Passow, M. J.; Weissel, J. K.; Cormier, M.; Newman, K. R.
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.
Nahm, A.; Villalobos, J. I.; White, J.; Smith-Konter, B. R.
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.
Full Text Available This article outlines the results of a research training project undertaken by four German academic institutions investigating the factors involved in art teachers’ continued motivation to carry out their profession even after ten years or more of teaching art in schools. The study is based on interviews carried out by art students and targeting art teachers who have had a minimum of ten professional years of experience. The analysis of this study reveals interesting perspectives on the expectations and motivations leading to successful art teaching careers and offers particular consequences to be drawn for art teacher training in general. One important consequence is that the study provides a model for how scientific research can be included in the training of art teachers to promote their self-reflection.
AHMED MOHAMED ALZAIDI
Full Text Available This paper aims to identify the factors which might affect secondary school head teachers’ job satisfaction in the city of Jeddah, Saudi Arabia. This study adopts a sequential exploratory strategy based on a mixed methods approach. The qualitative data generated identified the factors leading to job satisfaction and dissatisfaction. The factors fall into eight major themes: relationship with the educational administration, head teachers’ practices, the school environment, relationships with students and parents, head teachers’ authority, relationship with educational supervision and relationships with teachers. The quantitative data reveal that factors causing dissatisfaction are: lack of authority to transfer underperforming teachers, lack of finance and manpower for the cleaning of school buildings, lack of financial resources to improve school buildings, salary, poor revenue from school meals as a financial resource, and lack of financial reward. To explore the relationship between job satisfaction and the selected variables, a Kruskal-Wills (non parametric statistical test revealed significant differences between job satisfaction in terms of morale, relationship with the educational administration, the school environment, head teachers’ authority and overall job satisfaction according to educational supervision centers. In addition, a kruskal-Wills test revealed significant differences between job satisfactions in head teachers’ practices according to completion of the head teachers’ training programme. However, there were no significant differences between job satisfaction related to experience, student numbers, head teachers’ qualification, age and school building type. The paper identifies that the highly centralised educational system in Saudi Arabia and the lack of autonomy are factors that affect job satisfaction.
Yuan, Kun; Le, Vi-Nhuan; McCaffrey, Daniel F.; Marsh, Julie A.; Hamilton, Laura S.; Stecher, Brian M.; Springer, Matthew G.
This study drew on teacher survey responses from randomized experiments exploring three different pay-for-performance programs to examine the extent to which these programs motivated teachers to improve student achievement and the impact of such programs on teachers' instruction, number of hours worked, job stress, and collegiality. Results showed…
Garet, Michael S.; Porter, Andrew C.; Desimone, Laura; Birman, Beatrice F.; Yoon, Kwang Suk
Used a national probability sample of 1,027 mathematics and science teachers to provide a large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning. Results identify three core features of professional development that have significant positive effects on teachers' self-reported…
Mills, Shirley J.; Huerta, Jeffery J.; Watt, Karen M.; Martinez, Jorge
This study examined the perceptions of teachers and administrators with regard to AVID (Advancement via Individual Determination) teacher leaders. The purpose was to compare whether teachers and administrators agree on the types of attributes needed for teacher leaders involved in implementing AVID as a school reform effort. Results revealed that…
Finkelstein, K. D.; Hemenway, M. K.; Preston, S.; Wetzel, M.; Meyer, J.; Rood, M.
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.
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
Brno : Nakladatelství K?epela, 2003, s. 107-120. [U?itelé a zdraví /5./. Brno (CZ), 26.09.2002-27.09.2002] R&D Projects: GA ?R GA406/01/1507 Institutional research plan: CEZ:AV0Z7025918 Keywords : teachers * emotional stability * neuroticism Subject RIV: AN - Psychology
Jungbauer, J; Ehlen, S
This article presents results from a study of 834 nursery school teachers in Germany, investigating working conditions, stress, and stress-related health problems. In order to evaluate the extent of mental and psychosomatic troubles, as well as the risk of burnout, we used the standardised questionnaire "Burnout Screening Scales" (BOSS I). Data analysis yielded a high percentage of nursery school teachers who reported a remarkably high stress level; nearly 20% can be considered as a high-risk group for burnout. Poor staff conditions in many nurseries turned out to be the crucial stress source, along with large groups, insufficient teacher-child ratio, time pressure and multitasking. In the concluding discussion of the study results, we consider possible measures to reduce stress and to improve working conditions for nursery school teachers. PMID:25025291
Zembat, Ismail Ozgur; Yasa, Seyit Ali
The purpose of this study was to uncover the degree to which in-service teachers understand sociomathematical norms and the nature of that understanding without having to enter and observe their classes. We therefore developed five classroom scenarios exemplifying classroom interactions shaped by certain sociomathematical norms. We then…
Farmer, Thomas W.; Lines, Meghan McAuliffe; Hamm, Jill V.
To introduce this special issue, the concept of the teacher as an ''invisible hand'' is presented as a metaphor to describe the potentially influential but relatively understudied contribution that educators are likely to have on children's peer relationships and their broader interpersonal growth. Building from conceptual work distinguishing…
Italla Maira Pinheiro Bezerra
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.
Fanni, F.; Rega, I.; Cantoni, L.
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…
Ramaswamy, Vidya; Bergin, Christi
Teachers were trained to use reinforcement and induction to increase prosocial behavior in a sample of 98 children in Head Start-affiliated preschools, using a peer coaching model. There was one control group and three intervention groups: reinforcement-only, induction-only, and reinforcement-and-induction. Results indicated that the intervention…
Schug, Mark C.; Dieterle, David; Clark, J. R.
Previous studies have focused on how well students are learning economics, how teachers are trained, and other outcomes associated with improved understanding of economics. However, almost nothing is reported in the research literature on economics teachers' views of the curriculum, how they teach their subject, their views on public issues, and…
White, Susan; Tyler, John
This report examines teachers' self-assessed preparedness to teach physics, their membership in professional organizations, and where they turn for help when they have questions. Almost every teacher reports feeling at least adequately prepared to teach basic physics knowledge and the application of physics to everyday experience. The smallest…
Izumi-Taylor, Satomi; Lee, Yu-Yuan; Franceschini, Louis
The purpose of this study was to examine similarities and differences in the perceptions of childcare among American, Chinese, Japanese and Swedish early childhood teachers. Participants consisted of 78 American teachers, 156 Chinese teachers, 158 Japanese teachers, and 157 Swedish teachers. The results of quantitative analysis revealed that these…
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…
McGovern, Martha W.
F. A. Korthagen and J. P. A. Kessels (1999) advocate the adoption of the realistic approach for teacher education. The realistic approach provides developing teachers with experiences that call into question the adequacy of their beliefs. When the developing teachers are in a state of flux, the approach both supports reflection for refined…
Deustua, Susana; Ros, Rosa
Since 2009, the Network for Astronomy School Education (NASE) has held 55+ workshops in countries in Asia, Africa, Europe and Latin America, training more than 1200 teachers and potentially reaching one million or more students. Like modern professional development programs, NASE’s emphasis is on interactive, hands-on learning. However, our emphasis is on “low-tech” tools that are readily available, and, inexpensive. Teachers are led through a series of activities that cover a wide range of topics in astronomy, more or less equivalent to that covered in the typical 1st year astronomy course in US colleges.In 2014 we adopted the Astronomy Diagnostic Test as pre- and post- workshop tests to guage the change in teachers’ knowledge as a result of participation in this intervention. In this paper we discuss the first results using the Astronomy Diagnostic Test in astronomy workshops in Peru during March 2014 and February 2015. NASE workskhops were held at the facilities of the Observatorio de Radio de Sicaya of the Instituto Geofisico del Peru, in Chupaca, a farming community approximately 20 km from the Andean city, Huancayo. Sponsors of the Chupaca workshop were the IGP, NASE and the UGEL (regional school district). The second workshop was held at the University of Ica, in the coastal city of Ica, 250 km south of Lima, sponsored by the Instituto Geofisico del Peru and the University, and the 3rd workshop in Lima.We will discuss our results, which for the most part do indeed show a positive change in knowledge, but in a couple of areas the change is either null or negative.
Desimone, Laura M.; Porter, Andrew C.; Garet, Michael S.; Yoon, Kwang Suk; Birman, Beatrice F.
Examined the effects of professional development on teachers' instruction using a purposeful sample of about 207 teachers across 5 states for 1996-1999. Professional development focused on specific instructional practices increased teachers' use of those practices in the classroom, and specific features, such as active learning opportunities,…
Nyaumwe, Lovemore; Buzuzi, George
This study investigated teachers' attitudes towards proofs in the secondary school mathematics curriculum. The study was motivated by a desire to fill a gap existing in the literature in relation to teachers' attitudes towards proofs. Thirty-four secondary school mathematics teachers' responses to a Likert type questionnaire and interviews were…
Miao, Yongwu; Samaka, Mohammed; Impagliazzo, John
Developing a sound online problem-based learning (PBL) course plan is difficult because teachers need comprehensive PBL and technical knowledge. This paper proposes a model-driven approach to develop a PBL authoring tool that helps teachers create and customize online PBL course plans in a cost-effective and flexible manner. A pilot study was conducted to assess teacher acceptance of the tool. The results reveal that after a short training session, teachers understood the authoring tool and t...
Rhoads, Kathryn; Radu, Iuliana; Weber, Keith
Nine prospective secondary mathematics teachers were interviewed about their teaching internship experience. The results of these interviews revealed that 7 of the 9 participants professed to value reform-oriented teaching and conceptual understanding in mathematics, yet all were paired with cooperating teachers who seemed to value traditional…
Full Text Available This study is an attempt to analyse the impact of Emotional Intelligence on teacher effectiveness of secondary school teachers. The sample of the present investigation was drawn randomly from Govt. and Private schools of Jammu province and comprised of 600 teachers (300 Male and 300 Female. Emotional Intelligence inventory developed and validated by Dr. (Mrs. Shubra Mangal and Teacher Effectiveness Scale (TES developed and validated by Promodh Kumar and D.N. Mutha was used in the study. Three way analysis of variance (2x2x2 was used to test proposed hypotheses. The results revealed that, emotional intelligence and teacher effectiveness are dependent on each other and there is impact of emotional intelligence on teacher effectiveness of secondary school teachers. Significant sex differences were found in teacher effectiveness of teachers. First order interaction between emotional intelligence and experience and second order interaction among emotional intelligence, sex and experience was found to impact teacher effectiveness significantly.
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...
Full Text Available Purpose: the research is devoted to seeking of ways to rising of quality of future physical culture teachers. Material: in experiment 436 students and 29 teachers participated. Results: it was found that readiness of future physical culture teachers for application of art pedagogic means in professional functioning is achieved through realization of appropriate block system. Such system ensures mastering by students of the following: theoretical principles of art pedagogic; mastering of art pedagogic skills in teaching and quasi professional functioning; acquiring of practical experience of art means’ application in period of pedagogic practice at schools. It was also determined that training system of future teachers includes the following three blocks: conceptual-target, knowledge-procedural; control-correcting. Conclusions: it is recommended to use such criteria of students’ readiness for application of art means in pedagogic functioning: motivation-axiological, cognitive-active, personality’s-reflexive.
This study analyzed data from a statewide professional development (PD) program to investigate whether gender difference towards technology usage was mitigated after participation in the program. Teachers responded to pre- and post-questionnaires regarding their perceptions and use of technology before and after participating in PD courses.…
Jakštys, Baltramiejus; Ruzgys, Paulius; Tamoši?nas, Mindaugas; Šatkauskas, Saulius
The aim of this study was to compare different and commonly used cell viability assays after CHO cells treatment with anticancer drug bleomycin (20 nM), high voltage (HV) electric pulses (4 pulses, 1200 V/cm, 100 µs, 1 Hz), and combination of bleomycin and HV electric pulses. Cell viability was measured using clonogenic assay, propidium iodide (PI) assay, MTT assay, and employing flow cytometry modality to precisely count cells in definite volume of the sample (flow cytometry assay). Results showed that although clonogenic cell viability drastically decreased correspondingly to 57 and 3 % after cell treatment either with HV pulses or combination of bleomycin and HV pulses (bleomycin electrotransfer), PI assay performed ~15 min after the treatments indicated nearly 100 % cell viability. MTT assay performed at 6-72 h time points after these treatments revealed that MTT cell viability is highly dependent on evaluation time point and decreased with later evaluation time points. Nevertheless, in comparison to clonogenic cell viability, MTT cell viability after bleomycin electrotransfer at all testing time points was significantly higher. Flow cytometry assay if used at later times, 2-3 days after the treatment, allowed reliable evaluation of cell viability. In overall, our results showed that in order to estimate cell viability after cell treatment with combination of the bleomycin and electroporation the most reliable method is clonogenic assay. Improper use of PI and MTT assays can lead to misinterpretation of the experimental results. PMID:26077843
Porras-Hernandez, Laura Helena; Salinas-Amescua, Bertha
Technological Pedagogical Content Knowledge (TPACK) as a framework to understand and foster teachers' knowledge for efficient technology integration has the value of unveiling new types of knowledge and departing from technocentric approaches. In this article, we consider two approaches to advance this framework. One of these opens the discussion…
Holeyannavar, P. G.; Itagi, S. K.
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…
Selma Norberto, MATOS; Enicéia Gonçalves, MENDES.
Full Text Available com a implementação das políticas públicas em inclusão escolar, cresce o número de alunos com Necessidades Educacionais Especiais (NEEs) em classes comuns, fato que ajuda a compor um cenário nas escolas que tem desvelado limitações e contradições do sistema educacional brasileiro. Atores e autores e [...] ducacionais são desafiados a construir saberes capazes de responder às demandas do cotidiano escolar relacionadas à convivência e aprendizagem na diversidade. Considerando que este processo inclusivo é novo nas escolas, o estudo teve como objetivo analisar as demandas dos professores decorrentes da inclusão escolar. A pesquisa foi qualitativa do tipo exploratório, participando seis professoras, seus alunos com NEEs e três profissionais do Núcleo de Educação Inclusiva da Secretaria Municipal de Educação. Para coleta de dados, foram utilizados: técnica de observação participante, diário de campo, entrevista semiestruturada, questionário e, para discussão dos dados, análise de conteúdo. Os resultados indicam que existem conquistas e contradições na realidade das escolas que se propõem inclusivas; avanços e limitações resultantes da política municipal, e que o modelo de atuação da equipe de educação especial no contexto analisado pode ser revisto ou ampliado. Indicam que os professores apresentam demandas no domínio da política pública, da formação, e demandas dirigidas ao psicólogo. Abstract in english After implementingpublic policiesforschool inclusion, the number of students with special educational needs in regular classes has increased. This fact has helped to compose the picture in schools in whichthe limitations and contradictions of the Brazilian educational system have appeared. Education [...] al actors and authors are challenged to build knowledge capable of responding to the demands of daily school related to living together and learning in diversity. Since this inclusive process is new to schools, the study aimed to analyze teacherdemands in the school inclusion context. The research was qualitative and exploratory, and the participants were six teachers, their students with special educational needs and three professionals in the Nucleus of Inclusive Education from the Municipal Department of Education. Data was collected using the participant observationtechnique, a field diary, semi-structured interviews, questionnaires, and the discussion of the data was carried out through analysis of content. The results indicate that there are achievements and contradictions in the reality of schools that assign themselves as inclusive schools; there have been advances and limitations resulting from municipal policies; the model of performance of the group of special education, in the analyzedcontext, may be revised or expanded; and teachers have demands with regard to public policy, training, and issues to be raised with psychologists.
AHMED MOHAMED ALZAIDI
This paper aims to identify the factors which might affect secondary school head teachers’ job satisfaction in the city of Jeddah, Saudi Arabia. This study adopts a sequential exploratory strategy based on a mixed methods approach. The qualitative data generated identified the factors leading to job satisfaction and dissatisfaction. The factors fall into eight major themes: relationship with the educational administration, head teachers’ practices, the school environment, relationships with ...
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.
Mecarelli, Oriano; Messina, Paolo; Capovilla, Giuseppe; Michelucci, Roberto; Romeo, Antonino; Beghi, Ettore; De Simone, Roberto; Cerquiglini, Antonella; Vecchi, Marilena; Boniver, Clementina; Monti, Fabrizio; Ferlazzo, Edoardo; Gasparini, Sara; Baldassarri, Chiara; Cesaroni, Elisabetta; Stranci, Giuseppe; Elia, Maurizio; Severi, Sauro; Pizzanelli, Chiara; Ausserer, Harald; Montalenti, Elisa; Pieri, Ilaria; Germano, Michele; Cantisani, Teresa; Casellato, Susanna; Pruna, Dario
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
Lillard, Angeline S.
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…
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 a...
Page, Tina M.
Over the last decade, the introduction of professional standards and competences in initial teacher education for secondary teachers in England, France and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers have offered challenges for…
Walsh, Kerryann; Bridgstock, Ruth; Farrell, Ann; Rassafiani, Mehdi; Schweitzer, Robert
Objective: To identify the influence of multiple case, teacher and school characteristics on Australian primary school teachers' propensity to detect and report child physical abuse and neglect using vignettes as short hypothetical cases. Methods: A sample of 254 teachers completed a self-report questionnaire. They responded to a series of 32…
Full Text Available In 2011 Dirk Randoll carried out a major study on job satisfaction among Waldorf teachers. He looked at their working conditions, various aspects of work-load as well their general attitude to their profession. This article presents a comprehensive summary of his findings. Work-load and modes of coping with it were considered in relation both to conditions in the school system in general and to certain ones peculiar to Waldorf schools (e.g., management by the college of teachers, pedagogical ethos. In selected areas of concern answers given by state teachers were included by way of comparison. The questionnaire was filled in by a representative sample of 1,807 Waldorf teachers from 105 Waldorf schools in Germany. In addition to the areas already mentioned, the following aspects were addressed: training, salary levels, professional behaviour, and challenges for the future. The findings demonstrate a fairly high level of job satisfaction, although the pressure of work-load was felt to be high. A number of critical points also emerged, such as questions about the efficiency of participatory management and the prognosis for future development.
This paper addresses the status of History teaching and learning in Lesotho which is at its lowest ebb. Very few schools teach the subject and the poor Junior Certificate (JC) examination results exacerbate the situation. An analysis of the examiners' comments in the last seven years points to poor and/or lack of essay writing skills among the candidates as one of the main reasons behind the high failure rate in JC History. In recognition of the situation's implications for 'quality' teacher ...
Full Text Available O presente texto pretende mostrar o potencial dos estudos de caso para revelar mudanças em contextos escolares e em concepções e práticas de professores que participaram do PROFORMAÇÃO - Programa de Formação de Professores em Exercício. A primeira parte do texto descreve brevemente o Programa de For [...] mação que se destina a certificar professores leigos em exercício nas escolas das regiões Norte, Nordeste e Centro Oeste do país. Na segunda parte são apresentados os procedimentos metodológicos utilizados na realização de seis estudos de caso, que incluíram visitas às salas de aula dos cursistas, entrevistas, análises de memoriais e aplicação de testes de desempenho. A terceira parte do texto discute os principais resultados do estudo avaliativo: mudanças em concepções e práticas pedagógicas dos professores, melhoria em suas habilidades de escrita e em sua auto-estima, valorização da cultura local e das experiências dos alunos e efeitos positivos nas políticas locais e nos contextos escolares. Abstract in english This paper aims to show the capacity of case studies to evidence changes in school contexts and in the concepts and practices of teachers who have taken part in PROFORMAÇÃO - a program for the development of teachers who are effectively teaching. The first part of the paper briefly describes the tea [...] cher development program, which aims at certifying untrained teachers working in the northern, north-eastern and centre-western areas of the country. In the second part the methodological procedures will be presented which were used in the development of six case studies, which included visits to the trainees’ classrooms, interviews, analyses of memoirs and the application of assessment tests. The third part discusses the main results of the assessment study: changes in the teachers’ pedagogical concepts and practices, improvement in their writing skills, in their self-esteem and in their perception of the local cultures with positive results in the local policies and the school contexts.
Maxine F, Gibb.
Full Text Available Matriculating in December 2013 from a co-educational government school in the Western Cape, the writer was the top student in the National Senior Certificate examinations for History in the Province. She shares her personal experience, by providing insight from a learner's perspective, on the import [...] ance of studying history. She further shares her opinion on how a learner's achievement can be directly affected by a teacher's input and method of teaching. Based on her experience, she comments on the traits present in a superior teacher, teaching methods and techniques which she found effective in her learning experience, and what aspects of teaching contributed to her academic success, passion for history and its utility, and development as a person.
Lehrkrafte und Unterricht aus Schulersicht. Ergebnisse einer Untersuchung im Fach Mathematik (Teachers and Teaching from the Students' Perspective. Results of a Study Carried Out in Math Instruction).
Presents results of a survey among ninth graders, focusing on their perception of mathematics instruction and their mathematics teachers. Shows that their perception of teachers is related to the characteristics of the quality of instruction. Discusses including survey responses of students on school instruction in scholastic systems of quality…
Liang, Jian-Hua; Heckman, Paul E.; Abedi, Jamal
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…
Freeburg, Beth Winfrey; Workman, Jane E.
The purpose of this study was to explore teacher dress in United States schools as presented in the newspaper. Twenty-nine articles were examined to answer three questions. Results revealed: (a) the newspaper provided four contexts for processing information about teacher dress--roles, control, impression management, and educational learning…
Wang, Jia; Schweig, Jon; Griffin, Noelle; Baldanza, Michelle; Rivera, Nichole M.; Hsu, Vivian
This evaluation reports findings from a study of a UCLA teacher education program called IMPACT, Inspiring Minds through a Professional Alliance of Community Teachers. To measure program quality and goal attainment, the evaluation team used a comprehensive, multiple measures approach which included instructional artifacts, classroom logs, measures…
Abd Hamid, Nor Hashidah
The purpose of this study was to investigate the extent to which teachers were able to make changes needed to move toward the use of more constructivist behaviors after being involved in the year long Iowa Chautauqua Professional Development Program (ICPDP). Constructivist behaviors were investigated from four perspectives; namely, actual classroom performances as viewed from videotapes, teachers and student perceptions of teacher use of constructivist teaching practices, teacher philosophy as revealed from the open-ended Philosophy of Teaching and Learning Instrument (PTL), and teacher reflections about their inquiry classrooms and uses of questioning strategies. Twenty-seven teacher participants and 321 of their students volunteered to participant in this study. Four types of data were collected to answer the research questions, namely (a) Constructivist Learning Environment Survey (CLES), (b) Philosophies of Teaching and Learning (PTL), (c) Videotapes evaluated with the Expert Science Teaching Evaluation Model (ESTEEM), and (d) Teacher Reflections regarding teaching strategies and questioning. Major findings include the following: (1) Teachers in the project showed significant growth concerning constructivist perceptions over time and for all six sub-scales of TCLES, namely personal relevance, scientific uncertainty, critical voice, shared control, student negotiation, and attitude toward science. (2) Teachers in the project indicated significant growth concerning philosophy of teaching and learning as measured by the PTL. (3) Teachers in the project indicated significant growth concerning constructivist teaching practices as evaluated by videotapes (using the ESTEEM instrument); significant differences were found for all four sub-scales of the ESTEEM. (4) Students in the project indicated significant growth concerning their constructivist perceptions over time for the total SCLES score and on the sub-scales of scientific uncertainty, shared control, and student negotiation. There were no significant differences found for the sub-scales, personal relevance, critical voice, and attitude toward science. (5) There were significant differences when comparing both teacher and student perceptions for the total CLES and for the sub-scales scientific uncertainty, critical voice, shared control, and student negotiation but not for personal relevance and attitude toward science. (6) Teacher reflections provided positive reflections concerning their experiences with improving questioning skills and treating science as inquiry.
It has been demonstrated that in Italy Earth and Climate System Sciences Education (ESS) is one of the scientific disciplines where science teachers show a greatest need in terms of professional support. Among the causes that have been reported we should mention: the predominance of science teachers with a degree in biological disciplines rather then geo-logical or physical topics, and the high interdisciplinarity of certain topics, in particular those related to the climate system. Furthermore, it was found that ESS topics are predominant in the science curricula of those grades in which have been reported the major students dropout rates during the whole italian school cycle . In this context, in 2010, the MUSE, the Museum of Science of Trento (Italy), created a web-based service named I-Cleen (Inquring on Climate and Energy www.icleen.muse.it). This is a tool aimed at promoting the collaboration among science teachers in order to share resources and enhance the professional collaboration by means of participatory methods and models belonging to the world of open source and open content. The main instrument of the I-CLEEN project is an online repository (with metadata compliant with the DCMI and LOM international standards) of teaching resources focused on Earth and Climate Sciences all published under the Creative Commons license Attribution 3.0 and therefore, belonging to the model of OER (Open Educational Resources). The service has been designed, developed and managed by a team consisting of very experiencing science teachers and scientists from the Museum and other partners research institutions. The editorial work is carried out online utilizing a specific platform made with LifeRay, a CMS (Content Management System) software that is open source and manageable in a single Java-frameworked environment using the dbase, the website, the editorial process and several web 2.0 services. The project has been subjected to two distinct testing activities in collaboration with the University of Trento dealing with the effectiveness of the service as well as the usability of the graphic user interface (GUI). The present work aims to illustrate the essential features of the service I-cleen and the results achieved during the last three years of operation. It will be display and interpret for the first time data with web traffic, and other data from downloading and publishing documents of the teaching resources and the main outcomes of the above mentioned tests. The purpose of this contribution is to highlight strengths and weaknesses of this experience and potentially able to provide valuable information on the role of today's web based services and online communities to help support teachers in earth and climate sciences subjects.
Blain-Arcaro, Christine; Smith, J. David; Cunningham, Charles E.; Vaillancourt, Tracy; Rimas, Heather
Indirect bullying occurs frequently yet receives little attention by teachers. Using conjoint analysis, we examined the influence of situational attributes on teachers' decisions to intervene in indirect bullying. Results revealed that teachers (N = 235) were most influenced by victimized children's distress. Additional analyses identified two…
Full Text Available 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 teacher trainees and female teacher trainees, level of environmental awareness are not differ significantly, 4 govt.-aided college teacher trainees and private college teacher trainees are not differ significant in connection with level of environmental awareness.
Ahmet Naci Çoklar; Hatice Ferhan Odaba??
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...
Ifanti, Amalia A; Vasiliki S. Fotopoulou
The purpose of this paper is to explore the notions of teachers’ professionalism and professional development by investigating the views of in-service primary teachers in Greece. An empirical study was carried out at the In-Service Teachers’ Training School of the Department of Primary Education of the University of Patras, Greece. Our research data were collected by using anonymously filled in questionnaires. The results revealed that the teachers of our sample were acquainted wi...
Y. A. Sidenko
Full Text Available The paper considers a contradiction between the great demand for teachers’ professional development, induced by the new Federal State Educational Standards, and the lack of relevant training programs for school teachers. The author has conducted a survey to assess teachers’ readiness for innovative activity required by the new educational standards. The survey reveals that 97% of teachers denote either difficulty or disapproval of imple- menting the above standards. Investigating the reasons for teachers’ negative attitude, the author puts forward a hypothesis of their insufficient motivation and commitment. In theoretical part of the research teachers’ motivation is considered as a goal, intention, necessity, and personal quality that can be developed. As a result, a method of teachers’ motivation development is suggested actuating the motivation mechanism of achievements. The method is based on the project technique facilitating teachers’ professional and individual goal-setting ability. The program modules for teachers’ further training and prospective results are given.
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 b...
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.
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.
Buecker, Harrie Lynne
This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching and student achievement is measured by the Kentucky Core Content Test. Data were gathered on the reading and mathematics scores of students of National Board Teachers who…
Lockman, Alison Schirmer
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.
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.
Roeser, Robert W.; Schonert-Reichl, Kimberly A.; Jha, Amishi; Cullen, Margaret; Wallace, Linda; Wilensky, Rona; Oberle, Eva; Thomson, Kimberly; Taylor, Cynthia; Harrison, Jessica
The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers' occupational stress and burnout were examined in 2 field trials. The sample included 113 elementary and secondary school teachers (89% female) from Canada and the United States. Measures were…
Holden, Heather; Ozok, Ant; Rada, Roy
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…
Nancy Akert; Barbara N Martin
These researchers examined the perceptions of fifteen principals and 96 classroom teachers regarding the role of teacher leadership in school improvement. The data revealed significant differences in how principals and teachers perceive teachers’ involvement in teacher leadership roles, in ratings of involvement of teachers in leadership roles when compared to the ratings of how involved they would like to be in those same roles, and how principals and teachers perceived the impact of teacher...
Asikainen, Mervi A.; Hirvonen, Pekka E.
This article examines Finnish cooperating physics teachers’ conceptions of teacher knowledge in physics. Six experienced teachers were interviewed. The data was analyzed to form categories concerning the basis of teacher knowledge, and the tradition of German Didaktik and Shulman’s theory of teacher knowledge were used in order to understand the results. The results show that the teachers strongly emphasize knowledge related to day-to-day teaching practice. In German Didaktik, this means knowledge of the best instructional methods, while in Shulman’s categorization it belongs to the category of representations, strategies, and methods. It was also found that the teachers appear to lack some of the essential key ideas of modern physics teacher education, such as a holistic view of instructional approaches.
Full Text Available Normal 0 21 false false false MicrosoftInternetExplorer4 Abstract 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.
Naredo, ee.; MØller, I.
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.
Full Text Available This article focuses on the comparison of organizational antecedents of teachers' fostering of students' effort in two quite different accountability regimes: one management regime with an external-accountability system and one with no external accountability devices. The methodology involves cross-sectional surveys from two different management systems: (1 teachers working under assessment-based accountability (N = 236 and (2 folk–high school teachers who work without tests and examinations and, thereby, without external accountability devices (N = 366. The purpose of the study is to estimate the path coefficients in structural equation modeling in the two regimes and compare the significance of relationships between concepts in the structural models. Through this comparison, inferences are drawn suggesting how accountability repercussions and other leadership organizational antecedents may influence teachers' fostering of students' efforts and how qualitative aspects among school professionals may influence the fostering of effort. Implications for practice and directions for future research are discussed.Christopherson, K, Elstad, E, & Turmo, A. (2012. Antecedents of teachers fostering effort within two different management regimes: an assessment-based accountability regime and regime without external pressure on results. International Journal of Education Policy and Leadership 7(6. Retrieved from www.ijepl.org.
Yüksel, ?smail; Eski?ehir Osmangazi Üniversitesi, E?itim Fakültesi, E?itim Bilimleri Bölümü
The basic purpose of the present study was to examine the influence of the classroom management course on pre-service teachers’ beliefs regarding teacher self-efficacy perceptions. The study conducted in single-group pretest-posttest research model was carried out with 85 pre-service teachers. Data were collected via “Teacher Self-Efficacy Scale” administered at the beginning and end of the semester. The results revealed that the classroom management course had significant influence on the de...
Wang-Sattler, Rui; Yu, Yao; Mittelstrass, Kirstin; Lattka, Eva; Altmaier, Elisabeth; Gieger, Christian; Ladwig, Karl H.; Dahmen, Norbert; Weinberger, Klaus M.; Hao, Pei; Liu, Lei; Li, Yixue; Wichmann, H.-Erich; Adamski, Jerzy; Suhre, Karsten; Illig, Thomas
Exposure to nicotine during smoking causes a multitude of metabolic changes that are poorly understood. We quantified and analyzed 198 metabolites in 283 serum samples from the human cohort KORA (Cooperative Health Research in the Region of Augsburg). Multivariate analysis of metabolic profiles revealed that the group of smokers could be clearly differentiated from the groups of former smokers and non-smokers. Moreover, 23 lipid metabolites were identified as nicotine-dependent biomarkers. The levels of these biomarkers are all up-regulated in smokers compared to those in former and non-smokers, except for three acyl-alkyl-phosphatidylcholines (e.g. plasmalogens). Consistently significant results were further found for the ratios of plasmalogens to diacyl-phosphatidylcolines, which are reduced in smokers and regulated by the enzyme alkylglycerone phosphate synthase (alkyl-DHAP) in both ether lipid and glycerophospholipid pathways. Notably, our metabolite profiles are consistent with the strong down-regulation of the gene for alkyl-DHAP (AGPS) in smokers that has been found in a study analyzing gene expression in human lung tissues. Our data suggest that smoking is associated with plasmalogen-deficiency disorders, caused by reduced or lack of activity of the peroxisomal enzyme alkyl-DHAP. Our findings provide new insight into the pathophysiology of smoking addiction. Activation of the enzyme alkyl-DHAP by small molecules may provide novel routes for therapy. PMID:19057651
What Works Clearinghouse, 2015
For the 2013 study, "Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment," researchers examined the impact of the Talent Transfer Initiative (TTI) on students' reading and mathematics achievement in 10 school districts. The TTI enabled principals of low-performing schools to provide…
Grantmakers for Education, 2012
"Linking Resources to Results" explores the deliberate approach--including specific goals, a clearly articulated grantmaking strategy and benchmarks for measuring progress--the Chicago Public Education Fund used to help the Chicago Public Schools recognize, reward and deploy high-quality teachers. The case study is intended to help grantmakers see…
Richards, Eric W.
The purpose of this study was to investigate specific social and musical objectives or experiences school music teachers anticipate their students will achieve as a result of attending a summer music camp. A survey instrument was developed to collect demographic data and responses to questions regarding 14 specific musical and social variables.…
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…
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.
Full Text Available Burnout is a serious psychological syndrome that can affect not only an individual’s well-being, but also the functioning of whole organisations, such as schools. It is characterized by emotional exhaustion, depersonalization, and decreased personal accomplishment.The level of burnout among teachers in the field of education has a negative impact on student success. The present investigation examines the level of burn out among high and low experienced teachers. It focused on a group of English teachers from different nationalities: Iranian, and Malaysian at UPM to examine if there is any relation between burnout and experience level. The sample consisted of 30 English teachers. Two instruments namely, The Maslach Burnout Inventory and Demographic Questionnaire were used to collect data. Data analysis revealed that there is no significant difference in depersonalization and personal accomplishment scores between low and high experienced teachers. But the result of this study also revealed that there is a significant difference in Emotional Exhaustion scores between low and high experienced teachers. Further research is required to explore the roots and the causes of burnout.Keywords: teacher burnout, emotional exhaustion, depersonalization, personal accomplishment
Full Text Available Background: Diagnostic and therapeutic procedures of occupational dysphonia play a major role in voice self-assessment, which is one of the elements of a comprehensive evaluation of voice disorders. The aim of the study was to assess the applicability of the Vocal Tract Discomfort (VTD scale to monitor the effectiveness of voice rehabilitation and compare the VTD results with objective and instrumental methods of phoniatric diagnosis. Materials and Methods: The study included 55 teachers (mean age, 47.2 with occupational dysphonia. A comprehensive diagnosis took into account self-assessment by VTD scale, phoniatric examination, including laryngovideostroboscopy (LVSS and objective measurements of the aerodynamic parameter - the maximum phonation time (MPT. After 4 months of intense rehabilitation, post-therapy examination was performed using the methods specified above. Results: After the treatment, a significant improvement was obtained in the subjective symptoms measured on a VTD scale - assessed both for the frequency (p = 0.000 and the severity (p = 0.000 subscales. Positive effects of the therapy were also observed for the parameters evaluated in the phoniatric study (p < 0.01 and laryngovideostroboscopy (p < 0.01. After voice therapy, there was also an improvement in the objective parameter MCF, which was about 5 seconds longer. Studies have shown that the VTD scale is characterized by high reliability - Cronbach's alpha coefficient in the preliminary test was as follows: for the frequency subscale symptoms - 0.826, and severity - 0.845; similarly high reliability was achieved in the control test, 0.908 and 0.923, respectively. Conclusions: Vocal Tract Discomfort scale can be a valuable tool for assessing voice, and can also be used to monitor the effectiveness of therapy of the occupational dysphonia. Med Pr 2013;64(2:199–206
Bonesrønning, Hans; Falch, Torberg; Strøm, Bjarne
Using panel data for Norwegian schools, we establish a two-equation supply and demand model for teachers with approved education. Taking into account nationally determined teacher pay and a strict teacher appointment rule, the data enable us to separately estimate supply and demand functions for certified teachers. The results clearly indicate that the student body composition, and in particular students belonging to ethnic minorities, influences both teacher supply and teacher demand. The im...
Saam, Julie Reinhardt
The National Science Education Standards, the National Council of Teachers of Mathematics Curriculum Standards, the Interdisciplinary Team Organization structure and the Middle School movement collectively suggest to teachers to make connections between their subject areas. This case study of a middle school mathematics teacher and science teacher utilizes the framework of teacher wisdom to bring a unique perspective to the process of developing and implementing integrated curriculum. Data collection consisted of interviews with the teachers, students, and their principal; documents such lesson plans, team meeting minutes and teacher journal entries; and field notes acquired within team meetings and classroom instruction. The interpretations of this study reveal that teacher development of integrated curriculum occurs in two ways: naturally and intentionally. The natural label used to describe when teachers comfortably share information that could serve as connections between subjects. The intentional label used to describe when the teachers purposely plan integrated lessons and units. These findings also provide an image of middle school integration. This image exhibits more than connections between subject area content; it also shows connections with away-from-school skills and events, lifeskills, and lifelong guidelines. Although these teachers found it frustrating and overwhelming to meet the many views of integration, they assembled integration curriculum that followed their philosophy of education, coincided with their personal characteristics and met the needs of their students. The interpretations of this study reveal a new model of middle school integration. Teachers can use this model as a collection of integration examples. Integration researchers can use this model as a conceptual framework to analyze the integration efforts of middle level teachers. Additional research needs to focus on: developing new modeling and evaluation tools for teachers, evaluating middle school professional development programs, investigating middle school teachers' characteristics, and continuing the study of integration's worth. The results of this study and additional research may help: (a) administrators to target specific teachers for middle school positions, (b) educators to plan and implement new programs for inservice and preservice middle school teachers, and (c) teachers to experiment with new and innovative strategies for middle school integration.
Full Text Available Teachers are among the fundamental elements of education. The teacher has significant roles both within the society and the school. The place and importance of the teacher, particularly in the success of the students, cannot be denied. In this context, teaching as a career is a distinctive profession that requires professionalism. The profession of teaching requires expertise, as well as the support of both principals and primary education supervisors from time to time. For this reason, collaboration and cooperation among the teacher, the principal and the supervisor is inevitable for the success of the teacher, and consequently, the success of education. In order to maintain this collaboration and cooperation, it is necessary that principals, teachers and primary education supervisors act being aware of the expectations and needs of the others. The success of teachers and consequently the accomplishment of students can be maintained through utilizing the perceptions of principals and supervisors towards teachers. The aim of the present study is to determine the perceptions of primary school supervisors, primary school principals and teachers towards the teacher through the use of metaphors and discover the roles expected of the teachers. The study is a descriptive research study intended to determine and analyze the present situation. In the study, a qualitative research method was used to collect, analyze and interpret the research data. The sample group of the study consisted of 51 educational supervisors on duty in the province of Konya, 73 primary school administrators (65 headmasters and 8 deputy headmasters and 154 teachers employed in the three central districts located within the borders of the metropolitan municipality in the academic year of 2008-2009. The research data was collected by requesting the participants to complete the sentence “A teacher is like ......, because.......” in written form. The collected data was analysed through content analysis. The metaphors produced by the participants were divided into 13 themes as; incompetent, devoted, hardworking, enlightening, shaper, leader, inefficient, cheap labour, monotonous, inconsistent, lazy, aggressive and crushed, by also taking the explanations into consideration. The results of the analyses showed that educational supervisors, principals and teachers perceived the teachers as individuals showing (1 positive (devoted, hardworking, enlightening, shaper and leader and (2 negative (incompetent, inefficient, cheap labour, monotonous, inconsistent, lazy, aggressive and crushed attitudes. When these two findings are interpreted together, it can be seen that supervisors, principals and teachers perceive teachers both as enlightening and shaping leaders who work devotedly without expecting any return in spite of all sorts of difficulties, and also as incompetent, inefficient and lazy individuals. The findings reveal the view that, besides the positive roles expected of the teachers, there are also teachers who cannot adequately meet these expectations. Furthermore, it can be stated that in order to perform the roles expected of them, teachers need to be authorized in accordance with their responsibilities, to have a better economic status and to be respected within the society. Suggestions: (1 School-based research studies should be conducted in order to determine the points that prevent the authorization of teachers in accordance with their responsibilities, (2 It should be maintained that primary education supervisors and school principals endeavour to understand the teachers and provide the required support in education and teaching activities (3 Senior managements, particularly principals, should create democratic environments in order to maintain the participation of teachers in the administration of schools and take the requests and suggestions of teachers into consideration.
Full Text Available Teachers are among the fundamental elements of education. The teacher has significant roles both within the society and the school. The place and importance of the teacher, particularly in the success of the students, cannot be denied. In this context, teaching as a career is a distinctive profession that requires professionalism. The profession of teaching requires expertise, as well as the support of both principals and primary education supervisors from time to time. For this reason, collaboration and cooperation among the teacher, the principal and the supervisor is inevitable for the success of the teacher, and consequently, the success of education. In order to maintain this collaboration and cooperation, it is necessary that principals, teachers and primary education supervisors act being aware of the expectations and needs of the others. The success of teachers and consequently the accomplishment of students can be maintained through utilizing the perceptions of principals and supervisors towards teachers. The aim of the present study is to determine the perceptions of primary school supervisors, primary school principals and teachers towards the teacher through the use of metaphors and discover the roles expected of the teachers. The study is a descriptive research study intended to determine and analyze the present situation. In the study, a qualitative research method was used to collect, analyze and interpret the research data. The sample group of the study consisted of 51 educational supervisors on duty in the province of Konya, 73 primary school administrators (65 headmasters and 8 deputy headmasters and 154 teachers employed in the three central districts located within the borders of the metropolitan municipality in the academic year of 2008-2009. The research data was collected by requesting the participants to complete the sentence “A teacher is like ......, because.......” in written form. The collected data was analyzed through content analysis. The metaphors produced by the participants were divided into 13 themes as; incompetent, devoted, hardworking, enlightening, shaper, leader, inefficient, cheap labor, monotonous, inconsistent, lazy, aggressive and crushed, by also taking the explanations into consideration. The results of the analyses showed that educational supervisors, principals and teachers perceived the teachers as individuals showing (1 positive (devoted, hardworking, enlightening, shaper and leader and (2 negative (incompetent, inefficient, cheap labor, monotonous, inconsistent, lazy, aggressive and crushed attitudes. When these two findings are interpreted together, it can be seen that supervisors, principals and teachers perceive teachers both as enlightening and shaping leaders who work devotedly without expecting any return in spite of all sorts of difficulties, and also as incompetent, inefficient and lazy individuals. The findings reveal the view that, besides the positive roles expected of the teachers, there are also teachers who cannot adequately meet these expectations. Furthermore, it can be stated that in order to perform the roles expected of them, teachers need to be authorized in accordance with their responsibilities, to have a better economic status and to be respected within the society. Suggestions: (1 School-based research studies should be conducted in order to determine the points that prevent the authorization of teachers in accordance with their responsibilities, (2 It should be maintained that primary education supervisors and school principals endeavour to understand the teachers and provide the required support in education and teaching activities (3 Senior managements, particularly principals, should create democratic environments in order to maintain the participation of teachers in the administration of schools and take the requests and suggestions of teachers into consideration.
Full Text Available Trying to develop new perspectives of teaching is never easy, but trying to cultivate ownership and initiative among teacher education students is a still greater aspiration that is infrequently realized. This article addresses each of these highly valued goals for teacher educators as a case study reveals the impact of involving teacher candidates in interdisciplinary focused, constructivist and reflective models and planning for teaching, and then student teaching, which reaffirms this approach. Most significant is the phenomenon of several teacher candidates continuing their development and study of innovative drama play projects with their classes after the semester finishes. The resulting transformations in professional identity development, self-efficacy and student-teacher relationships confirm the value of the teacher education model which has developed over a decade of practice (Lyublinskaya & Kerekes, 2009.
School teachers are regarded as one of the danger groups in contracting tuberculosis infection and are subjected to strict tuberculosis controls, since when they develop tuberculosis, many school children are exposed to infection to the disease. However, the recent decrease in the incidence of tuberculosis in Japan has led to disputes concerning the significance of routine mass health examinations for tuberculosis. In this study, the significance of routine health examinations for tuberculosis in teachers was investigated by the analysis of the results of extraordinary health examinations carried out for tuberculosis in teachers as the index cases. A total of 496 extraordinary health examinations were carried out by Nagoya City from 1975 to 1986 and by Aichi Prefecture from 1980 to 1995. In 49 instances of these examinations, teachers were regarded as index cases, which included 25 teachers of public primary, middle or high schools and 14 teachers of private schools, including private instructors for piano, painting or calligraphy, and teachers for supplementary education. The results of these examinations in both groups were compared, regarding the routes of notification, the disease status of the index cases, and the frequency and the scale of the infections of tuberculosis observed among contacts with the index cases. "Group infections of tuberculosis" was defined as instances the infection in which 20 or more cases were infected by the index case, "small scale group infection" as 5-19 infected cases, and "cases with infection" as 1-4 infected cases. The result obtained were as follows. 1. The response rates to routine health examinations were 99.9% in the teachers of public primary, middle or high schools, and about 20-30% in the teachers of private schools. 2. The proportion of the cases notefied by routine examinations were 68.0% in the former group and 21.4% in the latter group. The cases notefied before the onset of the symptoms in the former group was significantly more frequent than in the latter group. 3. In the former group, no far advanced cases were identified, whereas 2 (14.3%) far advanced cases were identified in the latter group. The cases with amount of tubercle bacilli in sputum exceed 3 on the Gaffky scale were 32.0% in the former group and 61.5% in the latter group. 4. One (4.0%) case of the "group infections of tuberculosis" was observed in the former group, and 2 (14.3%) cases in the latter group. "Small scale group infection" was observed in 4.0% of the former group and in 21.4% of the latter group, and "cases with infection" in 8.0% of the former group and in 35.7% of the latter group. The frequency and the scale of the infections of tuberculosis observed among contacts with the index cases was significantly smaller in the former group than in the latter group. In conclusion, routine health examinations for tuberculosis for teachers seems valuable for the early diagnosis of tuberculosis cases and for the prevension of the infection of tuberculosis in schools. PMID:9866923
Ratinen, Ilkka; Viiri, Jouni; Lehesvuori, Sami
Climate change is a complex environmental problem that can be used to examine students' understanding, gained through classroom communication, of climate change and its interactions. The present study examines a series of four science sessions given to a group of primary school student teachers (n?=?20). This includes analysis of the…
Danch, J. M.; Aker, K.
A high school curriculum allowing students previously involved in a 3-year Science Research Program to continue into a 4th year was developed in 2013 and implemented in 2014. The goals of this curriculum were to allow 3-year students to utilize their expertise in research methods and data acquisition technology to mentor both incoming research students and their teachers in the development and implementation of original scientific research. Student responsibilities involved the mentorship of both 8th Grade Honors Geoscience students and 9th grade Science Research students during the development and implementation of original research. Science Research 4 students also conducted teacher training sessions facilitating the use of electronic sensors and data acquisition devices in the classroom for general education and scientific research applications. The development, testing and presentation via teacher workshops, of the utilization of the Daily Inquiry method of promoting original scientific research in the middle school and high school classroom were also undertaken. Mentored students successfully completed and presented original research projects and teachers involved in training sessions reported increased and effective utilization of data acquisition technology and Daily Inquiry methods in the classroom.
Doring, Nicola; Lahmar, Kamel; Bouabdallah, Mohamed; Bouafia, Mohamed; Bouzid, Djamel; Gobsch, Gerhard; Runge, Erich
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…
Samuel Olufemi ADENIYI
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.
Fisanick, Laura M.
This descriptive study explores three aspects of teacher behavior related to student participation in science fair competitions: teacher attitudes, teacher preference for different student-learning modes, and teacher motives for required student participation. Teacher motives for required student participation may stem from curriculum and standardized test requirements, school administrators' expectations, teacher preference for a competitive student-learning mode, and teacher attitudes towards science fair competitions. Survey data collected for this study included teacher attitudes about science fair competitions, teacher preference for different student-learning modes, and demographic data about middle school teachers who sponsor students in PJAS science fair competitions. The theoretical framework in this study is the theory of planned behavior proposed by Ajzen. The results from the analysis of data in this study showed that the majority of the teachers in this sample held positive attitudes towards science fair competitions and required their students to conduct science fair projects but did not require their students to participate in science fair competitions. The middle school science teachers in the sample would involve their students in PJAS competitions even if their districts did not require them to participate. The teachers in this study preferred the cooperative and individualistic student-learning modes. Teacher gender did not influence a preference for a particular student-learning mode. Using the theoretical framework from this study revealed teachers who required their students to participate in science fair competitions also required their students to conduct science fair projects.
Full Text Available The study reports the results of several empirical studies on teachers’ attitudes towards the inclusion of pupils with special education needs in different academic settings. The survey’s data sets of altogether 578 primary school teachers in Austria, queried in 1998 and 2009, were reanalyzed. The chosen instrument of investigation was Reicher’s scale “Einstellung zur Integration in der Schule (EIS [attitudes towards inclusion in school]“ (1988. Concerning reliability and factorial structure, the scale fulfills the requirements which an instrument of investigation has to achieve. With regards to content, the analysis of the data showed that teachers evaluate the inclusion of pupils with mental retardation as a greater challenge than the inclusion of pupils with physical or learning disabilities. With reference to the general attitude towards academic inclusion, there were no differences between primary school teachers and special education teachers. However, the results revealed a moderate effect of the field of work the respondents were engaged in. Teachers working in inclusive fields declare a more positive attitude towards academic inclusion than teachers in non-inclusive settings, disregarding the type of disability.
Sansolios, Sanne; Mikkelsen, Bent Egberg
The aim of the study was to capture the views of children, parents and teachers on the topic of physical activity in kindergarten through observation and focus group interviews. The study was conducted in the kindergartens from the sampling group in the Danish part of PERISCOPE. 1 st methodology : Children interviewed inside by the researcher on preferable movements and settings and then observed outside during their playtime. 2 nd methodology : Children asked to draw themselves playing their most preferred physical activity. Parents and kindergarten teachers interviewed in two different groups, using an identical guide. Children are skilled in taking advantage of the space and facilities available for physical activity; girls need more support than boys to initiate physical activity; children are happy with the facilities and the toys available in the kindergarten. Teachers feel an increasing pressure to take more responsibility and initiatives for the children ’ s health habits. Parents state that if more physical activity is initiated in the kindergarten, it could make children request domestic activity. Physical activity and movement concept are too abstract for children of this age to talk about: they quickly lose their focus and concentration. The new methodology of videotaping gives the researcher the chance to interpret facial expressions to capture movement, talk and actions, and to make a distinction among children, as they tend to interrupt each other. However, this method contains a weakness, if used alone, by the fact that the shooting is only a refl ection of what the video camera has recorded.
Chandrasekar, S; Sridhar, R.
The present research paper is an attempt to study the attitude of school teachers towards school environment of Chennai district. The sample comprised of 250 teachers, teaching in different schools affiliated to CBSE, State board and Matriculation board of study. Normative survey method was applied and null hypothesis was framed. R. Prasad's (2006) school environment inventory was used to collect data from school teachers. The data were analyzed using SPSS software. Results revealed that ther...
This paper presents results of a two year study, at Master’s level, which was undertaken to investigate how two Grade 9 Arts and Culture teachers incorporated mathematics in their Arts and Culture lessons in their classrooms in South Africa. Data from concept mapping activities and subsequent interviews with both teachers were collected and analysed using typological methods of analysis. Data collected from the study revealed that teachers still continue to grapple with the notion of integ...
This study investigates perceived emotional intelligence (EI) in relation to burnout syndrome and job satisfaction in primary special education teachers from Greece. EI was measured by the EIS developed by Schutte et al. (1998). Factor analysis revealed that four factors can be identified in the EIS. Results showed that Greek teachers reported…
Ihmeideh, Fathi M.; Al-Omari, Aieman Ahmad; Al-Dababneh, Kholoud A.
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…
Lawley, Ji Ji; Moore, Jenifer; Smajic, Almir
This article reviews research on communication between preservice and cooperating teachers during a teacher internship. The research reveals that poor communication between preservice teachers and cooperating teachers can cause barriers to planning lessons, feedback, and teaching experiences. Additionally, research indicates that…
Brekelmans, Mieke; Mainhard, Tim; den Brok, Perry; Wubbels, Theo
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…
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.
Full Text Available Teacher has an important role in the formation of subjects that society needs. Therefore teacher training programs should be continuously reviewed and improved to have well-trained teachers. This study aimed to investigate master's non-thesis program in education faculty according to student teachers' opinions. A questionnaire included one open-ended question was administered to 36 student teachers in Secondary School Mathematics Education. Data were examined and qualitatively analyzed for the common themes by means of qualitative analysis software. The results revealed that while relations between student teachers and lecturers were considered as positive by student teachers, there were some problems in courses, courses' organizations and given homework.
Charles Tiago dos Santos Soares
Full Text Available This study aims to understand teachers’ strategies of planning students’ visits to science museums and how they intend to relate this visit to formal science teaching. The study was conducted with 21 teachers of Science, Physics, Chemistry and Biology, randomly identified among visitors to a science museum, who were accompanying their students. Interviews and written records of teachers about teachers strategies were analyzed using the textual discursive analysis revealed five levels of control (or choice adopted by teachers for planning and tracking of students' visits to the museum. The results showed that most teachers surveyed use control elements, requesting notes for reports to be retrieved in school. The evaluation mechanisms planned by teachers after the visit showed an intention for preserving and contextualization of the museum experience in other contexts, like in school.
Wischow, Emily D.; Bryan, Lynn; Bodner, George M.
Nanoscale science is a rapidly-developing, multidisciplinary field of science and research that combines engineering, chemistry, physics, biology, and information technology pushes and the boundary between the science and the technology required to conduct it. Nanoscale science involves investigating and working with matter on the scale of 1-100 microns and has broad societal implications for new technologies. It is estimated that the worldwide workforce necessary to support the field of nanoscale science and nanotechnology will be close to 2 million by 2015 (National Nanotechnology Initiative, 2005). With such rapid developments in nanoscale science and technology, it is becoming more incumbent upon K-12 science teachers to provide the learning experiences necessary for students to understand the principles that govern behavior at the nanoscale and develop the skills needed to apply these concepts to improve everyday life. While onlya limited amount of nanoscale curricular materials are available for K-12 and undergraduate education many important unanswered questions exist, including: How do science teachers learn to teach nanoscale science?
Ashida, Sato; Koehly, Laura M; Roberts, J Scott; Chen, Clara A.; Hiraki, Susan; Robert C. Green
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...
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.
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 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.
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
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
Full Text Available 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.
Full Text Available The purpose of this study is, to examine the physical education and sports teacher’s self-efficacy expectation level throughdifferent variances, who teach in Nev?ehir. To the purpose of determining the physical education and sports teacher’s (selfefficacy levels, the data of the study collected with Teacher Competence Expectation Inventory (TCE? which was developedby Yavuz and Koç which was used before. The study was processed with the 92 physical education and sports teachers in thecity of Nevsehir. The data obtained about the teacher’s teacher efficacy expectation were analyzed by ‘Single Way VarianceAnalyze’ and ‘the test of the importance of the the difference between two means’ (t-test. There have been significantdifferences identified in gender (p<0.05, marital status (p<0.05 and in education levels (p<0.01 of subjects. According to thecomparison related with the residence place of the subjects the ANOVA results revealed that there was significant differencebetween groups. And post-hoc tests pointed that the difference was between the city and town, which was in favor of city.There was not any significant difference identified on the other variables of the research. The results related to teacher efficacylevels of the physical education and sports teacher’s in the city of Nev?ehir generally show that the teacher’s self efficiency levelsare at high level. The study results show that the between gender, marital statue, localization and the education step variancesand self-efficiency levels showed meaningful differences. Between the age and the school type variances and self-efficiencylevels no meaningful differences were found.
Esswein, Jennifer; Aubrecht, Gordon; Schmitt, Bill
Formative assessments can allow teachers to immediately understand what is and is not working in their classrooms for the purpose of changing how they teach various content. We encouraged teachers who are participating in a project funded through the Ohio Department of Education to do real formative assessments as an application for the development of formative assessments in the classroom in a rurally located, city high-needs district in the state of Ohio. The authors wrote formative assessments (CFAs) for the teachers in differing categories. Teachers had the opportunity to provide feedback, the CFAs were changed if necessary, and then they analyzed the CFA at the both the beginning and the end of the quarter. The emphasis in the analysis was on what student thinking as expressed in writing reveals. The pretests reveal what students think at the beginning, giving the teacher an idea of what ideas might already exist, right or wrong; the posttest should reveal to the teacher whether the instruction succeeded. The final quarter of the year, we asked the teachers themselves to draft assessments for their classes. Results indicate changes not only in the way teachers view their pedagogical approaches, but also in how teachers consider student personal epistemologies.
Zerillo, Christine; Osterman, Karen F
This mixed-methods study examined elementary teachers' perceptions of teacher-student bullying. Grounded in previous research on peer bullying, the study posed several questions: to what extent did teachers perceive bullying of students by other teachers as a serious matter requiring intervention? Did they perceive teacher bullying as more serious…
Panagiota G. Karkaletsi
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.
Mir, Imran Anwar
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…
Gong, Tao; Zimmerli, Laurie; Hoffer, Harry E.
This article examines the effects of transformational leadership of supervisors and the sense of calling on job burnout among special education teachers. A total of 256 special education teachers completed the Maslach Burnout Inventory and rated their supervisors on the Multifactor Leadership Questionnaire. The results reveal that transformational…
Kildan, Abdullah Oguzhan; Incikabi, Lutfi
This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their…
Twemlow, S. W.; Fonagy, P; Sacco, F. C.; Brethour, J. R.
Objective: The study examined teachers' perceptions of bullying by other teachers to see what causes and characteristics were attributed to such bullying teachers, and how often teachers were themselves bullied by students.Method: 116 teachers from seven elementary schools completed an anonymous questionnaire reflecting their feelings and perceptions about their own experiences of bullying, and how they perceive colleagues over the years.Results: Results confirmed that teachers who experience...
Full Text Available The article describes the results of testing new modules of basic educational master programs at the Moscow City Teacher Training University. The authors present quantitative and qualitative test characteristics of the modules of research master program, the formation of competencies as units of meaningful activities. The additions to working curricula of disciplines, practices and research were lit in the form of specified learning outcomes in four groups of competencies developed in the framework in the research master’s. The changes in the Federal State Educational Standard for Higher Education of the training direction # 44.04.01 «Pedagogical education» and «Order of organization and implementation of educational activity on bachelor, specialty, and master educational programs of higher education» are proposed. According to the testing results authors carried out correction of new modules of the research master's and a number of the measures directed on increase of efficiency educational programs implemented in the research master’s
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.
Freed, Andrea Beth
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.
Field trips are well recognized by researchers as an educational approach with the potential to complement and enhance classroom science teaching by exposing students to unique activities, resources, and content in informal settings. The following investigation addresses teachers' field trip practices in three related manuscripts: (1) A study examining the details of teachers' pedagogical strategies intended to facilitate connections between students' experiences and the school curricula while visiting an aquarium; (2) A study documenting and describing sources of knowledge that teachers draw from when leading field trips to an aquarium; (3) A position paper that reviews and summarizes research on effective pedagogical strategies for field trips. Together these three pieces address key questions regarding teachers' practices on field trips: (1) What strategies are teachers employing (and not employing) during self-guided field trips to facilitate learning tied to the class curriculum? (2) What sources of knowledge do teachers utilize when leading field trips? (3) How can teachers be better prepared to lead trips that promote learning? The Oregon Coast Aquarium served as the field trip site for teachers included in this study. The setting suited these questions because the aquarium serves tens of thousands of students on field trips each year but provides no targeted programming for these students as they explore the exhibits. In other words, the teachers who lead field trips assume much of the responsibility for facilitating students' experience. In order to describe and characterize teachers' strategies to link students' experiences to the curriculum, a number of teachers (26) were observed as they led their students' visit to the public spaces of the aquarium. Artifacts, such as worksheets, used during the visit were collected for analysis as well. Subsequently, all teachers were surveyed regarding their use of the field trip and their sources of knowledge for their practices. A subset of eight teachers were interviewed using guided conversations in order to shed further light on their use of the aquarium field trip and their pedagogical preparation. Data from all sources were organized by repeating ideas relevant to the questions of interest. The resulting evidence was interpreted to support distinct categories of teacher strategies and experience and related claims about these strategies and experiences. Thus, findings reveal that teachers attempt to link the curriculum to the activities, resources, and content encountered on the trip using a variety of connections. However, these curriculum connections are characterized as products of opportunistic situations and reveal limited depth. Evidence further indicates that teachers treat the aquarium visit as a background experience for their students rather than as an opportunity to introduce new concepts or do an activity that is integrated into the curriculum. Nevertheless, teachers included in this study were leading field trips that created countless learning opportunities for their students. Because training specific to field trips is rarely included in preservice programs, teachers were asked about influences on their field trip practice with specific focus on observed strategies. Findings suggest four categories of training experiences that teachers apply to their practice: (1) informal mentoring; (2) past experience trip leading; (3) outdoor education training; (4) traditional education training. Overall findings along with a review of previous research are suggestive of many ways in which efforts to enhance students' learning opportunities may be developed by means of support for teachers. Foremost among recommendations is the idea that field trip pedagogy be integrated into science methods courses required for preservice teachers (the premise for the final manuscript). Furthermore, the findings of this study may serve as a starting point for museums interested in the development of specific support and teacher professional development activities intended to enha
Full Text Available This study aimed to examine teacher candidates’ levels of concerns about the environment. The study was composed as a survey model. The participants were 271 teacher candidates who are attending Faculty of Education at Gazi University. The Environmental Concern Scale, which was developed by the researcher, was used to gather data. Cronbach’s alpha reliability coefficient of the scale was found as .859. Data were analyzed via SPSS 18 by using t-test and ANOVA. The results of the study revealed that the concerns about the environment did not differentiate according to gender, age, geographical region, and department, whereas the variables of “knowledge about the environment” and “environmentally-sensitive behavior” were significant in determining the teachers candidates’ level of concerns about the environment.
Allensworth, Elaine; Ponisciak, Stephen; Mazzeo, Christopher
This report reveals that about 100 Chicago schools suffer from chronically high rates of teacher turnover, losing a quarter or more of their teaching staff every year, and many of these schools serve predominantly low-income African American children. In the typical Chicago elementary school, 51 percent of the teachers working in 2002 had left…
Baydak Elena Igorevna
Full Text Available The research results of future teacher’s image components, the analysis of image as a "positively assessed" and "negative assessment" of the teacher. The characteristics dynamics of the teacher’s image in high school in the assessments of students at different educational levels (from 1 to 5 year is described.
Full Text Available The present study aims at investigating the effect of technology integration in general and normalization of CALL in particular on Iranian teachers' technological, pedagogical, and content knowledge (TPACK. It also examines teachers' main opportunities and challenges with normalization of CALL. In this regard, 16 teachers taught a course with the goal to integrate computer technology fully. The researchers implemented a TPACK questionnaire before and after the course and a semi-structured interview after the course. Observations also helped the researchers to gain a complementary understanding of the process of CALL normalization and how teachers deal with their new roles. The results revealed that technology-related knowledge domains developed significantly. The results also showed that Iranian educational society is highly sensitive to instructional technology and its use in education.
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.
Guo, Ying; Justice, Laura M.; Sawyer, Brook; Tompkins, Virginia
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…
Brian R. Evans
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.
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.
The background of the study was that a group of teachers should develop competences in order to apply a new pedagogical approach, cooperative learning (CL), in a skilled manner. The total competence development process included theoretical knowledge about the method, practical training in its use, and ongoing and extensive coaching related to the teachers' experiences of implementing CL. It was assumed that the competence development process would result in a higher usage of CL as well as an increasingly professional and more reflected application of the teaching method over the year. The results from the study, as indicated by the teachers’ completed logs, and supplemented by the data from the focus group interviews, show a different picture. Two months into the project, the teachers were using CL on a large scale. The average level of their use did not increase during the academic year. By two months into the course, teachers already perceived themselves as being able to apply the method. They also reported that their skills were developed further during the course. They found that they became better at solving educational challenges, that they became more satisfied with their own teaching, and that they were better able to solve the problems deriving from the heterogeneous composition of the student group. The data thus documents measurable but limited developments in the teachers competences after the first two month. Our analysis of the teachers’ reflection skills reveals that as early as two months into the project, a high level of reflection was taking place. Contrary to our initial assumptions, there is no gradual and continuous rise of the teachers’ competence. The increase in teaching competence is located relatively early in the academic year; after that there is only modest improvement.
Korthagen, Fred A. J.
Many studies reveal a huge gap between theory and practice in teacher education, leading to serious doubts concerning the effectiveness of teacher education. In this paper, the causes of the gap between theory and practice are analysed. On this basis, and grounded in a three-level model of teacher learning, the so-called "realistic approach" to…
Howley, Aimee; Wood, Lawrence; Hough, Brian
Based on survey responses from more than 500 third-grade teachers, this study addressed three research questions relating to technology integration and its impact in rural elementary schools. The first analyses compared rural with non-rural teachers, revealing that the rural teachers had more positive attitudes toward technology integration. Then…
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.
The aim of this study is to identify differences in opinions on the evaluation of ELT teachers' books between pre-service and in-service teachers. In literature, it has been argued that the development of teachers' books for EFL teachers can be assisted by the results of a needs analysis. A total of 65 pre-service and 50 in-service secondary…
Shockley, Robert; Watlington, Eliah; Felsher, Rivka
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…
Hacer Hande, Uysal; Mehmet, Bardakci.
Full Text Available 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.
Alshalaan, Nasser A.
Studies indicate that many teachers have negative beliefs about science, which translates into low teacher efficacy, resulting in avoidance of science teaching or in ineffective science teaching behaviors. Highly efficacious teachers have been found to be more likely to use inquiry and student-centered teaching strategies, while teachers with a low sense of science-teaching efficacy are more likely to use teacher-directed strategies, such as didactic lectures and reading from the textbook (Czemiak, 1990). The purpose of this study was to investigate preservice science teachers' science-teaching self-efficacy changes and their correlation to teaching environment factors during the student teaching semester. Moreover, it explains how teaching environment factors and preservice teachers' science-teaching self-efficacy beliefs may relate to their use of teaching strategies in the science classroom during their student teacher training at teachers' colleges in Saudi Arabia. The population of this study is consisted of 184 middle and elementary preservice science teachers who were doing their student teaching at nine teachers' colleges (i.e., teachers' colleges of Riyadh, Dammam, Alrras, Almadinah, Alihsa, Jeddah, Makah, Altaief, and Abha) in Saudi Arabia during the spring semester of 2005. Three instruments were used to collect data for this study: (1) to measure science teaching self-efficacy, the researcher adapted the Science Teaching Efficacy Belief Instrument form B designed specifically for preservice teachers (STEBI-B); (2) to measure the school environment, the researcher adapted the Organizational Health Inventory (OHI), developed by Hoy, Tarter & Kottkamp (1991); and (3) to measure the type and frequency of instructional strategies that preservice science teachers use in the classroom, the researcher adapted the teaching practice subscale from The Local Systemic Change through Teacher Enhancement Science K-8 Teacher Questionnaire (Horizon Research, Inc., 2000). Descriptive statistics, simple correlation, t-test, multiple regression, and content analysis procedures were used to analyze research questions. Findings of this study revealed that both dimensions of teaching efficacy, PSTE and STOE, were increased significantly during the student teaching semester. Certain school factors were related to preservice science teachers' teaching efficacy and their use of instructional strategies. Only personal science teaching efficacy was found to affect preservice science teachers' use of instructional strategies. Implications for the findings of this study, as well as recommendations for future research, are discussed.
Cheung, Kwok Cheung
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…
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.
Ahmet Naci Çoklar
Full Text Available 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 reported the highest level of self-efficacy for the factor of productivity and professional practices and the lowest level of f-self-efficacy for the factor of social, ethical, legal and human issues. Gender caused differences for certain factors. In addition, the department being attended was another variable that resulted in difference when the departments of the teacher candidates were taken into consideration.
Heath, James Edward
In recent years, cries for reform in science teacher education have come from many directions. Teachers often leave the profession after a few years, and the teachers that stay are perceived as insufficiently prepared for the challenges they will face. One pervasive problem is that teachers themselves are rarely consulted in efforts to reform science teacher education. This study is an attempt to address that lack of input, by investigating the "lived reality" of prospective science teachers and trying to see the process through their eyes, to discover what they wanted and needed from their teacher preparation program, and to assess how well their preservice program met those needs. During the semester of their student teaching, six prospective teachers were asked questions about their experiences and asked to reflect on their preservice education. The researcher continued to follow the progress of one of the cohort members through his first year as a full-time teacher with a series of interviews. The study revealed a number of skills and attitudes that the student teachers felt were essential to their success: a sense of "caring," classroom management skills, organizational skills, and science content knowledge. Unfortunately, the study also reveals that the student teachers also felt that their preservice education did very little to help meet these needs. Also disturbing was the fact that all but one of the student teachers had bad experiences with their cooperating host teachers. The study makes a number of suggestions for improving teacher preparation. Field experiences need to be frequent, and varied, with extensive opportunities for reflection on those experiences. Also, teacher education programs should more closely integrate the three elements of preservice education: extensive field experiences, courses in education theory, and courses in science content. Student teachers need at least one mentor who is dedicated to their success, and is not in a position to evaluate them. The results of this study should provide affirmation to innovative teacher preparation programs, such as the UTeach Program at the University of Texas at Austin.
Van Maele, Dimitri; Van Houtte, Mieke
This study relates trust at the level of both the teacher and the faculty to teachers' job satisfaction. Teaching experience is explored as a moderator of the trust-satisfaction relationship. Multilevel analyses on data of 2091 teachers across 80 secondary schools in Flanders (Belgium) revealed positive associations between teacher trust in…
Robertson, Laura Elizabeth
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.
Palmatier, Robert A., Ed.
This issue collects three articles concerning reading-teacher training. "Language, Failure, and Panda Bears" by Patricia M. Cunningham calls attention to dialect difficulties in the classroom and provides ideas for teacher training programs and for public schools to solve this problem. William H. Rupley, in "Improving Teacher Effectiveness in…
This study analyzes the relationship among teacher work orientation, organizational commitment, and job satisfaction of public school teachers (N=133). Results indicated that work orientation was related to the degree of job satisfaction among teachers. Apparently, organizational commitment was not related to teachers' work orientation.…
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 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.
Bertram, K. B.
The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments focus on the benefits scientists received from networking with K-12 teachers. The classroom lessons resulting from STEP have been so popular among teachers, the Alaska Department of Education and Early Development recently contracted with the PI to create a website that will make the STEP database open to teachers across Alaska. When the Alaska Department of Education and Early Development launched the new website in August 2011, the name of the STEP program was changed to the Alaska K-12 Science Curricular Initiative (AKSCI). The STEP courses serving as the foundation to the new AKSCI site are located under the "History" tab of the new website.
Heredia, Sara Catherine
Current reform efforts in science education call for significant shifts in how science is taught and learned. Teachers are important gatekeepers for reform, as they must enact these changes with students in their own classrooms. As such, professional development approaches need to be developed and studied to understand how teachers interpret and make instructional plans to implement these reforms. However, traditional approaches to studying implementation of reforms often draw on metrics such as time allotted to new activities, rather than exploring the ways in which teachers make sense of these reforms. In this dissertation I draw upon a body of work called sensemaking that has focused on locating learning in teachers' conversations in departmental work groups. I developed a conceptual and analytic framework to analyze how teachers make sense of reform given their local contexts and then used this framework to perform a case study of one group of teachers that participated in larger professional development project that examined the impact of a learning progression on science teachers' formative assessment practices. I draw upon videotapes of three years of monthly professional development meetings as my primary source of data, and used an ethnographic approach to identify dilemmas surfaced by teachers, sources of ambiguity and uncertainty, and patterns of and resources for teacher sensemaking. The case study reveals relationships between the type of dilemma surfaced by the teachers and different patterns of sensemaking for modification of teaching practices. When teachers expressed concerns about district or administrative requirements, they aligned their work in the professional development to those external forces. In contrast, teachers were able to develop and try out new practices when they perceived coherence between the professional development and school or district initiatives. These results underscore the importance of coherence between various components of teachers' work environments.
Inna Sergeevna Kobozeva
Full Text Available Article is devoted to finding of ways of development of communicative competence of students of pedagogical higher education institution. Authors analyzed the main tendencies of researches in this problem area. Authors see development of communicative competence of the teacher as the solution of a question which allows to carry out communication of the teacher with pupils means of music. As a result of research personal signs of communicative competence were revealed and its professional importance is defined. In work diagnostics of level of formation of musical and communicative culture at students of pedagogical higher education institutions is described. These researches were conducted in Federal public budgetary educational institution of higher education "The Mordovian state teacher training college of M. E. Evsevyev" and in Federal public budgetary educational institution of higher education "The Yaroslavl state pedagogical university of K. D. Ushinsky". As a result of research characteristics of communicative competence were found out and the educational and concert component of training of the teacher-musician which opens author's approach to development of communicative competence as to integrative ability of musical communication of the teacher is allocated.
Childs, Ann; Twidle, John; Sorensen, Pete; Godwin, Janet
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…
Beaudoin, Michel; Lanaris, Catherine
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 paper ...
Rusli Abdullah 3; Amir Mohamed Talib
This paper discusses the concept of teachers’ community of practice (CoP) based on personal knowledge management (PKM) in order to facilitate knowledge sharing among them. There are some knowledge are scatted and not well manage around the school teachers. This is lead toward waste of time, cost, and difficulties to find and applying the knowledge when it was needed. In order to solve these problems a PKM model is proposed. The result reveals that in managing the knowledge, the process distri...
Al Faleh, Nasser A. [???? ??? ?????? ??????
The purpose of this study was to determine the importance Importance of Laboratory Skills Necessary for Teaching Chemistry in Secondary Schools As Percieved by Chemistry Teachers. A questionnaire consisting of ( 74 ) items were distributed to a random sample of (171) chemistry teachers . The results revealed the following: - (73) skills obtained a mean range between 3.28 - 3.90. - There were no statistically significant differences in the mean scores between the secondary school c...
Muhamamd Sarwar; Riffat-un-Nisa Awan; Muhammad Alam; Muhammad Nadeem Anwar
Any behavior that does not conform to social organizational norms is considered deviant. Observing schooltimings, teaching classes regularly and behaving properly with students and colleagues are basic school norms.This study was conducted to test whether there is any deviation in organizational, interpersonal, behavior, amongrural-urban male-female primary school teachers. The results revealed higher organizational deviations amongprimary school teachers as compared to interpersonal deviatio...
Resultats de l'enquete nationale sur les programmes de formation des enseignants de francais langue seconde au Canada (Results of the National Study for Teacher Education Programs for French Second Language Teachers in Canada).
Boutin, France; Chinien, Christian; Boutin, Jean-Luc
The implications of Canada's national study of core French instruction for second language (L2) teacher education in that country are examined. Literature on the study's impact on language teaching philosophy and policy and on French immersion instruction is reviewed, and a survey of 36 Canadian schools of education is reported. The questionnaire…
Antonio Augusto Fidalgo-Neto; Renato Matos Lopes; José Leopoldo Cerqueira Magalhães; Max Fonseca Pierini; Luiz Anastácio Alves
This paper investigates the teacher’s perception and knowledge about interdisciplinarity on public secondary school in Rio de Janeiro. Among the participants, 101 teachers completed the questionnaire on the subject investigated. All data about the perceptions of teachers were faced with lesson plans prepared by teachers who reported having strong knowledge on interdisciplinary practice. Our results suggest that there is a lack of support in schools, and competence of te...
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.
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.
Full Text Available Improving the field of foreign language teaching without improving the qualities of the teachers seems impossible. This attempt, at first hand, requires recognizing the qualities of effective EFL teachers. The aim of this study was to find what foreign language instructors perceive to be the most important characteristics of a successful EFL teacher. In addition, the teachers’ perception was compared to that of learners’ to see whether there were discrepancies between the two groups’ perceptions regarding the preferable characteristics of an effective English language instructors or not. A 58-item questionnaire was administered to teachers at a prominent language institute in Iran. This questionnaire was divided into eight sections and addressed issues relating to teachers’ personal qualities, command in English, teaching methods and evaluation methods they used within the class, mastery over teaching, teacher-student relation, class management and finally language skills management. Teachers were asked to specify the importance of each item in the questionnaire using terms like not important at all, somehow important, important and finally very important. Basic statistics were used to convert the qualitative results into quantitative ones for easier comparison. Interestingly however, the study revealed that the students’ perceptions and teachers’ perceptions do not differ in major ways although there are slight discrepancies.Keywords: EFL, effective instructors, leaners’ perceptions, instructors’ perceptions
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.
Guzel Insharovna Gaysina
Full Text Available The article aims to present the educational technologies that develop subjective qualities of future teachers. Ourexperimental research of this process is based on the culturological approach that is one of the modernmethodological approaches in pedagogy. The results of the theoretical and experimental research work in thefield of teacher professional culture formation are presented. It is needed to rely on a stating that subject of theprofessional and pedagogical culture actively learns the pedagogical culture’ artifacts, realizes creativity, designsa cultural educational area for the pupils. In the structure of the teacher professional culture there are threecomponents: evaluative, active and creative. Their subjective development requires educational training processreconstruction on the principles of culturological approach. Pedagogical experiment has confirmed the effect ofproposed conditions and means of teacher professional culture formation. The problem revealed in the article,may be useful for higher school teachers; researchers in the pedagogical problem of education and cultureintegration; students of pedagogical skills.
Niaz Asadullah, Mohammad
This paper addresses a popular debate on teacher pay in a developing country context, namely whether teachers are under-paid or over-paid. Using national level household survey data from Bangladesh, we find that teachers are significantly under-paid in comparison to non-teachers who possess similar human capital and other observed characteristics. A decomposition exercise of the teacher non-teacher wage gap reveals that the teacher non-teacher salary difference is driven mostly by differentia...
Prihadi Kususanto; Chin Sook Fui; Lim Hooi Lan
The main purpose of this study was to investigate the influence of teachers’ expectancy and students’ attitude towards science (ATS). The participants were 130 teachers and 300 students from secondary schools in Indonesia. The results indicated teachers’ expectancy significantly affected students’ ATS. Different kind of expectancy led teachers to have different classroom behavior. Teachers expect students from the science streams to have significantly higher potential to improve thei...
Full Text Available The aim of the study was to investigate primary school teachers’ proficiency in detecting the ability-achievement discrepancy as a landmark of possible specific developmental learning disabilities (SLD. Twenty-two teachers in five schools attempted to select, in accordance with their perception and out of a larger preliminary sample, those students whose school results revealed: (a discrepancy between school achievement and general abilities (the group of purportedly disharmonic children, GPD or (b concordance between general abilities and achievement (the group of purportedly harmonic children, GPH. The children were tested by REVISK, while teachers re-assessed students’ reading, writing and arithmetic performance against a simple structured questionnaire based on demands of the approved elementary school program delineated by the Ministry of Education of the Republic of Serbia. Research results indicate that more than 60% of children originally qualified to GPH have actually shown significant discrepancy between targeted scholastic skills and (normal general intelligence. The data suggested some association between students’ disparity in attainment and teachers’ attribution accuracy, while the only homogenous quantitative marker of misplaced children were decreased values on some of the REVISK Verbal subscale tests. This study has shown that teachers can use their professional knowledge to enhance their capability to detect children with specific learning disabilities. In absence of criterion-referenced tests of reading, writing and mathematics, a structured approach to the projected course of skill progress might support teachers’ confidence regarding likely SLD.
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.
Kagoda, Alice Merab; Sentongo, John
Practicing teachers are partners in preparation of teacher trainees. However, little is known about their perceptions of the teacher trainees they receive every year in their schools. Ninety three practicing teachers from twenty schools participated in this study. The objectives were to find out the practicing teachers' perceptions of teacher…
Adriana de Carvalho Kuerten Dellagnelo
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.
Muhammad Madi Abdullah
Full Text Available This paper provides empirical evidence on the differences in the job satisfaction among secondary school teachers in Sabah with respect to gender, service category, job title, tenure and place of origin. It also attempts to identify the work dimension factors that affect the job satisfaction of the teachers and to ascertain how these factors relate to the aforementioned teachers’ characteristics. A survey was conducted with the participation of 200 teachers. The teachers’ job satisfaction were determined by two separate measures namely overall and facet specific overall job satisfaction. The work dimension factors were clustered into six comprising pay, working conditions, co-workers, promotion, work itself and supervision. This study reveals that secondary school teachers in Tawau, Sabah were generally satisfied with their job; there is a significant relationship between job satisfaction and gender, whereby the male teachers were generally more satisfied than female teachers. The graduate teachers were more satisfied than non-graduate teachers. The higher ranking teachers were more satisfied than the ordinary teachers while the older teachers were more satisfied than their younger counterparts. However, there is no significant relationship between places of origin of teachers with job satisfaction. Based on the bivariate correlation tests, six work dimensions of teaching job are significantly related to teachers’ job satisfaction. In addition, there were significant different between the six dimensions by gender and service category of teachers. Only co-workers dimension is not significantly different among teachers’ career stage and their tenure of service. There was no significant difference between all the work dimensions and teachers’ place of origin. Based on the findings of the study several recommendations are forwarded.
Yin, Hong-biao; Lee, John Chi-Kin; Jin, Yu-le; Zhang, Zhong-hua
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…
Dorf, Hans; Kelly, Peter; Hohmann, Ulrike; Pratt, Nick
Within the context of lower secondary English teaching in South West England, this study identifies in broad terms the competing goals between which English teachers mediate and the explicit and hidden tensions that result. To understand the interactions of competing goals, teachers’ goal-oriented behaviours are referenced to a set of idealised ‘role types’ based on the dimensions of goals, norms, discourses and practices. It is asserted that competing goals, significant to particular educationa...
Girdhar lal Sharma
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...
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.
Nevin, Ann; Thousand, Jacqueline; Parsons, A. Sandy; Lilly, M. Stephen
Assessed the extent to which special education teacher education program graduates applied instructional methods they had learned to the classroom. Survey, observation, and interview data highlighted seven themes: commitment to student success; strategies for successfully teaching all students; knowledge of legal supports; active searching for…
Keuvelaar - van den Bergh, Linda
Feedback is one of the most powerful tools teachers can use to enhance student learning. In 2006, the Dutch Inspectorate of Education concluded from classroom observations that it is difficult for Dutch teachers to give their students good feedback in order to stimulate students’ learning process and developmental progress. Similar problems were revealed in other school levels and countries, for example in secondary education and in Finland. Giving feedback during active learning may be even ...
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.
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.
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.
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.
Kelani, Razacki Raphael E. D.
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.
Ewald Kiel; Sabine Weiß; Thomas Eberle
At the present time German teacher training is confronted with a great political will to bring about change. International comparative studies of recent years have shown a dissatisfying learning outcome. The most dramatic result is a strong interdependence of school success and social background. German teachers experience their profession as problematic. At present only 35% work until the normal pension age. The article discusses structural differences in teacher training compared to other c...
Homa Babai Shishavan; Karim Sadeghi
This study attempted to characterize qualities of an effective English language teacher (EELT) as perceived by Iranian English language teachers and learners. For this purpose, a tailor-made questionnaire was administered to 59 English language teachers and 215 learners of English at universities, high schools and language institutes in Iran. The results indicated significant differences between teachers’ and learners’ views on some characteristics of EELTs. Teachers seemed to agree more stro...
Miller, Frances A.
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…
Prihadi Kususanto Chin Sook Fui
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.
John Michael THOMPSON
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.
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...
Sadaka, Nassima; Ponge, Jean-François
Multivariate methods have been widely used for revealing the structures of communities, and in this paper we explore one particular method, namely correspondence analysis (also called reciprocal averaging), for studying humus profiles by the 'method of small volumes'. The present study was done on humus profiles under holm oak (Quercus rotundifolia), an evergreen Mediterranean species, in the High Atlas of Morocco. Three sites (1500 m, 1700 m, 1900 m altitude) and 2 years (1999 and 2002) were...
Wright, D.; Raab, G.M.; Abraham, C.; Scott, S.; Hart, G
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 programme (intervention group) v ...
Henderson, M.; Wight, D.; Raab, G.M.; Abraham, C.; Parkes, A.; Scott, S.; Hart, G
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 programme (intervention group) v existing sex education (con...
Wang, H.; Gao, R.; Feng, S.; Lu, Z.; Xiong, X.; Zhu, X.; Li, W.
Sichuan Basin located in the northwest of the Yangtze craton, is a large-scale superimposed basin of Paleozoic- Mesozoic and compressional tectonic basin. Affected by the circumjacent mountain thrusting toward the basin, the Sichuan basin was involved in numbers of times and multi-boundary structure deformation.For studying deep processes of intracontinental deformation of the east Sichuan basin and basin-range transformation, the CAGS carried out the research of the deep seismic reflection profiling across the Sichuan Basin-Xuefeng mountain in 2011, supported by Crust Probe Project of China(No.201011040) and the Natural Science Foundation of China(No.40830316).The preliminary stack section was obtained. According to the preliminary section showing the different reflection characteristics, the study area divided into the ejective folds belt, trough-like folded belt,Wuling mountain uplift, Huaihua basin and Xuefeng uplift zone from the northwest to the southeast. The crust of the ejective fold belt is divided into three reflection layer from 0s down to 20s: (1) the strongly deformed sedimentary cover from 0s down to 4s; (2) a weak- reflective region between 4s and 7s;(3) north-dipping and nearly flat strong reflections from 7s down to 15s;(4) clear Moho reflections at 13.7s with depth of 41km for the average velocity 6km/s of the crust.The reflection feature of the trough-like folded belt is different from that of the ejective fold belt: (1)the thinner sedimentary cover from 0 s to 2s and broad deformation; (2) weak reflection characteristics from 3s to 6s;(3) the dome strong reflection feature from 6s to15s. (4) clear Moho reflections at 13.5s with depth of 40.5 km. Under the Wuling mountain uplift, the reflection image showed the southeast and northwest of thrusting nappe structures at both sides of a granite outcropping area: (1)strong reflection events and broad deformation of sedimentary cover from 0s to 2s;(2) weak reflection region from 2s to 3s;(3) strong south-dipping reflections and north-dipping reflections between 3s and 13s, (4) unclear Moho reflections at 14.5s or so.Under the Huaihua basin: the dome of strong reflection characteristics between 0s and 9s; nearly flat reflective feature from 9s to 15s; clear Moho reflections from 13.5 down to 14.0s.The reflection image crossing Xuefeng Mountain uplift showed weak reflection feature from 0s to 4s, strong south-dipping reflection characteristics from 4s to15s, and the unclear Moho at 14.0s or so.After the Xuefeng Mountain, the reflection characteristics are completely different: the whole crust is characteristics of strong north-dipping reflections. The clear Moho reflections appear at 12s. Reflection image of Xuefeng mountain and Wuling mountain show similar characteristics, that is the thrust-nappe tectonic characteristics from granite outcropping to both sides. Because of the complex crustal structure of the east Sichuan Basin and Xuefeng mountain, the result of the succedent fine data processing will provide the strong basis for revealing the fine crustal structure.
Pakhomova Irina Yurevna
Full Text Available This article describes the concept of "communicative competence of future teachers," describes the essential characteristics and features of pedagogical communication. Objective: To define the notion of "communicative competence of future teachers' Methodology of work: competence approach. Scope of the results: the preparation of future teachers at the Pedagogical University. Results: This article describes the concept of "communicative competence of future teachers," describes the essential characteristics and features of pedagogical communication.
Howell, J. Emory
Writing Across the Curriculum The notion that student learning is enhanced through writing is widely accepted at all educational levels if the product is fairly assessed and the learner is provided with feedback. Finding the time to critically evaluate student papers is difficult at best and competes with time needed to prepare laboratory investigations. A few weeks ago a teacher who has extensive extracurricular responsibilities that include extensive interaction with parents and community members shared with me his frustration in not being able to grade written reports. This teacher is the head football coach at his school, but many readers experience the same difficulties due to a variety of duties. There are no easy or completely satisfying answers to this problem, but this issue contains an account of a successful approach (Writing in Chemistry: An Effective Learning Tool, pp 1399-1403). Although they are based on experience in college courses, several ideas described in the article could be applied in high school chemistry courses. In another article, the author of Precise Writing for a Precise Science (pp 1407-1408) identifies 20 examples of familiar, but incorrect, grammatical constructions and explains how to phrase each one correctly. Chemical Education Research: Improving Chemistry Learning The results from research on how students learn have greatly increased our understanding of cognition in recent years. However, the results are often published in the science education research literature and are not readily accessible to the classroom teacher. Additionally, the research reports are couched in specialized terminology. This issue contains a Viewpoints article (pp 1353-1361) that bridges the gap between research results and classroom application. It was written by two veteran chemical educators, Dudley Herron and Susan Nurrenbern. The shift from behaviorism to constructivism as the dominant theory of learning is described briefly to provide a context for constructivist approaches. In the section titled "What Research Has Revealed", the authors provide a succinct summary of specific research findings under three tantalizing subheadings: "What You Think You Know May Not Be the Way It Is", "Learning Is Not a Spectator Sport!", and "Appropriate Outcomes Must Be Identified and Measured". The authors' insight into future research challenges is detailed in a sidebar. ChemEd'99: A Great Success The 1999 ChemEd Conference was a great success, judging by the many very favorable comments of high school teachers who attended. Thanks and congratulations go to Babu George and to the many volunteers who made this event possible through a great deal of hard work, ingenuity, and creativity. Many of the volunteers who gave so generously of their time, before and during the conference, are high school teachers. The program reflected the broad range of needs and interests of high school teachers. Credit for the success also should go to the many presenters. The workshops, demonstrations, papers, and posters that I attended were of high quality and useful to teachers. Conversation with other attendees convinced me that the same degree of quality and utility was characteristic of the entire conference program. Demonstrations are always an outstanding feature of ChemEd conferences and the Signature Demonstrations continued this tradition, as did the large number of demonstration sessions scheduled throughout the general program. The Reg Friesen Memorial Lecture, delivered by Steve Spangler, featured spectacular and stimulating demonstrations in the context of building connections between chemical concepts and real-world applications. Some other themes that permeated the general program were Internet applications, methods of assessment, safety and waste disposal, calculator and computer based laboratory methods, and ideas for making classroom instruction interesting and effective. Thank you to each reader who visited the JCE Exhibit or participated in our workshop on using JCE Activities. We e
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.
Full Text Available The purpose of this study is to determine the level of proficiency in technopedagogical knowledge competencies of pre-service German teachers. The participants of the study consist of 335 pre-service German teachers from nine higher education institutions in Turkey during the 2012–2013 education year. The data were collected by the “Technopedagogical Education Competency Scale” and a set of questions. The results reveal that pre-service German teachers had a high level technopedagogical knowledge competency. The teachers also have a high level of the four technopedagogical knowledge factors design, exertion, ethics and proficiency. The teachers have the highest level of technopedagogical knowledge competency by the factor proficiency and the least level by the factor ethics. The result of the analyses shows that there was a significant difference between the pre-service German teachers` level of proficiency in technopedagogical knowledge competency and the independent variables: having a personal computer, frequency of internet usage, an easy access to internet and following the technological developments in the field of German language teaching. Consequently, there was no significant difference between the pre-service German teachers’ level of proficiency in technopedagogical knowledge competency and the independent variables: gender and academic average. The results show that the participants have no significant difference among these independent variables.
Rodgers-Jenkinson, Fay; Chapman, David W.
This study investigated correlates of job satisfaction among public (N=190) and private (N=100) Jamaican elementary school teachers. Emphasis was on the identification of factors that could be affected through administrative intervention. Results indicated that the quality of school working conditions and respondents' relationships with other teachers were significantly related to satisfaction for both public and private school teachers. School prestige and parental encouragement were also significant predictors for public school teachers; leadership style, organizational structure, and teacher-parent relationships predicted job satisfaction for private school teachers. Implications of these findings for Jamaican education are discussed.
This study uses value-added methods to examine the effectiveness of Los Angeles elementary teachers and schools. The results show that teacher effectiveness varies substantially across the school district. Most of the variance in teacher effectiveness is within schools and not across schools. Traditional measures of teacher quality like experience and advanced degrees are weakly related to teacher effectiveness. Teacher effectiveness is more variable in mathematics than in language arts.
Bo Wah Leung
Full Text Available This paper aims at identifying and recording good music teaching practices that promote social inclusion, and at developing effective teaching strategies that incorporate student perspectives into the pedagogies. A music teacher in Hong Kong was selected for this study, and two different classes of Form 2 (ages 12-13 were observed. The teaching process was videotaped and reviewed. Afterwards the teacher and a group of students were invited to participate in a semi-structured interview to solicit their ideas towards good practice of music teaching. Findings reveal that the good practices observed were attributed to four factors: 1 teacher’s personality, 2 teacher’s pedagogy, 3 teacher’s musical competence, and 4 teacher’s philosophy of teaching.
Sharma, Umesh; Loreman, Tim; Forlin, Chris
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…
Martin, Dawn Vincent
Classroom observation of four student teachers during the first, seventh, and fourteenth weeks of their teaching semester focused on their management of transition periods between lesson segments. Videotapes and stimulated recall analysis of the differences revealed that: (1) the most effective student teachers averaged fewer transitions per…
Fowler, Samantha R.; Meisels, Gerry G.
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.
??? Jia-Li Huang
Full Text Available ??????????????????????????????????????????????????????????????????????????11 ??????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????????? Student teachers who were interns at local schools were recruited as participants in this study to determine the outcome of teacher education and teaching preparedness of student teachers. A total of 422 valid surveys were retrieved at a rate of 74.95% from 11 universities with teacher education program. Subsequently, mean, standard deviation, an independent samples t test, one-way analysis of variance, and exploratory factor analysis were employed. The following conclusions were deduced from this study: (1 The teacher professional knowledge and ability that student teachers learned primarily include reflective thinking, class management, and pedagogical content knowledge that emphasizes what and how to teach. (2 The teacher professional knowledge and ability that student teachers used include instructional design, communicative counseling, and professionalism, indicating that internships are valuable for becoming a teacher. (3 The teacher professional knowledge and ability that student teachers emphasize are teaching commitment, curriculum design, and self-confidence, revealing that fostering community or social resources and teaching confidence must be enhanced. (4 Acquisition, use, and importance of teacher professional knowledge and ability do not differ according to gender, academic background, or location of the internship school. The relativity of reflective thinking with instruction design is the highest, and pedagogical content knowledge and teaching commitment do not differ significantly. (5 The relativities among the three assessments of teacher professional knowledge and ability are all positive. It dedicated that participants had a considerable degree of common knowledge and abilities from framework of education professional curriculum.
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.
Holi Ibrahim Holi Ali
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
Asiye Toker Gökçe
This study investigates whistle-blowing intentions of prospective teachers. Firstly, overall ethical awareness of the participants was examined, and then their underlying ethical reasons of whistle-blowing were investigated. Besides, impact on the intention to blow whistle to internal or external parties offering their job guarantee were searched. Three ethical dilemmas were constructed in three scenarios, and The Multi-dimensional Ethics Scale was used in the study. The results revealed that...
Watson, Joshua C.; Harper, Sallie; Ratliff, Lindon; Singleton, Sabrina
This study was conducted with 53 beginning teachers, each with less than 3 years of classroom experience, to determine the amount of variance in their job satisfaction that could be accounted for by holistic wellness and perceived stress. The results of a regression analysis revealed that both holistic wellness and perceived stress were…
With classroom observation and stimulated recall interviews as research instruments, the present study investigated some of the factors that affected learners' attention to teacher talk in nine English as a Second Language (ESL) classrooms. The results revealed five such factors, namely, learners' self evaluation of their language knowledge, the…
Klassen, Robert M.; Chong, Wan Har; Huan, Vivien S.; Wong, Isabella; Kates, Allison; Hannok, Wanwisa
A mixed methods approach was used to explore secondary teachers' motivation beliefs in Canada and Singapore. Results from Study 1 revealed that socio-economic status (SES) was the strongest predictor of school climate in Canada, and that collective efficacy mediated the effect of SES on school climate in Singapore, but not in Canada. In Study 2,…
Kim, Hye Jeong; Jang, Hwan Young
The aim of this study was to examine the predictors of pre-service teachers' use of Web 2.0 tools during a teaching internship, after a course that emphasized the use of the tools for instructional activities. Results revealed that integrating Web 2.0 tools during their teaching internship was strongly predicted by participants' perceived…
Amodeo, Luiza B.; And Others
A review of partial results of a survey of 265 rural schools in the North Central Association's 9 westernmost states revealed interesting trends in the characteristics of rural school personnel. Among the 192 teachers, 43 principals, and 46 school board members responding to the survey, women held fewer leadership positions than men, who held 91%…
The purpose of the study was to reveal the main factors of teachers' professional well being. Theoretically constructed model was tested on large scale data belong to 72.190 teachers working at lower secondary level. Theoretical model included teachers' individual, professional and organizational characteristics. Professional well-being…
Taskin, Cigdem Sahin
This paper examines student teachers' perceptions of the course of school experience in a teacher education programme in Turkey. Data were obtained through interviewing student teachers in Canakkale Onsekiz Mart University, Turkey. In order to analyse the data, Strauss and Corbin's grounded theory methodology was adapted. The analysis revealed…
The purpose of this study is to reveal the opinions of the teacher candidates about mind mapping technique used in Geography education of undergraduate program. In this study, the qualitative research techniques were used. The study group consists of 55 teacher candidates. The teacher candidates have been asked for their opinions about the process…
Fisher, Darrell; den Brok, Perry; Waldrip, Bruce; Dorman, Jeffrey
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…
Kenealy, Pamela; And Others
Ratings of the physical attractiveness of 11-to-12-year-old children were obtained, and the association between physical attractiveness and teachers' judgements of these children were examined. Teachers revealed a systematic tendency to rate girls higher than boys, and significant sex differences were observed in teachers' ratings of…
Fantuzzo, John W.; And Others
Examined teacher reports of reward use and students' preferences for rewards across elementary school grades. Findings revealed high reward use by teachers. Children reported a wide variety of reward preferences, with no significant gender or age differences found. There was no clear relationship between teacher use and children's preferences.…
Full Text Available The purpose of this paper is to show how teachers' experiences of one dimension of enjoyment of work, namely joy as a subtle atmosphere, can be described and understood from a lifeworld perspective. The lifeworld phenomenological approach contributes to the whole research design and provides the con [...] cepts that form the theoretical basis for the analysis. The specific lifeworld concepts used are 'intertwinement', 'natural attitude', 'pre-predicativity', 'intentionality' and 'intersubjectivity'. Using these concepts, the results illuminate and describe the meanings of enjoyment of work, based on what the teachers expressed in interviews. The empirical study consisted of interviews with five teachers working with pupils aged seven to nine years. The results illuminate some vital and fundamental characteristics of teachers' experiences of enjoyment of work and its significance. These characteristics include its basic function and its inherent possibility for opening up the whole classroom situation to the teachers. In this sense, enjoyment of work is similar to standing in a doorway and involves an expectant foreshadowing. The study also found that teachers' experiences of joy are intertwined with their experiences of flow and control. The results found that enjoyment of work was significant in the sense of the confirmation of good work, like a receipt. Finally, the results revealed new concepts and metaphors for a richer understanding of this phenomenon. The research implications of the study illustrate how the lifeworld approach enables a deeper understanding of emotional dimensions in teachers work. The approach provides useful concepts that broaden the understanding of the content, function and meaning of teachers' experiences of enjoyment of work. The paper also points to the need for more research in this area. The results illuminate new and different aspects of teachers' work that may be a valuable resource in this profession.
Deniz Beste ÇEV?K
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.
Vila, Natalia; Boluda, Ines Kuster
Purpose: Marketing has attracted increased interested over the past 15 years in both academic and commercial circles and there has been a market rise in the number of students. At the university level, the characteristics of the teacher play an essential role in student/teacher interaction and influence academic results and future professional…
Zirkel, Perry A.
In a case involving a somewhat sarcastic elementary teacher, a Pennsylvania Commonwealth Court reversed the state commissioner of education's affirmation of her dismissal based on persistent negligence. Results of teachers' alleged verbal abuse of students depends on the nature of the claim, not just specific evidence. (MLH)
Womack, Sid T.
This study replicated one conducted in Texas in 1979. Student teachers were asked to list the beautiful things their supervising teachers did for them as well as the things that "bugged" them. Comparison of the results of the 1979 and 1989 studies indicated that the positive factors in the relationships were very similar. Positive factors…
The aims of this study were considered under three headings. The first was to elicit misconception that science and physics student teachers (pre-service teachers) had about the terms, ``inertial mass'', ``gravitational mass'', ``gravity'', ``gravitational force'' and "weight". The second was to understand how prior learning affected their misconceptions, and whether teachers' misconceptions affected their students' learning. The third was to determine the differences between science and physics student teachers' understanding levels related to mass and gravity, and between their logical thinking ability levels and their attitudes toward physics lessons. A total of 267 science and physics student teachers participated in the study. Data collection instruments included the physics concept test, the logical thinking ability test and physics attitude scale. All instruments were administered to the participants at the end of the 3rd semester of their university years. The physics test consisting of paper and pencil test involving 16 questions was designed, but only four questions were related to mass and gravity; the second test consisted of 10 questions with two stages. The third test however, consisted of 15 likert type items. As a result of the analysis undertaken, it was found that student teachers had serious misconceptions about inertia, gravity, gravitational acceleration, gravitational force and weight concepts. The results also revealed that student teachers generally had positive attitudes toward physics lessons, and their logical thinking level was fairly good.
Sechler, Phares Lochiel Coleman
State departments of public instruction require that teachers periodically update their licenses throughout their teaching careers. Various professional development events such as in-service workshops, university offerings, and special innovative programs provide opportunities for novice and experienced teachers to grow professionally. The "Team Science" workshop was designed from models supported by research that described guidelines for successful workshop strategies. In evaluating the workshop, the question was asked "Why did not all teachers implement the ideas from the workshop in their science classrooms?" This study investigates the possible relationship between teacher personality characteristics and implementation of technology innovations. Team Science was an extensive workshop program planned to develop science teachers' expertise in using computer and video technology to teach in physical science, chemistry, and physics classrooms in rural school in North Carolina. Upon evaluating the four-year effort, it was found that the 23 participants implemented the technological strategies at various levels. At the higher end of the range of technology use, some teachers exhibited complete integration of the computers and interfacing devices into both the laboratory work and the classroom inquiry. At the lower end of the range, some teachers used the technology very little. The resulting question emerged from the data collected: Do specific teacher personality characteristics (independent variables) correlate with the degree of implementation (dependent variable) of the innovative ideas and tools used in the teacher's science classroom after the in-service workshop? To determine if there were any significant personality traits, each teacher was given five personality tests. The tests were Hunt's Conceptual Development Test, the Paragraph Completion Test; James Rest's Defining Issues Test; Simmons Personal Survey, an emotional tendency test; the Myers-Briggs Type Indicator; and Riggs and Enochs Self-Efficacy Test. The data were analyzed using descriptive statistics, multiple regression, and factor analysis to see what variables were predictors of implementation. The regression analysis revealed that subtests from Myers-Briggs Type Indicator, Simmons Personal Survey, Hunt's Paragraph Completion Test, and Rest's Defining Issues Test could be used to predict implementation. Factor analysis indicated teachers who implemented the technology were "risk takers" and "flexible planners."
Dietz, Christine M.; Davis, Elizabeth A.
Preservice elementary teachers face challenges in learning to teach science. Educative curriculum materials, designed to promote teacher learning, can provide support for overcoming these challenges. The educative curriculum materials used in this study provide narrative vignettes describing a teacher’s decision making with regard to lesson plans. As part of an elementary science methods course, 40 preservice teachers were asked to reflect on and respond to the narratives. Results suggest that descriptions of teaching situated in lesson plans can promote productive reflection for preservice teachers. This study informs the design of educative curriculum materials and elementary science teacher education experiences and helps improve the pedagogical content knowledge of elementary science teacher educators.
Jackson, Debbie Kinne
Subject matter and pedagogy have been components of teacher education since its origin, and research shows that they will continue to be debated in research and policy circles (Sosniak, 1999). Both components of teacher education are necessary, and research exists in both areas; however, explicit research about the content knowledge involved in effective teaching is lacking. This study focuses on the content knowledge of effective secondary science teachers and the role their content knowledge plays in planning and instruction. Case studies were developed for National Board Certified chemistry teachers. Data collected included classroom observations, interviews, concept maps, and classroom materials. The data were analyzed using the theoretical frameworks of Wertsch (1998), Shulman (1987), and Applebee (1996), and five themes were revealed. First, the teachers had various depths of content knowledge. Second, all of the teachers had experience working in a scientific laboratory; they had experience "doing" science. Third, each of the teachers planned with the goals of their students in mind. Fourth, all of the teachers were able to relate chemistry to the lives of their students. And finally, each of the teachers cited the context of his or her situation as being integral in decision making regarding planning and instruction. These findings were compared with literature in science teacher education to extend the possible implications. The themes have implications for teacher education programs, including the importance of (1) student knowledge, (2) discussing content in relationship to teaching, (3) scientific laboratory research, and (4) determining good and bad instructional representations.
Cho, YoonJung; Shim, Sungok Serena
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…
GØrtz, Mette; Andersson, Elvira
The literature on occupational health points to work pressure as a trigger of sickness absence. However, reliable, objective measures of work pressure are in short supply. This paper uses Danish day care teachers as an ideal case for analysing whether work pressure measured by the child-to-teacher ratio, that is, the number of children per teacher in an institution, affects teacher sickness absenteeism. We control for individual teacher characteristics, workplace characteristics, and family background characteristics of the children in the day care institutions. We perform estimations for two time periods, 2002–2003 and 2005–2006, by using generalized method of moments with lagged levels of the child-to-teacher ratio as instrument. Our estimation results are somewhat mixed. Generally, the results indicate that the child-to-teacher ratio is positively related to short-term sickness absence for nursery care teachers, but not for preschool teacher
Lunenberg, Mieke; Korthagen, Fred; Swennen, Anja
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…
Kolloff, Penny Britton
This article discusses survey results indicating teachers are not reading books for pleasure. The benefits of having teachers who know a vast repertoire of literature are discussed, along with strategies for encouraging reading in teacher education programs, including mentioning authors in class discussions and asking students about their favorite…
McMahon, Margery; Forde, Christine; Dickson, Beth
The current policy gaze on teacher quality is resulting in significant shifts in how teacher education is conceptualized, designed and delivered. Traditional approaches to teacher preparation and continuing professional development (CPD) are being challenged, and often displaced, by new models that expedite the process and experience of becoming a…
Two studies have explored how teachers in the Netherlands think about value stimulation and how teachers combine stimulating the development of specific values with teaching skills that enable students to adopt critical thinking or to analyze various opinions. The results of an investigation into the importance attached by teachers to stimulating…
Pozas, W. J
Full Text Available The paper describes a Teacher’s comprehensive training strategy for improving didactics performance, together with its theoretical foundations. The strategy is structured into several dimensions related to teachers’ development (lesson planning, continuing education and research. It is organized into two phases and seven stages intended to improve leadership in the teaching-learning process. The finding are the expression of a comprehensive approach to school organization at Services Polytechnic School “Horacio Cobiellas Domínguez” resulting in teachers’ academic and scientific development and a significant growth of the staff scientific potentials manifested in scientific forum enrolment. The resulting impact should lead to a general use of the proposed strategy in the Polytechnic school web. Key words: professional performance, pedagogic professional performance, didactic professional performance, teachers’ developmental strategy
This paper was presented at the Mlearn 06 conference in Banff October 2006. It presents the results of a small-scale project, funded by the UK Teacher Development Agency, where 13 teachers and 3 trainee teachers in one secondary school science department were given handhelds (Personal Digital Assistants or PDAs) with cameras and internet access for the academic year. The aims were: * to build capacity - enabling trainee teachers to share their mlearning practice; * to enable school based asso...
Siniša Opi?; Maja Lokmi?; Vesna Bili?
Abstract- The objective of this study is to examine the prevalence of violence against teachers by students. The study included 175 teachers, five primary and five secondary schools. The age of respondents (teachers) ranges from 20 to 65, with average age being 44,33 years. The used instrument has assessed violence against teachers and has consisted of data about the characteristics of respondents, frequency and type of violence experienced from students.The results suggest that violence ag...
This diploma thesis presents the results of the analysis of written instructions of class and subject teachers of elementary school. From the analysis of the 46 control tests or worksheets of teachers, derive conclusions, which errors occur when writing instructions and whether these errors depend on the level of education, number of years of work experience and study programme of the teachers. We found that the majority of teachers in the control tests or worksheets make two or more mistakes...
During the 1980's, a period of intense concern over educational quality in the United States, few indicators of U.S. student achievement garnered the interest of policy makers and pundits as successfully as the results of international testing in mathematics and science. This concern was so great that as a part of the Goals 2000 initiative, President George Bush indicated that 'By the year 2000, U.S. students should be first in the world in mathematics and science.' The Clinton Administration is placing a major emphasis, not only on rigorous academic standards and creating a new system for assessing students' progress, but also including professional development as a major focus. The argument being that teachers need more sustained, intensive training to prepare them to teach to higher standards. Executive order 12821 mandates that national laboratories 'assist in the mathematics and science education of our Nation's students, teachers, parents and the public by establishing programs at their agency to provide for training elementary and secondary school teachers to improve their knowledge of mathematics and science'. These and other issues led to the development of ideas for a project that addresses the need for excellence in mathematics, science and technology instruction. In response to these initiatives the NASA/LaRC Teacher Enhancement Institute was proposed. The TEI incorporated systemic reform perspectives, enhanced content knowledge for teachers, and teacher preparation. Emphasis was also placed on recruiting those educators who teach in impoverished urban school districts with at-risk student populations who have been traditionally under represented in science, mathematics, technology and engineering. Participants in the Teacher Enhancement Institute were 37 teachers from grades K-8, teaching in Region 2 in the state of Virginia, as well as 2 preservice teachers from Norfolk State University and one teacher from Dublin, Virginia, where a Science/Mathematics model school has been established. Teachers selected for this project represented school systems where income levels are extremely low, and students served tend not to receive innovative instruction in mathematics and science and their use of technology is limited. The Teacher Enhancement Institute contained several features, that when combined, allowed for a unique experience. Some of these features included local teachers, administrators and school board members as presenters, instruction and use of technology every day, tours of select features of the research facility, briefings by NASA/LaRC scientists, engineers and researchers as well as individuals from the Continuous Electron Beam Accelerator Facility (CEBAF). Another unique feature of this program is to have participants convene on three separate occasions throughout the academic year to discuss strategies for information dissemination and implementation results. Teachers' attitudes towards the use of technology, their ability to develop lessons using technology and their ability to develop lessons using information obtained through TEI were assessed using instruments developed by TEI summer faculty members. Data from these instruments were analyzed and reported in a final report submitted to the director of the Office of Education.
Full Text Available This sociocultural linguistic study aimed investigating the teachers’ identity representation in their classroom interactions. This study was conducted by considering the significant roles the teachers played in orchestrating classroom activities which involved the accumulation of the teachers’ efforts, values and beliefs. The findings revealed that the teachers exposed their identity in differentways for both different roles and local positioning which were culturally, socially, politically, and religiously constructed. The teachers also perceived their identity which could be clustered into four broad areas which showed their understanding and the significant functions of their identity representation. Some pedagogical implications were derived from these findingsKey Words: teachers’ identity representation, classroom interactions
Hattie, John; And Others
Supervising teachers appear to reliably evaluate student teachers and tend to perceive student teachers in terms of two major factors: preparation and presentation. There were differences between primary and secondary level supervisors. (Author/PN)
Lombardo, E; Lombardo, V
Little attention has been paid to the job satisfaction experienced by human services personnel, including classroom teachers. This study examines teacher's response to postal questionnaires seeking information about job satisfaction and attitudes to the mainstreaming of children with special needs. Results suggest that teachers at secondary or high school level experience lower job satisfaction than those working in middle or elementary schools. Comparison between teachers with or without experiences of mainstreaming reveals further differences between these groups with regard to their attitude toward the value of special educator involvement in the classroom; the importance of special assessments; discipline; the role of mainstreaming in enhancing peer relationships; and appreciation of school administrators' awareness of the implications of mainstreaming. PMID:3503827
Full Text Available This study aims at identifying the teachers’ needs of new pedagogical approaches in technology-assisted courses. Data were collected through semi-structured interview form from 12 voluntary teachers from different branches at a technology-supported private school. Findings showed that teachers perceived smart boards and PowerPoint presentations as the fundamentals in classes. Results also indicated that the participants had troubles of integrating technologies at times despite of participating training on the use of instructional technologies. The study also revealed that in technology supported courses excessive concentration on technology hinders dealing with the students, and that the students' individual characteristics were neglected. Finally, the findings of the study indicated that different teaching strategies and approaches were not applied, the authentic materials and models were not used in classes. In the study it is recommended that teachers should be informed about integration of technology and pedagogy.
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.
Doç. Dr. Adalet KANDIR
Full Text Available 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 the difficulties faced by preschool teachers in the planning and implementation of curricula and to offer suggestions accordingly.The study sample consisted of a total of 154 teachers working at private and official preschool education institutions in Ankara and Afyon. Data was collected by using a questionnaire with two sections. It included questions about teachers’ personal information and their views on planning educational contexts. The general data pertaining to teachers was analyzed with percentile and frequency values while Chi-Square test was used to analyze whether the teachers’ views on planning educational contexts varied with respect to variables such as their professional seniority, the institution they are working for and the type of school they graduated from.The results showed that the biggest difficulties teachers faced in preparing annual plans were distributing objectives and achievements over the year and evaluating the annual plan. At the same time, teachers were also found to experience difficulties with planning and evaluating the educational context in their daily plans. The first and foremost difficulty in connection with planning educational contexts seemed to be big class size, followed by materials selection and design, arranging the educational context, lack of physical facilities, attitude of families, selecting methods and techniques, respectively. A meaningful difference was also found between the type of institution that teachers were working for and the difficulties that arose when planning educational contexts (p<0,05. In light of these results, it may be suggested that the quality of education will be maximized if the size of preschool classes is reduced and the number of preschools increased; if school administrators are informed and appropriate measures are taken to improve the physical condition of classrooms such as space, materials, temperature and lighting, the lack of which may pose major problems in planning and implementing curricula; if preservice teachers, who initially experience more difficulties than senior teachers with regard to physical conditions, are taken to preschools with a diversity of conditions for their practice teaching during their university education so that they gain a multitude of rich experiences.
Two science teachers accompanied an international scientific party of the Integrated Ocean Drilling Program on a 6-week expedition to the high Arctic Ocean this summer. Kathy Couchon, a middle school science teacher from Narragansett, RI, was sponsored by the NSF-funded ARMADA Project (www.armadaproject.org), directed by the Office of Marine Programs at the University of Rhode Island. Erik Zetterberg, a high school teacher from Sweden, was sponsored by the Swedish Polar Research Secretariat. The purpose of the expedition was to collect rock and sediment cores in order to reconstruct environmental and climatic conditions in the polar region over the past 60 million years. The $12.5M expedition involved over 200 people from more than 10 countries, three icebreakers, and two helicopters. Cores collected on one vessel were transferred to a laboratory on another, where 20 scientists analyzed microfossils as well as sedimentology, chemistry, and lithology. The teachers participated early in all aspects of the expedition, including coring operations, helicopter flights for ice reconnaissance, laboratory work, and science meetings. Formal education, such as learning how to prepare sediment samples for micropaleontological analysis, was complemented by informal education during one-on-one conversations with scientists over meals, or in social gatherings. The teachers posted reports regularly on websites (e.g., http://tea.rice.edu tea_cuchonfrontpage.html) and participated in a teleconference via Iridium satellite phone. When asked to compare preconceived notions with actual experience, the teachers noted the following: (1) there are many things that scientists don't know (and they are often the first to admit this); (2) the excitement of scientific exploration and discovery does not diminish with age and experience; (3) teamwork among the scientists was greater than expected, and competition among individuals was not observed; and (4) much in the natural world is unknown and opportunities exist to make major discoveries (in other words, science isn't dead). The scientists made the following observations regarding participation by the teachers: (1) they assisted in the laboratory, and got a taste of scientific research; (2) conversations revealed what they know, and how they convey it to students, and thus how scientists may assist in the educational process; (3) the teachers did not hesitate to ask basic questions, a healthy exercise, because it required the scientists to re-examine and re-explain some of their fundamental assumptions; (4) the presence of the teachers encouraged the scientists to describe their results in a manner that is more accessible to a wider audience; and (5) the teachers increased awareness among the scientists by reminding them about their responsibilities to the broader world, beyond their particular subdisciplines. Suggestions for enhancing the experience, for both the teachers and the scientists, will be presented.
Mathematics Revealed focuses on the principles, processes, operations, and exercises in mathematics.The book first offers information on whole numbers, fractions, and decimals and percents. Discussions focus on measuring length, percent, decimals, numbers as products, addition and subtraction of fractions, mixed numbers and ratios, division of fractions, addition, subtraction, multiplication, and division. The text then examines positive and negative numbers and powers and computation. Topics include division and averages, multiplication, ratios, and measurements, scientific notation and estim
Carrier, Sarah J.; Tugurian, Linda P.; Thomson, Margareta M.
In this article, we present the results from a mixed-methods research study aimed to document indoor and outdoor fifth grade science experiences in one school in the USA in the context of accountability and standardized testing. We used quantitative measures to explore students' science knowledge, environmental attitudes, and outdoor comfort levels, and via qualitative measures, we examined views on science education and environmental issues from multiple sources, including the school's principal, teachers, and students. Students' science knowledge in each of the four objectives specified for grade 5 significantly improved during the school year. Qualitative data collected through interviews and observations found limited impressions of outdoor science. Findings revealed that, despite best intentions and a school culture that supported outdoor learning, it was very difficult in practice for teachers to supplement their classroom science instruction with outdoor activities. They felt constrained by time and heavy content demands and decided that the most efficient way of delivering science instruction was through traditional methods. Researchers discuss potentials and obstacles for the science community to consider in supporting teachers and preparing elementary school teachers to provide students with authentic experiential learning opportunities. We further confront teachers' and students' perceptions that science is always best and most efficiently learned inside the classroom through traditional text-driven instruction.
Full Text Available In Turkey, the preparation process for the university entrance exam gives rise to the centres of private courses known as “dershane” which is the Turkish counterpart of cram schools. Dershanes has significant impact on high school education. Sure, people who directly feel positive or negative reflections of this impact are high school teachers. The purpose of this study is to investigate high school mathematics teachers’ views on cram schools. To this end, a questionnaire consisting of open-ended questions was administered to 28 teachers from different high school in Anatolian side of Istanbul. Data were analyzed and interpreted by using document analysis as a qualitative research method.Some of the important results of this study revealed that according to the teacher, students are going to cram schools for gaining practice, learning test techniques and passing the university entrance exam. In the same time, the teachers are not very happy that cram schools become to an economic sector and they own alone students’ success in the exams.
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.
Full Text Available Teaching is a highly noble profession and teachers are always a boon to the society. The ultimate process of education could be simplified as a meaningful interaction between the teacher and the taught. The teacher thus plays a direct and crucial role in moulding a pupil towards education. Since a teacher is a role model for the students, job satisfaction and eventually performance of teachers become very vital in the fields of education. Thus the researcher felt the need to investigate the job satisfaction and performance of teachers in different categories of schools following different systems of education. From the total population, a sample of 196 teachers from state board schools, 198 teachers from matriculation board schools and 194 teachers from central board schools were drawn. The results of the study indicated that teachers in central board schools were significantly better in their job satisfaction and performance compared to their counterparts in matriculation and state board schools. This may be attributed to the fact that central board school teachers enjoy better infrastructure facilities and congenial working environment than the matriculation and state board teachers. It is for the school authorities, policy makers and society at large to ensure factors contributing to job satisfaction of teachers to the maximum possible extent and thereby enhancing their teaching perforrmance to its optimum.
Ouzounov, Dimitar; Davidenko, Dmitry
We analyze retrospectively/prospectively the transient variations of three different physical parameters of atmosphere during the time of M7.8 and M7.3 events in Nepal: outgoing earth radiation (OLR), GPS/TEC and the thermodynamic proprieties in the lower atmosphere. We found that in mid March 2015 a rapid augment of satellite observed earth radiation in atmosphere and the anomaly located in close vicinity to the future M7.8 epicenter reached the maximum on April 21-22. Our continuous satellite analysis revealed prospectively the new strong anomaly on May 3th, which was the reason to contemplate another large event in the area. On May 12, 2015 a large aftershock of M7.3 occurred. The analysis of air temperature from weather ground station near Katmandu shows analogous patterns with offset 1-2 days earlier to the satellite anomalies. The GPS/TEC data analysis indicates an augment and variation in electron density reaching a maximum value during April 22-24 period. A strong negative TEC anomaly in the crest of ...
Faber, Courtney; Hardin, Emily; Klein-Gardner, Stacy; Benson, Lisa
This study examined the teachers' development as scientists for participants in three National Science Foundation Research Experiences for Teachers. Participants included secondary science and math teachers with varying levels of education and experience who were immersed in research environments related to engineering and science topics. Teachers' functionality as scientists was assessed in terms of independence, focus, relationships with mentors, structure, and ability to create new concepts. Hierarchies developed within these constructs allowed tracking of changes in functionality throughout the 6-week programs. Themes were further identified in teachers' weekly journal entries and exit interviews through inductive coding. Increases in functionality as scientists were observed for all teachers who completed both the program and exit interview ( n = 27). Seven of the 27 teachers reached high science functionality; however, three of the teachers did not reach high functionality in any of the constructs during the program. No differences were observed in demographics or teaching experience between those who did and did not reach high functionality levels. Inductive coding revealed themes such as teachers' interactions with mentors and connections made between research and teaching, which allowed for descriptions of experiences for teachers at high and low levels of functionality. Teachers at high functionality levels adjusted to open-ended environments, transitioned from a guided experience to freedom, felt useful in the laboratory, and were self-motivated. In contrast, teachers at low functionality levels did not have a true research project, primarily focused on teaching aspects of the program, and did not display a transition of responsibilities.
Cox, Elena K.
The recommendations of the United States President's Council of Advisors on Science and Technology and the multi-agency National Nanotechnology Initiative (NNI) identified the need to prepare the workforce and specialists in the field of nanotechnology in order for the United States to continue to compete in the global marketplace. There is a lack of research reported in recent literature on the readiness of secondary science teachers to introduce higher level sciences---specifically nanotechnology---in their classes. The central research question of this study examined secondary science teachers' beliefs about teaching nanotechnology comfortably, effectively, and successfully. Bandura's self-efficacy theory provided the conceptual framework for this phenomenological study. A data analysis rubric was used to identify themes and patterns that emerged from detailed descriptions during in-depth interviews with 15 secondary science teachers. The analysis revealed the shared, lived experiences of teachers and their beliefs about their effectiveness and comfort in teaching higher-level sciences, specifically nanotechnology. The results of the study indicated that, with rare exceptions, secondary science teachers do not feel comfortable or effective, nor do they believe they have adequate training to teach nanotechnology concepts to their students. These teachers believed they were not prepared or trained in incorporating these higher level science concepts in the curriculum. Secondary science teachers' self-efficacy and personal beliefs of effectiveness in teaching nanotechnology can be an important component in achieving a positive social change by helping to familiarize high school students with nanotechnology and how it can benefit society and the future of science.
Full Text Available In this study an attempt was made to understand the perceptions of pre-service science teachers regarding effective science teaching strategies and teachers who are successful at implementing these strategies in their educational practice culminating towards being considered an effective science teacher. Firstly, for the purposes of this research a consideration of the following questions was necessary: What are the characteristics of effective science teaching? What are the characteristics of an effective science teacher? In order to gain insight into the research in question, related literature was reviewed and questionnaire research, including open-ended questions had been administered to pre-service teachers. Some remarkable findings have been discovered which are briefly discussed. The main feature revealed through the study is that pre-service science teachers believe the pedagogical skills of professional teachers should take precedence at first over the improvement of their theoretical knowledge on their subject matter.
Gezer, Kutret; Bilen, Kadir
In this study an attempt was made to understand the perceptions of pre-service science teachers regarding effective science teaching strategies and teachers who are successful at implementing these strategies in their educational practice culminating towards being considered an effective science teacher. Firstly, for the purposes of this research a consideration of the following questions was necessary: What are the characteristics of effective science teaching? What are the characteristics of an effective science teacher? In order to gain insight into the research in question, related literature was reviewed and questionnaire research, including open-ended questions had been administered to pre-service teachers. Some remarkable findings have been discovered which are briefly discussed. The main feature revealed through the study is that pre-service science teachers believe the pedagogical skills of professional teachers should take precedence at first over the improvement of their theoretical knowledge on their subject matter.
Nurul Azureen Omar; Sri Ridhwanah Matarsat; Nur Hafizah Azmin; Veronica Chung Ai Wei; Mohd Mu izzuddin Mohd Nasir; Ummi Kalthum Syahirah Sahari; Masitah Shahrill; Lawrence Mundia
We qualitatively explored the notion of the ideal teacher from the context of pre-university Brunei General Certificate of Education Advanced Level (GCE A-Level) psychology students and trainee psychology teachers. Both previous research and our own analyses on this concept revealed that the so-called ideal teacher was neither a perfect nor a super teacher but rather an effective instructor who was firm, fair, and a good communicator. Psychology students of various ability levels (high achiev...
Du, Hongfei; Li, Xiaoming; Weinstein, Traci L; Chi, Peilian; Zhao, Junfeng; Zhao, Guoxiang
Teachers are considered to be one of the most important influences in the lives of students. Teachers' assessments of students may be a primary source of information on children's mental and behavioral health; however, this topic has received little attention in research. We examined this issue through linking teachers' ratings of students and mental and behavioral outcomes of children affected by HIV. The hypothesis is that teacher ratings will be predictive of specific child mental and behavioral health outcomes. A quantitative cross-sectional design with self-administered paper-and-pencil instruments was used. The sample included 1221 children (aged 6-18, grades 1-11) affected by HIV including 755 orphans who lost one or both parents to AIDS and 466 vulnerable children living with HIV-infected parents in a central province of China. The corresponding teacher sample included 185 participants. Each child completed an assessment inventory of demographic information and mental and behavioral health measures. Teachers completed a questionnaire about children's school performance. SEM analyses revealed a good model fit according to all fit indices: comparative fit index = 0.93, root mean square error of approximation = 0.07, and standardized root mean square residual = 0.04. Structural equation modeling revealed that problem ratings by teachers were positively associated with child loneliness and behavioral problems, social competence ratings by teachers were negatively related to child depression, and personal growth and social interaction ratings by teachers were negatively related to child loneliness, depression, and trauma. The current study represents a unique contribution to the field in that it recognizes that teachers can be a valuable source of information on children's psychological health. Results from this study have implications for health prevention and intervention for children and families suffering from HIV/AIDS. PMID:25703050
DU, Hongfei; LI, Xiaoming; WEINSTEIN, Traci L.; CHI, Peilian; ZHAO, Junfeng; ZHAO, Guoxiang
Teachers are considered to be one of the most important influences in the lives of students. Teachers’ assessments of students may be a primary source of information on children’s mental and behavioral health; however, this topic has received little attention in research. We examined this issue through linking teachers’ ratings of students and mental and behavioral outcomes of children affected by HIV. The hypothesis is that teacher ratings will be predictive of specific child mental and behavioral health outcomes. A quantitative cross-sectional design with self-administered paper-and-pencil instruments was used. The sample included 1221 children (ages 6-18, grades 1-11) affected by HIV including 755 orphans who lost one or both parents to AIDS and 466 vulnerable children living with HIV-infected parents in a central province of China. The corresponding teacher sample included 185 participants. Each child completed an assessment inventory of demographic information, mental and behavioral health measures. Teachers completed a questionnaire about children’s school performance. SEM analyses revealed a good model fit according to all fit indices, CFI = .93, RMSEA = .07, SRMR = .04. Structural equation modeling revealed that problem ratings by teachers were positively associated with child loneliness and behavioral problems, social competence ratings by teachers were negatively related to child depression, and personal growth and social interaction ratings by teachers were negatively related to child loneliness, depression, and trauma. The current study represents a unique contribution to the field, in that it recognizes that teachers can be a valuable source of information on children’s psychological health. Results from this study have implications for health prevention and intervention for children and families suffering from HIV /AIDS. PMID:25703050
Full Text Available Teacher Performance of the State Vocational High School Teachers in Surabaya Dr. Amiartuti Kusumaningtyas, MM Faculty of Economics, 17 Agustus 1945 University, Surabaya, Indonesia Email: email@example.com Abstract State Vocational High School Teacher is a professional educator with major duties to educate, teach, build, direct, coach, assess and evaluate learners on the vocational high school education. Teacher as a professional educator should has the academic qualification. Academic qualification required for a teacher is he or she at least should be educated of bachelor degree or diploma four. Fundamentaly, teacher performance is determined by the expertise and ability of teacher concerned. These achievement factor is so thick and so critical in its relation to competence, compensation, and also job satisfaction that may become the obstacle in the enhancement of teacher performance. Population in this research was the teachers of the State Vocational High School Teachers in Surabaya, amounted to 317, educated in bachelor degree or diploma four, had have service of minimal 5 years. Data analysis used the simple random sampling, structural equation model (SEM analysis, by the assistance of PLS 2 software, conducted on 92 respondents and able to explain the effect of competence and compensation on the job satisfaction and the performance of the State Vocational High School Teachers in Surabaya. The results of research indicated that: Competence and compensation significantly influential on teacher job satisfaction; Competence and compensation significantly influential on teacher performance; Teacher Job satisfaction signifiacntly influential on the performance of the State Vocational High School Teachers in Surabaya. The largest effect of the three variables hipothesized on teacher performance in this research was the direct relatedness between compensation and teacher performance. Key Words: competence, compensation, teacher job satisfaction, teacher performance
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.
Full Text Available Early childhood education teachers’ happiness at work reflects in children. Finnish day care system has faced plenty of changes and they can also reflect in well-being at day care. The aim of this article to dissect the state of well-being and thriving at work in Finnish day care centers from early childhood education teachers’ point of view and to discuss how well-being could be promoted. The data comprises group interviews (N=9 collected with memory-work method among North-Finnish early childhood education teachers (N=4. The results revealed that several factors were reported as threatening early childhood education teachers’ well-being. These kinds of factors were, among others, increasing amount of administrative tasks as well as concern about their educational task becoming narrower, the sufficiency of one’s own resources, and how the economic measures for efficiency have started to extend to day care as well. Perceived well-being increases when early childhood education teachers have time to encounter an individual child and concentrate on their basic work, rearing and teaching children. Based on the findings, suggestions how to enhance early childhood education teachers’ well-being are discussed. Promotion of well-being necessitates development actions both at the level of society, day care system and early childhood education teachers’ personal level. In this article, we highlight how organizational structures enhance or hinder well-being.
Wiesenmayer, Randall L.; Koul, Ravinder
This study examined the level of instructional use of Internet among science teachers involved with an in-service professional development project. An instrument on Level of Use of innovation was modified for the study. A criterion sample of teachers to be interviewed via telephone was randomly selected from a pool of 347 K-12 teachers. Somers' d and contingency coefficients were determined to see whether any relationship exists between a teacher's Level of Use and the following categories: (a) amount of experience with the Internet; (b) availability of resources support and access to the Internet in classroom and at home; (c) number of teacher and student users at school, (d) gender; and (e) type of school. Results of step-wise multiple regression indicate that classroom access, instructional experience of using Internet with students, availability of resource support and number of teacher users at school are the best predictors of teacher's Level of Use. Chi square test for comparisons between groups of completers and noncompleters of On-Line West Virginia K-12 RuralNet courses also revealed that a lack of classroom access to Internet and lack of resource/technical support at school contributed significantly to lower level of use among noncompleters.
Beaver, Melanie S.
This study examined the resources and instructional strategies effective middle school science teachers use to improve content area reading skills. Reading instruction in the middle school years should follow the natural cognitive progression that occurs in the adolescent brain from learning to read to reading to learn. Scientific reading is a different type of reading than most middle school students are accustomed to. It is important to understand that students will continue to be expected to read non-fiction critically for success in the 21st century. Effective teachers know this, and they perceive themselves as teachers of reading regardless of the content area in which their expertise lies. This qualitative research study was conducted at a rural middle school with three science teachers who employ before, during, and after literacy strategies when reading the textbook content with their students. The methodologies used in this study were interviews, observations, and document collection. The results of this study revealed the students' reading difficulties perceived by the teacher participants, the literacy strategies used by the teacher participants, the instructional resources the teacher participants used to improve comprehension, and the need for professional development in content area literacy.
Full Text Available Tendencies of integration of visual impaired children to the mass schools as well as significant value of information-communication technologies (ICT in the education of these children require corresponding training of primary school teachers. The purpose of this article is to analyse the approaches to the concept of ICT-competence with further definition of primary school teacher’s tifloinformation competences. Literature analysis has discovered that there is no connection between ICT-competences and pupil with visual impairments yet. As a result, the list of primary school teacher’s tifloinformation competences was formulated. The objective of further investigations consist in the development of techniques essential for creation of corresponding competences.????????? ?? ???????? ????? ? ?????????? ???? ? ??????? ?????? ? ????????????? ????????????-?????????????? ?????????? (??? ????????? ????? ?????? ?? ??????????? ?????????? ???????? ?????????? ??????. ????? ?????? ? ?????? ???????? ?? ???????????? ??????? ???????????/?????????????? ? ?????? ??? ? ????????? ??????????? ?????? ??????????? ??????????????? ???????? ?????????? ??????, ??? ???????????? ??????? ???????????????????. ?? ???????? ??????? ??????????, ???????? ???????? ??? ??????????? ? ?????? ???-???????????/???????????????, ???'?????? ?? ???'????? ???????? ? ?????????? ???? ? ????????????? ??????? ?????????????????? ??????????????? ??????? ?????????? ??????. ????????? ??? ????????? ?????????? ? ???????? ??????? ?????????? ??????????? ???????????????.
This lecture address the following two key criticisms of the empirical application of revealed preference theory: When the RP conditions do not reject, they do not provide precise predictions; and when they do reject, they do not help characterize the nature of irrationality or the degree/direction of changing tastes. Recent developments in the application of RP theory are shown to have rendered these criticisms unfounded. A powerful test of rationality is available that also provides a natur...
This national survey of 1,201 kindergarten through Grade-12-U.S. teachers focused on three related areas: (1) sources of teacher stress, (2) manifestations of stress, and (3) suggested coping strategies. The survey instrument was adapted from the Teacher Stress Inventory and the Coping Scale for Adults. Results indicated that teachers nationwide…
Dyganova, Elena Aleksandrovna; Yavgildina, Ziliya Mukhtarovna
The article discusses the culture of self-education of music teacher as a professionally necessary quality of a modern specialist in the field of music education. The author proposes finalized definitions of basic concepts; consistently reveals the essence, structure, criteria and indicators of self-culture of music teacher; reveals the potential…
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: firstname.lastname@example.org 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
Full Text Available At the present time German teacher training is confronted with a great political will to bring about change. International comparative studies of recent years have shown a dissatisfying learning outcome. The most dramatic result is a strong interdependence of school success and social background. German teachers experience their profession as problematic. At present only 35% work until the normal pension age. The article discusses structural differences in teacher training compared to other countries and analyses motivation for the choice of study, perceived self-efficacy, experience of stress, patterns of uncertainty avoidance and previous experience in a sample of 1358 students starting teacher training.Key words: Teacher training; Career choice motivation; Self-efficacy; Experience of stress; Uncertainty avoidance
Henning, Mary Beth; Peterson, Barbara R.; King, Kenneth Paul
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…
Baker-Doyle, Kira J.
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…
Masene, Robert Sinvula
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.
Klaus Hertting; Agneta Wieneke; Daniel Hausmann; Claudia Zeiler; Christian Pott; Werner Raut
Background: To evaluate the safety and efficacy of the EndeavorTM-Stent-Stent (Medtronic Corp., USA) in daily practice. Material and methods: Data come from a prospective single-centre registry. Between 2005 and 2007 all patients, who received at least one Endeavor? coronary stent, were included into a registry. Patients were contacted after 12 and 24 - 36 months. Results: 326 patients (97 females, mean age 67.5 ± 10.3 years) were included. From these patients 137 (42%)...
Krog Skott, Charlotte; Slot, Marie Falkesgaard
The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use the previous curriculum in the intended way in relation to goals (Danmarks Evaluerings Institut, 2012). The surveys also indicate that teachers in general do not articulate learning goals (Skovgaard et al, 2014). Our research investigates how the requirements for goal-orientation influence teachers' practice in mathematics and Danish-as-a-Mother-Tongue in regard to planning, teaching and assessment. Our research is framed by an explorative design. The informants take part in the research- and development project “Digitally Supported Learning Goals”. In addition to observe teaching, we conduct qualitative interviews with 20-30 affiliated teachers before and after the intervention. Each interview is conducted after an observation of a lesson performed by the teacher. For analyzing the interviews, we are inspired by grounded theory (Charmaz 2006). At the congress, preliminary results based on the interviews will be presented. We expect to deepen our understanding of the relations between the various parameters in the teachers' practice in relation to learning goals and goal-oriented teaching. There is conducted research on the effects of goal-oriented teaching on students' learning both internationally and in the Nordic countries (Skaalvik & Skaalvik, 2013; Hattie, 2009). Our study contributes by exploring how goal-oriented teaching influence teachers' practices.
Krog Skott, Charlotte; Slot, Marie Falkesgaard
The national curriculum for Danish primary and lower secondary schools has recently changed in a goal-oriented direction. The intention is to increase the teachers´ and students´attention to learning outcome, by making learning goals visible. Danish surveys show that teachers did not use the previous curriculum in the intended way in relation to goals (Danmarks Evaluerings Institut, 2012). The surveys also indicate that teachers in general do not articulate learning goals (Skovgaard et al, 2014). Our research investigates how the requirements for goal-orientation influence teachers' practice in mathematics and Danish-as-a-Mother-Tongue in regard to planning, teaching and assessment. Our research is framed by an explorative design. The informants take part in the research- and development project “Digitally Supported Learning Goals”. In addition to observe teaching, we conduct qualitative interviews with 20-30 affiliated teachers before and after the intervention. Each interview is conducted after an observation of a lesson performed by the teacher. For analyzing the interviews, we are inspired by grounded theory (Charmaz 2006). At the congress, preliminary results based on the interviews will be presented. We expect to deepen our understanding of the relations between the various parameters in the teachers' practice in relation to learning goals and goal-oriented teaching. There is conducted research on the effects of goal-oriented teaching on students' learning both internationally and in the Nordic countries (Skaalvik & Skaalvik, 2013; Hattie, 2009). Our study contributes by exploring how goal-oriented teaching influence teachers' practices.
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.
Aderonmu Temitope S. B; Adolphus, Telima
This research work seeks to x-ray the problems militating against the teaching of gravitational force as a concept in secondary schools Physics in Cross River State, Nigeria. 38 Physics teachers were used in 28 secondary schools in the area of study. Three research questions were answered using the Physics Teachers Questionnaire on concept of Gravitational Force (PTQCGF) as the instrument for data collection. Data was analyzed using percentage. The results of the study revealed that Physics T...
Akimoto, C; Volk, AE; van Blitterswijk, M.; Van den Broeck, M; Leblond, CS; Lumbroso, S; Camu, W; Neitzel, B; Onodera, O.; Rheenen, W., van; Pinto, S; Weber, M.; Smith, B.; Proven, M; Talbot, K.
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...
Education specialists with the NASA Educator Resource Center conduct a wide variety of workshops throughout the year to aid teachers and educators in coming up with new ideas to inspire their students and also in aiding in the integration of technology into their classrooms.
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 email@example.com
Admiraal, Wilfried F.; Lockhorst, Ditte; Wubbels, Theo; Korthagen, A. J.; Veen, Wim
An evaluation of computer conferencing by student teachers and supervisors in four teacher-education programs found that during field experiences student teachers used computer conferencing primarily for exchanging emotional support and less for reflecting on teaching and exchanging pedagogical content. Results suggest attention should be paid to…
Pelsma, Dennis M.; And Others
Administered Quality of Teacher Work Life Survey, Maslach Burnout Inventory, and Educational Values Scales to 227 teachers. Results identified 10 factors contributing to teacher satisfaction and stress. The 10 factors accounted for 66.3 percent of the total item variance. (NB)
Zahn, Donald K.; Schramm, Robert M.
A study looked at student (n=10,270) evaluations of tenure- and nontenure-track teachers (n=30), nonskill versus skill courses, and tenure- and nontenure-track for nonskill and skill courses. Results indicate that students rate tenure-track teachers and skill course teachers significantly higher. They give similar ratings to tenure- and…
Richardson, Jennifer C.; Alsup, Janet
Teacher identity is defined as a sense of teacher self that results from a productive combination of key personal and professional subjectivities or beliefs. Much empirical research has been done on the development of teacher identity in the K-12 arena, with a great deal of theoretical and philosophical scholarship about teaching at the college…
Klimczak, Aimee K.; And Others
This study examined how content consideration influenced the instructional strategy decisions reported by novice and experienced teachers. A total of 152 preservice and 153 in-service teachers completed an instrument dealing with well-structured and ill-structured content. The results indicated that both novice and experienced teachers would vary…
Galina Petrova; Olga Milovanova; Olga Efimova
The article focuses on developing the teachers’ skills which are integral to the processes of professional decision–making where teachers are constantly involved. The paper gives an overview of a model of teachers’ development offered by innovative educational processes, activity of the teachers on the organization of foreign student training activity, etc. It describes the results of the authors’ modeling on adapting the presentation reliability development among the business students in the...
Atiyeh Kamyabi Gol; Nahid Royaei
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. Moreov...
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
Olivia, Espinosa-Vázquez; Adrián, Martínez-González; Frida, Díaz-Barriga Arceo.
Full Text Available 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.
Doménech-Betoret, Fernando; Lloret-Segura, Susana; Gómez-Artiga, Amparo
Based on Job Demands-Resources Model (JD-R), this study examines the relationships among teacher support resources, psychological need satisfaction, engagement and burnout in a sample of 282 Spanish secondary school teachers. Nine teacher psychological needs were identified based on the study of Bess and on the Self-Determination Theory (SDT). Self-report questionnaires were used to measure the constructs selected for this study and their interrelationships were examined by structural equation modeling. The results reveal a good model fit to the data (NNFI = .88; CFI = .90; GFI = .90; RMSEA = .061). The analyses indicate a positive and significant effect of latent variable Psychological Need Satisfaction on engagement (? = .74, p burnout (? = -.78, p ? .05). Furthermore, the results show the mediator role played by Psychological Need Satisfaction in the relationship between teacher support resources and both engagement and burnout (additional paths did not improve the model fit: ??2(2) = 2.428, p = .29). Finally, practical implications of these findings are discussed. PMID:26055095
Skalická, Vera; Belsky, Jay; Stenseng, Frode; Wichstrøm, Lars
In this Norwegian study, bidirectional relations between children's behavior problems and child-teacher conflict and closeness were examined, and the possibility of moderation of these associations by child-care group size was tested. Eight hundred and nineteen 4-year-old children were followed up in first grade. Results revealed reciprocal…
Berl, Patricia Scallan
In this article, the author discusses the consequences of losing mature teachers due to voluntary separation or retirement and the mindset of a mature teacher that is different from younger teachers in a number of ways. Mature teachers are colleagues over 45 years of age possessing significant experience in the field. Future trends in teacher…
Spencer, Dee Ann
Examines the recent phenomenon of educators attacking their own on the issue of professionalizing teachers and improving teacher education. Explores the issue of the professionalization of teaching and discusses the role of teachers in educational reform. Concludes that teacher "bashing" may hamper attracting potential teacher education students…
Martínez Taboada, Cristina
Full Text Available The configuration of new intergroup and interpersonal relations that take place in the receiving social context as a result of migratory processes, owns direct influences over the school scene. Having in account there are different paradigms and models in multicultural education (Banks, 2009, the aim of the study is to analyse the impact that has on teacher’s social well-being, the main or minor percentage of immigrant students in the schools. The Social Well-Being Scale of Keyes (1998, adapted by Blanco & Diaz (2005 was applied on a sample of 281 primary education teachers from Guipúzcoa, (Spain. They were distributed in three groups for its comparison. The results indicate, that those teachers that carry out their work in schools with greater concentration of immigrant students, presented the greater level of social well-being with respect to their colleagues who belong to schools characterized by the sociocultural homogeneity of the pupils.
Full Text Available TCFL teachers competencies are a new and popular field of research in the Chinese language. These competencies will relate to the knowledge and skills that TCFL teachers should have, such as the knowledge in linguistics and Chinese linguistics, theory of the second language, learning strategies and teaching methodologies. Besides that, teacher should have a good awareness, psychological and emotional control. This article summarizes the results of literacy study of TCFL teachers competencies. At first, these seem difficult to achieve, but by consistently accumulating teachers' knowledge and skills, its can help to give new TCFL teachers a clearer understanding of their role in education and help them make preparations. Accumulating knowledge and skills, controlling the role of psychology and emotions are very important that TCFL teachers must have as their lifestyle.
H. Yusuf ACUNER
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.
Smart, Julie Brockman
This study examined interactions between middle school science students' perceptions of teacher-student interactions and their motivation for learning science. Specifically, in order to better understand factors affecting middle school students' motivation for science, this study investigated the interactions between middle school students' perceptions of teacher interpersonal behavior in their science classroom and their efficacy, task value, mastery orientations, and goal orientation for learning science. This mixed methods study followed a sequential explanatory model (Cresswell & Plano-Clark, 2007). Quantitative and qualitative data were collected in two phases, with quantitative data in the first phase informing the selection of participants for the qualitative phase that followed. The qualitative phase also helped to clarify and explain results from the quantitative phase. Data mixing occurred between Phase One and Phase Two (participant selection) and at the interpretation level (explanatory) after quantitative and qualitative data were analyzed separately. Results from Phase One indicated that students' perceptions of teacher interpersonal behaviors were predictive of their efficacy for learning science, task value for learning science, mastery orientation, and performance orientation. These results were used to create motivation/perception composites, which were used in order to select students for the qualitative interviews. A total of 24 students with high motivation/high perceptions, low motivation/low perceptions, high motivation/low perceptions, and low motivation/high perceptions were selected in order to represent students whose profiles either supported or refuted the quantitative results. Results from Phase Two revealed themes relating to students' construction of their perceptions of teacher interpersonal behavior and dimensions of their efficacy and task value for science. Students who reported high motivation and high perceptions of teacher-student interactions during the quantitative phase described the most instances of teacher cooperative behaviors, such as teacher helpfulness and understanding. Conversely, students reporting low motivation and low perceptions of teacher-student interactions described the most instances of teacher oppositional behavior, such as harsh and impatient behaviors. An in-depth description of categories and subcategories is also provided. This study concludes with an interpretive analysis of quantitative and qualitative results considered both separately and together. Implications for middle grades science education are discussed, including recommendations for behavior management, scaffolding students' transition to middle school, making explicit connections to science careers, and providing opportunities for small successes within the science classroom. Implications for science teacher education, limitations of the study, and future research directions are also discussed.
Mansfield, Caroline F.; Beltman, Susan; Price, Anne; McConney, Andrew
This study investigates how graduating and early career teachers perceive resilient teachers. Informed by survey data from 200 graduating and early career teachers, the study's results indicate that graduating and early career teachers perceive that resilience for teachers comprises characteristics that are multi-dimensional and overlapping, and…
M M (Mary), Grosser; Mirna, Nel.
Full Text Available We report on the relationships that exist between the critical thinking skills and the academic language proficiency ofa group of first-year prospective teachers at a South African university (n = 89). The results revealed the nature of the critical thinking skills as well as the academic language p [...] roficiency of the students. Significant correlations between academic language proficiency and making inferences, as well as between academic language proficiency and critical thinking as a general competency, were noted. The article concludes with recommendations on how to enhance critical thinking and language proficiency in the teacher-training curriculum.
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...
Full Text Available This study reports on an enquiry into a group of 91 Chinese secondary EFL teachers with SA experience in the UK. Drawing on questionnaire data and 20 teachers’ interview narratives, the study examines how SA (study abroad influenced their self-perceptions on EFL teaching in three aspects, namely, language proficiency, teaching ideology and NES (native English speaking-NNES (nonnative English speaking teacher debate. The enquiry revealed that the length of SA was a powerful factor in determining teachers’ attitudes toward their jobs and their own capacities to perform them successfully. These findings were discussed with suggestions for making SA experience an effective and sustainable path for EFL teachers’ professional development. Based on the findings, implications and suggestions are proposed, which are applicable not only to Chinese EFL teachers but beyond.
Full Text Available The purpose of this quantitative inquiry was to examine the self-efficacy of Indonesian secondary school English as foreign language (EFL teachers in developing a school-based EFL syllabus. The data were collected through a survey to 98 secondary school EFL teachers in the District of Kerinci, Jambi Sumatra, Indonesia. The data were analyzed through the Rasch Analysis (Linacre 2004, 2006. The results revealed that the teachers had a high-self efficacy in developing the syllabus. However, they tended to be less efficacious on theoretical tasks in the syllabus development and on tasks that were not part of their responsibility in previous curricula. In addition, this study also produced an instrument for measuring teachers’ self-efficacy in developing the syllabus that can be used for similar purposes in other contexts.
Hasan Hüseyin ÖZKAN
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.
Márcia Cristina de Costa Trindade Cyrino
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.
William C. Smith
Full Text Available The power of teacher unions in the U.S. has waned since the 2010 mid-term elections. The convergence of business conservatism and teacher accountability ideologies has led to an intense targeting of public teacher unions as a problem, both economically and educationally. Using the target audience framework of Schneider and Ingram (1993, I break down the framing used in the present anti-union movement and explore a local example of anti-union legislation in Pennsylvania. The analysis reveals a socially constructed dichotomy in which victimized children are pitted against greedy teachers. To stem this wave of anti-unionism, teacher unions must recognize their position as public contenders and rearticulate their message using child-first rhetoric.
The background of the study was that a group of teachers should develop competences in order to apply a new pedagogical approach, cooperative learning (CL), in a skilled manner. The total competence development process included theoretical knowledge about the method, practical training in its use, and ongoing and extensive coaching related to the teachers' experiences of implementing CL. It was assumed that the competence development process would result in a higher usage of CL as well as an inc...
Elizabeth Block; Fran Crochet; Leslie Jones; Tiffany Papa
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...
Karadag, Sevinç Ç?rak; Sönmez, Sibel; Dereobal?, Nilay
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
Full Text Available The purpose of the study is to reveal the relationship between accountability practises in the Turkish National Education System and organisational cynicism as seen from the viewpoint of primary and secondary school teachers. A relational survey model was utilised and the research sample comprised 194 volunteer teachers (95 primary and 99 secondary school teachers who worked at public schools in Hendek, Sakarya. The measure of organisational cynicism developed by Brandes, Dharwadker and Dean (1999 and adapted to Turkish by Kala?an (2009 was used for the data collection. It consists of 13 items about teachers’ thoughts on organisational cynicism. The scale of accountability practises in the Turkish National Education System, including the subscales of responsibility, standards, transparency, checking and questioning developed by Bulbul (2011 was used to measure accountability. Because the data distribution was not normal, mean, frequency, percentage, standard deviation, Mann–Whitney U, Kruskal–Wallis and Spearman’s rho correlation tests were used. According to the results, the teachers’ thoughts about organisational cynicism were at the level of (x ?= 2, 38 ‘I don’t agree’ on the total scale, and their thoughts about accountability practises in the Turkish National Education System were at the level of (x ?= 2, 95 ‘I am not sure’. When the total values were examined, it was determined that there were low, negative relations between teachers’ thoughts about accountability practises in the Turkish National Education System and their perceptions of organisational cynicism.
Larry H. Ludlow
Full Text Available Given the high stakes of teacher testing, there is no doubt that every teacher test should meet the industry guidelines set forth in the Standards for Educational and Psychological Testing. Unfortunately, however, there is no public or private business or governmental agency that serves to certify or in any other formal way declare that any teacher test does, in fact, meet the psychometric recommendations stipulated in the Standards. Consequently, there are no legislated penalties for faulty products (tests nor are there opportunities for test takers simply to raise questions about a test and to have their questions taken seriously by an impartial panel. The purpose of this article is to highlight some of the psychometric results reported by National Evaluation Systems (NES in their 1999 Massachusetts Educator Certification Test (MECT Technical Report, and more specifically, to identify those technical characteristics of the MECT that are inconsistent with the Standards. A second purpose of this article is to call for the establishment of a standing test auditing organization with investigation and sanctioning power. The significance of the present analysis is twofold: a psychometric results for the MECT are similar in nature to psychometric results presented as evidence of test development flaws in an Alabama class-action lawsuit dealing with teacher certification (an NES-designed testing system; and b there was no impartial enforcement agency to whom complaints about the Alabama tests could be brought, other than the court, nor is there any such agency to whom complaints about the Massachusetts tests can be brought. I begin by reviewing NES's role in Allen v. Alabama State Board of Education, 81-697-N. Next I explain the purpose and interpretation of standard item analysis procedures and statistics. Finally, I present results taken directly from the 1999 MECT Technical Report and compare them to procedures, results, and consequences of procedures followed by NES in Alabama.
Cotner, Bridget A.
School reform programs focus on making educational changes; however, research on interventions past the funded implementation phase to determine what was sustained is rarely done (Beery, Senter, Cheadle, Greenwald, Pearson, et al., 2005). This study adds to the research on sustainability by determining what instructional practices, if any, of the Teaching SMARTRTM professional development program that was implemented from 2005--2008 in elementary schools with teachers in grades third through eighth were continued, discontinued, or adapted five years post-implementation (in 2013). Specifically, this study sought to answer the following questions: What do teachers who participated in Teaching SMARTRTM and district administrators share about the sustainability of Teaching SMARTRTM practices in 2013? What teaching strategies do teachers who participated in the program (2005--2008) use in their science classrooms five years postimplementation (2013)? What perceptions about the roles of females in science, technology, engineering, and mathematics (STEM) do teachers who participated in the program (2005--2008) have five years later (2013)? And, What classroom management techniques do the teachers who participated in the program (2005--2008) use five years post implementation (2013)? A mixed method approach was used to answer these questions. Quantitative teacher survey data from 23 teachers who participated in 2008 and 2013 were analyzed in SAS v. 9.3. Descriptive statistics were reported and paired t-tests were conducted to determine mean differences by survey factors identified from an exploratory factor analysis, principal axis factoring, and parallel analysis conducted with teacher survey baseline data (2005). Individual teacher change scores (2008 and 2013) for identified factors were computed using the Reliable Change Index statistic. Qualitative data consisted of interviews with two district administrators and three teachers who responded to the survey in both 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.
Lin, Huey-Ya; Davidman, Patricia; Petersen, George; Thomas, R. Murray
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.
Hanushek, Eric A; Rivkin, Steven G
Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom. The wages of teachers relative to those of other college graduates have fallen steadily since 1940. Today, average wages differ little, however, between urban and suburban districts. In some metropolitan areas urban districts pay more, while in others, suburban districts pay more. But working conditions in urban and suburban districts differ substantially, with urban teachers reporting far less administrator and parental support, worse materials, and greater student problems. Difficult working conditions may drive much of the difference in turnover of teachers and the transfer of teachers across schools. Using rich data from Texas public schools, the authors describe in detail what happens when teachers move from school to school. They examine how salaries and student characteristics change when teachers move and also whether turnover affects teacher quality and student achievement. They note that both wages and student characteristics affect teachers' choices and result in a sorting of teachers across schools, but they find little evidence that teacher transitions are detrimental to student learning. The extent to which variations in salaries and working conditions translate into differences in the quality of instruction depends importantly on the effectiveness of school personnel policies in hiring and retaining the most effective teachers and on constraints on both entry into the profession and the firing of low performers. The authors conclude that overall salary increases for teachers would be both expensive and ineffective. The best way to improve the quality of instruction would be to lower barriers to becoming a teacher, such as certification, and to link compensation and career advancement more closely with teachers' ability to raise student performance. PMID:17407923
S. G. Pretorius
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.
Yucel, A. Seda; Kocak, Canan; Cula, Serpil
This study analyzed the proactive and reactive personality traits in teachers and students. These traits were interpreted with the help of the ideas and images revealed through metaphors. With the help of these metaphors, the certain imaginative categories and statements of student teachers about the teacher, the student and teacher-student…
Kidder-Wilkerson, Kathy S.
The purpose of this study was to analyze case law related to teacher evaluation between 1980 and 2008 in the SREB states to determine the problems associated with teacher evaluation and if these problems were documented in the literature. Content analysis of teacher dismissal cases revealed many types of teacher evaluation problems. The two most…
Southern Federal University in Relation to Teacher Education Modernization Project: Strategic Reflection of the Testing Results of Integrative Modules of the “Cultural-Historical Psychology and Activity Approach in Education” Research Master’s Program
Chernaya A. V.
Full Text Available The article describes the experience of a strategic reflection of the Southern Federal University participation in the project of modernization of teacher education. It analyses how theoretical, methodological and organizational-activity basis of “Cultural-Historical Psychology and Activity Approach in Education” research master’s program designed by Moscow State University of Psychology & Education relates to the strategic objectives of Southern Federal University. Priorities and forward-looking statements in the strategy for the training of specialists in education based on action-competence approach, integrative principle of educational modules construction, network forms of cooperation of educational institutions are shown. Basic methodological ideas of culturalhistorical psychology and activity theory and their applicability to the needs of modern education objectified in the draft are specially considered. The article presents the preliminary test results of integrative modules of research master’s program for Southern Federal University
Statement of the problem. Science education literature had agreed that an important goal in students' learning is the development of scientific and technological literacy. One effort that teachers have integrated into their practices for addressing this goal has been teaching within the contexts of Internet Science Projects. Greater awareness of teachers' perspectives of their best practices and their beliefs and reasons for these practices in the contexts of Internet Science Projects can improve the quality of science education programs. Methods. A series of pilot interviews was conducted during the 2000--2001 school year to develop the guiding questions for inquiring into teachers' perspectives of their best practices within the contexts of Internet Science Projects. This series of interviews resulted in the understanding of the need to select teachers with experiences with Internet Science Projects and to conduct in-depth phenomenological interviews for learning from their voices. Two teachers were purposefully selected as the participant-informants for this study, one an American elementary teacher from Walker County, Georgia, and one a Russian teacher from St. Petersburg, Russia. The study was conducted from October through December 2001. The data collected for this qualitative study consisted of a series of in-depth phenomenological interviews, classroom observations, and the collection and analysis of various artifacts including teacher journals, student products, and e-mail/bulletin board transcripts. The interview structure was based upon a modification of expanding Seidman's (1998) three interview series into multiple interviews concluded upon the determination of saturation of the topic. The series of interviews were composed of (1) life history focus; (2) the details of the experience of teaching within the contexts of Internet Science Projects; and (3) reflection on the meanings. The data analysis consisted of applying Strauss & Corbin's (1990) open coding structure. Results. The results of this study revealed that these teachers carried their best practices from traditional teaching into their practices in the contexts of Internet Science Projects. The teachers created student-centered learning environments by focusing upon their classroom structure over that of the Internet Science Project. The teachers created strong local learning experiences inside an outside of their classroom environments where students were able to build strong understandings of the topic area before becoming engaged in virtual collaborations and Internet communications. This engagement allowed success in the face of any contingencies that might prevent or limit the ability for the teachers' classrooms to actively collaborate across the Internet. The teachers built their practices in Internet Science Projects upon questions prompted by their students' real world experiences, developed local understandings before progressing into exchanges for global collaborations, and built worldview perspectives.
Marchant, Gregory J.; David, Kristine A.; Rodgers, Deborah; German, Rachel L.
Current accountability trends suggest an increasing role in state mandates regarding teacher evaluation. With various evaluation models and components serving as the basis for quality teaching, teacher education programs need to recognize the role teacher evaluation plays and incorporate aspects where appropriate. This article makes that case and…
Handal, Boris; Herrington, Anthony
This paper discusses the role of mathematics teachers' beliefs and their impact on curriculum reform. It is argued that teachers' beliefs about the teaching and learning mathematics are critical in determining the pace of curriculum reform. Educational change is a complex process in which teachers hold strong beliefs about the quality and the process of innovation. Curriculum implementation may only occur through sufferance as many teachers are suspicious of reform in mathematics education given its equivocal success over the past decades. It is not surprising then that many teachers, when they come to enact the curriculum in their classes, rely more on their own beliefs than on current trends in pedagogy. These beliefs, conservative as they might be, have their own rationality in the practical and daily nature of the teaching profession, and in the compelling influence of educational systems from which these teachers are paradoxically the social product. The literature indicates that many of these teachers hold behaviourist beliefs, a fact that has strong implications for the success of constructivist-oriented curriculum reform. In general, studies of teachers' pedagogical beliefs reveal the extreme complexity of bringing about educational change, and largely explains the failure of many past reform endeavours.
Charl, Wolhuter; Hannes, van der Walt; Ferdinand, Potgieter; Louisa, Meyer; Thapelo, Mamiala.
Full Text Available The need for an inspired professional teacher corps to haul South African school education out of its current low level of quality was the driving force behind this project. Its aim was to determine what counted as sources of inspiration for student teachers and hence for future teachers. Based on a [...] conceptual-theoretical study, a questionnaire that could probe student teachers' sources of inspiration was completed by a sample of student teachers (n = 1,683). A factor analysis of their responses revealed the following as their sources of inspiration, from most to least important: (extended) family, religion, the teacher education institution, teaching practice, friends, and personal life. A comparison with similar research elsewhere revealed that, in this sample of respondents, considerations, such as education being the only accessible profession or being forced to enter the teaching profession because of economic circumstances, did not figure at all.
To advance systems of teacher education, curriculums must be enhanced with relevant activities aligned with practicum experiences to enhance the value of their education. Acting as a bridge to connect knowledge learned at the university and practical teacher applications in schools throughout the community, a research project involving several constructive activities was embedded within four literacy courses during the last two years of teacher candidates’ undergraduate education. Results of...
Abdoel, Ricardo; Geraedts, Hay
This paper describes a research about the changing role and competences of teachers and the willingness of the teachers to change. The researchers developed and conducted a survey at Fontys University of Applied Sciences department engineering to find out how teachers teach and how they would want to teach. The conclusion drawn from this research results in five subjects of attention: 1 To investigate new teaching competences 2 To investigate new teaching strategies 3 To develop coll...
Full Text Available Textbook prices have soared over the years, with several studies revealing many university students are finding it difficult to afford textbooks. Fortunately, two innovations – open educational resources (OER and open textbooks – hold the potential to increase textbook affordability. Experts, though, have stated the obvious: that students can save money through open textbooks only if teachers are willing to develop and use them. Considering both the high price of textbooks and the benefits offered by OER and open textbooks, the aim of this study was to assess the University of the South Pacific (USP teachers’ willingness towards development of custom-built OER derived open textbooks for their courses with a focus on providing a foundation for strategies to promote open textbook development at USP. This paper reports the findings of an online survey of 39 USP teachers. The results show that 17 teachers were willing to develop OER derived custom-built open textbooks for their courses. Besides this, there are findings relating to six important areas: teachers’ motivation to develop open textbooks; the frequency of more than one prescribed textbook per course; teachers’ awareness of the costs of the prescribed textbooks; the average cost of prescribed textbooks in a course; teachers’ awareness and utilization of OER and open textbooks; and teachers’ perceived barriers to using OER and types of challenges they encounter while using OER. These findings have been discussed in relation to research studies on OER and open textbooks.
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.
Carter, Glenda; Stubbs, Harriett S.; Berenson, Sarah B.
Presents the results of a study on preservice teachers' conceptions of an environmental scientist at work. The teachers (N=65) were participants in a two-week project that focused on integrating environmental science research into the science curriculum. (DDR)
Ayoade Ejiwale Okanlawon
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.
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.
Estratégias de Interpretação Gráfica de uma Professora Polivalente ao Manipular Dados no Ambiente Computacional Primary School Teacher´ Strategies on Graphic Interpretation in Computational Environment
Sandra da Silva Santos
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.
The author investigated the differences between Jewish Israeli and Arab Israeli teachers in their satisfaction with their work. Initially, the goal of the present study was to investigate whether there were demographic attributes (such as age, gender, and education) that differentiated between the two groups of teachers. Later, the author added two variables, teachers' perceptions of their occupation and teachers' perceptions of their principals' leadership styles, to the analysis to examine their contribution to the level of satisfaction for each group. Regression analyses revealed the significant power of the two added variables in predicting teacher satisfaction among both Jewish and Arab Israeli teachers. The author discussed implications of the findings in relation to principals' roles and teachers' perceptions. PMID:15739776
The purpose of the present study was to validate the Teacher Efficacy Scale for Classroom Diversity (TESCD). This scale was developed to measure preservice teachers’ self-efficacy beliefs in their capability to teach students from diverse backgrounds. Four hundred and seventeen (N=417) preservice teachers participated in the study. Data analyses revealed that overall the TESCD has a good construct and concurrent validity and reliability. Recommendations are made for using ...
Schou, Lotte Rahbek
This proposal highlights the AERA 2007 theme of foreign educational research by seeking to pinpoint potential causes of inter-group conflict among the immigrant Muslim and native communities in Denmark by surveying Danish teacher values. The perceptions Muslim and non-Muslim teachers have about teaching Islamic and national values in Danish society reveal the level and depth for or against national civic and social integration. Survey data from teachers, the principal architects for shaping valu...
Mojgan Afshari; Kamariah Abu Bakar; Wong Su Luan; Bahaman Abu Samah; Foo Say Fooi
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 not ...
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.
Because they focus on the quality of instruction, teacher evaluations can be powerful catalysts for teacher and school improvement. But today, the typical teacher evaluation consists of a single, fleeting classroom visit by an administrator untrained in evaluation. Often he or she wields a checklist of classroom conditions and teacher behaviors…
John Jairo Viafara González
Full Text Available Colombian English as a foreign language student teachers’ opportunities to grow as educators through international sojourns do not usually subsume the traditional study and residence abroad goal. This was the case for our participants who engaged mainly in working abroad with study being ancillary. Fifty student teachers from two public universities reported how their international sojourn bolstered their intercultural learning. Three different programs, disconnected from participants’ academic institutions, became vehicles for their experiences abroad. Surveys and interviews reveal that participants’ origin, selected programs, and contextual circumstances influenced their intercultural learning. As a result, intercultural development gravitated towards awareness of intercultural patterns, critical reading of culture, and pre-service teachers’ repositioning to build cultural agency. Implications suggest the need to connect traveling abroad programs to undergraduate curricula.
Esra, Bukova-Güzel; Berna, Cantürk-Günhan; Semiha, Kula; Zekiye, Özgür; Aysun Nüket, Elçí.
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 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.
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
Berit, Lundgren; Eileen, Scheckle; Denise, Zinn.
Full Text Available This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of lit [...] eracy practices and teaching. Interviews and observations with eight teachers were conducted to understand their literacy practices. The result indicates that sustainable development is a process that takes time. Furthermore, the study shows that the teachers relate to students' context and own experiences as a means of introducing a topic. While some teachers try to give the students access to cognitively demanding tasks, most tasks and events in the classrooms are cognitively undemanding and context-embedded. The importance of offering teachers examples of varied literacy practices and of making classroom literacy practice visible is noted.
Erkaya, Odiléa Rocha
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.
Gabel, Dorothy L.; Samuel, K. V.; Helgeson, Stanley; Novak, Joseph; Butzow, John
In the past few years, science educators and the nation at large have become increasingly concerned about the Crisis in Science Education. An underlying cause of this crisis is the nonuniform quality of instruction delivered by secondary science teachers. One way to improve the quality of teaching in the schools is the application of science education research findings to teaching. Most teachers are unaware of the research findings and/or do not apply them in their classrooms. This study helps determine the areas of research which are of greatest interest to secondary science teachers. Results will be used by NSTA to determine the contents of future volumes of the monograph What Research Says to the Science Teacher. A random sample of 600 secondary science teachers was obtained from the National Registry of NSTA. Teachers were sent a 23 item questionnaire that asked them to rate their interest in each research topic on a five point scale. The questionnaire contained the 12 items prepared by a NARST-NSTA committee in 1979 and an additional 11 items using the same format. Demographic data collected from the survey included sex, teaching assignment, role in school, type of school, type of community, years of teaching experience, and familiarity with What Research Says. Data were analyzed using this demographic data as well as according to whether teachers returned the original or a follow-up questionnaire. Teachers who returned the first questionnaire had basically the same preferences as those who returned the follow-up questionnaire. Sixty percent of the teachers completed the questionnaire in usable form. Overall results of the study based on both frequency of response and on mean rating indicate that the following five topics are of greatest interest to secondary science teachers: laboratory experiences, motivational techniques, effect on college courses, problem solving, and meaningful learning. Analysis of data according to the subject taught indicated that chemistry and physics teachers are more interested in problem solving than biology teachers, and that chemistry, physics, and earth science teachers are also interested in the sequence of the content. Males and females had the same top five interests but in a different order. The same is true for teachers of grades 7-9 versus grades 10-12. Rural teachers preferences varied substantially from those in other settings and differences were also found for teachers familiar with What Research Says compared to the rest of the sample. For every classification of teacher, the area of least interest was sex difference research.
Elis Homsini Maolida
This study reports the teacher?s oral positive and corrective feedback in a classroom interaction in ESL young learner context in Indonesia. The study was conducted in a primary one class of a newly-established international school where English was used as the medium of instruction not only in English class but also in almost all subjects. It was revealed that the teacher employed more positive feedback than corrective feedback in the interaction, and in employing positive feedback the teach...
Ben Said, Selim
This volume gathers contributions from a range of global experts in teacher education to address the topic of language teacher education. It shows how teacher education involves the agency of teachers, which forms part of their identity, and which they take on when integrating into the teaching community of practice. In addition, the volume explores the teachers' situated practice dynamic negotiation of classroom situations, socialization into the professional teaching culture, and ""on the ground experimentation"" with pedagogical skills/techniques.
Milne, Robert William
The characteristics of submitted analogies reported used by 15 secondary-school chemistry teachers in classroom instruction during a six-week period were evaluated in light of literature recommendations for effective uses of analogies. Teacher e-mail responses to biweekly, stimulated reflection prompts regarding submitted analogies, in conjunction with exit-interview responses, were also used to investigate teachers' content and pedagogical knowledge. Reported knowledge gains related to instructional uses of analogies resulting from participation in the study were evaluated. Analogy summaries submitted were analyzed for literature-identified characteristics indicative of instructionally effective analogy use. Using grounded theory, e-mail responses and exit interview transcripts were analyzed within a naturalistic framework. Results of these analyses were compared, providing a means for triangulating data and verifying that 15 participants were sufficient for the purposes of the study. Results suggest that analogies employed by participating teachers were largely congruent with major literature-based tenants for effective use, but generally failed to address analogy limitations. However, interview data indicated that participating teachers considered it important to discuss analogical limitations with students. Several data-supported explanations to resolve the discrepancy between expressed importance and actual appearance of analogical limitations in submitted analogy summaries are offered. Further, due to a lack of congruency between analog and target concepts, several submitted analogies had the potential for fostering serious student misconceptions. The study revealed two analogy-use criteria employed by chemistry teachers not found in reported literature: (a) the employed analog should relate to student experience, and, (b) the analogy---if anthropomorphic should be inclusive, not deprecating any segment of society. The prevalence of anthropomorphic analogies submitted by participating teachers---providing evidence of attempts to relate to student experience---raises concerns that student understanding of the nature of science might be adversely impacted by attributing "volition" to physical phenomena. Stimulated reflection as employed in this study permitted non-threatening opportunities to gather information about teacher content and pedagogical knowledge. Evidence suggests that a majority of teachers adopted more thoughtful, analytical perspectives regarding instructional uses of analogies as a result of participating. Teachers also valued exposure to new instructional analogies, allowing them to enlarge their analogy repertoire for classroom use.
Renshaw, Tyler L; Long, Anna C J; Cook, Clayton R
This study reports on the initial development and validation of the Teacher Subjective Wellbeing Questionnaire (TSWQ) with 2 samples of educators-a general sample of 185 elementary and middle school teachers, and a target sample of 21 elementary school teachers experiencing classroom management challenges. The TSWQ is an 8-item self-report instrument for assessing teachers' subjective wellbeing, which is operationalized via subscales measuring school connectedness and teaching efficacy. The conceptualization and development processes underlying the TSWQ are described, and results from a series of preliminary psychometric and exploratory analyses are reported to establish initial construct validity. Findings indicated that the TSWQ was characterized by 2 conceptually sound latent factors, that both subscales and the composite scale demonstrated strong internal consistency, and that all scales demonstrated convergent validity with self-reported school supports and divergent validity with self-reported stress and emotional burnout. Furthermore, results indicated that TSWQ scores did not differ according to teachers' school level (i.e., elementary vs. middle), but that they did differ according to unique school environment (e.g., 1 middle school vs. another middle school) and teacher stressors (i.e., general teachers vs. teachers experiencing classroom management challenges). Results also indicated that, for teachers experiencing classroom challenges, the TSWQ had strong short-term predictive validity for psychological distress, accounting for approximately half of the variance in teacher stress and emotional burnout. Implications for theory, research, and the practice of school psychology are discussed. PMID:25642703
Johnson, Susan Moore; Donaldson, Morgaen L.; Munger, Mindy Sick; Papay, John P.; Qazilbash, Emily K.
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…
Odland, Glenn; Ruzicka, Mary
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…
This qualitative study explored the perspectives of parents and teachers in the US with regard to the meaning and implications of disability in the context of schoolling, and of raising a child with a disability. The findings revealed broad conceptual differences in the perspectives of these two groups. Teachers' beliefs were generally consistent…
Johnson, Bruce; Down, Barry
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…
Harding, Kathryn A.; Darling, Carol Anderson
In-depth interviews with four family and consumer sciences teachers indicated that none had been prepared for inclusive classrooms and they had positive attitudes about special education students. Classroom observations revealed some instances where students were not included and highlighted the effect of teacher knowledge and behavior. (SK)
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…
Hongboontri, Chantarath; Keawkhong, Natheeporn
This mixed-methods research project documents the school culture of Hope University's Language Institute and reveals the reciprocal relationship between the school culture and the instructional practices of the English as a foreign language (EFL) teachers in this particular institute. Altogether, 62 EFL teachers agreed to complete a…
The aim of this research is to reveal the levels of understanding of student science teachers regarding the digestive system. In this research, 116 student science teachers were tested by applying the drawing method. Upon the analysis of the drawings they made, it was found that some of them had misconceptions such as "the organs of the…
Programa de Formação Continuada para Docentes da Educação Superior: um estudo avaliativo a partir dos resultados de uma tese / Continuing Education Program for Higher Education Teachers: an evaluative study based on thesis results
Sueli Petry da, Luz; Newton César, Balzan.
Full Text Available O objetivo deste artigo é apresentar considerações avaliativas sobre os resultados de uma tese de doutorado intitulada "Programa de Formação Continuada para Docentes do Ensino Superior: um estudo de caso",desenvolvida na Universidade do Vale do Itajaí - UNIVALI, Itajaí, Santa Catarina, e apresentada [...] na Faculdade de Educação, da Universidade Estadual de Campinas - UNICAMP, em Campinas, Estado de São Paulo, em novembro de 2007. A metodologia utilizada na pesquisa foi um estudo de caso, por meio de narrativa. O plano de desenvolvimento do artigo está dividido em quatro partes. A primeira contextualiza a instituição e o referido Programa em sua primeira edição. A segunda apresenta a metodologia e a análise dos dados da pesquisa. A terceira parte aborda os resultados do estudo de caso. A quarta parte avalia os resultados alcançados. Ao final, efetuam- se considerações que sinalizam para a importância da continuidade de estudos, em favor do estado da arte sobre formação continuada para docentes do ensino superior, que objetive caracterizar a identidade e profissionalidade docente, em nível nacional, principalmente a partir dos saberes e fazeres desses programas. Abstract in english This article offers some evaluative considerations of the results of a doctorate thesis entitled "Programa de FormaçãoContinuada para Docentes do Ensino Superior: um estudo de caso" (Continuing Education Program for Higher Education Teachers: A case study), carried out at the Universidade do Vale do [...] Itajaí (University of Vale do Itajaí) - UNIVALI, in Itajaí, Santa Catarina, and presented at the School of Education of the Universidade Estadual de Campinas - UNICAMP, in Campinas, State of São Paulo, in November 2007. The methodology used in the research was a case study, by means of a narrative. The article is divided into four sections. The first section outlines the context of the institution that developed the Program and the Program itself in its first edition. The second presents the research methodology used and the data analysis. The third addresses the results of the case study, and the fourth section evaluates the results obtained. At the end, some considerations are made that point to the importance of further studies on the state- of- the- art in the area of continuing education for higher education teachers, seeking to characterize the identity of the teaching professional, at the national level, particularly based on the knowledge and activities of these programs.
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.
Conceptual Change and Science Achievement Related to a Lesson Sequence on Acids and Bases Among African American Alternative High School Students: A Teacher's Practical Arguments and the Voice of the "Other"
Wood, Lynda Charese
The study of teaching and learning during the period of translating ideals of reform into classroom practice enables us to understand student-teacher-researcher symbiotic learning. In line with this assumption, the purpose of this study is threefold:(1) observe effects of the Common Knowledge Construction Model (CKCM), a conceptual change inquiry model of teaching and learning, on African American students' conceptual change and achievement; (2) observe the shift in teacher's practical arguments; and (3) narrate the voice of "the Other" about teacher professional learning. This study uses retrospective data from a mixed-method approach consisting of Phenomenography, practical arguments and story-telling. Data sources include audio-recordings of a chemistry teacher's individual interviews of her students' prior- and post-intervention conceptions of acids and bases; results of Acid-Base Achievement Test (ABA-T); video-recordings of a chemistry teacher's enactment of CKCM acid-base lesson sequence; audio-recordings of teacher-researcher reflective discourse using classroom video-clips; teacher interviews; and teacher and researcher personal reflective journals. Students' conceptual changes reflect change in the number of categories of description; shift in language use from everyday talk to chemical talk; and development of a hierarchy of chemical knowledge. ABA-T results indicated 17 students in the experimental group achieved significantly higher scores than 22 students in the control group taught by traditional teaching methods. The teacher-researcher reflective discourse about enactment of the CKCM acid-base lesson sequence reveals three major shifts in teacher practical arguments: teacher inadequate preparedness to adequate preparedness; lack of confidence to gain in confidence; and surface learning to deep learning. The developing story uncovers several aspects about teaching and learning of African American students: teacher caring for the uncared; cultivating student and teacher confidence; converting dependence on teacher and self to peer interdependence. The study outlines six implications: caring conceptual change inquiry model for the often unreached mind; developing simple chemical talk into coherent chemical explanation; using CKCM for alternative high school students' conceptual change and achievement; engaging teachers in elicitation and appraisal of practical arguments for reconstruction of beliefs; overcoming challenges in teacher practical argument research; and "storytelling" as a way of unpacking teacher transformation amidst complexities of classroom teaching and learning.
Reeves, Todd D.
There is considerable evidence that new teachers are ill prepared for classroom practice, including self-reported evidence collected from teachers (e.g., Levine, 2006), and statistical evidence for differences in the achievement of students with new versus more experienced teachers (Rivkin, Hanushek, & Kain, 2005). In light of the challenges encountered by new teachers (e.g., Levine, 2006), this study examined the value of different forms of teacher knowledge for teachers with different levels of experience. In particular, this study investigated the interactive relationship between teaching experience and teacher content knowledge, and student achievement in mathematics and science. In New York City, Boyd et al. (2009) linked practice-focused teacher preparation to student mathematics achievement in the first year of teaching and teacher content preparation to achievement in the second. However, other studies demonstrated interactions between teaching experience and content knowledge with different interpretations (e.g., Kukla-Acevedo, 2009; Monk, 1994). At the same time, this study examined the interactive relationship between teaching experience and teachers' pedagogical content knowledge, and student achievement. Extant models of teacher career development (Huberman, 1989; National Research Council, 2010) and how teacher education affects student achievement (e.g., Desimone, 2009) offered theoretical grounding for the study. With nationally representative samples of fourth and eighth grade U.S. students--participants in the 2011 Trends in International Mathematics and Science Study--this study employed hierarchical linear modeling to address its research questions among an array of student achievement outcomes in the domains of mathematics and science. This study attempted to account for salient student, teacher, and contextual factors, and the probabilities of teachers' receipt of various teacher education "treatments" (i.e., propensity score analysis) to reduce the plausibility of selection threats to internal validity. The study found no evidence for relationships between teacher content knowledge or pedagogical content knowledge and student mathematics and science achievement in fourth and eighth grade. Furthermore, the results indicated no interactive relationships between forms of teacher knowledge and teaching experience, and student achievement in these grades/subjects. The limitations of cross-sectional, observational studies using large-scale data and directions for further research are discussed.
Four teachers of elementary aged emotionally handicapped students participated in a 10-session relaxation training program using guided imagery and music. Analysis of scores on the A State-Trait Anxiety Inventory revealed that all teachers reduced their stress level through the exercises. Further, all the teachers demonstrated their ability to…
This action research study was conducted in an elementary school with a team of seven fourth- grade teachers. Transcripts of the fourth-grade teachers' discussions during their common planning sessions were recorded and analyzed. The data revealed that during collaborative planning sessions the teachers repeatedly referred to authentic…
West, John; Taylor, Myra; Houghton, Stephen; Hudyma, Shirlene
The Knowledge about Attention Deficit Disorder Questionnaire (KADD-Q) was administered to 256 teachers and 92 parents. Statistical analysis revealed the KADD-Q to be an internally consistent measure of teachers' and parents' knowledge of ADHD. Findings demonstrated that the levels of teachers' and parents' knowledge about the causes of ADHD was…
Howley, Marged D.; Howley, Aimee; Henning, John E.; Gillam, Mary Beth; Weade, Ginger
This study used qualitative interviewing with teachers at three high schools to answer research questions about teachers' assessment knowledge, school-specific assessment cultures, and teachers' perceptions of the assessment literacy of other key stakeholders. Data analysis revealed shared knowledge and practices across schools--use of formative…
Wang, Lijia; Lai, Manhong; Lo, Leslie Nai-Kwai
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…
Engel, Mimi; Cannata, Marisa
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…
Chingos, Matthew M.; West, Martin R.
Since 2002, public school teachers in Florida have been permitted to choose between a defined benefit (DB) and a defined contribution (DC) retirement plan. We exploit this unique policy environment to study new teachers' revealed preferences over pension plan structures. Roughly 30 percent of teachers hired between 2003 and 2008 selected the DC…
Thackeray, Rosemary; Neiger, Brad L.; Bartle, Heidi; Hill, Susan C.; Barnes, Michael D.
Investigated elementary school teachers' perspectives on barriers and enablers to teaching health in the classroom. Data from teacher interviews and focus groups revealed several barriers and few enablers, with three general thematic areas: existing policies or guidelines for instruction, limited instruction time, and teacher preferences. Overall,…
Gunn, Alexandra C.; Berg, David; Hill, Mary F.; Haigh, Mavis
An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic.…
Wheldall, Kevin; Merrett, Frank
A survey of 198 British elementary teachers revealed that 51 percent believe they were spending too much time on behavior problems. Three-quarters of the teachers identifed boys as their most troublesome students. Asked to identify the most troublesome classroom behaviors, the teachers selected "talking out of turn" and "hindering other children."…
Swartz, Rebecca Anne; McElwain, Nancy L.
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…
Scott, Sonya V.; Rodriguez, Louie F.
This study draws from a larger phenomenological study on African American academic persistence and career aspirations in education. This article highlights three African American males' experiences with concentrated forms of stereotype threat in teacher education. Their voices revealed dimensions of how power and privilege operate in teacher…
mustafa naci kayao?lu
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.
Teacher evaluations are underused in public schools, resulting in the loss of knowledge critical to professional development. Knowledge management (KM) theory offers approaches that can lead to improvements in the effectiveness of evaluations and teacher performance. This multiple case study of 9 campuses in an exemplary school district…
A review of the empirical literature was conducted to establish the relation between teacher and student ethnicity, and cognitive and noncognitive student outcomes. It was hypothesized that ethnic teacher-student congruence results in more favorable outcomes for especially minority students. A total of 24 quantitative studies focusing on primary…
Towndrow, Phillip A.; Tan, Kelvin
Positive claims are made for the adoption of practices that permit greater levels of involvement in teacher appraisals. The assumption is that when teachers are more involved in observing and evaluating their teaching, corresponding increases in empowerment and autonomy occur as a direct result. This paper challenges this claim by arguing that…
Zambo, Debby; Zambo, Ron
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…
Crossman, Alf; Harris, Penelope
Low job satisfaction has been cited as a possible cause of the current teaching crisis in the UK. This article reports on a study that examined job satisfaction among secondary school teachers in different types of secondary school. The results indicate a significant difference in the overall job satisfaction scores of teachers by type of school.…
Krumsvik, Rune Johan
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,…
Sugar, William; Crawley, Frank; Fine, Bethann
This study examined teachers' beliefs about technology adoption as a reasoned, deliberate, intentional decision-making process, as reflected in Ajzen's (1985) Theory of Planned Behavior. Qualitative and quantitative data were collected from teachers in four schools located in the southeastern region of the United States. Overall results indicated…
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…
Larsen, Marianne A.
Discusses the expected knowledge base of British Victorian elementary teachers in the rational and scientific study of pedagogy and didactics. Concludes comparative research has revealed prevalence of similar pedagogic discourse in Great Britain and North American schools. (KDR)
Meral Oren; Ithel Jones
The purpose of the study was to examine the relationships between child temperament, teacher-child relationships, and teacher-child interactions in four preschool classrooms. The preliminary analyses revealed classroom differences for all variables. In all the classrooms except one, the temperament factor Reactivity had positive and high correlations with Conflict in the relationship. Task Orientation was positively correlated to the Closeness subscale in three of the classrooms. In two of th...
Kim, Hye Jeong; Miller, Heather R.; Herbert, Bruce; Pedersen, Susan; Loving, Cathy
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.
The purpose of this study was to investigate teachers' attitudes towards inclusive education in Jordan, and the factors that influenced such attitudes. Qualitative research was used to gather information from all general education and special education teachers. The sample consisted of 90 teachers at 7 schools. The results of this study showed…
Korthagen, Fred A. J.
A Dutch teacher education school developed a program to train future teachers to reflect on their experiences as a means of directing their own growth in the profession. The program is described and feedback results are summarized. Implications for teacher education are drawn. (MT)
Eden, Sigal; Heiman, Tali; Olenik-Shemesh, Dorit
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)…
Ticha, Marie; Hospesova, Alena
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…
An interview with David Berliner explores his claims that research on teacher effectiveness will only be applied practically when "connoisseurs of teaching" act as teacher coaches, helping teachers to analyze the effects of their behaviors, specify new behaviors, and assess the results. (PGD)
In the correlation between professional experiences of preservice science teacher and classroom managerial skills, professional experiences were designed to prepare science teacher in the future. The effects of program were described the result of implementing professional experiences of 67 preservice science teachers. Data were collected by using…
Brundage, Gregory C.
Survey study of 53 foreign EFL teachers in Jeonju City, South Korea looks at causes of teacher stress and coping mechanisms between the years of 2004 and 2006. Results show foreign EFL teachers report moderate levels of stress and attribute stresses in roughly equal measures to student misbehavior and school director/administrative sources. Survey…
Sesen, Harun; Basim, Nejat H.
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…
The development of learning technology today, have a direct impact on improving teachers' information technology competence. This paper is presented the results of research related to teachers' information technology competence. The study was conducted with a survey of some 245 vocational high school teachers. There are two types of instrument…
The paper discusses the role of schools in Great Britain's preservice teacher education, noting the political history of the country's teacher education. Research shows that the result of partnerships between schools and institutions of higher education has been teachers who enter the field with satisfactory qualifications. (SM)
A six-year case study was conducted on the impact of, and teachers' role in, the use of computers and the Mathcad program in mathematics instruction at a technical college. Results for 2 teachers and 51 of their students showed definite stages in the teachers' use of the computer technology. (SLD)
Effective communication occurs with non-verbal and verbal tools. In this study the body language as non-verbal communication tool is taken to be examined, and teachers' opinions about the use and importance of body language in education are surveyed. Eight open-ended questions are asked to 100 teachers. As a result, it is shown that teachers…
Stripling, Christopher T.; Roberts, T. Grady
The purpose of this study was to examine the mathematics ability and efficacy of Florida preservice agricultural education teachers. Results indicated that the preservice teachers were not proficient in solving agricultural mathematics problems. On the other hand, the preservice teachers were efficacious in personal teaching efficacy and personal…
Westling, David L.
Seventy teachers (38 special education and 32 general education teachers) completed a questionnaire using Likert-type scales to describe several traits and conditions about themselves and students with challenging behavior. Results indicated that most teachers did not use many effective strategies or receive sufficient support, and viewed…
Frase, Larry E.
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)
Recepoglu, Ergun; Kilinc, Ali Cagatay; Cepni, Osman
The purpose of this research is to examine the motivation level of teachers according to school principals' humor styles. The humor styles survey and job motivation scale were used to gather data from 305 randomly selected teachers employed in primary schools in Karabuk. Results indicated that 141 of the teachers claimed school principal had…
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 importan...
Thara Sabapathy; Louis George
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...
Professional teacher’s ethics is a collection of moral codes of their professional work. It is significant that the teaching profession respects certain designated professional-ethical codes of conduct between the teachers and the students, with their colleagues and other people they professionally cooperate with. This study is focused on analysis of the professional ethical relation of teachers towards students, seen from student’s point of view. These are the results of student’s report...
Ahmed Ali Bahaj
Full Text Available A descriptive KAP study about smoking was conducted in all the ten secondary schools in Hadramout coastal districts during October 2004 – April 2005 and a total of 317 teachers were enrolled in the study (182 male, 135 female teachers. The findings revealed that about 8% of the teachers were smokers; all smokers were males (prevalence 14%. Only 10% of teachers had received training to limit smoking among students, and 27% had educational materials about harmful effects of smoking. The study concluded that low smoking prevalence, good knowledge and attitudes of teachers, especially female teachers, toward smoking may offer a chance for smoking prevention strategies in secondary schools.
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.
Mason, Kevin O.
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…
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
Biological energy flow has been notoriously difficult to teach. Our approach to this topic relies on abiotic and biotic examples of the energy released by moving electrons in thermodynamically spontaneous reactions. A series of analogical model-building experiences was supported with common language and representations including manipulatives. These materials were designed to help learners understand why electrons move in a hydrogen explosion and hydrogen fuel cell, so they could ultimately understand the rationale for energy transfer in the mitochondrion and the chloroplast. High school biology teachers attended a 2-wk Students Understanding eNergy (SUN) workshop during a randomized controlled trial. These treatment group teachers then took hydrogen fuel cells, manipulatives, and other materials into their regular biology classrooms. In this paper, we report significant gains in teacher knowledge and self-efficacy regarding biological energy transfer in the treatment group versus randomized controls. Significant effects on treatment group teacher knowledge and self-efficacy were found not only post-SUN workshop but even 1 yr later. Teacher knowledge was measured with both a multiple-choice exam and a drawing with a written explanation. Teacher confidence in their ability to teach biological energy transfer was measured by a modified form of the Science Teaching Efficacy Belief Instrument, In-Service A. Professional development implications regarding this topic are discussed. PMID:23737635
Gargus, Gerald Vincent
This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support meetings, classroom coaching/Big Lab co-teaching, summer institutes, and off-campus conferences and seminars. Results indicated that the effectiveness of the six venues was closely tied to the level of collaborative planning that took place between the Alexander Science Center School and the associated California Science Center. Examination of teachers' and stakeholders opinions reflect that after a year-and-a-half of operations, the school's professional development program is perceived as disjointed and ineffective, but that the foundation of a sound program has been established.
This study documents the use of the Draw-a-Science-Teacher-Test as diagnostic tool for both preservice teacher beliefs about science teaching and science methods course effectiveness. Direct comparison of pre-course to post-course images from 50 preservice elementary teachers was undertaken using McNemar's test. Results indicated statistically…
Dr. Segun M. OLATUNBOSUN
Full Text Available The study constructed and tested an eight-variable model for providing a causal explanation of achievement of secondary school students in chemistry in terms of student variables - attitude to learning chemistry, background knowledge in Integrated Science, teacher variables - attitude to chemistry teaching, attendance at chemistry workshop and school environment related variables-class size, laboratory adequacy and school location. The study adopted an ex-post facto research type the population was made up of 621 senior secondary III chemistry students and 27 Senior Secondary III chemistry teachers in Oyo State, Nigeria. Four sets of instruments were used, these were chemistry Achievement Tests (SACS, Teacher. Attitude Towards Chemistry Teaching Scale (TATCTS and Laboratory Adequacy Inventory (LAI. The results revealed that 7.20% of the total effect on achievement in chemistry was accounted for by all the seven predictor variables when taken together. It was also revealed that only four variables -school location(X1 laboratory adequacy (X3, teachers’ attitude to chemistry teaching(X5 and teachers’ attendance at chemistry workshop(X4 had direct causal influence and also made significant contributions to the prediction of achievement in chemistry (X8 (the criterion variable. Recommendations based on the significance of these variables were then highlighted.
Full Text Available In Indonesia, Ki Hajar Dewantoro is one of the most respected scholars in education philosophy. He stated the importance of trust earned by teachers in guiding students in their learning activities. The teacher, as the leader in the class, needs to develop mutual trust between students and teachers. Trust to teachers is strongly required by students as a foundation in developing and expanding their relationship and also social network. It is also the fundamental element in their desire to pursue higher education, for it is only through a sense of trust that student will embrace an empowering sense of freedom and pursuit the knowledge. The exercise of this freedom requires a risk on behalf of students based on the trust of their teachers and the learning experience that they provide. If students trust their teachers, they will be more able to focus on the task at hand and to work and learn more effectively. A total number of 291 senior high school students in Yogyakarta (males=147, females=144 completed an open-ended questionnaire developed for this study that asks how much they trust their teachers and the reason why they trust their teachers. The data was analyzed using indigenous psychological approach of analyzing the content of open-ended responses, categorization of the responses and cross-tabulating with demographic/background information. Results indicated that 63% of participants stated that they trusted their teachers. The main reason for trusting their teachers are as follows: they are perceived as being similar to their parents, teachers’ ability in transferring knowledge, the relationship with teacher, and their abilities of guiding students. The study concluded that trust of senior high school students was established because of views that teachers are parents that have competence in delivering knowledge and are formally established as teachers. Therefore a teacher’s behavior that similarly represents a parent’s behavior at home will produce a child’s trust and this will become the foundation for the students to learn better.
Full Text Available The purpose of this research is to examine the prospective elementary school teachers’ perceptions on socioscientific issues. The research was conducted on prospective elementary school teachers studying at a university located in western Turkey. The researcher first taught the subjects of global warming and nuclear power plants from a perspective of socioscientific issues in the science and technology education course and then conducted the research. Concurrent parallel design, one of the mixed-method research approaches, was used to conduct the research. In this context, semi-structured interviews were conducted with eight teachers in the qualitative strand of the study to explore the phenomenon. The data obtained from the interviews were analyzed using thematic analysis. During the quantitative strand of the research, 113 prospective teachers were administered a questionnaire form. The results of the study revealed that none of the participating prospective teachers mentioned about the religious and cultural characteristics of socioscientific issues, and they need training about how to use socioscientific issues in teaching.
Vaswani, N V; Kapoor, I
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
Soleiman Yahyazadeh Jeloudar; Aida Suraya Md.Yunus
The purpose of the study is to analyze the social intelligence level of teachers employed in government secondary schools in Malaysia based on selected demographic variables such as age, and how they relate to the classroom discipline strategies used. The sample of the study comprises 203 teachers. The study also revealed that there were significant differences between teachers’ age groups and their social intelligence. Further a significant relationship was noted between teachers’ social int...
Ngimbudzi, Fredy Wilson
The purpose of this study is to examine the factors that are associated with teachers? job satisfaction. A study sample of 162 (N=162) teachers was surveyed. The descriptive statistics techniques revealed that teachers are satisfied with aspects under the following dimensions: social benefits, meaningfulness of the job and support from administration. Conversely, the teachers indicated they are least satisfied with the aspects under the job characteristics dimension. Additionally, the inde...
A. O?uzhan KILDAN
Full Text Available This study was carried out to reveal the changes related to the “child” concept of the teacher trainees through metaphors in their first and forth years based on behaviourism and constructivism. 104 teacher trainees studying at the faculty of education of a state university between 2007 and 2011 participated in the study. As a data collection tool, teacher trainees were given a paper on which “a child is like…; because…” was written. This paper was accepted as a written document. Qualitative and quantitative techniques were carried out in order to analyse the data. The metaphors gathered through the papers were analysed according to qualitative analysis principles. Kruskal-Wallis H Test was performed in order to find out whether the relation between the departments of the teacher trainees and the philosophical foundations of the metaphors they devised was significant. As a result of data analysis, it was observed that there was not an important change in the philosophical foundations of the metaphors devised by the teacher trainees regarding the concept of “child”. In addition, there was not a significant difference between the departments of teacher trainees and the philosophical foundations of the metaphors they devised in their final year.
Full Text Available The aim of this study was to investigate physical education teachers’ of job satisfaction, organizational commitment and self-esteem levels, reveal the relationship between the genders and to examine the relationship between them. Research on 213 physical education teachers (137 male and 76 female participated voluntarily. The average age of participants is 36.1312.11. In the study, "Rosenberg Self-Esteem Scale", "Job Satisfaction Scale" and "Organizational Commitment Scale" is used. The data was analyzed in SPSS 18 package program by descriptive statistic techniques, independent variables t-test and Pearson’s correlation test. According to survey data, the average scores of self-esteem levels between male and female physical education teachers was found a statistically significant difference (p<.05. When job satisfaction dimensions are examined, promotion and advancement, superior-subordinate relationship, personality, status, intelligence and abilities, rewards and encouragement, to participate in decisions, working together, the physical conditions and communication scores, among men and women physical education teachers significant differences were found (p<.05. Looking at the dimensions of organizational commitment were found affective and normative commitment in average scores, among men and women physical education teachers significant differences (p<.05. As a result, there is an important relationship between the gender and job satisfaction, organizational commitment and self-esteem of the physical education teachers.
Fatma A?GÜL YALÇIN
Full Text Available “The purpose of this study was to investigate science-teacher candidates’ science teaching self-efficacy beliefs according to grade level and gender. A survey approach was used in the study. The sample consisted of 192 first and fourth grade pre-service science teachers enrolled in the department of Science Teacher Training in the Education Faculty at Bayburt University. Data was collected using a likert type test, “science teaching self-efficacy belief scale” with 23 items, adapted to Turkish by the researcher, and originally developed by Enochs-Riggs (1990. The coefficient of Cronbach alpha for the Turkish version of the test was found to be 0.81. Variance analysis (two-way ANOVA was performed on the collected data to reveal whether there are significant differences in science teacher candidates’ self-efficacy beliefs of science teaching according to grade level and gender. The results of the analysis showed that science-teacher candidates’ self-efficacy beliefs of science teaching are considerably high. In addition, the same findings indicated that there were statistically significant differences in science-teacher candidates’ self-efficacy beliefs of science teaching with respect to both grade level and gender, in favors of female.
Full Text Available This paper reports the findings of an empirical study that explored whether EFL teachers’ use of incidental focus-on-form techniques was influenced by their level of experience. Also, it investigated the distribution of incidental focus on form types at intermediate level and they were coded based on Lyster and Ranta (1997 and Panova and Lyster (2002 models. Incidental focus on form occurs spontaneously, without prior intention during meaning-focused activities and targets a variety of linguistic items. Here specific forms are not intentionally focused on, but are attended to spontaneously by teachers and other learners within meaning-driven contexts. Six teachers (three experienced and three novice participated in this study. The data was drawn from transcripts of oral corrective feedback moves of six intact classes which were audio and video-recorded totaling 9 hours. A descriptive design which employed qualitative and quantitative data collection procedure was adopted. The results revealed that experienced teachers used incidental focus on form techniques more frequently than novice teachers. This study supports the notion that integrative activities which can integrate a focus on form into L2 communicative activities can contribute to learning a foreign language in terms of both accuracy and fluency.Keywords: Corrective feedback- Incidental focus on form- Teacher experience
Wang, Li; Du, Xiangyun
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.
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.
Full Text Available Education is globally being perceived as the issue of critical significance, capable of modifying the economic scenario and transforming the dream of millions for a better quality of life into achievable reality. In the whole process of education, premises and equipment are needed but persons are the vital to them and among them the teacher’s role is the most significant. Teaching competency can be defined as identifiable effective teaching behaviors or composite skills that are required for the transaction of the content and can be specified in behavioral terms, which are aimed to bring about desired pupil outcomes and which are aimed to bring about desired pupil outcomes. The present study is an attempt to study the level of teaching competency among the TET qualified teachers and also to find out the rural urban as well as gender difference differences in teachingcompetency of TET qualified teachers. The sample of the study comprised of 107 schools from both rural and urban areas from 4 educational blocks and to make equal or near equal number of sample from both rural and urban areas 5% of the total population of TET qualified teacher from rural areasand 30% of the total population of TET qualified teachers from urban areas were selected as sample. Descriptive survey method and stratified random sampling as well as saturated sampling have been used. For the present study “General teaching Competency Scale”-GTCS- PBLM by Dr. B. K. Passi (Indore, M.S. Lalita (Mysore. Datas were analysed by using descriptive statistics such as mean. Standard deviation etc. and inferential statistics such as t test, chi square etc. The result of the study revealed that there are differences in the levels of teaching competency among the TET qualified teachers’ and regarding differences both community and gender are not considered as important variable.
Peters, Gayle D.
This study contributes to the existing literature in teacher education on teacher professional identity (Beijaard, Meijer & Verloop, 2004; Lamote & Engels, 2010; Rots, 2007), particularly in response to curriculum change and professional development. It proposes to offer a much better understanding of how chemistry teachers’ professional identities have evolved through their school and work experiences, and the tensions they experience associated with their beliefs about teaching and learning and their actual practice. Specifically, this study aims to identify how teachers' professional identities have evolved following the introduction of the latest chemistry curricula in Manitoba. These latest chemistry curricula advocate for a more learner focused 'tetrahedral orientation' (Mahaffy, 2004) teaching practice that supports chemistry learning through the use of Johnstone's (1991) three modes of representation - the symbolic, macroscopic and molecular levels - as well as a human element dimension. This study also aims to identify how teachers' professional identities have evolved following their participation in long-term professional development offered by teacher educators at the University of Manitoba. Additionally, this study aims to determine whether teachers feel they have experienced tensions associated with their beliefs about teaching and learning and their current teaching practices as a result of sustained professional development. Finally, this study aims to determine whether the curriculum changes and associated professional development have led teachers to think about and reflect more on their teaching practice and whether this has led to a change in their beliefs about teaching and learning and their teaching practice. Urie Bronfenbrenner's (1979) Model of the Ecology of Human Development was used as a theoretical framework for this study. This study was informed by semi-structured interviews involving 32 teachers of chemistry that were conducted during the fourth phase of a five-year research and development project supported by the University of Manitoba's Centres for Research in Youth, Science Teaching and Learning (CRYSTAL). These interviews suggested that teachers have experienced some tensions associated with their beliefs about teaching and learning and their current teaching practices. The study further elicited data from eight of these 32 teachers via a qualitative narrative inquiry study employing narrative interviews to reveal teachers' perceptions of their evolving professional identities and chemistry teaching practices. Teaching life stories constructed from the narrative interview data revealed that these teachers feel that their professional identities have evolved through their school and work experiences, and that a change in curricula followed by supportive professional development has caused these teachers to reflect more on their teaching practices. Furthermore, though these teachers indicated that they have experienced tensions associated with how they want to teach and their actual teaching practices, they feel they have experienced a shift in their beliefs about teaching and learning such that they feel their teaching practices have improved through their more consistent use of the four modes of representation in chemistry learning. The qualitative data show, however, that these teachers still feel that they have a long way to go to achieve a truly learner focused classroom practice where these four modes of chemistry learning are being used the majority of the time. The study closes by recommending that a much broader study be undertaken to include more teachers of chemistry in Manitoba to verify and add to the findings of this study, among other suggestions.
Full Text Available This study was conducted to investigate the perceptual change in pre-service teachers’ effective teacher beliefs throughout their education in English Language Teaching (ELT Department of which programme is constructed spirally from theoretical knowledge to the practical one. Throughout a data collection procedure lasted 5 academic terms, 80 pre-service teachers were asked to write their ideas about “the characteristics of an effective teacher”. In each time, as the pre-service teachers moved from theoretical courses to practical ones, the data obtained at each time was analyzed through content analysis and classified under 3 semantic groups; “content knowledge, classroom behaviours, academic qualities”. Results showed that pre-service teachers’ beliefs of effective teacher changed throughout their teacher education programme as theymoved from theory to practice.
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
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.
Emiliana Vegas surveys strategies used by the world's developing countries to fill their classrooms with qualified teachers. With their low quality of education and wide gaps in student outcomes, schools in developing countries strongly resemble hard-to-staff urban U.S. schools. Their experience with reform may thus provide insights for U.S. policymakers. Severe budget constraints and a lack of teacher training capacity have pushed developing nations to try a wide variety of reforms, including using part-time or assistant teachers, experimenting with pay incentives, and using school-based management. The strategy of hiring teachers with less than full credentials has had mixed results. One successful program in India hired young women who lacked teaching certificates to teach basic literacy and numeracy skills to children whose skills were seriously lagging. After two years, student learning increased, with the highest gains among the least able students. As in the United States, says Vegas, teaching quality and student achievement in the developing world are sensitive to teacher compensation. As average teacher salaries in Chile more than doubled over the past decade, higher-quality students entered teacher education programs. And when Brazil increased educational funding and distributed resources more equitably, school enrollment increased and the gap in student test scores narrowed. Experiments with performance-based pay have had mixed results. In Bolivia a bonus for teaching in rural areas failed to produce higher-quality teachers. And in Mexico a system to reward teachers for improved student outcomes failed to change teacher performance. But Vegas explains that the design of teacher incentives is critical. Effective incentive schemes must be tightly coupled with desired behaviors and generous enough to give teachers a reason to make the extra effort. School-based management reforms give decisionmaking authority to the schools. Such reforms in Central America have reduced teacher absenteeism, increased teacher work hours, increased homework assignments, and improved parent-teacher relationships. These changes, says Vegas, are especially promising in schools where educational quality is low. PMID:17407930
Nagel, Charles I.
This study reports the results of teachers' and principals' perceptions of the package evaluation process, a process that uses a combination of a traditional evaluation with a portfolio-based assessment tool. In addition, this study contributes to the educational knowledge base by exploring the participants' views on the impact of…
Full Text Available 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 striking differences are also apparent. Classroom reported practices clearly differentiate clusters. Somehow surprisingly almost a quarter of participants are ambivalent/inconsistent. For these teachers the mismatch between teaching beliefs, teaching goals and classroom practices seems to elicit some puzzling behaviors (e. g. «humiliating students in classroom that show inappropriate behaviors» that deserve further research.
Spencer, Ray C.; Hoffman, Darlene Haffner
Addresses concerns about school personnel records and legal precedents regarding privacy. Recommends inclusion in teacher education of content about teachers' privacy rights. Lists fair information practices for schools regarding the accuracy of and access to personnel records. (SK)
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...
Suzana N. Bancotovska
Full Text Available The teaching profession is built upon the initial education on relevant pedagogical faculties, and further upgraded and improved through continuing education through various forms of professional development.The competencies of the teacher for realization of educational activity represents the content and function of its professional obligations. Global taxonomy of teacher’s competences are consisted of pedagogical competencies and professional competencies.The pedagogical competence of the teacher has one main characteristic - it enables the organization and realization of educational process. The professional competences of the teacher, in fact, represent the competence and commitment to implement the teaching.The subject of research in this paper is the professional competences of the teachers. The research is focused on the identification of the professional competencies of the teacher, with the possibility of extension and deepening of the established taxonomy with new competences.The professional qualifications of teachers are closely related to the profile and characteristics of the educational system. Partial and global changes in educational systems have led to changes in competence of the teacher. In order to establish more successful future projection of the impact of teacher’s competences on all school activities and arising results, the proposed changes will focus on: improving the quality of working conditions in primary schools - the basic requirements to equip with modern educational technology; changes in curriculum placement; greater efficiency of educational work; systematic assessment of the teacher, which will result in raising its position in society.
Full Text Available The purpose of this research is to reveal teaching commitment of certified teachers who teach in private Madrasah in Jambi to increase the learning. The participants are teachers (civil servant who teach in several private Madrasah in Jambi. It is the phenomenology qualitative research, referring to the eleventh steps proposed by Spradley (1980. This research revealed two important findings. First, the teachers realize that they need to be committed in their teaching as a way to improve their professionalism and also instructional quality. The second important finding is that there is a lack of supervisory effort to supervise certified teachers, and thus there has no coordination between teachers and the stakeholders. This makes MGMP and KKG does not run effectively.
Orosmán Hernández Estévez
Full Text Available The paper describes the professional training of Bachelors in Primary Education in school functioning as university divisions. The paper’s objective is to suggest a system of actions to improve leadership and management of these institutions from the perspective of integrating the process of educating children, training professionally the pre-service teacher, and self-developing in-service teachers. Modelling the roll of the institution as a university division was the main result of the research; it includes the system of actions to be developed by pre-service teachers and ways for controlling them. Key words: Teachers’ education, tutorial, professional training.
Thompson, Greg; Cook, Ian
This paper uses Deleuze and Guattari's concept of faciality to analyse the teacher's face. According to Deleuze and Guattari, the teacher-face is a special type of face because it is an "overcoded" face produced in specific landscapes. This paper suggests four limit-faces for teacher faciality that actualise different mixes of significance and…
Zaffini, Erin Dineen
While much discussion and research is focused on the importance of music teacher mentors for preservice teachers and novice in-service music educators, little discussion has been devoted to the topic of how we, as members of the music education profession, can support the role of music teacher mentors. This article explores some of the benefits…
Laffey, James; Perkins, Phyllis
This handbook presents an orientation program for volunteer reading teachers. Four units covered include an overview of the volunteer tutoring program, the classroom teacher's public relations role in the program, implementation of the tutoring program, and the classroom teacher's administrative or managerial role in the volunteer tutoring…
Toh, Kok-Aun; Tsoi, Mun-Fie
The dire need of some schools to boost the academic performance of their students inevitably rests with their ability to attract highly qualified teachers. As such, the UK has put in place the Advanced Skills Teacher (AST) scheme, while the US has set the ball rolling in laying down standards for the certification of the master science teacher, to…
The trend in Scandinavia is to broaden teacher education and training for academic secondary school teachers in order to overcome excessive specialization. The context of apprenticeship of pre-school, primary teachers is changing toward a more academically oriented program. However, the affective part of the learning/teaching process is becoming…
This study examined the difference in the levels of the variables related to the school climate factors among the teachers teaching social science courses, the teachers teaching natural science courses, and the teachers teaching art, music and physical education. As a result of the analyzes, all the teachers reported open climate in relation to…
Does the music student teaching experience affect student teachers' classroom management beliefs and skills, and as a result of student teaching, do the classroom management beliefs and skills of music student teachers and their cooperating teachers become more congruent? Research indicates that student teaching does not affect student teacher…
Griffin, David K.
The purpose of this study was to investigate the level of self-reported job satisfaction and motivation among teachers in the Bahamas and Jamaica. A total of 168 Bahamian (n = 75) and Jamaican (n = 93) teachers completed the Teacher Motivation and Job Satisfaction Survey. Overall results indicate that teachers in the Bahamas reported higher levels…
Elfers, Ana M.; Plecki, Margaret L.; Knapp, Michael S.
This article summarizes the results of a 2-part study using both state databases and teacher surveys to examine teacher retention and mobility in Washington's teacher workforce. The first part of the research examined individual teacher records during a 5-year period. Statewide analyses were conducted, and 20 districts were selected for in-depth…
Barnabe, Clermont; Burns, Mildred
To test the Job Characteristics Model of Motivation, 247 Quebec teachers completed the Job Diagnostic Survey. Results demonstrated the utility of the model and the instrument for the teaching profession. Psychological states influenced the relationship between job characteristics and motivation/satisfaction outcomes. (SK)
van den Berg, Rudolf
In this article, a number of scientific schools of thought and research results are reviewed and found to show the importance of identifying the existential attributions of teachers. Important points of anchor are existential phenomenology and symbolic interactionism, the approach to organizations as emotional arenas, social-psychological…
Byrd, H.B.; Jennings, R.
This endeavor was comprised of three companion projects. They are interdependent components which together provide a significant enhancement to the existing programs in the School of Education at Norfolk state University.The primary focus of the project was in instructing regular and special education undergraduate students and teachers. As a result of this endeavor, instruction in science and engineering majors was enhanced.
Chandler, Louis A.
The paper examines the effects of stress on children and considers ways in which teachers can help them cope. Three major sources of stress are identified: (1) normal developmental stress, such as pressure for academic success; (2) endemic social stress, resulting from such social trends as rising divorce rates and the general erosion of the…
Chua Pei Lin
Full Text Available The rapid development of Information Communication and Technologies (ICTs has made tremendous changes in the twenty-first century. ICT is said to bring a variety of benefits in facilitating the teaching and learning process. Therefore, ICT has been the emphasis in school and higher institutions of education nowadays. However, to integrate ICT in education is not problem free, problems are faced by the teachers. This paper aims to investigate the ESL teachers’ perception toward the use of ICT in KT, Malaysia. Data were collected via interviews with four Form 4 English teachers in a secondary school in Kuala Terengganu. Findings show teachers have a positive perception towards the use of ICT. However, teachers claimed they face challenges in using ICT especially due to insufficient facilities.
Full Text Available Deep understanding, clear perception and accurate use of assessment methodology play an integral role in the success of a language program. Use of various assessment techniques to evaluate and improve the performance of learners has been the focal point of interest in the field of English Language Teaching (ELT. Equally researchers are interested in evaluating teachers’ awareness and improved performance in relation to the learners’ performance. The current study was designed to investigate the teachers’ awareness level and way of practicing the assessment tools for the better learning of the students in the English Language Institute (ELI, King Abdulaziz University. The research was based on the perceptions and feedback of 30 female language instructors from 5 different nationalities with varying qualifications and ELT experience working at ELI. Quantitative method was followed. A questionnaire was developed by the researcher was administered to the instructors. Descriptive statistics was used to analyze the data. The results revealed that all the participants had a clear knowledge about the use of assessment tools. It was also found that the teachers’ perceptions about assessment tools are least affected by their span of teaching experience. Another noteworthy finding was the poor practicing techniques of the instructors who were well aware of the assessment techniques.Keywords: KAU – ELI, Language Assessment Literacy (LAL, Assessment Literacy Program (ALP
Nivalainen, V.; Asikainen, M. A.; Hirvonen, P. E.
This study explores third-year preservice physics teachers’ (n=32) views concerning the objectives of practical work at school and university. Content analysis of their essays about practical work revealed not only the objectives of the practical work undertaken but also how they had experienced teaching as school and university students. The objectives most commonly referred to were related to the connections between theory and practice, motivation, understanding phenomena, learning how to observe, and learning how to report. In contrast, some objectives were recognized only rarely, which is an important issue for discussion as a future challenge. Preservice teachers’ positive experiences of practical work resulted from the successful implementation of practical work. According to our findings, practical work can in many cases be regarded as successful, especially when the participants understand the objectives of the teaching. In contrast, negative experiences reflected failures or difficulties in implementation. We conclude by suggesting that preservice teachers should be offered opportunities to reflect on their previous experiences and to see and experience in practice the advantages of practical work.
Full Text Available This study was conducted to determine the level of student teachers’ understandings of Newton’s laws of motion and relating these levels to identify student teachers’ models of understanding. An achievement test composed of two parts comprising 12 open ended questions was constructed and given to 45 pre-service classroom teachers. The first part of the test included 3 open-ended questions for each law asking students to explain a case, determine the physics law related to the case and write a case suitable for the related law. The second part was composed of three questions about defining Newton’s laws of motion.The data analysis was carried out in two stages. In the first stage, the analysis of understanding level showed that pre-service teachers were relatively successful at explaining a case about Newton’s law of motion. However, their achievement in defining these laws was low. In the second stage, the analysis of the understanding model revealed that students developed different understanding models such as Optimum Model (OM, Uncreative Model (UM, Theoretical Model (TM, Practical Model (PM, Memorizing Model (MM and Inappropriate Model (IM. As a result of the data analysis it was determined that only a few students had a scientific understanding model.The results showed that the student teachers’ have significant weaknesses in understanding the terms of fundamental knowledge of Newton’s Laws of Motion. This may stem from the lack of student teachers to relate scientific knowledge with real life phenomena and experiences. Another result of this study is that defining the level of understanding and model of understanding students can help educators to prepare and implement teaching activities more effectively to promote students’ thinking, discussing and interpreting skills.
Abstract Based on a theoretical understanding of standardised literacy testing as a social practice (Hamilton, 2001; 2012) this paper explores and discusses teachers´ perceptions of and practices around National standardised literacy testing in a Danish primary class with multilingual students. In the first part of the presentation it is analysed how the literacy tests used in the classroom construct a representation of a literacy level, and how this construction relates to central issues in the international academic discourse about standardised literacy testing of multilingual students. In the second part of the presentation it is explored how these standardised testing instruments and the result of the tests are embedded in teachers´ practices and in their perceptions of multilingual students´ literacy levels. The analysis is based on a six year longitudinal study in one primary school class in Denmark. Besides the standardised tests used in the classrooms the data consists of interviews with teachers,of observations of testing practices, and of school-home conferences. The analysis reveals that the validity of the standardised literacy tests is questioned in relation to multilingual students, and that the teachers embed the tests and their results in a broader competence framework in which a testing based construction and an everyday based construction of competence are operating side by side. These findings give reason to question and discuss equality oriented educational programmes and strategies for multilingual students in which literacy testing plays a central role, and to discuss ethical issues around the production and use of literacy tests in educational contexts characterised by linguistic diversity.
Zaffar Ahmed Shaikh
Full Text Available This paper aims to discuss the changing roles and competencies of a teacher in context of prevailing developments accomplished by the vast availability of social software, which have made easy the development of Personal Learning Environments (PLEs. This has been accomplished by an in-depth review of the literature on teacher’s socially situated competencies and roles with regard to the tasks and guidance they provide to students shape their PLEs. Review process provides an insight of PLE research studies, constructivist learning theories, and teacher changing roles. The results of this study outline the roles that portray the importance of teacher competencies as role in Planning and Design, Instruction and Learning, Communication and Interaction, Management and Administration, and Use of Technology
Dussault, Marc; Payette, Daniel; Leroux, Mathieu
The study was designed to test the relationship of principals' transformational, transactional, and laissez-faire leadership with teachers' collective efficacy. Bandura's theory of efficacy applied to the group and Bass's transformational leadership theory were used as the theoretical framework. Participants included 487 French Canadian teachers from 40 public high schools. As expected, there were positive and significant correlations between principals' transformational and transactional leadership and teachers' collective efficacy. Also, there was a negative and significant correlation between laissez-faire leadership and teachers' collective efficacy. Moreover, regression analysis showed transformational leadership significantly enhanced the predictive capabilities of transactional leadership on teachers' collective efficacy. These results confirm the importance of leadership to predict collective efficacy and, by doing so, strengthen Bass's theory of leadership. PMID:18567210
Full Text Available The aim of the article is to explore opportunities for appropriation of digital competence in teacher education. Digital competence is knowledge, skills and attitudes required in order to use technology critically and reflectively in the process of building new knowledge. According to Wertsch learning to use a cultural artefact is characterized by two processes: mastery and appropriation. The article reports from a case study of two teacher education institutions. Findings indicate that the same challenges are found in both institutions: the conflict between mastery and appropriation, and between personal and educational use of technology, and the resistance towards technology among some teacher educators. The results signify that in order to create opportunities for appropriation of digital competence and encourage use of technology as part of pre-service teachers’ professional didactic competence, technology should be better integrated as pedagogical tools for teaching and learning in all subjects in the teacher education programmes.
Full Text Available Discourse on 'problematic behavior' of the young in adolescence period is often present in lay, media, professional and scientific public. In this research, we performed empirical testing of the psychological concept of 'storm and stress', which is manifested by stereotypes about adolescents as rebels. The goal was to establish whether teachers hold stereotypes about younger adolescents as a social group and what the content of the stereotype is. Research participants were 193 teachers teaching the seventh grade in ten Belgrade primary schools. Factor analysis method established the presence of several factors, which reflect the psychological content and meaning of teachers' stereotypes about younger adolescents. The results of our research point out: (a that stereotypes of teachers about younger adolescents stand in partial correspondence with the content of a widely distributed concept of 'storm and stress'; (b that this concept is mostly loaded with a negative perception of pupils on the part of teachers and (c that teachers less often perceive pupils through the prism of some positive qualities. That is, teachers think that these positive qualities are not 'typical' qualities of adolescents if they are observed as a group. Interviewed teachers hold stereotypes about younger adolescents, but intensity and valence of stereotypes vary depending on the nature of obtained factors.
Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue to teach CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS. This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community. In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their participation in DCCE supported their identity development as a CS teacher. Overall, I found that these CS teachers held different teacher identities with varied features related to their motivation and commitment in teaching CS. I identified four concrete factors that contributed to these teachers' sense of professional identity as a CS teacher. I addressed some of these issues for CS teachers' identity development (especially the issue of lacking community) through offering professional development opportunities with a major focus on teacher reflection and community building. Results from this work indicate a potential model of supporting CS identity development, mapping the characteristics of the professional development program with particular facets of CS teacher identity. This work offers further understanding of the unique challenges that current CS teachers are facing in their CS teaching, as well as the challenges of preparing and supporting CS teachers. My findings also suggest guidelines for teacher education and professional development program design and implementation for building committed, qualified CS teachers in ways that promote the development of CS teacher identity.
Full Text Available 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 focusing on effective classroom management will enhance a teacher's skills and performance in the classroom.
Adapting Norton's (2000) notion of investment as an analytical lens along with thematic analysis, this longitudinal/narrative inquiry explores how 2 EFL teachers' language socialization in the United States resulted in an identity (re)construction as teachers of intercultural competence. Baris and Serkan's language socialization in the United…
Callahan, Kathe; Sadeghi, Leila
The Teacher Effectiveness and Accountability for the Children of New Jersey (TEACHNJ) Act was adopted by the New Jersey legislature in August 2012 with the intent to raise student achievement by improving the overall quality of instruction. As a result of this act, new teacher evaluation systems, known as ACHIEVE NJ, have been introduced in school…
Full Text Available 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 correlation between EI and level of aspiration. Whereas there is no positive correlation was found between EI and level of aspiration in respect of arts and social science of B.Ed student teachers respectively
This study investigates the relationship, if any, between teacher participation in a targeted professional development programme and changes in participants' instructional practice and their pupils' attitudes to learning primary science. The programme took place over a 2-year period in 15 small rural schools in the West of Ireland. Data sources include teacher and pupil questionnaires, semi-structured interviews and informal classroom observations. The findings reveal that as a result of their involvement in the programme, (a) teachers' instructional practice in science lessons became more inquiry-based and they were engaging their pupils in substantially more hands-on activities in science lessons and (b) pupils developed more positive attitudes towards learning science. The findings from this study add to what is known about delivering effective professional development.
Nuri BALTA; ERYILMAZ, Ali
The aim of this study is to determine the physics teacher’s views about changes made to physics curriculum andin-service training needs about new topics added. To achieve this purpose, a survey is conducted via Internet. Aquestionnaire of 11 Likert-type items was used as a data collection tool. Data supplied by the participants werecleaned and finally views of 100 teachers were taken into account. The analysis of the results demonstrated thatphysics teacher’s attitudes toward the changes are ...
Malik L.M., Vazi; Robert A.C., Ruiter; Bart, van den Borne; Glynnis, Martin; Kitty, Dumont; Priscilla S., Reddy.
Full Text Available ORIENTATION: Positive psychological and subjective wellbeing indicators have proven to be protective against certain physical illnesses but have been rarely assessed in teacher stress. RESEARCH PURPOSE: The main objective of this study was to assess the relationship between indicators of wellbeing a [...] nd stress and to further assess the relative importance of these wellbeing indicators in explaining stress variance in a large sample of Eastern Cape primary and high school teachers in South Africa. MOTIVATION FOR THE STUDY: The majority of teacher stress studies focus on the misfit between the individual's resources and the environmental demands. There is a scarcity of studies reporting on protective factors in teaching and we know little about their possible role as possible protective factors against stress. This is important in developing stress prevention strategies. RESEARCH DESIGN, APPROACH AND METHOD: A cross-sectional survey was used targeting public school teachers in the Eastern Cape. The sample size was 562 randomly selected teachers from both public primary and high schools. MAIN FINDINGS: The results revealed that stress is prevalent amongst teachers. Subjective and psychological wellbeing factors added significantly to the explained stress variance. Also, both negative affect and role problems had significant positive correlations with stress, whilst psychological wellbeing had a strong inverse relationship with stress. PRACTICAL/MANAGERIAL IMPLICATIONS: The results implied that interventions focusing on improving psychological wellbeing and reduction of negative affect can contribute to stress prevention. CONTRIBUTION/VALUE-ADD: The results contributed towards a better understanding of the relative importance of wellbeing constructs as protective factors against teacher stress.
Malik L.M. Vazi
Full Text Available Orientation: Positive psychological and subjective wellbeing indicators have proven to be protective against certain physical illnesses but have been rarely assessed in teacher stress.Research purpose: The main objective of this study was to assess the relationship between indicators of wellbeing and stress and to further assess the relative importance of these wellbeing indicators in explaining stress variance in a large sample of Eastern Cape primary and high school teachers in South Africa.Motivation for the study: The majority of teacher stress studies focus on the misfit between the individual’s resources and the environmental demands. There is a scarcity of studies reporting on protective factors in teaching and we know little about their possible role as possible protective factors against stress. This is important in developing stress prevention strategies.Research design, approach and method: A cross-sectional survey was used targeting public school teachers in the Eastern Cape. The sample size was 562 randomly selected teachers from both public primary and high schools.Main findings: The results revealed that stress is prevalent amongst teachers. Subjective and psychological wellbeing factors added significantly to the explained stress variance. Also, both negative affect and role problems had significant positive correlations with stress, whilst psychological wellbeing had a strong inverse relationship with stress.Practical/managerial implications: The results implied that interventions focusing on improving psychological wellbeing and reduction of negative affect can contribute to stress prevention.Contribution/value-add: The results contributed towards a better understanding of the relative importance of wellbeing constructs as protective factors against teacher stress.
J. C. Bunch
Full Text Available The purpose of this descriptive-correlational study was to assess the level of innovativeness of Oklahoma secondary agricultural education teachers regarding their use of the interactive whiteboard (IWB. The study also sought to determine if relationships existed between teachers’ IWB innovativeness scores and selected personal and professional characteristics. The findings of this study revealed that as a teacher’s age and years of teaching experience increased, his or her perceived level of innovativeness regarding use of interactive whiteboards (IWBs decreased. Therefore, younger and less experienced teachers were further advanced in Rogers’s (2003 innovation-decision process. In addition, this study found that a majority of the agriculture teachers were in the implementation and confirmation stages of the innovation-decision process. Implications and recommendations point to creating professional development experiences for teachers in the knowledge and persuasion stages of the innovation-decision process to learn about effective use of IWBs, to acquire procedural or “how-to” knowledge of the IWB, and to have opportunities to practice using it. Additional research should examine how the use of IWBs affects student learning and achievement in school-based agricultural education.
Manno, Jacqueline L.
Reform-oriented science teaching with a specific focus on evidence and explanation provides a student-centered learning environment which encourages children to question, seek answers to those questions, experience phenomena, share ideas, and develop explanations of science concepts based on evidence. One of the ways schools have risen to meet the challenge of ever-increasing demands for success in science and all other curricular areas has been in the development of professional development schools (PDSs). Dedicated to the simultaneous renewal of schools and teacher education programs, the structure of a PDS plays a significant role in the change process. The purpose of this research study was to investigate the nature of change in mentor teachers' beliefs and pedagogical practices toward science teaching in the elementary school as conveyed through their own "stories of practice". The major research questions that guided the study were: (1) How do mentor teachers describe their science teaching practices and how have they changed as a result of participation in PDS? (a) In what ways do PDS mentor teachers' descriptions of practice reflect contemporary reform ideas and practices in science education? (b) To what extent do their stories emphasize technical aspects of teaching versus epistemological changes in their thinking and knowledge? (c) How is student learning in science reflected in teachers' stories of practice? (2) What is the relationship between the levels and types of involvement in PDS to change in thinking about and practices of teaching science? (3) What is the depth of commitment that mentors convey about changes in science teaching practices? Using case study design, the research explored the ways experienced teachers, working within the context of a PDS community, described changes in the ways they think about and teach science. The connection to the issue of change in teaching practices grew out of interest in understanding the relationship between mentor teachers' engagement in PDS activities and their thinking about classroom practice. The main focus of this research study was on change in science teaching within the context of a professional development school. PDS literature and current literature on the learning and teaching of science in grades K-8 provided a theoretical orientation to guide the research. Additionally, literature on the process of change in schools helped to narrow the focus of the study while using a lens of situated learning provided additional insight. Analysis of the interview data generated seven assertions that captured the nature of the change process of mentor teachers. Science-specific professional development as well as strong support and encouragement within an active community of learners played significant roles in the transformation of mentor teachers from traditional or activity-based science teachers into educators who use reform-oriented methods and a lens of evidence and explanation to guide their science teaching. Mentor teachers acknowledged an increase in student interest and excitement toward science as a result of these changes in science teaching practices. In addition, data revealed that mentor teachers remained committed to their changed practice after several years. By examining the change process of mentor teachers in a PDS environment, findings from this study are discussed based on implications regarding the factors that contribute to and affect change as reform-oriented practices are implemented in science, a curricular area that is often neglected by elementary teachers.
Crow, Tracy, Ed.
"Teachers Teaching Teachers" ("T3") focuses on coaches' roles in the professional development of teachers. Each issue also explores the challenges and rewards that teacher leaders encounter. This issue includes: (1) Sharpening Skills for Our Century (Valerie von Frank); (2) Lessons from a Coach: First, I Assess How Teachers Learn (Julie…
The development of a professional teacher educator identity has implications for how one negotiates the duties of a teacher, scholar, and learner. The research on teacher educator identity in the USA has been largely conducted on traditional teacher educators, or those who have started their careers as public school teachers and then went on to…
Teacher performance assessment is a part of a global trend based on teacher education program. The purpose of this paper is to investigate the American Teacher Performance Assessment (TPA) program, to identify some of the features in creating a system for pre-service teachers in developing countries, and to suggest an ideal TPA model for strengthening the teacher education program.
Kalande, Wotchiwe Mtonga
The purpose of this study was to observe the science teaching practices of six primary school teachers in Standards 5 through 7, to learn about their perceptions of teaching science and to examine whether or not their teaching practices were in keeping with what they were taught during teacher preparation as well as Malawi's educational expectations for primary school science based upon MIITEP (Malawi Integrated In-service Teacher Education Program) handbooks. Three research questions were posited: (a) What is the teacher preparation program for primary teachers in Malawi? (b) What were the instructional practices of the six beginning primary school science teachers who were prepared in the teacher training college programs? (c) What connections were evident between what beginning primary school science teachers were expected to learn and what they demonstrated in the classroom? All of the six participants (5 males and 1 female) had completed MIITEP in the past three to five years. The data sources for these science teachers included a self-assessment form, pre-observation interviews, post-observation interviews, and lesson observations. Data were also gathered from MIITEP handbooks and three science teacher educators who were interviewed. The data were analyzed using descriptive analysis. The study revealed that there were matches, partial matches, and mismatches between what the six primary school teachers demonstrated in their classroom as compared with the Malawi Ministry of Education science teacher preparation expectations. Of particular interest were that science teachers did not fully engage pupils in most of the process skills for science teaching, nor did they utilize a variety of appropriate teaching and learning strategies and materials for teaching science. In addition, allotted time for teaching science lessons was not fully utilized due to, among other factors, time conflicts with other official and community welfare duties, and mixing English with vernacular during teaching. Implications for practice and for further research have also been suggested.
Full Text Available The aim of the research was to gain insight into the way in which teachers asses the volume, quality and purpose of user involvement in the educational process. The sample consisted of eight teachers, directors or participants of professional courses of lectures (Theoretical Foundations of Social Work, Social Work with an Individual, Social Work with the Family, Social Work with a Group, Social Work in the Community, Social Work with the People with Disability, Social Work and Problems of Young People, Social Gerontology at the Department of Social Work of the Faculty of Law, University of Zagreb, with whom semi-structured interviews were conducted.The results revealed that the teachers are either insufficiently informed or they consider that the level of involvement of users is not satisfactory. However, some of them think that there are positive changes and that the users are more included in different forms of the education process. There are also concerns that such forms of direct involvement of users can lead to their misuse and manipulation, i.e. that the users’ place is not at the faculty, except with the aim of better illustration of examples from practice. According to teachers, the students react positively to the involvement of users in the teaching process and it is, therefore, important to create the prerequisites (accessibility, respect of professional ethical standards, planning of involvement in the curriculum etc.. One of the recommendations for better user involvement in future curricula included the issues of planning of the user participation and achievement of mutual benefits, creation of a counselling centre at the faculty aimed at student education, formalization of cooperation with the users participating in the education process as well as the increase of hours of field placements.
Haine, D. B.; Kendall, L.; Yelton, S.
Climate Literacy: Integrating Modeling & Technology Experiences (CLIMATE) in NC Classrooms, an interdisciplinary, global climate change program for NC high school science teachers is administered by UNC Chapel Hill's Institute for the Environment (IE) with funding from NASA's Innovations in Climate Education (NICE) Program. Currently in its third year, this year-long program serves 24 teaching fellows annually and combines hands-on climate science investigations with experiential learning in fragile ecosystem environments to achieve the following program goals: increased teacher knowledge of climate change science and predicted impacts; increased teacher knowledge of modeling and technology resources, with an emphasis on those provided by NASA; and increased teacher confidence in using technology to address climate change education. A mixed-methods evaluation approach that includes external evaluation is providing quantitative and qualitative data about the extent to which program goals are being achieved. With regard to increases in teacher knowledge, teachers often self-report an increase in knowledge as a result of a program activity; this session will describe our strategies for assessing actual gains in teacher knowledge which include pre- and post-collaborative concept mapping and pre- and post-open response questionnaires. For each evaluation approach utilized, the process of analyzing these qualitative data will be discussed and results shared. For example, a collaborative concept mapping activity for assessment of learning as a result of the summer institute was utilized to assess gains in content knowledge. Working in small groups, teachers were asked to identify key vocabulary terms and show their relationship to one another via a concept map to answer these questions: What is global climate change? What is/are the: evidence? mechanisms? causes? consequences? Concept maps were constructed at the beginning (pre) and again at the end (post) of the Summer Institute. Concept map analysis revealed that post-maps included more key terms/concepts on average than pre-concept maps and that 6-9 NEW terms were present on post-maps; these NEW terms were directly related to science content addressed during the summer institute. In an effort to assess knowledge gained as a result of participating in an experiential weekend retreat, a pre- and post-open response questionnaire focused on the spruce-fir forest, an ecosystem prominently featured during programming, was administered. Post-learning assessments revealed learning gains for 100% of participants, all of whom were able to provide responses that referenced specific content covered during the retreat. To demonstrate increased teacher confidence in using technology to support climate science instruction, teachers are asked to develop and pilot a lesson that integrates at least one NASA resource. In collaboration with an external evaluator, a rubric was developed to evaluate submitted lessons in an effort to assess progress at achieving this program goal. The process of developing this rubric as well as the results from this analysis will be shared along with the challenges and insights that have been revealed from analyzing submitted lessons.
Full Text Available Nurturing creative thinking abilities in all learning areas and subjects is one of the cornerstones and ideals of Outcomes-Based Education (OBE) in South Africa. This article reports on the results obtained with a pilot study that set out to determine the extent to which creativity is presently nurt [...] ured in the History classroom. A qualitative study by means of semi-structured, one-on-one interviews with learners (n = 4) and teachers (n = 2) of History at a secondary school was conducted to determine learner and teacher perceptions related to the nurturing of creativity through the instructional practices of teachers applied during teaching and learning. The results revealed that the nurturing of creativity has not yet become reality in the History classroom. It was disconcerting to note that direct instruction dominates the teaching and learning of History and that very little opportunity for practical experience and interaction during teaching and learning exists. The article concludes with recommendations to teachers on how to purposefully enhance creativity during the teaching of History. This pilot study was conducted as partial fulfillment of the requirements for a BEd Honours degree, and to set the scene for a more extended study on creative thinking in History with larger groups of learners and teachers.
Hsu-Tong Deng; Li-Chiu Chi; Nai-Yung Teng; Tseng-Chung Tang; Chun-Lin Chen
Would teachers’ own lack of financial literacy inhibit their teaching financial education in the classroom? Using unique data from a sample of elementary school teachers in Taiwan, this paper examines the impact of teachers’ personal financial literacy on the effectiveness of their financial education teaching. Our results substantiated that there is a positive correlation between teachers’ financial literacy and financial education teaching. Furthermore, elementary school teachers underlying...
Nehring, Cristiane; Bauer, Magda Aline; Teixeira, Adriane Ribeiro
Introduction: Dance teachers are exposed to high sound intensities. Aim: To verify the sound intensity of music used by dance teachers during classes. Method: This was a transversal and prospective study. Dance teachers were evaluated with a sociodemographic questionnaire, and sound intensity level measurements were taken at the beginning, middle, and end of dance classes. Results: The sample comprised 35 teachers (average age, 31.8 years). The duration of their career as dance teachers was 1...
Karla Dias de, Oliveira; Regina Antunes Teixeira dos, Santos; Liane, Hentschke.
Full Text Available Este trabalho apresenta os resultados de um survey interseccional realizado com 104 professores de piano atuantes de Porto Alegre. Com relação à formação, cerca de 60% dos professores pesquisados possuem uma formação acadêmica na área de Música e menos da metade cursou o Bacharelado em Piano. A maio [...] ria dos professores considera ter aprendido a ensinar na prática e um terço da amostra alega seguir o modelo de seus professores. Quanto à atuação, os locais mais destacados são: a própria casa, seguido da escola de música e da casa do aluno. Os resultados revelaram que os professores investigados parecem aproximar-se dos modelos de professor improvisado, professor artesão e professor como profissional (RAMALHO, NUÑEZ e GAUTHIER, 2004). Abstract in english This paper presents the results of a cross-sectional survey conducted with 104 piano teachers in Porto Alegre (Brazil). Concerning the professional training, about 60% of the interviewed teachers possessed an academic degree in Music, and less than half of them were Piano undergraduates. Most of the [...] teachers considered that they have learned how to teach within their daily practice and one third followed the model provided by their previous piano teachers. Regarding their professional practice profile, most of the participants teach at home, followed by those who work in music schools or at the student’s home. The results revealed that the investigated teachers could be described according to what RAMALHO, NUÑEZ & GAUTHIER (2004) named as improvised, artisan and professional teacher models.
The fourth edition of CERN's High School Teachers programme welcomed 38 teachers to the Laboratory this July. For three weeks the teachers were immersed in the life of CERN, giving them a unique experience to take back to their classrooms. Participants and organisers of the HST 2001 programme. The pupils of the teachers who attended the High School Teachers (HST) programme at CERN will notice a difference when they meet their teachers at the beginning of next term. They'll see a new-found enthusiasm in their eyes, and this will be thanks to the three weeks they spent at the Laboratory attending the summer students' lectures and working with other teachers from around the world. 'This experience fires you up again!,' explains Wim Peeters, a Belgian teacher at CERN for the second time. For many teachers of physics, university is a long time ago. Physics research has moved on, and there are many new things to learn. That's why CERN has the HST, so that teachers can mix with university students in ...
Meissner, Whitney E.
The purpose of this research was to explore group differences between teachers participating in North Cascades Olympic Science Partnership (NCOSP) activities and a matched group of non-NCOSP teachers. Specifically, the study explored potential differences between groups on: (a) science achievement as measured by the science Washington Assessment of Student Learning (WASL), (b) teacher perception of knowledge, experience and confidence with lesson study, a collaborative professional development model, (c) teacher perception of knowledge with curriculum, and (d) teacher perception of knowledge and experience with pedagogy. Further, in order todemonstrate group similarities, demographic data for each group were described and considered in the areas of teacher gender, school grade span, school enrollment, percent of students receiving free and reduced meal benefits, percent of female students, percent of students who are an ethnic minority, and percent of students who are identified as special education. A total of 206 science teachers were randomly selected for this population. The experimental (NCOSP science teachers) and comparison (non-NCOSP science teachers) groups were both initially comprised of 103 participants. Data collected from 55 NCOSP teachers and 32 non-NCOSP teachers were valid and used in the statistical analyses. Descriptive and inferential analyses were completed. To ensure the NCOSP and matched groups were statistically similar, chi-square tests for independence were computed. A one-way Hotelling's T2, the equivalent of a MANOVA for two groups, was computed using the SPSS general linear model. The procedure simultaneously compared the independent variable (Group: NCOSP teachers and non-NCOSP teachers) across the seven dependent variables, student science achievement as measured by science WASL, curriculum knowledge, pedagogy knowledge, pedagogy confidence, lesson study knowledge, lesson study experience, and lesson study confidence. Results for the chi-square on 18 demographic group comparisons indicated a statistically significant group difference on only one characteristic. Results for the Hotelling's T2 indicated statistically significant differences (ps < .007) in favor of the NCOSP group on all dependent variables. Effect size estimates (d) ranged from small to large. Findings bear strong implications for the field of science teaching, learning, and professional development.
Wong, Sissy Sze-Mun
Experienced, prepared, and fully certified teachers have been related with higher student achievement, but teacher retention has been a challenge for many decades, especially retention of secondary science teachers. In order to support teachers and student learning, it is critical to understand what impacts secondary science teachers' decisions to persist in the field. This mixed methods study explored whether teacher beliefs were related to persistence over a three-year period. Participants were beginning secondary science teachers that participated in general induction programs provided by their school or district. These participants were selected due to their representative nature of the average beginning secondary science teacher in the United States. Participants' responses to annual semi-structured interviews were the source of data. Findings from quantitative and qualitative analyses revealed that the persisting teachers' beliefs remained stable over the three-year period. Quantitative analyses also revealed that there were no prevalent beliefs among the persisting teachers, even when the variables of gender and socioeconomic status of their schools were considered. When persisting teachers' beliefs about teaching and beliefs about learning were quantitatively analyzed, no relationship was found. Case study of one persisting teacher and one non-persisting teacher revealed that personal experiences and knowledge impacted their beliefs about teaching and learning. The persisting teacher that participated in inquiry-based experiences held student-centered beliefs, while the non-persisting teacher that participated in verification-type experiences held teacher-centered beliefs. This study contributes to the field of science education by examining science teacher persistence instead of attrition. It focused specifically on secondary science teachers while exploring their beliefs longitudinally. Implications from this study calls for teacher beliefs to be challenged during the induction phase, proper placement of new teachers into their first teaching positions, and mentoring programs that address general and content-specific needs. In order to promote retention, further studies need to be conducted on factors that impact secondary science teacher persistence. Through promoting and supporting teacher persistence, we can increase student learning and assist students in becoming scientifically literate adults.
Buer, Jurgen van; Squarra, Dieter
Analyzes how locus of control affects teachers instructional perceptions, their perceived workload, and their professional satisfaction. Reveals that teachers emphasizing an internal locus of control are satisfied professionally, see teaching as demanding, and positively view their instructional practices; teachers emphasizing an external locus of…
The objective of this research study was to identify the factors affecting the professional characteristics of teacher educators by comparing two models of teacher education. The research findings revealed four major focal points that have an impact on professional characteristics: the operational model adopted by the institution where teacher…
Guest, James Benjamin
The Mississippi Teacher Corps (MTC) was founded in 1989. Over the past 23 years more than 500 MTC participants have taught in critical-needs schools in Mississippi. The purpose of this study was to examine the effectiveness of Mississippi Teacher Corps teachers as compared to non-Mississippi Teacher Corps teachers. The method of research was a…
This paper provides a review of a selection of the literature in the field of English foreign language teaching related to teacher autonomy. The focus is on the core themes recurring in the literature, which comprise: rationale for teacher autonomy, definitions of the concept, descriptions of an autonomous teacher, recognition of the constraints on autonomy and suggestions for teacher education promoting teacher autonomy.
Teachers need to know a great deal, in many areas and in multiple ways. Teacher knowledge is a complex tapestry, and teachers must successfully weave the multiple threads. In this article, I present a conceptualisation of teacher knowledge that provides a framework for describing the complexity of teacher knowledge. The framework describes three…
Full Text Available Objective: Teachers’ job satisfaction is one of the key factors in institutional dynamics and is generally considered to be the primary variable by which the effectiveness of an organization’s human resource is evaluated. The objectives of this study were to assess the level of job satisfaction among university teachers and to clarify the associated factors. Method: A cross-sectional study was conducted between November 2013 and January 2014. Teachers from six universities in Shenyang, China were randomly sampled. The job satisfaction scale Minnesota Satisfaction Questionnaire (MSQ, perceived organizational support (POS, psychological capital questionnaire (PCQ-24, and effort-reward imbalance scale (ERI together with questions about demographic and working factors were administered in questionnaires distributed to 1500 university teachers. Hierarchical linear regression analyses were performed to explore the related factors. Results: 1210 effective responses were obtained (effective respondent rate 80.7%. The average score of overall job satisfaction was 69.71. Hierarchical linear regression analysis revealed that turnover intention, occupational stress and chronic disease all had negative impacts on job satisfaction, whereas perceived organizational support, psychological capital and higher monthly income were positively associated with job satisfaction among the university teachers. Age was also linked to the level of job satisfaction. All the variables explained 60.7% of the variance in job satisfaction. Conclusions: Chinese university teachers had a moderate level of job satisfaction. Demographic and working characteristics were associated factors for job satisfaction. Perceived organizational support showed the strongest association with job satisfaction. Results of the study indicate that improving the perceived organizational support may increase the level of job satisfaction for university teachers.
Pan, Bochen; Shen, Xue; Liu, Li; Yang, Yilong; Wang, Lie
Objective: Teachers’ job satisfaction is one of the key factors in institutional dynamics and is generally considered to be the primary variable by which the effectiveness of an organization’s human resource is evaluated. The objectives of this study were to assess the level of job satisfaction among university teachers and to clarify the associated factors. Method: A cross-sectional study was conducted between November 2013 and January 2014. Teachers from six universities in Shenyang, China were randomly sampled. The job satisfaction scale Minnesota Satisfaction Questionnaire (MSQ), perceived organizational support (POS), psychological capital questionnaire (PCQ-24), and effort-reward imbalance scale (ERI) together with questions about demographic and working factors were administered in questionnaires distributed to 1500 university teachers. Hierarchical linear regression analyses were performed to explore the related factors. Results: 1210 effective responses were obtained (effective respondent rate 80.7%). The average score of overall job satisfaction was 69.71. Hierarchical linear regression analysis revealed that turnover intention, occupational stress and chronic disease all had negative impacts on job satisfaction, whereas perceived organizational support, psychological capital and higher monthly income were positively associated with job satisfaction among the university teachers. Age was also linked to the level of job satisfaction. All the variables explained 60.7% of the variance in job satisfaction. Conclusions: Chinese university teachers had a moderate level of job satisfaction. Demographic and working characteristics were associated factors for job satisfaction. Perceived organizational support showed the strongest association with job satisfaction. Results of the study indicate that improving the perceived organizational support may increase the level of job satisfaction for university teachers. PMID:26473906
Full Text Available Research supports the importance of policies and interventions to infuse social emotional curricula in schools. The role of teachers in supporting young children’s social and emotional readiness for classroom learning has been recognized, but instruction in children’s well-being and social emotional competence is a low priority in teacher preparation programs. In this study we, used qualitative methods to examine whether we could successfully infuse an undergraduate curriculum and instructional course with social emotional learning content. The article reports on this effort, and considered the following questions: How can courses infused with SEL content impact prospective teachers’ views on the overall role of emotions in the classroom? What is the influence of the course on preservice teachers’ conceptions of SEL and its association with children’s classroom learning and behavior? How can teacher preparation programs encourage prospective teachers to consider children’s social emotional skills once they enter the classroom as teachers? At course end, the 15 enrolled students responded to predetermined questions as part of a self-reflection assignment. Using grounded theory methods, three themes were identified from participants’ reflections, including the connection between SEL and academic learning, shifting from teacher- to student-centered pedagogy, and the desire for continued learning related to SEL. An in-depth examination of these themes revealed that SEL concepts can be successfully infused in an undergraduate course on curriculum and instruction. Implications for teacher training are discussed and future avenues for research are presented.
Maria Regina Peres
Full Text Available This article approaches the importance of teacher practice and their initial and continuing education in the light of the challenges offered by the critical reflexive proposal. The aims of this study were to investigate the underlying assumptions regarding teachers’ current education and practice, to research and analyze the major difficulties found in the development of teaching practice, to comprehend and analyze the complexity inherent to the teacher’s performance in the initial years of elementary school. A bibliographic research and a qualitative research with elementary school teachers were therefore developed. The results indicate that although teachers believe the learning process to be continuous, they do not invest in this type of education. Furthermore it was found that teachers’ critical reflexive attitudes are blended with eproductivist attitudes.
Full Text Available This paper reports a preliminary study on in-service Additional mathematics teachers' knowledge of kinematics concepts. A survey consisting of TRUE / FALSE questions was issued to the participating teachers. The questions were collations of the common misconceptions identified by some local Physics teachers among the local Physics students. The participants were asked to supply the answers to the questionnaire with their answers substantiated with reasons. In this paper, we discuss the results of the survey done on a group of twenty six in-service Additional mathematics teachers and classify the teachers' misconceptions of kinematics concepts. The finding of this initial survey could be useful to spur further research on Mathematics teachers' subject content knowledge on kinematics. Pragmatically it would also be useful for any agency which is planning for any content upgrading workshops for in-service teachers.
Full Text Available A science experiment is the core tool in science education. This study describes the science teachers' professional competence to implement science experiments in teaching/learning science. The main objective is the motivation of science teachers to use science experiments. The presented research tries to answer questions aimed at the science teachers' skills to use science experiments in teaching/learning science. The research discovered the following facts: science teachers do not include science experiments in teaching/learning in a suitable way; are not able to choose science experiments corresponding to the teaching phase; prefer teachers' demonstration of science experiments; are not able to improvise with the aids; use only a few experiments. The important research result is that an important motivational tool for science teachers is the creation of simple experiments. Examples of motivational simple experiments used into teachers' training for increasing their own creativity and motivation are presented.
Full Text Available The aim of this study is to evaluate of primary class and science teacher candidates’ attitudes towards teaching of evolution theory. A total of 236 students, 120 primary class teacher candidates and 116 primary science teacher candidates, volunteered to participate in the research. The data for the research were collected with a data-collection tool that included two parts as “Personal Information form” and “Teaching Evolution Theory Attitude Questionnaire (TETAQ”. In the analysis of the data, a multivariate analysis (MANOVA for more than two group comparisons were used. In this study result; The teacher candidates’ negative attitudes for lack proof evolution due to the teaching of evolution theory mean scores of teacher candidates were higher than the teacher candidates’ positive attitudes towards need to the teaching of evolution theory. According to this finding, It can be said that the teacher candidates are negative generally the attitudes towards teaching of evolution theory.
Full Text Available In this article we report about a study to assess Dutch teachers' Pedagogical Content Knowledge (\\small PCK, with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research instrument: the Online Teacher \\small PCK Analyser (OTPA. The results show that Dutch teachers' \\small PCK scores between low and medium. Also we enquired whether there is any relation between teachers' \\small PCK and the textbooks they use by comparing the results of this study with those of a previous one in which the \\small PCK of textbooks was assessed. The results show that there is no strong relation. Finally, we looked for trends between teachers' \\small PCK and their educational backgrounds, as most of the Dutch teachers have a different background than Informatics. The results show that also in this case there is no strong relation.
This article proposes a set of human rights education standards for classroom teachers and, by implication, outcomes for teacher preparation programs. The discussion includes a brief description of human rights education and concludes with recommendations for teacher preparation programs.
Howard Z. Zeng
Full Text Available Problem statement: To be an accredited teacher education program, physical education teacher education (PETE programs must fulfill the national standards established by the National Association for Sport and Physical Education (NASPE. In order to meet the standards, a PETE program needs to have the cooperation of the following three levels of instructors: Specialist Teachers (STs, Inservice Teachers (ITs and Preservice Teachers (PTs. The STs are those who teach at colleges or universities, possess advanced degrees with full/associate/assistant professor titles and teach theoretical and skill courses. They participate in the academic activities of the PETE program; for instance, they serve as academic advisors and instructors of the PTs. The ITs are those who possess teacher certificates, bachelor or higher degrees and currently teach physical education/activity classes at middle/high schools. They also participate in the academic activities; for example, they serve as cooperating teachers providing guidelines and supports for the PTs. The PTs were college students who were studying in a PETE program. They intended to become PE teachers at K-12 school levels. They must complete the student teaching requirements at primary and secondary school class settings in order to graduate from colleges or universities. Approach: The purpose of this study was to examine the differences and similarities of Teaching Behaviors (TB and Learning Activities (LA in Physical Education (PE class settings taught by the three different levels of teachers. Participants were 45 PE teachers from the three levels and their students from a university and three high schools in an urban city of the United States. A total of 90 lessons taught by the three levels of teachers were videotaped and coded using the Direct Instruction Behavior Analysis (DIBA system. Results: Findings of the one-way independent group ANOVA revealed that eight out of 13 variables were significantly different (p Inservice Teachers (ITs > Specialist Teachers (STs; Praise/Encouragement, F = 14.422, PTs > STs > ITs; Feedback, F = 15.036, STs > ITs > PTs; Controlling, F = 8.997, PTs > ITs > STs; None of the Above, F = 17.313, ITs > STs > PTs; Motor-Engaged, F = 5.043, ITs > PTs > STs; Cognitive-Engaged, F = 6.049, STs > PTs > ITs; and Waiting for a Turn, F = 4.890, ITs > PTs > STs. No significant (p>0.05 differences were found on the following five variables among the three levels of teachers: Observing, structuring, questioning, preparing and get equipment/relocation. Conclusion: In conclusion, the STs appear to use more Feedback TB than the ITs and PTs and the students taught by the STs tend to engage more cognitive activities. The PTs appear to utilize more informing, praise/encouragement and controlling TB than the ITs and STs. Students taught by the ITs tend to have more Motor-Engaged and Waiting for a Turn activities than students taught by the STs and PTs. The ITs appear to utilize more None of the Above behaviors than the STs and PTs. The teachers of the three levels tend to use the behaviors of observing, structuring and questioning in a similar manner. The results of the present study facilitate the establishment of a new set of data in TB and LA for collegiate, high school and preservice teachers to modify and improve their instructions in PE class settings.
The 3rd edition of this year's Greek Teachers Programme was co-organized by CERN Education Group and the Hellenic Physical Society and took place from 8 to 12 November 2015. The programme targets physics high-school teachers from all over Greece. It aims to help teachers inspire the next generation of scientists and engineers by motivating their students to understand and appreciate how science works at the world's largest physics laboratory, whereby increasing their interest in pursuing studies in STEM fields in secondary and post-secondary education. 33 teachers took part in this programme which comprised lectures by Greek members of the CERN scientific community, with visits to experimental facilities, hands-on activities and dedicated sessions on effective and creative ways through which participants may bring physics, particle physics and CERN closer to their school classroom. In 2015, more than 100 teachers took part in the three editions of the Greek Teachers Programme.
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 th...
Goodwin, A. Lin; Kosnik, Clare
Becoming a teacher educator involves more than a job title. One becomes a teacher educator as soon as one does teacher education, but one's professional identity as a teacher educator is constructed over time. Developing an identity and practices in teacher education is best understood as a process of becoming. Though the work of teaching…
Marlene Rios Melo
Full Text Available The research aims to interpret the changes in teacher’s beliefs and teaching practice: she was committed to encourage her future teachers to adopt the socio-environmental issues for the development of scientific content in classrooms. The work is an action research conducted by a teacher at a private institution of Higher Education (IHE, in collaboration with other researchers over four years. The analysis used as a reference some concepts of Melanie Klein and the Teacher’s Discourses, drawn from analogies with Lacan’s Discourses. Data analysis allowed raising the difficulties, dilemmas and successes she encountered along the experience, as well as some changes in her educational beliefs and teaching practice. As a result of the process some social and environmental indicators were established which allowed to assess both the evolution of the teacher and the teaching projects of the students.
Full Text Available The Finnish education system offers faith-specific religious education throughout the comprehensive school. Today separate minority religious classes are offered parallel to the majority Lutheran and secular ethics education. The purpose of this study is to investigate how minority RE teachers and teacher coordinators view the inclusion of minority religious education in the school culture. Teacher and coordinator perspectives are investigated through an interview study with 23 religion teachers and 3 teacher coordinators in the Helsinki metropolitan area. The results show that teachers and coordinators experienced education as gaining stronger acceptance and equality in the school culture. However, issues of exclusion and discrimination emerged which raise questions on the viability of the current system of RE. The study argues for a need to improve structural issues in education as well as increased teacher participation and dialogue in the school culture.
Full Text Available The present study is undertaken to find out the secondary level urban and rural teachers’ attitude towards children with special needs in inclusive settings. The sample of the study consist of 210 nos of both urban and rural area high school teachers .The main objective of the study is to study the attitude of urban and rural teachers towards CWSN and inclusive education. The findings of the study reveals that most of the teachers have average and below average attitude towards CWSN studying in general schools and there is no significant difference of urban and rural male and female teachers in their attitude towards CWSN and inclusive education
Ceyhan, Aydo?an Aykut; Anadolu Üniversitesi, E?itim Fakültesi, E?itim Bilimleri Bölümü
The purpose of this study is to investigate the hopelessness levels of teacher trainees. The research was conducted with 427 senior teacher trainees. The Turkish Form of the Beck Hopelessness Scale and a questionnaire were utilized. The results indicated that the hopelessness levels of males were higher than those of females, and the hopelessness levels of teacher trainees who have chosen the profession unwillingly were higher than those who have chosen the profession willingly. The results a...
Worldwide there is an increasing demand for educational institutions to offer part of their educations online and mixed mode. For institutions to comply with these demands, it is necessary to prepare teachers (and other members of the staff), to fulfil their responsibilities within the virtual environment. Teachers must be able to organize their courses pedagogically according to different conditions, i.e., subject domains, group sizes, variations within communication and interaction. Teachers m...
Ludlow, Larry H.
Given the high stakes of teacher testing, there is no doubt that every teacher test should meet the industry guidelines set forth in the Standards for Educational and Psychological Testing. Unfortunately, however, there is no public or private business or governmental agency that serves to certify or in any other formal way declare that any teacher test does, in fact, meet the psychometric recommendations stipulated in the Standards. Consequently, there are no legislated penalties for faulty ...
Bogunovi? Blanka D.
Full Text Available In the context of individual musical instrument teaching, pedagogical abilities of a music teacher and the atmosphere he creates, result from his personality traits and can be of crucial importance for the initial and further progress of his students. The paper seeks to: describe the personality of a music instrument teacher, determine the differences in comparison to a group of non-musicians, and determine the position of personal characteristics in the structure of general and professional teacher profile. The sample comprised 60 individuals, teaching various musical instruments in five primary music schools. The research method is explorative and based on the use of the five-factor personality model (NEO PI-R was administered. The findings show that music teachers display a higher level of: openness, agreeableness and conscientiousness. The degree of congruence with the findings of other research is discussed and certain similarities were found, as well as differences stemming from professional and cultural specificities. Differences are proved to exist in relation to gender, musical instrument, working experience, degree of musical education and active public performance. Compared to non-musical population, it is confirmed that teachers of instrument in musical education represent a distinctive group. There are also differences between teachers who are oriented to pedagogic work only and those who, in addition, actively perform in public. Selection of teachers, according to characteristics which may be connected to students’ accomplishment, is a practical implication relevant for the music education.
Uitkoms van 'n intervensie ten opsigte van Engelse geletterdheid op die niemoedertaal-onderrigpraktyke van onderwysers in plattelandse skole / Outcomes of an English literacy intervention on non-mother tongue teaching practices of teachers in rural schools
Liesel, Ebersöhn; Ina, Joubert; Yolanda, Prinsloo; Susan, Kriegler.
Full Text Available In South Africa teachers' and learners' mother tongues are often different from the language of learning and teaching, which is mostly English. Non-mother tongue teaching and learning in high schools are impeded by learners' limited proficiency in English as a cognitive academic language. In additio [...] n, secondary school English language teachers lack competency to support learners who have failed to acquire core literacy skills in English during their primary school years, because they have been trained to teach English as a school subject rather than to use English as language of teaching and learning. A request to assist six English language teachers regarding this problem in a rural high school initiated this qualitative case study. Data were obtained by way of focus groups, observation and participant observation and were recorded in field notes and photographs. Pre-intervention thematic analysis of the problem of teachers ' experiences and emotional state regarding their language of teaching practices revealed themes of 1) inadequate training; 2) scarce resources; 3) learners' passivity and 4) extremely limited core literacy skills. These limitations were reflected in 1) teachers' feelings of incompetency; 2) powerlessness; 3) confusion and 4) despair regarding learners ' inability to read English. We designed and implemented a literacy intervention framed by theories of social learning and social development and based on phonetic principles. In designing the literacy intervention, we took teachers'and learners 'previous knowledge of phonics as the baseline of their zone of proximal development. Vygotsky's emancipatory concepts of a more knowledgeable other, as well as teaching by way of instruction and modelling conceptualised as scaffolding, were guiding principles. In addition, we incorporated Bandura's ideas about the value of motivation and self-efficacy expectations into our facilitation of the programme.The fluidity of our participatory action research design, framed by a constructivist paradigm, allowed our sample to snowball by way of participant-driven selection and thus to include five additional teachers from two neighbouring primary schools. Our expanded focus revealed a deeper root of the problem we were attempting to address, namely that the primary school teachers were not adequately trained for the challenges of non-mother tongue literacy education in a rural area either. Post-intervention thematic analysis of the data revealed that both secondary and primary school teachers were able to successfully adjust their non-mother tongue teaching practices, with positive outcomes in terms of learners' participation and achievement. Teachers' new experiences were manifested in 1) their utilisation of new techniques; 2) new resources, 3) learners' more confident participation and 4) academic improvement. Learners' changed interaction with teachers in turn seemed to have a positive effect on teachers' attitudes towards them. Teachers' new emotional state was expressed in 1) feelings of excitement; 2) empowerment; 3) inspiration and 4) pride. There exists a reciprocal interaction between teachers' perceptions of self-efficacy, motivation and pride on the one hand and learners enthusiasm and success on the other. Pursuant to the results of this study, we recommend that all teachers should be better trained to implement the best strategies for teaching non-mother tongue literacy. In-service training could be provided by way of distance learning. Because cognitive academic language proficiency is inseparable from successful learning in school, all teachers are in fact language teachers. The challenge to provide the circumstances and practices for acquiring core literacy skills in English is particularly daunting in rural schools. Support of teachers and learners should be ecologically sensitive and should build on existing competencies; such as knowledge of the phonetic foundations of English, as a useful basis for a literacy intervention. Adequate resources, empowerment of teachers, stra
V. S. Mundase - Gaur
Full Text Available Emotions are an intrinsic part of one’s biochemical makeup. Emotions play vital role in life, which profoundly enfluence life aspects in countless ways. The studies are being done in relevance with intelligence, development, maturity. The study is aimed at finding the Emotional Intelligence level among trainee teachers in relation to gender, stream studied, type of family they belongs to and nativity. Emotinal Intelligence Scale (EIS of Anukul Hyde, Sanjyot Pethe and Upinder Dhar was used to collect the data. The study conducted on a sample size of 140 trainee teachers including 75 male and 65 female, revealed that the female trainee teachers possess higher level of EQ than their male counterparts. Significant difference occure among trainee teachers when compared on the grounds of streams they studied and type of family they belongs to. Urban and rural nativity didn’t offer any scope for difference in EQ of trainee teachers.
Full Text Available The purpose of this study is to research discipline models of using teachers in the classes in terms of different variables (sexuality, years old, seniority, civil situation, formation, participation to inner service education, prizes taken of teachers, satisfaction of teachers, success level of students, and doing duty education rank of teachers. “Inquiry of Teacher Discipline Models” is used in this study. Validity and reliability of inquiry is done. It is carried out to teachers. In the study, t-test, Kruskall Wallis H-test, the analysis of one-way variance, and Mann Whitney U – test are counted. In the end of study, some interesting results are found out; Miss Teachers use teacher ineffective education, Behavior alteration and intelligence-result model. Married, old and senior teachers use more the Canter model. There isn’t any difference between taken lessons by means of education formation and inner service education teachers and untaken teachers. Taken thanking teachers use Kounin model. Having high satisfaction teachers use more Canter and Glasser models. Again in this study, it is determined that success level of students is not effective chosen of discipline model of teachers. Lastly, it is determined that first step teachers preference more using of Glasser model in the primary education.
Karaman, Cendel; Ökten, Celile; Tochon, François Victor
Based on the Deep Approach and learning modules prepared for Turkish as a Foreign Language, this qualitative study analyzed the experiences of instructors working at five research universities in the United States and one university in Turkey. The focus was on understanding how the implementation of the new approach was negotiated by teachers as they reflected on pedagogies. As a result of the interpretive analysis, we identified three main themes. This article presents how teachers practices...
Pérez i Testor, Carles; Behar Algranti, Júlia; Davins, M.; Conde Sala, Josep Lluís; Castillo, J.A.; Salamero, Manel; Alomar, E.; Segarra, S.
Schools play a key role in transmitting attitudes towards sexual diversity. Many studies stress the importance of teachers" and other professionals" attitudes towards gay men and/or lesbian women. This study evaluates attitudes and prejudices toward homosexuality in a sample of 254 elementary and high school teachers in Barcelona and its surrounding area. The results obtained using a scale of overt and subtle prejudice and a scale of perceived discrepancy of values indicate that discrepancy b...
Naresh Kumar; Raduan C. Rose; Jeffrey L. D'Silva
Technologies advocate researchers had identified a number of factors that affect individual teachers' usage of computers. Nevertheless mix results were reported in literature. Hence, this study used personal characteristics and the technology acceptance constructs to understand the Actual Usage of Computer (AUC) among Malaysian teachers. The final model derived from this study was able to explain and predict approximately 54.5% of the variance in AUC. There were five variables significantly p...