronic language education problems in Turkey, in that Turkish Ministry of National Education does not take into consideration the comparative picture of practicing teachers and composes curricula, teaching materials, and compulsory one-shot professional development activities that all reflect “one size fits all” ideology. Therefore, determining the needs and concerns of pre-service language teachers is of vital importance. The current study has arisen from Griffith’s (2012 call for more larger-scale studies on teacher concerns across different contexts via triangulation. The researchers aim at not only investigating teacher concerns but also painting a much detailed comparative picture between ELT and linguistics department prospective teachers. The researchers target convenience sampling, in the full knowledge that this group will not represent the whole population. However, this type of non-probability sampling can serve well when it is easy to gather much informative data. Building on the recent work of Griffiths (2012, the researchers have modified and extended the existing measurement tool of Griffiths (2012 to investigate the issue much deeper and compensate the caveats. They adapted her instrument and asked the participants to add their thoughts as well as deciding their concern level. The results are mainly in line with the referred study in terms of the rating and frequency. The study reveals that there are some differences between the concerns of ELT department students and language and literature department students. While prospective teachers studying at the ELTdepartment were found to be highly concerned about technology, their counterparts studying at the langauge and literature department were not interested in the issue. The study also reveals that despite EIL’s large space in the literature (Cogo, 2012; Sowden, 2012, it was not found as a major concern for the prospective teachers. Methodology was also the least rated concern for the prospective teachers at both departments on the contrary to the well-accepted literature.

mustafa naci kayao?lu

2013-07-01

388

The Inclusive Classroom - Can the Teachers Keep Up? A Comparison of Nova Scotia and Newfoundland & Labrador Teachers' Perspectives.  

Science.gov (United States)

A study compared the results of a previous study on 725 Nova Scotia teachers' general attitudes toward inclusion and confidence in their abilities with those of 287 teachers from Newfoundland & Labrador. No provincial differences in teachers' perceptions of inclusion were found despite differences in provincial policy/practice. (Contains…

Edmunds, Alan

2003-01-01

389

"Response to Loomis et al.:" Convergence and Uniformity in Teacher Production--A Catalyst to Create Individualistic Teacher Education Programs  

Science.gov (United States)

In the essay, "The logic of convergence and uniformity in teacher production", Loomis et al. advocate that teachers are experiencing a shift from individualistic programs that prepare them toward uniform, common teacher preparation resulting from top-down agenda-setting and mandated regulations. In their theoretical stance, the knowledge and…

Nagel, Nancy G.

2008-01-01

390

Teacher Adherence and Its Relation to Teacher Attitudes and Student Outcomes in an Elementary School-Based Violence Prevention Program  

Science.gov (United States)

This study examined variability in teachers' reported adherence to a school-based violence prevention program, Creating a Peaceful School Learning Environment, and investigated the relations of teacher adherence to teachers' attitudes related to the intervention and students' attitudes about and responses to bullying. The results provide evidence…

Biggs, Bridget K.; Vernberg, Eric M.; Twemlow, Stuart W.; Fonagy, Peter; Dill, Edward J.

2008-01-01

391

Developing teacher sensitivity to individual learning differences (ILDs) : Studies on increasing teacher effectiveness  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Effective teachers are sensitive to individual learning differences (ILDs). This dissertation investigates teacher changes as a result of eight long-term professional development (PD) courses (56-hours and 28-hours) designed to help them become more sensitive to ILDs. In these courses, the teachers were mediated to investigate their own and colleagues' ILDs with the help of learning style inventories and a cognitive style test. The styles scores, interviews of colleagues and mediated d...

Rosenfeld, M. N.

2008-01-01

392

The Effects of Student and Teacher Characteristics on Teacher Impressions of – and Responses to – Student Behaviors  

Directory of Open Access Journals (Sweden)

Full Text Available This study examined how student characteristics (e.g., race, gender and teacher characteristics (e.g., race, gender, years of experience, confidence in behavior management influence the way teachers perceive and respond to student behaviors in the U.S.A. A rigorous process was used to develop and pilot a survey consisting of questions about a defiant student behavioral incident that might be encountered in a school. This process involved systematically identifying student names that would imply different gender/ethnicity combinations, creating the instrument using these names, expert review, cognitive interviews, and a pilot study using 135 pre-service teachers. After refining the instrument based on feedback from each of these activities, we administered it to 57 practicing teachers. Participants were randomly assigned to one of four scenario conditions, each of which implied a student with a different gender/ethnicity combination (i.e., African American female student, African American male student, European American female student, European American male student.  Although some interesting trends in responding emerged based on the implied student race and ethnicity, none were statistically significant. However, teacher characteristics significantly influenced responding, with less experienced teachers being less likely to ignore behaviors – and more likely to address them directly – than their more seasoned counterparts. This adds to the extant knowledge about how teachers in different phases of their careers may interpret and approach classroom situations, and reveals implications for teacher professional development efforts. Further implications, limitations, and future directions are also discussed.

Amity Noltemeyer

2012-06-01

393

Leadership that promotes teacher empowerment among urban middle school science teachers  

Science.gov (United States)

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.

Howard-Skipper, Joni

394

Teacher Training and Pre-service Primary Teachers' Self-Efficacy for Science Teaching  

Science.gov (United States)

This study focuses on the improvement of pre-service teachers' self-efficacy for teaching science by including science courses within the teacher training program. Knowing how efficacy beliefs change over time and what factors influence the development by pre-service primary teachers of positive science teaching efficacy beliefs may be useful for teacher training universities, so that they can adapt their curriculum to accommodate these factors. Participants included 292 pre-service primary teachers, a cross-sectional sample from two different universities in the Netherlands across the four different years of study in the training program. Based upon our results, we conclude that the science teaching self-efficacy of pre-service teachers, in particular, improved during years 1 and 2, and not during years 3 and 4. Higher levels of self-rated subject-matter knowledge and science teaching experience in primary schools both contributed to higher levels of personal self-efficacy for science teaching. Differences at the university level in courses taken during the first year between science content courses and science methods courses also influenced the pre-service teachers' development of science teaching self-efficacy. After their first year, the pre-service teachers from the university with science content courses had significantly higher self-efficacy than pre-service teachers from the university that offered science methods courses. After the second year of teacher training, however, this difference in self-efficacy was no longer present.

Velthuis, Chantal; Fisser, Petra; Pieters, Jules

2014-06-01

395

Chinese Teachers’ Professional Identity and Beliefs about the Teacher-Student Relationships in an Intercultural Context  

DEFF Research Database (Denmark)

This paper presents a qualitative study of immigrant Chinese teachers’ professional identity and beliefs about the teacher-student relationship in an intercultural context. Theoretically, this study takes its departure from a sociocultural perspective on understanding professional identity. The empirical analysis in the study drew mainly upon ethnographic interviews with a group of Chinese language teachers in Denmark concerning their life experiences, perceptions, and beliefs. The results of this study suggest that teachers’ beliefs about their roles as teachers and about student-teacher relationships are shaped by both their prior experiences and backgrounds and the current social and cultural contexts in which they are situated. Changes of context (e.g., from China to Denmark) often lead to a transformation of their professional identity and beliefs. Being a teacher in an intercultural context often exposes them to the confrontation of diverse challenges and dilemmas. On one hand, teachers in this study generally experienced a transformation from being a moral role model, subject expert, authority and parental role to being a learning facilitator and culture worker. On the other hand, they developed diverse individualized coping strategies to handle student-teacher interactions and other aspects of teachers’ professional identity.

Wang, Li; Du, Xiangyun

2014-01-01

396

ChemTeacher: Neutron  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Neutron page includes resources for teaching students about neutrons.

2011-01-01

397

ChemTeacher: Electron  

Science.gov (United States)

ChemTeacher compiles background information, videos, articles, demonstrations, worksheets and activities for high school teachers to use in their classrooms. The Electron page includes resources for teaching students about electrons.

2011-01-01

398

Teachers' Voices: Celebrating Excellence.  

Science.gov (United States)

The annual theme issue of Childhood Education is dedicated to recognizing the achievements of teachers of the year. Teachers of the year describe their methods, beliefs, and concerns in personal statements. (DG)

Isenberg, Joan P.; And Others

1990-01-01

399

Effects of teacher training  

DEFF Research Database (Denmark)

The article gives a short overview over existing knowledge concerning the effect of teacher training in relation to adult learning. It presents a research design for measuring the effect of teacher traning.

Wahlgren, Bjarne; Larsen, Lea Lund

2010-01-01

400

School teachers' attitude toward population control.  

Science.gov (United States)

A report on a study of 412 school teachers in the Bombay area of India. 82 of the teachers were tested initially, and found to have unclear ideas about the meaning of "population control." As a result, the definition of the term adopted by UNESCO in 1970 was incorporated into the questionnaire, and translated into Hindi/Marathi and Gujarti. The 1st 82 teachers were considered as a pretest group, and the remaining teachers were given a 3-part questionnaire. This included identification data, questions on their opinions and reactions toward teaching population education, and their own views on age of marriage and family size. Tables break down the results in several ways. The main conclusions are that a majority of the teachers responding were still unclear about the meaning of population education, and felt that they were unqualified to teach the subject, while they believed in its importance. PMID:12278138

Vaswani, N V; Kapoor, I

1977-01-01

 
 
 
 
401

PROFESSIONAL DEVELOPMENT OF TEACHERS  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Professional development for teachers is the range of formal and informal processes and activities that teachers engage in both inside and outside of the school, in order to improve their teaching knowledge and skills. The ultimate goal of teacher professional development is improving student learning outcomes. Research indicates that teachers have control over many factors that influence motivation, achievement and behaviour of their students. Therefore, professional development focusin...

Kayarkanni, Dr S.

2012-01-01

402

Teacher Page - Deutsch Klasse  

Science.gov (United States)

On this site you will find the resource needed to teach a German Level I Course. There are links below for lesson plans and a link to the student page. This page is an introductory page for the teacher. Below are four links that will provide teachers with additional resources to use in their classrooms. Teacher Page - Lesson Plans Teacher Page - Resources Student Page - Deutsch Klasse Student WebQuests ...

Frau Barlow

2009-11-02

403

A Profile of an Effective EFL Grammar Teacher  

Directory of Open Access Journals (Sweden)

Full Text Available Grammar teaching dates back to many years ago. It is a critical issue since its importance has been clarified in second/foreign language teaching and learning. There are always some hints about a good grammar teacher, but one cannot easily find a holistic framework for a successful ESL/EFL grammar teacher. For this reason, the present study investigates the qualities of a good and effective grammar teacher based on observations and interviews. An Iranian EFL grammar teacher’s class was observed for about ten hours in order to see why his students and colleagues considered him to be a successful English grammar teacher. The results demonstrate that there are some important features for an effective ESL/EFL grammar teacher, which should be taken into account by other practitioners doing a similar job. Finally, this study provides a coherent framework for grammar teachers in order to make the outcome of their grammar lessons more fruitful.

Sasan Baleghizadeh

2011-03-01

404

Teachers discovering nuclear science for the 90's  

International Nuclear Information System (INIS)

High school and junior high school teachers from across the country have rediscovered nuclear science through summer participation as teacher research associates at the Lawrence Berkeley Laboratory. As a result of their new knowledge and awareness of the broad range of applications of nuclear science with obvious positive benefit to society, these teachers are putting nuclear chemistry and physics back into their curriculum. Through direct research participation teachers become a primary resource for students. The Department of Energy is now supporting over 150 teacher research associates in its TRAC program in all areas of science. The eight week teacher research associate appointments provide an in-depth experience for the teacher, and an opportunity for teachers and scientists to become engaged in new curriculum and materials development

405

Teacher Center Responses to Teacher Needs.  

Science.gov (United States)

The intention of this article is to view specific means of meeting teacher needs through Maslow's multiple-factor theory of self-actualization. Under each of Maslow's five headings, a brief explanation of the use of the term and examples of teacher center services fitting under that heading are discussed. (Author)

Riley, Roberta D.; Mort, Ken

1981-01-01

406

English Teacher Education as Literacy Teacher Education  

Science.gov (United States)

This article presents the author's keynote address from the 2011 CEE Summer Conference at Fordham University in which he challenges educators to rethink what they do and how they do it. He talks about English teacher education as literacy teacher education. He tries to sketch a picture of the status quo and its limits, and an alternative picture…

Mayher, John S.

2012-01-01

407

Performance Pay for Teachers  

Science.gov (United States)

During the past few years, interest in shifting at least a portion of what teachers are paid away from a reliance on a traditional salary schedule to one that incorporates a pay for performance component has reached a new high. Proponents of the approach view it as a way to improve teacher quality by both motivating teachers and--through higher…

Protheroe, Nancy

2011-01-01

408

A program for teachers  

International Nuclear Information System (INIS)

The program developed by the Spanish Atomic Forum aimed at high school teachers' training to nuclear science information in schools and universities, is presented. The rationale of its development and its implementation is discussed: among various observations, it was found out that seminars where teachers from science and teachers from other disciplines were mixed, are of a better efficiency towards nuclear energy acceptance

409

Pupil Evaluation of Teachers.  

Science.gov (United States)

This investigation is concerned with (a) constructing a pupil evaluation of teachers (PET) scale, for use in grades 7-11, incorporating certain areas of teaching behavior, and affective pupil responses to teachers; and (b) using the scale as a source of feedback to both regular and student teachers. (Author)

Biggs, John; Chopra, Pran

1979-01-01

410

“Mind Maps” in the Metaphors of Geography Teacher Candidates  

Directory of Open Access Journals (Sweden)

Full Text Available The purpose of this study is to reveal geography teacher candidates’ perceptions related to “mind maps used in Climatology course” via metaphors. The study has been conducted in Trabzon, TURKEY. The study group consists of 32 first-grade teacher candidates studying at Department of Geography Teaching, Fatih Education Faculty in the spring semester of 2010-2011 academic year. In order for the data collection, metaphor technique has been used. Each teacher candidate participating in the research has been asked to associate “mind maps used in Climatology course” with something and to explain the reasons of their associating. After analyzing the data, the metaphors students created have been gathered under five main categories. These categories, according to their percentages, are (from higher percentage to lower percentage: instructive, improving high-level thinking skills, entertaining, visual and subjective. Those which stress on the “instructive” side of the technique are formed of sub-categories as “summarizing, permanent and guiding”. The sub-categories of the main category “improves high-level thinking skills” are formed of “adjusting the associations, imagination, questioning skills”. As a result of the research, the technique has been found instructive and effective in terms of questioning, imagination, showing the associations. Also the technique’s being entertaining, appealing to the eye, reflecting the individual subjectively are among the results of the research.

Ay?egül ?eyiho?lu

2012-08-01

411

English Language Teachers’ Knowledge and their Self-efficacy  

Directory of Open Access Journals (Sweden)

Full Text Available The present research aims at exploring the relationship between novice English teachers' knowledge and their self-efficacy. A teacher knowledge test and an efficacy questionnaire were administered to 55 novice English teachers. The data were gathered from male and female novice teachers teaching at language institutes in Tehran with ages between 20 and 25. The results showed that there is a significant relationship between English Teachers Knowledge Test (TKT and their self-efficacy. The results are discussed in the light of previous findings.

Azadeh Zakeri

2011-03-01

412

Learning to use student ideas in elementary science teaching: The influence of mentor teachers in preservice teachers' developing meanings  

Science.gov (United States)

This study explores the influence of mentor teachers in the meanings and practices that two elementary preservice teachers adopted about eliciting and using student ideas, while learning to teach science in the university science methods course and in the field placement classroom. Prior research on teacher development has shown that the high-leverage practice of eliciting and using student ideas can support preservice teachers in thinking about common problems of practice. I used four core problems of practice to examine the meanings and practices that preservice teachers adopted in eliciting and using student ideas as they planned, enacted and reflected on methods course assignments in the field placement classroom. Using sociocultural and situative perspectives on learning, I identified two factors that influenced the sense that preservice teachers constructed and the practices that they adopted about eliciting and using student ideas. These factors were mentor teacher's perspectives on learning and goals for student learning. I also examined three mechanisms by which mentor teacher's perspectives and goals influenced preservice teacher meanings and practices about eliciting and using student ideas in instruction, including mentor teacher's classroom practice, the nature and foci of mentor teacher and preservice teacher conversations and mentor teacher's use of preservice teachers' ideas in their conversations about instruction. The results suggest that preservice teachers come to make sense of and use student ideas in their instruction in ways that closely align with those of their mentors. They also indicate that preservice teachers' integration of experiences from different learning-to-teach contexts in making sense of student ideas may be related to the degree of alignment between mentor teachers' perspectives and goals and the perspectives and goals of the science methods course.

Schaub, Elsa Nunes

413

The Importance of Teacher's Effectiveness  

Directory of Open Access Journals (Sweden)

Full Text Available Heightened emphases are on teachers and effective teaching particularly linked to the performances of students in K-12 schools. The purpose of this article is to review perspectives of teaching over a period of several decades in the literature and to investigate the perceptions of practicing teachers enrolled in graduate school regarding necessary components of effective teaching. Results indicate that many of the notions indicated in the literature as essential for effective teaching are aligned with the perceptions of educators currently enrolled in graduate school. There are definite implications embedded in the article for school leadership.

Elizabeth Block

2012-10-01

414

The Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form-New (TERF-N): Examining the Preliminary Evidence  

Science.gov (United States)

Student engagement in school is an important construct that has been associated with student success. For the current study, researchers examined the psychometrics of the Student Engagement in Schools Questionnaire (SESQ) and the Teacher Engagement Report Form (TERF-N) of student engagement. The results revealed that both the SESQ and the TERF-N…

Hart, Shelley R.; Stewart, Kaitlyn; Jimerson, Shane R.

2011-01-01

415

A STUDY ON THE DIFFICULTIES FACED BY PRESCHOOL TEACHERS IN THE PLANNING AND IMPLEMENTATION  

Digital Repository Infrastructure Vision for European Research (DRIVER)

Both teacher characteristics and professional knowledge and skills are required for teachers to offer quality preschool education. Even though teachers may know the basics of planning educational contexts, various reasons may bring them face to face with difficulties in planning and implementation. When such diffculties arise, support should be provided to teachers according to their needs so that quality preschool curricula emerge. Starting from this need, the present study aims to reveal th...

Kandir, Doc? Dr Adalet; O?zbey, Dr Saide; I?nal, Ars? Go?r Go?zde

2009-01-01

416

Metphor Status About The Concept of ‘Geograpy’ of Prospective Social Science, Science and Classroom Teachers  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The purpose of this study is to reveal the perceptions of prospective elemantary Social Science, Science and Classroom Teachers who will educate the students at elemantary school, by the help of metaphors about geography. Total of 357 senior students from Ahi Evran University College of Education, Social ScienceTeachers? Department (Men – 62/Women –69) Science Teachers? Department ( Men – 62, Women- 53 ) and Clarsroom Teachers? Department (Men – 57 , Women – 54 ) , joined this...

O?ztu?rk, C?ag?r?

2007-01-01

417

SOCIAL CLASS AND TEACHER TUTOR FEATURES OF COOPERATION, OUT SUICIDE PREVENTION IN SCHOOLS  

Digital Repository Infrastructure Vision for European Research (DRIVER)

The theoretical work of cooperation in the cultural education institution between social class and teacher educators analysis. The hypothesis that an effective pedagogical assistance (Suicide Prevention) prevents the lack of social class and teacher educators co-operation. Method of questionnaire survey was carried out with a goal - to reveal the social class and teacher educators co-features. A statistic analysis of data. The study involved 263 teachers. The empirical part examin...

Juozapavic?iene?, Dalia

2010-01-01

418

Identidade docente: as várias faces da constituição do ser professor. Teacher identity: The various facets of the constitution of being a teacher  

Directory of Open Access Journals (Sweden)

Full Text Available O presente artigo é resultado da produção conjunta de um grupo de pesquisadores dos programas de Pós-Graduação em Ciências da Motricidade e em Educação, alocados na Universidade Estadual Paulista (UNESP, Campus Rio Claro, Brasil, que tem como foco de estudos a formação de professores. Esse esforço coletivo teve como propósito apresentar os resultados das pesquisas de cada um dos autores deste artigo, tendo como objetivo explorar a identidade docente. Trata-se de uma pesquisa qualitativa, do tipo exploratória, que utilizou como fonte de dados as investigações de Trabalho de Conclusão de Curso, Mestrado e Doutorado, possibilitando a reflexão sobre a identidade docente a partir de múltiplos olhares, buscando reconhecer elementos que contribuem tanto nos momentos de formação, quanto nos momentos do exercício docente. Foram identificados três eixos de análise: Experiência e Saber da Experiência; Profissionalidade Docente, e Formação inicial e continuada. A partir destes eixos, percebeu-se o desenvolvimento pessoal do professor como elemento central. Pontua-se ainda que a identidade docente é dinâmica e tem relação direta com o contexto social no qual se está inserido. Assim, as pesquisas analisadas perpassam diferentes contextos, podendo revelar elementos significativos à formação inicial e continuada de educadores, além de oferecer contribuições para a compreensão da educação brasileira a partir de perspectivas investigativas complementares. This article is the result of a joint production by a group of researchers from the Graduate Programs in Motricity Sciences and Education allocated at the State University of Sao Paulo - UNESP, Rio Claro campus, Brazil, which focuses on teacher education studies. The purpose of this collective effort was to present the results of the researches conducted by each of the coauthors in order to explore teacher identity. It is an exploratory qualitative research which used investigations of Course Monographic Papers, Master's Theses and Doctoral Dissertations as sources of data, enabling reflection on teacher identity from multiple perspectives, aiming to recognize elements that contribute either for teacher education or practice. Three analysis axes have been identified: experience and knowledge from experience, teacher professionalism, and teacher initial and continuing education. Based on these axes, we noticed the personal development of teachers as a central element. We also observed that teacher identity is dynamic and directly related to the social context in which the teacher is inserted. Thus the analyzed studies pervade different contexts, and may reveal significant elements for both initial and continuing training for educators, besides offering contributions to the understanding of Brazilian education from complementary investigative perspectives.

Iza, Dijnane Fernanda Vedovatto

2014-08-01

419

Primary and Secondary Teachers’ Knowledge, Interpretation, and Approaches to Students Errors about Ratio and Proportion Topics  

Directory of Open Access Journals (Sweden)

Full Text Available This study investigated elementary and secondary teachers’ understanding and pedagogical strategies applied to students making errors in finding a missing length in similar rectangles. It was revealed that secondary teachers had better understanding of ratio and proportion in similar rectangles than elementary teachers. While all secondary teachers solved the similar rectangles problems correctly, a large portion of elementary teacher struggled with the problem. In explaining their solution strategies, and even though similar strategies appeared both from elementary teachers and secondary teachers, a majority of secondary teachers pointed out the underlying idea of similarity, whereas less than half of the elementary teachers explained their reasoning for using ratios and proportion. This article is derived from the research project registered under number 20110343 (Ruiz, 2011, and developed in Escuela Superior de Cómputo del Instituto Politécnico Nacional (IPN (School of Computer Sciences of the National Poly-technical Institute of Mexico

Elena Fabiola Ruiz Ledesma

2011-08-01

420

Factor Analysis of Competency of Computer Teacher at Vocational Certificate Level  

Directory of Open Access Journals (Sweden)

Full Text Available The research objectives were to analysis the factor and construct the questionnaire on competency of computer teacher at vocational certificate level of educational institute under Office of Vocational Education Commission (OVEC. The descriptive research and structural relationship model were used for the study. Sample groups comprised of 1 90 experts and 2 200 educational institutes under OVEC. Research instruments were questionnaires on competency of computer teacher at vocational certificate level for: 1 experts and 2 educational institutes. Data analysis were conducted with: 1 Exploratory factor analysis by using SPSS for Windows for data from experts, 2 The second order confirmatory factor analysis with LISREL 8.72 program and Cronbach’s ? formula for data from educational institutes. Research results revealed that competency of computer teacher at vocational certificate level composed of 12 components from 62 variables covered 3 domains of knowledge, skill, and affection. Those 12 components were general knowledge about education, knowledge about curriculum, knowledge about teaching, knowledge about e-Learning and e-Media, knowledge about IT support, knowledge about computer use, teaching skill, skill about e-Learning and e-Media, skill about IT support, skill for using computer, supportive affection to be a teacher and affection in IT. The questionnaire on competency of computer teacher had good quality with good construct validity and high reliability in 2 dimensions of intent and actual competencies.

Sangutai Moto

2013-05-01

 
 
 
 
421

English as a Foreign Language Instructors’ Induction: Early Practices of Language Teachers Teaching at Tertiary Level  

Directory of Open Access Journals (Sweden)

Full Text Available This study aimed to investigate the nature of the induction process of English as a foreign language (EFL teachers teaching at tertiary level through individual interviews. In order to gather intended data, fifteen novice instructors teaching at four different public universities in Ankara were interviewed on a basis of two criteria: (a having 1 to 3 years of teaching experience, and (b teaching at higher education level. The data gathered from the interviews were transcribed, coded, and categorized under themes in a qualitative research tradition. Subsequently the findings were interpreted. The findings were organized around research questions and there appeared four main themes: (1 nature of induction process; (2 common concerns of novice teachers; (3 possible adaptation challenges; and (4 practices to overcome difficulties. The results revealed that pre-service education, especially of the graduates of non-Education Faculties, did not adequately respond to the needs of the novice teachers in induction period. Considering this insufficient preparation and unsatisfactory pedagogical formation processes, an effective teacher education program as well as a contributing teacher induction program was claimed to be adopted by higher education institutions.

Mustafa Öztürk

2012-04-01

422

How evaluation processes affect the professional development of five teachers in higher education  

Directory of Open Access Journals (Sweden)

Full Text Available This paper presents research that investigates the nature of the connection betwee